Assess and illustrate the changing nature of the secularisation deabte Essay

Assess and illustrate the changing nature of the secularisation deabte - Essay Example Bryan Wilson posits three dimensions on which secularization may be analysed, namely religious practice, religious organization and religious thought. Religious practice refers to the number of members within a particular religious organization as well as the number of individuals that are present for the actual participation in the practice. Religious organization refers to the amount of influence the Church has on the operation of a society. Religious thought refers to the concept of God and good and evil and the amount of value that each member of society places in these concepts. (Livesey p.5) Wilson noted that this third ingredient is vital in the discussion of secularisation since both religious practices and religious organizations may be on the decline but in the hearts of the individual members of society religious thought could be increasing in leaps and bounds. Peter Berger (as quoted in Aldridge 2000, p.78) defines secularisation as â€Å"the process by which sectors of society and culture are removed from the domination of religious institutions and symbols.† Consistent with this idea, Wilson (as quoted in Aldridge 2000) defines secularization as â€Å"the process by which religious thinking, practice and institutions lose social significance.† Has secularization indeed taken root in today’s society? On the surface it appears that there are fewer persons attending church, fewer marriages taking place, fewer men willing to make a profession in the clergy and fewer individuals regarding Christian celebrations as meaningful. However, is there any empirical evidence to ascertain that these factors are in fact truth? Has the indoctrination of empirical research and industrialization influenced secularization, defined broadly as â€Å"religious decline† (Haralambos, p.436)? In the nineteenth century Auguste Comte believed that human history comprised three phases: the theological stage in which religion held a dominant role, followed

Creationism vs Evolutionism Essay Example for Free

Creationism vs Evolutionism Essay From the beginning of time there has been a controversy about how the world was created. At this time we can agree that there can only be one of two ways that the world could have been created, and that is scientifically or non scientifically. While in the world today mostly everything is being created from science although that might not have been the case back in the days. In this research paper I will try to show the difference between the two and how they are still one in the same. While this research paper is not designed to persuade you in your beliefs, it is a bucket of knowledge that will better educate you on the two. The Creationism vs. Evolutionism controversy represents a clash between two ways of relating to the world (scientific/non-scientific). The central idea of biological evolution (scientific) is that all life on Earth shares a common ancestor, just as you and your cousins share a common grandmother. Creationism (non-scientific) is someone who believes in a god who is absolute creator of heaven and earth, out of nothing, by an act of free will. Creationists do not believe that all of today’s living things evolved from simple organisms changing slowly over time. Creationism opposes the idea of human evolution. (Ruse, Michael, fall 2008) Since the creation of the universe is typically explained by two popular beliefs. One being the scientific explanation and the other being biblical explanation. These are two very different explanations, and while I believe ones religious beliefs can have a role in which explanation one chooses to follow, one is free to choose how they believe the world was created. The scientific explanation is explained by the Big Bang Theory. A basic definition of the Big Bang Theory is that the universe began at a specific time and has been cooling and expanding ever since. According to this explanation, a hot ball of energy expanded outward in all directions and in time radiation and matter began to rise. Gravity now comes in to play and draws the matter into dense regions. After billions of years this formed all things that exist now, stars, planets and galaxies. In our text the biblical explanation for the creation of the universe is explained to us through the Judeo-Christian Biblical account of the creation of earth. The Judeo-Christian account is believed that God made its first inhabitants, fashioning them out of clay, and breathing life into them. With this theory it is obvious to see the two explanations; scientific and biblical are very different. Scientific belief is the universe was created through hot energy expanding and eventually creating our galaxies. The biblical explanation is the belief of the Holy Spirit (God) created all things. With these two very different explanations I dont see how they can become reconciled. Being of Pentecostal faith, I was taught, and brought up to believe in the biblical explanation. However, one cannot ignore the scientific explanation. With the research given today it’s hard to deny the scientific facts available. For some it can be difficult picking one explanation if they don’t believe in religion, for me, I can believe is that the world was created by (god) and the continued creation that came there after over time is created through science. Creationism vs. volutionism has often been incorrectly drawn out as a debate between science and religion, very little can be gained by debating evolution vs. creationism. Two of the biggest obstacles to effective debate on the topic are: †¢The lack of conclusive scientific evidence to forever resolve the issue †¢And the lack of open mindedness on the part of both camps. The geneticist Theodosius Dobzhansky stated that, nothing in biology makes sense except in terms of evolution. The theory of evolution merely explains a process by which species undergoes change over an extended period of time. It is believed that different species evolved from a common ancestor. In order to understand the concept of evolution we must think of time in large units like millions of years. Blocks of time like months and years are of little significance. Evolution refers to entire populations and not individuals. The changes must be passed on to the next generation. Though not the first person to present the idea of evolution; Charles Darwin has been dubbed the father of evolution. He is the most noted and supported, for his theory of natural selection. Darwin’s theory of natural selection simply states that nature favors the survival of organisms that have traits that are best suited for their environment. In other words, only the strong survive. (Max O. Hallman third edition pp 159- 166) Since Darwin’s proposal, scientists such as geologist, biologists, biochemists and others have conducted studies, gathered evidence and developed theories to explain the probable mechanisms of evolution. Modifications are constantly being made to findings and theories as new evidence is accepted. These scientists have conducted studies to compare organisms. Their research includes the study of fossil records, cell structure and function, DNA and the process of heredity (ancestral background). Their theory of evolution suggests that species that currently exist on earth, developed from ancestral species that have adapted to changing conditions. Scientist evidence suggests that life on earth probably began billions of years ago with a unicellular organism. This information has been obtained through Radio-carbon dating which is a method of obtaining age estimates on organic materials. It has been used to date samples as old as 50,000 years. The method was developed immediately following World War II by Willard F. Libby and coworkers, and has provided age determinations in archaeology, geology, geophysics and other branches of science. Radiocarbon determinations can be obtained on wood; charcoal; marine and fresh-water shell; bone and antler; peat and organic-bearing sediments, carbonate deposits such as tufa, caliche, and marl; and dissolved carbon dioxide and carbonates in ocean, lake and ground-water sources. Darwin hypothesized that changes in species is due to the concept of natural selection (only the strong survive). Organisms with favorable traits to those environments are more likely to survive, reproducing and passing on the better traits to the next generation. The new off spring world have an increased chance of survival. Over time, the fittest of the species will survive with different characteristics from those of the original species. This will now be recognized as a new species. (William P. marryA. cunningham chapter 4. Pp 75-90) While absolute proof of the existence of God cannot be realized by any human being, the great weight of evidence, when rationally evaluated, clearly balances the scales heavily in favor of God. We can demonstrate beyond a reasonable doubt that He is, and that He is a rewarded of them that diligently seek Him. (Hebrews 11:6) Creationism is the religious belief that all life on earth is the creation of a supernatural being- god. This relates to the history of religion as described in religious text and the bible. As described in genesis, humans, the world, the universe and all that exists was created by god: Creatio ex nihilo- Latin for creation from nothing.

Comparing Robert Frost and Emily Dickinson Essays -- Comparison Poetry

Comparing Robert Frost and Emily Dickinson as Poets Often, the poets Robert Frost and Emily Dickinson try to convey the themes of the meaning of nature, or that of death and loneliness.   Although they were born more than fifty years apart their poetry is similar in many ways.   Both poets talk about the power of nature, death and loneliness.   However, Dickinson and Frost are not similar in all poetic aspects.   In fact, they differ greatly in tone. Emily Dickinson and Robert Frost both talk about the power of nature in their poetry.   Dickinson uses this theme in her poem " `Nature' is what we see -."   The power of nature is strongly portrayed in this poem by Dickinson's articulation of what the speaker see's in nature.   " `Nature' is what we see -... / Nature is what we hear -... / Nature is what we know -" (277 lines 1,5,9).   Nature is everything to a person, it appeals to all senses.   Dickinson also says in this poem, "So impotent Our Wisdom is / To her Simplicity" (277).   The speaker is saying that nature has such great power that one can't even comprehend her simplest ways. In comparison ... ...89.   p466. ----- "Birches."   American Literature. New York:   Scribner Laidlaw.   1989.   p472,473. ----- "Fire and Ice"   American Literature. New York: Scribner Laidlaw.   1989.   p466. Freeman, Margaret. "Metaphor Making Meaning: Dickinson's Conceptual Universe." Journal of Pragmatics 24 (1995): 643-666. Nesteruk, Peter. "The Many Deaths of Emily Dickinson." Emily Dickinson journal 6.1 (1997): 25-44. White, Fred D. "`Sweet Skepticism of the Heart': Science in the Poetry of Emily Dickinson." College Literature 19.1 (Feb 1992): 121-128.

Lexicogrammar Essay

Modality refers to the expression of speakers’ opinion or attitude towards the proposition that the sentence expresses or the situation that the proposition describes, or the speakers’ judgment of the likelihood of the proposition being true. While modal auxiliaries are â€Å"helping words†, functioning as helpers to make up verb phrases, they are prohibited from being used independently. The present study attempts to conduct a corpus-based study on three modal auxiliaries should, ought to and must with regard to their collocations, colligations, as well as semantic features in Chinese learners’ oral productions. This study reveals that Chinese learners overused should and must a great deal as compared against the native speaker data, while they used ought to much less frequently than native speakers. As for collocations, the observed frequencies of the collocates of these three modal auxiliaries, as shown in the two corpora, are different, but those frequently co-occurring words of the three modal verbs, as have appeared in the two sets of dataï ¼Å'are more or less the same. Key Words: Deontic modal meaning, Epistemic modal meaning, Contrastive Interlanguage Analysis, Colligation, Semantic features, nativelikenessï ¼Å'modal auxiliaries Introduction Medals, known as small words, perform particular functions in both written and oral communication. This thesis is devoted to an analysis of three modal auxiliaries, namely should, ought to and must. It aims to find out how Chinese learners use these three medals and their differences from native speakers in four aspects: frequency, collocation, colligation and semantic features. Significance: Modal auxiliaries belong to a group of small words yet performing particular functions. Present study may be of some help in two ways. Firstly, it may help students notice their shortcomings in using those modal auxiliaries compared with native speakers and think over the reasons, thus to help them improve their communication ability. Secondly, it may provide teachers with some implications for language teaching, raising their awareness of the importance of natural and authentic language resources in teaching and research, and encouraging them to use more effective teaching methods to help students with their English learning. It is also hoped that the results of this study will shed some light on the common problems of the use of modality in EFL speaking environment. Purpose: English modal auxiliaries play an important role in language communicationï ¼Å'as well as in second language acquisition. The study aims to provide some useful information for English learning, teaching and research. We will investigate and describe the characteristics of the collocations, colligations and semantic features. This study also aims to find out some causes of the differences between the two target groups of English-users’ uses of three chosen modals in their speeches. It is hoped that the findings of this study will give a deep understanding of how frequently the three modal auxiliaries are used by Chinese EFL speakers and contribute to the teaching and teaching reforms in the future. This thesis will probe into these issues through Contrastive Intedanguage Analysis. In the whole study, the following major questions are to be addressed: 1. Is there nativelikeness shown in the speakers’ representation of the four modal auxiliaries will would, shall and should, their related chunks with not, have and of their related tenses and subjunctive mood by EFL speakers and L2 speakers? 2. What are the problems found in Chinese EFL speakers in their learning the four modal auxiliaries will would, hall, and should, their related chunks with notï ¼Å'have and of their related tenses and subjunctive mood as a result of the comparison with those of L2 speakers and native speakers from a quantitative perspective? If anyï ¼Å'what are the possible causes of the found problems? 3. What is the tense and subjunctive mood distribution of the four modal auxiliaries used by Chinese EFL speakers in contrast with native speakers as a result of the qualitative analysis? Structure: The present dissertation falls into 5 chapters focusing on the listed research questions: 1. Introduction: significance, purpose, questions to be answered, how the idea is originated, sketches out the outline 2. Definitions of key terms to describing the theoretical foundations, reviews, set up the main framework 3. depicts research design (data and instruments), methodology, procedures 4. main body, negative forms, affirmative forms, contracted forms, original forms, future tenses and subjunctive mood, results(quality and quantity) 5. conclusion, major findings presents pedagogical implications and limitations of the study, suggestions

Hiv Film Reaction Paper Essay

The story unfolds to a freelance director of a documentary named Gil. He was tasked to document everything that covers HIV. His subjects were Heidi a prostitute, Ivy a call center agent and Vanessa a gay. So determined to finish the documentary, Gil finds no time for his girlfriend. Most of his time was spent working on the documentary. He didn’t have a hard time convincing the three to be his subjects since he tells them that they are a great help to those who needed to be informed about the disease. But as they go through shooting and editing, Heidi died, Ivy gave up and Vanessa got into trouble. Adel asked Gil why he is really so desperate to finish the documentary and why it seemed so important to him. Gil tries to keep the real reason that very hard moment. Until one day he was awakened to what Ivy has told him that she wants him to give voice to the victims of the disease then Gil ended up deciding to be just one of the subjects who would complete the story. He appeared on cam telling his audience that the documentary is about the story of the people who are trying to live despite having HIV and still sees hope. The story of Heidi, Ivy and Himself. The strong point of the film is really the screenplay which is in time and has an impact. The acting was established well since the actors suit to each of the character they portrayed. Also, it has a good cinematography. The shots and angles are just good enough to be able to leave a good impression to the audience. Seeing the film, every element is very good which leaves its audience a very positive reaction.

Plan semanal de actividades para el desarrolloEsta Essays

Plan semanal de actividades para el desarrolloEsta Essays Plan semanal de actividades para el desarrolloEstancia Infantil: Brazos de mamID:Nombre del grupo: LactantesLMPeriodo de aplicacin: 7 Sep / 12 Sep 17Nombre de quien elabor el plan de trabajo: Ana Karen Torres Snchez Edad: 1 ao- 1 ao 9 mesesNmero de nios: 8Objetivo: Estimular los cinco sentidos en los nios Da de la semanambito de experiencia a desarrollarEstrategia a utilizar: Juego de caja / Juego de bal / Actividades ldico educativas / ProyectosDescripcin de la actividad (Inicio, desarrollo y cierre)Materiales DidcticosDuracin de la actividadLunesA.L.E "Vista"INICIO: Sentaremos a los nios en circulo y explicaremos la actividad. DESARROLLO: Se le entregar una botella sensorial a cada uno de los nios, cuando terminen de observarla la pasaremos al de enseguida hasta que hayan visto todas las botellas. CIERRE.- Observaremos la reaccin de cada uno de los nios con las diferentes botellas sensoriales.-Botellas sensoriales. -Nios. -Asistente.25 Min.MartesA.L.E "Odo"INICIO: Nos pondremos sentados en circulo, y se les explicara a cada nio que se le entregar un instrumento musical. DESARROLLO: Ya que cada nio escuch como suena su instrumento, cantaremos la cancin "Mi pollito amarillito" pero cada nio tocando su instrumento. CIERRE.- Terminamos con la cancin que ellos eligan y daremos un fuerte abrazo.-Instrumentos musicales. -Nios. -Asistente.MiercolesA.L.E "Tacto"INICIO: Explicamos a los nios la actividad y nos sentaremos. DESARROLLO: La asistente tendr los guantes sensoriales e ir pasando cada nio a sentir cada uno de ellos y que sienta las diferentes texturas de los guantes. CIERRE.- Preguntaremos cual fue el guante que mas les gust y daremos un fuerte aplauso.-Guantes sensoriales (Algodn, arroz, piedras, a gua,bolitas de gel) -Nios. -Asistente.20 Min.JuevesA.L.E "Olfato"INICIO: Sentaremos a los nios en circulo y explicaremos la actividad. DESARROLLO: Estar pasando cada uno de nios con la asistente, el cual olern diferentes frascos (Perfume, naranja, ajo, chocolate). CIERRE.- Daremos un fuerte aplauso y terminaremos cantando.-Frascos de plstico -Perfume -Naranja -Ajo -Chocolate -Nios -AsistenteViernesA.L.E "Gusto"INICIO: Explicaremos la actividad y Sentaremos a los nios en circulo. DESARROLLO: Daremos a proba uno por uno diferentes sabores (Sanda, Sopa, tomate, agua de jamaica, apio) CIERRE.- Preguntaremos cual fue el que mas les gusto y daremos un fuerte aplauso.-Sanda -Sopa -Tomate - Agua de jamaica -Apio -Cuchara -baberos - nios -asistenteNombre y firma de quien elaborNombre y firma de la ResponsableEvaluacin realizada al Plan de ActividadesCumplimiento del objetivo:TotalParcialNuloObservaciones / Apectos relevantesSe logr estimular los sentidos en los nios, era algo nuevo y les gust mucho esta actividad.LogrosEn el sentido "Gusto" se logro estimular ya que algunos hacian gestos al principio, ya despus no.reas de oportunidadA la hora de cantar la bienvenida, estimular con varios instrumentos musicales, aplausos, chiflidos.Autoevaluacin del Agente EducativoEvaluacin del plan de actividadesBuenoRegularMaloObservacionesEl mbito de experiencia a desarrollar fue:Fue una buena experiencia, ya que los nios estuvieron atentos a lo que bamos haciendo.La estrategia a utilizar fue:Exce lente, les llam mucho la atencin las diferentes actividades y no se distraan con facilidad.La descripcin de la actividad fue:Buena, cada nio siempre estuvo enfocado de acuerdo a la actividad.Los materiales didcticos fueron:Les encant trabajar con diferentes materiales, ya que los movan y los vean para ver que era.La duracin de las actividades fueron:Todo de acuerdo al tiempo establecido.Ana Karen Torres SanchezNombre y firma del personal que realiz la evaluacin

Report of Experiences in Assessments in Matoska International School

Report of Experiences in Assessments in Matoska International School Introduction At Matoska International School, assessment is one of the key elements of the teaching and learning process. Assessment is concerned with the gathering of valuable feedback from student in term of what the student know, what the students feel and what the students are able to do at various stages of the teaching learning process in response to what they have learned.Advertising We will write a custom term paper sample on Report of Experiences in Assessments in Matoska International School specifically for you for only $16.05 $11/page Learn More The school has multi faceted assessment criteria that aim at evaluating different types of learning such as skills, knowledge and attitudes. It also means that students are an integral part of the assessment process and that the students are encouraged to develop critical thinking as well as a self evaluation mentality. Assessment at Matoska International School is not only for the purpose of gathering in formation for the sake of enriching the teaching and learning process but is intended to aid in the development of students’ learning and learned abilities. As such it is an ongoing process that also involves the environment, the community as well as the student’s family members. The student is continuously informed of the assessment criteria and adequately prepared before any assessment test is administered (Matoska n.d). Assessment is therefore a continuous process of varied activities intended to develop the student and involves various parties such as the parent community, and the family members while the student is the central figure in the entire process. Assessment methods At Matoska, teaching and learning is multifaceted and as such the assessment criteria is modeled along the Bloom concept of learning domains. It evaluates various aspects of learning such as knowledge skills and attitudes. Knowledge learned is assessed through summative tests at the end of eve ry learning unit. The learner is required to define, describe, knows, lists, or recall knowledge learned. The learner is also expected to show the ability to analyze knowledge learned. Assessment also tests the learner’s attitudes. This involves testing whether the learner’s skills, concept and beliefs have been affected by what has been learned. As such the learner will be observed to identify how he/she cooperates, influences, questions and internalizes learned values. Furthermore, assessment is also intended to evaluate the learners ‘doing’ abilities. This includes testing the learner fro creating, constructing, composing designing and such other physical abilities. Assessment involves both qualitative and quantitative evaluation.Advertising Looking for term paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Quantitative assessment involves awarding of numerical score or grades while qu alitative assessment appeals to a teachers emotion and responses such as good, satisfactory, excellent are involved. Qualitative assessment is used in assessing both written and unwritten tests. Furthermore, assessment also tests a learners psychomotor skills; the ability of the students to do what they have learned in class. Therefore, the assessment at Matoska involves a variety of methods (Matoska n.d). To begin with the teachers use the paper pencil methods. This involves written response where students will write tests that may either involve multiple choices, short answers or essays. Written assessment is done both as a continuous measurement method of a student learning. Therefore it is achieved through writing daily class room assignment as well as the end of every learning unit or semesters exams. Non paper and pencil assessment involves unwritten evaluation such oral tests and manual task. A student is required to give oral responses to questions as well as completing manu al tasks such as simple laboratory experiments while following simple procedures. Unwritten assessment is also part of co curricula activities such as debating, group discussions, music, as well as sports and physical education. The teacher will also observe the student developmental needs in communication skills, interpersonal skills and the way the student relates to the environment around them (Gredler1999). The purpose of assessment The methods mentioned above are student centered and as such the main purpose of using them is to make the student be part of teaching learning process. Thus the student becomes an active participant in the learning process. Students are encouraged to develop self evaluation mechanism and as such they reflect on what they have learned. They are therefore become aware of their own personal academic progress and as such the student will make self directed effort to improve their grade (Matsoka, n.d; Badders, 2000). The tools mentioned above are also ve ry useful in gathering information about the teaching learning process. This information is valuable as it will inform the teaching methods applied to the whole class in general as well as for specific learners. Diagnostic tests help the teacher to understand the student entry level knowledge and learning needs. Assessment is also part of the professional teacher’s duty. At Matoska, teachers are supposed to administer tests and examinations at predetermined times in fulfillment of their professional duties. Such include Minnesota Comprehensive Assessment, administered every spring to students to grades 3 to 5 (Matoska n.d.).Advertising We will write a custom term paper sample on Report of Experiences in Assessments in Matoska International School specifically for you for only $16.05 $11/page Learn More Assessment generates valuable information As mentioned earlier, the methods of assessment are used to generate valuable information about the entire t eaching and learning process. The tools for assessment thus have been able to yield valuable information to the teacher as follows. Over a given period of learning a student takes a series of tests of which an average score is calculated. Continuous tests measures learning abilities on given topics. These tests are used by the teacher as to gauge the student’s immediate needs per topic which are addressed before progress to the next topic. Therefore the tests help in gathering information about a student’s continuous progress and needs. The averaging of tests scored is very useful in giving an accurate measure of a student’s academic performance over a given period of time, such a school semester. The series of assessment test a variety of knowledge, skills and talents. This reveals students’ strength, weaknesses and development needs (Marzano 2006). The assessment has also been very valuable in yielding information on teaching methods that will aid a stu dent’s improved learning. It is through assessment that teachers identify weak areas and thus have to vary teaching methods to address those areas (Matoska n.d.). If students score poorly in communication skills or have poor written skills, the teacher will vary the teaching methods, to incorporate teaching communication, both verbal and written. Rating assessment methods The assessment methods applicable at Matoska have been rated very highly and proved satisfactory. The purposes of using these particular methods have had a very significant impact on the curriculum at Matoska International School. These methods are very valid as have allowed students to exhibit what they know and are able to do. Such assessment includes writing down grammatically correct sentences, ability to identify herbivore from carnivores among other activities. The scores for these assessments are recorded, analyzed and used for future reference as well as improving the learning process at the school. The assessments are reliably useful as they can be applied to all students at all time not only in Matoska but in other schools in the district. These assessments have been able to produce similar results if applied to various schools and students at different times. They also produce data reliable data that that accurately reflects individual student’s knowledge, attitudes and skills learned.Advertising Looking for term paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Assessment methods are also upgraded periodically to reflect the current thinking in classroom assessment. Furthermore, the methods have been structured in such a way that they address the time available. This reflects the efficiency of the methods in use (Badders 2000). Insight and problems encountered The assessment process has yielded useful insights. Credible assessment is an interactive process between teaching and the learning process where the student is the central figures in the whole process. It therefore means that communication is valuable in the whole process as goals and intentions have to be clearly communicated to the student. To facilitate this mean that the relationship between the student and teacher has to be right for any effective communication to occur. Traditional assessment only involved the teacher as the only one who would develop assessment tools. However modern methods are also encouraging the student to do a self evaluation that will help in student dir ected studying. There are also some problems encountered in using the assessment methods identified in this essay. Assessment is a much more complicated affair especially when it comes to qualitative assessment. The use of adjective such a s good, excellent and such other words that express the quality of learning do not have a universal application because of their subjective nature. What is satisfactory performance to one student may be poor performance from another. Therefore qualitative assessment becomes difficult when assessing student with varying abilities using the same criteria (Black Dylan, 1998). Conclusion Teaching, learning and assessment have symbiotic relationship. Teaching and learning are directed towards assessment while assessment is directed towards further learning which may result in further assessment. As such none can exist without the other. Traditional assessment was content oriented but with changes in the education system, a more student approach has be en adopted. This has resulted in better assessment methods being adopted which have lead to improvement of educational standards. Matoska International School values assessment as an integral part of its teaching and learning process. It is also student centered and as such other than assessing knowledge, the student’s attitudes and physical abilities are also part of assessment the intention of which is to produce an all rounded individual. Reference List Badders, W. ( 2000). Methods of assessment. Web. Black, P., Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy Practice5 (1). Web. Gredler, M. (1999). Classroom assessment and learning. New York: Addison Wesley Longman. Marzano, R. (2006). Classroom assessment and grading that work. Virginia: ASCD. Matoska International PYP assessment policy. Web.

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.

Research methods assignment Example | Topics and Well Written Essays - 1000 words - 1

Research methods - Assignment Example sistent health anxiety not only causes great suffering for the patient and those around them but is also costly in terms of higher medical care utilization (Barsky, Ettner, Horsky & Bates, 2001). Hence, it remains a priority to understand the aetiology and maintenance of hypochondriasis and to develop effective treatments. Although DSM-IV-TR (2000) currently classifies hypochondriasis as a somatoform disorder it has been argued that the underlying cognitive processes are more consistent with those in anxiety disorders (Mayou, Kirmayer, Simon, Kroenke, & Sharpe, 2005; Noyes, 1999; Olatunji, 2009; Deacon &Abramowitz, 2009,) and thus it has been conceptualized as such for the purposes of treatment (Paul, Warwick, Deale, 2003; David Clark et al., 1998; Wells, 1997). Schizophrenia is a chronic, severe, and disabling mental illness that has a particularly negative impact on patients with the disorder. For example, compared to normal people, schizophrenics will often face significant problems with developing social relationships, self-care, and are often unable to hold down a job. As a result, everybody knows that they are usually unemployed, socially isolated, and dependent on the financial support of family or public welfare. It is, therefore, imperative that mental health professionals develop effective treatments to tackle the problem. A number of different treatments have been developed to target the problem of Schizophrenia. These include antipsychotic medications, electroconvulsive therapy, cognitive-behavioral therapy, family education and therapy, and social skills training (Rosenberg & Kosslyn, 2014). Many Schizophrenics don’t like taking medication, usually because of the many distressing and long term negative side-effects. Cons equently, I would recommend treating Schizophrenia with psychological interventions, rather than medication. An experiment was carried out to examine the impact of drinking alcohol on driving ability. One hundred participants took

Business management Research Paper Example | Topics and Well Written Essays - 1500 words

Business management - Research Paper Example There was a tremendous surge in the penetration of internet - based connectivity in various parts of the world. Because of the rise of a internet based connectivity, it needs to be mentioned that the world has transformed into a single connected global entity. This has increasingly paved the way for easy synchronization of various trends related to globalization that are emerging from the different corners of the world. (International, 2011, p. 32) It needs to be mentioned that because of the trends of globalization, there is a tremendous amount of demand for new kinds of product and services that are emerging from various new as well as well established countries and economies around the world. As a result of this surge in demand, there is a high amount of business opportunity that is emerging in the global marketplace. Many new as well as established companies that are located in various geographical locations are increasingly focusing on the process of market expansion as well as the process of entering in the new markets to capitalize on the new business opportunities (Tsai, 2003, p. 158). In this assignment, the focus is on developing a business model for a new company while studying two companies based in the region of United Arab Emirates. For the purpose of doing that, the airline industry of UAE region has been selected. The two companies that have been selected from the aviation industry of UAE are Arab Emirates and Air Arabia. In explaining in a brief manner about the two companies, it can be stated that the airline company Emirates is the flagship carrier of the Emirates group. The airlines provide air transportation services to around 74 countries in six different continents. As of the year 2012, the airline company is credited with being the fourth largest company in the world in terms of flying international passengers as well as the amount of distance covered all around the globe. Talking about the other company, it can be stated that Air Arabia is the largest low cost carrier (LCC) in the Middle East and the North Africa region. The company connects around 82 destinations currently which includes various locations of Middle East, North Africa, Europe and Asia. The value offering of the company is comfort, reliance and great value for money kind of a service (airarabia.com, 2013). Mission Statements While discussing about the mission statements of the two companies belonging to the airline sector of the UAE region, it is very important to understand the meaning of the terms of mission and vision. The vision of a company is the long term goal of a company while the mission of a company is the short term goals of the company. To fulfill the objectives identified in the vision of a company, it is very important to fulfill the mission based goals. In discussing about values of Emirates, it can be stated that the focus is on building a strong and stable leadership team, which will play a major role in the process of designing a mbitious and calculated decisions and ground breaking ideas which will help in the creation of a great company (theemiratesgroup.com -1, 2013). The vision of the company is to be the world’s

Critical Thinking paper in Health Care Essay Example | Topics and Well Written Essays - 500 words

Critical Thinking paper in Health Care - Essay Example When he was experienced the creativity decreases, which makes him apply his known and time tested strategies and techniques he found successful. This is in general but not be certainly Work setting depends upon nature of work and work place. If the nature of work is individual one has enough free hand to set it according to his convenience. For instance, a teacher in a school can work according to his own plan and setting regarding his duties in class room and correction of Answer sheets. But in the case of a marketing executive it depends on his superiors, subordinates and the clients he has to meet and melt. When it comes to the work in a back office it depends on the work culture of that office and the nature and pace of doing work of his colleagues. The situation is different in case of front office. There, the work setting depends upon the people they meet and talk. All the aforesaid cases are the instances of subordinate services. If one has to lead a team (smaller or bigger) he has to plan every thing in advance and must be able to guide his team mates. Here the work setting needs a good home work, alertness and planning. When one member abstains from work or will take leave, the work setting depends on the team leader.

The Meaning of Love According to Plato Essay Example | Topics and Well Written Essays - 1250 words

The Meaning of Love According to Plato - Essay Example The symposium is a venerable treatise record of speeches employed in both story and verse by six prominent Athenians to convey a clump of myths and motifs regarding nature, meaning together with the purpose of live. A symposium was a social event in Ancient Greek where people partied after an evening meal. In this occasion, people would drink wine saturated with water, sing songs, make conversation, and tell stories and riddles as well as fables. Those who participated perfumed wore garlands, danced, and entertained by hired mimes, acrobats, and flute-players. It was during his occasion, Plato remarked on conversations regarding the meaning of love with a discourse of speeches. He begins lessons of this formidable yet a life-determining discussion by referring to love as a great god, marvelous as to how he came into being, and very wonderful according to how he treats fellow gods and people. Love is a god and no one knows when it commenced existing but believed to have come into bein g after what the poets’ term as chaos and earth (Plato 57). Referencing from Plato’s definition of love, I think love in terms of genealogy is the oldest god meaning that it is virtually eternal and there has never been a time when it was not there. Since love is a god and ancient, he offers the greatest goods such as gentle relationship full of great love with neither shame nor pride. Love is the origin or source of greatest gifts that has its stand in the heart of all humankind considered noble and within every generous act. Plato’s description of love as source shows that love is a motivational power that generates need to establish a relationship and maintain it for as long as possible. In this case, the value of the greatest gifts of love does not necessarily mean satisfaction of erotic needs (Plato 19). It also values virtue development and distinguished character within both parties. Some of the gifts that come along with love include justice within towns , good guidance in life, bravery in war as well as getting rid of fear and shame. Love fills people with might that enables them to overcome danger and deepens their courage to an extent of losing their lives in place of their loved ones. Love is a motivation for noble and high actions and benefits the lives on men effectively as it gives the greatest gifts (Plato 23). Regarding this definition of love, I think love is kind and caring as it gives people motivation and courage to face any kind of challenge or risk including death. I also presuppose that love creates emotions that make people develop feelings towards others and in the process begin trying winning the subjects love, establish a relationship that the lover maintains for good. Further, Plato portrays definition of love with unmitigated praise saying that love is neither noble nor ignoble. In this definition, there are two types of love, which are Common Aphrodite and Heavenly Aphrodite (Plato 35). In this arena, love is neutral, but what determine its position are its actions and sentiments. If sentiments and actions of love depict negativity, it means that love is ignoble and shameful in this scenario. If love’s actions as well as sentiments come out as a product of nobility and goodwill then love in this particular scenario is noble and honorable. According to Plato, love that a vulgar feels is ignoble and produces ignoble sentiments. He classifies this kind of love in the class of

Blurred Lines by Robin Thicke Essay Example | Topics and Well Written Essays - 1000 words

Blurred Lines by Robin Thicke - Essay Example According to Boardman of The Huffington Post, the video seems to be giving power to men rather than women, especially in the context of rape based on the line ‘I know you want it’ to suggest that women mean yes when they say yes when faced with cat calling or manly sexual advances. This controversy led universities in Britain to ban the song from being played in any of their functions because of this portrayal of women. In their defence, Robin, Pharrell and T.I argued that the song had some feminist themes as it sought to liberate women against male oppression. They argued on the basis that they were fathers and husbands meaning that it was not possible for them to portray women in such an undignified manner or sexist. According to Lynskey of the Guardian UK, the lyrics to the song include the use of derogatory names against, which in some quarters is considered racist, hence influencing an outcry by those involved in the feminist movement. The explicit version of the so ng also has some sexual elements embedded in it is as analysts decry why the song had to give details on what they can do to a woman in a sexual way. This to them exemplifies rape as a woman is not supposed to have a say   in the way that a man can have her sexually, meaning that their consent in sexual matters is inconsequential as the man is the one who gets to decide. Others argue that the video promotes pornography ideology, especially with the models in the song appearing topless or bikinis that have the same color.

The Meaning of Love According to Plato Essay Example | Topics and Well Written Essays - 1250 words

The Meaning of Love According to Plato - Essay Example The symposium is a venerable treatise record of speeches employed in both story and verse by six prominent Athenians to convey a clump of myths and motifs regarding nature, meaning together with the purpose of live. A symposium was a social event in Ancient Greek where people partied after an evening meal. In this occasion, people would drink wine saturated with water, sing songs, make conversation, and tell stories and riddles as well as fables. Those who participated perfumed wore garlands, danced, and entertained by hired mimes, acrobats, and flute-players. It was during his occasion, Plato remarked on conversations regarding the meaning of love with a discourse of speeches. He begins lessons of this formidable yet a life-determining discussion by referring to love as a great god, marvelous as to how he came into being, and very wonderful according to how he treats fellow gods and people. Love is a god and no one knows when it commenced existing but believed to have come into bein g after what the poets’ term as chaos and earth (Plato 57). Referencing from Plato’s definition of love, I think love in terms of genealogy is the oldest god meaning that it is virtually eternal and there has never been a time when it was not there. Since love is a god and ancient, he offers the greatest goods such as gentle relationship full of great love with neither shame nor pride. Love is the origin or source of greatest gifts that has its stand in the heart of all humankind considered noble and within every generous act. Plato’s description of love as source shows that love is a motivational power that generates need to establish a relationship and maintain it for as long as possible. In this case, the value of the greatest gifts of love does not necessarily mean satisfaction of erotic needs (Plato 19). It also values virtue development and distinguished character within both parties. Some of the gifts that come along with love include justice within towns , good guidance in life, bravery in war as well as getting rid of fear and shame. Love fills people with might that enables them to overcome danger and deepens their courage to an extent of losing their lives in place of their loved ones. Love is a motivation for noble and high actions and benefits the lives on men effectively as it gives the greatest gifts (Plato 23). Regarding this definition of love, I think love is kind and caring as it gives people motivation and courage to face any kind of challenge or risk including death. I also presuppose that love creates emotions that make people develop feelings towards others and in the process begin trying winning the subjects love, establish a relationship that the lover maintains for good. Further, Plato portrays definition of love with unmitigated praise saying that love is neither noble nor ignoble. In this definition, there are two types of love, which are Common Aphrodite and Heavenly Aphrodite (Plato 35). In this arena, love is neutral, but what determine its position are its actions and sentiments. If sentiments and actions of love depict negativity, it means that love is ignoble and shameful in this scenario. If love’s actions as well as sentiments come out as a product of nobility and goodwill then love in this particular scenario is noble and honorable. According to Plato, love that a vulgar feels is ignoble and produces ignoble sentiments. He classifies this kind of love in the class of

Locke Essay Example | Topics and Well Written Essays - 1000 words

Locke - Essay Example Without getting consent from the original owner, at this point, no one can possess the resources (Locke 35). Accordingly, all individuals must labor to acquire property. In addition, the property must personally benefit the individual for it to be considered individual property. Labor that the individual cannot use can be traded in for money, which can later be re-traded for property. Locke contrasts gaining of possession through actions both natural and unnatural. The major difference between the two processes is whether the property that one sought for ownership had a previous owner or still lay within the common ownership domain. People who want to acquire property that already belongs to other individuals do not apply labor to own the property (Locke 40). Instead, they are out to own what someone else has already applied his/her labor to with nothing, such as money, in return. While it can be argued that any individual taking ownership of anything should first seek out others to ask their permission if the community owned it, Locke deemed this approach impractical. He compares it to requiring permission from everyone in sight before eating an apple one has found fallen by the roadside (Locke 41). Similarly, if an individual takes ownership of property and leaves more of the same for other people to own and enjoy, no property usurpation can be claimed to have gone on. This should be considered as an action of natural occurrence. However, Locke does caution on how natural private property can be, arguing that the individual should only take as much as is required for personal and family enjoyment (Locke 45). In addition, the property must be only enough for enjoyment without it going bad in the process. For instance, it is not natural in his view to hoard what can perish. While this is true, it is not unnatural for an individual to own or gather more than is enough for personal consumption if the excess is further traded for the purpose of attaining what one does not own or produce. Since labor endows private property with its naturalness, an individual cannot claim property simply for owning it. The individual is required to labor on the land. Therefore, any individual can lose ownership of their property if there is no application of labor (Locke 46). This is because, in that state, the property is not of benefit to them or anyone else. From a cursory reading of Locke, one could assume that he proposes that it is right for a person to put up boundaries on national parks and apply labor to it, allowing the property to become his/her private property. However, deeper reading counters this interpretation by showing that, at this point, there is there is an overlap of divine law and human law. While nature allows man to use earth as he sees best for convenience and self-sustenance, man is not necessarily the determinant of how individuals will use the land (Locke 50). For this reason, people come together to create social bodies and juris dictions such as towns and villages, which determine the best way to benefit collectively from the resources. Sometimes, these jurisdictions may determine that some land will be left out of individual hands and be in common ownership. Attempting to own the property individually would cause a decrease in its usefulness to the community that possesses the land together.

Prioritizing the IT Project Portfolio Paper Essay Example for Free

Prioritizing the IT Project Portfolio Paper Essay Lilas Web design is a fairly new business. Lila has about 45 employees, and is in the middle of interviewing for an IT project manager. The Information Technology (IT) project will play an important role in Lilas business. The new IT project manager will be looking into getting the Project Portfolio Management (PPM) tools. This tool will help in the supporting process for helping in selecting the right project. With the new PPm all of the new project will be selected and evaluated. The PPM will also help to identify those projects that have a good success. Lilas Web design has so many factors when thinking about prioritizing the IT projects. The PPm is a very powerful tool that Lilas Web design will have. The PPM will help focus on the management of each IT projects. The new IT project manager needs to evaluate the importance and review the strategic objectives. The IT manager will have to take a look at Lilas strategic plan. Strategic plan is where the IT project manager will strengthen operations, set priorities, focus energy, and work on the common goal of the company. This is so that the IT project can be evaluated through the following criteria. Will the project create or drives more revenue for the company. Will the project cut the cost of doing business? Is this project mandated by federal, country, state, and local law? Is there any competitor in business who has undertaken a similar project? The model that we will be using for helping with prioritizing information technology projects is called the Credit Union Return on Technology (CURT) according to References Denbo, Adam, and Rand. Guthrie. Prioritizing IT Projects: An Empirical Application of an IT Investment Model. http://www.iima.org/CIIMA/CIIMA%20V3%20N210%20Denbo.pdf

Impact of HIV on Society

Impact of HIV on Society The human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS) pandemic is one of the most serious contemporary sexual health related issue affecting the human race today. By the end of 2009, it was approximated that 34 million people were living with the HIV virus and deaths related to AIDS were about 1.8 million people. HIV/AIDS has been the worst pandemic since its discovery; having claimed over twenty five million lives by 2005 with the Sub- Saharan Africa being the most affected (Douek, Roederer Koup, 2009). This paper focuses on the impact psychosocial, cultural and economic of HIV/AIDS and its related sexual health problems on the individual as well as the community. HIV/AIDS has a huge impact on the infected individuals family unit and the community they live in. The impact is dependent on the mode in which the virus is transmitted among communities (and who it infects), the diagnosis of infection, and the community setting in which the individual and family live. Introduction Human immunodeficiency virus (HIV) is a retrovirus that causes acquired immunodeficiency syndrome (AIDS). Two strains of the virus, HIV-1 and HIV-2, have been described. AIDS is a human disease in which there is gradual failure of the bodys defence (immune) system thereby leading to severe and fatal opportunistic infections and cancers (Douek, Roederer Koup, 2009). Infection with HIV occurs through coming in contact with infected body fluids such as blood, breast milk, and sexual fluids such as pre-ejaculate, semen and vaginal fluids. The key modes of transmission are unsafe sex with infected person-both heterosexual and homosexual, contaminated items such as needles and razors, breastfeeding, and infected mothers infecting the newborn during birth. Blood and blood products screening for HIV has greatly eradicated infections transmission through infected blood and blood products transfusions. HIV eventually progresses to AIDS; the individuals mostly succumb to opportunistic infectio ns or malignancies resulting from progressive weakening of the immune system. Different individuals infected with HIV develop AIDS at different rates depending on the host, viral, and environmental factors; many develop to AIDS within ten years but in some it may be earlier or later. There is no cure for HIV/AIDS; treatment involves life-long use of a combination of anti-retroviral drugs and a cocktail of other drugs to treat any opportunistic infections (Douek, Roederer Koup, 2009). Infection with HIV usually has a huge physical, mental, social and economic impact on infected individuals, their families as well as the community in which they live. Stigmatization by other community members aggravates this impact; it hampers the prevention and management of HIV and impedes social support and disclosure of HIV status. The family units mostly affected by the HIV scourge are those of low socioeconomic status, such as drug users, asylum seekers and emigrants. The long-term impacts of living with HIV due to invention of better HIV care and management such as HAART (Highly Active Anti-Retroviral Therapy) have also evolved and changed many social aspects such as parenthood, disclosure HIV status and long term effects of the use of HAART on the individual. Another impact of the HIV is depicted in the inequality and discrimination individuals living with HIV experience when it comes to matters such as securing or sustaining employment and vital services like life assurance . Children have been known to bear the greatest impacts of HIV especially those orphaned and those infected with HIV. The number of orphans has been on steady rise due to AIDS-related deaths of the guardians and the fact HAART is ensuring infants born with HIV can live with the virus till they reach adolescence or beyond. All these factors collectively affect the community around them both socially and economically. The Physical, Psychological and Social Impact of HIV on Individual and Families Infection with HIV/AIDS leads to numerous bodily, mental and social issues that affect the individual and impacts on their families and communities at large. In the contemporary society, the definition of a family shifts from the traditional structure of biologically related members to include socially chosen relationships, for instance, close friends, partners, and close external family relationships such as homosexual men (Green, 2011). Before the discovery of anti-retroviral drugs, infection with HIV meant death within a short period of time. However, after the invention of HAART over a decade ago, there has been a gradual decline on the number of individuals succumbing to AIDS-related diseases in Australia, Europe and the United States. Currently, families have to deal with HIV infection as a chronic disease to be coped with for the life span of the infected individuals (Zuniga, Whiteside and Ghaziani, 2008). The requirement to take complex regime of many drugs is the foremost bu rden for the HIV-infected individual; many patients suffer anxiety, frustration, depression and hopelessness especially when the drugs do not accomplish or maintain the perceived benefits expected from the treatment regime. This could be due to virus mutation and individual resistance to the drugs (Zuniga, Whiteside and Ghaziani, 2008). It is documented that even when the treatment is effective, patients have other form uncertainties and distress. The impact of the HIV treatment is further aggravated by other factors such as worry about employment, sexuality, the prospects of relationships, and the social reactions of other community members. HAART has numerous side-effects, such as cardiovascular diseases and several of which have psychosocial consequences like lipodystrophy (Zuniga, Whiteside and Ghaziani, 2008). Members of the family may also be burdened by giving care to the infected as the disease advances, and they may be distressed by the stigma often associated with HIV infection. Another impact of HIV is the stigma and discrimination against persons living with HIV/AIDS. Apart from having to endure treatment with severe side-effects, they constantly have to cope with rejection and social discrimination. People with HIV/AIDS have to put with being labelled as victims a term that implies defeat, helplessness and dependence upon help from othersÂÂ  (Matic, Lazarus Donoghoe, 2006). The forms of stigma and discrimination vary geographically. Many nations have regulations that control the travel, entry and residence of persons living with HIV/AIDS. By the end of 2010, individuals living with the virus were restricted on long stays of over three months in sixty countries and eighteen of these even applied limitations on short term residence (Stutterheim et al, 2009) In healthcare sector, the common examples of stigma and discrimination experienced are being denied access to facilities and drugs, mandatory HIV testing without individual consent, and breach of c onfidentiality over the persons status. In the workplace, stigma from employers and fellow workers include social isolation and mockery, or experience biased practices, such as dismissal or denial of employment (Stutterheim et al, 2009). Others instances include denial of entry into a country, forced eviction from residence by their families and rejection by colleagues and friends. Stigma and discrimination associated with HIV/AIDS greatly hinders efforts to successfully battle the HIV and AIDS pandemic. This fear of discrimination frequently averts individuals from seeking treatment and management of AIDS or from publicly disclosing their HIV status. On numerous occasions, the stigma associated with HIV/AIDS can extend to the family and siblings of the infected individual, creating an emotional burden on those left behind. HIV/AIDS-related stigma modifies over time as infection levels, understanding of the disease and treatment availability vary. For instance, in the Netherlands, the community response to persons with HIV/AIDS is quite positive; understanding of HAART was linked to perception of lower risk, with a positive attitude towards gay people, less fear, and a greater readiness to have personal contact with people with HIV/AIDS. However, in Eastern Europe, discrimination may be more severe, particularly of specific groups, such as gays (Stutterheim et al, 2009). Economic Impact of HIV HIV/AIDS has had the greatest negative effect on the economies of many countries all over the world. The pandemic has been devastating for many nations where it has caused deep poverty both to the individual, families and community. The magnitude of economic and demographic impact of HIV/AIDS infection in third world countries is pronounced due to the fact that it affects persons in the most economically able and productive age. Besides, it is also weighing down on the economic and health gains made in the last few decades. People with HIV/AIDS create a profound burden for public finances, especially in the sector of health. In a number of Caribbean countries, HIV/AIDS patients take up as many as a quarter of existing hospital beds (Green, 2011). The sub-Saharan Africa is the most affected with southern Africa leading with the effects of the virus. The World Bank approximation shows that gross domestic product (GDP) of South Africa reduced by twenty percent in 2010 due to the effects of the deadly virus (Salinas Haacker, 2006). Many other countries are using huge portion of their economic resources in providing treatment and care for people with HIV/AIDS. A research carried out by the University of the West Indies shows that the GDP of countries such as Trinidad and Tobago will drop by over five percent and that of Jamaica by 6.4 percent as a result of HIV/AIDS. The economic impact is poverty, a reduction in investments and savings, and rise of unemployment in vital industries such as agriculture and manufacturing (Salinas Haacker, 2006). The economic impact of HIV is greatly felt by the individual and their families. HIV/AIDS in many cases results in loss of income of the breadwinners and increase in expenditures as a result of caring for the infected. Families affected by HIV deplete their savings and assets in order to cope with increased expenditure and income shocks. Firm profits, savings and investments may reduce due to increase AIDS-related expenditure and lower labour productivity (Whiteside, 2008). According to ILO estimates, close to thirty seven million persons worldwide who are engaged in productive economic activities are HIV-positive. The mortality of these adults leaves the children as orphans and in cases where they were the sole bread winners; the children are left destitute (Green, 2011). Impact of HIV on Parenthood and Children The development of HAARTs has had an impact on pregnancy planning among people living with HIV. In the pre-HAART era, HIV-positive women were faced with their HIV status and the expected bleak outcome of death. The number AIDS-related deaths, however, has drastically gone down in women living with AIDS due to HAART; they now live longer healthier lives. Among the women in the reproductive age who are living with HIV, the decision about pregnancy is becoming an important one; this due to reduction of the risk of vertical transmission of the virus to the newborn (Noroski, 2009). Gains in prevention of mother to child transmission have led to emergence of new dimensions in the way communities view parenthood. Parenthood in HIV infected people is still eliciting many physical and social effects especially due to stigma and discrimination associated with the virus. Noroski (2009) outlines that concerns that might determine parenting decisions among people living with AIDS are the aspirati on for parenthood, religious beliefs, children one had before, the position of spouse and health care providers, and apparent spouse capacity to parent successfully. HIV/AIDS has greatly changed parenthood. Research findings shows that close to seventy percent of all HIV infected parents regarded their family planning to be over, since they did not plan bear any more children, sixteen percent were undecided, while fourteen percent had an explicit longing to have more children (Wacharasan and Homchampa, 2008). Children who are infected with HIV either during birth or later through breast milk now have a chance to survive up to adolescence owing to better treatment regimes. This means that more adolescents increasingly have to cope with the virus. Children living with HIV/AIDS have a high risk of death from opportunistic infections. The virus affects the children psychologically and leads to neurological impairment; as a result they have pronounced cognitive insufficiency or diminished cognitive abilities, have behavioural difficulties, and have a general low quality life. Children living with HIV may also experience challenges in leading a normal life due to the medication they must use regularly as well as problems that result from disclosure of their HIV status (Noroski, 2009). The other main impacts of HIV on motherhood are ethical concerns about the possible danger of spreading the virus to the newborn, the socioeconomic impact, concerns and stigma associated with bringing up a child by a parent who has a potentially fatal disease. The HIV/AIDS pandemic has greatly contributed to increase in the number of orphans universally. In Africa alone, there are over twelve million children orphaned by AIDS pandemic. The children are left destitute; at times the elder adolescents have to take up the parenting roles while majority are taken care of by their extended family members or foster parents. This long term care causes economic difficulties as financial resources are strained. The children become fully deprived of the care, guidance and protection of their parents and social problems begin to crop up. The children find themselves prematurely out of school. Statistics show that many of these children have to drop their education due to lack of resources, stigma and discrimination or simply to take up the role of premature parenting resulting from death of their parents. These effects are more pronounced especially after death of both parents. HIV/AIDS in the long term leads to numerous social impacts on the communit y such increase in crime rates, poverty, drug abuse, illiteracy, reduced productivity and eventual collapse of social system. Impact of HIV on Caregivers and Healthcare Sector The major burden of caring for the people living with AIDS rests with the family and the health care providers. In the era before anti retroviral therapy, this used to be an immensely stressing task because most of times the health of the infected patients deteriorated rapidly, they were bedridden and has to be taken care of. The advent of HAART has greatly improved the need for round the clock help since the patient can now lead a healthier life without need for much help. Important care givers are mainly the family, close friends and health workers. The major impact of HIV on the caregivers is stigma; usually referred to as secondary stigma or stigma by association. Parents of people living with HIV may be held responsible for the immoral behaviour that led to infection of their children with HIV. Wacharasan and Homchampa (2008) reported stigmatization as a primary concern for the caregivers. Rather than face stigmatization, caregivers may try to conceal their care giving activities by withdrawing from social relationships. In clinical practice, family caregivers may exacerbate demands of care giving by driving long distances to avoid community awareness of their care recipients HIV status. Some informal caregivers even avoid employing the professional home services of home health care, infusion therapy hospice, and hospice providers to avoid HIV/AIDS disclosure in their communities. Nurses working with informal caregivers fearful of status disclosure must be sensitive to the familys caregivers fear of discrimination and stigma (Wight et al, 2006). Nurses, knowledgeable of HIV friendly referral agencies with well established histories of providing confidential services can play a role in meeting the need for professional home-centred services and bringing solace to an informal caregiver fearful of HIV stigmatization. Caregivers of HIV-infected children also face stigma. Thampanichawat (2008) found primary caregivers of children with HIV infection dealt with the stigma of AIDS while managing their anxiety and fear of loss. Bore much burden of care and faced many difficulties because of limited resources. Similar studies report increased financial difficulties, problems in child care and support and compromised help-seeking due to stigma. These findings emphasize the need to develop interventions to enable caregivers to seek out and identify financial resources and child care to support and empower caregivers to deal with stigma. Health care providers also may fears stigmatization in their work with HIV-positive patients. Caregivers, both formal and informal, commonly experience stigma from their association with HIV/aids and people living with it. This stigma may influence their willingness to work with those with HIV/AIDS or make their work more difficult. Conclusion Annually, across Australia and the world, many individuals get infected with HIV; thousands living with HIV develop AIDS. The impact of contracting and living with this virus hugely challenging and depends on the society the infected person lives in. The impact may determine the effectiveness of the management program, adherence to the treatment regimen and prevention of new infections. The major challenges are to encourage HIV testing for the risk groups, encourage status disclosure, availing a timely and effective management and care to all people living with HIV/AIDS, to endeavour in developing contemporary prevention methods that consider the variable patterns of the pandemic, and to eradicate the economic, physical and psychosocial impacts of HIV infection. Policies should incorporate the needs of individuals, families and the community in order to effectively address the impact of HIV on various sectors.

Charles Eastman: Bridging the Gap Between Cultures Essay -- Native Am

Charles Eastman made great strides to bridge the gap between the Native Americans and the white man. Born a Santee Sioux, Eastman excelled in his assimilated life, thereby gaining the respect of the white man, which he used to assist the Native American. He was able to give a voice to the culture and its people, which was quickly being silenced by a Eurocentric government. Eastman exemplified the abilities of the Native American through his accomplishments as an author, lecturer, physician, and activist. His capacity to live between two diverse cultures furthered his unprecedented endeavors. Charles Alexander Eastman was born Ohiyesa, a Santee Sioux. He is believed to have been born near Redwood Falls, Minnesota, on February 19, 1858. His paternal grandmother, Uncheedah, was responsible for his upbringing after his mother’s death due to complications during childbirth. Uncheedah presented him with tradition Sioux teachings. Following the Great Sioux Uprising of 1862, Ohiyesa and other Santee Sioux were exiled to Manitoba. In Eastman’s Indian Boyhood, he fondly recalls these times of living freely and peacefully by saying, â€Å"What boy would not be an Indian for a while when he thinks of the freest life in the world?† Ohiyesa’s father, Jacob â€Å"Many Lightnings† Eastman was instrumental in his assimilation into the white man’s culture, beginning with his education. Unlike many other Native American children in boarding schools, Charles learned to read and write in his native language. This progressive program of learning was often criticized because of the fear felt among American settlers after the Great Sioux Uprising. The settlers, as well as the government agencies, sought only acculturation of the Indians into the w... ...dian Quarterly 25, no. 4 (2001): 609-613. Eastman, Charles A, From the Deep Woods to Civilization, (Lincoln: University of Nebraska Press 1977 [1916]) 195. Eastman, Charles A. Indian Boyhood (New York: Dover Publications, (1971 [1902]), 3. Lopenzia, Drew. â€Å"’Good Indian’: Charles Eastman and the Warrior as Civil Servant,† American Indian Quarterly 27, no.  ¾, Special Issue (2003): 729, 739. Murphy, Nora. â€Å"Starting Children on the Path to the Past: American Indians in Children’s Historical Fiction,† Minnesota History 57, no. 6 (2001): 284,286. Patterson, Michelle Wick. â€Å"’Real’ Indian Songs: The Society of American Indians and the Use of Native American Culture as a Means of Reform,† American Indian Quarterly 26, no. 1 (2002): 54-55. Stensland, Anna Lee. â€Å"Indian Boyhood by Charles A. Eastman’† The English Journal 66, no. 3 (1977): 59.

Hardware Store Case Analysis Essay

This paperwork of BUS 680 Week 2 Hardware Store Case Analysis consists of: 1. Do you agree with Fred’s decision to use the 3rd supplier? Please explain your answer. 2. What else might Fred do before choosing a training package? Provide enough detail to demonstrate your understanding of the key issues and approaches to determining how to proceed once a triggering event has occurred. 3. If training went ahead as indicated, how successful do you think it would be? Explain your answer. Business – General Business Hardware Store Case Analysis. Read the Case Analysis on pages 147-148 and answer the questions that follow. Listen to your parents if they have input as to what major you should decide on. They are older and wiser than you are, and you should respect their opinion, especially if they are helping pay for your college education. However, just listen. Only follow their advice if you know in your heart that is right for you. It is your degree, regardless of who pays for it. This paperwork of BUS 680 Week 2 Hardware Store Case Analysis consists of: 1. Do you agree with Fred’s decision to use the 3rd supplier? Please explain your answer. 2. What else might Fred do before choosing a training package? Provide enough detail to demonstrate your understanding of the key issues and approaches to determining how to proceed once a triggering event has occurred. 3. If training went ahead as indicated, how successful do you think it would be? Explain your answer. Business – General Business Hardware Store Case Analysis. Read the Case Analysis on pages 147-148 and answer the questions that follow. Listen to your parents if they have input as to what major you should decide on. They are older and wiser than you are, and you should respect their opinion, especially if they are helping pay for your c†¦ Listen to your parents if they have input as to what major you should decide on. They are older and wiser than you are, and you should respect their opinion, especially if they are helping pay for your college education. However, just listen. Only follow their advice if you know in your heart that is right for you. It is your degree, regardless of who pays for it. Business – General Business Hardware Store Case Analysis. Read the Case Analysis on pages 147-148 and answer the questions that follow.

Metacognition knowledge and academic achievement of university students Essay

In general, metacognition is thinking about thinking. More specifically, Taylor (1999) defines metacognition as â€Å"an appreciation of what one already knows, together with a correct apprehension of the learning task and what knowledge and skills it requires, combined with the agility to make correct inferences about how to apply one’s strategic knowledge to a particular situation, and to do so efficiently and reliably. † The more students are aware of their thinking processes as they learn, the more they can control such matters as goals, dispositions, and attention. Self-awareness promotes self-regulation. If students are aware of how committed (or uncommitted) they are to reaching goals, of how strong (or weak) is their disposition to persist, and of how focused (or wandering) is their attention to a thinking or writing task, they can regulate their commitment, disposition, and attention. To increase their metacognitive abilities, students need to possess three kinds of content knowledge: declarative, procedural, and conditional. Declarative knowledge is the factual information that one knows; it can be declared—spoken or written. Procedural knowledge is knowledge of how to do something, of how to perform the steps in a process. Conditional knowledge is knowledge about when to use a procedure, skill, or strategy and when not to use it; why a procedure works and under what conditions; and why one procedure is better than another. Metacognition affects motivation because it affects attribution and self-efficacy. When students get results on tests and grades on assignments (especially unexpected results such as failures), they perform a mental causal search to explain to themselves why the results happened. When they achieve good results, students tend to attribute the result to two internal factors: their own ability and effort. When they fail, they might attribute the cause to these same internal factors or they might, in a self-protective rationalization, distance themselves from a sense of personal failure by blaming external causes, such as an overly difficult task, an instructor’s perverse testing habits, or bad luck. This tendency to attribute success to ability and effort promotes future success because it develops confidence in one’s ability to solve future unfamiliar and challenging tasks. The converse is also true. Attributing failure to a lack of ability reduces self-confidence and reduces the student’s summoning of intellectual and emotional abilities to the next challenging tasks; attribution theory also explains why such students will be unwilling to seek help from tutors and other support services: they believe it would not be worth their effort. In addition to blaming failure on external causes, underachievers often â€Å"self-handicap† themselves by deliberately putting little effort into an academic task; they thereby protect themselves from attributing their failure to a painful lack of ability by attributing their failure to lack of effort. The tasks that students need to perform vary not only among disciplines but among instructors in the same discipline. An effective strategy for preparing for a multiple choice test in biology is different from what is needed to prepare for a history exam with an essay that asks students to synthesize information from several chapters. Yet students often employ the same strategy—and sometimes the least effective strategy—for studying for very different kinds of tests. Furthermore, many students who perform badly misinterpret the tasks. Students need to understand the task accurately in order to use the most effective strategies. Research Question: The basic aim of the study was to identify the relationship between meta-cognitive knowledge and academic achievement of university students. Methods: To analysis and interpretation of data and Survey was planned to collect data from University of education (UE) and Govt. College University Lahore (GCU). Twenty five (25) students were collected of UE and Twenty five (25) students from GCU randomly. Metacognitive Awareness Inventory (MAI) was used to measure meta-cognitive knowledge. This inventory consisted of six components i. e. Planning, monitoring, evaluation, declarative knowledge, conditional knowledge and procedural knowledge but researcher selected three components i. e. declarative knowledge, conditional knowledge, and procedural knowledge. Responses were collected on three point scale i. e. Yes, no and to some extent. Scores of these components were used to compare Metacognitive knowledge of UE and GCU students. Analysis of data was presented in the form of Tables. Null hypothesis: There is no difference b/w the metacognition knowledge and academic achievement of students. Alternative hypothesis: There is difference b/w the metacognition knowledge and academic achievement of students. Ho: ? 1 = ? 2 Ha: ? 1 ? ?2 Table 1. 1 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge) by Independent samples t-test. University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 6. 21 1. 63 6. 52 1. 23 .749 The result of independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive Knowledge (Declarative Knowledge). The value of t (48) = . 749 is not significant at ? =0. 05. This means that mean scores of UE students and means score of GCU students are not different on component of Meta cognitive Knowledge (Declarative Knowledge). Fig 1. 1 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 2 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive knowledge (Conditional Knowledge) by Independent samples t-test. University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 2. 98 .87 3. 10 1. 08 .430 Table 1. 2 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive Knowledge (Conditional Knowledge). The value of t (48) = . 430 is not significant at ? =0. 05. This means that mean scores of UE students and mean score of GCU students are not different on component of Meta cognitive Knowledge (Conditional Knowledge). Fig 1. 2 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 3 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive awareness (Procedural Knowledge) by Independent samples t-test. University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 4. 16 1. 01 3. 76 1. 109 1. 328 Table 1. 3 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive Knowledge (Procedural Knowledge). The value of t (48) = 1. 328 is not significant at ? =0. 05. This means that means scores of UE students and means score of GCU students are same on component of Meta cognitive Knowledge (Procedural Knowledge). Fig 1. 3 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 4 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive knowledge by Independent samples t-test University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 13. 38 2. 83 13. 30 2. 60 .104 Table 1. 4 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive by Independent samples t-test. The value of t (48) = . 104 is not significant at ? =0. 05. This means that mean scores of UE students and mean score of GCU students are same on component of Meta cognitive by Independent samples t-test. Fig 1. 4 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 5 Comparison of mean scores of academic achievement and Meta cognitive knowledge of both universities student’s by Independent samples t-test UE & GCU Low Achiever (n=25) High Achiever (n=25) t-value Mean SD Mean SD Declarative knowledge 5. 08 1. 49 7. 33 0. 78 4. 64 Procedural Knowledge 2. 46 0. 72 3. 46 0. 72 3. 48 Conditional Knowledge 3. 50 1. 07 4. 77 0. 44 4. 0 Meta-cognitive knowledge 11. 04 2. 18 15. 54 1. 09 6. 6 Table 1. 5 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of academic achievement and Meta cognitive knowledge of both universities student’s by Independent samples t-test. These results show that mean scores of Metacognitive knowledge and academic achievement of both universities student’s are different. Procedure: To fulfill the above mentioned purpose instrumentation, data collection methods and procedures for analysis of data were used. The study was descriptive in nature as it addressed the prevailing situation of using meta-cognitive knowledge in daily life by students. The target population for this study was the students of UE and GCU Lahore. The researcher selected sample by using convenient sampling technique from the students of UE and GCU Lahore. Fifteen items wee included in the questionnaire taken from meta-cognitive awareness inventory. After the selection of sample and development of the questionnaire, the questionnaires were distributed. The questionnaire was administered personally by the respondent and filled questionnaire collected back. The return rate of the questionnaire was 100% due to personal administration. To analyze the data means standard deviations, independent sample t. test, was calculated. Results: 1. The mean score of Meta-cognitive knowledge (declarative knowledge) of University of Education are same from mean score of Govt. College University. Because the value of t is not significant at ? =0. 05. 2. The mean score of Meta-cognitive knowledge (conditional knowledge) of University of Education are same from mean score of Govt. College University. Because the value of t is not significant at ? =0. 05. 3. The mean score of Meta-cognitive knowledge (procedural knowledge) of (UE) are same from mean score of (GCU) because the value of t is not significant at ? =0. 05. 4. The mean score of Meta cognitive Knowledge and mean score of academic achievement are different among both universities. Because the value of t is significant at ? =0. 05.

CIA-The World Factbook Essay

As a member of the Arab League, an organization, of Arab States founded in 1945, Syria joined the Arab States in the War against Israel in 1948; and since then the two countries have been at war. Despite the defeat of the Arab army in 1948, there was another Arab- Israeli war, June of 1967. Heavy fighting took place between Syria and Israel. A truce was arranged within a few days, but not before Israel had occupied hundreds of square miles of territory in southwestern Syria. Incidentally, before acceding to the United Nations cease-fire, the Israeli forces took over control of the fortified Golan Heights commanding the Sea of Galilee. The strategic, heavily fortified plateau that is the Golan Heights is wary of war. The announcement of the union of the area into Israel in December 1981 added to Syria’s territorial losses. Syria has not accepted detachment of the Golan Heights from the Syrian motherland. As of October 1991, both Syria and Israel have engaged in on -and-off discussions of making peace. The countries have considered asking the U. S. to oversee an accord, which would make it more likely that American peace monitors would be put in place on the Heights. Israel has agreed to withdraw from the Golan, with the implicit understanding that the withdrawal will be total. The two sides have accepted the principle of equality– of â€Å"equality† of security arrangements on and around the Golan. Both countries, for instance, would remove their armed forces from the border region. However, the Syrians demanded that the demilitarization be symmetrical : Israel insisted that it could not pull back as far as Syria, since the Syrians having possession of the Heights would have had enormous topological advantage in the event of a surprise attack. There is an agreement that the Israeli withdrawal would take place gradually. Syria wants it completed in something close to 1 and a half years ,while Israel is asking for three. For the Syrians, the Golan is just a channel of saving grace, since Syria in its history of participation in the Arab- Israeli Wars, it has lost a lot of its territorial land. As of 1997 there have been no major breakthroughs. The Palestine Liberal Organization (PLO) as the name, implies is an independent state of Israel. Again this is about Syria’s membership in the Arab League. There have been repeated failures in tackling the Palestine question. With the emergence of the Palestine guerilla movement, and the PLO-Israeli attacks, Palestine is a constant reminder that inter-Arab unity should be achieved as soon as possible. Because of the PLO situation, the loss of Palestine and the continuing tragedy of the Palestinian people, there is disillusionment and political alienation in Arab country. Large Palestinian refugee groups have formed a an opulent and critical significance in Lebanon and Jordan. The very large Palestinian refugee conglomerate in Syria has been assured of Syrian sympathy for their cause. Although it is obvious that Syria’s compassion is politically rooted. The stark political sympathy that the Syrian government has for the independent state of Israel [which is the PLO] has a significant influence; on the inception of a specific question that this paper asks. How does Syria use terrorism in formulating the country’s foreign and defense policy as it places particular emphasis on its relationship with Israel? This paper uses terrorism as the abject â€Å"welding† channel to unify this study, not only due to the fact that terrorism is a very timely and relevant global political issue but also because terrorism is not a very unlikely strategy (any longer) when it comes to most strategies of defense which belong to Arab nation states. Schmuel Bahr, in his study â€Å"Bashar’s Syria: The Regime and its Strategic Worldview† which appeared in the book â€Å" Comparative Strategy†, begins his research with how, â€Å" The Syrian regime—and to a certain extent modern Syria in a broader sense—is the handwork of Hafez al-Asad. † (353). Bahr also states that, â€Å"His thirty-year autocratic rule (before which he also had wielded considerable influence in the regime of his predecessor) has made distinguishing between the president and the state almost impossible. † (353). Eyal Zisser, on the other hand, writes in the journal article â€Å" Who’s Afraid of Syrian Nationalism? National and State Identity in Syria†, â€Å"Bashshar’s commitment to Arabism required no substantiation. He frequently stressed his loyalty to the Arab nation in public statements and depicted Syria as a fortress of Arabism. † (179). Zisser also reveals the following about the confidence the Syria has on itself as an independent country, â€Å"This state is no longer fragile, but rather is self-confident. † (196). An article (c.2007) devoted to the state of Syria, â€Å" Political Overview† , an article that was part of â€Å"The Syria Review 2007† presents that, â€Å"The U. S. government has labeled Syria a state-sponsor of terrorism. † (67). With regard to Syria’s defense history of utilizing terrorism as a political strategy Zisser writes, â€Å"The Syrian government has taken a generally aggressive stance against insurgent organizations that oppose its rule. Its efforts to suppress insurrection have generally been successful. Militants did manage to bomb a bus in Damascus in 1997, killing 20. † (68). The 2007 â€Å"CIA-The World Factbook—Syria† informs that the current government type of this nation is that of, â€Å" republic under an authoritarian, military-dominated regime. † (series # 02771527). Erik Knudsen in his â€Å"The Syrian-Israeli Political Impasse: A Study in Conflict, War and Mistrust. † , which had been part of the journal â€Å"Diplomacy and Statecraft† discusses the stand of Syria when it comes to its situation with Israel as far as the topic of peace goes—with,â€Å" Furthermore, the Israeli governments point out that Syria has displayed a reluctance to pursue a real and lasting peace. † (213). Finally, however, there appears to be known data which apparently communicates a message which is quite supportive of Syria’s foreign policy when it comes to military and governmental defense in Noriko Sato’s â€Å" On the Horns of the Terrorist Dilemma: Christian Syrians’ Response To Israeli ‘Terrorism’ † in the academic journal â€Å" History and Anthropology† and this known data contains this, â€Å" As related earlier, it is a prevailing understanding among Aleppienes (coming from Alepo, to mean Syrian Christians) that ‘terrorism’ is a byproduct of United States policy and that the Israeli military operations against the Palestinians are conducted in the guise of supporting American policy for combating ‘terrorism’. † (152).

4 Questions Essay Example | Topics and Well Written Essays - 500 words

4 Questions - Essay Example For instance, the introduction of diet soft drinks offering low amounts of sugar is indicative of a social trend whereby consumers have increasingly become health conscious. These elements are crucial for any business and hence should be taken into account and business policies should be adapted according to such changes in lifestyle of people to sustain their competitive positioning in the industry. The businesses on the other hand should also take into consideration the implications of their products and develop them accordingly. For instance the increasing trend of environment protection and global warming has led to manufacturing of environmental friendly products such as Toyota’s hybrid car – Prius. Political elements such as government legislations in favor or against a particular goods / service can greatly influence the manufacturing and marketing of that product causing severe damage to its profitability. These political elements are likely to have more significant impact on industries which are highly dependent on governmental aids such as budgets and subsidies. For instance, the Aerospace and Defense industries are highly influenced by defense budgets allocated by the government as well as the political relations between certain countries. This can affect the major players in the industry such as Boeing, EADS , Dassault Aviation etc. The advancement in technology brings about several changes in the marketing of products of a company. The various technological tools available offer different ways to approach the same needs and demands of the customers making the competition extremely fierce. Increased technological advancement also often leads to faster obsolescence of products. The demand for a particular technology is dictated by the markets and hence required to be adopted by companies providing such products in order to sustain their revenue flows. The sheer number of players available in the market would lead to customer switching and hence