Health Care Delievery systems Essay Example | Topics and Well Written Essays - 1000 words - 1

Health Care Delievery systems - Essay Example In others, there is a joint attempt among trade unions, religions, governments, charities, or other corresponding units to provide designed health care services aimed at the population they assist (Saltman & Von, 1995). This paper will assess the similarities and differences between different health care delivery systems. Publicly funded health care is financed partly or entirely by people’s tax sums instead of through exclusive fees. This are made directly to health care givers or insurance companies through deductibles, insurance premiums, or copayments. Two-tier health care is a system whereby an assured public health care system is in existence. However, a corresponding health care system functions in equivalent competition. The private health care system gives the patients a chance to hold more alternatives in selecting their physicians and waiting lesser periods. Nevertheless, two-tier health care system is expensive and set aside for only those who can meet the expenses (World Health Organization, 2000). Physicians who work in the private health care systems may also have an advantage because they can establish their own charges. Single-payer system is a method to financing health care with a single source of funds for paying health care givers. The range may be community based, national, or state-wide. The payer may be an entity like an insurance agency or a governmental unit. The proposed benefits may comprise large savings in overhead charges and administrative simplicity for providers and patients. Universal health care system is also referred to as social health protection, universal care or universal coverage. It depicts a health care system that gives free coverage and health care to everyone in the population of that state or country. Conversely, universal health care does not cover everybody for all things. Moreover, universal health care can be influenced by three vital

Article Review Essay Example | Topics and Well Written Essays - 500 words - 1

Article Review - Essay Example Building unity and a strong team ethic becomes even more difficult when employees are from diverse cultural, racial and ethnic backgrounds. A seasoned manager would then try to answer the question: ‘How can teams be supported more effectively?’ In trying to answer this question, managers will have to look into many areas of the organization, including â€Å"organizational culture, managers and management practices, policies, procedures, work practices, reward systems, resources, task parameters, types of people assigned to teams, etc†. (Bandow, 2001, p.42) While some of these parameters are easy to work on, instilling a sense of trust is a much more challenging task. The concept of structured trust is particularly relevant to creating sound teamwork: â€Å"standardized processes, contracts and other verbal and written agreements can all serve as forms of structured trust, and managers can facilitate teams to help establish trust structures.† (Bandow, 2001, p.42) Bandow goes on to list more questions that managers need to answer as a way of building sound teamwork.

Innovations and predecessors Essay Example for Free

Innovations and predecessors Essay At a first glance, this seems a very spiritual statement from Brook, but through reading it again it shows him trying to replace honesty (from the character) with words spoken with deep meaning (from the actor). Although this is only my personal interpretation. Throughout this chapter in The Shifting Point, I noticed that he is constantly asking us, the reader, questions about acting and the theatre. At times he answers with his ideas, telling us his methods and ideas, when he does answer you can almost hear him shouting, preaching the answers to the reader, which just shows how passionate he is about his theatre. Grotowski is unique. Why? Because no one else in the world, to my knowledge, no one since Stanislavsky, has investigated the nature of acting, its phenomenon, its meaning, the nature and science of its mental-physical-emotional processes as deeply and completely as Grotowski. (Brook, 1987:37) This extract shows that although Brook has much in common theatrically with Stanislavsky, he has now met someone who uses similar methods but in Brooks eyes, uses these methods in a better way. Brook goes on to explain that both his and Grotowskis work has points of contact and with these they came together. They both need a crowd on stage and off stage, on stage actors showing their most intimate truths to the crowd (audience) off stage, to share an experience with them. In The Shifting Point, Brook remembers that Grotowski left behind a daily challenge with the intensity, the honesty and the precision of his work. This practitioner is obviously one that Brook looked up to and shared his knowledge with. Grotowski was infamous for retreating from theatre and creating a space for an exhaustive investigation of the basic, physical truths of acting (The Guardian, 2004:4. 10. 2003) Perhaps the most significant development influenced by Artaud was the ensemble theatre movement of the 1960s. Exemplified by the Polish Laboratory Theatre of Jerzy Grotowski, Peter Brooks Theatre of Cruelty Workshop (Drama and Dramatic Arts, Microsoft Encarta Online Encyclopedia 2004) These productions, which usually came out of months of work, relied on physical movement, unclear language and sound, and often unusual arrangements of space. The Theatre of Cruelty derived from the work of the French actor, poet and theoretician, Antonin Artaud. Artaud was a member of the Surrealist movement and had a vision of art as a means of galvanising society and effecting social change. (Halfyard, 2000:http://www. maxopus. com/essays/8songs_m. htm) Artaud used the word cruelty not to evoke sadism, but to call us toward a theatre more rigorous, or even, if we could follow him that far, pitiless to us all. (Brook, 1987:56) The vision of changing society and effecting social change leads to another practitioner who has inspired Peter Brooks theatre, Bertolt Brecht. Brecht felt that drama could instruct and change society; therefore, it should be political. He believed that effective theatre should bring the audience to the point of decision and action. No one seriously concerned with the theatre can by-pass Brecht, Brecht is the key figure of our time, and all theatre work today at some point starts or returns to his statements and achievement. (Brook, 1968:71-72) Brecht wanted a type of theatre in which the audience could focus on a plays themes rather than becoming emotionally involved with its characters. With this, he developed the ground-breaking epic theatre, where his actors would read their lines without emotion, allowing the audience to concentrate on the planned moral messages of the play. For Brechts actors, their aim was to create a response from the audience, the alienation that Brecht created. Alienation is cutting, interrupting, holding something up to the light, making us look again. Alienation is above all an appeal to the spectator to work for himself (Brook, 1968:72) Going against Stanislavsky and Grotowski, Brecht introduced the idea that fully did not mean lifelike for him, Brecht wanted every actor to go with the action of the play, but understand the true purpose from the authors point of view; to the needs of the changing world. Brook is less inclined to believe that it is possible to change things merely by pointing things out to people. (Mitter, 1992:64) Brecht desires the outcome to be social change, whereas Brook wants the end product to go beyond alienation and reveal what we, as a society, want to forget. Brook requires his actors at once to be their characters, and then not to be their characters. Confusing as it may sound, we must recognise that Brook wants his actors to play their characters, but not lose themselves in the action so it seems untrue to real life; he needs a sense of reality, their own personalities to come through. It must be conceded that in Brook this is achieved by the fact that his actors are represented in their drama not by their opinions merely as in Brecht, but by their courageous portrayal of their every evasion, hypocrisy and untruth. (Mitter, 1992:76-77) Brook does get his inspiration from all of the above practitioners, as well as Meyerhold and Reinhardt through researching Brooks Theatre of Cruelty. I noticed that Brook has more similarities in relation to his theatre to Jerzy Grotowski, they have the same objectives but differing methods in reaching them. Perhaps because this was a close friendship as described in The Shifting Point: Grotowskis work and ours have parallels and points of contact. Through these, through sympathy, through respect, we came together. (Brook, 1987:38) Brook utilises various methods from Stanislavsky and Brecht, but there are also disagreements with their methods: There is so much of Brechts work I admire, so much of his work with which I disagree totally. (Brook, 1987:26-27) Like anybody who has a passion for something, whether it is art, sport or theatre, Brook has looked to his passion, theatre, and its innovations and predecessors. Brook has took the essential elements from these practitioners and made them his own. The way Brook regularly asks the questions in his books to the reader, does bring the whole text to life as if he is testing the reader on what they have just read; you could even compare it to an exam revision textbook. Obviously this is not what the genres of his books are about, both The Shifting Point and The Empty Space are autobiographies of his life in theatre; part of the title of The Shifting Point even says forty years of theatrical exploration. I feel all of his works in text are learning resources, not just for drama students, but also for anybody who enjoys the theatre to show them the hidden depth of performance, not just linked with the acting- all the elements that make an ideal, true-to-life or alienating performance.

Research objectives Essay Example for Free

Research objectives Essay Because of the success of balance scorecard, there are enormous volumes of information on the practice of BSC, but this study will examine the phenomenon of balance scorecard with Saudi Pepsi as the reference agency. The study will review the book (Translating strategy into action) by Kaplan and Norton as well as many relevant literature on the subject. It is the position of this study that BSC is a genuine business elevator, so this project will make the necessary efforts to present authentic evidence in support of that position. research objectives: The objectives of this study are to outline and analyze the fundamental principles of the Balanced Scorecard system. The paper will trace the formulation of the system and review some of the available data on its effectiveness. Also the paper will make an objective judgement on the advantages and disadvantages of its application. Since this is designed to ascertain the adaptability of BSC to Pepsi of Saudi Arabia, the paper will conclude with a critical insight on how Pepsi could benefit from BSC, based largely on data from  the performance review of other corporations that have implemented the BSC management system. QUESTIONS EXPECTED TO BE ADDRESSED BY THIS STUDY: Though questions abound on this study, but this discourse will focus greatly on the matters that address the application, and the structure of Balance Scorecard. The major perspectives as advanced by Kaplan and Norton will be presented and analyzed in depth . It must be emphasized that the system is an objective, responsive system. It could be followed with appropriate data analysis, and adjustments could be made when  desirable. The paper will provide the necessary steps that could be followed in order to attain a desired result. Because this dialogue has taken sides in favor of the BSC, it will clearly present the known benefits of implementing the system. But it must be emphasized that there are some drawbacks in the BSC system. Those drawbacks would equally be outlined. All the important steps in the implementation of the BSC will be discussed, and the different roles that different levels of a corporate entity would need to play will be enumerated as well. All of the team members must not only make a commitment, they must participate in the process. Every department must know its participating role in the implementation of BSC, and this work will detail what those roles ought to be, and how to ensure that they are diligently executed. It should also be recognized that it is not enough to design and construct a BSC, the question is would it be used? No benefits would accrue if the built BSC is not used. Of course the most important question is that of the applicability of the system by Pepsi Saudi, that question  will be adequately addressed in this process. CHAPTER TWO: BOOK AND LITERATURE ANALYSIS. PERFORMANCE MEASUREMENT: Before the advent of BSC, a questionnaire by the national association of accountants indicated that about 60% of accountants were â€Å"not satisfied by their performance measurement system†, primarily because of its reliance on purely financial metrics. But since the implementation of BSC that dire view is turning around. (Nevin 2003). Performance measurement technique is used to compile data on many subjects, high  school academicians use performance measurement to keep record of behaviors of students whose behaviors required to improvement. The significant point here is that the actual behavior improvement could be measured empirically, scientifically and with discerning accuracy. So it is not surprising that corporations would also adopt performance management system. Corporations use performance measurement to keep record of its effectiveness, and its efficiency. It is used to tabulate quality and productivity. It is also used to keep records of timeliness and safety. (Nevin, Paul 2003). With an effective performance measurement system, companies can a develop a sustainable structure for its strategic planning, and its goals. It helps companies assemble a clear mission, with appropriate resources, on long term intervals. With it companies can maintain accountability for its performance or lack of performance. By using performance measurement companies are better able to analyze and validate its results. It can also use it to acquire timely feedbacks, which could be used to change the direction of a given project or to move a project forward. So in total, performance measurement could help and organization to make informed decisions, to appraise its performance and to initiate an improvement as needed. (Nevin, Paul 2003). I suppose we can say that performance measurement is a close â€Å"cousin† of BSC. However a performance measurement system could limit its benefits if it loses sight of key performance drivers. And it could be quite expensive to set-up a performance measuring unit, but most companies seem to agree that the cost is worth it at the long run. (Kaplan Norton 1996).

Mental Health Well-being of Dementia Carers

Mental Health Well-being of Dementia Carers Introduction Research is undertaken and applied across many different professions and disciplines, as it offers a basis for increasing knowledge, informed decision making and action (Minichiello, Sullivan, Greenwood Axford, 2004; DePoy Gitlin, 2011). Within the nursing profession research is the link between theory and practice and has influenced many changes to the way that nurses practice (Schneider, Elliot, LoBiondo-Wood Harber, 2003). Research has brought about improvements in the delivery of care which in turn contributes to improved patient outcomes (Loiselle, Profetto-McGrath, Poilt, Beck, 2007). Nursing research has made available the best evidence to support and underpin nursing practice as it is currently: this is essential to the achievement of optimum biopsychosocial results for the patient, their family members and their wider community. Furthermore research guides legislation and regulations at a government organisation level (LoBiondo-Wood Harber, 2010; DePoy Gitlin, 2011; Da vies Logan, 2012). Health research topic This assignment will explore how research is designed, conducted and applied to investigate and inform the improvement of mental health wellbeing of those who care for people with dementia. In an international study on the global prevalence of dementia published in 2006, experts estimated that there were 24.3 million people with dementia, with 4.6 million new cases of dementia every year, one new case every 7 seconds (Ferri, Prince, Brayne, Brodaty, Fratiglioni, Ganguli Scazufca, 2006). It is estimated that there are 50,000 New Zealanders currently diagnosed with dementia and by 2026 it is estimated to be close to 78,000 (Ministry of Health, 2013). The prevalence of this cognitive disease necessitates research to better understand the effects and implications dementia has on people and society and how society can be better equipped to face the psychosocial challenges dementia presents for those in caregiver roles. Research Paradigms Depoy and Gitlin (2011) define research as â€Å"multiple, systematic strategies to generate knowledge about human behaviour, human experience, and human environments in which the thinking and action processes of the research are clearly specified so that they are logical, understandable, confirmable, and useful† (Depoy Gitlin, 2011, pg. 6). There are two major research paradigms that underpin these systematic strategies, determining how a researcher will ‘think and act’. They are positivist and the naturalistic. A positivist paradigm is most closely allied with quantitative research and naturalistic paradigm is most often associated with qualitative research (Christensen Johnson, 2012, Loiselle et al. 2011). Each paradigm or approach is a perspective on research based on a set of shared assumptions, concepts, values, and practices (Christensen and Johnson, 2012). These two paradigms have two very distinct ontological, epistemological and methodological foundati ons. Quantitative research views the nature of the knowable and the nature of reality as being objective, material and structural. This worldview or perspective is that there is a reality ‘out there’ that is separable and independent from individual. That this reality can be verified and discovered through the scientific method is the fundamental assumption of positivism or the positivist paradigm (DePoy Gitlin, 2011; Loiselle et al. 2011; Christensen Johnson, 2012). The positivist or experimental-type perspective employed by quantitative research primarily follows the confirmatory scientific method because it focuses on hypothesis testing and theory testing (Christensen Johnson, 2012). Logical positivists believe that there is a single reality that can be discovered by reducing it into parts, and discovering the relationships among them. In other words, the logical, structural principles that guide some component of reality can be known. This concept is known as reductionism (DePoy Gitlin, 2011). Quantitative researchers typically use deductive reasoning to identify a single reality and generate predictions or hypotheses. They then use a systematic approach, progressing logically through a series of steps, according to a prespecified plan. The researchers use various â€Å"controls† to minimise biases and maximise precision and validity (DePoy Gitlin, 2011; Loiselle et al. 2011). Empirical evidence is rigorously and systematically gathered (directly or indirectly through the senses rather than personal hunches) using tested means. Quantitative information, being numeric information, is gathered then subsequently analyzed and measured through statistical procedures to deduce if a hypothesis is true or false (Loiselle et al, 2011). The hypothesis is confirmed or rejected on the basis of these empirical results. Qualitative research, on the other hand, take the view that as nature of the knowable and reality are mentally constructed by individual, they are multiple, subjective and personal. This worldview claims that reality is not a fixed entity but rather a construction of individuals participating in the research. That reality exists within a context, and many constructions are possible is the fundamental assumption of a naturalistic paradigm (Loiselle et al. 2011; Christensen and Johnson, 2012). Naturalistic inquiry theorists believe that ideas and individual interpretations are the lenses through which each individual knows and comes to understand and define the world. â€Å"Knowledge is based on how the individual perceives their experiences and how he or she understands his or her world† (Depoy Gitlin, p. 26). Naturalistic methods of enquiry attempt to capture these dynamic, holistic and individual aspects of phenomena in their entirety, within the context of those who are experiencing them. Therefore, naturalistic investigators emphasize understanding the human experience as it is lived, usually through the collection and analysis of qualitative materials that are narrative and subjective (Loiselle et al. 2011). Qualitative methods differ from that of quantitative in that procedures are flexible and can be modified to capitalize on findings that emerge during the course of study. Qualitative studies take place locally, in a natural setting, in the field, frequently over extended periods of time. Data collection and data analysis typically progress simultaneously . Consequently, naturalistic studies yield rich, in-depth information that can potentially clarify the multiple dimensions of a complicated phenomenon (Loiselle et al. 2011).t The scope of this assignment is to further examine and analyse quantitative research design and methodology and how it relates to the research of dementia†¦ Quantitative Experimental Design In experimental-type research, DePoy and Gitlin (p. 84) describe design as the plan or blueprint that specifies the procedures used to obtain empirical evidence to determine the relationship among variables of the study. In other words, the design is structured in such a way as to enable an examination of a hypothesized relationship among variables. Generally in quantitative research, hypotheses are constructed from general principles prior to data collection and then tested during the study. Experimental design is therefore well suited to answering questions about cause and effect or causation (Minichiello et al, 2004). The specific procedures actioned to obtain empirical evidence depend on the study and the design method used, but generally quantitative experimental designs involve sampling, data collection, data analysis and reporting. Investigators employ sampling techniques to select a subgroup that can accurately represent a population, defined as a group of persons, elements or both that share a set of common characteristics as predefined by the investigator. The intent is to be able to draw accurate conclusions about the population by studying a smaller group of elements (sample) (Minichiello et al, 2004, DePoy Gitlin, 2011). In quantitative research the collecting of data, quantifying information or measurement is a primary concern. Therefore the researcher must ensure the data instrument used is reliable and valid (DePoy Gitlin, 2011). Reliability refers to the degree of consistency with which an instrument measures an attribute and validity addresses the critical issue of the relationshi p between a concept and its measurement. It asks if whether what is being measured is a reflection of the underlying concept (Minichiello et al, 2004, DePoy Gitlin, 2011). The instrument can be one that the researcher designed themself, modified from another study, or an intact instrument that has been used by another researcher (Creswell, 1994). When experimental-type research is conducted, the researcher’s first preference is the selection of instruments that have demonstrated reliability and validity for the specific populations or phenomena the investigator wants to study. As is the case in the quantitative research articles explored later in this assignment. Statistical analysis is an important action process in experimental-type research that occurs at the conclusion of data collection and data preparation. It is at this juncture that data become meaningful, and lead to knowledge building that is descriptive, inferential or associational. From this analysis investigato rs can interpret and summarize data, generalise findings to the population from which the sample is drawn, and make causal statements and predictions (DePoy Gitlin, 2011). That part done. now how to tie this one to the next one below. True experimental design has three distinguishing properties namely; a randomised population sample, an intervention otherwise known as a manipulation and a control group for comparison (Nieswiadomy, 2008; Davis Logan, 2012). By randomly assigning subjects to an experimental group and a control group, the investigator attempts to develop equivalence, or eliminate subject bias, caused by inherent differences that may occur in the two groups (DePoy Gitlin, 2011). Investigators then manipulate an independent variable (IV) so that the effect of its presence, absence, or degree on the dependent variable (DV) can be observed. Manipulation is the action process of manoeuvring the independent variable for example the (IV) could be medication, a teaching plan or treatment etc. (Minichiello et al. 2004; LoBiondo-Wood Harber, 2010; DePoy Gitlin, 2011). The dependent variable is the variable that has changed due to the result of the manipulation e.g. the measured end result (Dempsey Dempsey , 2000; Minichiello et al, 2004). This enables researchers to study ‘cause and effect’ relationships (LoBiondo-Wood Harber, 2010; Hedges Williams, 2014). Within the health arena the ‘causes’ are often the interventions or treatments and the ‘effects’ are the final outcomes (Minichiello et al, 2004; Moule Hek, 2011). The control group is the comparison group that receives the usual treatment or care, compared to the experimental one under scrutiny. This ‘true’ experimental design is referred to as a randomized controlled trial (RCT) (LoBiondo-Wood Harber, 2010). RCT’s are considered the ‘superior’ design when investigating cause and effect relationships (LoBiondo-Wood Harber, 2010; Loiselle et al. 2011). This control of variance and over extraneous influences inherent in experimental design allows the researcher to state with a degree of statistical assuredness that the study outcomes are a consequence of either the manipulation of the independent variable or the consequence of that which was observed and analysed. In other words, the design provides a degree of certainty that an investigators observations are not haphazard or random but reflect what is considered to be a true and objective reality. Quantitative experimental designs therefore eliminate bias and the intrusion of unwanted factors that could confound findings and make them less credible (Depoy Gitlin, 2011). Although the true-experiment design is continually upheld as the best design to use to predict causal relationships, being the most ‘objective’ and ‘true’ scientific approach, it may be inappropriate for other forms of inquiry in health and human services. This is because not all research questions seek to predict causal relationships between independent and dependent variables. Moreover, in some cases, using a true-experimental design may present critical ethical concerns such that other design strategies may be more appropriate. this part doesnt quite fit yet. According to DePoy Gitlin (2011) quantitative or experimental type research define four categories namely non-experimental, quasi-experimental, pre-experimental and true experimental. In relation to the chosen articles, experimental design will be discussed as both articles are randomized controlled trials. Should we delete this paragraph? dunno. what does part 2 say about experimental and non-experimental. Depoy Gitlin (2011) suggest that a design in the experimental-type tradition should be chosen purposively because it fits the question, level of theory development, and setting or environment in which the research will be conducted. The next part of this assignment will examine two such pieces of research demonstrating purposeful use of experimental design in the specific research of curtailing psychosocial effects such as depression and mental health wellbeing of caregivers caring for someone with dementia. Experimental Research Examples The research articles chosen to critique are both RCT’s. Both are trials investigating the wellbeing of family caregivers of people with dementia. The objective of one study was to investigate the effectiveness of the intervention of a home based training programme supporting family caregivers with a family member who have dementia. The study used the â€Å"Medical Outcomes Study 36-item Short Form Survey† to collect data on physical well-being and the Chinese adaptation â€Å"Center for Epidemiologic Studies Depression Scale† to measure depressive symptoms (Kao, Huang, Huang, Lian, Chiu, Chen, Kwok, Hsu Shy, 2012). Results from the design showed positive statistical measurements for each category of physical health outcomes and a decreased rate in risk of depression for those in the experimental group compared with the control group. This study concluded that the home based caregiver training programme significantly improved the quality of life relating to heal th and decreased the risk for depressive symptoms (Kao, Huang, Huang, Lian, Chiu, Chen, Kwok, Hsu Shy, 2012) . The other RCT was investigating the effectiveness of an internet intervention â€Å"Mastery over Dementia† supporting family caregivers of people with dementia. Results from the regression analyses showed caregivers of the experimental group had decreased symptoms of depression and anxiety. Concluding that the internet course was an effective treatment (Blom, Zarit, GrootZwaaftink, Culjipers Pot, 2015). Experimental research design has strengths and weaknesses. The main strength of experimental research design is that they are the most effective for measuring cause and effect relationships (LoBiondo-Wood Harber, 2010). Due to the data obtained from experimental research designs knowledge has been applied and changes have been integrated in to action (Carr, 1994). The strength of random sampling is that it increases the possibility of being generalizable in the finding, however random selection is very time-consuming (Carr, 1994). With experimental type design the researcher remains detached from the subjects, the strength of this approach is prevention of researcher involvement guarding against any bias within the study (Carr, 1994). However they are often complex and unrealistic to measure in clinical environments and can be disruptive to peoples routine when implemented (LoBiondo-Wood Harber, 2010) . Other variables that can impact on findings is that when an intervention is bei ng administered by different people e.g. it is impossible to ensure different nurses deliver the intervention in the same way with each person (LoBiondo-Wood Harber, 2010). A further weakness is that many interventions required for studies are not agreeable to ethical consent e.g. doing an experimental design on people who smoke to measure adverse side effects (LoBiondo-Wood Harber, 2010). Due to these weaknesses many researchers resort to quazi-experimental design (Rewrite in own words)There is nothing inherently good or bad about a design. Every research study design has its particular strengths and weaknesses. The adequacy of a design is based on how well the design answers the research question that is posed. That is the most important criteria for evaluating a design. If it does not answer the research question then the design, regardless how rigorous it may appear, is not appropriate. It is also important to identify and understand the relative strength and weakness of each design element (DePoy Gitlin, 2011).

Religion as a Method of Improvement for Gender Equality Essay -- Chris

Religion as a Method of Improvement for Gender Equality Although women were still viewed and treated as second-class citizens, the status of women seemed improve under Christianity, especially in regard to social interaction and Islam, especially in regard to legal rights such as inheritance laws. The improvement of women’s situation was particularly pronounced when compared to the even lesser status of women during the Greek and Roman periods. Improvement in the treatment of women under Christianity and Islam is evident in the religious texts of both of the religions. Christianity’s The Gospel According to Mark and The First Letter of Paul to the Corinthians and Islam’s central religious text, The Koran, provide concrete evidence as to how women’s treatment under Christianity and Islam was relatively progressive. During the Greek period, women were viewed as inferior citizens, with no real rights. Although Greek drama portrayed many strong, remarkable women, like Antigone, what women in Greece actually experienced was much different. The role of free women in Athens, and many other places in Greece, was confined to the private sphere of the household. Women were restricted to childbearing and supervising the work done in the household; a woman’s value was based on her ability to produce legitimate heirs and to be a homemaker. Young girls were confined to their homes and received no formal education. Instead, their mothers taught them domestic skills, which were viewed as the only appropriate education for a woman at the time. Athenian women were considered unintelligent and submissive, and thus could not vote, buy or sell property, or press legal charges. Thus, Athenian women were viewed as ‘idiots’ because they were unable to... ...ren (Cow 2:233). Letting a man dictate a woman’s personal choices like this may seem surprising in today’s society; however, at the time, Islam was viewed as relatively progressive for women. Like with Christianity, Islamic women are not men’s equals, but instead are provided by Islam with additional rights than before. Under Islam, women experienced more progress than complacency. Thus, women’s situation under Islam is more beneficial than their situation under Greek and Roman rule. Overall, women’s status in society improved in many different aspects—social, legal, and otherwise—under both Islam and Christianity, especially when compared to the Greek and Roman periods. However, women’s strive toward equality did not stop with the improvements that came from the religions. Women today are continually struggling worldwide to receive rights equal to that of men.

The Relationship Between Emergency Management and Higher Education Essa

Emergency management has been in the process of transforming itself into a recognized profession over the past several decades. During the last quarter of the 20th century, training and experience in preparing for, responding to and recovering from disasters and hazardous incidents were considered the path to becoming an emergency manager; the title was not always there but the responsibilities were shouldered by someone who took responsibility for those functions. Since the late 1990’s, the field of emergency management has expanded to include programs of higher education which have added a much needed third dimension to that progression. What was once considered the domain of civil protection specialists, such as retired military personnel and fire fighters, is now just as likely to be filled by a graduate of a university emergency management (EM) program or one of the intensive credentialing programs offered in the United States. The shift towards the professionalization of emergency management can be credited to that added educational dimension as well as to the concurrent shift from primarily a reactive role, response and recovery, to a proactive role of managing the processes of the whole disaster cycle, i.e. mitigation, preparedness, response and recovery. In other words, the emphasis is now on â€Å"management† and not just on the â€Å"emergency† (Britton, 2001, p.46). By addressing the management of the disaster cycle and not focusing on just the emergency, the realm of the emergency manager has expanded to include a diverse yet connected set of skills and knowledge. Implementation of successful mitigations projects for example, require a scientifically sound hazard and vulnerability analysis which should be based on applica... ...0B96C927794AF1031D9395C5C20)~A_new_emergency_management_for_the_new_millennium.pdf/$file/A_new_emergency_management_for_the_new_millennium.pdf Federal Emergency Management Agency (FEMA). (2007). Principles of Emergency Management Supplement. Accessed at http://training.fema.gov/.../edu/docs/emprinciples/Principles%20of%20Emergency%20Management%20Brochure.doc FEMA Emergency Management Institute. (2012). The College List. Accessed at http://www.training.fema.gov/emiweb/edu/collegelist/ Goss, K. (2011). Foundation for Higher Education Accreditation in Emergency Management. History and Benefits. Accessed at http://training.fema.gov/EMIWeb/edu/docs/Foundation%20of%20EM%20-%20FFHEA%20-%20History%20and%20Benefits.pdf Schneider, R.O. (2003). A Strategic overview of the â€Å"New† Emergency Manager. Accessed on 4/26/2012 at http://training.fema.gov/EMIWeb/edu/pracpaper.asp

Human Variations in High Altitude Populations :: Tibet Himalayans Adaptation Essays

Human Variations in High Altitude Populations Thesis:The purpose of this paper is to describe the high altitude stresses and the general adaptations made by the Tibetan population in the Himalayas and the Quechua in the Andes.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  I Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   II Background   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A Quechua People   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  B Tibetan People   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   III General Adaptations   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A Physical   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1 Growth   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2 Development   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   3 Core temperature   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   4 Extremity temperature   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  B Non- Physical   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1 Clothing   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2 Houses   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   3 Schedule   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  V Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Some ten to twenty-five million people (that is less than 1% of the earth’s population) currently make it[high altitude zones] their home(Moran,143).† The adjustment high altitude populations must make are firstly physical and secondly cultural. Although most people adapt culturally to their surroundings, in a high altitude environment these cultural changes alone aren’t enough. Many physical adaptations that reflect â€Å"the genetic plasticity common to all of mankind(Molinar,219)† have to be made to survive and even more than that thrive in this type of environment. In this paper I will describe the high altitude stresses. Along with adaptations made by the populations living in them. The two high altitude populations which I will examine in this paper are the Tibetan people of the Asian Himalayas and the Quechua of the South American Andes. The Quechua are an Indian people who inhabit the highlands of Peru and Bolivia. They speak Quechua, which is a branch of the Andean-Equitorial stock. They show many remnants of Inca heritage by their houses, music, and religion which has pagan rites under the Roman-Catholic surface. Their villages consist of kin groups . Their marriage partners are taken from within each village. Agriculture is the dominant subsistence pattern in the central Andean region but the Nunoa region where the Quechua reside can only support a few frost-resistant crops. Which include bitter potato, sweet potato, and a few grain crops of quinoa and canihua. The rest of the fruits and vegetables of the Quechua come from the eastern mountains on it’s way to the markets. The most important subsistence pattern for the Quechua is stock raising. Which is limited to the few animals that do well in the high altitudes. Their stock include alpacas,llamas and sheep.   Ã‚  Ã‚  Ã‚  Ã‚  In the Himalayas only â€Å"5% of the geographical area(Baker,36)† can be used for agriculture. The main crops are barley, wheat and buckwheat. The crops are grown between 3,500 and 4,300 meters. These few crops are threatened by drought, hail, frost, snow and erosion. The Himalayas also have extensive pasture areas which are used by the nomadic and sedentary peoples. The higher regions have pastures where yak, sheep, and goats are the main animals used.

The Way In Which Numeracy Is Taught Education Essay

The survey sets out to look into the manner in which numeracy is taught and learned at a Further Education College in Staffordshire. Secondary research has been carried out by the writer into the undermentioned countries ; numeracy, criterions and course of study, appraisal, instruction and larning numeracy, formative appraisal and feedback, staff and staff preparation and good pattern in numeracy.Numeracyâ€Å" Numeracy is the cognition and accomplishments required to efficaciously pull off and react to the mathematical demands of diverse state of affairss. Numerate behavior is observed when people manage a state of affairs or work out a job in a existent context ; it involves reacting to information about mathematical thoughts that may be represented in a scope of ways ; it requires the activation of a scope of enabling cognition, factors, and procedures † ( Gal et al. , 2003, p4, online ) . Masters and Forster ( 2000, online ) agree that numeracy ability depends on the grownup scholar ‘s ability to use mathematical cognition and accomplishments in a assortment of personal and societal contexts. A utile sum-up of the different contexts of numeracy usage can be seen in Appendix a. Appendix B besides shows the contexts in which effectual numerate behavior is necessary. Numeracy accomplishments for mundane life can be found in undertakings such as managing money, comparing monetary values when shopping, clip direction, doing travel and vacation programs, playing games of opportunity, understanding athleticss tonss, reading maps and utilizing measurings when cookery or making DIY, harmonizing to Gal et Al. ( 2003, online ) . The contents of Appendix a and Appendix b support this claim. Unfortunately, both numeracy and mathematics are widely disliked ; some people may even be numerophobic and have an irrational and unlogical fright of Numberss. Pert ( 2009, online ) suggests many people will really squeal to detesting figure work and make what they can to restrict their battle in this country. The undermentioned subdivisions detail information about some elements of the grownup numeracy larning substructure ( Figure 1.1 ) in the order of the learning rhythm depicted in Figure 2.1, as a consequence of secondary research carried out by the writer. Figure 2.1: The acquisition rhythm ( TUC, 2004, p76 ) g. Progression to other instruction, preparation or employmenta. Need identifiedB. AppraisalScreening Initial and diagnostic appraisals Interviewf. AchievementSummational assessment/qualifications Information, advice and counselc. ILPNegotiated, realistic, relevant marks Curriculum referencedd. LearningMeaningful and relevant to reflect ILP Monitored, recorded advancement with feedbackd. LearningMeaningful and relevant to reflect ILP Monitored, recorded advancement with feedbacke. ReviewFormative appraisal Revisit ILP -Standards and Curriculum ( elements 1 and 2 of Figure 1.1 ) The Adult Numeracy Core Curriculum has been based on the National Standards ( DfES and BSA, 2001 ) . The course of study specifies the numeracy accomplishments, cognition and apprehension that are required to run into the nationally agreed benchmarks at each of the five degrees ( Entry Level 1, Entry Level 2, Entry Level 3, Level 1 and Level 2 ) . -Assessment ( elements 3, 4, 6 and 8 of Figure 1.1 and subdivisions a, B, vitamin E and degree Fahrenheit of Figure 2.1 ) Assorted grounds suggests that good appraisal procedures are of import for effectual instruction and accomplishment of scholars, including that of Black and Wiliam ( 2003 ) and Clarke, Timperley and Hattie ( 2003 ) . In add-on to this, The Department for Education and Skills ( DfES ) ( 2002a ) acknowledge that different appraisal procedures are needed at the different phases of the larning journey. Beevers & A ; Paterson ( 2002 ) study that the intent of appraisal includes informing pupils of their strengths and failings in order to enable them to better and go more confident. DfES ( 2002b ) agree that assisting scholars to understand their acquisition strengths and failings gives them assurance in their ability to better their accomplishments. DfES ( 2002c ) summarised the procedure of numeracy appraisal as shown in Figure 2.2. Figure 2.2: Summary of Numeracy Assessment ( DfES, 2002c ) Screening For possible demand Initial Assessment For degree of accomplishments Diagnostic Assessment For elaborate scholar profile to inform ILP Formative For regular reappraisal of advancement to inform acquisition programme Summative For National Test or making, completion of ILP Figure 2.2 shows that, typically, numeracy scholars will hold a showing, initial appraisal and diagnostic appraisal to place their strengths and countries for development, therefore enabling instructors to put them on a class at the appropriate degree. This process is besides recommended by Sewell ( 2004, online ) , McIntosh ( 2005, online ) and CERI ( 2008, online ) . DfEE ( 2001, online ) and Stott and Lillis ( 2007, online ) identify that deficiency of these appraisals is a major factor in lending to the failure of grownups to take part and come on, hence consolidating the demand. DfEE ( 2001, online ) recommends that a senior member of staff should be defined as holding overall duty for the initial and diagnostic appraisals and for the production of the Individual Learning Plan ( ILP ) . Pert ( 2009, online ) substantiates this saying that organizational good pattern includes holding a nucleus squad with duty for naming numeracy concerns, a robust system of showing, initial appraisal and diagnostic appraisal to find scholars ‘ accomplishments degrees in numeracy and a named coach who is responsible for reexamining and supervising a scholar ‘s advancement. – Teaching and Learning Numeracy ( elements 5 and 7 of Figure 1.1 and subdivision vitamin D of Figure 2.1 ) Pratt ( 1998 ) identified five chief positions on instruction, summarised in Table 2.1. Table2.1: The Five Main Positions on Teaching ( Pratt, 1998 )PositionFeatures of instructorsTransmission Focus on content and find what scholars should larn and how they should larn it. Feedback is directed at scholar errors Developmental Value scholars ‘ anterior cognition and direct acquisition to the development of concluding and problem-solving accomplishments Apprenticeship Provide scholars with reliable undertakings in real-life scenes Fostering Focus on the interpersonal elements of acquisition and hearing and respond to scholars ‘ emotional and rational demands Social reform Relate thoughts explicitly to the lives of the scholars Benseman, Lander and Sutton ( 2005, online ) found that the bulk of instructors include merely one or possibly two of the five positions during a teaching session but will integrate all of them in their instruction over a period of clip. In contrast, Derrick and Ecclestone ( 2006, online ) suggest it is normally ( although wrongly ) thought that mathematics is about â€Å" truths † and can merely be taught through a â€Å" transmittal † attack where scholars are treated as â€Å" inactive † receivers of information. Masters and Forster ( 2000, p3, online ) confirm the position that â€Å" pupils are more likely to go successful, independent scholars when they are encouraged to appreciate acquisition as a womb-to-tomb procedure of single growing through the development of new accomplishments, deeper apprehensions, and more positive attitudes and values. † Ciancone ( 1988, p8, online ) states that â€Å" The numeracy coach must set up an unfastened relationship with the scholar in order to be cognizant of the person ‘s demands and at the same clip must be familiar with the acquisition of mathematical constructs and the construction of the hierarchy of accomplishments in order to find an appropriate docket of direction. † new wave Groenestun ( 2003, p233, online ) agrees that â€Å" The art of instruction is to make and ease acquisition environments in which acquisition is possible and to steer scholars in their acquisition activities. † Admiting this, Ginsburg, Manly and Schmitt ( 2006, online ) province that numeracy coachs need to be familiar with the mathematics needed to pull off the demands of household, workplace, community and farther instruction. Skemp ( 1971 ) distinguished between two different attacks to learning and larning mathematics known as instrumental apprehension and relational apprehension. The former involves memorizing and routinely using processs and the latter involves assisting the scholar to develop their ain apprehension by learning for intending. Van Groenestun ( 2003, online ) besides believes that it is non plenty to simply see which numeracy accomplishments need to be taught but that it is vitally of import to take into history the manner in which they are taught and the manner in which they are learned by grownups. If a peculiar degree of numeracy is non wholly understood, the acquisition of any other constructs could be hindered. Ciancone ( 1988, online ) refers to a survey carried out by Skemp which compared schematic ( conceptual construction ) and rote acquisition. In footings of per centum callback, more than double the figure of campaigners who were taught by conventional methods remembered what they had learned than those taught by rote. In add-on, after four hebdomads merely 15 % of those taught by a conventional attack had forgotten their new cognition compared with 75 % of those taught by rote. It can hence be seen that the manner numeracy is delivered affects the manner a accomplishment is remembered which in bend affects the acquisition of other constructs based on that accomplishment. Several research workers cited in Coben et Al. ( 2005, online ) province that the capableness to make mathematics is localised within the encephalon and that many of the troubles that grownups face when larning really stem from the archpriest encephalon architecture. Other grounds besides suggests that additions in numeracy may be by and large more dependent on features of scholars and categories instead than on those of instructors and learning manners used ( Coben et al. , 2006, online ) . Van Groenestun ( 2003, online ) suggests the manner grownups learn in out-of-school state of affairss differs from the manner kids learn in school, irrespective of the instructors. Adults tend to treat new information by â€Å" acquisition by making † and therefore necessitate to be able to read, watch or listen to information, place cardinal points, communicate and discuss with others and reflect on possible deductions of their new cognition. From this it can be seen that the literacy accomplishments of an grownup can impact their acquisition of numeracy accomplishments. It is believed that scholars who have a good consciousness of how they learn are more effectual at puting their ain ends, developing a assortment of larning schemes and measuring their ain advancement ( Centre for Educational Research and Innovation ( CERI ) , 2008, online ) . Kirby and Sellers ( 2006, online ) recommend that coachs should prosecute scholars in â€Å" metacognitive consciousness † so that they can look into how they learn best as an person. The development of numeracy ability involves the acquisition of cognition and accomplishments every bit good as their application in existent state of affairss ( Dingwall, 2000, online ) . Therefore, the more independent the scholar, the more likely they are to be able to use their cognition and show numerate behavior. Brookes et Al. ( 2001 ) concluded that grounds about the impact of general grownup numeracy tuition was thin and undependable. Benseman, Lander and Sutton ( 2005, online ) besides found that there are really few empirical surveies of existent numeracy pattern. Interestingly, Benseman, Sutton and Lander ( 2005, online ) were unable to place any research during their reappraisal that discussed factors associated with advancement in numeracy or appraisal and its consequence on larning results. . Harmonizing to research carried out by Benseman, Lander and Sutton ( 2005, online ) most instructors tend to learn the manner that they themselves were taught because they were successful in those formal acquisition environments and because they do non hold adequate cognition of grownup larning theory and alternate theoretical accounts of bringing. They besides found that numeracy nosologies had taken topographic point and numeracy instruction was clearly linked to the diagnostic consequences and that numeracy teachers often concentrate their instruction on specific mistakes being made by scholars. Ironically, in the same twelvemonth, Bhattarai and Newman found that grownup numeracy programmes which really respond to scholars at their bing degree of mathematics were highly rare which links with the findings of DfEE ( 2001 ) , four old ages antecedently, that merely 15 % of suppliers carry out an initial appraisal to find numeracy demands, demoing that small advancement has been made in this country. Coben et Al. ( 2006, online ) discovered that the most common methods of category administration were whole category instruction or persons working on their ain. Very small group work was found. Very few instructors used concrete objects, games, computing machines or reckoners. Worksheets were used extensively but really few instructors used text books. The bulk of instructors used a scope of activities although alarmingly, merely about 50 % differentiated work and made connexions to other countries of maths. Benseman, Lander and Sutton ( 2005, online ) , found that instructors talked for up to 60 % of the ascertained session and there were few chances for scholars to discourse their new accomplishments. Many inquiries were asked by the instructors but these tended to be â€Å" closed † and were non used as scaffolds for farther acquisition. Most instructors used a comparatively little scope of learning methods. In contrast to Benseman, Lander and Sutton ( 2005, online ) , Coben et Al. ( 2006, online ) , discovered that numeracy learning activities most normally used by coachs include utilizing mundane stuffs, problem-solving, worksheets, gauging activities, utilizing concrete stuffs, co-operative job resolution, utilizing reckoners, presentations, critical numeracy activities, computing machines, little group work, mystifiers and games and vocabulary edifice activities. -Formative Assessment and Feedback ( element 5 and 7 of Figure 1.1 and subdivision vitamin E of Figure 2.1 ) Black and Wiliam ( 1998 ) define appraisal by and large as activities which are undertaken by both instructors and scholars in order to measure themselves and supply information which can so be used to modify instruction and acquisition. They suggest that appraisal merely becomes â€Å" formative † when the information gathered is really used to alter the instruction in order to run into the demands of the scholar and take their acquisition frontward. Pert ( 2009, online ) points out that even when groups have been set up harmonizing to their numeracy degree, scholars will still hold a scope of single demands. It is hence good pattern to include little, regular appraisals to guarantee scholars have understood a taught subject before come oning onto the following subject. If necessary, alteration of larning ends documented on the ILP can so take topographic point. Defined by CERI ( 2008, online ) , formative appraisal really refers to patronize, synergistic appraisals of pupil advancement and apprehension which are used to find future larning demands and differentiated instruction. Formative appraisal is â€Å" assessment for larning † and is a cardinal constituent in good instruction and acquisition pattern. Information gained from formative appraisal should be used to accommodate instruction and acquisition activities and can be used to put marks for future larning. Many research workers agree that formative appraisal should underscore advancement and accomplishment and addition scholars ‘ motive ( Ciancone, 1988, online, ALI, 2002, Beevers and Peterson, 2002 and Stott and Lillis, 2007, online ) . DfES ( 2002b ) confirm that appraisal should inform the development and reappraisal of ILP ‘s and that measuring is an indispensable portion of the planning procedure. Black and Wiliam ( 1998 ) and Her Majesty ‘s Stationery Office ( HMSO ) ( 2005 ) suggest that formative appraisal is an indispensable portion of and indivisible from effectual instruction and direction at all degrees. Similarly, learning which includes formative appraisal helps pupils to get â€Å" larning to larn † accomplishments which should help them with future larning throughout their lives, besides helps to raise degrees of pupil accomplishment and helps instructors to run into the diverse demands of scholars ( CERI, 2008, online ) . It emphasises the procedure of instruction and acquisition and involves scholars in that procedure. Derrick and Ecclestone ( 2006, online ) province that formative appraisal should supervise learner public presentation against set marks, give feedback on the following stairss necessary for betterment, step scholar advancement, enable scholars to take charge of their ain acquisition, promote independency and advance self-reflection. Bimrose et Al. ( 2007, online ) suggest it should be carried out at the beginning of or during a learning programme in order to better the quality of acquisition and the consequences used to reexamine and modify a programme of acquisition. Harmonizing to Black ( 1999 ) and Briggs and Ellis ( 2008 ) , formative appraisal is the analysis of pupils ‘ acquisition to detect what they know, understand and can make and the appropriate response during instruction and acquisition to guarantee it informs future planning and learning. They besides all province that formative appraisal is the analysis of pupils ‘ acquisition and the appropriate response after the instruction. In comparing, Beevers and Paterson ( 2002 ) position formative appraisal as an appraisal which is merely undertaken during a class or faculty and non after the instruction has taken topographic point. There is no uncertainty, nevertheless, that formative appraisal helps the scholar and instructor to reexamine advancement and that it is cardinal to the acquisition procedure ( HMSO, 2005, Briggs and Ellis, 2008 and CERI, 2008, online ) . Key characteristics of formative appraisal include set uping a schoolroom civilization which encourages interaction, supervising pupil advancement towards single acquisition ends, usage of a assortment of learning and larning methods in order to run into the diverse demands of scholars, constructive and regular feedback on scholars ‘ public presentation and the active engagement of pupils in the full acquisition procedure ( CERI, 2008, online ) . Furthermore, Black and Wiliam ( 1998, p19 ) claim that â€Å" aˆÂ ¦there is a steadfast organic structure of grounds that formative appraisal is an indispensable characteristic of schoolroom work and that development of it can raise criterions. † Unfortunately, in a survey of 15 Skills for Life coachs, Benseman, Lander and Sutton ( 2005, online ) , found really few of them used schemes or activities associated with high quality formative appraisal. Questions used were closed instead than open and merely required callback instead than higher thought accomplishments. Extensive research carried out by Black and Wiliam ( 1998 ) showed that if formative appraisal was improved, important additions and betterments in larning were besides achieved. They argue that the overall quality of instruction and acquisition can be improved by heightening instructors ‘ ability to utilize formative appraisal efficaciously. It is interesting to observe that much of the research besides showed that bettering formative appraisal helps lower attainers more than the higher attaining scholars. This implies that effectual formative appraisal of numeracy should hold a greater impact on the success of Skills for Life scholars who tend to be lower attainers. The most common signifiers of appraisal used by numeracy instructors are formative and include teacher observation, portfolios and self-assessment ( Benseman, Lander and Sutton, 2005, online ) . CERI ( 2008, online ) said feedback can be used to detect the extent of scholar apprehension and aid instructors to flip their instruction at the right degree so that scholars can go on to better their accomplishments. By supplying feedback, instructors are able to concentrate on what scholars do and make non understand and are therefore better able to set their instruction schemes to run into single demands. Adapting the instruction and larning procedure from the consequences of formative appraisal draws upon a instructor ‘s pedagogical and capable cognition and besides requires a great trade of flexibleness and creativeness on their portion. Feedback should concentrate on the issue, be specific and constructive and offer thoughts of how the scholars could better. It should non be excessively drawn-out and should ne'er stop negatively, harmonizing to Derrick and Ecclestone ( 2006, online ) . It is indispensable that feedback includes suggestions about ways to better hereafter larning public presentation ( CERI, 2008, online ) .Staff and Staff TrainingDingwall ( 2000, online ) and Schmitt ( 2003, online ) rise concerns about the maths accomplishments and apprehension of instructors presenting numeracy, allow alone their numeracy learning accomplishments. A coach ‘s experience of learning numeracy has been found to positively affect scholars ‘ advancement in and attitude towards numeracy ( Cara and de Coulon, 2008, online ) . Therefore, the Government began developing compulsory instruction makings for new instructors from 2002 ( Cara and de Coulon, 2008, online and Simpson, 2008 ) . The Further Education Nation al Training Organisation ( FENTO ) developed a new scope ( Level 2 to Level 4 ) of learning makings for numeracy coachs. Newly qualified instructors are expected to hold a generic instruction making ; for illustration, a Certificate in Education ( CertEd ) or a Postgraduate Certificate in Education ( PGCE ) , every bit good as a capable specializer making ( Level 4 ) . Those already learning Skills for Life have been encouraged to derive these makings every bit good so that by 2010, all post-16 instructors will be to the full qualified ( McIntosh, 2005, online ) . In 2004, the TUC recommended that merely to the full trained staff should be employed and it is pointed out by Benseman, Sutton and Lander ( 2005, online ) that those staff should set about regular Continuous Professional Development ( CPD ) to update their accomplishments. Interestingly, in 2005/2006, merely 29 % of numeracy instructors were to the full qualified and 18 % of them did non hold any teaching makings at all ( Cara and de Coulon, 2008, online ) . In footings of experience, nevertheless, Coben et Al. ( 2006, online ) found that in a survey of 34 instructors, they had, on norm, been learning maths or numeracy for 13 old ages and learning grownups for 8 old ages. In comparing with Cara and de Coulon ( 2008, online ) , Coben et Al. ( 2006, online ) identified that 79 % had a making in maths and 88 % had a teaching making but that merely 18 % had gained the new degree 4 making in grownup numeracy instruction. There is much grounds to propose that extremely qualified instructors lead to higher accomplishment of scholars but there is besides grounds to counter this from research that suggested that over-qualified instructors are sometimes less effectual at presenting numeracy to grownups ( Cara and de Coulon, 2008, online and Cara et al. , 2008, online ) . It is interesting to observe that numeracy specific CPD requested by respondents at a treatment group about the province of numeracy learning included practical, hands-on workshops focussed on effectual diagnostic appraisal ( Wedgbury, 2005 ) . Mackay et Al. ( 2006, online ) found that other precedence countries for professional development included covering with the demands of scholars with several disadvantages, developing accomplishments in the usage of computing machines when presenting numeracy and understanding the backgrounds and demands of peculiar groups of scholars. These research workers besides found numeracy staff requested that professional development be provided by experts and appealed for the chance to portion good instruction pattern with equals, experiencing that this would be an effectual manner to turn to any spreads in accomplishments and cognition. Presently there is an over-reliance on voluntary or parttime instructors and this presents a barrier to the development of effectual pattern ( CERI, 2008, online ) . However, holding voluntaries who have been selected carefully and good trained does enable larning to be farther tailored to individual ‘s demands ( McIntosh, 2005, online and CERI, 2008, online ) . McIntosh ( 2005, online ) recommends that larning is delivered by full-time staff and confirming research suggests that learning is less effectual overall when delivered by largely parttime staff because this can take to miss of consistence in learning attacks and less engagement in CPD ( McIntosh, 2005, online and Benseman, Sutton and Lander, 2005, online ) .So what is â€Å" Good Practice † in Numeracy?â€Å" Most scholars on grownup numeracy classs have studied the topic of numeracy or mathematics in primary and secondary school. Many have besides attended cardinal accomplishments and a Return to Study class, and helped their ain kids. They have had several different instructors and experienced assorted teaching/learning attacks. So why have n't any of these done the fast one? † ( Kirby and Sellers, 2006 p4, online ) . Appendix c provides a sum-up of best pattern in learning and larning numeracy compiled after extended research by the writer. Possibly the importance of each pattern is emphasised by the figure of research workers citing it as best pattern. Many of the patterns mentioned in Appendix degree Celsiuss are discussed in the undermentioned text. Adult numeracy programmes are thought to be effectual if they are designed and delivered in conformity with the â€Å" best patterns † of big instruction, including associating larning to ends, constructing on old cognition and experience, doing the acquisition relevant, concentrating on scholars and their state of affairss and maximizing flexibleness ( Dingwall, 2000, online ) . The TUC ( 2004 ) expand on this, summarizing good instruction as shown in Appendix vitamin D. In footings of length of survey, research suggests that a lower limit of 100 hours per twelvemonth are necessary in order for scholars to demo some accomplishments ( Benseman, Sutton & A ; Lander, 2005, online ) . McIntosh ( 2005, online ) found intensive classs over a long period of clip have proved most successful for pupils up to Entry Level or Level 1. McIntosh ( 2005, online ) and Benseman, Sutton and Lander ( 2005, online ) agree that scholars below Entry Level should hold entree to 330-450 hours of larning. Those already at Entry Level necessitate 210-329 hours and those at Level 1 need 120-209 hours. Ginsburg and Gal ( 1996, p16, online ) , back up the theoretical account shown in Figure 2.3, saying that coachs should supply chances for grownup scholars to â€Å" †¦ grok a state of affairs, make up one's mind what to make, and take the right tool ( s ) from their â€Å" mathematical tool thorax † that will enable them to make a sensible solution † because this is what they will necessitate to be able to make in their lives. Ginsburg and Gal ( 1996, online ) besides steadfastly believe that a important proportion of Sessionss should be focussed on situational inquiries so that scholars have the chance to analyze state of affairss and determine which numeracy accomplishments are required. â€Å" Ultimately, direction should take to be more evidently utile ( maintaining pupils involved and coming ) and more cognitively meaningful ( so that pupils will be more likely to go forth the schoolroom with accomplishments that will be retained and applied ) † ( Ginsburg and Gal, 1996, p17, online ) .Figure 2.3: Model for Numeracy Tuition ( Ciancone, 1988, p11, online )existent universe abstract concrete account motive pattern application High quality resources should be used to back up all numeracy work. Harmonizing to Pert ( 2009, online ) the chief modification factors to this are the institutional budget allocated to buying published resources and the clip instructors have available to make advanced and inspiring stuffs. It is critical that numeracy instructors recognise scholars ‘ personal attacks to work outing peculiar jobs. Teachers should do attempts to understand what the scholar is really making, how their method really works, why they have chosen this peculiar method and the success rate of their chosen method. â€Å" Merely if the scholar ‘s method is unsuccessful, arduous and has limited usage should you see enforcing an alternate algorithm † ( Pert, 2009, p19, online ) . Ginsburg and Gal ( 1996, online ) besides recommend that coachs should inquire scholars why they did what they did and what alternative method they could hold used. If the method is successful, a instructor would hold to be highly confident that a more traditional method of computation would keep important benefits for the scholars before swapping, harmonizing to Pert ( 2009, online ) . Derrick and Ecclestone ( 2006, online ) found that â€Å" student-centred acquisition † featured on a regular basis in big instruction research but it was unfastened to diverse reading by instructors. Apparently, numeracy instructors interpret this by believing that illustrations should be every bit ocular as possible, learning AIDSs should be used, illustrations should be related to the â€Å" existent universe † and accomplishments should be consolidated through alteration ( Benseman, Lander and Sutton, 2005, online ) . Using kinesthetic stuffs can increase learner motive, increase interaction and treatment and better formative appraisal due to instructors being able to detect where acquisition is taking topographic point or name any troubles ( Kirby and Sellers, 2006, online ) . They conclude that increased activity in numeracy Sessionss seems to better scholars ‘ apprehension and makes Sessionss more merriment and synergistic, but province that utilizing kinesthetic and haptic attacks requires more clip to be spent preparing resources. However, instructors have said that, irrespective of the clip spent preparing resources, they felt motivated to utilize kinesthetic attacks because of the benefits to the scholars. Kirby and Sellers ( 2006, online ) found that increased activity in numeracy Sessionss seemed to better scholars ‘ apprehension and made Sessionss more merriment and synergistic. Teachers should be encouraged to develop a repertory of oppugning techniques and portion their tho ughts with co-workers. Double, taking, rhetorical and closed inquiries are non thought to be peculiarly utile when learning numeracy because they discourage scholars from reflecting on the job or acknowledging that they do non understand the construct ( Derrick and Ecclestone, 2006, online ) . Black et Al. ( 2006 ) found a direct nexus between the types of oppugning used by instructors to look into acquisition and apprehension and improved motive of scholars. Traditionally, numeracy is taught to the whole category and so scholars work through worksheets separately but this attack allows small collaborative larning with equals in order to portion experiences. It is better pattern to advance group larning so that scholars can larn from each other and assist each other to develop solutions to the numerical jobs set ( Pert, 2009, online ) . Foster and Beddie, 2005, p6, online agree that â€Å" Human interaction is indispensable for effectual instruction and acquisition. † Ciancone ( 1988, p11-12, online ) makes the undermentioned recommendations to numeracy coachs when learning grownups which concur with the positions of writers already mentioned: Each little measure in learning a accomplishment should be consolidated before traveling on to the following measure It is better to reenforce a scholar ‘s method than to present a new method Lessons and larning stuffs should be independent and self-contained due to the irregular attending of some grownup scholars Be cognizant of the scholar ‘s reading ability and cultural background Informal larning utilizing games and mystifiers should be introduced sensitively if the scholar ‘s past acquisition experience was really academic Peer-group coaction should be encouraged since the best manner to clear up apprehension of a construct is to explicate it to person else Use single and group work, depending on the accomplishment to be learned In drumhead, harmonizing to Benseman, Lander and Sutton ( 2005, online ) , effectual numeracy instructors plan exhaustively, utilize a scope of larning activities and stuffs, inquiry scholars skillfully and give constructive feedback to scholars. Ineffective numeracy instructors ask merely general inquiries and do non put specific undertakings for scholars to show their new accomplishments. To reason, â€Å" Teaching is a professional, skilled activity. Expert instructors do non come into the schoolroom programmed with a set of regulations drawn from a manual of good instruction pattern†¦ Excellent instruction is founded on penetration, creativeness and opinion † ( Heggary, 2003, p30 cited in McNamara, 2004 ) . This literature reappraisal has investigated several countries of instruction and larning numeracy and the information gained has been used to inform the writer ‘s research tools when analyzing the larning experience of numeracy scholars at a Further Education College in Staffordshire.

Organic Food vs. Non Organic Food Essay

In today’s society you walk into a grocery store and you always have the option of organic or non organic food. There are even grocery stores dedicated to organic foods like Trader Joe’s, Sprouts and Whole Food market. I personally have gone organic and will never go back to eating or drinking non organic food. Organic food may be pricey but less hormones, less cow puss and blood in your milk, and less pesticides. The controversies about organic food vs non organic food is it worth it? My answer is 100 percent yes organic is the way to go. The fruits and vegetables you get at a normal grocery store that are non organic have several pesticides on it. According to the daily green, ‘ eating organic means avoiding the pesticide residue left on foods. † Though there are mixed reviews on if consuming pesticides hurt your immune system, pregnant women are taking the cautionary steps on making sure their future child will be born healthy and not be exposed to pesticides at an early age. On the Dirty Dozen list, apples are the number 1 food source of 2011, with over 40 known pesticides in just 1 apple. Not surprisingly, pesticide residue is also found in apple juice and apple sauce, making all apple products smart foods to buy organic. Strawberries have over 60 pesticides on it, so while you â€Å"wash† your strawberries remember you are eating pesticide residue remains on those strawberries you bought at the food market. 93% of Americans tested by the CDC had metabolites of chlorpyrifos a nuerotoxic insecticide in their urine. Banned from home use because of its risks to children, chlorpyrifos is part of a family of pesticides (organophosphates) linked to ADHD. Women who were exposed to DDT as girls are 5 times more likely to develop breast cancer, according to Panna. Several people are allergic to the growth hormone farmers put in their animals, but are able to eat organic meats because animals raised organically are not allowed to be fed antibiotics, the bovine human growth hormone (rbGH), or other artificial drugs. Animals are also not allowed to eat genetically modified foods. Organic meat the animals are also killed more humane than non organic animals. The animals are raised in a healthier environment, fed organic feed, and often eat a wider range of nutrients than those raised in factory farms (such as would be the case of free-range chickens and ranch cattle). Cbn. com stated, â€Å"In a recent poll, two-thirds of Americans surveyed stated they would like to be able to fit organic foods into their budgets. † Organic food may cost more but less exposure to unnecessary hormones and pesticides is worth it. Organic is the way to go, lower pesticide levels, more nutrients, no antibiotics, no added growth hormones, and environmental responsibility. Although research findings about benefits of organic produce are not conclusive, it is definite that organic stuff is safer than the produce with traces of pesticides. Organic milk, vegetables and fruits are much more expensive than the non-organic but if you can afford it then go for it. If more people start buying organic food then gradually their prices will gradually come down.

Production Cost Variance Analyses Essays

Production Cost Variance Analyses Essays Production Cost Variance Analyses Essay Production Cost Variance Analyses Essay Typically, one number represents what actually happened, that is, measured performance. The other number is a performance standard, such as a standard cost, a budget, or historical performance (what happened in the past, such as last month or last year). A variance analysis involves the decomposition of the variance into the individual factors that caused the variance. There is no one way to do variance analyses; many types of variance analyses can be appropriate in certain situations. Some involve comparisons of actual and expected results for individual line items in the accounting records. For example, managers might be interested to know that actual expenses were greater than gutted expenses because travel expenses were higher than expected, or that sales were lower than expected because one large customer did not order its normal quantity of goods. Other variance analyses involve the simultaneous investigation of the effects of prices, volumes, production or sales mixes, and exchange rates. Managers perform these variance analyses because they provide important insights about problems (or opportunities) that might exist. This chapter describes techniques for analyzing production cost variances in a way that provides managers with useful insights in controlling the various organizational elements that affect the performance of the production function. Most manufacturing companies use the standard sets of production variance analyses that are described in this chapter. Chapter 21 discusses variance analyses for other income v. TTS s, Ii-r statement elements. 622 Part 2 Management Accounting Direct Material and Labor Variances TX Direct Material be. The standard direct material cost of one unit of product (I. E. , one unit of stout) is found by multiplying the quantity of material (input) that should be needed for producing one unit of put times the price that should be paid per unit of material input (e. G. , 9 pounds per remit of output at $4 per A standard cost represen ts what the cost should $36 per unit of output). T}nor total standard direct material cost for an accounting period is the standard material cost per unit of output multiplied by the number of units produced in that period (e. 9. , if 100 units are produced, the total standard material cost is $3,600). This total standard material cost ($3,600) also can be calculated by multiplying the total standard quantity of material (900 pounds) by the standard cost per unit of material $4 per pound). The total standard quantity of 900 pounds is 100 units produced times 9 pounds per unit. Similarly, the actual direct material cost of one unit of stout is the actual quantity of material input used in producing that unit times the canal price paid per unit of material. The total actual direct material cost for a period is the sum of these actual costs for all the units produced in the period The differ,once between the total standard material cost and the total actual material cost of the goods actually prà ©cised direct material cost variance. That means that dirt mated variances are based on the actual putout quantity of a period; planned or budgeted output less play no part in the Ana$Russ. Because both the standard and accrual material cost totals were computed by multiplying a physical input quantity (e. G. , if pounds) by a price per unit of input (e. G- $4 per pound), it is possible decomposability material costarring into aquantitycomponentandaprice component,NT Specifically, these component,ants are as felons: pound 1 . The fact that the actual quantity of material used for the stout produced offered from the standard quantity causes the material usage finance (also called the yield variance or simply the quantity variance). . Theft TNT the curia price of each unit of material input tittered from the standardize causes the materialistic variance The algebraic sum of these two variances is the total marital variance{hat is, the difference between total actual direct material costs for the period and total standard direct mated costs. Fifth companys standard cost eastern includes only one account -f for material variance, is sum is the mammoth that would appease in that count. Favorable and Unfavorable Wariness If actual cost is Lorene than standard cost, the variance is said to ; if the reverse, the variance? is said table unfavorable. As explained in Chapter 19, favorable variances layer as credits in variance accords whereas irremovable variances appear as debits. We shall use fees adjectives in the description that follows. Hewer, it should be recognized deferrable in this sense does not necessarily mean that performance was good; it means only that actual costs were laurel +Han standard costs. The As pointed out in Chapter 19, some compartmentalized cost $items have two material variance accounts. Such slotted identify material price variance when the. Inertial is received into materials inventory. When this is done, the material price variance is baaed on the quantity of materials received doing the period rather than the quantity that was USDA during the period. In these systems the material usage variance is developed when materials are sued to production, as shown in Illustration 19-2. 0 Unction Astringencys$sees 623 interpretation of these variances, once they have been identified, is discussed eater. Lower costs can even indicate a problem because they might be the result, for example, of using inferior quality materials. Formulas The commonly used rules for finding the two direct material variances are as follows: 1 . The material usage Viviane is the difference between total standard quantity and total actual quantity femoral input, with each total quantity partici pated standard price per unit of material. Both total quantities are based on the number of units of output actually produced. 2. The malarial price variance is the difference between the standard price ND the actual price per unit of material input, multiplied by the actual quantity of material used Each unit of Product X is supposed to require 9 pounds of direct material costing $4 per pound.

Biography of Queen Nefertiti, Ancient Egyptian Queen

Biography of Queen Nefertiti, Ancient Egyptian Queen Nefertiti (c. 1370  BCE–c. 1336 or 1334  BCE) was an Egyptian queen,  the chief wife of Pharaoh Amenhotep IV, also known as Akhenaten. She is perhaps best known for her  appearance in Egyptian art, especially the famous bust discovered in 1912 at Amarna (known as the Berlin Bust), along with her role in the religious revolution centering on monotheistic worship of the sun disk Aten. Fast Facts: Queen Nefertiti Known For: Ancient queen of EgyptAlso Known As: Hereditary Princess, Great of Praises, Lady of Grace, Sweet of Love, Lady of The Two Lands, Main Kings Wife, his beloved, Great Kings Wife, Lady of all Women, and Mistress of Upper and Lower EgyptBorn: c. 1370  BCE in ThebesParents: UnknownDied: 1336  BCE, or perhaps 1334, location unknownSpouse: King  Akhenaton  (formerly Amenhotep IV)Children: Meritaten, Meketaten, Ankhesenpaaten, and Setepenre (all daughters) The name Nefertiti has been translated as The Beautiful One  Is Come. Based on the Berlin bust, Nefertiti is known for her great beauty.  After the death of her husband, she may well have ruled Egypt briefly under the name pharaoh Smenkhkare (ruled 1336–1334 BCE). Early Life Nefertiti was born about 1370 BCE, probably in Thebes, although her origins are debated by archaeologists and historians. Egyptian royal families were always tangled by the intermarriage of siblings as well as by children and their parents: Nefertitis life story is difficult to trace because she went through several name changes.  She may have been a foreign princess from an area in what became northern Iraq. She may have been from Egypt, the daughter of the previous Pharaoh Amenhotep III and his chief wife Queen Tiy. Some evidence suggests that she may have been the daughter of Ay, Pharaoh Amenhotep IIIs vizier, who was a brother of Queen Tiy and who became pharaoh after Tutankhamen. Nefertiti grew up in the royal palace at Thebes and had an Egyptian woman, the wife of a courtier of Amenhotep III, as her wet nurse and tutor, which suggests she was of some importance in the court.  It seems certain that she was brought up in the cult of the sun god Aten. Whoever she was, Nefertiti was set to marry the Pharaohs son, who would become Amenhotep IV by the time she was about 11 years old. Wife of the Pharaoh Amenhotep IV Nefertiti became the chief wife (queen) of the Egyptian Pharaoh Amenhotep IV (ruled 1350–1334), who took the name Akhenaten when he led a religious revolution that put the sun god Aten at the center of religious worship. This was a form of monotheism that only lasted as long as his rule. Art from the time depicts a close family relationship, with Nefertiti, Akhenaten, and their six daughters depicted more naturalistically, individualistically, and informally than in other eras. Images of Nefertiti also depict her taking an active role in the Aten cult. For the first five years of Akhenatens rule, Nefertiti is depicted in carved images as being a very active queen, with a central role in ceremonial acts of worship. The family most likely lived at the palace of Malkata in Thebes, which was grand by any standard. Amenhotep Becomes Akhenaten Before the 10th year of his reign, Pharaoh Amenhotep IV took the unusual step of changing his name along with the religious practices of Egypt. Under his new name of Akhenaten, he established a new cult of Aten and abolished the current religious practices. This undermined the wealth and power of the cult of Amun, consolidating power under Akhenaten. Pharaohs were divine in Egypt, no less than gods, and there are no records of public or private dissent against the changes Akhenaten instituted- during his lifetime. But the modifications he made to the hide-bound religion of Egypt were vast and must have been deeply unsettling to the populace. He left Thebes, where pharaohs had been installed for millennia, and moved to a new site in Middle Egypt that he called Akhetaten, the Horizon of Aten, and which archaeologists call Tell el Amarna. He defunded and shut down temple institutions at Heliopolis and Memphis, and co-opted elites with bribes of wealth and power. He established himself as a co-ruler of Egypt with the sun god Aten. Corbis via Getty Images / Getty Images In court artwork, Akhenaten had himself and his wife and family depicted in strange new ways, images with elongated faces and bodies and thin extremities, hands with long fingers curving upwards and extended bellies and hips. Early archaeologists were convinced that these were true representations until they found his perfectly normal mummy. Perhaps he was presenting himself and his family as divine creatures, both male and female, both animal and human. Akhenaten had an extensive harem, which included two of his daughters with Nefertiti, Meritaten and Ankhesenpaaten. Both had children by their father. Disappearance- or the New Co-King After 12 years of reigning as the beloved wife of the pharaoh, Nefertiti seems to disappear from recorded history. There are multiple theories about what may have happened. She may, of course, have died at that time; she may have been assassinated and replaced as a Great Wife by another, perhaps one of her own daughters. One tantalizing theory growing in support is that she might not have disappeared at all, but rather changed her name and become Akhenatens co-king, Ankhkheperure mery-Waenre Neferneferuaten Akhetenhys. The Death of Akhenaten In the 13th year of Akhenatens rule, he lost two daughters to the plague and another to childbirth. His mother Tiy died the next year. A devastating military loss deprived Egypt of its lands in Syria, and after that, Akhenaten became a fanatic for his new religion, sending his agents out into the world to remake all the Egyptian temples, chiseling out the names of the Theban gods on everything from the temple walls and obelisks to personal objects. Some scholars believe Akhenaten may have forced his priests to destroy the ancient cult figures and slaughter the sacred beasts. A total eclipse occurred on May 13, 1338 BCE, and Egypt fell into darkness for more than five minutes. The effect on the pharaoh, his family, and his kingdom is unknown but may have been seen as an omen. Akhenaten died in 1334 during the 17th year of his reign. Nefertiti the Pharaoh? The scholars who suggest Nefertiti was Akhenatens co-king also suggest the pharaoh that followed Akhenaten was Nefertiti, under the name of Ankhkheperure Smenkhkare. That king/queen quickly began the dismantlement of Akhenatens heretical reformations. Smenkhkare took two wives- Nefertitis daughters Meritaten and Ankhesenpaaten- and abandoned the city of Akhetaten, bricking up the temples and houses of the city and moving back to Thebes. All the old cities were revived, and the cult statues of Mut, Amun, Ptah, and Nefertum and other traditional gods were reinstalled, and artisans were sent out to repair the chisel marks. She (or he) may also well have selected the next sovereign, Tutankhaten- a boy of just 7 or 8 who was too young to rule. His sister Ankhesenpaaten was tapped to watch over him. Smenkhkares rule was short, and Tutankhaten was left to complete the re-establishment of the old religion under the name of Tutankhamen. He married Ankhesenpaaten and changed her name to Ankhesenamun: she, the last member of the 18th dynasty and Nefertitis daughter, would outlive Tutankhamen and end up married to the first of the 19th dynasty kings, Ay. Legacy Tutankhamens mother is noted in records as a woman named Kiya, who was another wife of Akhenaten.  Her hair was styled in the Nubian fashion, perhaps indicating her origin. Some images (a drawing, a tomb scene) point to the pharaoh mourning her death in childbirth.  Images of Kiya were, at some later time, destroyed. DNA evidence has surfaced a new theory about Nefertitis relationship to Tutankhamen (King Tut)- he was clearly the child of incest. This evidence might suggest that Nefertiti was the mother of Tutankhamen and a first cousin of Akhenaten; or that Nefertiti was his grandmother, and Tutankhamens mother was not Kiya but one of Nefertitis daughters. Sources Cooney, Kara. When Women Ruled the World: Six Queens of Egypt. National Geographic Books, 2018.  Hawass, Z.  The Golden King: The World of Tutankhamun.  (National Geographic, 2004).Mark, Joshua J. Nefertiti.  Ancient History Encyclopedia, 14 Apr 2014.Powell, Alvin. A different take on Tut. The Harvard Gazette, Harvard University, February 11, 2013.  Rose, Mark. Wheres Nefertiti? Archaeology Magazine, September 16, 2004.Tyldesley, Joyce. Nefertiti: Egypts Sun Queen. London: Penguin, 2005.Watterson, B.  The Egyptians.  (Wiley-Blackwell, 1998).

How to Write a Heart-Melting Graduation Speech

How to Write a Heart-Melting Graduation Speech College is almost left behind. Youve finished top in your class. You put in all the time to get those straight As and impress the pants off your teachers. Now you expect to leave school on a speech that has to be impressive for both faculty stuff and your fellow graduates. You need to write a speech that makes them laugh, cry, and think. It’s up to you to distill 4-6 years of heartbreaking sacrifice, agonizing defeat, and tons of embarrassing party stories into 10 minutes. In order to make your mark on your graduating class, you need to employ some of these vital speech-writing skills. Introduction (One Minute) You need to start your speech with something that gets their attention. While you might be tempted to go serious from the first instant, people respond to humor much better. Take advantage of your captive audience by hitting them with about a minute of solid college jokes. You can make good fun of your Dean, you can laugh about how much â€Å"research† you had to do to get your degree in Criminal Studies, or you can just tell about the time you woke up in the toilet. Do: Make sure you test out your potential jokes ahead of time to ensure that they land well. Don’t: Do not start your introduction with how much you don’t want to give a speech. Not only is it boring, but it instantly shows everyone that they shouldn’t listen to you. Your Story (3-4 Minutes) Here’s where you start to bring it down to a level. Now that you’ve got them laughing, you want to tell them a story. This needs to be a true story that has a lot of heart. Were you raised in the Foster Care system? Did you finish school despite being a paraplegic? This is what they really want to hear. They want to be inspired by the fact that you, like they, have overcome nearly insurmountable odds to come to this point in your life. Do: Explain both the trials and accomplishments over the last years of your life. If you don’t have anything (which is unlikely), choose a great historical figure, important professor, or your mom. Everyone loves their mom on graduation day. Don’t: Lie or make fun of anyone who has helped you. Remember, your audience wants to be uplifted and inspired. Make sure that even the darkest story always hints that there will be light at the end of the tunnel. Connect With Your Audience (3-4 Minutes) Once you have shared your story, it’s time to make this story about your audience. Just like you, they have been through hard things. Some of them are single parents, some of them have lost loved ones, some of them took decades to complete their degree. And, through it all, they’ve been dedicated to following their dreams. Congratulate them on their success and show them that your success is really just the success that you all share together. Do: Remember all the different people who you are representing. You are representing the poor, the lonely, the popular, the minorities, the gay, the straight. Honestly call out the fact that you are no better than they are, and that each one of you have accomplished something great. Don’t: Make fun of any individual or group that you represent. It’s your duty to represent the best in every one of the 50-50,000 people who are wearing caps and gowns. Respect their sacrifices and make your speech about them. Conclusion (1-2 Minutes) This is the end part, where you wrap everything together into one heart wrenching ball. Complete your speech by showing your audience who they could be and how each of the hard and wonderful moments of their life have led to this day. Express how their actions today will affect generations of children. Show them that they are the true heroes. Do: Look inside yourself and find the most true thing you know about who you are and who you can be. Then tell them that they have the same power, and that today is where their future begins. Don’t: Be afraid to cry. If you’re doing it right, you will realize how amazing it is that you have accomplished this goal – and so will they. They will look back on this speech and thank you for giving them a singular moment of inspiration on this momentous day. Is your graduation speech ready but you are scared to death to deliver it? Find out how to memorize your speech and   how to overcome the stage fright to stay calm on this important day! Cant write it by yourself, keep in mind that our experts are ready to write your speech for you.

The Secret Garden close reading Essays

The Secret Garden close reading Essays The Secret Garden close reading Paper The Secret Garden close reading Paper 1 She chirped, and talked, and coaxed and he hopped, and 2 Flirted his tail and twittered. It was as if he were talking. His red 3 Wasitcoat was like satin and he puffed his tiny breast out and 4 Was so fine and so grand and so pretty that it was really as if he 5 Were showing her how important and like a human person a 6 Robin could be. Mistress Mary forgot that she had ever been 7 contrary in her life when he allowed her to draw closer and 8 closer to him, and bend down and talk and try to make some 9 thing like robin sounds. 10 Oh! To think that he should actually let her come as near to 11 him as that! He knew nothing in the world would make her 12 put out her hand toward him or startle him in the least tiniest 13 way. He knew it because he was a real person-only nicer than 14 any other person in the world. She was so happy that she 1 5 scarcely dared to breathe. 16 The flower-bed was not quite bare. It was bare of flowers because 17 Perennial plants had been cut down for their winter 18 Rest, but there were tall shrubs and low ones which grew together 19 At the back f the bed, and as the robin hopped about 20 Under them she saw him hop over a small pile of freshly turned 21 Up earth. He stopped on it to look for a worm. The earth had 22 Been turned up because a dog had been trying to dig up a mole 23 And he had scratched quite a deep hole. Lines 1-2: Burnett creates a happy and busy moment in these two lines by using six OITTerent veros. Mary cnlrpea, ana talked, ana coaxed wnlle tne roDln noppea ana flirted and twittered. This passage has a poetic and lighthearted sound to it, which s exactly how Mary is feeling at the moment. Burnett then describes the robins actions to be as though he were talking. Mary is eager to make friends and have conversations, so it makes sense that the robin is personified. Lines 3-5: This personification is developed further when Burnett describes the robins feathers to be a waistcoat like satin which gives the reader a visual image of a tuxedo that a man would wear. Burnett continues to use repetition, but this time using adjectives when she writes so fine and so grand and so pretty. This literary echnique tells the reader how excited Mary is about the bird. After giving vague personifications of the robin, Burnett finally explicitly says that it is as though the robin was showing her how like a human person it could be. Lines 6-9: This is one of the first times we see Mary become a new girl, one that is not contrary and is excited and intrigued by something. Burnett creates a separation of her nickname, taking off the quite contrary that typically follows Mistress Mary. Mary is not used to anyone being interested in her and the fact that the robin allows er to bend down and talk and try to make something like robin sounds, she is completely beside herself. Lines 10-12: Burnett uses the exclamation, Oh! to communicate Just how rare of a moment this is for Mary. By writing, To think, she insinuates that Mary had never experienced or expected to experience this kind of acceptance from anyone, not even a bird. Burnett begins to write in the point of view of the robin when she says, He knew nothing in the world would make her put out her hand This allows the eader to be able to see the bird as a human, Just like Mary does. Lines 13-15: Burnett goes on to qualify the robin as completely human. She writes, he was a real person-only nicer than any other person in the world. We as readers know that there are many other people in the world who are that nice, and much nicer. But Mary has not met many people who are kind to her, and this is proof. Mary is so happy that she scarcely dared to breathe. This statement is a great descriptor of the situation because her happiness is so extreme that it has affected er physically. Lines 16-20: Burnett transitions the scene to the flower-bed where a key scene occurs- this is where Mary finds the key to the secret garden. Burnett describes the garden as currently bare for the most part because of winter, which is foreshadowing the spring to come and new growth to occur (in the garden as well as in Mary). The robin stops on a pile of freshly turned up earth, thus leading Mary to notice that a dog had scratched quite a deep hole. Befriending the robin not only gave Mary a companion, but it also led her to the key.