Vikings Essays (717 words) - Vikings, Viking, Longship, Norsemen

Vikings Vikings One of the most interesting and misconceived groups of all time were the Vikings. The Vikings were the most feared of all the barbaric invaders. The people who originated from Scandinavia, which in today's world are the countries of Norway, Denmark, and Sweden were called Norsemen. The Norsemen who took part in raids along the coast of Europe were called Vikings. These men were some of the great sea traders and warriors of all time. The word Viking originated from the Norse language. Vik in Norse means "harbor" or "bay". These Vikings became powerful at about 740 AD and lasted till about 1050 AD. One major reason they stayed in power was there ability to travel using the Seas and Oceans in Europe. The Vikings biggest reason for being skillful seamen was their Longships. Long, narrow ships packed with warriors helped a few ships conquer coastal cities. The Longship was made of wood and was approximately thirty meters long. The boats could hold at least 120 people because there were about 30 rowing benches on each side of the boat. Early Viking voyages consisted of raiding Christian churches and monasteries and robing and burning harmless villages. The Vikings usually had superior weapons and were well trained. Hence, they usually got what they wanted from these powerless villages. After the raid they would return to their ships and sail home. As time went on, trading with other European countries grew. Scandinavian countries sent salt, herring, and slaves they acquire from Russia to Constantinople, modern day Istanbul. In return they received silk and spices. During their time old trade routes between east and west through the Mediterranean were closed or too dangerous to sail. The Vikings kept the trade route between Byzantium and the west open. They did this by using Kiev and Russia. Home life in Viking culture was different than other barbaric groups at the time. Because of their trading, the Vikings incorporated different ideas from the countries they traded with. The native dress of the Vikings was similar for both sexes. Both men and women wore fur or woolen hats and cloaks. The Vikings had few meals that are still made today. Some of these Viking foods are shortbread, porridge, and meat soup. Education was not a major emphasis on life. Since, there were no public schools, children were taught at home by their mother or nurse. Girls learned how to spin, weave, dye clothes, and to cook and clean just to name a few things. Boys played games such as wrestling and fencing. Once a boy turned 15 or 16 he was encouraged to join a ship and try their luck at battle. After two or three successful voyages most Viking males had enough money and a high enough noble rank to retire and give their sons the opportunity to go into battle. The Vikings had a very advanced government for a barbaric group of people. They basically had a Medieval democracy, with an assembly that acted as court and legislative body. There was also a king of each tribal group, which was how the Vikings lived. In 930 the oldest recorded Assembly occurred in Iceland. This assembly was called the Althing. Religion also had a great influence on the Viking culture. Vikings had a polytheist belief, which consisted of many warrior gods. One of the major gods in the Viking culture was Odin, the chief god, who proceeded over Valhalwhla, which is the warrior's heaven. Only through death in battle could a warrior enter Valhalla. Thus warriors fought unafraid and with pride. When a Viking died he was buried with many things that he might need in his journey to the Valhalla. Hence, Viking graves often contain Arab silver, Byzantine silks, Frankish weapons, Rhenish glass, and other products of an extensive trade. Just before 1000 AD King Olaf of Norway converted to Christianity and was baptized. He then made a public law that any Viking that did not convert to Christianity was put to death so most Vikings became Christians. In conclusion, I have shown that the Vikings were a very interesting culture. They had an advanced way of attacking enemies and raiding communities using their incredible ships and warrior skills. They were a group of people who changed the way people did things for many generations after their reign. Bibliography The Vikings. The Viking Network. 16 October 1996 http://humanities.uchicago.edu/romance/port/>. "Vikings." Compton's Encyclopedia Online. Vers. 2.0. 1997. America Online. 11 November 1998. Keyword: Compton's. Spoon, Andrew. Vikings. 12 November 1996 http://www.spoon.demon.co.uk/vikes/index.htm>.

Asian and American Culture essays

Asian and American Culture essays Is women everywhere in the world different? Are women in Vietnam and America have any similarities? Vietnam is such a small country compared to the United States. Texas is about the same size or even larger than Vietnam. Vietnamese women compared to your typical American women are two times smaller, same goes for any kind of Asian women. Most Asian women are petite, especially Vietnamese because of our dietary habits. Vietnamese womens diet is consisted mainly anything with rice; and rice has little or no calories at all. Like my mothers family back while they in Vietnam, most people make a living from the sea. Most Vietnamese are boat people, they make their living by shrimping and fishing. So their diet would most frequently consist of fish and rice. I noticed some Americans dont even like fish, I myself dislike fish. I love all kinds of seafood especially crabs and shrimp but I hate fish. In Vietnam, there arent that many cattle or pigs because there arent that much farmland to raise these animals. Vietnam is almost like a big island, it is almost surrounded by water at all sides except the north which is connected to China. Vietnams land is not so good, most of it is rocky or dry. It is mostly in the south where the land is fertile and where the farmlands are at, but mostly Vietnam has many rice paddies. It is ironic how seafood in America is so expensive but in Vietnam it is so cheap and same goes for meat; it is plentiful here but not over there which makes it kind of expensive but not as expensive as our meat. Vietnamese people arent food junkies like us Americans either, probably because in Vietnam they dont have much selection of junk foods like us. To Vietnamese people, junk food would be fruit, especially sweet fruit such as logan. Logans grow on trees, they are kind of like the kumquaits but its shell on the outside is brown and inside ...

Bses

Due Date: 05-11-2012 Electricity Bill Name : Mr. HIREN UPADHYAYA BIlling S/O Mr. DINESH UPADHYAYA PROP NO-T-61, Address :TF (F/P) WESTERN SIDE BHOGAL ROAD, BHOGAL NEW DELHI 110014 Sanctioned Load Contract Demand MDI Power Factor Pole No. Book No. Walking Sequence Circle / Zone Tariff Category Meter No Units 21129618 21129618 KWH KW CA No. CRN No. Energisation Date Meter Type Supply Type Bill No. Bill Basis : 101973953 : 2540258523 : 11. 06. 2009 : 1PSK : LT : 100780497688 : Actual Cycle No. Mobile / Tel. No. : 9999331714 District / Division : Nizamuddin Meter Status: OK Billing Period: NOV-12 Bill Date: 16-10-2012 : 4. 00 : : 7. 10 : 1. 000 : NZDPG641S1 : BRJ : BRJ010061A0AA : SOUTH-1 : Domestic : 12 Customer Care Centre No. 39999707 Billed Consumption (Current) Date of Meter Reading Reading 09-10-2012 22,386. 00 09-10-2012 7. 10 Billing Details Billed Consumption (Previous) Date of Meter Reading Reading 09-08-2012 19,131. 00 Current Period Charges ( 10-08-2012 to 09-10-2012 Multiplication Factor Current Consumption Days Units 1. 00 1. 00 61 3,255. 00 7. 10 ) Fixed Charges (A) Slab-wise Energy Charges Slab-wise FPA/PPA TOD Srch@8% Elec. tricity Total Amount on (E= Tax @ 5% (A+B+C+D+E+ Cons. Measrd Billed Units Unit Amount(B) FPA/PP Amount(C) TOD% on Surg/Rebt . A+B+D+R) (F) F) During Rate A% B Amount (D) 200. 00 800. 00 4. 80 3840. 00 .00 1580. 16 1055. 81 22387. 97 2. 00 Mth(s) 2,455. 00 6. 40 15712. 00 .00 3255. 00 TOTAL 19552. 00 .00 Past Dues / Refunds / Subsidy Arrears / Refunds Period to which it relates Late Payment Surcharge (LPSC) Other Charges, if any * Total Charges Payable Rebate(R) / Subsidy* Net Amount Payable 0. 00 Amount 4. 50 22392. 47 0. 00/0. 00 22392. 47 0. 00 rnd_prvbil, Amount not immediately payable, if any. Rs. 0. 00 Reasons Security Deposit with DISCOM Bill Amount Payable Rs. 2400. 00 Interest accrued for FY 2011-12 already adjusted in bill No. 101140291823 Rs. (120. 20) ( generated for the period 15-02-2012 to13-04-2012). Interest for FY 2012-13 will be adjusted in your first bill to be generated in FY 2013-14 Rs. 22390. 00 Due Date of Payment 05-11-2012 If payment is made after the due date, LPSC for the delay, shall be charged in the next bill. Last payment Rs. 35520. 00 received on 31-08-2012 Payment Accounted Upto. 13-10-2012 The connection shall be liable for disconnection on non payment of all dues(including arrears of previous bill(s)) by due date, after notice as per Section 56(1) of the Electricity Act, 2003. i) This bill has been prepared as per revised tariff order communicated vide DERC order no F. 11(771)/DERC/2011-12/1577 1578 dated 27th June 2012. ii) As per DERC order no F. 3(298)/Tariff/DERC/2010-11/2601/1606 dated 29th June 2012, FPA shall not be charged from 1st July 2012. Hence FPA has been discontinued for the energy consumption after 1st Ju ly 2012. iii) As per GoNCTD order no. F 11(69)/2006/Power/pt/1211 dated 2nd April 2012, a subsidy of Rs 1/- per unit to all domestic consumers consuming upto 200 units per month will be available till further orders by Government of NCT of Delhi. The amount of security deposit against your connection is mentioned herewith under Security Deposit with DISCOM. Please check this amount and report any discrepancy in that regard by furnishing documentary proof available with you at the customer care centre of respective division office. ENERGY SAVED IS ENERGY PRODUCED. (This bill is computer generated, hence does not require signature. ) ————————————————————— —————————————————————- ——⠀”–Receipt Payment Slip * Make your cheque/DD payable to BRPL CA No. 101973953 * Cheque should not be post dated. * Write your telephone number on reverse of the cheque. * Cheque should be account payee and payable at Delhi * Do not Staple. Only clip the cheque to payment slip.. Bill amount payable: Rs. 22390. 00 Cheque/DD No. 1200R101973953000002239247201211050000000000 Registered office:BSES Rajdhani Power Ltd. BSES Bhavan Nehru Place New Delhi 110019 A joint venture of Reliance Infrastructure Ltd. Govt. of NCT. Delhi. Bill month:NOV-12 Date: Bses Due Date: 05-11-2012 Electricity Bill Name : Mr. HIREN UPADHYAYA BIlling S/O Mr. DINESH UPADHYAYA PROP NO-T-61, Address :TF (F/P) WESTERN SIDE BHOGAL ROAD, BHOGAL NEW DELHI 110014 Sanctioned Load Contract Demand MDI Power Factor Pole No. Book No. Walking Sequence Circle / Zone Tariff Category Meter No Units 21129618 21129618 KWH KW CA No. CRN No. Energisation Date Meter Type Supply Type Bill No. Bill Basis : 101973953 : 2540258523 : 11. 06. 2009 : 1PSK : LT : 100780497688 : Actual Cycle No. Mobile / Tel. No. : 9999331714 District / Division : Nizamuddin Meter Status: OK Billing Period: NOV-12 Bill Date: 16-10-2012 : 4. 00 : : 7. 10 : 1. 000 : NZDPG641S1 : BRJ : BRJ010061A0AA : SOUTH-1 : Domestic : 12 Customer Care Centre No. 39999707 Billed Consumption (Current) Date of Meter Reading Reading 09-10-2012 22,386. 00 09-10-2012 7. 10 Billing Details Billed Consumption (Previous) Date of Meter Reading Reading 09-08-2012 19,131. 00 Current Period Charges ( 10-08-2012 to 09-10-2012 Multiplication Factor Current Consumption Days Units 1. 00 1. 00 61 3,255. 00 7. 10 ) Fixed Charges (A) Slab-wise Energy Charges Slab-wise FPA/PPA TOD Srch@8% Elec. tricity Total Amount on (E= Tax @ 5% (A+B+C+D+E+ Cons. Measrd Billed Units Unit Amount(B) FPA/PP Amount(C) TOD% on Surg/Rebt . A+B+D+R) (F) F) During Rate A% B Amount (D) 200. 00 800. 00 4. 80 3840. 00 .00 1580. 16 1055. 81 22387. 97 2. 00 Mth(s) 2,455. 00 6. 40 15712. 00 .00 3255. 00 TOTAL 19552. 00 .00 Past Dues / Refunds / Subsidy Arrears / Refunds Period to which it relates Late Payment Surcharge (LPSC) Other Charges, if any * Total Charges Payable Rebate(R) / Subsidy* Net Amount Payable 0. 00 Amount 4. 50 22392. 47 0. 00/0. 00 22392. 47 0. 00 rnd_prvbil, Amount not immediately payable, if any. Rs. 0. 00 Reasons Security Deposit with DISCOM Bill Amount Payable Rs. 2400. 00 Interest accrued for FY 2011-12 already adjusted in bill No. 101140291823 Rs. (120. 20) ( generated for the period 15-02-2012 to13-04-2012). Interest for FY 2012-13 will be adjusted in your first bill to be generated in FY 2013-14 Rs. 22390. 00 Due Date of Payment 05-11-2012 If payment is made after the due date, LPSC for the delay, shall be charged in the next bill. Last payment Rs. 35520. 00 received on 31-08-2012 Payment Accounted Upto. 13-10-2012 The connection shall be liable for disconnection on non payment of all dues(including arrears of previous bill(s)) by due date, after notice as per Section 56(1) of the Electricity Act, 2003. i) This bill has been prepared as per revised tariff order communicated vide DERC order no F. 11(771)/DERC/2011-12/1577 1578 dated 27th June 2012. ii) As per DERC order no F. 3(298)/Tariff/DERC/2010-11/2601/1606 dated 29th June 2012, FPA shall not be charged from 1st July 2012. Hence FPA has been discontinued for the energy consumption after 1st Ju ly 2012. iii) As per GoNCTD order no. F 11(69)/2006/Power/pt/1211 dated 2nd April 2012, a subsidy of Rs 1/- per unit to all domestic consumers consuming upto 200 units per month will be available till further orders by Government of NCT of Delhi. The amount of security deposit against your connection is mentioned herewith under Security Deposit with DISCOM. Please check this amount and report any discrepancy in that regard by furnishing documentary proof available with you at the customer care centre of respective division office. ENERGY SAVED IS ENERGY PRODUCED. (This bill is computer generated, hence does not require signature. ) ————————————————————— —————————————————————- ——⠀”–Receipt Payment Slip * Make your cheque/DD payable to BRPL CA No. 101973953 * Cheque should not be post dated. * Write your telephone number on reverse of the cheque. * Cheque should be account payee and payable at Delhi * Do not Staple. Only clip the cheque to payment slip.. Bill amount payable: Rs. 22390. 00 Cheque/DD No. 1200R101973953000002239247201211050000000000 Registered office:BSES Rajdhani Power Ltd. BSES Bhavan Nehru Place New Delhi 110019 A joint venture of Reliance Infrastructure Ltd. Govt. of NCT. Delhi. Bill month:NOV-12 Date:

Human Resource Management Case Study Example | Topics and Well Written Essays - 2000 words

Human Resource Management - Case Study Example High attrition levels have emerged as one of the growing menaces in almost all organizations, which seem to be finding it hard to retain their own employees. It is difficult to find loyal employees and organizations must try and treasure those that they possess. The project seeks to identify the emerging HR problems in Sambian Partners, which is stricken by the problem of employee attritions. Unable to retain some of the crucial talents in the organization, the organization works hard to trace out the root of the problem in the organization. The surprising fact is that the company provides fair compensations, which are at par with industry standards, comfortable working conditions, recognizes employee works and contributions of employees and values them. Yet, it is deeply struck with the problem of losing its valued employees to a close competitor. The project seeks to identify the problems which are responsible for the same, and proposes suitable management strategies for controllin g the same too. Problems Identified The main problem identified is poor HR skills on the part of the HR department. Helen, being the CEO of the company, shows poor skills to manage the workforce. Though she seems to be a great architectural talent and has inherited the firm from her father, she does not display enough HR talent to be able to retain or even develop existing talents in the organization. The first instance when one of the reputed employees belonging to a senior level of the organization leaves the organization shows lack of motivational capability on part of the CEO and the human resource department of the organization at large. The conversation between Mary and Bob does not enlighten the organization on anything about the cause of frustration or dissatisfaction which drove his actions towards leaving the organization and joining its major rival organization. Despite being at a high position and blessed with appreciation and recognition of senior level employees in the organization, Bob’s decision to leave the company and move forth demonstrated very poor motivational characteristics of the management to keep him content with his present responsibilities and position. Bob is seen to have immense creative talent and his innovative skills employed at work fetch him good results. However, it is crucial for an organization for backing its critical and rare talents in the organization with the required support structure so as to ensure that he is able to deliver to the best of his ability. Bob finds a void when it comes to handling challenges at the workplace. This phenomenon can be compared to Maslow’s motivational hierarchy in which BOB has reached the second highest level in the hierarchy, i.e. self esteem, achievement, confidence and respect of others. He is seeking to get to the next level of self-actualization, but cannot find adequate opportunities to do so. In this case, it is seen that Bob does not have first class sales men, or marketing behind him to support his work. Thus his dream of attaining the level of self-actualization remains unfulfilled (Arredondo, 1996, p.139). One of the other crucial shortcomings displayed by the organization and the CEO, Helen, is to recognise the importance of employee loyalty

Intermediate Macro Writing Assignment Example | Topics and Well Written Essays - 1000 words

Intermediate Macro Writing - Assignment Example This inefficiency and nuisance led to the plunge of several countries who had invested in financial institutions in the U.S, drowning their market commodities and share values and disrupting the entire stock and trade market with a series of sequential bailouts, buyouts, and collapses. (Havemann, The Financial Crisis of 2008, 2015) Of the most affected from this crisis emergence was China, with the most foreign exchange reserves held than required to withstand shocks. However it was found that countries that had accumulated large reserve assets before the crisis, such as China, are more likely to recover GDP growth after such global financial dilemmas. (Dominguez, Global Financial Crisis, 2011) Here we shall investigate to see the cause and effects of this incident in China. China is famously seen as the engine of the world economy, emerging as (once a major contestant), now a renowned leading exporter and generous importer in the past two decades, with its GDP increasing from 1.7-9.5%, a high purchasing power parity (PPP) after market exchange valuation and trade ratios doubling every 4-5 years. Its commodities have the power to lower consumer prices hence having a great impact on prices of goods and services internationally, with exports share raised from 3-10% and worth approximately $1.5 trillion. Chinas super competitiveness has been achieved by its universal trade and business activities that led to its popularity, holding 20% demand of world platinum and 17% pallid. High rank and prosperity was experienced until the downfall of the financial crisis had dawned upon their hard work and achievement. With trillions of dollars worth investment in foreign reserves, accelerating trade surpluses and a two-digit growth rate in the initial months of 2008, China came under the tidal wave of the financial crisis by mid year as banks began

Brand Management Across Geographic Boundaries and Market Segments Essay Example for Free

Brand Management Across Geographic Boundaries and Market Segments Essay Apples encouragement of differentiation between product designs and its promotion of secrecy around new product launches heightens the Apple mystique. These create the Apple halo effect, where a buyer of one Apple product has a high probability of returning to Apple for other products as well. Apples has emphasized its unique retail stores through design for several of its flagship locations as well as tailoring the retail experience to include product test drives, classes and workshops geared teaching users about its products. With relatively light presence in lower-margin, higher-growth geographic areas, Apple will experience less of its halo effect and reduced product/brand recognition, lowering sales potential. With China and India estimated to make up about 66% of PC market growth through 2010, this could be a significant challenge for Apple. Competition Against the Mac: Apples position is improving in the worldwide PC market; the Mac still represents a small fraction of the overall PC market. Apple enjoys a unique advantage of having something of a niche market without needing to compete directly with Hewlett-Packard Company (HPQ) and Dell (DELL) and Microsoft (MSFT) operating systems for enterprise endorsement. Against the iPod: Although Apple remains the industry leader in PMPs, the competition is making significant gains. The popularity of flash-based PMPs is problematic for Apple, which has much stronger market presence in hard-drive based (HDD) players. To combat this, Apple may release a new flash-based line of players. Apple in the Living Room Apple’s iPod and iTunes are a powerful combination that fosters a network style of increasing returns. By selling iPods, Apple increases the consumer demand for music from iTunes. By placing more musical choices on iTunes there is more demand for iPods. Apple is shooting for the digital living room of the future. For example, Apple just released a â€Å"boom box† portable version of the iPod. This comes with a remote control. Apple is clearly trying to develop a stronger core competency in the entertainment area. Style at a Premium Apple’s products are trendy and stylish. After Jobs returned in 1997, Apple retained a special designer called Jonathan Ive to differentiate their computers. Ive’s design of the iMac included clear colorful cases that distinguished Apple computers. Apple positions its Macintosh computers as higher quality and higher price. HP, Dell, and other PC manufacturers are pricing many systems. Although the Mac Mini is a base model with few features, it comes in a very small and distinctive package. Apple portrays this computer as â€Å"Small is Beautiful†. (Apple) Likewise, the iPod Shuffle was Apple’s first entry of flash-memory-based portable music players. Apple and the Digital Lifestyle Apple not only dominates the music player market, its iLife suite provides consumers with easy-to-use software for music and video composition. With â€Å"podcast† a household word, Apple’s Garage Band application makes the recording of podcasts and music very easy. Operating Segments Apple breaks its sales into five â€Å"operating segments†. The chart below shows the sales by segment for each year 2002-2005. On a percentage basis, only the retail segment appears to be outperforming the others. Differentiation Apple pioneered the PDA market by introducing the Newton in 1993. Later, Apple introduced the easy-to-use iMac in 1998, and updates following 1998. In 2001, Apple hit another important historical point by launching iTunes. This marked the beginning of Apple’s new strategy of making the Mac the hub for the â€Å"digital lifestyle†. Apple then opened its own stores, in spite of protests by independent. Then Apple introduced the iPod, central to the â€Å"digital lifestyle† strategy. Philip W. Schiller, VP of Worldwide Product Marketing for Apple, stated, â€Å"iPod is going to change the way people listen to music.† He was right. Apple continued their innovative streak with advancements in flat-panel LCDs for desktops in 2002 and improved notebooks in 2003. In 2003, Apple released the iLife package, containing improved versions of iDVD, iMovie, iPhoto, and iTunes. Apple continued its digital lifestyle strategy by launching iTunes Music Store online in 2003, In 2003, Apple released the world’s fastest PC (Mac G5).

all quiet on the western front :: essays research papers

What was going through Remarque’s mind? Paul is caught in WWI fighting to prove his loyalty to his country. Amidst the war, he struggles to find meaning in the new image he has become. In the beginning, their teacher persuades everyone in the class to enlist in the military to fight the glorious war. Thinking this is an honourable idea; everyone joins even those who secretly fear the battlefield. However, they are forced into volunteering. Not enlisting is like turning their back on their own country. To the teachers, schoolmasters, and older men, going to war is the best thing a man could do for his country. In reality, Paul and his friends do not want to kill or be killed. After Behm became Paul's first dead schoolmate, Paul viewed the older generation bitterly, particularly Kantorek, the teacher who convinced Paul and his classmates to join the military, feeling alone and betrayed in the world that they had left for him. Paul's generation felt empty and isolated from the rest of the world due to the fact that they had never truly established any part of themselves in civilian life. In the story, Paul tells us that all the older soldiers are stilled linked to their present lives. These older soldiers have wives, children, jobs and interests to come back to. According to Baumer, all the younger soldiers have to come back to is their parents and maybe a girlfriend. The young soldiers have no jobs and no idea on what life beyond the war will be like for them. All the young soldiers know how to do is fight in the war. And that is what they do till they are injured, or killed. This war has totally ruined the lives of Baumer, his friends, and all the young G erman soldiers who fought in this war. At boot camp, Himmelstoss abused Paul and his friends, yet the harassment only brought them closer together and developed a strong spirit amongst them. After a battle Paul was given leave and returned home only to find himself very distant from his family as a result of the war. He left in agony knowing that his youth was lost forever. Before returning to his unit, Paul spent a little while at a military camp where he viewed a Russian prisoner of war camp with severe starvation problems and again questioned the values that he had grown up with, compared to the values while fighting the war.

Educational psychology Essay

From 1834, the year of emancipation of slaves in Dominica and the other British West Indian colonies to 1845, the popular education that was existent was really religious education. The concept of a state system of education in the West Indies emerged in Britain in 1833 as part of the act to emancipate slaves in British custody. Prior to that, the masses of the people had practically no formal education. In Dominica, from 1834 onwards, the British subsidized primary education through grants but basically, education was imported and promoted mainly by missionaries. The content of education was divorced from the interests and needs of the masses and the community. Emphasis was on the classics and the arts. There is little doubt that the churches original interest in education was the creation of influential educated elite. In practice, their interests were denominational, especially seen in the establishment of secondary schools. Proposed educational policies depended greatly on the availability of funds, which were always insufficient. Therefore, changes and reforms were minimal. The newly elected legislative councils and their leaders gave little support. In reality, education, in practice was for a privileged minority. The populace remained virtually ignorant and illiterate. The pre-emancipation society was therefore not in any sense an educated one. Where slaves received any instruction at all it was of a religious nature provided by the church at long intervals. The authorities had no aims or standards; hence there was no system of formal education. It was against this background that the British Imperial Government incorporated an education grant in the 1833 Act of Emancipation to assist in the educational development of the Negroes. Establishing schools for the masses was provided for by the Act, which included grant money from the imperial government to provide education in the ex-slave colonies. This grant money is known as the Negro Education Grant. It was regarded as an urgent matter. The total grant amounted to a mere ? 30,000 per annum for five years for all the BWI of almost one million people. The decision to allocate the grant was executed through the local legislatures and the religious bodies. The grant was decreased each year and ended in 1845. The denominations were offered financial help to build schools, and later to assist in the payment of teachers’ salaries as the best means of developing a system of education. Dominica’s share of the Grant amounted only to ? 600 to be spent on 14,000 ex-slaves. This amount was very insignificant and was spent mainly by the Society for the Propagation of the Gospel (SPCK). After two years it became apparent that the desired and intended results were not forthcoming because of the many difficulties faced. Some churches were unable to accept more grants because they could not bear the recurrent expenditure on their schools. In August 1837, the grant was switched to pay one-third of teachers’ salaries instead. This was insufficient, and the societies did not expand their operations further. As the expected expansion did not materialise the imperial government was disappointed. Hence, the union of the imperial government, local legislatures and the churches could not fulfil the early ambition to create a viable education system. Thus, in 1841, the imperial government started to withdraw the fund. The Mico trustees who had done the most protested, but to no avail. In 1845 it came to an end, and so the burden fell on the West Indian legislatures and workers to increasingly support the education of their own children. In Dominica, the drive towards education for the masses was assisted by the local legislature, thus complimenting the work done by charities and the churches so that by July 1840, Dominica had 20 schools, 10 teachers, 1,086 pupils and total average attendance was 750. The British Imperial Government gave two main reasons for ending the NEG: 1. English workers were said to be worse-off than West-Indian workers 2. The Baptists were said to be prospering – although they had refused all aid Both claims were false. The churches lacked both money and resources. The British felt in the case of Dominica that the Catholic Church could not and would not provide appropriate education. They therefore supported alternatives to church schools. They decided to provide secular schools and to withdraw grants to the church schools. This was strongly opposed until a compromise was reached. The main success of the period of the NEG was the idea of popular education. The Provision of Secondary Education in Dominica: Providers and Gender Issues From the foregoing, one can appreciate the fact that the provision of education was a task that involved the participation of several providers or stakeholders: The British Imperial Authority, the Local Legislature or Assembly, the Church (especially the Catholics) and the Charities (especially the Mico Trust). Prior to emancipation, the provision of education was the responsibility of the churches and the charities. Education was very limited and very few benefited. In reality, what ever was taught was basically religious education. With the passage of the Act of Emancipation, an attempt was made to establish popular education. The NEG thus provided the needed funds for this purpose but eventually ended in failure. These funds were channelled through the bodies mentioned above, especially through the charities and the churches. By 1868 the main providers were mainly the state (the Local Legislature) and the church. It must not be forgotten that the vast majority of the population were Catholics and therefore co-operation and compromise between the two bodies were of paramount importance. By that date, the majority of primary schools belonged to the state i. e. 18 out of 33 (54%). This was unique, for no other West Indian society had such participation by the state in educational provision. In the case of secondary education, the provision was by the Church (Catholic). The first establishment for the provision of secondary education was the Convent High School (CHS) in 1858. This was exclusively for the children of the local elite. The children of the rural peasantry and the working classes were excluded. The state provided some funds for the school. But there were no secondary education provided for the masses. It is again unique to Dominica in that early period that post-primary education was being provided only to girls when this gender was marginalized in the rest of the W. I and in Britain itself. Even today, in 2000, over 65% of secondary school students are girls. The figures for the Clifton Dupigny Community College, University of Technology (Jamaica) and University of the West Indies are roughly the same. In the case of Dominica, male marginalisation has had a long history, contrary to popular opinion. Due to mounting pressure and clamour for secondary education for boys and the children of the masses, the state established the Dominica Grammar School (DGS) on the 16th of January 1893, with a registration list of 25 boys under the headmastership of one tutor, Mr. W. Skinner (M. A – a graduate from Catherine’s College, Cambridge, England). It was to be run as a government school, with the aim to provide higher education for boys. The building being used was a personal gift from Mr. Dawbiney, a respectable Jamaican who had settled in the island. The DGS remained a boy’s school until 1972. This occurred at a time when the number of girls selected by the Common Entrance Examinations far surpassed that of boys. The first DGS girls came from the CHS and the WHS. The total number of girls on the roll for that year totalled 34 out of a total of 560 students. Thus a reluctant but necessary era commenced in that year – the DGS becoming a co-educational institution under the headship of Mr. J. K. Gough (B. Sc; Dip. Ed. from Scotland). In that same year there were 14 Dominican staff members who were university graduates. Not to be outdone by the Catholics, the Wesleyan Society (Methodists) following the tradition of their rivals, opened the second high school for girls in the island, the Wesley High School (WHS) in October 1927. By that year, 80% of the students accessing secondary education were girls. This again was a unique situation second to none in the W. I. This further marginalized the boys given the restrictive and limited nature of access at the time. At this juncture, it is necessary to appreciate the great effort expended by the churches in the provision of secondary education in the island of Dominica, albeit for denominational reasons. In 1932, the Christian Brothers (Catholics) opened the second educational establishment providing secondary education for boys, the Saint Mary’s Academy (SMA). By that year educational provision was roughly equal for both genders with boys now having the slight edge, notwithstanding the fact that the girls were doing better in entrance and scholarship exams. There were insufficient spaces available. An entrance examination would soon be rigorously applied to ration out, select and match the number of students to the available supply of places. This state of inequitable affairs became unbearable as the girls were now being marginalized in favour of boys who were securing less ‘passes’ than girls in the exams. In other words, the selection was a function of available places. The two boys’ schools had more places than the two girls’ schools. Therefore, fewer girls were selected although their average scores were higher than that of boys who secured places. In the1972/1973 school year, the Labour government of Mr. Edward Oliver Leblanc took the bold step to make the DGS co-educational. This occurred at a time when the number of girls who had succeeded at the Common Entrance Examinations far surpassed that of boys. Since then, girls have kept on increasing the education gap or divide to the extent that in Dominica and the West Indies this problem of ‘male marginalisation’ and ‘male underachievement’ and the like, have now become so serious that it threatens the whole concept of male patriarchy. The year 1972 has been regarded as a milestone in Dominica’s educational history as far as secondary education is concerned. From that year all new secondary schools have opted to become co-educational with the exception of the Saint Martin’s Secondary School in 1988. Another important milestone in our educational history is the year 1971. For the first time, secondary educational provision moved out of Roseau with the establishment of the co-educational Portsmouth Secondary School (PSS). This greatly reduced the cost burden to parents in the northwest, north and northeast of the island, who, hitherto had to make tremendous sacrifices to provide education for their children in the capital, Roseau. By 1974, the Common Entrance Examinations as a selector of educational life chances was psychologically so devastating to pupils that those who were not selected felt that they were ‘rejects’ and ‘failures’ with no hope or future. It was against this backdrop that a group of concerned persons headed by Ms. Jean Finucane-James decided to provide a ‘second chance’ to those pupils that was not based on a selective exam. This co-educational school was named the Dominica Community High School (DCHS). Apart from the PSS, the early 1970s were characterised for having secondary education concentrated in the capital city of Roseau. The ‘70s was a period of political upheaval. In August 1979, Hurricane David struck and the island was devastated: 43 deaths, massive destruction of crops and the forest, wildlife was decimated, schools and the social and economic infrastructure was destroyed. The economy came to a standstill. Educationally, the students suffered greatly. A large number of students from the northeast could not attend the Roseau schools. In the aftermath of the hurricane, two schools were opened in the northeast: St. Andrew’s High School (SAHS) in 1979, located in Londonderry which is run and operated by the Methodists and in 1980, the Marigot Foundation High School (MFHS) headed by Mr. Martin Roberts, a former Methodist minister. The last named school was eventually renamed the Marigot Secondary School (MSS) when in 1999 it passed over to the state. These two schools are co-educational institutions. In this catchment area the Common Entrance Exams consistently selects more girls than boys. In the 1980s four schools were established. In 1981, the Seventh-Day Adventists began to provide secondary education. The Seventh-day Adventist Secondary School (SASS) is located in the Portsmouth suburb of Granvillia. It is a co-ed school. In that very same year the co-ed St. Joseph Campus of the DGS was opened which later became a separate entity as the St. Joseph Secondary School. In 1996 it was renamed the Isaiah Thomas Secondary School. In 1988, two government co-ed secondary schools were established from what were formerly Junior Secondary Programmes: the Goodwill Secondary School (GSS) and the Grand Bay Secondary School (GBSS). In that same year, the Catholic–run St. Martin’s School for girls upgraded its technical/vocational wing into a fully-fledged secondary school called the St. Martin’s Secondary School (SMSS). With the opening of these new schools and the continued use of the Common Entrance Exams the gender balance continue to be in favour of girls to the detriment of boys. In October 1994 the Nehemiah Christian Foundation headed by Mrs. Rhoda George opened the Nehemiah Comprehensive School with 60 boys and girls. The school is located in Jimmit, Mahaut. In the financial year 1995/96 the government entered into a loan agreement  with the World Bank to fund the Basic Education Reform Project (BERP). One of the three main objectives of the project was to expand access to secondary education. Under the project, this objective was fulfilled in the co-ed Castle Bruce Secondary School (CBSS) in 1998. TABLE I DOMINICA: Academic Secondary Schools, 2002/03 |School |Year Founded |Boys |Girls |Total |Status | |Convent High School | | | | | | | |1858 |0 |493 |493 |Assisted | |Dominica Grammar School |1893 |518 |281 |799 |State | |Wesley High School |1927 |0 |287 |287 |Assisted | |St. Mary’s Academy |1932 |420 |0 |420 |Assisted | |Portsmouth Secondary School |1971 |402 |435 |837 |State | |Dominica Community High School |1975 |79 |46 |125 |Assisted | |St. Andrew’s High School |1979 |233 |292 |525 |Assisted | |Marigot Secondary School |1980 |86 |59 |145 |Assisted | |Isaiah Thomas Secondary School |1981 |312 |393 |705 |State | |SDA Secondary School |1981 |108 |87 |195 |Private | |St. Martin’s Secondary School |1988 |0 |306 |306 |Assisted | |Goodwill Secondary School |1988 |380 |262 |642. |State | |Grand Bay Secondary School |1988 |334 |343 |677 |State | |Nehemiah Comprehensive School |1994 |64 |73 |137 |Assisted | |Castle Bruce Secondary School |1998 |266 |291 |557 |State | |Orion Academy |2003 | | | |Private | |Total | |3 202 |3 648 |6 850 | | Ministry of Education, Sports and Youth Affairs, 2002/03 The School Curriculum Several factors impinge on the development of the curriculum in Dominica: slavery, colonialism, politics, economics, religion, socio-cultural biases, parents, teachers and the learners themselves. In the pre-emancipation era the curriculum that existed was of a religious nature. The society was largely illiterate and ignorant. There existed no notion or idea of popular or mass education. With emancipation in 1834, the rudiments of a system of education began to take shape. The limited curriculum was non-scientific and bookishly academic based on rote and memory teaching and learning. By 1868, as the primary system took root the three r’s were taught namely reading, writing and arithmetic. The system that was taking shape was one that would provide labourers and servants and no more. At the secondary level, the curriculum catered for the children of the elite: Maths, Science, Geography, English, Greek, and Latin. The colonial powers and the local legislatures controlled the educational system. In other words, the ruling elites/classes decided who should be taught, what should be taught, when, how and where. The entire process from start to finish was decided for the learner. In 1899, Agriculture was being promoted as a subject to be taught so that the learner would become an agricultural labourer or worker on an estate or join the ranks of the impoverished peasantry. So agricultural schools were encouraged. In this way the islands would remain as sources of primary agricultural produce. When the British abolished the local legislatures and imposed direct crown colony rule the curriculum again was being used as a tool to keep the masses in their place. It limited them to learn the basics and agriculture. Attempts were made to improve education at the end of the First World War (1914-1918): salaries to teachers, payments by results and attempts at compulsory education. The West Indian Conference in Dominica in 1932 urged the region to struggle for compulsory education among other things. This failed. In 1957, the ministerial system was brought to Dominica with some exercise of authority by the house of assembly. But power still lied with the British parliament. Budgets could be passed, but had to be approved by Britain. In 1967, Dominica became an associate state with Gt. Britain. All internal matters were under local jurisdiction, but foreign affairs, trade and defence resided with Gt. Britain. Dominica could now influence and shape educational progress, but very little happened. The primary system continued to develop. The high schools became stagnant. The last one to be established was in 1936 (SMA). Thirty-seven years passed before the next one, the PSS was established. By 1978, the curriculum at the primary was now being driven by the Common Entrance Examinations to the detriment of all else. The same thing could be found at the secondary schools. The entire curriculum was driven by foreign external examinations. The foreign element was removed in 1985 when we switched from the Cambridge and London GCE ‘O’ Levels to the regionally based CXC examinations. But the GCE ‘A’ Levels still continue to dictate the curriculum at the post-secondary level. In 1998, CXC began to test pilot its own ‘A’ Levels known as CAPE, which will soon replace the English-based GCE ‘A’ Levels. The School Curriculum and Examinations The CXC and the GCE curriculum dictate the locus and focus of secondary education in Dominica. These exams cater for the 30-40% of the ability range of secondary students. The entire curriculum was driven by foreign external examinations. The foreign element was removed in 1985 when we switched from the Cambridge and London GCE ‘O’ Levels to the regionally based CXC examinations. But the GCE ‘A’ Levels still continue to dictate the curriculum at the post-secondary level. In 1998, CXC began to test pilot its own ‘A’ Levels known as CAPE, which will soon replace the English-based GCE ‘A’ Levels. The HSC, LSC and GCE dominated the curriculum of secondary schools since the 1880s. The failure rates were very high at both the ‘O’ and ‘A’ Levels. It was also a drain on the scarce resources of the region. The minimum of 5 ‘O’ Level subjects were required to move into the sixth form and five subjects were needed of which 2 must be at ‘A’ Level for university entry. The Caribbean was influenced by educational and curriculum developments in North America and Europe, especially Britain. Revolutionary curricular changes in maths and science were being undertaken in the USA as a result of the Russian success in Sputnik I. In the U. K, the Nuffield Foundation invested heavily in a science development project. In 1969-70, the West Indian Science Curriculum Innovation Project (WISCIP) began at St. Augustine, UWI, and Trinidad. It was a new approach with emphasis on enquiry and experimentation, understanding and constructive thinking. This was introduced in the DGS and the other high schools of the time. During that same period ‘New Mathematics’ was introduced in the schools’ curriculum. All five of the secondary schools in Dominica adopted it. The Convent High School had their first ‘O’ Level candidates in 1971, and the DGS in 1972. Results in all Caribbean schools were not so good at first because of the unfamiliarity with the new approaches and topics such as inverses, identities, algebra of sets and matrices, decimalisation and metrification, vectors, inequalities and topology. At first most of the schools used the School Mathematics Project (SMP) books, but these were replaced by the Joint Schools Project (Caribbean edition) series, as part of the CEDO/UNESCO/UWI Caribbean Mathematics Project. The CXC was established in 1972 to serve the Commonwealth Caribbean. The process took over 10 years. The CXC was to replace the GCE exams. It would develop syllabi, conduct exams and issue certificates. This was a form of asserting cultural and intellectual independence from our colonial past and from Britain. Politically, the Caribbean has eschewed integration. There was the West Indian Federation as colonies of Britain (1958-1962). It ended in failure due to insularity, nationalism and dependency. With independence, the nations can dictate their educational goals and match these to national needs. In Dominica, we have not had a long history of educational reforms established in law. In 1949 an Education Act was passed to regulate and govern the sector. This was changed in 1997 when the new Education Act was passed. This was part of an attempt to harmonise education legislation in the Eastern Caribbean. In 1995 the Basic Education Reform Project was launched (BERP). The Project had three main objectives: 1. to strengthen the management and planning capacity of the Ministry, 2. to enhance the quality of education, and 3. to expand and conserve school places. Economically, we live in an interdependent world, a global village. We are partners bargaining from a position of weakness. Unequal terms of trade, onerous foreign debts, trade deficits and balance of payment problems deplete our resources so that our educational budgets are severely constrained. In general (1999 – 2004), Dominica spends about 17% of its recurrent budget on education, 1-2% on materials and supplies and about 80% on personal emoluments. New Curriculum Developments. Primary schools follow a curriculum, which has recently been reviewed by the Curriculum Development Unit (CDU). Schools have been provided with curriculum guides for English Language, Mathematics and General Science for Grades K to 6. Curriculum guides for Social Studies, Mathematics, Science and English Language were to become available in September 1999 for grades K to 6. A curriculum guide for Social Studies has been prepared for Form 1 at the secondary level. Workbooks for Grades k to 3 for English were to have been made available from September 1999. In addition a curriculum guide for Health and Family Life covering primary and secondary age ranges is being monitored and supported in schools. A draft national policy for this was presented to Cabinet in August 1998 but has not yet been officially approved. The CDU has planned to review Music, PE, Art and Craft, and Agriculture in 2001 as well as to start writing and production of support materials for pupils and teachers. The revised primary schools curriculum appears to be appropriate at the national level. The main problem appears to be in its delivery. The main need at the primary level for curriculum development is in relation to adapting the teacher’s guides for multigrade teaching and provision of differentiated activities for all subjects and all classrooms. Dominica does not have a National Curriculum and therefore, the curriculum de facto is determined by each school and in practice is closely related to the requirements of the Caribbean Examination Council (CXC) other external examinations and higher ability students. A balance needs to be struck between the academic and practical skills education in the secondary sector in any future national curriculum. The Ministry of Education has outlined the following process to arrive at the promulgation and implementation of the National Curriculum (NC): National Curriculum Committee (NCC) established in school year 1999/2000 NCC reviews existing curriculum: locally and regionally Under the NCC, Subject Teams and Subject Areas are established Development of Syllabi, and Curriculum Guides in Core Subject Areas Curriculum Training of Staff/Subject Team Members Resource Provision First Draft National Curriculum in Core Subject Areas Review of Draft Curriculum Development of Curricula in other subject areas. Establishment of National Norms and Standards for all subjects Piloting of National Curriculum in a cross-section of schools Promulgation of National Curriculum by Minister of Education Use by all schools of the National Curriculum as of September 2003 The Secondary Education Support Project (SESP) had been working with the Curriculum Development Unit (CDU) to write and pilot a revised curriculum for Forms 1 to 3 in the core subjects of English, Mathematics, Science and Social Studies, incorporating activities for average and below average ability pupils. Drafts of curriculum guides for Form 1 have been completed and were made available to schools in September 1999. All the guides for the four core subjects were made available in 2001. The CDU also has completed work in Music, Art, Craft, and Agriculture. However, the major curriculum need resides in the consideration of a curriculum which will meet the needs of all students – academic, technical/vocational, aesthetic, spiritual, moral and for citizenship and fulfill the ambitions set out in the 1997 Education Act. This would be especially so when Universal Secondary Education is achieved.

Application of Theory: Early Childhood Essay

Every builder knows â€Å"A house is only as strong as its foundation†. They also know that they have to evaluate and become familiar the land before beginning to work. This rationale can be used as a guideline for teachers across the world, especially with the children in the early childhood stage, ages 2-6, because how teachers assist children in this stage will serve as the foundation for the life ahead of them. A child develops physically, cognitively and socially. It is important for the teachers to know how the child is developing in order for them to effectively teach the students because they lack of understanding can lead problems for the child. Additionally, if the teacher is aware of how the child is developing, they can assist and promote the way their students think, succeed, socialize, and understand their emotions. At this stage, teachers can also begin to promote diversity, because most often, it is in the classroom that children of this age encounter people that are different. Throughout an individual’s life, he or she goes through several stages of development, where they are developing physically, cognitively and socially. These stages begin from the day you are born and continue throughout your lifetime and last up until the day you die. Through each stage, there are certain changes an individual is expected to go through. Looking specifically the early childhood stage, physically, children’s grow rate and body fat declines. It is also during this stage that the children began to rapidly develop their gross (running and jumping) and fine (writing and drawing) motor skills. Most importantly, during early childhood the brain and nervous system are growing. It is in the early childhood stage that the child enters school and their cognitive development is noticeable. Cognitive Development can be defined as the growth of one’s intelligence. During the early childhood stage, the child is developing symbolic reasoning and intuitive thought and they are perceived to be egocentrism. From the assignments they receive in class you can see the child’s rationale and how they see the world when they tell the stories of their pictures. It is also because the child has entered school that they began to develop more socially. Although the children initially develop there social skills from their parents once they begin to attend schooling they develop relationships with their peers. They often want to emulate what they see their friends do from the way the walk to the way the dress. They also want to spend majority of their time playing with the other children. All teachers should understand the different stages that a child goes through in order for them to effectively teach their students. Teachers should understand that successful learning depends on properly setting the stage for her development ? creating an open, supportive, engaging environment that meets a child’s social, emotional, and cognitive needs. (Church and Ravid. 2003) When teachers have a lack of understanding of the development stages it can cause confusion in the classroom. For example, children who are at the early childhood stages are at the point where they often display temper tantrums when things do not go the way that they planned. Not knowing this may not only cause the teacher to become impatience but also cause the students to continue the behavior. Most importantly, teachers who do not understand the development stages may not know where the students need to be. As teachers, we must understand that there may be some influences in the child life that has caused the child’s developments to be halted. Sometimes it only takes five extra minutes spent on a subject, extra work or tutoring for the child to get back on track. In my school, I see that more and more teachers are having problems teaching their students and when they are not mastering the material in the manner the teachers thought they would. Unfortunately, these teachers want to automatically have the child placed in a special education classes or have the resource teacher work with them (My school is working on the inclusion style of teaching for students with learning abilities). If the teacher knew much about the development of the students they would know the differences between a child with learning disabilities and a child that has not been in the environment in which they could properly develop. When a teacher fully understand the development stages and know what stage their children are in they will be in a better position to assist in their students’ development. One important skill a teacher a can assist early childhood children develop, especially children in the early part of the stage, is there listening skills. It is important that teachers know that taking advantage of the world of sounds is a wonderful way to help young children develop their listening skills. (Miller, 2001) Students can read stories, play music, or just simply talk to the students in order for the children to pay attention. If it is something of interest, they will often listen to what is going on. However, having children pay attention to the sounds is not enough; therefore teachers mush request the students to repeat what is going on. This year I have decided to incorporate the Arthur ® cartoon series into my classroom. This series teaches educational lessons through a story plot. I have the kids to pay attention to what is being said and ask them what is going on. I noticed that kids that watch the cartoons will remember what is said and the next time they see the cartoon they are able to cite some the lines along with the characters. Understanding the students’ development stages can also provide teachers information that can be used to help students achieve greater success; because, providing a high quality education for young children is a key to a child’s future success. Foundational skills needed to achieve academic success include social development, cognitive development, and physical development. (Sanders, http://www. pbs. org/teachersource/prek2/issues/703issue. shtm) Additionally, the students must have self-confidence and motivation to succeed. Therefore, the teachers must not only ensure that their students are receiving educational activities that enhance the development in all three areas but they must make sure that the students willingly participate in the activities. Some students may not want to participate in some activities because they may be weak in that area and as mentioned before, children at this stage often have temper tantrums. In my class, I often express to the students that it is important to participate in all the activities whether under my instruction or not. I make sure that I call on everyone student and that they attempt to answer the question. When I know that the student is weak in an area I give them the easier questions first and when they offer the right answer I often will say â€Å"I KNEW YOU COULD DO IT!!! â€Å". I also make big news when my students conquer their weakness and make it to the wall of fame and they often continue working to succeed in all areas. Therefore, giving your students praises and encouragement can cause them to strive harder to succeed in class. During the early childhood stage, the child begins to develop a conscience. The child is not only coming to an understanding of what is right from wrong but is often afraid of being caught doing something wrong. Knowing this, teachers must allow students to make decisions on their own. When explaining the rules to the students at the beginning of the year, I often will give each student a hypothetical situation and ask then what they would do and give the opportunity to explain why. By doing this, I am learning how much development the child has in this area. I had one student who had brought candy from home and while I was grading the test I watched him to see if he was going to sneak the candy. He was unaware that I was watching and I surprisingly; he chose not to eat the candy. I called him to the side before the class was to go to lunch and told him I was watching him and I was pleased that he had decided not to eat the candy. In addition, a child needs to have social skills if they want to succeed in class and in life. Helping children to develop a repertoire of positive and appropriate social behavior is a primary goal of early childhood education. Teachers need to coach the solitary child to learn to watch a group at play and then to suggest an appropriate role that helps them enter in. (Coons. 1985) When the students shy away from interacting with the other students the teacher should encourage the students to observe for a will then have them join. I often provide activities where I pair off the students to work together because I notice that it is easier for a child to â€Å"come out of their shell† when there is less people in the class. Each time, I make sure that I make different pairs and by the end of the first month of school each person has spent one-on one time with all the students in the class. Now I am able to incorporated group activities where the whole class is participating and my children are all comfortable in working together as a class to complete assignments. However, the teacher must realize that a child’s social skills will only continue to progress if the child is emotional developing. As instrumental figures in the students’ life, teachers can foster mental health in young children by providing many opportunities for healthy emotional attitudes to develop. Dr. Erik Erikson has made a significant contribution to our understanding of those basic attitudes. It takes a lot of patience combined with good judgment and warm, nurturing relationships to raise emotionally healthy children. But no matter what we do, children are going to feel sad, afraid, anxious and angry from time to time. (http://www. pbs. org/wholechild/providers/dealing. html) Having dealt with Emotional Disordered students, I realize that they are very quick tempered and many small things will make them angry. Although I teach my students not to laugh at each other when someone makes a mistake, there are times when they â€Å"slip up†. When they do the child that made the mistake often feels embarrassed and extremely angry and immediately wants to fight the other students. After disciplining the child who laughed, I pull the child aside tell them that it is totally acceptable to fell embarrassed and angry but you can not express it through fighting. I tell them if this happens again that they should express to the student n words how you feel. The student immediately gives me a smile because I understand and hen this happens to the next time, most of the time, they tell the other kids that they would not like it if it happened to you. This makes it important that teachers explain to the students the concept of diversity and ensure that they tell the students that we are all different in some way; one in which how we learn. Educators must help our children appreciate the diversity and complexity of all people; therefore, in or to fulfill our commitment to diversity and to empowerment of all children and families we serve, schools and early childhood programs need to take the lead in supporting the healthy identity development of this ever increasing population. (Wardle. 1998) Henry Brooks Adams, writer and historian, put it wonderfully when he said, â€Å"A teacher affects eternity; he can never tell, where his influence stops. † Teachers of children in the early childhood stage should especially consider this in the classroom. Their students are at the beginning stages of a lifetime of development and it is at this stage that what they observe and learn that will be the building block for who they will be tomorrow. Our lack of understanding can be the negatively effect their future; therefore would should try to provide a learning environment that will assist in development. As teachers, we have the power to promote critical thinking in our students and assist our students in succeeding not only in school but also life. We need to ensure that our students work on being socially and emotional healthy and understand how diverse the world is. If we do all of this, we are increasing the chances of our student to make it in the real world and therefore have demonstrated that we are effective at our jobs. References Church, Ellen Booth, Ravid, Frann. (2003. Sep. ) Setting the Stage for Learning. Scholastic Parent & Child, Vol. 11, Issue 1 Coons, Phyllis. (1985. December) STUDY SAYS TRAINING IN EARLY CHILDHOOD BENEFITS YOUNGSTERS. Boston Globe. Boston, Mass. Miller, Susan. (2001.Oct. ) 3 to 4: Listening and learning. Scholastic Early Childhood Today. New York. Public Broadcast Station (PBS). Dealing with Feelings: Emotional Health. Retrieved September 15, 2005 from http://www. pbs. org/wholechild/providers/dealing. html Sanders, Steve. The Issues: Physically Active for Life. Retrieved on September 15, 2005 from http://www. pbs. org/teachersource/prek2/issues/703issue. shtm. Wardle, Francis. (1998). Meeting the Needs of Multiracial and Multiethnic Children in Early Childhood Settings. Early Childhood Education Journal, Vol. 26, No. 1.

Will the status of Roma people impruve as the EU enlarge essays

Will the status of Roma people impruve as the EU enlarge essays Will the Status of the Roma people improve as the EU enlarges? When I die, you should bury me standing, Because I have been on my knees all my life. Who are the gypsies? Are they a tribe? Or maybe a sect? Where do they live? Where do all the myths about them originate? Why are there so many pejorative characteristics attributed to them? The aim of this paper is to foresee if the status of the Roma people will change and how it will change. In order to make such a prediction, I will approach the issues of the Roma from different angles such as historical background, treatment in the communist times, their situation in Europe today, and I will explain issues that are specific for them as a people. The condition of the Roma in Central and Eastern Europe is one of the most challenging issues that surfaced after the transition from communism. It has been said that no other ethnic group has been so excluded from the opportunities that came along with the transition than the Roma. Roma are a distinctive minority in Europe. Unlike other minority groups, they have no historical homeland, and they live in almost all countries of Asia and Europe. There are between 7 and 9 million Gypsies living in Europe, mostly living in Eastern and Central Europe, in the countries that are applying to the European Union. Clearly, significant results will not occur instantaneously. I believe it will take at least one generation for major changes to occur, that is, if significant efforts will be made. It is a major step forward that the EU requires the applicant countries to improve the situation of their Roma citizens, however it is not enough. Peoples mentalities are a very important factor, and as the Romanian secretary of state pointed out, it takes both sides, the Romani, and the non-Romani, to change attitudes. So far, one of the most fascinating things to me is the general attitude of ignoring gypsies. To say that the Gypsy pe...

Legal Professionals Report Assignment Example | Topics and Well Written Essays - 750 words

Legal Professionals Report - Assignment Example Nancy B. Heller’s education can be traced back to 1978, when she graduated from the Indiana University, with a Bachelor of Arts degree in Forensic Studies. Ms. Heller’s stint with the legal corridors is longstanding, given that in 1999, she became a Registered Paralegal. This admission into the Registered Paralegal came about as a result of Heller having passed the Paralegal Advanced Competency Test, which is carried out under the aegis of the National Federation for Paralegal Associations. From 1999 to 2011, Ms. Heller served as an Adjutant Professor at the Capital University School of Law Paralegal Program as a lecturer of Civil Litigation, Law and Ethics Office Practice and Trial Preparation and Practice. Particularly, Ms. Heller specializes in areas such as access, summation, accurint, E-discovery and PACER. According to Kirkwood (2009), it is important to note that the prerequisites that qualify the position that Ms. Heller presently occupies are not limited to the achievements discussed above. Particularly, Ms. Heller has played immense roles in community and professional initiatives. Ms. Heller served as: the Respite caregiver for the Hospice of Columbus (1994-2001); coordinator of the Walk for justice, the Legal Aid Society, Columbus, (1993-1997); the March of Dimes for Walk-America Participant and Coordinator (1985-97); the Volunteer, Greater Columbus Arts Council (1984-97); and the Trustee, Alpha Epsilon Phi Foundation (1995-7), among others. Alongside these educational achievements and illustrious professional experience, Ms. Heller in 2010 won the prestigious Ohio Jefferson Award for Public service. The Court-Appointed Special Advocates for Franklin County (CASA) is the organ that had nominated Ms. Heller, following Heller’s advocacy for neglected and abused children, and for her vehement support of the terminally ill, while working with Zusman Community Hospice. Prior to this, Ms. Heller had been named as being among the top 15 paralegals in America, in Lessons from Leading Paralegal Experts, 2008. The foregoing shows clearly that not only is Heller’s paralegal record impeccable, but also a seasoned one, spanning from as far back as 1978. Heller was able to ascend to her current position by the virtue of being a member of the Registered Paralegal (a qualification she has held since 1999), and her educational merit and experience in the field of law. At the moment, Ms. Heller is serving: in the Editorial Advisory Panel for the Legal Assistant Today (from 1999); as the Respite caregiver of the Zusman Community Hospice (since 2004); and as the court-appointed Guardian Ad Litem for the Court-Appointed Special Advocates for Franklin County (since 1994). Heller also serves as a litigation paralegal in the Columbus offices of Sater, Vorys, Pease LLP and Seymour. To this effect, she handles class and complex litigation issues such as toxic tort, products liability, employment and commercial cases. This mea ns that the responsibilities that Heller discharges are immense, cross-organizational and multiple. Kirkwood (2009) adds that one of the incidents that served as Heller’s source of challenge occurred when Nancy B. Heller and the Vorys Legal Counsel attempted to preside over matters relating to the Cleveland’

International Students Choice Of Brand Products Literature review

International Students Choice Of Brand Products - Literature review Example Advertising can be considered as a significant consequence of technological advancement and globalization. Advertising and promotions have become the effective marketing tool for the marketers in order to present the information about products or services to the target customers (Mattelart, 2005 and Keegan, 2009). However, both Mattelart and Keegan have provided the effective foundation for this research as their writings are very broader. But, both these writers used to carry some drawbacks, such as the concepts of Mattelart are slightly outdated and UK centric. On the other hand, the views of Keegan are slightly concentrated towards the US. It is true that several brand managers of leading brands generally use brand personality in order to ensure unique brand positioning (Miller, 2005). In addition to this, according to Iyer (2005), and Sun (2009), several leading brands across the globe use targeting approach in order to ensure customer differentiation in global market place. Seve ral marketing communication tools, such as price promotion and advertising elements are being used by organizations in order to attract the target customers. The views of Mattelart and Keegan provided a valuable direction to the topic. In addition to this, brand managers used to enhance knowledge sharing regarding own brands that is central to the brand equity (Keller, 2008 and Sun, 2009). When the organizations go for international advertising, it is highly important for them to maintain a balance between adaptation and standardization.