Anatomy of Human Essay

1. Review the anatomy of the brain. Which portion is responsible for keeping you awake, controlling thought, speech, emotions and behavior, maintaining balance and posture? 2. Know the function of the arachnoid villi. 3. Where is the primary defect in Parkinsons disease and Huntingtons? 4. What is the function of the CSF? Where is it produced? Where is it absorbed? 5. Review blood flow to the brain. 6. What is the gate control theory of pain? 7. Know the type of nerve fibers that transmit pain impulses. 8. Where in the CNS does pain perception occur? 9. Know different clinical descriptions of pain; pain threshold/tolerance 10. Know endogenous opioids. 11. What are the two types of fibers that transmit the nerve action potentials generated by excitation of any of the nociceptors. 12. What is the relationship between epinephrine and body temperature? 13. Know mechanisms of heat production and heat loss. 14. Know heat exhaustion and heat stroke? 15. Define the different stages of sleep. 16. Discuss disorders of the conjunctivia of the eye. 17. Which part of the eye controls movement of the eye? 18. What part of the brain must be functioning for cognitive operations? 19. Discuss the types of mid-brain dysfunction and its physical symptoms. 20. Know the best prognostic indicator of recovery of consciousness and functional outcome after a brain event. 21. Know vomiting with which CNS injuries. 22. Define seizure and status epilepticus. What is the medical significance? Know benign febrile seizures. 23. Know the characteristics of closed head injury. 24. Define dyskinesia. Types? Characteristics? 25. Know the stages of intracranial hypertension. 26. Know normal intracranial pressure. How does body compensate for increased  ICP? 27. Know the most critical index of nervous system dysfunction/function. 28. What is responsible for the tremors associated with Parkinsons Disease? 29. Define concussion. Know the different grades of concussion. 30. Know coupe and countercoup brain injuries and how they happen. 31. Know most common primary CNS tumor. 32. What happens to a patient after an acute spinal cord injury? Why is it life threatening? Describe the clinical manifestations. Why would their temperature fluctuate? 33. Know diagnostic criteria for vegetative state and brain death. 34. Define and discuss the different types of stroke, which affected artery causes what data processing deficits (agnosia, dysphasia, etc). 35. Know all types of cerebral edema and what causes each type. 36. Know characteristics of AV malformation. 37. Define and describe the pathophysiology, clinical manifestations and etiology of Multiple Sclerosis. 38. Define and describe the pathophysiology, clinical manifestations and etiology of Guillian Barre Syndrome. 39. Define and describe the pathophysiology, clinical manifestations and etiology of Mysthenia Gravis 40. Define and describe the pathophysiology, clinical manifestations and etiology of Parkinsons disease. 41. Define and describe the pathophysiology, clinical manifestations and etiology of Huntington disease. 42. Prenatal and perinatal factors may result in what psychiatric condition? 43. What is schizophrenia? What part of the brain is associated with the S/S of this disorder? 44. Define depression and its types; know etiology. 45. How Does ECT (electroconvulsive therapy) treat depression? 46. Define generalized anxiety disorder. What is the underlying defect? Know characteristics. 47. Define panic disorder. What are the complications? 48. Define encephalocele, meningocele, spina bifida, myelomeningocele. Where is the defect located in each? 49. Know when the neural groove closes during embryonic development. 50. Know pathophysiology, clinical manifestations and etiology of cerebral palsy. 51. Know pathophysiology, clinical manifestations and etiology of PKU. 52. What nerves are capable of  regeneration?

African American Theatre 2 Essay

African American Theater started out, hundreds of years ago, as a foundation of amusement for the black community. The theater was a place where African Americans, equally men and women, could work, study, and perfect their expertise. The beginning of African American theater set in motion back in the 1830’s, and it eventually became one of America’s most prevalent sources of entertainment Over the course of over one and a half decades, there has been an apparent transformation within the dominion of African American theater. For example, African Americans have prevailed over the intense burden of subjugation in forms such as political affairs, comfortable residency and most significantly, equal human rights. One of the most apparent leisure pursuits that were in remission from African-Americans came in the appearance of the performing arts, more particularly film. During this time, the society in general would not permit, for example, blacks to drink from the same water fountain, so to share the same onstage experiences or television effects was, without a doubt, not even simply prohibited but unheard of. However, as time went by, the potency of the hopeful African American actors and actresses weighed down the greater part of the general society, and society ceased being able to keep African Americans from appearing on stage and on television. For the longest time, the stage became and stayed the only way for African Americans to communicate the deep sorrow and oppression that the society, particularly the white population, had placed in front of them. Through acting, in addition to both singing and dancing, African Americans were able to, mentally and spiritually, go to a place that no tormenter could find them. With this new form of communication, African Americans found a new method of endurance, and acting was the fundamental technique. Even though the African American actors and actresses were forced to take the road of continued existence in the theater to gain self contentment, it was, as an understatement, not unproblematic. For the longest moments in time, African American actors and actresses were not permitted to step foot on stage. However, black actors were instead ridiculed by Caucasian actors in what they called â€Å"black face. † Black face was a performance where white actors and actresses would literally conceal their faces with black paint and makeup, so as to imitate an African American actor. From this falsification of the hopeful actors, derogatory names such as Tom, Mulatto, Mammy, Coon, and Buck resulted. Similar to Black Face, there was what is called Minstrel Shows. Minstrel shows, which consisted of comic skits, variety acts, dancing, and music, ridiculed and made fun of African Americans in the most disapproving ways. According to these shows, black people were looked upon as ignorant, lazy, and unreasonable, but also cheerful and melodious. Broadway, which is the heart of theater for Americans, had been closed to blacks for more than a decade. However, this was only until the African American musical â€Å"Shuffle Along† turned out to be a runaway success, which some historians believe was the beginning of the Harlem Renaissance. The first African American play to be produced on Broadway was â€Å"The Chip Woman’s Fortune† in 1923, written by Willis Richardson. In the year of 1959, Lorraine Hansberry, a famous playwright, became the first African American woman to have her play produced and performed on Broadway. Hansberry’s play, titled â€Å"A Raisin in the Sun,† became an outlet for a continual assembly of plays by African American playwrights who often brought their own individual occurrences in the great effort in opposition to racial discrimination to the theater plays that they produced. . By the revolving of this period, the minstrel show enjoyed but a shadow of its former popularity, having been replaced for the most part by vaudeville. It survived as professional entertainment until about 1910; amateur performances continued until the 1960s in high schools, fraternities, and local theaters. As blacks began to score legal and social victories against racism and to successfully assert political power, minstrelsy lost popularity. The typical minstrel performance followed a three-act structure. The troupe first danced onto stage then exchanged wisecracks and sang songs. The second part featured a variety of entertainments, including the pun-filled stump speech. The final act consisted of a slapstick musical plantation skit or a send-up of a popular play. Minstrel songs and sketches featured several stock characters, most popularly the slave and the dandy. These were further divided into sub-archetypes such as the mammy, her counterpart the old darky, the provocative mulatto wench, and the black soldier. Minstrels claimed that their songs and dances were authentically black, although the extent of the black influence remains debated. Spirituals (known as jubilees) entered the repertoire in the 1870s, marking the first undeniably black music to be used in minstrelsy. Blackface minstrelsy was the first distinctly American theatrical form. In the 1830s and 1840s, it was at the core of the rise of an American music industry, and for several decades it provided the lens through which white America saw black America. On the one hand, it had strong racist aspects; on the other, it afforded white Americans a singular and broad awareness of significant aspects of African American culture.

Body Worlds and the Cycle of Life Essay

The Body Worlds exhibit was an amazing tour of more than 200 incredible plastinates; real human specimens that have been preserved. Dr. von Hagen’s is the man behind his incredible invention called plastination; embalming and anatomical dissection, connective tissue removal, body fat and water removal, forced impregnation with a polymer solution then placed in a vacuum chamber removing the acetone bringing it down to a cellular level, and then lastly the specimen hardens and is then positioned as desired. This phenomenal exhibit has given many people the opportunity to see the entire internal structure of the human body. The written explanations next to each display were very informative; giving a better understanding on how the choices we make throughout our life can truly affect us as we continue our journey through the aging process. According to Dr. von Hagen, it takes approximately 1,500 hours (1-2 years) of dedication for each sculpture, along with 350 others helping him throughout the process. All 20 of the bodies that have been donated remain anonymous; no details about them or their cause of death were shared out of respect for each of the donors. This exhibit was an amazing journey showing us how the human body changes through time; from conception and as one age’s. The exhibit starts with the zygote; a single cell formed from the father’s sperm, the mother’s egg, and the human genome; the blueprints of all living human beings. Human embryos and fetuses were on display showing each stage of cell division from conception through pre-natal development. The minute were born, our physical efficiency increases reaching its peak in our mid-twenties, then slowly starts to decline throughout the rest of our lives. There were normal clean lungs of a non-smoker on display next to black lungs of a smoker, which were half the size compared to the clean lung. The written explanation stated that each year you smoke about a cup size full of tar accumulates inside of your lungs. There were sectional displays of the thoracic cavity showing the gas exchange that occurs within the alveoli of our lungs. There were healthy hearts on display along with hearts that had pacemakers. There was a healthy liver next to a liver that has been damaged by excessive amounts of alcohol; showing visual cirrhosis. There were several displays of the human brain. One of the displays showed a brain at optimal health compared to a brain that has been diagnosed with Alzheimer’s disease. I found it interesting that the human brain stops growing when you are 15 years old and individuals under 30 years of age take in twice as much oxygen compared to individuals 80 years of age or older. There was a 540lb sculpture, displaying the dangerous effects of obesity compared to a healthy 140lb individual. There were also sectional displays showing us a view of the abdominal wall and how every organ is affected by this extra unnecessary fat. You are what you eat! Sugar, in the form of simple, refined carbohydrates, is considered one of the body’s major â€Å"agers†. Excess sugar in the diet alters the structure of the protein molecule, preventing it from functioning properly and leading to the stiffening of the body’s tissues. High blood pressure can shorten one’s life expectancy by 10 to 20 years, and 9 out of 10 people are at risk of developing hypertension after age 50. We all need energy to function properly, but as we age our body doesn’t require as much energy like it did when we were younger. Our bones are flexible at a young age and adolescents. In adulthood, our body increases in strength and stamina, but loses its flexibility. The Artist’s Gaze was a display on sight and vision at birth and later in life. It was focused on the artist’s Claude Monet who suffered from cataracts, and Edgar Degas who suffered from retinal eye disease. A condition called Presbyopia; a progressively diminished ability to focus on near objects, is a normal part of aging and develops when the lens of the eye gradually loses it elasticity. An infant can see things close up with no problem, while a 30 year old would have to hold to object about 6 inches away. At birth, you have about 300 bones, as you grow older, small joints join together resulting in approximately 206 bones. At the age of 52 woman generally experience menopause; end of life’s fertile phase. As men age their testosterone levels decline, but unlike woman, they can reproduce throughout their later years. I learned that the world’s oldest people live in Okinawa, Japan and Ovadda, Sardinia. They shared some of their lifestyle practices, which I think we could all benefit from if we were to take their healthy habits and make them our own. Near the end of the exhibit, I really enjoyed reading one of the posters that stated, â€Å"Age is an issue of mind over matter, if you don’t mind it doesn’t matter†. Body World’s and The Cycle of Life was an incredible experience and has defiantly changed my way of thinking when it comes to the meaning of life and death. It has also given me a better understanding of our bodies and a completely different perspective on how important it is to appreciate life and take better care of myself!

Strategic Management of Human Resources Essay Example | Topics and Well Written Essays - 1500 words

Strategic Management of Human Resources - Essay Example An important milestone in strategic human resource management has to involve proper integration of â€Å"strategies, people, processes and systems towards achieving the organisational desired goals† (Binder 2006, 12). Moreover, Shuck and Herd (2012) asserted the need for emotional intelligence as one of the leadership competencies in achieving employee engagement towards organisational goals by ensuring employee satisfaction and commitment. An important aspect in the implementation of organisational strategy is that employees need to understand not only how they impact the organisational strategy but also the progress of the organisation towards its goals (Grey, 2013). In other words, considering employees’ behaviours are shaped by organisational strategic policies, ensuring active participation of employees in designing policies as an engagement plan would motivate employees towards meeting the organisational goals as explained by the goal setting theory. Under the goa l setting theory, goals have been found to have a significant impact on employee behaviour and performance in organisations, and gaols setting is a credible way to ensure employee motivation as part of the engagement process (Locke & Lotham, 2002). Besides goal setting being a motivational factor, research has established significant relationships between â€Å"goal setting and organisational profitability† (Rauch 2007, 6).This theory might imply that the input of employees in the smoking ban policy in Grant Pharmaceuticals as a goal and policy would act as a motivation to employees. Employees will feel as part of the organisation and that their opinions in policy formulation counts, a strategic way to improve employee engagement in the organisation. For effective engagement in the company, all employees have to develop a perception of equality in the company. According to the equity theory, for people to be motivated towards productivity, there has

Human Resources Diagnosis Essay Example | Topics and Well Written Essays - 500 words

Human Resources Diagnosis - Essay Example Richland Community College, like other complex systems, takes in resources and operate on them to produce some kind of output. They therefore depend on a continuing flow of resources for their existence and thus find themselves in an endless competition with other organizations that need the same resources. The main practices introduced by the College and its leader, Bill, are change management and motivation, positive climate (achieved by equal treatment of all employees) and self-evaluation. Richland Community College is a non-profit organization thus it has to compete more effectively in order to get a larger portion of available resources, which means that those that compete less effectively get fewer resources. Organizations act much like other systems that have intelligence. They have goals and long-term strategies for achieving them. By the same token, they also have strategies for how they are going to compete with other organizations to obtain the resources they need. The mi dlevel sets the conditions, procedures, and standards for the production level and allocates resources so as to promote production efficiency and effectiveness. And it, as is true for the operations layer, may also have several levels of "real" management.

HY 1110-08F-2, AMERICAN HISTORY I (HY1110-08F-2) Essay - 4

HY 1110-08F-2, AMERICAN HISTORY I (HY1110-08F-2) - Essay Example ty acres of land in Oneida, New York, in 1848, becoming the Oneida Perfectionists. The Oneida Community formally adopted communism as a way of life, with property and marriage partners being held in common. The major tenets propounded by Hayes were (1) The beginning of the Millennium in 70 AD (2) Complex Marriage, or pent gamy, by which every man was married to every woman (3) Mutual Criticism, as a form of collective correction (4) Stripiculture, or the regulation of sexual activity, through male continence, and committee supervision, leading to scientific reproduction. The community practiced Noyes’ vision of ‘Bible communism.’ In order to be self-sufficient, the Oneida Community engaged in several economic ventures, including construction, farming, sawmilling, silk production, manufacture of steel beaver traps and the production of silverware, and was very financially productive. Individual and group skills were nurtured and practically directed for communal g ood. The Oneidans succeeded in establishing a strong community, with a collective spirit, and proved by their example that it was possible to live a life based on adherence to rigid religious principle. However, its success, which extended for over thirty years, finally was overcome by the failure of the concept of ‘complex marriage.’ The community disbanded in 1881, transforming itself into the Oneida Community Limited, a joint stock company, known today simply as ‘Oneida

Risk and Quality Management Assignment Example | Topics and Well Written Essays - 1250 words

Risk and Quality Management - Assignment Example – Analysis of Risk Management Strategy (2011) 5 Conclusion 6 Sources Cited 7 Appendix 9 Introduction Hedge funds employ a number of different risk management strategies for large scale capital management for private individuals, trusts, pension funds, and other corporate investors seeking return that beats the market averages in order to grow wealth. Some of the risk management strategies used by the Paulson & Co hedge fund include: long-short strategies, portfolio diversification, merger arbitrage, quant computer trading, momentum trading, or distressed asset accumulation. (Barufaldi, 2011) The first imperative of any hedge fund is that it does not lose money on any investment, or in the fund as a whole. The most successful hedge fund managers have such a large amount of capital under management that their investments may move the stock markets and inform other traders. Because of this, large scale capital management, as practiced by Paulson & Co. and other hedge funds, must proceed under unique constraints or restrictions to risk management in seeking to outperform not only the market indices in returns, but also in outperforming other hedge funds, mutual funds, private equity groups, and venture capitalists. This essay will analyze the use of risk management strategies in financial investments made by the by Paulson & Co hedge fund in order to determine the appropriateness of their application in wealth management. Paulson & Co - Risk Management in Hedge Funds John Paulson is a New York native and Harvard graduate who founded his own hedge fund, Paulson & Co., in 1994 on Wall Street. In 2005, Paulson developed a long-short risk management strategy for the fund that placed a large amount of capital in investments that were short the subprime mortgage market through a variety of means including shorting bonds, banking stocks, and real estate, as well as collecting â€Å"credit default swap† insurance obligations that were related to derivative ex posure. (Zschoche, 2008) According to experts, Paulson & Co’s risk management strategies paid off by returning 590 % in one fund and 350 % in another for a total of over $3.7 Billion USD. (Zschoche, 2008) The details of this investment strategy are retold in a book by Gregory Zuckerman, published in 2009, â€Å"The Greatest Trade Ever: The Behind-the-Scenes Story of How John Paulson Defied Wall Street and Made Financial History†. (Zuckerman, 2009) Paulson and Co. reported over $29 billion USD in total assets under management in 2010, making it one of the largest hedge funds in the world. (SharpeInvesting, 2010) Nevertheless, media reports suggest that the firm is down 20% in 2011, making a further review of the hedge fund’s recent risk management strategy since the 3rd quarter of 2010 in need of analysis. Paulson & Co. – Recent History Following Paulson’s success in ‘the world’s greatest trade’ in 2007-9, the hedge fund implemen ted an investment long term risk management strategy that heavily favored gold. Paulson & Co’s risk management strategy then involved placing more than $3.8 billion in gold bullion through ownership of the SPDR Gold Trust ETF (NYSE:GLD) . (Johnston, 2010) This investment included a total percentage of 16% of the total SPDR Gold Trust ETF in 2010. (Katz, 2010) The hedge fund’s broad strategy following the market crash of 2007-9 was to hedge the currency inflation inherent in Quantitative

WILDLIFE TOURISM IN SOUTH AFRICA Essay Example | Topics and Well Written Essays - 3000 words

WILDLIFE TOURISM IN SOUTH AFRICA - Essay Example The international wildlife tourists however comprise of such people who are mainly keen of conducting tours inside Africa (Avitourism in South Africa, 2010,pp.12-13). The target market identified for the marketing plan presented here accounts for 21000 to around 40000 wildlife tourists visiting the region on an annual basis. Domestic tourists comprise the major chunk of the wildlife tourist population and range from 13 to 24 thousand while the international tourists account for 8 to 16 thousand people on an annual basis. These target groups accounting for making wildlife tourism in South Africa render around 1025 to 1975 billion rand to the nation’s Gross Domestic Product on an annual basis (Research and Analysis Report, 2010, p.9). The report therefore intends to provide a clear-cut plan to attract these tourists by strategies in marketing and promotion and therefore add to the economy in terms of revenues as well. WILDLIFE TOURISM IN SOUTH AFRICA – A Marketing Plan Ma rketing Plan for Promoting Wildlife Tourism in South Africa South Africa is home to a large amount of biodiversity spread along its natural parks and wildlife habitats and accounts for drawing visitors from a worldwide base. This activity of ecology based wildlife tourism in the region helps in drawing huge revenues for the South African economy. In South Africa the amount of tourists coming to visit the wildlife sectors accrue to about 79 percent of the total number of tourists visiting the region on an annual basis. In terms of economic value the wildlife tourism in South Africa account for around 50 percent of the total amount of income generated from tourism activities. To attract the tourists visiting the South African region for their interest in wildlife, the South African government has rendered space for the development of natural parks, which hosts a large number of flora and fauna. These natural parks help in hosting a large number of tourists in several rest camps contai ning both lodging and hotel facilities. An example of a national park in the South African region is the Kruger National Park, which helps hosting a large number of tourists in both caravan and camps along with other guesthouses and guest cottages. These latter ones are built to present to the visitors a huge variety of opportunities to live and enjoy their tour. These hotels, rest houses and guest camps are designed in such a fashion as to provide to the people dwelling and food based on international standards. Estimates made show that only the Kruger National Park in South Africa draws around 1.4 million wildlife tourists in the region. This national park also helps to accrue huge amount of revenue for the South African economy. Estimates made show that on an average annual basis the national park amounts to around 40 million dollars of revenue for the South African government (Spenceley, 2006, pp.652-653). It is found from the above discussion that the impact of wildlife tourism in South Africa has helped the development of the economy of the region. The marketing and promotional activities designed would help greatly in enhancing the growth of wildlife tourists in the region, which would thereby augment the revenue patterns of the economy. However the marketing and promotional activities that would be taken to enhance the development of wildlife tourism in South Africa by helping in attracting large number of tourists must be developed in an organized fashion to optimize the utilization of available resources. Thus the design of the marketing plan for developing wildlife tourism in South Africa must function on the basis of the following agenda. Firstly the marketing plan

International Dispute Settlement. Galactic Commodities Inc case Essay

International Dispute Settlement. Galactic Commodities Inc case studies - Essay Example In this discussion, decisions enacted as arbitral awards will be considered; this award means that settlements are implemented after being recorded in an arbitral proceeding. Different issues present themselves in this situation in instances when the law would allow the â€Å"settlement reached in conciliation to be recorded in an enforceable arbitral award† 4. One such issue pertains to form requirements which vary from country to country. An issue in this case is if there is a requirement for clarification for the settlement to be recorded in an award. Should the payment and performance obligations agreed upon be written in much the same way as awards? Or should the tribunals reconceptualize such obligations in the award into others?5 The award based on agreed terms should therefore be clear enough to be enforced without the need for reformulation of interpretation. Recording settlements in an award are based on providing finality and enabling a faster enforcement of the set tlement6. In instances when the parties call for an arbitral tribunal to carry out an award based on agreed terms, risks are often seen and problems of clarity can arise when the parties negotiating settlement are focused on the elements of the settlement, not on the need to fulfill the formal requirements of awards7. An issue may also be seen when the settlement of the parties resolves only some of the issues being forwarded8. This situation can sometimes be easily resolved when a partial award would be given and the other issues are left unresolved. A greater issue results when the settlement includes matters â€Å"which are not within the jurisdiction of the arbitrators, either because such matters fall outside the arbitration agreement or because they have not been submitted to the arbitrators for determination†9. In instances when the settlement resolves matters which are not included in the arbitration agreement, it is clear that the arbitral tribunal does not have cove rage in resolving the issue and rendering awards on the dispute. Another issue which would arise relates to the fact that the settlement gives rights to a party who is not included in the arbitration. This is seen in instances when both or one of the parties belong to a group of corporations where the settled performance must be made or the rights must be exercised by a parent or a sister company10. Awards on the terms agreed upon cannot bind the rights of the third party. The follow-up question in this case is if the arbitral tribunal would still record the settlement in the award. In these instances, the dispute raised before the tribunal is resolved and the arbitration is terminated. If the law allows the tribunal to record the settlement in the award or when the different parties allow the tribunal to record the settlement, the tribunal would now be confused and would be in a dilemma on what to do11. Still another question is if statements shall be possible to record in award fo rms on terms agreed upon. Motives for settlements recorded in awards on agreed terms may not be successfully captured in declaratory statements. But on the other hand, the res judicata effect may already be sufficient reason12. The right to implement awards on agreed terms can call for requests by both parties. The issue arises on what the tribunal should do if the settlement

Grading and Recommendation Assessment Assignment

Grading and Recommendation Assessment - Assignment Example This could be measured through the utilization of trial and error process wherein the practice is tried and tested as to how much it could attest to the needed specifications of a particular need to which the evidence based practice has been basically made for. After the trial and error procedure, the weaknesses and the strengths of the process shall be identified. Likely, the strengths would depend on how the stakeholders responded to the program or the process applied through the use of the evidence-based practice. If the participants responded well with lesser level of error occurrences, then the practice tried and tested could be noted to have a strong implicative effect on the things that it is supposed to have direct changes on. Meanwhile, even though it has been proven strong, it should still be measured and identified with the possible weaknesses it has. Through this, the specification of the needed advancement could still be recognized as part of its possible improvement in the future. If these procedures are specifically carried on, it could be expected that the upcoming GRADE system could be well assured to have a better effect in approving or disapproving evidenced based practices that are used for the specific

Questioning Assignment Example | Topics and Well Written Essays - 1000 words

Questioning - Assignment Example In any case, the ultimate aim of a question is to collect information from another person or to test the knowledge of another person. In academic world, questions have more importance than anything else. In fact according to the modern educational philosophies, the teacher should ask questions to the students and the students should give answers to that. When the student fails to answer the question, the teacher should guide him to find out the answer. Curiosity is necessary for the students to learn a topic well. In order to develop curiosity, the teacher should ask interesting questions to the students. These questions should be asked in particular patter; easy to difficult. Initial questions should be easy so that the student may answer it easily. However the last questions should be difficult so that the students fail to answer it. In other words, the teacher should create a scenario in which the students were guides from a known situation to an unknown situation. Only in such an unknown situation, the students develop interest or curiosity in the topic and will attend the class properly. Questions are asked i n classes in order to: To develop interest and motivate students to become actively involved in lessons; To evaluate students’ preparation and check on homework or seatwork completion; To develop critical thinking skills and inquiring attitudes; To review and summarize previous lessons; To nurture insights by exposing new relationships; To assess achievement of instructional goals and objectives; To stimulate students to pursue knowledge on their own (Cotton, n. d. p.1). The teacher normally asks two types of questions to the students; high and low level questions. Low level questions are intended to test the knowledge level of the students whereas the high level questions may test the understanding level of the students. For example, who is the president of America is a low order question which tests only the

Academic degree Essay Example for Free

Academic degree Essay Healthcare Basics What to Know Before Pursuing a Health Career Decide Which Health Career is Best for You Healthcare Employers Where to Work in the Medical Industry Medical Education Training and Education Required for Health Careers Paying for Education Costs How to Pay for Your Healthcare Education Healthcare Compensation How Youll Get Paid, and How Much Getting the Job How to Secure Your Dream Job in Healthcare Health Career Advancement Manage Your Healthcare Career for Success Professional Health Career Resources and Reference Materials Trends, News, and Issues Impacting Your Career in Healthcare Glossary of Terms for Health Careers. Blog Updated Articles and Resources View More Free Email Newsletter Let About. com send you the latest from our Health Careers Expert. You can opt-out at any time. Please refer to our privacy policy for contact information. Medical student holding flask with blue Cultura Science/Matt Lincoln/Riser/Getty Images Cultura Science/Matt Lincoln/Riser/Getty Images Question: Why Is Education So Important for Success? Is education important to a successful career in the healthcare industry? And if so, how important is it, and why is education so important? Many readers and job seekers often ask why education is important with respect to one’s career, particularly in the healthcare industry. Some people also want to know how education can impact overall quality of life, in addition to the impact education has on ones career. Many job seekers, some who have years of experience, may not even be considered for a job, or they may be passed over for a candidate who has a degree, or more education, but has less experience. Why? Ads Medical Science Degree theacademy. edu. au/medical_science Designed for high-achievers. Be mentored by experienced researchers Bachelor Courses www. seeklearning. com. au/Bachelor Study Online When It Suits You FEE-HELP Available. Enrol Now. Career Personality Quiz carecareers. com. au/CareerQuiz Find Out Which Jobs Suit You Best. Get your Free Personal Profile Now. Professional Degree Theology Degree Jobs Jobs Health Science Jobs Leadership Degree Answer: Education is very important to both your personal and professional life, in a number of significant ways! Depending on the level of success you’re seeking to achieve, the level of education may be relative, but the bottom line is, an education of some sort is often paramount to future success. Completing increasingly advanced levels of education shows that you have a drive and commitment to learn and apply information, ideas, theories, and formulas to achieve a variety of tasks and goals. Subject Matters: Probably the most obvious reason education is important is to acquire the subject matter and basic knowledge needed to get by in everyday life. For example: English and language skills: English and language skills will help you to communicate your ideas more clearly. Communication skills are essential in any role – whether you’re dealing with co-workers, patients, customers, or supervisors, you will need to effectively convey your plans, ideas, goals, and such. Math and science skills: Although calculators and computers are readily accessible, you still need to learn how to do basic computations and calculations on paper or in your head. If you are calculating dosages, counting surgical supplies, or tallying sales, math skills are imperative for a career, and for life. Cooking, shopping, driving, and many other everyday activities require math skills as well, regardless of your career choice. Ads The future of Speech www. jcu. edu. au/5stargrads Study Speech Pathology @ JCU Apply now for 2015! Distance Education wi. edu. au/Education_Diploma_Courses Online Teacher Education Courses. Apply for 2014, 3rd Session Intake The more you LEARN, the more you EARN: Have you ever noticed that the word LEARN contains the word EARN? Perhaps that is because the higher level of education you achieve, the higher level of income you are likely to command as well. For example, consider the following health careers and the educational requirements as they relate to annual income: Medical jobs, no college degree: Pay $20,000-40,000 annually, on average Allied Health Careers, two years of college: Pay from $40,000-60,000 annually. Nursing Careers, Associates or Bachelor Degree: Pay $40,000-55,000 on average annually. Advanced Nursing Careers, Masters Degree required: Pay $60,000-90,000+ annually. Pharmacist, Bachelors, + PharmD: Pay $90,000-115,000 annually. Physician, Medical Doctorate required: Pay $120,000-$500,000+ annually Are you seeing the trend here? Clearly, education is important for financial growth in the healthcare field, as with many other careers. Many Employers Now Require Education for Employment: Another primary reason education is important, is that it’s become a basic requirement for so many employers, to even get your foot in the door. Many employers require college level education, even for roles which previously did not require it, such as administrative assistant positions. The fewer years of education you’ve completed, the fewer doors are open to you. It’s that simple. Educational requirements are a quick and easy way to narrow down the field of applicants, especially in situations where there are more applicants than jobs. When hiring from a field of candidates, employers prefer those who have completed the higher level of education. Why has education become so important to employers? In working with hiring managers to conduct candidate searches, it seems that the education requirement has become a barrier for entry into many careers, because education allows you to: Learn how to learn. School teaches you how to gather, learn, and apply knowledge. No matter what career you choose, you will need to learn procedures, information, and skills related to your job, and execute tasks based on that information and training. Develop interpersonal skills. School allows you to interact with other people and refine your communication skills, including those of persuasion, conflict resolution, and teamwork. Learn time and task management. Learn how to manage projects, deadlines, and complete assignments efficiently and effectively. Learn from experience of others. By attending school, you are able to learn from the experience and intellect of thousands of people who have gone before you. In just a few years, through your textbooks, research, and class lessons, school gives you a consolidated overview of theories, formulas, ideologies, and experiments conducted by generations of scientists, philosophers, mathematicians, historians, and other experts. While gaining your own personal work experience is helpful too, a formal education is a way to learn from centuries of others’ life and work and academic experience before you. As you can see, education is important to everyone, but education is even more important in the healthcare industry. Why? Technology, math and science are key components of many healthcare roles: Healthcare careers often require knowledge and understanding of the sciences, and technology. These fields are always changing and growing with new developments and discoveries. Therefore it’s imperative to have a basic understanding you can build on with continuing education throughout your career, to keep up with the latest changes and new information. Health professionals have a huge responsibility for the health, well-being, and survival of others. Therefore, health professionals must be particularly adept and relating to other people, learning and gathering information about a patient, and applying it to the treatment and care of that patient based on medical knowledge. For many healthcare roles, degrees and certifications are required for licensure to practice in a certain capacity. Many allied healthcare jobs require at least an associate’s degree, most nurses need bachelor’s degrees, and physicians and advanced practice nurses must have many years of post-graduate training to include master’s and doctorate degrees. Related Articles Healthcare Career Questions and Answers Education Levels and Employment Why You Should Get your Doctoral Degree How Much Education Do You Need for Criminal Justice and Criminology Careers? 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Our Story Advertise News Site Map All Topics Reprints Help Write for About Careers at About User Agreement Ethics Policy Patent Info Bizarre Entertainment Health How to Lifestyle Most Expensive Tech Travel Internet More List Crux Home Education Why Education is extremely Important? 10 Reasons Education How to Lifestyle Why Education is extremely Important? 10 Reasons By ankita Shrivastava | July 8, 20141 Comment 1 Education for all means has been the most important debate in all stages of society, progress and development. This might build in you the question as to why everyone is running behind education? What is it that makes us bind to education and makes it the center of attraction to all the aristocrats, law makers, parents and elders? Education isn’t about my marks or your standard its about knowledge and how well you are aware of the happenings around you. A person who is awakened knows what’s best for him/her, knows the difference between right and wrong and that’s when he is known as educated. 10. SOCIETY society We live in an ever progressing and developing society. Education in this society is not only a demarcation of the wealthy and poor but also of the uneducated and educated. Your reputation and social image is dependent on your educational qualifications. More than your salary, caste, creed or religion, people care about your degree for it demarks you from the rest. Society is also a cluster of different people, to deal with each we need knowledge of the system as well as our rights and duties which is only taught to us through different mediums of education. This helps us become a member of the society we live in and participate actively in the changes and development required in the society. 9. THE DIFFERENCE the difference. For education also makes us gain the knowledge of differentiating between different aspects of work, life and curriculum. For a person who isn’t educated he/she cannot discriminate as to when he is being fooled or when the stats are true. Country works on a certain curriculum, to follow those routes like in banks, government offices and day to day needs we need to be educated so that no one can hoax us with their knowledge. Your way of talking, perception and interaction in a social gathering shall always stand out compared to the one who is illiterate. 8. NOBODY CAN FOOL YOU nobody can fool you. The lower class of the society is often faced with the issue of not being literate like those who are more privileged, living in urban dynasties. Hence often the selfish urban tend to use the innocence and illiteracy of the uneducated in their favor. Often we come across cases where the farmers sign across wrong papers and have to face long life penalty for giving their land to someone else. This is only because the farmer is illiterate and hence can be easily fooled by words. Whereas an educated person is smart enough to demarcate the cunningness of those around and is less probable to be shot by such cases. 7. INDEPENDENT independent Education makes your growth optimum and helps you become independent to start your own life. It makes you reliable on your instincts and knowledge to take the right decision that does not harm your image and respect. An independent thought process is developed when your brain is open to all the forms of life and knowledge about how advanced the world has become and you witness the improvement in lifestyle. This makes you create your own mentality rather than being a herd follower of your ancestors it also gives you a broader outlook towards life and your career. 6. KNOWLEDGEABLE knowledgable. Education makes you knowledgeable, it makes you stand tall in a discussion and participate enthusiastically with no shame of going dumb. Knowledge makes you aware, potentially updated and also open minded. A person who lacks knowledge is considered to be foolish and regarded as either a learner or an illiterate. Though knowledge might turn to against you if not used in the best of intentions and calibre. 5. STABILITY stability When you are educated, you shall get a job easily. A career can be established by your credits and achievements in the educational field. This not only makes you independent but also helps you create a living. Stability comes when you are on your own, this cannot be achieved until you can excel in all forms and fields with a rigorous effort on scrubbing your caliber. We are all blank frames until and unless a drawing is not drawn, the frame shall remain un noticed and blank. If it is a good image, carefully drawn, specialized by critics the final result shall be explicit compared to rough drawings done by an un- experienced artist hence to be stable and be valued by the world we need education. Education shall support our endeavor and also speak on our behalf of our credits. 4. LIVING living. For a living, it has become mandatory for a citizen to be educated. Not only they are termed as barriers or qualifications to cross before coming in for an interview, but education also decides your performance in an interview. An educated person is aware of his surroundings and therefore can give explicit answers to questions asked whereas an illiterate might not be able to comprehend the questions that shall be bombarded on him. Moreover to apply for a job, the educational qualifications of a student act as the eligibility criteria which is must before the student is able to fill an application. Education opens to the world of our own where we can earn and form a living for ourselves. 3. SENSE OF RIGHT AND WRONG right and wrong To know if you are right, you should might as well know, WHAT IS RIGHT? If we go by terms of what people say there will be a huge confusion in our understanding, leading us to unwanted and fraud situations. This can only be corrected or check if we are educated enough to not be waved away. When a small child is given a toffee, he/she accepts it without understanding its ingredients, taste or what it might do to their health. Though if the same toffee is given to an educated person, he/she can sense the difference by checking their ingredients, taste or smell. This is because experience can education has made them aware of the difference between right and wrong. 2. WISDOM wisdom Education is often compared with wisdom. A person who is educated has wisdom and knowledge. Wisdom to know the correct and knowledge to reason it. Wisdom acts as the stepping stone during a person’s growth. A matured person is often considered to have more wisdom than a teenager because he/she has faced the cons of life and come out with experience that make them smart, careful and aware. These things can be taught to you in school/ colleges or by your parents or by personal experience but when we lack the urge to learn it is then that are downfall starts. 1. CAREER career A career makes our identity, it also decides our work frame, area of interest, caliber and future. This career holds true only when a person is educated. Education gives him/her the knowledge of their field so that they can pursue the career of their interest full fledged. On the contrary those who are illiterate are considered for labor jobs which do not require understanding, knowledge or development. They act as a source to the needs of the educated. Hence to have a secure and balanced career we need to work hard, learn new things, gain knowledge, spread our experience, help the society and become educated. Related posts: Top 10 Ways to Know That a Person is Lying Top 10 Ways to get Romantic when you Get Old Top 10 Reasons to have Trekking as a Hobby 10 Personality Traits of Person with Capricorn Astrological Sun Sign Top 10 Important things Money Can’t Buy Top 10 Characteristics of Hazel Eyed People Related Itemscareereducationimportance of basic educationlifewisdom of crowds ankita Shrivastava. Previous Story Top 10 Ways to get to Know your Sibling Better Next Story 10 Things Girls should Avoid on the First Date You may also like Skip a class Top 10 things to do Before You are 21 sweden Top 10 Best Countries for Higher Education 5. Remember It Happens to Everyone Top 10 Ways to Overcome an Embarrassing Moment Search Recent Posts 10 Reasons why Family Traditions are Important 10 Fun Things to do While Camping Top 10 Popular Video Games Played by Adults Top 10 Movies to Watch this Christmas Top 10 Ways to Double up the Adventure on a Trip Categories Bizarre Education Entertainment Food Health History How to Internet. Lifestyle More Most Expensive Relationships Tech Travel Follow us on Twitter About Advertise Contact Disclaimer Privacy Policy Write for Us List Crux All kinds of facts on diverse topics are condensed into interesting top 10 lists by our curious, intelligent and well informed authors. From movies to music, from food to clothes, from gadgets to natural beauty, you will find a huge variety of heterogeneous information in the form of captivating lists here. Copyright  © 2013 ListCrux. com Calender August 2014 M T W T F S S  « Jul 123 45678910 11121314151617 18192021222324 25262728293031 Search Archives August 2014 July 2014 June 2014 May 2014. April 2014 January 2014 December 2013 November 2013 It Gives Knowledge An investment in knowledge pays the best interest. Benjamin Franklin A direct effect of education is knowledge gain. Education gives us knowledge of the world around. It develops in us a perspective of looking at life. It helps us form opinions and develop a point of view. The information we are constantly bombarded with, cannot be converted into knowledge without the catalyst called education. Education makes us capable of interpreting things rightly and applying the gathered information in real life scenarios. Education is not limited to lessons from textbooks. Real education is obtained from the lessons taught by life. It Leads to Career Progression An expert is one who knows more and more about less and less. Nicholas M. Butler Education is important because it equips us with the expertise that is needed in helping us realize our career goals. Expertise is an in-depth knowledge about a specific field and its ought to open doors to brilliant career opportunities. Education fetches better prospects of career growth. Good education is an eligibility criterion for employment in any sector of the industry. Be it any field, education always proves to be rewarding. We  are weighed in the market on the basis of our educational skills and on how well we can apply them. It Builds Character A mans own manner and character is what most becomes him. Marcus Tullius Cicero The words cultivate and civilize are synonymous with educate. That says it all. Education is important as it teaches us the right behavior and good manners, thus making us civilized. It is the basis of culture and civilization. It is instrumental in the development of our values and virtues. Education cultivates us into mature individuals; individuals capable of planning for the future, and taking the right decisions in life. It gives us an insight into living, and teaches us to learn from experience. It makes us self-confident, and develops our Continues for 2 more pages  » Read full document Full access is free for premium users. Add to Library (0) Download Print Report this Essay Facebook Twitter Google+ Send Rate This Document 4. 5 1 2 3 4 5 Read full document Full access is free for premium users. Document Details Words: 790 Related Essays why is education so impo isn’t cool it puts stress in many people’s life. So think before you act or speak 1 Pages Why Is Childhood so Impo Why Is Childhood Important? Written by Evan Bailyn on 06/20 at 3 Pages Why Poetry Is so Importa on the writers feelings, history and perceptions, so every person has the 2 Pages Why English so important article was downloaded by: [Hong Kong Institute of Education] On: 19 November 41 Pages Why Is History so Import Why is History so important? My mom always told me 1 Pages Cite This Essay APA (2013, 12). Why is Education so Important?

Responsive Relationships In Inclusive Relationships Children And Young People Essay

Responsive Relationships In Inclusive Relationships Children And Young People Essay The purpose of this assignment is to give an observation of an inclusive environment that helps children feel welcome and safe. At the same time this assignment gives an opinion on how to improve the child care settings to help children feel more comfortable. The children at the child care centre are three and three and a half years old and it may be hard for children to leave their parents at that age. The setting helps the children feel at home when they come in to the child care centre. In the child care centre there are six areas where the children have the opportunity to play in, such as the block area where all the childrens toys are. The areas have different materials that are available for the children to use in order to develop and introduce the children to different experiences such as in the book area. There are books that have pictures of different animals and this will help the children identify different animals and even spark their interest later on in the day. Schedule Is there outdoor time schedule (or gym time for bad weather?) In the child care centre, the schedule reflects each childs needs. The children are restless and they need the time to have fresh air and physical activity. For example, the children have outdoor play twice a day and gym time when the weather is not suitable. The children have at least 2 hours of outdoor play in a day. There is a playground for the children where they can go on the slides, play in the sandbox and there are toys to play with outside. In the gym, there are scooters, mini cars and a smaller playground to play in. The gym has many materials for the children to choose from if they do not want to play with the scooters or the mini cars. There are other options for the children to choose from such as costumes and baby dolls with strollers. Is the schedule explained in enough detail that you can understand what children are expected to do during this time period? Schedules are typically posted so that children, families and volunteers can anticipate the next event. For younger children the schedule is often displayed in picture form (P.55) In the child care centre, there are two schedules in the classroom. The schedule provided for the adults gives specific times such as when it is time for the children to play, eat lunch, snack and go to the washroom. For the children, the schedule is placed at eye level where they can see and it will show the time for their play, snack and lunch but with pictures for the children to understand the schedule. 1b. Describe any changes, suggestions you would recommend to make the schedule in the environment meet the criteria in the environmental assessment tool. Bullard (2011), states that Children should not be required to lie on their mats for long periods of time (more than half an hour) when they are not asleep (p. 63). During rest time, some children are unable to sleep for a longer than thirty minutes. In my placement, some children move from their mats, or play with their blankets. To improve this transition I would have the children who are unable to sleep get together and go to the gym and play until they are tired, so that when they come back to the classroom the children are more likely to fall asleep. Transitions Are children given advance notice that an activity is changing? Giving a warning demonstrates that we have respect for children and their work. The time between the warning and the transition allows children to bring closure to the task they are engaged in and to begin planning for the next event (Bullard 2010 P.61). After the morning snack, the children are playing in the block area for at least an hour, before recall. This is from 8:30 to 9:30, before 9:30 the teacher will say Okay, guys, five more minutes. When the five minutes past the teacher will look at the clock and tell the children, okay, everyone, two more minutes. This gives the children an advance notice for the children so they do not feel rushed when the clock shows 9:30. When play time is over the children are more likely to clean up their material and wait for the next event on the schedule. 2b) Describe any changes, suggestions you would recommend to the transitions to meet the criteria in the environmental assessment tool. In addition to wasting valuable time and increasing the likelihood of behaviour problems, requiring children to wait with nothing to do is disrespectful (Bullard 2010 P. 60). In my placement, lunch time has the most waiting time. Sometimes the children will misbehave because they have nothing to do while lunch is being served. The recommendation I would make in order to make this transition easier for the children and the teacher is singing a song as this will help take their minds off of waiting for their food to arrive and singing is one the best way to keep a child entertained. A) Block Area B) In the block area there are many materials used by the children every day. The materials vary from dolls, building blocks and construction tools. The learning experiences in the block area help children express how they feel using the materials in front of them. For example, when a child is expressing that they are sad, they might isolate themselves and use the dolls to take their minds off of what they were upset about. The block area also encourages children to cooperate and learn how to share because of the amount of toys that are available in the learning centre. C) Are there materials that reflect the lives of children with disabilities? Yes, in the child care centre the block area has dolls with many disabilities to give children exposure to people with special needs. They have dolls from all different backgrounds that have disabilities such as a child in a wheelchair or an elderly person holding a cane. This helps children learn that people can be different and includes every child in the classroom. In my placement there is a child who has a mental disability that is unable to move and he is bound to a wheelchair. Having these dolls in the classroom help include him and show the children that he is not different from the other children. Are the shelves labeled so that children can easily find items and know where to put them away? Appropriate storage can help reduce clutter, saves time and make materials accessible, enhance the rotation of toys and equipment, and maximize the use of resource (Bullard, 2010 P. 99). Yes, in the child care centre the block area has many shelves that are labeled with words and pictures. This will help the children organize where they should put the material when it is time to transition to a new event. The shelves are child accessible that they are at their level to reach for the materials and it is very organized so that each child can find what they want without any assistance. D) In the block area, I feel that the spacing is not inclusive for all children. There is little space for a child in a wheelchair to be included within the block area with the other children. This is not responsive or inclusive because the child with special needs is left out from the activities that the children are participating in. This can cause a problem when he wants to be able to see the other children play. Also the parents and teachers are unable to move in the block area because of the amount of children playing and the toys in the room. This is difficult for when the parents want to be involved with the childs play. E) The recommendation I would make in order for the block area to be more inclusive is to arrange the room for more space to include staff and parents. In my placement, I noticed that the amount of children and toys that are placed in the block area does not give a lot of room for the teachers to move around or parents to see what their child is doing. If there was more space, there would be more room for children, parents and staff to be side by side and interact with each other. Another reason more room is important is because the child who is in the wheelchair is unable to join the children in the block area due to lack of space. If they expand the block area the child would be able to be included in the activities with the other children. I would push the shelves back more to give space for all the children and give room for the child with the disability to be able to move inside the block area. F) Is the environment homelike? The environment in the block area is somewhat homelike because there are pictures of the families of each child on the wall and there are living things such as plants. The child care centre provides the pictures for the children so that when they miss their parents they are able to look at the pictures in the block area. The child care centre also allows the children to grow their own plants at the centre. This teaches the children about growing plants and gives the environment a homelike feel. Are there pale and neutral colours used for most walls and shelving? Yes, the walls in the centre are painted white and the shelves are a natural wood colour. This is important because bright colours cause too much stimulation, especially when the toys and the pictures on the wall should be the main attraction. Neutral colours allow the emphasis to be on the toys and materials in the classroom. G) In part F), I mentioned that the environment of the block area is somewhat homelike in the child care centre. This is because there is no space for the children to find a quiet spot for their own purposes. According to Bullard (2010), Solidary retreats provide children the opportunity to think and dream, engage in uninterrupted concentration, regain control of emotion and unwind after intense periods of interaction. (P. 92). I would have a space outside of the block area for the child if he/ she wants to be alone, then they can leave the block area and sit in the space so that they are able to find their peace of mind. Conclusion The environment of the child care centre is homelike for children and helps the children feel comfortable in the room. The transitions between play time and recall help each child get used to the schedule. The teacher is there to assist the children through the transition through early warnings so that the children do not feel rushed when they have to clean up their materials. From my observation, the block area in the child care centre was inclusive. However, there are some recommendations that should be addressed in order to help each child feel more included and reducing the waiting time when transitioning to a new event. The recommendations I made were that they should sing songs during lunch time, expand the block area more to include a child with special needs and find a space for each child in the centre to be alone if they want to. All in all, the centres environment has met with each childs needs in terms of helping them transition from different activities and make them fee l comfortable in the classroom.

History of Refugee Integration in the UK

History of Refugee Integration in the UK Is it accurate to say that the UK has a proud history of providing sanctuary for genuine refugees? In 1951, the United Nations passed the Convention Relating to the Status of Refugees (known as the Refugee Convention). The aim of this was to protect persons, in the wake of the Second World War, being returned to states and nations where they would suffer persecution. It was the first codification of a practice which is in fact centuries old; that of developed countries offering protection and sanctuary to individuals who suffer such persecution. Since its inception and ratification, the Refugee Convention has been viewed variously as a positive advance, and increasingly in recent years, as a hindrance to the United Kingdom’s policies of migration control. Although no country has ever withdrawn from the Convention, this option has been suggested in Britain as a possible solution to the perceived problems relating to immigration which the UK faces. How is it, then, that a country that prides itself on its history of providing sanctuary and protection to refugees, can be contemplating such a withdrawal from the codification of immigrant policy? The truth is that the belief of the United Kingdom’s relationship with immigrants is somewhat less appealing than the ‘proud history’ of public perception suggests. Nor is this proud history the only myth relating to the UK’s relationship with immigration. It is similarly untrue to state that the UK is an immigration honey pot. The UK is certainly an attractive place for genuine refugees from persecution to approach. Official figures and patterns, however, suggest that the reality is somewhat different and that the scare-mongering and rabble-rousing employed by anti-immigrationists is somewhat misplaced. What, then, is a refugee? It is interesting that while persons and populations fleeing their homelands to escape persecution and suffering is as old as any civilisation, the term ‘refugee’ is itself a relatively modern and highly specific term. One tends to think of ‘refugees’ as any in-migrant to, in this case, the British Isles, whether they be fleeing political or economic persecution, or indeed, in some cases, whether they are simply seeking a better life in a new country. The modern, accepted definition of a refugee is to be found in Article 1 of the Refugee Convention, which describes a refugee as any person who has been considered a refugee under various other agreements, but more specifically, to a person who as a result of events occurring before 1 January 1951 and owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality and is unable, or, owing to such fear, is unwilling to avail himself of the protection of that country; or who, not having a nationality and being outside the country of his former habitual residence as a result of such events is unable or, owing to such fears, is unwilling to return to it.[1] There follows various provisions for a person so described ceasing to be classed as a refugee, for example where that person has re-availed himself of the protection of the country of his nationality. Having defined broadly what the statutory definition of a refugee is, the next question which ought to be considered is why such a person would wish to come to the UK? As shall be discussed, the UK has not always had such a proud history of offering sanctuary to refugees. This does not, however, detract from the fact that in the post-Second World War years, but even in eras prior to that, the UK has been seen as a very welcoming and attractive prospect for refugees. Compared to certain Western countries, both within Europe and also in the wider economically developed ‘West’ (Australia providing the most stark example), Britain’s policies (and policies should be distinguished from actual practice and results here) have been relatively relaxed. The exact nature of these policies will be examined. Aside from these, the attractions of the United Kingdom to refugees are that the Isles offer political and religious freedom and liberty. The fact that the Church of Englan d is part of the Establishment, this is less and less important in an increasingly secularised state, and anyway unimportant because of the primacy accorded to religious tolerance. Within the UK, refugees will suffer no systematic and State-sponsored persecution as they might elsewhere. As will become apparent, however, this certainly does not mean that refugees granted sanctuary within the UK are guaranteed freedom from such persecution at the hands of the grass-roots population. There is, then, an important distinction to be remembered when considering the history of Britain as a provider of sanctuary to refugees. This distinction is between the official State attitude to immigration and sanctuary, most recognisably apparent, of course, in legislation, and the attitudes of the population, all-too-often categorised by prejudices and narrow-mindedness, and manifested in attacks and effectively persecution of such refugees. The first significant period of modern British history in which refugees became significant is that covering the years, roughly, from 1880 until the inception of the Refugee Convention in 1951. During this period, which witnessed the two largest sudden occurrences of mass-population movement occasioned by the two World Wars, Britain found herself facing a new problem, sensitive and difficult both in humanitarian terms, and also political feasibility. The first major piece of British legislation which considered the issue of refugees was the Aliens Act 1905. Prior to this, there had been a series of Acts which sought to impose some sort of system of regulation of arriving aliens. Mostly, these required masters of in-bound ships to make reports of foreign aliens that they were carrying, and obliged all in-coming aliens to report to the Secretary of State upon arrival. The 1905 Act, however, introduced the first system of comprehensive registration and immigration control. The Act place d control of such matters firmly with the Home Secretary. The most striking aspect of this new legislation was that it offered, for the first time, the Home Secretary the power to deport aliens whom he believed to be either criminals or paupers. The first category is understandable and, but 21st century standards even acceptable; the second is not. The second major piece of legislation followed in 1914, with the Aliens Registration Act. This had more tangible effects on the accuracy of information relating to immigrants, as it made it compulsory for all immigrants over the age of 16 to register with the police. The immigrants were required to give detailed information to the police of their names, addresses, occupations and race. If any such particulars changed, immigrants were required to register such changes. There was also a registration fee. Although the legislation looks to be relatively favourable to immigrants, the reality was somewhat different. This was largely due to the fact that the Aliens Act was weakly enforced. As Winder states, it soon became obvious that the scheme was ‘clumsy and unworkable’.[2] This, then, was the legislation that was in place when the Great War broke out. The effect of the war on immigration was to bring about a massive influx of refugees from Russia and Belgium who sought sanctuary from persecution. A disproportionate number of these immigrants, particularly from Russia, were Jews. The influx led to an anti-alien backlash amongst the British population, however, although this was not indiscriminate. The unfortunate Germans did, of course, bear the brunt of this, but these were rarely ‘refugees’ as we understand the term today. The fortunes of the Russian Jews, for example, was different, on occasion, from that of the Belgians. Jews had been banished from Moscow in1890, and their migration was therefore enforced. They provided an example of a genuine refugee, and sought to enter Britain as an alternative to their former place of residence. It is estimated that between 1881 and 1914, the number of Jews arriving as 150,000.[3] Although Britain had set up the Board of Guardians for the Relief of the Jewish Poor, the backlash was encouraged by the ever-increasing number of Jewish arrivals. This is perhaps an early example of the disparity between what can be seen as state charity and willingness to accommodate, and the uglier grass-roots antipathy to the effects of such policy. ‘In Britain, the newly arrive Jews were the chief victims of the anti-immigration lobby.’[4] Anti-Jewish feeling is what characterised the first half of the twentieth century, and this did not simply improve as the spectre of Nazi-ascendancy loomed. If anything, it became more institutionalised. In a report from the police of 1939 relating to the immigration of Jewish refugees, Jennifer Williams wrote that ‘it may be remarked in passing however that the tone of their [the police’s] report is predominantly anti-Jewish.’[5] Indeed the UK as a whole was slow to respond to the persecution of the Jews in its immigration policy, providing perhaps the worst example of how the UK has failed in its treatment of genuine refugees. The most striking example of this occurred in response to the Anschuss; Hitler’s annexation of Austria in March 1938. Britain was not alone, but her response was far from commendable. Along with other countries of first refuge, Britain’s Jewish refugee organisation was quick to exclude future entrants and asserted its right t o select who it would support.[6] In an example of state as opposed to grass-roots policy toward refugees, the British government ‘moved rapidly to re-introduce a visa requirement to stem the influx of refugee Jews.’[7] Any discussion of Britain’s ‘proud history’ of providing sanctuary to genuine refugees must acknowledge that in the European Jews’ most desperate time of need, the UK, both at government and at grass-roots level, took active measures to prevent immigration of the needy. The second significant period in a discussion of the relationship of Britain with refugees is that from the inception of the Refugee Convention in 1951 through till the late 1960; a period that witnessed an increasing dissipation of the British Empire. It was this phenomenon, rather than the enforcement of the Refugee Convention, that led to this period being seen as ‘good’ period for refugees in Britain. Two significant Acts of Parliament in this period were the Commonwealth Immigrants Acts of 1962 and 1968. These characterised not only the attitudes of the state towards refugees, but also what could be, and has been, seen as an attempt to use the influx of immigrants to Britain in the post-war years as an advertisement for Britain’s generous policies towards refugees. It is here that another important distinction must be remembered; that between immigrants and ‘refugees’ as defined in the 1951 Convention. During the period from the end of the War till the Act, the overwhelming majority of immigrants to the UK were not classed as refugees. They came, rather, from Commonwealth and former Empire countries. As such, they enjoyed relatively easy access to Britain and the influx of, for example, West Africans, has been well documented. In little more than a decade, it has been estimated that more than 300,000 immigrants arrived.[8] This was accompanied by an increase amongst the population of violence towards such communities (the immigrants, of course, tending to congregate together in geographical locations). The immigrants themselves were not wholly without blame, and reports abounded of violence and crime orchestrated by the immigrants themselves. It was the response of the domestic British population, however, that was most problematic . The Government’s response was a new work-permit scheme which, as Winder points out, had been carefully devised so as to ‘exclude coloured workers without discriminating against them too explicitly.’[9] The Commonwealth Immigrants Act 1962 was an example of the Government bowing to public pressure to take action, and as Rab Butler commented, it was a ‘sad necessity’. It was in this period after the Refugee Convention that the distinction became significant between refugee as defined in the Convention and simple asylum seekers. The former were required to demonstrate that they had a ‘well-founded fear’ of persecution at home. Political asylum applied, technically, to those who were evading arrest in another country on account of their political beliefs and where they could not expect a fair trial in that country. Subsequently, the distinction would become blurred and problematic, but in this period it was still a significant distinction, largely because of the provisions of the Refugee Convention and the Commonwealth Immigrants Acts. The 1962 Act required all Commonwealth citizens seeking employment in the United Kingdom to qualify for an employment voucher. Those without a British passport were also required to hold a work permit, which were not that easy to come by. The 1968 Act further tightened measures relating to immigrants. Und er this Act, potential immigrants had to prove that either they, their parents or grandparents had been born in the UK. The effect of this is obvious; for many, indeed most, this is an impossible requirement, and the Acts reflect the growing antipathy towards large scale immigration while at the same time, advertising Britain as a country that looked after and welcomed refugees and other immigrants. The final definable period is that from around the late 1960s until the present day, a period which has seen the number of refugees entering or seeking to enter Britain increase dramatically. The period has been characterised, again, by lenient and welcoming policies on the one hand, contrasted with stricter and prohibitive visa requirements and stricter interpretation of the Refugee Convention. The first occurrence in this trend was the legislation of 1971. The Immigration Act of that year rationalised the prior legislation relating to immigrants by dispensing with the existing distinction between Commonwealth and non-Commonwealth entrants. One of the growing problems in this period related to race relations between the British indigenous population and the immigrant communities. The Race Relations Act 1965 had made racial discrimination illegal, but this did not stem the growing hostility between British people and their new neighbours. Much of this hostility was based upon scare-mongering by various elements within the British landscape both at grass-roots level and indeed in high politics. Refugees were to suffer as much as everyone else under such hostilities. It was estimated officially in the House of Commons in 1967 that the non-white population of Britain would reach 3.5 million as soon as 1985. This turned out not to be the case, as the first census to show a non-white population in 1991 recorded the number to be less than 3 million.[10] Such ‘estimates’ and figures were used by many both in government and the press to lobby for tighter controls and a stricter policy. There was, in this period, an increasing, and false, supposition that the number of immigrants (including refugees) would start to burden the welfare state unduly. This, of course, provided one of the biggest draws to all potential migrants to the UK; particularly, perhaps, to refugees. As Clarke points out, the post-war generation of immigrants would make demands on child welfare services and schools, they would make little demand on old aged pensions and geriatric care. Furthermore, the misconception about the overall scale and effect of immigration was based upon the fact that immigrant populations tended to be so concentrated in particular areas.[11] It was, then, against this backdrop of increasing public scepticism and hostility, that successive British governments in the 1970s and 1980s had to balance the increasing toll of despotic regimes causing higher numbers of refugees, and the capacity of the state to accommodate them. Unfortunately, the balance seems to have tilted away from the refugees as the British interpretation of the Convention has tightened. It is worth noting that the Refugee Convention has never been incorporated into British law, and the British Government is therefore under no obligation to observe it. It was not until the Immigration Appeals Act 1993 that the government was even obliged to consider it. Under this Act, nothing in British immigration rules and practice should contravene the Convention. The process of application for asylum is protracted and uncertain. There are now strict requirements and high levels of evidence to establish that one is a genuine refugee. An example of this is the need to pr ove that one is the member of a particular social group. How does one prove this? Another example of the British governments’ hardening attitudes towards immigrants is that those travelling to Britain through a third country are obliged to seek asylum there. This is, perhaps, a fair request, but it hardly reflects the policy of a country happy and willing to accommodate genuine refugees. The period since the 1880s has, then, seen a fluctuating level of concern for refugees seeking sanctuary within the UK. It cannot be said that Britain has a wholly proud history of accommodating genuine refugees, although her policies have tended to be slightly more lenient than her European and other Western neighbours’ (those seeking citizenship of the US must take a Constitutional exam to demonstrate their commitment to the country). It would be unfair to characterise successive British governments as being unaccommodating to genuine refugees, and there have been measures put in place genuinely aimed at helping such immigrants. Much of the suffering that immigrants have undergone has occurred once they have been granted sanctuary, at the hands of the indigenous population (both at grass-roots level and in the political arena), who have often been afraid of the potential draining effect of the nation’s resources of such incoming populations, and who often forget the s ignificant economic input such immigrants actually make. On balance, it would seem that it is inaccurate to say that Britain has a ‘proud history’ of granting asylum to genuine refugees. BIBLIOGRAPHY Statute Aliens Act 1905 Aliens Registration Act 1914 Commonwealth Immigrants Act 1962 Commonwealth Immigrants Act 1968 Convention Relating to the Status of Refugees 1951 Immigration Act 1971 Immigration Appeals Act 1993 Race Relations Act 1965 Secondary sources Brook, C. (Ed), The Caribbean in Europe (London, 1986) Clarke, P., Hope and Glory (Penguin, 1996) Halsey, A.H. (Ed), Trends in British Society Since 1900 (1972) Lawrence, D., Black Migrants, White Natives (Cambridge, 1974) Layton-Henry, Z., The Politics of Immigration (Blackwell, 1992) London, L., Whitehall and the Jews (Cambridge, 1999) Nairn, T., The Break-up of Britain (London, 1981) Winder, R., Bloody Foreigners, the story of immigration to Britain (London, 2004) Footnotes [1] Article 1(2) of the Convention Relating to the Status of Refugees, 28 July 1951 [2] Winder, R., Bloody Foreigners, the story of immigration to Britain (London, 2004), p202 [3] Winder, p178 [4] Winder, p195 [5] J. Willians, Memorandum, 3 August 1939, quoted in London, L., Whitehall and the Jews (Cambridge, 1999), p278 [6] London, p58 [7] Ibid [8] Winder, p283 [9] Ibid [10] Clarke, P., Hope and Glory (Penguin, 1996), p326 [11] Ibid

The Influence of Christianity on Ancient and Modern Greece Essay

The Influence of Christianity on Ancient and Modern Greece Problems with format ?From the earliest establishment of Christian churches in Macedonia, Achaia, Epirus, and Crete, to the expansion of the Orthodox Church, Greece has been a formidable landmark for development of Christianity throughout the world.? From its arrival to Greece with the first preaching of Paul, the Christian faith has undergone a unique assimilation into the cultural and philosophical traditions of the Greek people to create a church, visibly distinguishable from all other sects and denominations of Christianity.? Christianity has certainly influenced the nation of Greece.? However, it is safe to say that Greek culture has also had a notable effect on the way its people view Christianity.? The purpose of this paper is to examine the mutually significant and interacting influences of the Christian faith on Greece and of the Greek culture on Christianity. ?From the onset of Paul?s mission to evangelize the non-Jewish world, it was clear that the ministry to the gentiles would take on an entirely different form than that to the Jews.? Where converting the Jews was an issue of convincing a small people, otherwise knowledgeable about the nature of God, that this Jesus was indeed the Messiah they had long waited for, preaching to the Gentiles would be a fundamentally different task.? Greek culture, largely influential to the Roman world, was already rich with philosophy, science, art, literature, and political values.? Reaching out to this people that was, in so many ways, far advanced beyond the Hebrew nation, would mean appealing to its philosophy and tradition as a foundation for proving Christ?s supremacy.? Greek Christianity was destined to... ...dia of Religion, 6, 95-97 [2] Schaff, Philip (1910).? History of the Christian Church, 1.? WM. B. Weerdmans Publishing Company: Michigan.? [3] Beardsley, Monroe C. (1966).? Aesthetics from Classical Greece to the Present: A Short History.? ? University of Alabama Press: University, Alabama.? [4] Carassava, Anthee (2001).? ?Many Greeks praying against John Paul II visit?.? Time Magazine, 157. [5] ?Pope Appologizes?.? Christianity Today, 45.? 2001. [6] Moschovis, Peter P. (2001).? ?Socialists give Evangelicals some relief?.? Christianity Today, 45. [7] Moschovis, Peter P. (1998).? ?Court upholds right to evangelize. Christianity Today, 42. [8] ?Greece?s churches divided over ID cards?.? Christian Century, 117.? 2000.? [9] Carassava, Anthee (2000).? ?Greeks debate privacy rights vs. religious identity?.? Christian Science Monitor, 92 (148).

Differentiated Instruction is Necessary to Meet the Needs of All Learne

Is differentiated instruction necessary to meet the needs of all levels of learners within the environment based on learning styles, interests, and readiness levels? Differentiated instruction involves daily assessment, either formal or informal, lots of planning, and a classroom of learners working together as a community (Tilton, 2001). Differentiated instruction is a learner-centered instructional design model that acknowledges that students have individual learning styles, motivations, abilities, and, therefore, readiness to learn. Differentiated instruction adapts learning to the students’ unique differences. It is a must for teachers to learn as much about each student as possible. Understanding students helps guide teachers’ decisions to match appropriate materials and strategies to each learner’s needs. The strategies and activities are student-centered, based on readiness, planned with flexible grouping designs, and changed as needed to meet the needs of all learners. These personalized experiences give students access to all of the information and skills they can assimilate in their learning journeys (Chapman & King, 2005). This approach meets the academic and related needs of a wide array of diverse learners in schools (Edwards, Carr, & Siegel 2006). Effective teachers in a differentiated classroom have always considered their students’ uniqueness (i.e, academic needs, talents, interests, learning styles) in planning, teaching, and evaluating lessons. Tomlinson (1999) describes other features of this approach, among them the engagement of students through different learning modalities; each student’s competition with self; flexibility in various aspects of the school day; teacher as diagnostician; multiple ... ... substantial support (ERIC Document Reproduction Service No. ED 404-613). Sparks, D. (2005 Fall). Differentiation within team-based teacher learning. Journal of staff development, 26(4), 4. Stone, J. G. (2001). Building classroom community: the early childhood teacher's role. Scholastic Early Childhood Today, 16(3), 17-18. Tilton, L (2001). Inclusion: a fresh look; practical strategies to help all students succeed. Shorewood, MI Covington Cove Publications. Tomlinson, C.A. (1999). The differentiated classroom: responding to the needs of all learners. Alexandria, VA: ASCD. Wong, H. K., & Wong, R.T. (1991). The first days of school. Sunnyvale, CA: Harry Wong Productions. Wong, H. K., and Wong R. T. (1998). The first days of school: how to be on effective teacher. Mountain View, CA: Harry K. Wong Publications.

Demographics Of Madagascar :: essays research papers fc

Formerly an independent kingdom, Madagascar became a French colony in 1886, but regained its independence in 1960. During 1992-93, free presidential and National Assembly elections were held, ending 17 years of single-party rule. Madagascar's forests are a shimmering, seething mass of a trillion stems and dripping leaves and slithering, jumping, quirky beasts out of nature's bag of tricks. Cut off from the African mainland for millions of years, Madagascar's teeming forests are a naturalist's wet dream; they've preserved oddities and developed specializations found nowhere else on earth, and you can get among them in a spectacular collection of accessible national parks. But any nation that turns to North Korea for aid has got to be a basket case. Madagascar's Marxist generals as well as its chameleons are fresh out of the Age of Dinosaurs. The generals haven't got it right - part of the population regularly suffers malnutrition owing to bad seasons and archaic economic orthodoxies at home and abroad. Since human settlement, the forests have been whittled down to a mere 15% of their former extent, scores of species are on the brink of extinction and the topsoil is barreling down into the Indian Ocean like. The countryside alternates between astounding untouched forests and breathtaking human-induced destruction on a scale almost unmatched anywhere. Madagascar’s physical geography is not conducive of the current global trends and needs for economic production. They are severely behind the World as a whole in economic growth and restructuring to fit new world markets. Most of Madagascar lies in tropical or subtropical environment; the soil structure in these sorts of regions is not able to sustain long-term cultivation. The topsoil is good for agriculture for a few years, but after much longer it becomes burnt out, or depleted, and then it needs to rest for a period of time until it can yield a decent crop again. This is because of the way this soil obtai ns nutrients and the type of nutrients generally located there. Considering the island’s physical composition, it will be hard for the poor African nation to catch-up to the new world averages. Physical Geography Madagascar is located 250 miles off the eastern coast of Africa, just south of the equator. This island nation contains no ‘Principal’ lakes, oceans, seas, rivers or islands; however it does have one ‘Principal’ mountain- Maromokotro- that is located on the island’s central plateau. The island is over 1000 miles (1580 km) long and 350 miles (570 km) wide.