Jessica in Ther Merchant of Venice

Jessica in The Merchant of Venice In The Merchant of Venice, Shakespeare introduces his audience to the multi dimensional character of Jessica. Jessica is identified as the daughter of a Jewish Merchant but the audience learns she is much more than that. As the play moves along and Jessica marries a Christian man, Jessica’s identity as a Jewish woman is challenged. Although a minor character in the play, she is important because she makes the audience question what it means to be Jewish and therefore what it means to be Christian.The differences between Judaism and Christianity in the play are shown through Jessica’s relationships with Shylock and Lorenzo. The father daughter relationship that Jessica and Shylock share shows the audience values of Judaism. The two have a very rocky relationship through out the play and although it appears that Jessica is no more than a rebellious teenager, their relationships and interactions show the foundations of a Jewish family. Shy lock shows the rigid rules of the Jewish religion through how he treats Jessica at their home.What the audience knows about Jessica and Shylock’s history is that Shylock locks up Jessica in their house and she is not allowed out. Jessica then undoubtedly has resentment towards her father when she says â€Å"Our house is hell, and thou, a merry devil, / Didst rob it of some taste of tediousness† (2. 3. 1). It is clear to the audience that Shylock not only wants to lock up his daughter to the world he, also doesn't want Jessica to experience Venetian society when he says â€Å"lock up the doors† so the sounds of music don't drift in from the streets (2. 5. 5).It becomes very obvious that Jessica’s house is a strict, rule driven household that she does not appreciate or like. Jessica’s life under Shylock’s rules shows the rigidness of the Jewish religion that Jessica was brought up under. These instances, at the beginning of the play, show the audience what Jessica’s life as a Jew is like. It is not until we see Jessica’s transition into a Christian that we can see the differences between the two religions. Once Jessica runs away from home and marries Lorenzo, her life as a Jewish woman comes to an end. Through this transition of Jessica’s, we see outside opinions on Judaism and Christianity.When Jessica runs away from home to marry, a conversation is sparked between Lorenzo and his friend Gratiano. They have a conversation about why it is that Lorenzo loves Jessica. Lorenzo is trying to explain to Gratiano how Jessica does not fit the typical Jewish mold by saying â€Å"For she is wise, if I can judge of her/And fair she is, if that mine eyes be true/And true she is, as she hath proved herself†(2. 6. 53-55). From Lorenzo’s language when describing Jessica, it becomes clear that these Christians associate good traits such as fairness, intelligence, and truthfulness with being traits that most Jewish people do not possess.On the opposite end of the argument, the play has Shylock and his response to Jessica running away, getting married, and selling her mothers wedding ring. Shylock responds by saying â€Å"Out upon her! Thou torturest me, Tubal: it was my? turquoise; I had it of Leah when I was a bachelor: I would not have given it for a wilderness of monkeys. (3. 1. 14). Shylock is upset that his daughter would waste away her precious materials for something as foolish as a monkey. It is in this moment in the play that the audience see’s the new carefree lifestyle Jessica is living as a Christian when she denounces her mother’s ring.Shylock, who loves material possessions, is appalled by his daughter’s carless actions. The audience sees through Jessica’s transition from Jew to Christian and from the conversations sparked in characters from this action how the two different religious groups see each other. After her transition, Jessicaâ €™s relationship with her new husband also sparks different assumptions about religion. After Jessica marries Lorenzo, her life is literally transformed from a Jew to a Christian overnight. Through her final actions of the play, the audience can see how different her two worlds are.Her life with Lorenzo is one full of carefree fun and no material possessions. While her life with her father was one full of rules and restrictions. Once Jessica enters into this relationship with Lorenzo, the notion of what it means to be a Christian and what it means to be a Jew is questioned. Jessica’s two different lives represent the different stereotypes of the two religions. The Jewish people in this play are portrayed through Jessica and Shylock as being an old worldview of life. Shylock’s house is very strict, rule abiding, and oriented in hard work.While on the other hand, Lorenzo represents the New Testament, Christian view of the world where people are much more about living carefree and denouncing material possessions. When Jessica marries Lorenzo and becomes a Christian through marriage she also brings up another question about religion and what makes a person a Jew. Jessica is a Jew by birth but converts to Christianity through marriage. This brings about the question of is it birth or decision that makes a person a certain religion.Lancelot first brings this about when he claims that Jessica is damned because she was born Jewish in that he is referring to the fact that there is nothing she can do to undo being Jewish. The audience also sees many lines where the image of blood is brought up. Shylock refers to his daughter as â€Å"my own flesh and blood† (3. 1. 32) and Jessica states, â€Å"I am a daughter to his blood† (2. 3. 18). This image of blood that Jessica and Shylock share bonds them together and parallels the idea that Judaism runs in the blood, therefore is determined at birth.Although Lancelot seems to believe that Judaism runs in the blood, Jessica believes that she can overturn this by marrying Lorenzo. She states, â€Å"I shall be saved by my husband/He hath made me a Christian† (3. 5. 3). To her, Judaism is out of her because her husband, Lancelot, made her into a Christian through marriage. Here we see two differences in what the characters of the play believe makes a person Jewish. Lancelot believes Jessica is Jewish by birth, and Jessica believes that marrying Lorenzo can make her into a Christian. The character Jessica is important in The Merchant of Venice because of the questions she brings up about religion.Her relationship with her father shows her life as a Jew while her marriage to Lorenzo shows her conversion into a Christian. These two worlds of Jessica play off of each other and through them the audience is able to see the differences between Judaism and Christianity. Through Jessica’s transition from Jew to Christian, the audience is able to see the large differences be tween the Jewish and Christian characters in The Merchant of Venice. Works Cited Evans, G. , ed. The Riverside Shakespeare. 6th ed. Boston: Houghton Mifflin Company, 1974.

Gifted And Talented Children Education Essay

What methods of proviso for immature gifted and talented kids can be implemented in Early Old ages scenes, and how good are these methods to the kids ‘s development? The term ‘gifted and talented ‘ ( GAT ) is seldom used in relation to Early Old ages ( EY ) scenes. This is chiefly because proviso for GAT kids has, historically talking, focused preponderantly on higher degrees of instruction ( Gross, 1999 ) . However, the necessity of catering for the societal, emotional and cognitive demands of GAT kids in EY scenes is besides extremely of import, for two chief grounds. First, on a professional degree, all EY practicians must follow with authorities statute law sing the proviso for GAT kids. Second, and every bit significantly, on a personal degree, it is at this early phase of a kid ‘s life that their development progresses the most quickly ( George, 2003 ) . Therefore, if the kid ‘s ability can be foremost identified, and so nurtured through appropriate proviso, so, because the kid ‘s head is more waxy at this clip, the likeliness of successfully developing their precocious gift or endowment will increase as a effe ct. This raises a cardinal issue: the inquiry of what constitutes being ‘gifted and talented ‘ . Harmonizing to the Department for Children, Schools and Families ( DCSF ) , kids classified as being gifted and talented ‘have one or more abilities developed to a degree significantly in front of their twelvemonth group ‘ ( DCSF, 2009 ) . This construct is extended by Renzulli ( 1998 ) , who formulated a ‘three pealing construct of giftedness ‘ based on his research into the discernible features of kids who displayed illustrations of ‘gifted behavior ‘ . He surmised that, in add-on to the above facet of above mean ability, there must besides be elements of creativeness and undertaking committedness displayed by the kid in order for their behavior to be described as ‘gifted ‘ . The above brief definitions of what it means for a kid to be regarded as ‘gifted and talented ‘ , while valid in wide educational footings, do however present cardinal jobs when used to turn to this issue in relation to early old ages scenes. With respect to Renzulli ‘s definition affecting creativeness and undertaking committedness, these elements may non be immediately evident in the kid ‘s actions due to the societal and emotional immatureness of the kid at such a immature age. Harmonizing to Fowler ( 1999 ) , this is because the kid ‘s rational ability has progressed at a much faster rate than other cardinal developmental factors. Consequently, this could take to behavioral, emotional and societal troubles until this instability has been corrected. Furthermore, with respect to the DCSF definition refering above mean ability, because the kid has had small or no experience of formal instruction at this phase, it is hard, on an official degree, to set u p how far in front of the ‘developmental curve ‘ ( Raty et al, 2002 ) the kid is. When a kid first enters an EY scene, their ability will non hold been officially assessed prior to entry, so an EY practician would ab initio be incognizant of the kid ‘s gift or endowment. This leads to an underpinning issue sing the successful holistic development of immature GAT kids: the designation of their peculiar strength ( or combination of strengths ) at this early phase. Some of the indexs that could mean that a kid is gifted and talented include being able to read books intend for much older kids, holding a well wider vocabulary than might be expected at this early phase, or making exceeding graphics for their age, amongst many others. Many of these indexs are comparatively simple to place, even at this early phase of the kid ‘s development. However, troubles could originate for practicians in the early designation of these abilities. It can be argued that some abilities are harder to place than others. For illustration, a kid with extremely advanced verbal accomplishments has an ability that would be more immediately evident to a practician than one with an exceeding memory for their age. However, to take this thought a phase farther, if a kid has, for case, hapless motor accomplishments or a limited vocabulary, the possibility, however, still exists that their gift or endowment prevarications in another developmental country. Sutherland ( 20 06 ) argues that ‘it is this diverseness that makes designation so hard ‘ . In these instances, it is imperative to look beyond the obvious, as these hitherto latent abilities may merely necessitate the right state of affairs or undertaking to trip their outgrowth and subsequent designation. On the other manus, these abilities can frequently attest themselves long before a kid even enters early old ages instruction ( Sankar-DeLeeuw, 2002 ) . During this really early phase of babyhood, the kid may already exhibit marks of advanced reading and speech production accomplishments. These can be ‘a powerful forecaster of remarkably high rational ability ‘ ( Gross, 1999 ) . The of import point to bear in head is that these abilities will already hold been observed by the kid ‘s parents before the kid enters any EY scene. Parents can take an active function in fostering their kid ‘s development, by, for illustration, playing simple word or figure games with them. Furthermore, harmonizing to research by Koshy and Robinson ( 2006 ) , immature GAT kids frequently have sufficient motive degrees to prosecute their involvements with a grade of independency, after the initial parental engagement. These observations and subsequent engagements can go a focal point of treatment between parents and EY practicians refering the continuance of the kid ‘s development in the scene. This besides marks the start of the key relationship between the parents and the practician, who can join forces to seek to guarantee that the kid ‘s demands are met every bit to the full as possible. These parental and professional positions, with the possibility of uniting the two in partnership, are important in the early designation of immature kids ‘s precocious abilities. Although the importance of this procedure with respect to the kid is undeniable, the issue remains that this is merely the first measure towards the kid carry throughing their potency in their country or countries of strength. George ( 2003 ) argues that merely the ‘potential for giftedness ‘ exists in immature kids. In order for this aptitude to be developed every bit to the full as possible, an ‘optimal environment ‘ must be provided by any early old ages puting. This straight illustrates the following measure: the necessity to provide for such kids with child-centred, age-appropriate and individualized proviso. By and large talking, EY scenes do non specifically refer to gifted and talented proviso in their functionary policy certification. This can be attributed to the fact that, harmonizing to the DCSF ( 2009 ) : ‘there is no specific counsel ( sing the gifted and talented ) for the Early Years ‘ . However, all scenes are lawfully obliged to follow with the rules contained within the Early Years Foundation Stage ( EYFS ) Framework. Some of these rules are per se relevant to providing for immature GAT kids: in peculiar, ‘Observation, Assessment and Planning ‘ , ‘Supporting Every Child ‘ and ‘The Learning Environment ‘ . These all autumn under the subject of ‘Enabling Environments ‘ . ( DCSF, 2009 ) These specific criterions entitle all kids, irrespective of ability, to hold their single educational demands met by EY practicians through a procedure of careful planning and individualized proviso in an inclusive scene. In the instanc e of immature GAT kids, this system promotes ‘developmentally appropriate ‘ and child-centred pattern ( Harrison, 2000 ) . This underpins all methods of GAT proviso: by providing for the kids ‘s identified countries of advanced ability, EY practicians can supply acquisition experiences where immature kids can heighten their bing accomplishments, prosecute their single involvements, and besides, to a certain extent, start to take duty for their ain acquisition, even at this early phase of their instruction. There are several different methods of proviso for GAT kids across all educational phases. However, some of these are inappropriate for much younger kids to be put through, and impractical for EY practicians to implement. A noteworthy illustration of this is ability grouping, the use of which is preponderantly restricted to secondary school instruction and the latter phases of primary instruction. This method is clearly impracticable as a probationary scheme for younger kids, for a assortment of grounds. Learning is less curriculum-based and more play-based ; the kids will non hold been officially assessed ; and it is unjust on ethical evidences. Conversely, some methods of proviso are more appropriate for the educational demands of immature GAT kids. Three in peculiar base out: acceleration ( cited in Cuikerhorn et Al, 2007 ) , extension ( cited in Meador, 1996 ; Sankar-DeLeeuw, 2002 ; Distin, 2006 ) , and enrichment ( cited in Gross, 1999 ; George, 2003 ; Koshy and Robinson, 2006 ) . In overall footings, acceleration increases the gait of the kids ‘s acquisition ; extension increases the deepness of larning in a specific country or subject ; and enrichment increases the comprehensiveness of larning across a scope of countries or subjects. Moltzen ( 2006 ) states that these methods of proviso have distinction at their nucleus: acceleration and extension are types of quantitative distinction, while enrichment is a type of qualitative distinction. Each of these methods has advantages and disadvantages non merely for the cognitive development of immature GAT kids, but besides, every bit significantly, for their societal a nd emotional development. It is critical for EY practicians to make a socially and emotionally supportive environment within the puting if any of these methods are to hold any step of success in providing for the kids ‘s educational demands. Acceleration, in wide footings, involves traveling through the course of study at a faster gait than would usually be expected for a kid of that age. It typically involves take parting in activities and undertakings relevant to a higher twelvemonth group, accompanied by traveling to higher twelvemonth groups to work with older kids. These processs are comparatively common in the United States of America, but are rarely used in the United Kingdom at this early phase ( Koshy and Casey, 1997 ) . These procedures of ‘fast-tracking ‘ and ‘accelerated larning ‘ are advocated in the 1997 ‘Excellence in Schools ‘ White Paper* ( cited in DCSF, 2009 ) as a manner to ‘stretch the most able ‘ . However, from an early old ages position, this scheme would merely be used in instances where the kid ‘s ability in a peculiar country is so far in front of their age group that this becomes the lone practical solution, although this step would merely be necessary for a really little per centum of immature GAT kids. For these choice few, the premier benefit of this method of proviso is that they can work at a degree that is tailored to their single demands, which, in bend, will increase their motive and overall educational satisfaction degrees. Harmonizing to research by Gross ( 1999 ) , they accordingly tend to ‘perform every bit good as or better than their older schoolmates ‘ . Another educational benefit is that many immature GAT kids find it easier to associate to older kids because they are more closely matched, both intellectually and in footings of their scope of involvements ( Distin, 2006 ) . However, a contrasting position is held by Cuikerhorn et Al ( 2007 ) , who emphasises that working with a higher age group can take to societal isolation from kids of their ain age. As mentioned before, immature GAT kids, though by and large better developed cognitively and academically than other kids of the same age, are still at the same societal and emotional developmental phase as their equals. Therefore, it is important that they portion experiences, peculiarly play-related 1s, with them excessively: this is an of import facet of childhood. Furthermore, acceleration can increase the force per unit area on kids to move more maturely faster than they are able to get by with, both socially and emotionally. It could be argued that it is unjust to enforce such an outlook on really immature kids. Extension is the 2nd method of proviso to see. Broadly speech production, this involves immature GAT kids take parting in activities and undertakings suited for most kids of that age, but with some distinguishable versions to provide for their more advanced academic demands. One noteworthy type of version is kids ‘s engagement in open-ended activities, devised by the EY practician, that stem from an initial stimulation. A good illustration of such a undertaking was observed by Meador ( 1996 ) in an EY scene. The original activity for all kids was to make their ain ‘ant hill bite ‘ by distributing peanut butter over a vanilla wafer with a fictile knife, so puting three raisin emmets on it, and eventually eating it. The drawn-out activity for the GAT kids was to be after to do ant hills for five kids, so to work out how many vanilla wafers and raisins they would necessitate to make this, and eventually to explicate their reply to the practician. In this case, the draw n-out undertaking is open-ended because there are multiple agencies of happening the replies ( Meador, 1996 ) ; kids could, for illustration, draw images of the wafers and the ‘ants ‘ and number them on the piece of paper, or by utilizing items or their fingers. This highlights a cardinal facet of extension: the manner in which undertakings can be designed to develop and dispute the kids ‘s mind. This issue of challenge is of import for two chief grounds. First, when they are working at a degree that better suits their demands, this can hold a positive consequence on their motive and undertaking committedness. Second, if they are able to finish a more ambitious activity, they can derive a sense of accomplishment from it, which will in bend aid to hike their assurance and self-belief. Extension undertakings besides have the capacity to let GAT kids, even at an early age, to utilize more advanced degrees of thought accomplishments ( Bloom, 1985, cited in George, 2003 ) . Taking the activity above as an illustration, they progress from the relatively simple cognitive procedure of following instructions in the first portion, to the more complex cognitive procedures of job resolution and explicating a pick of attack in the 2nd portion. If these more advanced acquisition accomplishments can be developed through extension at this early phase, the kid will be far better prepared for later degrees of schooling where these accomplishments become a necessity in more formal schoolroom state of affairss ( Goodhew, 2009 ) . However, the method of extension as a method of proviso has some possible drawbacks. If the immature GAT kids are being invariably extended, so the danger exists that this focal point on more ambitious activities may take to the disregard of cardinal accomplishments and rights. In the early old ages, every kid, irrespective of ability, ‘deserves a happy childhood, full of energy, joy, optimism and growing ‘ ( Koshy and Robinson, 2006 ) . Like all other kids, they must be given chances to, for illustration, draw images, drama and communicate with their equals, explore the universe around them, and so on. Consequently, if these extension schemes are non regulated and moderated right, it can do the kid to go socially stray and emotionally detached from their equals. The 3rd method of proviso to see is enrichment. In general footings, it is similar to the extension method as it besides involves immature GAT kids take parting in activities and undertakings suited for most kids of that age. However, it differs in one chief regard. Alternatively of accommodating activities and undertakings and advancing the usage of a assortment of more advanced cognitive procedures and accomplishments, enrichment focuses more on the development of a peculiar kid ‘s single countries of strength or particular involvement. An illustration of such an involvement at an early age is described by Cuikerhorn et Al ( 2007 ) , where one peculiar GAT kid was able to declaim dinosaur names from memory and discourse intricate informations, such as their dimensions and their nutrition, with the EY practicians. They did this merely ‘because the subject excited them ‘ ( Cuikerhorn et al, 2007 ) . In this case, suited enrichment activities could include pulling images of their favorite dinosaurs utilizing felt-tip pens or little pieces of sugar paper, conceive ofing what a typical twenty-four hours in the life of a dinosaur would be like, or making role-plays with dinosaur figures. Such undertakings could be devised by the practician or the kid. Other kids can be involved in these undertakings, the 3rd one in peculiar, and by working together they can portion experiences with each other. The cardinal component here is that these undertakings are matched to the single kid ‘s demands. This has two ch ief benefits to the kid ‘s development. First, because they are already deeply interested in the subject, they will be motivated to go on their assimilation of cognition, and deepness of apprehension of it. Young GAT kids, in peculiar, have a ‘strong appetency for information ‘ ( Sankar-DeLeeuw, 2002 ) ; the enrichment attack can impart this ‘appetite ‘ into activities with meaningful results. Second, the three possible activities mentioned above ( by no agencies an thorough list ) offer originative possibilities for the immature GAT kid in different early developmental countries such as drawing, imaginativeness and coaction, the tierce of which in specific will profit the kid ‘s interpersonal accomplishments and aid to further positive equal relationships. This is a signifier of individualized acquisition, where an single kid ‘s accomplishments and abilities in all countries of development are enhanced by their ain strengths and involvements. This technique is promoted by the 2005 ‘Higher Standards for All ‘ White Paper* ( cited in DCSF, 2009 ) ; it can assist all kids, irrespective of ability, to ‘reach the bounds of their capacity ‘ . However, in order for this rule to be more to the full met in an EY scene, it is of import that enrichment is merely one built-in portion of the whole acquisition procedure for the immature GAT kid. They must besides work and play outside their peculiar country of strength or involvement to develop other cardinal accomplishments that will be required in the hereafter. This will assist to guarantee that their instruction is good balanced during the early old ages. In short, the proviso of enrichment for immature GAT kids should be implemented aboard, non alternatively of, th e regular early old ages course of study. In drumhead, it can be argued that all of these methods of proviso can further the cognitive development of immature GAT kids in EY scenes in different ways. However, the success of each method chiefly depends on each single kid ‘s demands. Some may develop academically through one method ; others may make so through a combination of methods: harmonizing to the 1999 ‘Excellence in Cities ‘ White Paper* ( cited in DCSF, 2009 ) , there is frequently no individual ‘best manner ‘ to run into all of a kid ‘s demands. EY practicians should take the method or methods of proviso based on an designation of the single kid ‘s gifts or endowments, although this is frequently a hard portion of the procedure if the ability is non immediately evident. They should so implement it with a sound consciousness of the kid ‘s societal and emotional development in head. This is peculiarly of import in the early old ages, as these features are, in most instanc es, merely merely get downing to develop at this phase. It is the well-planned, thoughtful and supportive execution of these methods that significantly lessens the opportunity of immature GAT kids sing societal and emotional jobs, while at the same clip assisting them to larn, accomplish, and most significantly enjoy themselves in an inclusive scene at this important early phase of their childhood.— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — –* Although these education-related legislative paperss are recommendations made for the proviso of talented and talented students in primary and secondary schools, I felt that the same rules, albeit in different contexts, are besides relevant to early old ages scenes. Therefore, they are included in the text. Reference List / Bibliography Bearne, E. ( erectile dysfunction ) ( 1996 ) Differentiation and diverseness in the primary school. London: Routledge Cuikerhorn, J. R. et Al ( 2007 ) Serving the preschool gifted kid: scheduling and resources. Roeper Review, 21 ( 3 ) , pp. 222-234 DCSF ( 2009 ) National quality criterions in talented and gifted instruction. ( Online ) Department for Education and Skills. Available at: hypertext transfer protocol: //www.standards.dfes.gov.uk/giftedandtalented Accessed: 19th November 2009 DCSF ( 2009 ) The national schemes: early old ages foundation phase. ( Online ) Department for Children, Schools and Families. Available at: hypertext transfer protocol: //nationalstrategies.dcsf.gov.uk/earlyyears Accessed: 18th November 2009 Distin, E. ( erectile dysfunction ) ( 2006 ) Differentiation and diverseness in the primary school. London: Jessica Kingsley Fowler, S. A. ( 1999 ) Perspectives: measuring an early childhood gifted instruction plan. Roeper Review, 21 ( 3 ) , pp. 222-234 George, D. ( 2003 ) Gifted instruction: designation and proviso ( 2nd edition ) . London: David Fulton Goodhew, G. ( 2009 ) Meeting the demands of gifted and gifted pupils. London: Continuum Gross, M. U. M. ( 1999 ) Small poppies: extremely talented kids in the early old ages. Roeper Review, 21 ( 3 ) , pp. 207-221 Harrison, C. ( 2000 ) ‘But three-year-olds can'taˆÂ ¦ ‘ Glass ceilings in early childhood – deductions for talented kids. Australian Journal of Early Childhood, 25 ( 2 ) , pp. 22-30 Hodge, K. & A ; Kemp, C. ( 2002 ) The function of invitational course of study in the designation of giftedness in immature kids. Australian Journal of Early Childhood, 27 ( 1 ) , pp. 33-41 Koshy, V. & A ; Casey, R. ( 1997 ) Effective proviso for able and exceptionally able kids. London: Hodder & A ; Stoughton Koshy, V. & A ; Robinson, N. M. ( 2006 ) Too long neglected: gifted immature kids. European Early Childhood Education Research Journal, 14 ( 2 ) , pp. 113-126 Meador, K. ( 1996 ) Meeting the demands of immature talented pupils. Childhood Education, 73 ( 1 ) , pp. 6-12 Moltzen, R. ( 2006 ) Can ‘inclusion ‘ work for the talented and talented? In Smith, C. M. M. ( erectile dysfunction ) Including the talented and gifted: doing inclusion work for more talented and able scholars. Abingdon: Routledge Morgan, A. ( 2007 ) Experiences of a talented and gifted enrichment bunch for students aged five to seven. British Journal of Particular Education, 34 ( 3 ) , pp. 144-153 Raty, H. et Al ( 2002 ) What makes one able? The formation of students ‘ constructs of academic ability. International Journal of Early Years Education, 10 ( 2 ) , pp. 121-135 Renzulli, J. S. ( 1998 ) The three-ringed construct of giftedness. ( Online ) University of Connecticut. Available from: hypertext transfer protocol: //www.gifted.uconn.edu/sem/semart13.html Accessed: 17th November 2009 Sankar-DeLeeuw, N. ( 2002 ) Gifted kindergartners: parent and teacher positions of designation, early admittance, and programming. Roeper Review, 24 ( 3 ) , pp. 172-192 Sternberg, R. J. & A ; Davidson, J. E. ( erectile dysfunction ) ( 2005 ) Conceptions of giftedness ( 2nd edition ) . Cambridge: Cambridge University Press Sutherland, M. J. ( 2006 ) The early old ages puting – an inclusive model. In Smith, C. M. M. ( erectile dysfunction ) Including the talented and gifted: doing inclusion work for more talented and able scholars. Abingdon: Routledge Tomlinson, C. A. ( erectile dysfunction ) Differentiation for gifted and gifted pupils. London: Sage

Baby-Boomer Retirement Essay Example | Topics and Well Written Essays - 750 words

Baby-Boomer Retirement - Essay Example Therefore the longer the working duration and the larger the number of earnings made, the higher the benefits received. Social security is, therefore, a vital part of a workers retirement plan. Â  After World War II, birth rates in the world tremendously increased. Statistics show that about 64million American children were born in the US during this period. The kids that were born between the years 1946 and 1964 were referred to as baby boomers. The large economic growth in the 90s is attributed to the boomers. In 2004, U.K boomers controlled 80% of U.K’s wealth. The majority of the workforce today is represented by this group (Walker, 2004). Â  Social security fund is designed in such a way that the benefits retirees of today get are paid from the contributions received from today’s working population. Over the years, the beneficiary to working population has been sustained because fewer people were retiring as compared to the number of people entering the workforce; thus the system was able to accumulate more revenues. Increase in life expectancy and the decrease in birth rates has posed a threat to the beneficiary-worker ratio; few people are now joining the workforce as compared to the many who are almost retiring. Â  In 1935, the year when social security funding was formulated, the life expectancy of a 65-year-old was 12.5years; in 2012 it had risen to 17.9 years and is projected to rise to 19.5 by the year 2030.The National Academy for Social Insurance projects that the beneficiary to worker ratio will rise to 46 percent by 2030. Â  There are fears that the massive onset of the boomer's retirement may bankrupt the system. This is because the surplus contributions made over the years will be used in paying out their benefits.

The molecular mechanisms underlying differential gene expression Essay

The molecular mechanisms underlying differential gene expression control during Animals development - Essay Example The role of proteins in cellular function is crucial because they produce the building blocks for cellular structure and form enzymes that catalyze all of the cell's chemical reactions, and regulate gene expression(Alberts, 2002).The transcription of each gene is controlled by regulatory region of DNA approximately near the site where transcription begins. Regulatory regions in animals are complex and act as tiny microprocessors, responding to different kind of signals that they translate and combine to switch the neighboring gene on or off. These switching consists of two types of fundamental components: 1) Short stretch of DNA of defining sequence and 2) Gene regulatory proteins that recognize and bind to them. Moreover, different collections of gene regulatory proteins are existing in different cell types and thereby direct the patterns of gene expression that produce each cell type its special characteristics. In this essay we will focus on some epigenetic mechanisms that are res ponsible in regulating gene expression in the development of an organism from an undifferential cell, resulting in the successive formation and development of organs and parts that did not pre–exist in the fertilized egg . Firstly, the core histone proteins and linker histones have been described genetically and biochemically as likely repressive to transcriptional initiation. These proteins collect DNA into nucleosomal arrays that in turn compressed into higher-order chromatin structures that can also provide to the repression of transcription initiation and elongation. Each nucleosome core includes more than 146bp of DNA folded in two superhelical turns around an octamer containing two molecules each of the four core histones (H2A, H2B, H3 and H4). DNA is forced to the surface of a positively charged ramp made up of the C-terminal histone-fold domains of the core histones. This wrapping of the double helix is stabilized by the N-terminals of the core histone that lie on the outside of the nucleosome DNA. Linker histones bind with the core histones and the linker DNA between nucleosome cores to stabilize the folding of the nucleosomal array into the chromatin fibers. This is an uneven and loosely packed solenoid with approximately six to seven nucleosomes per turn. Each turn includes at least 1000bpDNA. The dynamic properties of higher order structure and nucleosomes are seen in the movement of linker histones between different segments of chromatin and in the mobility of histones octamers between adjacent sequences. Linker histones are not essential for the assembly of higher-order chromatin structures. On the other hand, the elimination of linker histones and the associated increase in mobility of core histone DNA interactions ease transcription. Histones are the target for different types of post-translational modifications that change the structural properties of chromatin. These involve acetylation and phosphorylation of the basic N-terminal tail domains of the core histones and phosphorylation of the basic N-terminal domain of the linker histones. These modifications might be expected to make the interaction of these domains with DNA in the nucleosome less strong than usual. The real physical consequences of acetylating all of the core histone tails within the nucleosome in the absence of other proteins are relatively minor. There is a modest decrease in the wrapping of DNA around the histone octamer and nucleosome pack together less successful in array. Nevertheless, histone acetylation dose

Children's book (in Spanish) Essay Example | Topics and Well Written Essays - 750 words

Children's book (in Spanish) - Essay Example Tras pensar y pensar sobre las consecuencias que desatarà ­an sus acciones en contra de los colonos espaà ±oles, pensà ³ en cuà ¡les serà ­an los pasos que tomarà ­a para que las personas que vivà ­an allà ­ sufriesen lo menos posible. Esta decisià ³n de pelear contra sus invasores (los espaà ±oles) no fue fà ¡cil ya que no serà ­a una accià ³n pacà ­fica como la que Mahatma Gandhi, un gran là ­der de la India realizà ³ contra Inglaterra en el siglo XX. Gandhi le propuso a su pueblo, una guerra pacà ­fica contra los invasores de su paà ­s. Pelear contra Inglaterra (otro paà ­s colonizador) de forma pacà ­fica no fue fà ¡cil pero lo logrà ³. Esto fue un gran hecho en la historia ya que no hubo derrame de sangre. Por el contrario, pelear contra los invasores (los espaà ±oles) de Venezuela y de los otros paà ­ses cercanos de Sur Amà ©rica, querà ­a decir, pelear a sangre frà ­a, ya que los espaà ±oles no cedà ­an su estadà ­a de estar ahà ­. Los espaà ±oles querà ­an a Venezuela y a otros paà ­ses como mà ¡s territorios en el nuevo continente de Sur Amà ©rica y bajo su poder. En 1819, Bolà ­var formà ³ un grupo llamado el Congreso de Angostura y fundà ³ la Gran Colombia. Venezuela, Colombia, Panamà ¡ y Ecuador formaban parte de la Gran Colombia. Simà ³n Bolà ­var logrà ³ independizar a Colombia, Venezuela, y Perà º, aunque su mayor sueà ±o era que Sur Amà ©rica fuese libre. Espaà ±a estuvo en la Guerra de la Independencia espaà ±ola contra los franceses y hubo una liberacià ³n de las colonias en Sur Amà ©rica pero al abandonar los franceses a Espaà ±a, todo cambià ³ para ser igual que antes. Los espaà ±oles siguieron con las conquistas de las colonias sur americanas que ya eran independientes. Volvieron las tropas, los barcos de guerra y el transporte, la artillerà ­a, las armas y las municiones. Como consecuencia hubo muchas muertes. Como consecuencia a los abusos, muertes y atropellos de parte de los espaà ±oles,

Sports activities Article Example | Topics and Well Written Essays - 500 words

Sports activities - Article Example There are several membership types for the students, staff, faculty as well as the community in general. All sports facilities are situated on campus and hence, there is standard traffic as well as parking guidelines; furthermore, groups for their sporting events, conferences, meetings, as well as for other events and occasions can assess facility space easily. There are a number of sports clubs available and the first one is badminton; moreover, its major purpose is to promote Badminton within the university. In addition, the team practices regularly at North Gym located at the  Recreation and Physical Activity Center; moreover, it participates in Midwest region’s tournaments. Volleyball is also a club within the university and it is for both women and men. The sports club’s aim is to maintain and to enhance volleyball skills of the players. Furthermore, the sports club holds several tournaments all through the season. Rugby is also one of the sporting clubs within the university and it has teams for males and females as well. Both rugby veterans and new members are eligible to join the team; furthermore, there are several teams for each individual depending on the skills of individuals. Besides, the teams have coaches who are highly dedicated to the team and every individual is eligible to join the teams given that no prior experience is needed. Soccer is among the sports club within Ohio State University and it is divided into two, women’s soccer team as well as men’s soccer team. The teams play actively in three seasons during the fall, winter as well as during the spring; furthermore, all individuals are free to join the teams. In addition, dance sport is a very interesting club in Ohio State University; it is also a social club and a highly competitive dancing club within The Ohio State University. The club teaches all dancers, even those who have no experience at all; moreover, they have

Human Resource Development Essay Example | Topics and Well Written Essays - 1500 words - 1

Human Resource Development - Essay Example According to Fisher(1996), more positive group climate, more cooperative behavior on tasks, more productivity in accomplishing tasks, faster problem solving, few errors in solving problems and less hostility among members are most prominent characteristics of an interpersonally compatible group. Any organization can use these findings to create a motivated environment by understanding the internal environment of the organization. With the importance of development of human resources highlighted, next it is essential that the role of awards has on improving the effectives of the training and development programs has to be analyzed. In this paper, the essentials of a good employee development program are discussed. Then the role of the National Training Awards(NTA), instituted by the UK government to improve the efficiency of the training and development of human resources is explained. In the current era of globalization the business environment is so rapidly changing that it is challenging for the managers to foresee the changes that are going to occur in future. The organizations have to be continuously take efforts to equip themselves to cope with the ever-changing business environment. ... But at this point of time, it is not sufficient that a company just grows, but it can serve the best interests of its stakeholders only if it can ensure sustained development. United Kingdom has a long history of good corporate governance and managerial excellence, but can this excellence sustain the competition from the emerging economies is the biggest question. The UK companies have to be prepared to withstand the onslaught of efficient products and services from Asian economies like China and India for example. Hence, it becomes very essential that the corporations realize the need for careful development of their human resource in order to have a sustained growth. Thanks to the information technology, that geographical distance does not define the sphere of business transactions. Hence, companies have to be ready to face the competition with their strengths better toned. The institution of the NTA is the need of the hour to emphasize the importance of quality human resource to h ave growth. Importance of self awareness In a study by Whetton and Cameron(2005), 402 individuals were asked to name the most effective managers and the skills they have, the main factors listed were verbal communication, managing time and stress, managing decisions, influencing others, delegating, self awareness and team building. Self awareness here implies awareness at the individual level, team/ department level and as a whole in the organization level. It can be often observed that in a business organization, managers are faced with the challenge to modify the day to day operations to achieve the long term strategic goals and vice versa. This may be due to the gaps between the aspirations and the actions

Independence of auditing Essay Example | Topics and Well Written Essays - 1000 words

Independence of auditing - Essay Example The accuracy and reliability factor basically governs the shareholders’ relationship with the company, because such published account reports are the only indication about the company’s financial position (especially the soundness and proper functioning of its current investments), and as such, represents the basis on which the shareholders decide about investment in the company. Shareholders, therefore, need to be assured about the accuracy and reliability of the company’s published accounts. This is the reason why it is mandatory for companies to have their accounts checked by an independent auditor. High profile cases like the Enron debacle tend to not only lower the esteem of the auditing profession as a whole, but also to erode confidence of shareholders, making them doubt the authenticity of the reports published (Hermes.co.uk). The global auditing world is ruled by 5 auditing firms (called the Big Five) that have the capability to audit the largest public companies in the world. They are PriceWaterhouseCoopers (PwC), Klynveld, Peat, Marwick, Goerdeler (KPMG), Ernst & Young (E&Y), Deloitte & Touche (D&T), and Arthur Andersen (AA) {Europa.eu, 2002}. The Big Five attained their structure and position as a result of several mergers with other auditing firms (the last major merger involved Price Waterhouse and Coopers & Lybrand, who formed PriceWaterhouseCoopers, thereby trimming the Big Six to Big Five {Europa.eu, 2002}). After the Enron scandal in 2001, AA was struck off the Big Five list with the result that there are now the Big Four audit firms. Within the U.K, PwC is the largest audit firm, although by a worldwide comparison, the Big Four are almost evenly matched (Oxera.com, 2006). Public concern about the independent status of auditors stems from the trend of audit firms to diversify to other non-audit services

Mentorships nursing Essay Example | Topics and Well Written Essays - 1500 words

Mentorships nursing - Essay Example In order to perform the mentorship role effectively and fulfill their obligations, mentors should acquire some traits that are essential to define their role. These attributes consist of: friendliness, good sense of humor, patience, solid interpersonal skills, approachability and professional development abilities (Morton-Cooper& Palmer 2005). Although these characteristics are incorporated in individual’s personality, staff teaching and mental preparation plays a vital role in establishing relationships between tutor and student. In order to critically evaluate these qualities, mentor can facilitate the needs of a student. It is clear that the natures of these attributes are a testament towards cultivating a solid learning environment. Although this relationship is evident; it does beg the question, how does the relationship between mentor and the tutor begin to cultivate? What factors accumulate to solidify this relationship? The second question that poses from this study is—what are the roles and responsibilities of a mentor? In addition, how does one prepare themselves to face these challenges? Lastly, what knowledge is needed to become involved in student supervision? In essence, quality is vital because it promotes education and professional development. Conducive research suggests that the quality and nature of the mentoring relationship is fundamental towards creating a self-reliant and confident relationship. It enhances the quality of the learning sessions experience (Cahill 1996, Andrews and Wallis In the initiation phase, the mentor and the student familiarize themselves with each. They work together through collaboration and observe each other closely. Here, the initiation of harnessing support and having access each other, and is crucial to their development of the relationship. At this phase, commitments can

The Gestalt Approach to Psychology Essay Example for Free

The Gestalt Approach to Psychology Essay Outline and explain the principles of the Gestalt approach to psychology. How does humanistic psychology differ in essence from other analyses of mental disorder, and what are its strengths and weaknesses?  Psychiatrist Frederick Fritz Perls (1893-1970) devised Gestalt therapy. The word Gestalt is of German origin, as was Perls, and means pattern or organised whole (Gross McIlveen, 1996).  In order to make sense of life events, our perceptions are organised into gestalts. Just as we cannot fully understand a family by looking solely at the individuals without regard for its operation as a whole, neither can we understand a gestalt by merely observing its constituent parts. When a gestalt is formed, there is a focus of attention against a background of everything else of potential relevance. This foreground/background (figure/ground) formation is called field theory. Whatever is of most interest at any moment becomes figure, but if something else becomes more important, figure recedes into ground and is replaced.  In field theory all aspects of an individual and their environment are interrelated so that the field forms their context. Unless we understand a persons environment, we can never fully understand them or their behaviour. As Yontef (1973) said Behaviour is a function of the field of which it is a part. Experiencing is also a function of the field of which it is a part. Each field is organised into a gestalt by the dominant need of that moment. As a personal or social need arises, a figure/ground formation develops with whatever is perceived as being able to meet the need becoming figure. The cycle of gestalt formation and destruction, of needs arising and being met, has taken several different forms. One of the earliest models was a four-phase process called the cycle of contact (Perls et al, 1973). The first phase is fore-contact where a need arises and the individual is aware that balance has been disturbed. They have either excess or a deficit of something and are driven to restore balance. At this stage, the need is figure and everything else is ground. The second phase is contact, where possibilities of meeting the need are evaluated. When out of these possibilities a means of restoring balance arises, it becomes figure and the individual assembles their resources to contact figure and overcome any obstacles that they may encounter. As the individual identifies more and more with figure, it becomes more distinguished from ground. The third phase is final contact where the individual is so engaged with figure that there is hardly any background. It is the quality of contact that determines whether or not the need is met. If contact is good and full, the need will be met and the individual will have a new and enlarged sense of self. Good contact is only possible when the individual can maintain a sense of individuality and dissimilarity from figure. Perls was quoted in a biography as having said It is the point at which I experience me in relation to whatever is not me; when I experience me as distinct from you (Clarkson Mackewn, 1993). The fourth and final phase is post contact, the experience of satisfaction if contact has been good and complete. It is at this point that growth takes place, even though the individual may not be aware of it. The gestalt closes and balance is restored; the individual is now at rest, ready for the next need to arise.  To make good contact, it is essential that figure is clear and distinguished from ground. In order to form a clear figure, a balanced quality may be divided so that one end of the continuum can be distinguished from the other. One end of the range becomes figure, and the other ground. These polarities may appear to be unrelated but are, in fact, extremes of a mid-point called zero point. When the gestalt closes and the need is met, these divisions become balanced again. If a need arises and full contact is not made, the need will remain unmet, the gestalt will be incomplete and it will continue to demand satisfaction. If the individual stays in touch with the need it can still be met healthily at a later time but if the delay becomes too long the individual will attempt to close the gestalt before the need has been appropriately met. Premature closure feels better than leaving the gestalt open, but the original need still unconsciously demands satisfaction. The result is that experience, physiology and behaviour become totally preoccupied with resolving the unfinished business. Awareness of the present situation is now hindered, making it difficult to make contact and meet current needs.

Foundations and Earthworks Problems

Foundations and Earthworks Problems a) There are four types of foundation loads as follow: Firstly, live loads. Live loads is produced by the users of a home. Example, people, furniture, storage items. The affects of the load is exert force on almost all of a house’s. To design floor systems that limit deflection vibration. Secondly, dead load. That means, forces incurred due to the weight of all the materials used in construction of a home. For examples, roof, ceiling, floor, wall partition. The affects of the this load is a constant over the life of the structure. Big impacts on the long-term deflection/creep of framing members. Thirdly, wind load. Positives or negatives pressures exerted on a house when it obstructs the flow of moving air. The affects of wind load is depends on : location, height, and roof pitch. Fourthly, seismic load. Seismic load that means the inertial forces acting on a house due to earthquake-induced ground motions. The affects of seismic load all components of a frame and shear-resis ting elements are most affected. b) The two types of foundation are as follows: i) Pad foundation Pad foundation is normally used as foundation to building or residential building not exceeding four storeys on stiff soil such as gravel. Most of the said buildings are framed structure. The pad foundation is built if the load supported by the column is small. A pad foundation is the base of a column. The size of pad foundation depends on the size of load to be carried and load bearing capacity of the soil. The pad foundation is not suitable for large and high-rise building because it needs to carry high load, which is not practical and uneconomical. Pad foundation ii) Raft foundation Raft foundation are used to spread the load of the superstructure over a large base to reduce the load per unit one being imposed on ground and this is particularly useful where low bearing capacity soil are encountered and where individual column load are heavy. This types of slab is known as the foundation. Raft foundation can be constructed as follows: a) solid slab raft foundation Solid slab raft foundation is constructed at the entire base of the planned building. The thickness of slab depends on applied load and strength of soil at the site. b) beam and slab raft foundation Beam and slab raft foundation is required when thickness of the designed solid slab raft foundation exceeds 300 mm. The reinforced concrete slab is constructed on the ground whereas the beams are constructed on the slab at specific locations. c) cellular in raft foundation Cellular raft foundation is establishment is built on detached soil and on soil that operation to settle uncalled for case in point unmoving mining site. In such condition, the thickness of the constructed slab may exceed 1 meter, therefore the construction of cellular raft foundation is preferable. Task 2 a) The effect of water and chemicals in the soils are there is either too much water, causing the soil to swell, or not enough, or not enough, causing the soil to shrink. If all soil beneath a foundation swells uniformly or shrinks uniformly it is unlikely to cause cracks and other damage. Most differential movement is caused by differences in soil moisture. After construction, soil moisture. After construction, soil beneath part of foundation becomes wetter or drier than the rest of the soil. The chemical can seep is contaminated with toxic materials. These toxic materials can seep into ground and eventually contaminated the water. Therefore, it is important to conserve the ground water resource so that surfaces it can be used as an alternative resource in the event that surface water is contaminated or dried during dry seasons. The treatment can be done to avoid foundation failure is the treatment process depends on properties of raw water and this properties of water can be divide d into three categories; physical, chemical and biological properties. The properties of raw water depend on impurities in it. Impurities in water can be categorized into macro and micro impurities. Macro impurities are debris such as garbage, twigs, leaves and others. Micro impurities are very fine and cannot be seen by eyes. b) The effect of subsoil movement there are different constrains that cause the development of soil and rock. Furthermore that, gravity is a significant drives that draw rock parts down inclines in occasions called mass developments. Likewise, mass developments fluctuate in their rate, force, and section size. Besides, when mass developments happens quickly, they have a tendency to be the most ruinous and emotional. In this manner, rock falls happen when rock parts tumble from soak precipices. This is the speediest kind of mass developments. Along these lines, the pieces may be as small as stones or as enormous as titan rocks. Avalanches happen when a lot of detached rock joined with soil fall abruptly down an incline. Finally, The steepness of the slant may influences the sum and the span of the rock material in the avalanches. Bigger avalanches have a tendency to happen on steeper inclines and include bigger squares of bedrock. Task 3 a) The importance of underpinning work are to transfer the load carried by an existing foundation from its presents bearing level to a new level at a lower depth. Beside that, to replace an existing weak foundation. In construction, underpinning is the process of strengthening and stabilizing the foundation of an existing building or other structure. The reason for underpinning are as follows: the original foundation is simply not strong or stable enough. The usage of the structure has changed. The properties of soil supporting the foundation may have changed (possibly through subsidence) or were mischaracterized during design. The construction of nearby structures necessitates the excavation of soil supporting existing foundations. It is more economical, due to land price or otherwise, to work on the present structure’s foundation than to build a new one. b) The precaution steps before underpinning works are as follow before impleting suitable underpinning measures the accompanying vital focuses ought to be precisely went to : Firstly, the existing structure ought to be completely inspected painstakingly and proper underpinning strategy ought to be embraced. Besides, all poor stone work, for example, joints, breaks, putting ought to be amended in the recent past. Thirdly, fundamental shoring and struting ought to be carried out such that current structure is sheltered. Forward, Urgent repair like grouting of splits, insertion of pole between dividers. Other than, ought to be completed before beginning underpinning. Fifth, satisfactory consideration ought to be taken to guarantee that there ought to be no development of structure for which levels ought to be stamped. Sixth, underpinning procedure is not a science yet a symbolization ought to be practiced relying upon the circumstances. Underpinning works Task 4 a) i) Trench excavation Trench excavation in development industry is something that specialists ought to be prepared on keeping in mind the end goal to avoid disaster. So as to work securely in the region of trenches or unearthings managements and workers need to character perils connected with trenching and unearthing work, evaluate hazard and dispose of or minimize those danger in the recent past, throughout and after the execution of work. Trenches and unearthings  greatest danger is the likelihood of breakdown because of precariousness. Before starting work in a trench, unearthing or limited space on a development site laborers ought to perform an audit to figure out if it is completely important to work in the trench/exhuming, bound space. Trench excavation ii) Basement excavation A basement excavation is a development burrow performed for the mean of unpredictable out a cellar. There are a few settings in which storm cellar uncovering may be performed. This procedure is usually supervised by an experienced contractor or a basement excavation company, because it can be complicated in addition to labor intensive. While it is possible to excavate by hand, there are some serious risks which must be carefully evaluated before taking the plunge. Besides that, the best time to do a basement excavation is when a home site is being prepared. In this case, the site is already being excavated in preparation for laying the foundations. Therefore, if people want a basement, the depth of the excavation can be deepened to rough out the basement so that the basement and foundations can be form at the same time. Thus, this can be a way to add room to a structure without adding height, and some people leave the basement unfinished to cut costs while protect that they will have that space accessible at a later time if they need it. This basement was built to the same footprint as the house above, which in turn was the footprint of the pair of semis that had been there before, plus a room at the back. The planning permission limited the basement to a railway carriage-shape down the middle so the client said he would block off what he didnt have permission for to put it out of use. (No talking in the ranks, the cynical amongst you should believe that he did so). The area at this endwas for a stairwell. The area at the far end for a window well.

Dillard and Thoreau Comparison :: Essays Papers

Dillard and Thoreau Comparison From the lone hiker on the Appalachian Trail to the environmental lobby groups in Washington D.C., nature evokes strong feelings in each and every one of us. We often struggle with and are ultimately shaped by our relationship with nature. The relationship we forge with nature reflects our fundamental beliefs about ourselves and the world around us. The works of timeless authors, including Henry David Thoreau and Annie Dillard, are centered around their relationship to nature. The love for nature is one that is formed when young. Thoreau shows evidence of early development of a lifelong love for nature that he would carry with him in everything that he did. As a young boy of ten he was fond of walking deep into the woods that surrounded his home in Concord in search of solitude (Salt 18). Thoreau expressed an interest in living at Walden Pond at the age of ten (Salt 19). His love of nature can largely be credited to qualities inherited from his mother (Salt 22). It would rightfully be his love of nature that he would be remembered for. Thoreau after graduating from Harvard College began to keep a journal that he filled with the many thoughts and observations that came to him on his daily walks about Concord (Richardson 7). These Journals would spawn into the many books that he wrote, the most prominent being Walden. Thoreau was a self-taught naturalist, who spent much of his time systematically studying the natural phenomena almost exclusively around Concord (Witherell and Dubrulle). His Journal contains these careful observations, such as the cycles of plants, of local water levels, and many other natural phenomena (Witherell and Dubrulle). These Journals help to impress the love that he held for nature. It is this feeling that has propelled him to be considered by many to be the leader of the environmental movement (Buell 171). Thoreau himself cared little for group activities, religious or political, and even avoided organized reform movements (Gougeon 195). The abolitionist movement did however bring Thoreau out and into the public forum (Salt 140). As he became further involved with his Journal and his examination of nature he began to develop into an environmentalist and natural historian (Buell 172). This is evident by his views represented in Walden regarding the progress that was taking place in Concord at the time (Witherell and Dubrulle).

Ginsberg, Allen. Howl and Other Poems. San Francisco: City Light Books,

Ginsberg, Allen. Howl and Other Poems. San Francisco: City Light Books, 2001. Capitalizing on Capitalizing in Ginsberg’s Howl Ginsberg was a literary revolutionary as can be seen in his poetry. He pushed form and genre, theory and confrontation, confession and controversy right to the threshold and over the doorway of societal standards. In pushing and pushing, Ginsberg creates a new vocabulary for certain words by capitalizing them and giving them the significance of the ‘proper noun.’ By capitalizing the first letter of certain words, Ginsberg gives a solid identity to intangible things and redefines their role in a corrupted society that has destroyed the â€Å"best minds† of his generation. Heaven, Terror, Time, Zen, Eternity, Capitalism, Absolute Reality and Space find their niche among the cities and events in section one. None of the words begin a sentence and some are used multiple times, giving them even more validity in their existence. Somewhere along the line the â€Å"best minds of [Ginsberg’s] generation† â€Å"bared their brains to Heaven,† â€Å"cowered†¦listening to the Terror,† in the midst of â€Å"poles†¦illuminating all the motionless world of Time† and â€Å"vanished into nowhere Zen,† â€Å"followed a brilliant Spaniard to converse about America and Eternity,† â€Å"burned cigarette holes in their arms protesting the narcotic tobacco haze of Capitalism,† or â€Å"were run down by the drunken taxicabs of Absolute Reality† (9-13, 16). Despite Ginsberg’s rants towards hysteria and chaos, there is some hope in the vulnerability of men who â€Å"bared their brains to Heaven.† There is a strong sense of redemption in the Eternity that is continuously referred to page to page. This also gives the minds some validity and a sense of ownership of... ...ey tie in with the Absolute Reality way of approaching the world. At the same time that he devalues Visions and Dreams, calling them, â€Å"the whole boatload of sensitive bullshit,† he also seems to feel that way because they have been devalued by America, rather than by be devalued in their own right (22). The few remaining capitalized words maintain that strand of hope that Ginsberg gave in section one. Even if America has devalued Dreams, Visions, and Epiphanies, they are still there for the taking in some sense. By the third section, Ginsberg has found some middle ground and solidarity. There is hope for the destroyed minds and corrupted America. Ginsberg attaches his own meaning to these words to set up the minds vs. society and provides some eternal hope that stands outside of society’s domination and gives everyone some ultimate answers and consistency.

Sequel to The Cask Of Amontillado :: essays research papers

At precisely 10:30 A.M. I got a call from a Mr. Machiano saying while renovating a palazzo his men found the bones of a human. When I got to the scene one of his employees showed me to the bones. The clothes were still on the carcass. I asked Mr. Machiano how the body was discovered, "My men were knocking down the walls and one of them found a skeleton with its clothes on, and that’s when I called you." I asked whom he bought the palace from. "A man I would say in his early eighties, named Montresor." I then left to learn about this person.. I found out that he is living with a cousin right near his old home. I decided to stop by and ask him a few questions hoping he will remember or know something. After about an hour of getting "I do not know. What are you talking about? Please leave." I realized this was a waste of time and decided to go. Later that night while eating dinner I decided the next morning I would go back to the crime scene to check for clues. The next morning I called Mr. Machiano and asked him to meet me at the palazzo. As I approached the body I began to feel a little queasy from last night’s dinner but luckily I brought some herbal tea to help soothe my stomach. Anyway, I began to search the ground around the body hoping to find some clues. I noticed a gold bracelet on the ground near the body, and it read Montrsor. I decided to do a little more research on this man. I went to the station and asked the secretary to show me the file on any person missing for more than 20 years. The list only had about five people on it with a brief description. There was a man by the name of Fortunato on it who has been missing for about 50 years. He was last seen wearing a motley. I then put two and two together and after some investigation, I found out that the carcass was indeed Fortunato. Later that afternoon I decided to visit Mrs. Fortunato. She took the news pretty well, but I guess she had a feeling he was dead She said "The last time I saw him was fifty years ago during carnival season." I went back to Montresor’s house and told him that "Next to Fortunato’s body was a gold bracelet with your name on it." He still claimed to

Language Acquistion Theories Essay

Bridging two worlds : Reading comprehension , figurative language instruction , and the English language learner ‘ Name University Introduction Many students in American schools today speak English as a foreign language . The English language learner (ELL ) finds that English contains words and phrases that may seem confusing because of the disparity between the literal and figurative meanings . These words and phrases are used in everyday conversations by native speakers but ELL students find them hard to decode not only because of their figurative meanings but because of the various meanings one figurative word or phrase could contain depending on the context by which it is used . The inability to interpret figurative language â€Å"leads to a breakdown in text comprehension which , in turn can frustrate readers and discourage them from continuing the reading task (Palmer Brooks , 2004 ‘ Figurative language instruction The article discusses the case of Alejandro , an ELL student , to illustrate how and why ELL students find it difficult to understand figurative language in English . His teacher found Alejandro to be timid and withdrawn in class because of a lack of confidence in communication with the language . As a result , he disliked reading and writing although he developed literal listening skills . The results of his Figurative Language Interpretation Test confirmed his weakness in interpreting figurative language . His teacher then designed a scaffolding plan involving several instructional strategies which include the following : â€Å"explicit instruction , connections to the real world , dialogue in context , modeling and independent practice , visualization and the use of the native language (Palmer , Miller Leclere , 2006 . The first step of the strategy involved a 3-step process by Simmons Palmer (1994 ) for finding meaning in figurative language . The teacher first identifies the figurative language in a written text , determine if the literal meaning in the text makes sense , then find the intended meaning of the figurative language expression . Through a series of questions the teacher leads the student towards the intended meaning . A fourth step is added to the 3-step process wherein which the figurative sayings are connected to real-life experiences of the student . Teachers define the various forms of the figurative language and contextualize them . Daily interaction and practice with the student , through both oral and written activities , are encouraged for the student to gain command of the newly-learned concepts . Another helpful strategy might be drawing both literal and figurative interpretations of the figurative expressions . Most children certainly relate more to visual imagery in figurative language . Finally , the primary language of the students should also be encouraged instead of dismissed during the teaching process . Second language students who study in bilingual programs perform better than those in non-bilingual programs . It also encourages students to understand the differences between their two languages , especially with regard to figurative language . Conclusion The strategies explained in the article look simple enough and can be practiced by any teacher handling classes with ELL students . They are practical and have been proven effective . The steps outlined in the article have actually†¦

Japan’s Economic Malaise Essay

An affluent economy has the dynamics to identify their financial strength and prosperity by the principles they practice and execute. However, when a country becomes overly confident on their abilities to remain consistent as a global power they become vulnerable to complacency. A nation’s economic wealth becomes susceptible when they no longer recognize the potential risks that may lead their country to either a recession or total collapse of their economy. Japan’s economic malaise clearly articulates how the country’s failure to recognize the strategies they set for their nation would lead to one of the biggest economic catastrophes in the world. Japanese Economy Stagnated Beginning in the early 1980’s up to 1989, Japan’s economy had grew at a record pace. The Nikkei stock market was up over 600 percent and property prices reached levels never seen before. Society was recognizing a wealthy standard of living that boasted the world’s second largest economy. By early 1989, Japan would experience an improbable market crash that would eventually devastate their hope for continued success. In addition, property prices began to drop significantly in response to the stock market’s immediate downfall. The simultaneous reaction of Japan’s stock market and property prices led to deflationary issues throughout the country. Deflation occurs when there is a continuous fall in prices. The fall in prices become the beginning of a greater issue. Consumers and businesses begin losing confidence in the economy by trying to minimize the amount of cash they spend and begin saving more to survive. Optimism levels drop dramatically causing a pattern of ambiguity on whether their country has the ability to recover. While Japan was beginning to endure their setbacks, banks began to eliminate lending as property prices began a downward spiral. Debt rose to extreme levels and many businesses started to notice their financials were diminishing causing them to tighten their expenses, decrease their staffs, wages, and salaries. The resulting factors led Japan into one of the deepest recessions of their history. For the last 20 years, Japan’s stagnate economy continues to sequence through a deflationary cycle. Lessons and the Deflationary Spiral Although there have been modest improvements, Japan recognizes the challenges that lie ahead in order to restore the economy they once had. Some of the lessons that other nations can learn from Japan’s last 20 years are to incorporate a strategy and vision for their country. In addition, they must be cognizant of how deflation can vividly affect a country’s wealth and how a deflationary cycle can disturb its chances to prosper. While it is important to understand some of the lessons that other nations can learn from Japan, it is vitally essential for countries to know how to avoid a deflationary spiral. One of the ways a country can avoid a deflationary spiral is to embrace a continuous strive for economic development through education and job growth. As of June 2012, Japan’s unemployment rate stood at 4.6% compared to 2.0% in 1989. Job creation and education promote opportunities that have the potential to turnaround a deflationary spiral. Japan’s Economy to Prosperity Lastly, by recognizing how Japan continues to have difficulties with deflation their struggles offer some opportunities that they can utilize to enhance their economy’s wealth. According to Hill (2013), Japan could reverse this trend by increasing immigration or boosting the birthrate, but neither of these seem likely at the moment (Hill, 2013, p.96). Although Hill has reservations on whether immigration or boosting the birthdate may not be likely due to a cynical population, Japan must evaluate all of their options in order to persevere. In addition to the potential of increasing immigration and boosting the birthrate, Japan should also consider raising their sales tax. If Japan raises their sales tax of 5% in increments of 1.0% each year over the next five years, they will be able to offset some of their discretionary costs such as welfare and other governmental benefits to help ease some of the deflation they are enduring. While there may be many options to get Japan’s economy moving again one of the most advantageous methods is to evaluate how they fell into a deflationary spiral. Japan must acknowledge and learn from their inaccuracies by developing productive procedures that incorporate inflexible checks and balances in order to recognize their faults and establish an economical plan that will restore hope and optimism with in the Japanese population. Conclusion Japan’s economy has gone through significant challenges over the last two decades. By recognizing how Japan continues to have a stagnated economy, the lessons learned to prevent other countries to fall victim, how to avoid the deflationary spiral, and how to reinvigorate Japan’s economy, leaders can gather great insight on how to manage their own economies. In the international world of business transactions and economic trends, countries must exercise good intentions for their nation and maximize sound judgment in a way that promotes confidence and assurance that they are making the right decisions. Japan’s economic malaise over the last 20 years proves the importance and severity of what can happen if a country lacks the vision and strategy to succeed. References Fingleton, E. (2012, January 6). The Myth of Japan’s Failure. NY Times. Retrieved from http://www.nytimes.com Hill, C. (2013). International Business, Competing in the Global Marketplace (9th ed.). McGraw-Hill Irwin. Shilling, G. (2012, June 4). Japan’s Debt Sustains a Deflationary Depression. Bloomberg News. Retrieved from http://www.bloomberg.com

Differences Between Mitigation and Preparedness

Part I What are the primary differences between Mitigation and Preparedness? Research and describe three examples of each. The United States experiences a variety of natural disasters throughout the year. Because of hurricanes on the Pacific, Atlantic, and Gulf of Mexico coasts, earthquakes near the San Andreas and other fault lines, volcanic eruptions, tornadoes in the plains, and floods throughout the Midwest, the United States suffers approximately $1 billion in losses each week. From 1990-93, losses surpassed those during the previous decade, mainly due to Hurricane Andrew, the Midwest and Northwest floods, and the Northridge Earthquake.Regardless of the location of a natural disaster in the United States, a program of disaster preparedness, mitigation, management, and prevention must be followed. (McMillan, 1998) Disasters can be described as a cycle with three phases, BEFORE, DURING and AFTER.The â€Å"BEFORE† phase is that period of time before a disaster hits, includin g the time when a warning and/or alert is announced, during which preparation and mitigation activities may take place, with the objective of decreasing people’s vulnerability and reducing the negative impacts of disasters.The â€Å"DURING† phase is that period of time during which lives and livelihoods are at risk and lasts until the danger is over.The â€Å"AFTER† phase is the rehabilitation and reconstruction phase, after the immediate danger has past, when people and communities put their lives, livelihoods, and homes back together. This paper will concentrate on the BEFORE phase with mitigation and preparedness in this section. According to Bullock, mitigation refers to the continued action taken to reduce or eliminate risk to people and property from hazards and their effects.Mitigation activities address either the probability and consequence or both components of risk. By mitigating either of these components, the risk becomes much less of a threat to th e affected population. In the case of natural disasters, the ability of humans to limit the probability of a hazard is widely dependent on the hazard type. Hazards such as hurricanes or tornadoes are impossible to prevent while avalanches, floods, and wildfires are examples of hazards for which limiting the rate of occurrence is possible. (Bullock, 2013)A natural disaster has the potential to cause unseen physical and psychological damage, damage that could be lessened with some preparation if you’re in an area that is vulnerable to a destructive act of nature. All disasters offer their own unique challenges and have different ways to mitigate them before they happen. For example: Tsunami Mitigation:Find out if your house is in danger and know the height of your street above sea levelBe familiar with warning signs (earthquakes, ground rumbling, or rapid rise and fall of coastal waters)Ensure all family members know how to respond Teach children how and when to call 9-1-1Have disaster supplies on hand (flashlight, extra batteries, portable battery-operated radio, first aid kit, emergency food and water, nonelectric can operator, cash and credit cards, and sturdy shoesDevelop an emergency communications plan in case of separation during the earthquake Ask an out-of-state relative or friend to serve as the family contact. (Ready. ov)Tornado Mitigation:Conduct tornado drills into each seasonDesignate an area in the home as a shelterHave disaster supplies on handDevelop an emergency communications plan in case of separationKnow the difference between a tornado watch (issued when tornadoes are possible in your area) and a warning (tornadoes have been sighted by radar)Take shelter in a building with a strong foundation If shelter is not available, lie in ditch or low-lying area a safe distance away from the mobile homeLearn danger signs: An approaching cloud of debris an make the location even if a funnel is not visible, before a tornado hits, the wind may die down and the air may become still, and generally occur near the edge of a thunderstorm; you can often see clear skies following a tornado. (Ready. gov)Wildfire Mitigation:Learn and teach safe fire practices Build fires away from nearby trees or bushes, always have a way to extinguish a fire, never leave a fire unattendedObtain local building codes and weed abatement ordinances for buildings near wooded areasUse fire-resistant materials when building, renovating, or retrofitting structuresCreate a safety zone to separate home from combustible plants and vegetablesInstall electrical lines underground, if possible Prune all branches around residence to a height of 8-10 feetKeep trees adjacent to buildings free of dead or dying wood and mossRemove all dead limbs, needles, and debris from rain guttersStore combustible/flammable materials in approved safety containers and keep away from homeKeep chimney cleanAvoid open burning, especially during dry season.Install smoke detectors on ever y level of your homeMake evacuation plans from home and neighborhood and have back up plansAvoid using wooden shakes and shingles for roofing Use only thick, tempered safety glass in large windows and doorsHave a disaster supplies on handDevelop an emergency communication plan in case of separationAsk an out-of-state relative to serve as the â€Å"family contact† (ready. gov)Preparing for an emergency provides you your best chance of survival, in the event of a natural disaster or terrorist attack. Emergency preparedness should always be considered in the home and workplace for any unexpected event.Devastating acts, such as Hurricane Sandy, Hurricane Katrina, and the 9/11 attacks have left concerns about the possibility of future events and their potential impact. These acts have raised out awareness of the importance of emergency preparedness. The 2004 National Response Plan defines Preparedness as â€Å"the range of deliberate, critical tasks and activities necessary to bu ild, sustain, and improve the operational capability to prevent, protect against, response to, and recover from domestic incidents.Preparedness is a continuous process involving efforts at all levels of government and between government and private-sector and nongovernmental organizations to identify threats, determine vulnerabilities, and identify resources. † (NRP 71). In simple terms, preparedness activities can be characterized as the human component of pre-disaster hazard management. Training and public education are the most common preparedness activities, and when properly applied, they have great potential to help people survive disasters.Although, preparedness activities do little to prevent a disaster from occurring, they are very effective at ensuring that people know what to do once the disaster has happened. (Bullock, 2013) While, preparedness is the steps taken to deal with an event once it occurs, mitigation is the steps taken to eliminate or reduce the risks cr eated by hazards. Previously, mitigation factors were discussed for wildfire, tornado, and tsunami. Some examples of a preparedness activity is to create an emergency communications plan, establishing meeting places, and assemble disaster supplies or a 72hour emergency preparedness kit.When creating an emergency communications plan choose an out-of-town contact your family will call or e-mail to check on each other should a disaster occur. They should live far enough away that they would not be directly affected by the same event, and of course they should know they are the contact. Also, make sure every member has all have each other’s contact information to include email, cell phone, and home/work phone. The children’s school should have this contact information as well. Another, thing to remember is to be patient as with a disaster the phone lies will get overwhelmed.Having predetermined meeting places away from your home will save time and minimize confusion should your home be affected or the area evacuated. Make arrangements to stay with a family member or friend in case of an emergency. Be sure to include your pets in these plans, since pets are not permitted in shelters and some hotels will not accept them as they are just as much a part of the family as anyone else. Have two emergency locations, each in opposite directions. You never know, until an actual emergency, which direction you will need to evacuate.If you need to leave your home having some essential supplies at your disposal will make it more comfortable for the family. Prepare an emergency preparedness kit in something easy-to-carry such as a duffel bag or small plastic trashcan. Include â€Å"special needs† items, first aid supplies (i. e. prescription medications), a change of clothing for each family member, a sleeping bag or bedroll for each, a battery powered radio or television and extra batteries, food, bottled water and tools. (NTARC, 2012) In conclusion, mitiga tion and preparedness are very important with respects of a disaster response and recover.Just think of in this manner to put everything into perspective. In order to give your family and yourself the best chances of survival during a disaster you must to have a plan in place and think of all the factors that you can do before hand to minimize the impact of a disaster. Like we do in the Navy, before we pull out to sea we have a very big checklist that we adhere to and list all the factors that can go wrong then brief a response to those factors. This will ensure everyone knows his or her responsibility. It saves lives and promotes a safety first environment.Being proactive is the key to minimizing the loss of human life, injuries, financial losses, property damage and the interruption of business activities. Methods my change between hazards and incidents, but the goals are always the same.ReferencesBullock, J. A. , Haddow, G. D. , & Coppla, D. P. (2013).Introduction to homeland sec urity. (4th ed. ).Waltham, MA: Butterworth-heinemann. Department of Homeland Security. (Nov 2004).National Response Plan, Washington D. C. , DHS Department of Homeland Security (November 9, 2012).Ready. Gov. Retrieved November 9, 2012 from http://www. ready. gov/america/index. html McMillian, C. R. (1998).Natural disasters: prepare, mitigate, manage. Retrieved from http://www. csa. com/discoveryguides/archives/ndht. php Peace Corps (Sep 2001).Disaster preparation and mitigation. Retrieved From http://files. peacecorps. gov/multimedia/pdf/library/T0124_dpm_ist. pdfNational Terror Alert Response Center (2012), Emergency preparedness. Retrieved from http://www. nationalterroralert. com/emergency_preparedness/

Research preparation Essay

Child abuse is maltreatment of a child either psychologically, physically or sexually. There are different child abuse definitions from different sources (Main, & Hesse, 1990). According to the (CDC) the center for Disease and Control Center, child abuse is defined as a series of mistreatment to the child that may cause harm that are committed by either the parents, caregivers or any other person (Jacobvitz, 1999). Most of the child abuse issues happens at the child’s home and are mostly committed by the child’s close relatives while others happen in organizations, schools and in the community at large (Hansen, 1993). In most cases there are four major categories of child abuse namely; physical, psychological or emotional, sexual and neglect abuse (Braunwald, 1995& George, 1999). There are different jurisdictions that have been developed and have their own distinct definitions of child abuse and what constitutes the abuse. This is all done with the sole purpose of removing the child from the hands of parents and the abuser and also to protect the child from the abuse (Solomon 1999). According to the journal mental health, child abuse is regarded as any failure to act that may result to child’s death, harm physical or psychological harm by the parents and the care givers (Hoyano, 2007& Arnaldo, 2001). The relevance given as why silence is not preferred as far as the child abuse is concerned. The author describes the relevancy and the importance of breaking the silence so as the abused children would have their rights as other children. The child’s right should be recognized and realized as a human right. (Braunwald, 1995). The articulated importance of having an order that will tackle the issue that regards the child abuse. He on the other hand emphasizes on the reasons as to why there should be a notable difference between the exercising of the child’s rights and maltreatment (George, 1999). This great disorganization of the child’s right as there are many organizations that are out to fight for the rights of the children but fails to meet their goals for they divert their missions from fighting for the child to fighting for their position in the issue as far as their recognition are concerned (Hansen, 1993). According to the author there has been lots of suffering faced by children from different backgrounds and there had never had a lasting solution that would address the issue so as the there may be set some governing policies that would help in curbing the problem (Hoyano & Keenan, 2007) The author’s article also emphasizes much on the issue of having a policy that will fight for rights of the child. There have never been strong policies that can manage the issues that are brought about by the abuse as well as what would be done to the offenders (Jacobvitz, 1999). There are issues that are raised by the society in regard to the gender of the child that brings about the abuse of the child’s right; some of these issues are like the genital mutilation of the girl child. These addressed issues by the author so as there may be a uniform fight for the child’s right (Main & Hesee, 1990). Reference Arnaldo, C. (Ed. ). (2001). Internet of the Child Abuse: Ending the Silence. New York: Berghahn. George, Davie. (1999). Attachment Disorganization. New York: Guilford Press Hansen, D. (1993). Psychological Bulletin. New York: Guilford Press Hoyano, L. & Keenan C. (2007). Child Abuse Policy and Law across Boundaries. New York: Oxford University Press. Main, M. & Hesse, E. (1990). Parents’ Unresolved Traumatic Experiences are Related to Infant Disorganized Attachment Status. Chicago: University of Chicago Press. Jacobvitz, D. (1999). â€Å"Attachment Disorganization: Unresolved Loss, Relational Violence and Lapses in Behavioral and Attentional Strategies. New York: Guilford Press. Solomon, J. (Eds. ). (1999). Attachment Disorganization. New York: Guilford Press. Hoyano, L. & Keenan, C. (2007). Child Abuse: Law and Policy across Boundaries. New York: Oxford University Press. Braunwald, T. (1995). â€Å"Finding Order in Disorganization: Lessons from Research on Maltreated Infants’ Attachments to their Caregivers. † New York: Cambridge University Press.

Auto Trade Agreements Essay Example | Topics and Well Written Essays - 1250 words

Auto Trade Agreements - Essay Example The type of the investment strategy that the Nissan Company is using in Mexico is Foreign Direct Investment (FDI) strategy which has enabled this company to invest its assets in the country. A company can decide to invest directly in a certain nation in order to enjoy the benefits of Foreign Direct Investment strategy. However this strategy has its own shortcomings depending on the economic and the political conditions of the host country. 1a). Foreign Direct Investment as a strategy in investment has various advantages and disadvantages. One of the main advantages of Foreign Direct Investment is that a company is able to expand its market therefore making the company compete with other firms at a global level. New customers will be attracted and thus the company will be able to make more profits. FDI has improved the level of competition between various firms in that a company will strive at producing the best quality product in order to attract the customers and keep the business i n operation. For the Nissan company to prosper in the competitive market it must be able to make good quality cars that can easily attract customers. Through this investment strategy, the Nissan Company is able to integrate the use of the new technology that is available in Mexico. The new technology can help the Nissan Company to produce automobiles which are of improved quality as well as being unique in the market (Siddharthan and Lakhera, 2005). Foreign Direct Investment has enabled economic growth in Mexico as the host country. This is because investment in a country enables a nation to get finances or government income through the collection of taxes thus boosting the economic growth of the nation. The finances can as well be collected through the foreign exchange concepts. Through the FDI there is technology diffusion as well as knowledge transfer. In this context, the Nissan Company can benefit from the knowledge of the people of Mexico as well as integrating the technology of the Mexican people in the Automobile industry. Foreign Direct Investment also helps in the creation of job opportunities since the parent company will be willing to employ new people in the host country who will help in steering the company to success. The employment of skilled workers in the host country is also beneficial to the company in that these people understand the culture of their country thus it will be easy for these employees to interact effectively with the potential customers. Direct Foreign Investment has a negative impact on the domestic firms that are available in the host country in the Nissan Company might phase out many firms in Mexico which are not competitive in the market. The introduction of sophisticated technology in the Mexican market might threaten small firms thus making them to close down their businesses. The existence of too many firms that expand through the Foreign Direct Investment strategy might cause an increase in the inflation rates of Mexi co as the host country which will consequently lead to the rise in prices of good. The end result is that the Nissan Company will have to re-adjust its prices thus making losses in the long run. This strategy used by the Nissan Company enables it to gain the competitive advantage in the global market since the integration of new technology enables the company to produce high quality product that can compete at the global market

Crimonology Essay Example | Topics and Well Written Essays - 250 words

Crimonology - Essay Example With the introduction of prisoner rehabilitation series, correctional officers’ roles changed to incorporate rehabilitation. The correctional officers were also required to maintain a social distance with the inmates and to use the discretionary rule enforcement. The correctional officer was no longer adequate as a guard, and their role was to ensure that inmates were transformed and equipped with skills necessary to help build the society. The management role of a correctional facility has also changed significantly. Previously, the administration would have appointed anyone to the position of a correctional officer. Training requirements were minimal or nonexistence (Law). The management role involved ensuring that the prisoners were locked away, and their rights were not significant. Currently, in the correctional facilities, the management has to place measures to ensure that programs are offered to produce a positive effect on the prisoners. The correctional facilities are required to work as proactive learning facilities, and outcomes are evaluated. The role of managing a correctional facility has also changed to include the training and education of correctional officers (Law). The management has to ensure that inmates’ rights are honored, and rehabilitation opportunities awarded fairly in regard to age, gender, and race. Law. "Prisons: Correctional Officers - Changes in The Correctional Officer Role." - Inmate, Inmates, Rehabilitation, and Custody. N.p., n.d. Web. 04 May 2015.