Teacher Competency Essay Example | Topics and Well Written Essays - 1250 words

Instructor Competency - Essay Example Understudies, in the interim, additionally hope to have the option to gain from the educator. Some even believe that instructors can make them keen, a desire which can not be limited. Despite the fact that knowledge is principally an aftereffect of a student’s ingenuity and qualities maybe, a teacher’s input is a significant contributing variable. This is the place educator competency comes into the image. For an instructor to have the option to encourage learning, he should be able. Presently what is competency? Competency is â€Å"the capacity to play out a specific expertise or to exhibit a predetermined degree of knowledge† (D. Sadker and M. Sadker, 2005, p. G-2). An able educator consequently is one who encourages learning as well as does as such in a predefined, and will we say praiseworthy, level. There are a great deal of attributes or characteristics that make a skilled educator, which are all identified with the components of one’s character †scholarly, physical, social, moral, and enthusiastic (Zulueta, 2006). Nonetheless, there is no standard which can be considered as the widespread arrangement of attributes an instructor must have so as to be called equipped; these characteristics are dynamic in that what works for one educator may not work for another, or what is compelling for an understudy may not be as powerful for another, or what applies now may not be material years from now. Absence of information regarding a matter and powerlessness to respond to an inquiry is such a loathsomeness to consider. Educators dread it as well. It must be comprehended that learning is a constant procedure and nobody, not so much as an educator knows the response to everything. A few understudies are merciless; they like to test the degree of a teacher’s information. Educators must be set up for such occasions. In spite of the fact that there might be times that he won't have the option to respond to an inquiry moving forward without any more exploration, these examples must be kept to a base. Gazed upward to as a wellspring of information, an educator should in this manner be an ace at the subject

Aspects of Breast Cancer :: essays papers

Parts of Breast Cancer As indicated by the American Cancer Society, in the United States in 1997 alone, 180,000 individuals were determined to have a horrendous infection. Of all kinds of disease bosom malignant growth positions second and is the main malignant growth which is lethal in ladies between ages of 15 to 54. This malignant growth is inside the best three malignant growths of all ladies over the age of 15. This horrendous illness is bosom malignant growth. Bosom malignant growth is a gathering of quickly developing repeating, undifferentiated cells in the territory of the bosom in a lady. The soonest organizes happen in the epithelial cells of the terminal end buds (TEB) of the bosom milk ductal framework. While the reasons for bosom disease are obscure, the cells in the bosom trigger a response of cell propagation. These new malignant growth cells structure tumors. In the event that disease cells are dynamic or are considered malignate, the tumor develops at huge velocities, what's more, may wind up in metastasis. Metastasis is a procedure where cells split away from their essential tumors and is helped through the blood gracefully or through the lymph framework and migrate into different organs, along these lines spreading malignancy all through the body whenever left untreated. By and large, if a irregularity is short of what one centimeter, it is viewed as generous, albeit each lady ought to counsel her PCP about any bizarre knocks or feeling in the chest. One indication of bosom malignancy results from ductal disease in the bosom. A once empty open cylinder could be totally obstructed with harmful cells in this way leaving a clumsy inclination in the chest region. The body is compelled to flexibly nourishment for itself, yet in addition for the huge tumors that obstruct and pack the framework. Despite the fact that there are various kinds of bosom malignancy, these are the generally normal. The first is adenocarcinoma. It begins in the glandular tissues in any piece of the body. Despite the fact that that it is a generally analyzed malignant growth the forecast can change incredibly because of when the malignancy is found. This records for about all bosom malignant growth. Ductal carcinoma in situ (DCIS) is a noninvasive bosom malignancy. It begins in conduits yet doesn^ã't spread through the channel dividers. The most ideal way to distinguish this sort of malignancy is by a mammogram. This may change into an obtrusive disease if not trapped in time. On the off chance that it changes, at that point it is called a penetrating ductal carcinoma (IDC). This type of obtrusive malignant growth attacks the greasy tissue of the bosom. IDC attacks to different pieces of Parts of Breast Cancer :: articles papers Parts of Breast Cancer As indicated by the American Cancer Society, in the United States in 1997 alone, 180,000 individuals were determined to have a repulsive ailment. Of all kinds of malignant growth bosom disease positions second and is the main malignant growth which is lethal in ladies between ages of 15 to 54. This malignant growth is inside the best three malignant growths of all ladies over the age of 15. This horrendous illness is bosom malignant growth. Bosom malignant growth is a gathering of quickly developing imitating, undifferentiated cells in the territory of the bosom in a lady. The soonest arranges happen in the epithelial cells of the terminal end buds (TEB) of the bosom milk ductal framework. While the reasons for bosom malignant growth are obscure, the cells in the bosom trigger a response of cell multiplication. These new disease cells structure tumors. On the off chance that disease cells are dynamic or are considered malignate, the tumor develops at enormous velocities, furthermore, may wind up in metastasis. Metastasis is a procedure wherein cells split away from their essential tumors and is helped through the blood gracefully or through the lymph framework and move into different organs, consequently spreading malignancy all through the body whenever left untreated. For the most part, if a knot is short of what one centimeter, it is viewed as amiable, albeit each lady ought to counsel her primary care physician about any unordinary knocks or feeling in the chest. One indication of bosom malignancy results from ductal disease in the bosom. A once empty open cylinder could be totally stopped up with destructive cells along these lines leaving a clumsy inclination in the chest territory. The body is compelled to gracefully nourishment for itself, yet additionally for the huge tumors that stop up and pack the framework. In spite of the fact that there are various sorts of bosom malignant growth, these are the generally normal. The first is adenocarcinoma. It begins in the glandular tissues in any piece of the body. Despite the fact that that it is a normally analyzed malignancy the anticipation can shift enormously because of when the disease is found. This records for about all bosom malignant growth. Ductal carcinoma in situ (DCIS) is a noninvasive bosom disease. It begins in conduits yet doesn^ã't spread through the channel dividers. The most ideal way to distinguish this sort of disease is by a mammogram. This may change into an obtrusive malignant growth if not trapped in time. In the event that it changes, at that point it is called an invading ductal carcinoma (IDC). This type of obtrusive malignancy attacks the greasy tissue of the bosom. IDC attacks to different pieces of

Quick Tip Link and Organize Your Mind Maps - Focus

Quick Tip Link and Organize Your Mind Maps - Focus Sometimes mind maps  can grow quite fast and get a bit complex. In MindMeister you can quickly turn a large subtopic, with lots of ideas, into its own mind map. You can automatically generate a link to the new map and a back-link to the original. The original map is then used as an overview of topics. We call this an index map. One of the biggest benefits of the  mind map  format is the great overview it provides of a topic. So, creating an index map with multiple related sub maps is a simple  way to keep things  organized and ensure that maps dont get too cluttered or too complex. Linking your mind maps this way will enable you to quickly jump  back and forth between maps without having to search for them in the dashboard. A  system of connected maps is ideal for creating  business plans, where each branch in the index map represents a department of the company. Each sub map can in turn hold any number of links to sub maps of its own. There is no limit to the number of maps you can connect. More examples Lecture course Class planning Advertising plan Company structure by department Organizing study notes by course and more! Quick Tip Link and Organize Your Mind Maps - Focus Sometimes mind maps  can grow quite fast and get a bit complex. In MindMeister you can quickly turn a large subtopic, with lots of ideas, into its own mind map. You can automatically generate a link to the new map and a back-link to the original. The original map is then used as an overview of topics. We call this an index map. One of the biggest benefits of the  mind map  format is the great overview it provides of a topic. So, creating an index map with multiple related sub maps is a simple  way to keep things  organized and ensure that maps dont get too cluttered or too complex. Linking your mind maps this way will enable you to quickly jump  back and forth between maps without having to search for them in the dashboard. A  system of connected maps is ideal for creating  business plans, where each branch in the index map represents a department of the company. Each sub map can in turn hold any number of links to sub maps of its own. There is no limit to the number of maps you can connect. More examples Lecture course Class planning Advertising plan Company structure by department Organizing study notes by course and more!

Analysis Art for Hearts Sake - 1876 Words

The analysis. â€Å"Art for heart’s sake†. ДÐ µÃ ¹Ã ½Ã µÃ ºÃ ¾ ДÐ °Ã'€Ã'Å'Ã' , ЛПÐ ¡-001-O-11 I’d like to tell you about my analysis of the story â€Å"Art for heart’s sake† . It’s a very interesting story written by R.L.Goldsberg. He was an American sculptor, cartoonist and writer. He graduated from the. He produced several series of cartoons that were highly popular. His best works are â€Å"Is There a Doctor in the House?†, â€Å"Rube Goldsberg’ Guide to Europe† and â€Å"I Made My Bed†. The story is logically divided into 3 parts. In introduction the action centers around Collis P. Ellsworth, an old gentleman whose obsessional idea is buying unnecessary things. In the chain of events we see that his doctor Caswell†¦show more content†¦Among his best works are Is There a Doctor in the House? (1929), Rube Goldbergs Guide to Europe (1954) and I made My Bed (1960). Art for Hearts sake is about the old man Collis P. Ellsworth who has troubles with his health. Doctor Caswell offers him to take up painting, for a chance. In some time Ellsworth painted an awful picture which was no a work of art at all. To bewilderment of the doctor this painting was not only accepted for the Show at the Lathrop Gallery, but took the First Prize. The old man just explained that he had bought this gallery last month. The idea of this text is everything can be bought for money. Value of art will vanish if everyone foists his god-awful smudge as an eternal work of art. The text is written as a 3rd person narration with dialogues of the personages. This text can be divided into the following parts. The first is doctors suggestion to take up art. The second is Swains lessons. The third is about the Trees Dressed in White. The forth is the culminating point of the text. Ellsworth was awarded with the First Prize for his painting. The last one is Ellsworths confession. That he had bought the gallery, thats all. The prevailing mood of the text is humorous. The author underlines the old man behaves like a child (he replied Nope on the male nurse suggestion many times. He colored the open spaces blue like a child playing with a picture book. He proudly displayedShow MoreRelatedText Analysis Art for Heart’s Sake.2725 Words   |  11 PagesText Analysis Art for heart’s sake. The author of the extract under analysis is an American sculptor, cartoonist and writer Reuben Lucius Goldberg (1883-1970). Rube Goldberg began practicing his art skills at the age of four when he traced illustrations from the humorous book History of the United States. After graduating from the University of California in 1904 he worked as a cartoonist for a number of newspapers and magazines. Goldberg is best known for a series of popular cartoons he createdRead MoreThe Lotus Eater2754 Words   |  12 Pagestraditional tale common to the member of a tribe, race or nation. It usually involves the supernatural elements to explain some natural phenomenon in boldly imaginative terms. Today myth has become one of the most prominent terms in contemporary literature analysis. It was Northrop Frye, one of the most influential myth critics (others including Robert Graves, Francis Fersusson, Richard Chase, Philip Wheelwright), who discovered certain formulas in the word order. He ide ntified these formulas as the â€Å"conventionalRead MoreRole of education in personality development13618 Words   |  55 PagesThe full heart of Love is tranquilised by knowledge into a calm ecstasy and vibrates with strength; the strong hands of Power labour for the world in a radiant fullness of joy and light; the luminous brain of Knowledge accepts and transforms the heart’s obscure inspirations and lends itself to the workings of the high-seated Will. All these powers are founded together on a soul of sacrifice that lives in unity with all the world and accepts all things to transmute them. This, we may say, is theRead MoreStatement of Purpose23848 Words   |  96 PagesOhio Wesleyan Writing Center Founded University Promoting1955 as a hallmark of liberal arts education writing Writing Guidelines Statements of Purpose From the OWU Writing Center in the Sagan Academic Resource Center The OWU Writing Center Corns 316 ââ€" ª (740-368-3925) ââ€" ª http://writing.owu.edu ââ€" ª open Monday-Friday, 9:00 a.m. to 5:00 p.m. Ohio Wesleyan University Writing Center  © 2011 Writing Guidelines for Statements of Purpose Contents Writing Your Statement of Purpose ..........Read MoreConfucianism in Journey to the West31834 Words   |  128 PagesUniversity of Leiden 14 June 2012 Department: Language and Culture of China Course: Visual Political Communication (BA3) Semester: Summer Semester 2011/2012 Lecturer: Florian Schneider Journey to the West A Textual-Visual Discourse Analysis Name: Stefan Ruijsch (Student No. 0620203) Major: Chinese Studies, BA 3 E-mail: s.ruijsch@umail.leidenuniv.nl Phone: 06-48369645 Address: Vrijheidslaan 256, 2321 DP Leiden Word Count: 9,387 Table of Contents pageRead MoreDeveloping Management Skills404131 Words   |  1617 PagesLeale Senior Production Project Manager: Kelly Warsak Senior Operations Supervisor: Arnold Vila Operations Specialist: Ilene Kahn Senior Art Director: Janet Slowik Interior Design: Suzanne Duda and Michael Fruhbeis Permissions Project Manager: Shannon Barbe Manager, Cover Visual Research Permissions: Karen Sanatar Manager Central Design: Jayne Conte Cover Art: Getty Images, Inc. Cover Design: Suzanne Duda Lead Media Project Manager: Denise Vaughn Full-Service Project Management: Sharon Anderson/BookMasters

A Rhetorical Analysis of Barack Obamas Interfaith Prayer...

December 14, 2012 was a heartbreaking day for America, as twenty children and six adults lost their lives in a school shooting at Sandy Hook Elementary in Newtown, Connecticut. Two days later, President Barack Obama addressed the nation with an interfaith prayer vigil at Newtown High School to help remember those who had lost their lives, and also to convince the nation that changes need to be made. Obama asked America to make an effort to prevent future tragedies such as this one by caring for our children and using our power to help those around us. Through the use of eulogy, appealing to emotions, and structure, the speech attempts to persuade its audience, America, to make an attempt to avoid future tragedies in order to protect our citizens and to help make America a safer place. Due to the misfortune of this event, Barack Obamas speech was a eulogy. He used this style to honor the victims who had lost their lives in this shooting, as well as touch on previous tragedies such as those in Tucson, Aurora, and Oak Creek. After quoting scripture, Obama opened his speech by saying, We gather here in memory of twenty beautiful children and six remarkable adults. He honored the victims by giving his love and prayers, and by naming each of the victims who have lost their lives in the shooting. Although Obamas purpose of this speech was to ask the nation to make a change, it was also to honor those who got killed in this catastrophic event. Because he named each specific

A Report on Blackwattle Bay Career Education Program Free Essays

The most important goal of secondary education is to prepare students for their future, whether it is for higher education or for the world of work. It is a reality that not all high school graduates can proceed to tertiary education, some would have to forgo college and enter the world of work. Secondary education should be able to provide the right amount of training and education that would help the graduate become successful in his/her chosen life path (Hamilton Hamilton, 1994). We will write a custom essay sample on A Report on Blackwattle Bay Career Education Program or any similar topic only for you Order Now Secondary education does not also limit itself to providing academic and skills training but also in developing the personality of the student and by teaching life skills which they will use in their daily lives. In doing so, students are no only equipped academically with skills and knowledge but also become responsible young adults. Education’s ultimate goal is to teach and transform the minds of the young in the hope that they will become productive citizens of the country. With the many issues and controversies that the educational sectors are facing, it is no wonder that more and more schools are trying to address the issues of providing quality education that would result to student success in and out of school (Myrick, 2002). For some, innovation and the use of technology had helped in motivating students and in enhancing instruction, others focus more on providing excellent support for the needs of students that would aid in decision making in terms of their future and life goals. This support programs include career guidance, counseling, social action, volunteerism and spiritual guidance. Other schools emphasize academic preparation and excellence by providing programs such as remedial classes, enrichment classes, advanced courses in science and math, tutorials and the like (Cobia Henderson, 2007). As most educators agree, a school which provides holistic education and personal development are the best kind of schools whether it is public or private, and rural or urban. In recent years, the general public had been averse to sending their children to public schools owing to the negative reputation that it has been given for not providing quality education, for not having excellent teachers and for the lack of funding given to such schools. More and more parents had sent their children to private schools for secondary education, in an attempt to reverse the negative perception towards public schools especially in the inner cities; the Sydney Secondary College was created in 2002 in order to revitalize public education. The Sydney Secondary College system is composed of three campuses located at Balmain, Leichhardt, and Blackwattle Bay. Students attend either Balmain or Leichhardt for their grade 7 to 10 education then move to Blackwattle Bay for their 11th and 12th years. Although Blackwattle Bay accepts applicants from different schools, students from Balmain and Leichhardt are given priority. The college system is unique in the sense that the learning environment of the Blackwattle Bay campus is very similar to a true college or university wherein students take courses that are geared towards enhancing the students’ chances of being accepted in tertiary education. Moreover, the college concept also posits that juniors and seniors would benefit more from a more mature and challenging learning environment than a regular high school. How to cite A Report on Blackwattle Bay Career Education Program, Papers

Goals of Sentencing free essay sample

Goals of Sentencing There are five goals of sentencing: punishment, deterrence, incapacitation, rehabilitation, and restitution. Punishment, also called retribution is society’s way of getting revenge on a criminal for the harm they have caused. Retribution is society’s way of getting revenge or feeling like they got even with a criminal. In society a crime not only harms the victim of a crime, but society as well. A criminal’s injurious actions may outrage society as a whole. This creates the longing for revenge, and punishing the criminal is a way to satisfy that want.Its purpose is to punish a criminal based on a perceived need for justice. Retribution is society’s way of punishing the offender for anti-societal behavior. Punishment â€Å"is justified because it makes the offender give up money, personal freedom or comfort that is equivalent to the harm or loss done to others† (Sociological Index, 2010). Historically, punishment was immediate, often without due process, and was given little thought as to whether the punishment fit the crime. We will write a custom essay sample on Goals of Sentencing or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Death and exile were commonly imposed sentences.In today’s society, retribution is similar to the just deserts model of sentencing; which believes the offender deserves the punishment they get, and that punishment should fit the crime, and should be appropriate to the type and severity of the crime committed. Punishment has both favorable and unfavorable consequences. We punish our children to teach them right from wrong, because we want to raise law abiding citizens. We punish criminals to teach them what law abiding behavior is and what are criminal behaviors in our society; also, that these behaviors will not go unpunished. Punishment is the correctional goal that â€Å"emphasizes the infliction of pain or suffering† (Seiter 2008, p. 28). It is through the painful consequences of punishment that these behaviors are deterred. Punishment is necessary to deter criminal behavior, and â€Å"the presence of punishment encourages rehabilitation† (Seiter 2008, p. 28). By punishing criminals other members of society see that the ones that commit crimes will get what is coming to them in the form of punishment. As a society punishment is not only acceptable but encouraged; as long as it is not abusive. A right protected by the American Constitution: our 8th Amendment right states â€Å"excessive bail shall not be required, nor excessive fines imposed; nor cruel and unusual punishment inflicted† (Yale Law School, Undated). I can only think of a couple of reasons punishment might be unfavorable and it is because I am thinking about the children of these criminals who will have to be without their parent because the parent committed a crime and is now being punished by serving a prison term.Also, because when society has to put a criminal to death because their sentence is the death penalty; this sentence goes against the religious beliefs of many citizens who read and worship according to the Bible. One of the commandments says â€Å"thou shalt not kill†. There are no exceptions written in this statement, just an order from a higher power saying not to do it. Religion is where punishment may seem unfavorable, but other than that I believe punishment is favorable because it is what makes all the other goals of sentencing and crime prevention attainable; and it is the only way to protect the innocent from the criminal.Incapacitation is the second goal of criminal sentencing, and is meant to protect society from criminals who may harm them if not prevented from doing so. Historically, mutilation, and amputation of the extremities were used to keep criminals from repeating their crimes. In society today, offenders are separated from the community to reduce their opportunities to commit more crimes. Incapacitation is favorable because helps keep criminals behind bars and away from society, as a way to protect the innocent from criminals.Incapacitation requires only restraint, not punishment like retribution. Incapacitation is the answer when it comes to violent offenders who commit heinous crimes against other members of our society. These criminals have many victims and their crimes are such that the public is outraged and wants them to pay for the harm they have caused. The main unfavorable consequence about incapacitation is the bill to the tax payers to house and feed them for as long as they are held in prison, some until their natural death, and others until the day of their execution. We have to think of the cost to keep building more and more prisons because there are more and more criminals being given prison sentences each and every day. Deterrence uses the threat of punishment to keep people from committing criminal acts. Specific deterrence helps reduce repeat offenses by prisoners. General deterrence tries to influence future behavior of people that haven’t been arrested, yet may be tempted to commit a crime. Deterrence is a more rational goal of sentencing because it is possible to investigate the amount of punishment needed to deter certain behaviors.Harsh punishments can eliminate many types of criminal acts. Our society is unlikely to impose a death sentence for petty crimes, and harsh punishments aren’t effective in reducing serious crimes like murder and drug trafficking. Deterrence goes along with the goal of incapacitation, as deterrence is achieved by incapacitating offenders and giving them time to rethink their lives and their behavior, and hopefully prevent any future criminal behaviors. Deterrence is always favorable because it means less victims of crime and less crime being committed in society. Rehabilitation is a process used to change criminal behavior.The goal of rehabilitation is to reduce crime. While deterrence instills the fear of consequences of committing a crime, rehabilitation is designed to educate the criminal and through psychological treatment reduce the probability of committing crimes in the future. There are many rehabilitation programs for criminals like: drug and alcohol abuse programs, psychological treatments and counseling, group therapy, and half way houses, where an inmate can live in a structured environment until they are fully ready to reenter society and be a productive part of society.Rehabilitation is always f avorable if the criminal that is given the opportunity to change their behavior takes full advantage of the opportunity and turns their life around to become law abiding. Restoration is the goal of sentencing that tries to make the crime victim whole again. Crime victims are frequently traumatized by these experiences, leaving lasting physical and emotional scars. The world is not seen as a safe place for them, and they may live in constant fear of being assaulted again.Although, the criminal is in jail, the victim may still have night terrors and fears of leaving their home. The idea behind retribution is that punishment is justified when it is deserved. Many times victims will suffer from PTSD, (post-traumatic stress disorder), which is â€Å"a psychological condition that effects those who have experienced a traumatizing or life threatening event; such as combat, natural disasters, serious accidents, or violent personal assaults† (Walker, L. E. 1992). Those that suffer from PTSD feel like they will never recover and be normal again.

The Economy Evaluation of Two Websites Related to the Economy

In the 21st century, Information Technology drastically changed the way people communicate and interact with each other. This new phenomenon is made possible by the World-Wide-Web. But even a powerful platform like the Web is useless without the necessary tool that will help an ordinary person understand and appreciate the full power of the Internet.Advertising We will write a custom essay sample on The Economy: Evaluation of Two Websites Related to the Economy specifically for you for only $16.05 $11/page Learn More It is for this reason that websites were created. A website is known as a portal because it is the starting point, it is a graphical interface that enables a person to read and manipulate content. In this particular report, two websites related to the economy will be analysed to appreciate the importance of a website. In addition, these websites will be analysed using the five criteria for evaluating a web page. The first website to be analy sed is Bloomberg and the second website to be analysed is CNN Money. These two sites talks about the economy. The focus of the discussion and the articles that can be found in these sites are all related to finance, the stock market, employment, Gross National Product, as well as the factors that contribute to the success or failure of the national economy. In order to simplify the analysis, the proponent of this study will focus on articles written by paid journalists that are posted in these sites. In the case of Bloomberg, the article related to crime will be analysed (Goldberg, 2012). In the case of CNN Money the article related to consumer spending will be analysed (Isidore, 2012). Accuracy The first criterion is accuracy. The information posted in these two sites can be considered accurate. This assertion is based on the fact that Bloomberg and CNN Money are well-known websites and well-respected in the international community. Another important consideration is the easy ident ification of the author. hus, it is easy to make a background check on Goldberg and Isidore if they are real people and if they have the credentials to enable them to write the said articles. They can also be contacted through the organization that supported the sites. It is also very clear that it is not the Webmaster who produced the document. An overview of the articles will reveal that the authors are professionals and qualified to comment on the said topic. Authority of Web Documents The second criterion is authority of the web documents. This criterion is related to the first because the strength of the website is linked to the organization that supported and funded the site. In the case of the two websites mentioned earlier, the organizations that are behind these two sites are respected in the international community.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More With regards to C NN Money, the publisher of the said articles is CNN, a global news network. In the case of Bloomberg, the publisher of the said article is a company with the same name and an authority when it comes to the stock market. Objectivity of Web Documents The third criterion is objectivity. An examination of the articles will reveal that the writers did their homework so to speak, in researching the pertinent details related to their work. There appears to be no bias in their reporting. The tone of their writing suggests that they wanted to convey an important message and it is supported by facts. The articles were not written to support a particular group or to advertise a particular product. Currency of Web Documents The fourth criterion is currency. The articles were produced in 2012. The two websites were updated on a daily basis. Thus, the webmaster and the person in-charge of the site are given information regarding the veracity and accuracy of the articles that are posted there. In other words, if there are errors, then, they can immediately rectify it and minimize the number of people who will be misinformed by the wrong information. The links were also updated. Coverage of the Web Documents The fifth criterion is coverage of the Web documents. This criterion focuses on the number of people that can access the site. Thus, if there is greater coverage then it is easier for a great number of people to read and appreciate the articles. The two websites are easy to access using a free browser and other software that can be downloaded free of charge. It can be said that most computers already contain the necessary software that is needed for proper viewing of the said articles. Graphics and other Elements The use of graphics highlighted the focus of the message. In the Bloomberg article there was an attention-catching picture and it immediately clarified the content of the message. In the CNN Money article there was also an image that spoke more than words and its subliminal message immediately resonated to the reader. There was obvious hierarchy of the graphics images. One of the reason for this method is to separate the images that supported the article and the images that were used to advertise products and services from their sponsors. Conclusion The two websites evaluated adhere to the standards included in the five-criteria for evaluating web pages. The websites are accurate based on the veracity of the information and the fact that the authors can be contacted. Their credentials are also easy to verify. The authority of the website with regards to the subject matter that they cover cannot be questioned because of the credentials of the publisher.Advertising We will write a custom essay sample on The Economy: Evaluation of Two Websites Related to the Economy specifically for you for only $16.05 $11/page Learn More The objectivity of the article writer can be easily established. The currency of the website can also be easily established based on the regular updates made. Finally, the coverage of the websites is extensive because it has a global reach. References Goldberg, J. (2012). Why is violent crime declining? Bloomberg. Retrieved from https://www.bloomberg.com/opinion/articles/2012-02-15/why-is-u-s-violent-crime-down-part-2-commentary-by-jeffrey-goldberg Isidore, C. (2012). Consumer holding back, especially on cars. CNN Money. Retrieved from https://money.cnn.com/2012/02/14/news/economy/retail_sales/index.htm?iid=SF_E_River This essay on The Economy: Evaluation of Two Websites Related to the Economy was written and submitted by user Mongoose to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Cunto invertir para obtener visa E-2 de inversionista

Cunto invertir para obtener visa E-2 de inversionista   Las leyes de inmigracià ³n de Estados Unidos no dicen especà ­ficamente quà © cantidad de dinero hay que invertir en un negocio para que se obtenga la aprobacià ³n de la visa E-2 por inversià ³n. Simplemente una inversià ³n sustancial para el negocio que se desea emprender. Pero,  ¿cunto una inversià ³n es sustancial? Para la mayorà ­a de los abogados de inmigracià ³n Muchos de los expertos que se han especializado en este tipo de visas consideran que las inversiones a partir de los $100,000 tienen oportunidades reales de ser aprobadas y que a partir de los $250,000 es, realmente, un caso muy fuerte para su obtencià ³n.  ¿Es posible obtener la visa E-2 con una inversià ³n inferior a los $100,000? Sà ­, hay numerosos casos en los que se ha obtenido con inversiones en torno a los $40,000-$50,000. Depende del tipo de negocio e Inmigracià ³n no va a pedir a un posible inmigrante extranjero que invierta una cantidad superior que la que invertirà ­a un ciudadano americano para el mismo tipo de negocio. En estos casos se recomiendan dos cosas: primero, contar con un buen abogado que crea en el proyecto. A la hora de elegirlo es posible que se tenga que realizar entrevistas previas con varios de ellos. Y segundo, tener un excelente plan de negocios y entenderlo y buscar el tipo jurà ­dico de empresa correcto de los 10 posibles en Estados Unidos. Es fundamental arriesgar dinero real y estar dispuesto a ello (se trata de un negocio), tomarse el tiempo para estudiar quà © se quiere hacer, en dà ³nde, cules son los posibles clientes, cà ³mo obtenerlos, quà © diferencial puede ofrecer el negocio, etc. A la hora de confeccionar el plan de negocios y la carta de presentacià ³n que le acompaà ±a es muy comà ºn contar con la ayuda de profesionales que entienden de nà ºmeros y los aspectos tà ©cnicos. Pero aà ºn en los casos en los que se encarga la redaccià ³n del plan de negocios es fundamental entenderlo, tomarlo como un asunto propio. Otra buena opcià ³n es abrir una franquicia con un modelo de negocio probado. Estas son las 10 franquicias consideradas como las mejores en USA. Si se est pensando en una inversià ³n inmobiliaria, es muy importante asesorarse bien ya que debe tener forma de negocio real y activo para que pueda calificar.  ¿Dà ³nde es frecuente que surjan problemas en el proceso de tramitacià ³n de la E-2? Una vez que el Servicio de Inmigracià ³n y Ciudadanà ­a (USCIS, por sus siglas en inglà ©s) aprueba la solicitud, es necesario pasar una entrevista en el consulado (o Embajada) del paà ­s en el que se reside.   La entrevista es dura. El oficial consular (llamado cà ³nsul en algunos paà ­ses), va a querer quedar convencido de que la persona que solicita la visa tiene capacidad para sacar adelante un negocio, que lo entiende, y para eso va a hacer preguntas en profundidad sobre el plan de negocios. Asimismo, va a querer quedar convencido del origen legal de la inversià ³n y evitar casos que persigan actividades delictivas como blanqueo de dinero.  ¿Cunto cobra de media un abogado de inmigracià ³n por completar planilla de solicitud de E-2? Unos $5,000, generalmente se puede negociar pagarlo en distintos plazos. Adems, hay que sumar el pago por llenar las planillas de cada miembro de la familia que acompaà ±e al inversor.   Asimismo hay que tener en cuenta que se pueden generar otros gastos, como por ejemplo, la elaboracià ³n del plan de negocios, que puede costar en torno a $2,500 dependiendo de las circunstancias de cada caso. Otros gastos que pueden influir son los relacionados con la creacià ³n de la empresa, si todavà ­a no se ha hecho y se encarga al mismo despacho de abogados. Los precios por lo general estn fijados, pero van a variar un poco si se contratan varias gestiones como presentacià ³n papeles visa, creacià ³n de empresa y elaboracià ³n de plan de negocios o sà ³lo una. Tambià ©n influye en el precio si el abogado debe buscar papeles o se le proporcionan todos y si ya estn en inglà ©s o los hay que traducir. Tambià ©n es comà ºn que se cobre una cantidad por la consulta que puede oscilar habitualmente entre los $200 - $400 y, si se sigue adelante, se descuente del total. Es decir, saldrà ­a gratis pero sà ³lo si se sigue el caso con ese despacho de abogados. Puede resultar de interà ©s cunto  cobra un abogado de inmigracià ³n para otros asuntos. Tener en consideracià ³n que eso son medias y que existen grandes diferencias segà ºn el prestigio de los despachos y tambià ©n segà ºn el lugar donde radian. De interà ©s para emprendedores que desean emigrar a USA La visa E-2 es parecida, pero diferente, a la E-1 para comerciantes de importacià ³n/exportacià ³n. Si se tiene un negocio de ese tipo. Si ese es el caso, explorar esa posibilidad. Otras opciones son estas  8 posibles visas para crear un negocio en Estados Unidos  y si se tiene al menos medio millà ³n de dà ³lares, explorar cà ³mo obtener la  green card por inversià ³n: EB-5. En todo caso, antes de invertir informarse sobre las leyes en diferentes estados porque la regulacià ³n es muy distinta en diferentes partes del paà ­s siendo estos los 10 mejores estados para hacer negocios. Si se est abierto a otras opciones diferentes a Estados Unidos, estos son 20 paà ­ses en los que es posible adquirir la ciudadanà ­a (pasaporte) y/o la residencia por inversià ³n. Las condiciones y las cantidades son muy diferentes de un paà ­s a otro. Y si la decisià ³n es elegir los Estados Unidos, estas son 10 cosas que saber antes de emigrar o si se es recià ©n llegado. Conocerlas facilitar mucho la vida. Empezando por el principio Es comà ºn que personas que desean emigrar a los Estados Unidos y no tienen un familiar que es residente o ciudadano que consideren la inversià ³n como el camino a explorar para hacer realidad su sueà ±o de mudarse. Pero o se tiene al menos medio millà ³n de dà ³lares para comenzar a calificar para una green card por inversià ³n por la visa de inmigrante EB-5 o bien, si lo que tiene pensado es una visa temporal E-2, que es de la que trata este artà ­culo, tiene que comenzar por el principio, es decir, asegurarse de que tiene un pasaporte de un paà ­s que ha firmado un tratado de inversià ³n con los Estados Unidos. Si falla ese requisito, no aplica la visa E-2, aunque se cumplan todos los dems requisitos. Por lo tanto, verificar el listado, que nada tiene que ver con el de paà ­ses que han firmado con los Estados Unidos un tratado de libre comercio. Favor de evitar esta confusià ³n. Este es un artà ­culo informativo. No es asesorà ­a legal.

National Service Framework - Standard 5 The role of the nurse Assignment

National Service Framework - Standard 5 The role of the nurse - Assignment Example What measures can be taken to prevent this and in such cases how the patients should be treated. The goal of National Service Frameworks to deal with older adults in stroke pathway. The aim of this to report is to identify the health policy on care delivery from practical life. To ensure that the public and the professionals understand the cause of stroke, the symptoms of a stroke and what measures should be taken if someone gets an attack. The discussion of the report will follow the description on stroke and related issues, how efficiently NSF works towards its perspective to take care of the patient and their family. The main objective is to get the clear idea of the role of nurse, post stroke nursing care along with the inter-professional team. Apart from this other various health promotion to raise awareness also would be the part of the discussion. 2. Introduction to National Service Frameworks 2.1. What is a National Service Framework (NSF)? National service frameworks (NSFs) and strategies provides efficient quality requirements for care. These strategies are based on the available facts on which treatments and services can be effective for the patients. These strategies have various strengths that include building relationships with health professionals, patients, carers, health service managers, voluntary agencies and other experts. The historical perspective of NSF is to make a better world for the older people. England is said to be known as an aging society. Since the early 1930s the number of aged people was over 65 years. According to a recent survey, it has been found that every fifth population of England is over 60 and which will increase to 80 between 1995 and 2025. Thus the concept of NSF to build a better world for older people raised and they form this unit to take both social care and health care services. The National Service Framework is pioneer to ensure fair, high quality, integrated health and social care services for older people. T his is a long term planning program which NSF ensures. It frames 10 year program of action raising awareness to promote good health, to support independence, special acre and services for any conditions and cultural change so that all older people and their carers so that they get respect and can live with dignity and equality. We need National Service Frameworks because it will give us support from every perspective to deal future condition of old age. It will help to create awareness for good health and making people conscious about stroke and hazards. The experts and hard work of NFS had led the way in developing the standards. The Goals and Purpose of NSF To improve standards of care To help older people to stay healthy Better long term funding Extending access to services The NFS will shape its services depending on individual patients, their families and their carers. [Standard 2] The NSF will support and value its staff. The NSF focuses on conditions like stroke, fall and men tal health problems of older people. They have made 10 year framework to deal with arthritis, respiratory diseases in older people. To respect every individual Promoting healthy and active life 2.2. Introduction to National Service Framework for Older Adults- Stroke National Service Frameworks (NSFs) were established to improve various services by setting up national standards to check quality and care services. The main aim of this specific NSF Respecting the individual is

Critical Evaluation of an E-Business Essay Example | Topics and Well Written Essays - 4250 words

Critical Evaluation of an E-Business - Essay Example This may be due to sedentary habits setting in with increasing age. The survey also revealed that the marketing efforts of retailers to spruce up their websites yielded positive results with a majority of respondents feeling that they were attracted by the pleasant atmosphere created by the retailers' websites. A majority of respondents also felt that shopping online is fast becoming a set trend and the pattern will increase in the future. Some of this also felt that they were ready to shop online wholly. This is a report on a survey conducted on 15 respondents of their experience in shopping online at two premier British Online establishments - Sainsbury and ADSA. In essence it is a study of consumer behaviour that assists firms, organisations and even individuals to improve their interaction with consumers by better understanding of certain issues that shall be enumerated later in the report, all of which were the initial objectives of the survey. Before setting out the issues the report states a little of what use the survey may be. Consumer behaviour can be described as behaviours of individuals, groups, and organisations as they use processes to select, secure, use and dispose of products, services, experiences and ideas to satisfy needs (Perner, Lars). The study of consumer behaviour can be utilised in four major ways as follows. Marketing Strategy: Study of consumer behaviour can... The study of consumer behaviour can be utilised in four major ways as follows. Marketing Strategy: Study of consumer behaviour can enable enterprises, groups and individuals to formulate effective marketing strategies. For example, in this particular instance, the study of consumer behaviour in relation to the two online stores can enable the managerial staff of these stores to determine how they can enhance the shopping experiences of shoppers at their individual stores of that shoppers return again and again, thus creating a faithful bank of customers. Either enhancing their individual stores' websites or any other suitable means may do this. How the attractiveness of the websites can be enhanced can easily be determined by what the consumers want that can be featured within the responses of the survey. Public Policy: Public policy can be determined through the means of consumer surveys that can effectively reveal characteristics of consumption that the policy makers can then utilise to formulate effective policy. Social Marketing: Consumer behaviour studies can effectively enable social marketing that can enhance societal values through suitable manipulation of mass consumer behaviour. Ideas and experiences that reinforce societal values can be effectively spread through consumer products after study of consumption patterns. Personal Experience: Study of consumer behaviour can enhance personal experiences by enabling the individual consumer to become aware of inherent difficulties facilities in shopping at certain consumption points. (Perner, Lars) There is also some need to fill in some important details on the online British

Overview Of Wilhelm II Foreign Policy

Overview Of Wilhelm II Foreign Policy Historiographical Debate: War Guilt Clause of Treaty of Versailles created popular perception that Germany was to blame for WWI. [You should beware such a determinist stance!: you must remember that Wilhelm II presided over 24 years of peace before war broke out in 1914.] In the 1920s and early 1930s, the general appeasement and conciliatory policies of the western powers modified this perception somewhat. Germany was seen, in this period, as having stumbled into war. However, by the late 1930s Hitlers aggression was making people re-think, again, the nature of German foreign policy, and the extent to which it was inherently expansionist and aggressive. In 1961 Fritz Fischer published his famous book (Germanys Aims in the First World War), which once again suggested that Germany bore prime responsibility for the outbreak of WWI, and that this had been systematically planned for since 1911. You must make some decision on this, after studying the evidence, as you will be expected to know about, and comment on, the Fischer debate. Wilhelms foreign policy can be subdivided/periodised into: End of the Bismarckian system 1890-1897 Emergence of Weltpolitik 1897-1907 Descent into war 1907-1914 End of the Bismarckian system: Lapse of reinsurance treaty with Russia Resulted in dual alliance between France and Russia 1894. This alliance between Russia and France was perhaps unavoidable. Caprivi had to make a strategic decision between Germanys alliance with Austria-Hungary and the Reinsurance Treaty with Russia. He therefore allowed the Reinsurance Treaty to lapse, which pushed France towards Russia anyway, resulting in the Franco Russian alliance of 1894. Attempts to foster a British alliance failed: first Navy law emerged 1897 antagonistic competition with British fleet 1897 Italy joined Austro-German alliance Concluding remarks: in 1897 Germany fairly safe. Alliances existed which excluded her and there was the potential risk of encirclement, but neither France nor Russia really wanted conflict with a formidable military power such as Germany: Russia couldnt afford it (pre-industrial) and France had imperial interests to protect. However, H Holger pointed out that where foreign policy lies in the hands of an individual there is always a risk that their personality will influence affairsà ¢Ã¢â€š ¬Ã‚ ¦. Bismarck had played chess, Wilhelm II played poker 2. Emergence of Weltpolitik 1897-1907 Fritz Fischer saw 1897 as a turning point in Germany foreign policy. This was mainly because of the increased role of the Kaisers men in politics: Tirpitz, Posadowsky, Bulow you have already met, plus Holstein at the Foreign Office and von Miquel, the Prussian Finance Minister. Term used by Bulow, Wilhelm II and Hollweg Not an easy term! Basically 2 forms: Economic imperialism. This was informal and was based on the expansion of trading markets rather than political control. Political expansion / lebensraum, either overseas or in Europe. Economic imperialism was favoured by industry, who wanted new markets for goods. Economic expansion had been pursued earlier in Wilhelms reign, for example, into the near East, which threatened Russian grain trading interests there, and prompted a Russian move towards France. There were some industrialists who favoured political expansion, because it would give them direct access to raw materials. However, most industrialists preferred mere access to markets which economic imperialism would generate. Political expansion was favoured by the Kaiser, certainly, then mainly by the mittelstand (lower middle class) and agricultural workers, who saw their decreasing economic status in Germany and wanted opportunity for emigration and new start. This sentiment was partly reflected in internal migration and was such internal colonization (mainly of eastern territories) was facilitated by the Settlement Commission and Expropriation Law of 1908 (this can be seen as extension of Bismarcks policies!), but greater horizons were desired. In fact, G Geiss has argued that weltopolitikà ¢Ã¢â€š ¬Ã‚ ¦came into existence as a red herring of the ruling classes to distract the middle ruling classes from social and political problems at home. Obviously, the army also favoured political expansion, as this would in turn increase their role, status and influence on government. Germany had entered the Empire Race late. She had acquired overseas colonies in Africa by 1890 (Togoland, the Cameroons, East Africa). By 1899 she acquired Pacific islands of Samoa, the Carolines and Marianas, and a strip of the French Congo in 1911 as part of the Moroccan Crisis deal. However, none of these colonies were profitable. For example, South-West Africa didnt cover the costs of administration, even once diamonds were found in 1908. Informal empire was much more lucrative, e.g Latin America and south east Europe. Government, banks and businesses cooperated well, for example, in providing financial backing for the completion of a Baghdad to Berlin railway, which would open up access to the oil reserves of the Ottoman Empire. This cooperation of multiple interest groups is Fischers hallmark of Weltopolitik in action. Impact of imperialism: Required an increase in military strength to pursue. The role of the army in foreign policy has been much debated. Porter and Armour argue that it would not be too much of an exaggeration to say that the army in Wilhelmine Germany was a state within a state G Craig also shares this view. Must remember that there was no German Army, except in war time. There existed four armies of Prussia, Bavaria, Saxony and Wurttemberg, Prussian was the biggest. However, since 1874 the Army budget only reviewed by Reichstag every 7 years Septennat. After 1893, increased to once every 5 years. Army therefore financially independent. Plus, since 1883, the Army had direct access to Emperor. The Kaiser was personally very militaristic and had natural sympathy for the armys aims. The international situation was increasingly tense: ancient hostility of France exacerbated by imperial competition, the growing threat of Russia, brought about by economic competition. This gave the army an additional reason to push for expansion. In addition, the army chiefs sold the army to Wilhelm as the last stronghold against socialism and revolution. The status of the army as above the law was proven by the Zabern incident. Although Hollweg received rough treatment from the Reichstag over the incident, no action was taken against the army officers involved. In fact, there was widespread sympathy for the army! M Kitchen goes so far as to argue that the army was one of the most popular institutions in the Second Reich. This is possibly linked to the fact that the unification of Germany was largely owed to the Army, who had created the state without defeat and was seen to be able to defend it in similar fashion. Nevertheless, Germanys army not significantly increased until army laws 1912-13 This was because: -army officers mainly Junker aristocrats didnt want increased middle-class element in officer class which would have been inevitable result of expansion in armed forces -the army didnt have the ability to train a larger army effectively. Descent into war 1907-1914 You could be forgiven for thinking that was must have been inevitable, if strategies to cope with a two front war had been developing since the late 1890s (even though Schleiffens plan wasnt made public till 1905). However, the situation in 1900 was not entirely unstable. Yes, Russia was growing in strength and in hostility to Germany, as a result of economic competition in the near east. Certainly, Britain and France were becoming concerned about Germanys Imperial ambitions. Yet, in 1900, even though Russia and France were allies since 1894, this threat was balanced by the counterweight of British neutrality. In addition, none of these powers were interested in war if it could be avoided Russia didnt have the might, and Britain and France had priorities elsewhere. So, why did war break out in 1914 and why has Germany often been held responsible? It could be argued that the biggest miscalculation in German policy was Tirpitz risk theory. He thought that if Germany built a navy to rival Britain, Britain would be intimidated and would seek an alliance with Germany. Bulows views compounded this miscalculation. He believed that a conflict between Britain and Russia was inevitable (?!). He preferred to side with the Russians, but only once he was sure they would win. So, for Bulow, building a navy to rival Britains would help Germany maintain a free hand where they could preserve good relations with both nations and await the outcome, which would be Britains defeat, at which point having a powerful navy would enable Germany to supplant Britain as the major world power! The reality of Britains reaction was the opposite to what Tirpitz and Bulow anticipated. The Navy Laws of 1898 and 1900 made Britain nervous and hostile. As a result, she sought alliance with France and Russia instead. In 1904 the Entente Cordiale was signed by Britain and France. In 1905 the German attempt to undermine Anglo-French relations by provoking the first Moroccan crisis backfired. Spain had granted France a virtual protectorate in Morocco. In direct challenge, the Kaiser landed in Morocco in 1905. It seems likely that the Kaiser wanted to test the Entente, to see if Britain, in particular, would support Frances claim. She did. The attempt to divide France and Britain had failed spectacularly. The resulting Algericas conference, called to resolve the crisis, was a diplomatic failure for Germany in 1906; Germany was forced to accept a French protectorate in Morroco. In addition, Bulows attempt to divide Britain and Russia also failed. Bulow attempted to stir up trouble between Britain (Japans ally since 1902) and Russia during the Russo-Japanese war of 1904-5. Both parties were annoyed. By 1907 Russia and Britain had joined a Triple Entente with their mutual ally, France. Moreover, Britain made it clear that she was not prepared to allow Germany to dominate the seas, and entered a naval race. Even Bulow, in 1908, voiced his reservations with existing policy and suggested that Britain may be able to blockade the German navy in her harbours, should conflict arise. This would render Germanys expensive navy useless. Bulow further suggested to Tirpitz that it may be worth investing rather in improving coastal fortifications and creating a strong submarine fleet. Tirpitz disagreed. It is interesting to speculate on how differently the first world war would have turned out had investment been made along the lines Bulow suggested! Yet, even at this point, Europe was still about 7 years away from war! Germany could have neutralized Britain had she removed the threat of a naval race and limited her Imperial ambitions. Yet Bulow persisted in his policy. The naval laws of 1906 and 1908 prompted Britain to build the Dreadnought a battleship more powerful than anything the Germans held! Germany then supported the Austrian annexation of Bosnia-Herzegovina in 1908, which only served to anger Russia, to de-stabilise the Balkans and, at the least, to irritate Britain and France on Russias behalf. The appointment of Hollweg in 1909 was a possibility for rapprochement. He actively sought an Anglo-German alliance. However, the Kaiser, Tirpitz and the army continually thwarted him. In addition, Tirpitzs propaganda techniques had created such popular support for naval expansion that it became impossible for Hollweg to back down from this policy without losing public support, particularly given the stalemate that existed in the Reichstag. In 1911 France contravened the Algeciras agreement and Germany was awarded a strip of the French Congo in compensation. But this further damaged Anglo-German relations, as Britain came to the support of France against what she saw as German bullying. The alliances were crystallizing into military camps. The Balkan wars of 1912-13 were a further de-stabilising influence, as the crumbling Ottoman Empire created a power vacuum in the region, which brought Austrian and Russian interests (and, therefore, those of their allies) into direct conflict. The Kaiser called a war council in 1912, resulting in an increase in the size of the army in a law of 1913. However, no real war planning was in evidence. In addition, Edward Grey, the British Foreign Secretary, was still pushing peace talks as late as 1914 (although this doesnt necessarily imply similar German desire for rapprochement!). Was Germany foreign policy the result of domestic policy? This is sometimes called social imperialism where expansion is the result of an attempt to distract people from problems at home. VR Berghahn argues that Germanys foreign policy was dictated by rapid industrialisation If one considers sammlungspolitik the alliance of steel and rye (industry and agriculture) from 1897 in their joint bid to crush socialism, one can perhaps see that domestic issues were perhaps pressing enough to warrant distraction! However, this is a somewhat simplistic argument and you should offer a variety of alternative causes for Germanys foreign policy such as -the power of the army -Wilhelms personality -industrial interests (in their own right, rather than as a challenge to socialism) -competitive imperial climate of the time -recent unification set militaristic tone for nation and also encouraged expansion as means of further consolidating status of nation in Europe -anything else you can think of! So, was Germany set on war in 1914? 4 interpretations: Germany deliberately unleashed war for continental and even world hegemony Fischer (not born out by the evidence) Hollweg provoked a diplomatic crisis which he knew might lead to war, because he was more afraid of Germanys isolation than he was of war. (unlikely, not really much evidence that anyone was concerned about isolation, even after the Moroccan crises) All nations were equally responsible for the outbreak of war (wishy-washy, fence-sitting argument avoid) War wasnt planned or pre-determined, but was an acceptable option as the German government expected war to be both short-lived and winnable (very plausible the Kaiser was influenced by the armys advice, the army believed they could win as they had a great track record and a now expanded force, and the chaotic nature of the Wilhelmine government meant that Hollwegs moderating influence would not be heard)) Porter and Armour argue that the German government, by 1914, was looking for a chance to break out of encirclement, confident of its strength and determined to seize on the first suitable pretext for demonstrating this Hollweg continually maintained that German expansion required agreement with Britain and that, if he could pick on Russia over an issue which didnt involve British interests, he would be successful, and war would be avoided. The assassination of France Ferdinand provided just such an opportunity. Russia came to the aid of Serbia against an unjustifiable Austrian ultimatum. It is true that Germany was secretly complicit with Austria in drafting the terms of the ultimatum. This could be seen as deliberate provocation of war. The terms of the Triple Alliance allowed Germany to see Russian mobilization as a threat to Austria, and therefore an occasion to defend her. The Schlieffen Plan, with its necessary killer blow to France to be delivered first, required speed. Thus once Russian mobilization began, war in Europe was inevitable. On 1 August Germany declared war on Russia. On 3rd August Germany declared war on France. On 4 August Britain reacted to the violation of Belgian neutrality and declared war on Germany. So, it seems that war in 1914 was really little more than a ludicrous miscalculation on the part of Germany. Agree or disagree? The choice, as ever, is yours! Timeline of Foreign Policy, 1890-1914 1890 à ¢Ã¢â€š ¬Ã‚ ¢ Bismarck is dismissed. à ¢Ã¢â€š ¬Ã‚ ¢ Germany refuses to renew the Re-insurance Treaty with Russia, who therefore starts to look to France for friendship. 1891 à ¢Ã¢â€š ¬Ã‚ ¢ Franco-Russian Entente: Germany anticipates a war on two fronts and draws up the Schlieffen Plan. Looks to Britain for an alliance. 1894 à ¢Ã¢â€š ¬Ã‚ ¢ Franco-Russian Alliance confirms Germanys fears she now looks more to Britain. 1896 à ¢Ã¢â€š ¬Ã‚ ¢ Kruger Telegram: Germany tries to show Britain how isolated she is to frighten her into an alliance, but merely infuriates Britain. 1898 à ¢Ã¢â€š ¬Ã‚ ¢ First Naval Law hopes to scare Britain into an alliance. Germany demands a high price for her friendship, reasoning that British alliances with France and Russia are unlikely due to their ancient enmity. Therefore Germany rejects Britains alliance propositions, thinking that they are too favourable to Britain. 1899 à ¢Ã¢â€š ¬Ã‚ ¢ The Fashoda incident aggravates Anglo-French Relations (or so Germany thinks). Encourages Germany to demand a still higher price. Britain feels isolated. 1900 à ¢Ã¢â€š ¬Ã‚ ¢ Second Naval Law attempts to frighten Britain and fails. 1901 à ¢Ã¢â€š ¬Ã‚ ¢ Anglo-German talks once again collapse. 1902 à ¢Ã¢â€š ¬Ã‚ ¢ Anglo-Japanese Treaty: France doesnt want to be drawn into a Russo-Japanese war (and therefore have to fight Britain) due to the Franco-Russian alliance, so she seeks agreement with Britain. Germany begins to feel uneasy. 1903 à ¢Ã¢â€š ¬Ã‚ ¢ Murzsteg Agreement: Austria-Hungary and Russia agree to maintain the status quo in the Balkans for 5 years. à ¢Ã¢â€š ¬Ã‚ ¢ Serbian pro-Habsburg monarchy overthrown in favour of a pro-Romanov one: signifies beginning of Austro-Hungarian enmity for Serbia. Austro-Russian relations remain tense. à ¢Ã¢â€š ¬Ã‚ ¢ Edward VII makes a triumphant visit to Paris. 1904 à ¢Ã¢â€š ¬Ã‚ ¢ Entente Cordiale: Alliance of friendship between France and Britain. Germany feels increasingly isolated and sees the chances of an Anglo-German alliance diminishing. à ¢Ã¢â€š ¬Ã‚ ¢ Dogger Bank incident after Russo-Japanese declared: Germany hopes it will aggravate Anglo-Russian relations, but France keeps them on good terms. à ¢Ã¢â€š ¬Ã‚ ¢ Defeat of Russia in the Russo-Japanese war. Russia turns back to the Balkans instead of the Far East for expansion and Britain no longer sees Russia as a threat and is therefore more willing to ally with her. 1905 à ¢Ã¢â€š ¬Ã‚ ¢ Germany sees this and arranges the Bjorko Treaty with Russia, but it is incompatible with Franco-Russian alliance and so is rejected. à ¢Ã¢â€š ¬Ã‚ ¢ Germany tries to split the Entente Cordiale in the Moroccan Crisis, but only succeeds in revealing the weaknesses of the Triple Alliance (as Italy deserts her), strengthening the Entente and bringing Britain and Russia closer as they are on the same side for once. Germany falls back even more on Austria-Hungary. 1907 à ¢Ã¢â€š ¬Ã‚ ¢ Anglo-Russian Entente confirms Germanys fears of being encircled and she relies even more on Austria-Hungary. à ¢Ã¢â€š ¬Ã‚ ¢ The Third Naval Law does little to worry Britain. 1908 à ¢Ã¢â€š ¬Ã‚ ¢ Daily Telegraph Article by Wilhelm fails to persuade Britain that Germany is friendly and that her naval building is purely defensive. à ¢Ã¢â€š ¬Ã‚ ¢ Young Turk Revolution makes Austria-Hungary eager to annex Bosnia before the Turks become too strong to resist. Henceà ¢Ã¢â€š ¬Ã‚ ¦ à ¢Ã¢â€š ¬Ã‚ ¢ The Bosnian Crisis: Germanys virtual isolation forces her to support Austria-Hungary, which has the unpleasant side-effects of (a) making Austria-Hungary more aggressive (b) Increasing the Ententes enmity towards Germany. Russia is diplomatically defeated and is determined never to be again. Austria-Hungary becomes more cocky. Germanys support for Austria-Hungary now becomes certain. 1911 à ¢Ã¢â€š ¬Ã‚ ¢ Agadir Crisis: Shows how Germany was more eager to extend her influence than to improve her foreign relations. Once again her isolation and her unpopularity are brought home to her. 1912 à ¢Ã¢â€š ¬Ã‚ ¢ Balkan Wars make a strong Serbia: Austria-Hungary is determined to crush her before she gets too strong. 1913 à ¢Ã¢â€š ¬Ã‚ ¢ Britain, France, Russia and Germany all make military improvements. 1914 à ¢Ã¢â€š ¬Ã‚ ¢ Assassination of Franz Ferdinand gives Austria-Hungary an excuse to attack Serbia. Tasks: A. Research: If you are working as a group, divide the main events (highlighted in bold) between yourselves. Each person should research their event in more detail using any sources available to them, and then report back to the group with either a handout or a presentation. B. Analysis: (i) What was the main turning point in international relations between 1890-1914? Explain your answer. (i) To what extent can Wilhelm II be blamed for the outbreak of the First World War? F:AQA Germany Option GEra of Wilhelm IIRel between Wii Foreign and Domestic Policy SWK ex.pdf Discussion Identify When was Schlieffens war plan unveiled? 1905 Name the historian most associated with the theory that Germanys planned aggression was primarily responsible for the outbreak of WWI Fritz Fischer In what years did Germany pass Army Laws? 1912-13 In what years did Germany pass Navy Laws? 1898 1900 Describe How was the Schlieffen plan supposed to work? -as soon as Russia mobilised, Germany to attack France. This was because Russia would take 6 weeks to fully mobilize and, if G could defeat F in that 6 week period, she could avoid war on 2 fronts. Attack on F would be through Belgium, in violation of Belgian neutrality protected by GB. G didnt think GB would get involved despite treaty, as GB only had small army and didnt really want to involve herself in European affairs. If G could defeat F quickly, may be no point in GB mobilizing. Also G didnt really see GBs army as much of a threat, so was risk worth taking. G to march round the rear of Paris and seize capital before F troops could return from Maginot line forts. Once capital secured, country defeated. Holding force could then be left and main G army returned to east to fight Russia. What was Tirpitz risk theory? -if Germany built a navy to rival Britain, Britain would be intimidated and would seek an alliance with Germany What is H Holgers quote on the difference between the FP of Bismarck and Wilhelm? Bismarck had played chess, Wilhelm II played poker How have Porter and Armour described the army in Wilhelms Germany? -state within a state Explain Why was the army so powerful? -financially independent sinceà ¢Ã¢â€š ¬Ã‚ ¦ -had ear of Kaiser since.. -Kaisers personal interest in militarism -public support -since unification and also because Tirpitz Navy League (1898) created a propaganda campaign to mobilize public support Why did the size of the army not really increase until 1912-13? -army elites didnt want increase in middle-class presence -no facilities for training Why did Britains hostility towards Germany grow? -Tirpitz risk theory Navy Laws of 1898, 1900 -imperial competition -irritation at Germanys meddling during the Russo-Japanese war -Germanys support for A-Hs annexation of Bosnia 1908 Why was Hollweg unable to achieve an Anglo-German alliance? -thwarted by military interests -public support for militarization Why did Russia feel threatened by Germany?  ­-economic competition for grain markets in near east -German support for Austrian destabilization of/expansion into the Balkans Why is Wilhelms foreign policy in the years preceeding WWI such a hot topic for debate amongst historians? -because of the later aggression displayed by Hitler.in trying to understand the nazi regime, historians try to decide whether Hitler was an aberration or whether aggressive expansionism of Hitler part of a wider trend in German history. Why does Fischer see 1897 as a turning point in Germanys Foreign Policy? -Kaisers men in key positions How could the Morocco crisis of 1905 be seen as an attempt to challenge the Entente? The Kaisers direct challenge to French interests there was a deliberate attempt to see if GB would support French claim Analyse Was Weltpolitik a genuine threat to peace? How serious a threat was encirclement to Germany in the period 1904-1914? Was Germany seeking war in 1914?

Maintaining a Learning Environment

The teacher is a manger. The organization he or she manages is a group of students from diverse backgrounds and with differing skills and abilities. Some are already eager learners, while others have to be awakened to the joys and satisfactions of learning. Still others have special problems that must be dealt with effectively in order for them to learn and in order to maintain an environment conducive to learning for the whole group. It's important, first, to provide students with opportunities to learn about things that interest them and then, to find ways to introduce the learning that peaks the student's interest. If the teacher can find ways to relate the topic to the student's present experience, and provide interactive learning activities that the student can actively participate in, then the student will gain motivation. The physical environment plays a role in learning too. Some students learn better in different lighting (softer or brighter), sitting at a desk or lying on the floor, with music on or in perfect silence, in a warmer or cooler place, etc. The teacher can establish areas in the room that meet these different needs and styles of learning. Students who learn better lying down, for example, could bring mats to school that can be unrolled for study time. A small tent in the corner could provide the dimmer light some students need. A radio or CD player with earphones could be allowed during study time provided it truly helps the student to learn. The importance of reasonable rules that everyone understands can hardly be overestimated. On the first or second day of school the teacher could initiate an interactive discussion with the students about why rules are needed in the classroom. Let students share a few experiences that happened when there were no rules. Then, ask them to come up with no more than five rules for classroom behavior. They could each write down a rule or two they think is important on an index card, and the teacher could then let each person read what he/she wrote down. A list could be generated on the board. Or, they could start by brainstorming a list of every rule they can think of, then evaluate, eliminate, combine (just the word respect, for example, includes many rules), and whittle them down into three to five good rules. A student with good handwriting or an artistic bent could be chosen to make a large poster with the rules, or a bulletin board for classroom display where everybody can see it. Once the students have set their classroom rules, they are invested in them. I have tried this with grades 4-7 students, and it worked very well to establish an orderly learning environment. The students took the rules more seriously because they had had a say in setting them. It teaches democracy, too. If the students do not think of something the teacher considers important, the teacher can add it to their list and explain why. However, this is unlikely. In my experience, the student's rules tend to be very good-actually, the same rules I would have made myself, only they mean more to the students since they have developed them as a group and the rules are in their own words. Lane and Wehby (2005) report that 1% of school age children have been labeled emotionally disturbed and are receiving special education services because of it. They estimate an additional 2% to 16% of U. S. students who demonstrate anti-social behavior patterns such as defiance disorders or conduct disorders. When a student is oppositional or defiant, the teacher must be careful not to respond angrily and get into a confrontation. Teachers should be aware of their own triggers so that they can control their own behavior. This will help them to avoid a confrontation. It is best to remain calm and to diffuse the student's anger before it escalates into a crisis and/or violence. If a student refuses to do a certain task, offering an alternative choice may help, and it would be a good idea for the teacher always to have alternative tasks ready just in case-alternative activities that are still learning activities. A sense of humor may be a teacher's best defense when students are uncooperative. It is better to prevent escalation than to deal with a crisis later. One way to do this is to reinforce good behavior with praise, a smile, gesture, touch, â€Å"or a pleasant comment when they display unprompted, socially appropriate behavior† (Albin, 2003). Don't wait until students are disruptive to pay attention to them! Teachers should make the effort to notice and praise good behavior and reward it. Punishment is a negative way of dealing with problematic behavior. It may provide reinforcement for bad behavior if the reason the student is misbehaving is because he/she wants attention. If a student misbehaves because he doesn't want to do his work, and then gets sent out in the hall or to the office, then he gets what he wanted, and the bad behavior is reinforced. Rewards for positive behavior, such as time to do an activity the students loves, a toy or candy, or one-on-one time with the teacher (just to talk and visit for a few minutes) makes students happy to learn and to be in school. Punishment often produces resentment, and may make the student hate school. A student who hates school is not an eager learner, so punishment can be anti-productive (Peck & Scarpati (2005). Teachers commonly deal with difficult students by restricting them-the more intense the student's needs are, the more restriction–such as placing a child's desk toward the wall (Duhaney, 2003). However, a needs-based approach is more positive and effective and suggests recourse to greater resources. Perhaps the child needs to learn appropriate ways to handle anger and aggression, more problem-solving skills, or receive feedback for appropriate behaviors. If the child has trouble with self-control, instructional strategies could include modeling, role-play, and feedback to help him stay out of fights, solve problems, express anger appropriately, and deal with frustration. Without intervention students with or at risk for behavioral disorders are liable to experience many negative outcomes both in school and outside such as impaired social relationships, academic underachievement, and discipline problems (Lane, Wehby, & Barton-Arwood, 2005). Social skills interventions have been used and evaluated for more than 25 years, but their efficacy continues to be questioned. Researchers suggest that social skills training makes only a modest impact; however, most educators agree that not doing anything is worse. The ability to adapt and modify instruction is crucial to effectively educating these children. Before starting an intervention, it would be wise to gather information about the student, such as why, where and when he uses the particular behavior. Identify what social, affective, cultural, or contextual elements might be at work, and analyze the information. List the specific behaviors and describe where when and with whom the behavior is likely to occur. What consequences are usually administered? Keep anecdotal records so you can look for patterns and what triggers the behavior. Then figure out what strategies might be effective to avoid the behavior; for example, teach self-talk to students who are impulsive and organize the classroom environment to help hyperactive students. Consider making a contract with the student. Develop personal schedules for students who have difficulty making good use of their time. Consider implementing a token economy in which the teacher systematically awards or withdraws tokens or points for appropriate or inappropriate behavior. The student can redeem the tokens for something he wants such as privileges, desired activities, or food. Conflict resolution is a way to help students express their feelings and communicate better with others. We tend to see conflict as negative because of the disruption it causes in the classroom; however, conflict is neither good nor bad but simply a fact of life. According to Vollmer, Drook and Harned (1999) â€Å"Learning through social conflict is important to all human development† (p. 122). As children develop cognitive reasoning skills, they begin to see that others have perspectives, needs, and desires too. Early training with role plays and simulations will help them develop the social skills they need to maintain relationships. Students can be taught a process for resolution of conflict. One way is to use a large visual of a traffic light which shows the steps to conflict resolution and includes the words Cool down and Ground Rules (RED), Tell your side and Listen (YELLOW), and Brainstorm and Ideas (GREEN). A turn arrow at the bottom has the words Choose solution, and do it and Shake hands. Teachers report that students take more responsibility and often initiate conflict-resolution strategies on their own after learning and practicing this system (Vollmer, Drook & Harned, 1999, p. 124). The teacher should provide a quiet place in the room where students can work things out when they have a conflict. Once they have mastered a structured routine for conflict management, it will be unnecessary for the teacher to get involved. Classroom management is a challenge that requires the teacher to put his or her heart into it. An ancient Chinese proverb states that a student only learns from a teacher who loves home. In other words, a child needs to feel accepted and that the teacher cares about him or her. All children have basic needs–physical needs, safety needs, and social needs–that must be met before they can feel free to learn and develop to their true potential. If their needs are met and a positive learning environment is created, they will learn and be eager to participate. Therefore, the teacher's goal should be, not to fill their heads with specific information, but to make learning possible in a calm, structured, safe, and flexible environment and help them gain the skills to go after knowledge. Maintaining a Learning Environment The teacher is a manger. The organization he or she manages is a group of students from diverse backgrounds and with differing skills and abilities. Some are already eager learners, while others have to be awakened to the joys and satisfactions of learning. Still others have special problems that must be dealt with effectively in order for them to learn and in order to maintain an environment conducive to learning for the whole group. It's important, first, to provide students with opportunities to learn about things that interest them and then, to find ways to introduce the learning that peaks the student's interest. If the teacher can find ways to relate the topic to the student's present experience, and provide interactive learning activities that the student can actively participate in, then the student will gain motivation. The physical environment plays a role in learning too. Some students learn better in different lighting (softer or brighter), sitting at a desk or lying on the floor, with music on or in perfect silence, in a warmer or cooler place, etc. The teacher can establish areas in the room that meet these different needs and styles of learning. Students who learn better lying down, for example, could bring mats to school that can be unrolled for study time. A small tent in the corner could provide the dimmer light some students need. A radio or CD player with earphones could be allowed during study time provided it truly helps the student to learn. The importance of reasonable rules that everyone understands can hardly be overestimated. On the first or second day of school the teacher could initiate an interactive discussion with the students about why rules are needed in the classroom. Let students share a few experiences that happened when there were no rules. Then, ask them to come up with no more than five rules for classroom behavior. They could each write down a rule or two they think is important on an index card, and the teacher could then let each person read what he/she wrote down. A list could be generated on the board. Or, they could start by brainstorming a list of every rule they can think of, then evaluate, eliminate, combine (just the word respect, for example, includes many rules), and whittle them down into three to five good rules. A student with good handwriting or an artistic bent could be chosen to make a large poster with the rules, or a bulletin board for classroom display where everybody can see it. Once the students have set their classroom rules, they are invested in them. I have tried this with grades 4-7 students, and it worked very well to establish an orderly learning environment. The students took the rules more seriously because they had had a say in setting them. It teaches democracy, too. If the students do not think of something the teacher considers important, the teacher can add it to their list and explain why. However, this is unlikely. In my experience, the student's rules tend to be very good-actually, the same rules I would have made myself, only they mean more to the students since they have developed them as a group and the rules are in their own words. Lane and Wehby (2005) report that 1% of school age children have been labeled emotionally disturbed and are receiving special education services because of it. They estimate an additional 2% to 16% of U. S. students who demonstrate anti-social behavior patterns such as defiance disorders or conduct disorders. When a student is oppositional or defiant, the teacher must be careful not to respond angrily and get into a confrontation. Teachers should be aware of their own triggers so that they can control their own behavior. This will help them to avoid a confrontation. It is best to remain calm and to diffuse the student's anger before it escalates into a crisis and/or violence. If a student refuses to do a certain task, offering an alternative choice may help, and it would be a good idea for the teacher always to have alternative tasks ready just in case-alternative activities that are still learning activities. A sense of humor may be a teacher's best defense when students are uncooperative. It is better to prevent escalation than to deal with a crisis later. One way to do this is to reinforce good behavior with praise, a smile, gesture, touch, â€Å"or a pleasant comment when they display unprompted, socially appropriate behavior† (Albin, 2003). Don't wait until students are disruptive to pay attention to them! Teachers should make the effort to notice and praise good behavior and reward it. Punishment is a negative way of dealing with problematic behavior. It may provide reinforcement for bad behavior if the reason the student is misbehaving is because he/she wants attention. If a student misbehaves because he doesn't want to do his work, and then gets sent out in the hall or to the office, then he gets what he wanted, and the bad behavior is reinforced. Rewards for positive behavior, such as time to do an activity the students loves, a toy or candy, or one-on-one time with the teacher (just to talk and visit for a few minutes) makes students happy to learn and to be in school. Punishment often produces resentment, and may make the student hate school. A student who hates school is not an eager learner, so punishment can be anti-productive (Peck & Scarpati (2005). Teachers commonly deal with difficult students by restricting them-the more intense the student's needs are, the more restriction–such as placing a child's desk toward the wall (Duhaney, 2003). However, a needs-based approach is more positive and effective and suggests recourse to greater resources. Perhaps the child needs to learn appropriate ways to handle anger and aggression, more problem-solving skills, or receive feedback for appropriate behaviors. If the child has trouble with self-control, instructional strategies could include modeling, role-play, and feedback to help him stay out of fights, solve problems, express anger appropriately, and deal with frustration. Without intervention students with or at risk for behavioral disorders are liable to experience many negative outcomes both in school and outside such as impaired social relationships, academic underachievement, and discipline problems (Lane, Wehby, & Barton-Arwood, 2005). Social skills interventions have been used and evaluated for more than 25 years, but their efficacy continues to be questioned. Researchers suggest that social skills training makes only a modest impact; however, most educators agree that not doing anything is worse. The ability to adapt and modify instruction is crucial to effectively educating these children. Before starting an intervention, it would be wise to gather information about the student, such as why, where and when he uses the particular behavior. Identify what social, affective, cultural, or contextual elements might be at work, and analyze the information. List the specific behaviors and describe where when and with whom the behavior is likely to occur. What consequences are usually administered? Keep anecdotal records so you can look for patterns and what triggers the behavior. Then figure out what strategies might be effective to avoid the behavior; for example, teach self-talk to students who are impulsive and organize the classroom environment to help hyperactive students. Consider making a contract with the student. Develop personal schedules for students who have difficulty making good use of their time. Consider implementing a token economy in which the teacher systematically awards or withdraws tokens or points for appropriate or inappropriate behavior. The student can redeem the tokens for something he wants such as privileges, desired activities, or food. Conflict resolution is a way to help students express their feelings and communicate better with others. We tend to see conflict as negative because of the disruption it causes in the classroom; however, conflict is neither good nor bad but simply a fact of life. According to Vollmer, Drook and Harned (1999) â€Å"Learning through social conflict is important to all human development† (p. 122). As children develop cognitive reasoning skills, they begin to see that others have perspectives, needs, and desires too. Early training with role plays and simulations will help them develop the social skills they need to maintain relationships. Students can be taught a process for resolution of conflict. One way is to use a large visual of a traffic light which shows the steps to conflict resolution and includes the words Cool down and Ground Rules (RED), Tell your side and Listen (YELLOW), and Brainstorm and Ideas (GREEN). A turn arrow at the bottom has the words Choose solution, and do it and Shake hands. Teachers report that students take more responsibility and often initiate conflict-resolution strategies on their own after learning and practicing this system (Vollmer, Drook & Harned, 1999, p. 124). The teacher should provide a quiet place in the room where students can work things out when they have a conflict. Once they have mastered a structured routine for conflict management, it will be unnecessary for the teacher to get involved. Classroom management is a challenge that requires the teacher to put his or her heart into it. An ancient Chinese proverb states that a student only learns from a teacher who loves home. In other words, a child needs to feel accepted and that the teacher cares about him or her. All children have basic needs–physical needs, safety needs, and social needs–that must be met before they can feel free to learn and develop to their true potential. If their needs are met and a positive learning environment is created, they will learn and be eager to participate. Therefore, the teacher's goal should be, not to fill their heads with specific information, but to make learning possible in a calm, structured, safe, and flexible environment and help them gain the skills to go after knowledge.

In the Knight Kitchen Psychological Review Using Sigmund Freud’s Theories Essay

As per Sigmund Freud, ‘dreams are the royal road to the unconscious’. In this essay I’m going to give an overview of Sigmund Freud’s personality theory in regards to the unconscious mind and how we express it in different ways. With that, I’ll be giving an interpretation of the book, ‘In the Night Kitchen’ by Maurice Sendak using Freud’s views, as well as my own opinions, while relating the child’s dream to his unconscious. To start, Sigmund Freud, who was the founder of the psychoanalytical theory, believed that within the structure of our mind, the unconscious was the largest portion. All of our deepest wishes, desires and pleasures were stored at the back of our mind. With that, he believed since most of our unconscious thoughts were rather disturbing or bad natured, the unconscious had to project itself in different matters. One of the ways it would do so would be through our dreams. Next, ‘In the Night Kitchen’ is a children’s story that was published in the seventies. This book is incredibly controversial, and for a good reason, because it shows a naked little boy in a small section of the story. I, however, think this is a great book. It starts with Mickey, the child in the story, falling into his dream. He falls and falls until he lands in his magical dreamland where all of the buildings and surroundings are bold, colorful and intriguing. He then ends up in the night kitchen. In the night kitchen there are three big and jolly bakers making a cake. They mistake Mickey for an ingredient and add him to the batter. Without realizing they throw him into the oven until he breaks free. He then builds an airplane to find them some milk to finish their cake, and he becomes the hero to his very own story. Furthermore, I believe this story has a greater meaning to it than just the words and pictures. Through Freud’s eyes this book is not just about a child having a dream but it gives us insight to his deepest wishes, desires and fantasies. With Freud’s theories I’m going to explain how he would have seen this story. Mickey, the child in the story, starts his dream by falling and falling, which is the first relatable sequence the author has presented us. We’ve all had that feeling of falling at the beginning of our dreams. Mickey then falls into his dreamland, with giant buildings, all bold and beautiful in color. A more exciting and vibrant land we’d choose to see in contrary to what we are forced to see in our everyday lives. He lands in a kitchen where three jolly, somewhat creepy bakers are in the middle of making a cake. Mickey is then seen wearing no clothes at all, which is where the controversy of the story takes place. This, however, does not disturb me at all. Children like to spend a lot of their time without their clothes on. Freud would have just viewed this from a fixation theory perspective. I believe he would have thought that Mickey was in his phallic stage, which is the third stage in Freud’s theory. In this stage, the child’s erogenous zone and primary focus are his genitals. This is also the stage in which children are learning and understanding the physical differences between males and females. Continuing through the story, everything we see in the kitchen is customized to Mickey’s taste. For example, the flour is called ‘Best Flour’, and the oven is called, ‘Mickey Oven’. He’s created his own little world in his mind, emphasizing his wish for power. Next, the bakers in the kitchen mistake Mickey for an ingredient and add him to the batter, stirring and stirring they do not realize what they’ve done until they stick him in the oven. Mickey then pops out screaming, ‘I’m not the milk, and the milk’s not me! ’ Realizing they need milk to finish their cake, Mickey starts constructing an airplane out of dough. For this part of the dream I believe Freud would have seen it as Mickey fulfilling a wish or desire, as most little boys do dream of becoming pilots, however it’s not possible in their everyday lives, therefore he is dreaming it at night. Next, he flies up and over the kitchen, and into the milk bottle; he retrieves milk for the recipe and brings it back to the bakers so they can finish their cake. Without the milk they would not have been able to finish by morning, therefore Mickey saved the night. Another example of a little boy’s desire for power and wish for heroism, not having it in his daily life, therefore it’s in his dream. Finally, the book finishes after Mickey rescues the evening, he is then returned to his cozy bed. I feel as though the author put a lot of psychological thought into the story before he wrote the book and for that reason I’d recommend it. In conclusion, this book represents a decent portion of Freud’s perspective on the unconscious mind and how it’s expressed through our dreams. The details in the story emphasize the creativity of the little boy’s mind. The actions of the little boy in the dream relate to examples in Freud’s theories, such as the little boy flying the plane or bringing the milk to the bakers, Freud would have seen that as part of his unconscious wishes and desires. I would definitely read this book to my children, as it has a wonderful aspect of imagination and psychological creativity.

The Protection Of The Environment - 1067 Words

Introduction Information and public participation play an important role in the protection of the environment. To that end they have become rights which are protected internationally, continentally and domestically, ensuring that all citizens and organizations are able to play an active role in the management of the environmental at all levels. By enabling public participation, governments are inevitably providing transparency in governance and therefore reinforcing the legislative and institutional safeguards that have been put in place to protect the environment. It is important that some level of transparency is available regarding environmental decisions in order to allow the public be aware of decision-making procedures, as well the†¦show more content†¦Under Principle 10, public participation is a creature of three distinct requirements Firstly, there is a recognition that participation does not occur in a vacuum; rather, it is facilitated by a healthy understanding of the current state of the environment. The Rio Declaration recognized that â€Å"at the national level, each individual shall have appropriate access to information concerning the environment that is held by public authorities, including information on hazardous materials and activities in their communities .† As such, there is a responsibility on governments to make available information on the environment and the current risks faced to the citizens. The Rio Declaration states that â€Å"states shall facilitate and encourage public awareness and participation by making information widely available† . This includes educating local communities as to the environmental risks they specifically face and their sources. It also means providing an adequate mechanism for governmental bodies to provide this information. Secondly when the public is fully aware of the status of their environment, then citizens and interest groups should be provided with â€Å"the opportunity to participate in the decision making-process †. Individuals and organizations should have a say in the drafting of legislation, regulation and guidelines.