The Indicators Used To Inform Observers about Improvements in Sustainability Free Essay Example, 2000 words

According to the research findings, it can, therefore, be said that together with a Sustainable Living Plan development, Unilever has set the targets that it is aiming to achieve and by what timeline. This information is absolutely transparent as the results (both success and failures) are published on the corporate website of the company. Some of the key indicators and metrics that the company is measuring the set targets include: % of raw materials coming from sustainable sources; The number of people whom the company helped to improve health and well-being through its brans: Signal, Lifebuoy, Pureit, and Dove; The number of beverages and foods that meet nationally recognized nutritional standards; The number of smallholder farmers whom the company helped and provided training; The number of Shakti women micro-entrepreneurs in India employed by the company. In addition to the above-listed indicators, Unilever is aimed to work on deforestation elimination, improving the livelihoods of smallholder farmers and improving food security, helping people gain access to proper sanitation, safe drinking water, and proper hygiene habits. Unilever faces a tough competition on behalf of the companies operating in the same sector and developing similarly innovative products. We will write a custom essay sample on The Indicators Used To Inform Observers about Improvements in Sustainability or any topic specifically for you Only $17.96 $11.86/page Moreover, P G has also been recognized in one of the same ethical processes rankings as Unilever. On the one hand, the competition of businesses on the sustainability background is a positive trend towards making planet greener and improving lives of people in the communities.

The Importance of Understanding Cultural Differences in...

Due to globalization, organizations rely on international transactions to take place to keep their business running. Even with knowledge of how important international interactions are for their companies’ success, miscommunication occurs and someone involved in the transaction is left scratching his or her head. This is a result of the lack of cultural training and understanding. This paper will discuss the different implications that have been discussed in the international business world. This paper will address some of the common barriers in international business communications, the steps that have been taken to alleviate these problems, and future consideration for international business communication. What are some common†¦show more content†¦However, it is uncommon for native English speakers to speak another language. It becomes two sided, where one supports having English be the leading language, while others strongly disagree. (find support) James Calvert Scott mentioned in his article â€Å"the English language is not a monolith but a surprisingly diverse family of related varieties, each of which has idiosyncrasies† (Scott, 2000). This is one of the core reasons as to why forming a completely universal and world known version of the English language is virtually unreachable. Scott goes on in his article to discuss some of the problems that businessmen and women experience when they conduct international business, primarily with British English speakers. The article focuses on comparing the phrases and words that are used in American English and British English that can cause confusion when used among the different types of people. Something as simple as the word â€Å"allocate† can be confused in a simple conversation. In American English, â€Å"allocate† means to spread costs among multiple cost centers or units, whereas in British English, â€Å"allocate† means to attribute all costs to one center or unit (Table 2; Scott, 2000). So if the term â€Å"allocate† is used in a simple transaction among British and American businesspersons, it needs to be madeShow MoreRelatedA Brief Note On Cross Cultural Communication And Understanding Cultural Differences1625 Words   |  7 Pages Cross-Culture Communication Competence in Global Business Celeste Aisien Lo COMS 2331 Dr. Richard Bello April 29th 2015â€Æ' Competence in cross-cultural communication and understanding cultural differences is becoming more crucial in today’s society. Technology is advancing in a rapid pace and is allowing more opportunities in migration therefore existing countries has never had so much to do with each other until today. As a result of becoming inter-connected, global business is progressing rapidlyRead MoreThe Impact Of Culture On International Marketing Communication1486 Words   |  6 PagesSUMMARY Cultural factors have long been known to impact the communication and success capability of competition in conducting worldwide business. The objective of this report is to recognize the importance of cultural factors occurring in marketing communications. Therefore, it discusses the following: †¢ Key issues in cross-cultural marketing communication which shows identifying the cultural factors to support marketing communication in the proposed markets and pre-requisites for cross-cultural communicationRead MoreCross Cultural Communication Strategy Between The Roaring Dragon Hotel And Hotel International1016 Words   |  5 Pages Cross-Cultural Communication Strategy: The Roaring Dragon Hotel and Hotel International Prasanna Baganagarapu Sullivan University MGT 510 â€Æ' Executive Summary This proposal is meant to provide a cross-cultural communication strategy between the Roaring Dragon Hotel (RDH), and the Hotel International (HI). RDH is one of the original three-star hotels in southwest China and a state owned enterprise (Grainger, 2008). This proposal will address the issues thatRead MoreThe Second Hofstede Cultural Dimension Compared : Individualism Vs. Collectivism1643 Words   |  7 PagesThe second Hofstede cultural dimension compared is â€Å"Individualism vs. Collectivism† which indicates whether members within a society define themselves as individuals or associate themselves with a particular group. In Hofstede’s comparison of Japanese and American cultures, American culture scored relatively high (91) in the individualism dimension. On the contrary, the Japanese culture scored relatively low (46) which firmly categorizes the culture as Collectivist. To clarify, Americans placesRead MoreCultural Differences That Inhibit Effective Intercul tural Communication879 Words   |  4 Pagesshrinking borders of the international business landscape demand keen interpretation of the unique cultural expectations of organizational partners. Guffey Loewy (2015) note that there are five distinct dimensions of cultural difference that inhibit effective intercultural communication. Barron (2013) states that it is imperative for North American organizations in particular to actively increase the cultural awareness of employees conducting international business. International negotiators can improveRead MoreAdjusting to Cultural Change1761 Words   |  7 Pagesï » ¿Adjusting to cultural change: How U.S. business men and women have to adjust to various cultural changers to succeed in the international market. Abstract Culture inevitably influences the needs and desires of consumers of particular countries and socialized groups, consequently, businesses, in order to succeed have to be aware of cultural interests and target their products and operations to cultural demands. Succeeding necessitates knowing the factors that crisscross with the other culture andRead MoreCultural and Linguistic Differentiations1419 Words   |  6 Pagesthat fade away, as time goes by. The ability of fast communication between people and places has boosted many companies to expand in other countries. Yet, cultural and linguistic differentiations are the most sustainable features companies need to take under consideration, in a strategic planning of setting up abroad. A firm needs to become progressively more aware of the foreign cultures when aiming in a successful future in an international business environment. Attitudes towards work and materialRead MoreThe Issue Of Language Boundaries838 Words   |  4 Pagesnegati ve emotional. There are so many differences like Body languages, eating food, Cloths wearing, communication. This paper describes the most well known and accepted new cultural with international language. These theories consider relations between new people And new culture. Introduction The points of confinement of our language implies the cutoff points of our reality. - Wittgenstein, 1922, p. 149-Increased globalization is driving a developing number of business supervisors and workers to communicateRead MoreThe Diversity Of Multicultural Team Management1190 Words   |  5 Pagestherefore, understanding of culture and diversity is of great importance for manager to manage a multicultural team where people has different values, beliefs and conventions. To find out how important culture and diversity are to team management in international business, this article emphasized on the important effects of culture and diversity to multicultural team and the solutions to deal with cultural barriers for manager when effectively managing a team. By comparing different types of cultural issuesRead MoreIntercultural Communication : Interaction Between International Students And Japanese Peers1451 Words   |  6 PagesIntroduction: Intercultural Communication refers to the int eraction between different cultural communities; the sharing of information across language and cultures is known as intercultural communication. The main aim of this communication is to understand the different culture, tradition and interact accordingly. The intercultural literacy provides understanding and satisfaction in the communication. They are many problems which are faced due to lack of proper intercultural communication. In an article named

Critically Evaluate How Far the Principle of ‘Pari Passu’ free essay sample

Vanessa Finch stated that ‘pari passu’ is ‘the normal rule in a corporate insolvency is that all creditors are treated on an equal footing ‘pari passu’- and share in insolvency assets pro rata according to their pre-insolvency entitlements or the sums they are owed. Security avoids the effects of pari passu distribution by creating rights that have priority over the claims of unsecured creditors. ’ To emphasize that, the statute itself confirms Finch’s ‘normal rule’, that all creditors of an insolvent company are to be treated ‘equally’. Basically, ‘there is a difference between treating people equal, with respect to one or another commodity or opportunity, and treating them as equals. ’ To illustrate that, the problem is that a rule based on formal equality does not take into account important differences between people, even thought those differences are relevant to any consideration of rule’s fairness. Generally, therefore, the determination of who are equals is not a concern of insolvency law. In Re Smith, Knight amp; Co Lord Romilly M. R. tated that ‘the Act of Parliament unquestionably says that everybody shall be paid ‘pari passu’, but that means everybody after the winding up has commenced. It does not mean that the court shall look into past transactions, and equalise all the creditors. ’ The general justification for the principle is its’ economical efficiency, in the sense that it reduces strategic costs and increases the aggregate pool of assets through the collectivity of dealings. Hence, it avoids the costs of dealing with claims on their individual merits. Indeed, Keay and Walton are of the view that the underlying aim behind the use of the equality principle is to produce fairness, so that every creditor is treated in the same way. Fairness, in the procedural and substantive senses, can also be said to be assured by the ‘pari passu’ principle as it prevents a race to enforce claims that is destined to be won by the strongest, wealthiest, and it also involves equality of treatment between unsecured creditors. In fact, it has been seen as a way of preventing an intra-class race to enforce claims and can therefore be described as bringing about equality of treatment between unsecured creditors. However, the application of the ‘pari passu’ principal is not absolute, nor does it achieve its aim with any degree of spectacular success as noted by the Cork Report.. The ‘pari passu’ principle is rather less important than it is sometimes made out to be, and does not fulfill any of the functions often attributed to it. For reasons of policy insolvency law provides certain deviations. The principle of ‘pari passu’ distribution of assets does not apply to the rights of secured creditors, suppliers of goods under agreements reserving the title or creditors for whom the company holds assets on trust. To bear this in mind, unsecured creditors usually receive little, by the of dividend also, it is argued that what the law disallows is not evasion of the ‘pari passu’ principle as such but rather attempts to by-pass the collective mechanism which an insolvency proceedings is designed to produce. Indeed, it is important to bear in mind impact of ‘pari passu’ principle in consideration. There are various types of arrangements, which are not considered to offend against this particular principle. These include ‘subordination agreements, provisions for acceleration of liability on winding-up, interests limited by reference to solvency†¦provision for termination on winding-up of interest annexed to membership status. ’ In Money Markets Ltd v London Stock Exchange Ltd Neurberger J. held that ‘it is not possible to discern a coherent rule to enable one to assess in any particular case whether such a provision falls foul of the principle.. and it is not entirely easy to reconcile the conclusions, and indeed the reasoning, in some of the cases. Thus, there are agreements which contravene the ‘pari passu’ principle, such as ‘provision for divestment of ownership on winding-up, vesting clauses in building contracts, direct payment in building contracts, provision for security or increased security on winding-up, sale with provision for retransfer on winding-up. ’ At this point, it is worth noting that modern insolvency law recognizes that some exceptions to the ‘pari passu’ rule are necessary and permits of exceptions. Also, F. Oditah explained that ‘pari passu’ principle ‘does not explain the obvious truth that insolvency law largely respects rights acquired prior to insolvency. During the course of exceptions, the first is a right of insolvency set-off, which is well-established principle of insolvency law ‘that where there are mutual debts existing between a creditor and an insolvent company, the smaller debt is to be set against the larger debt and only the balance is to be paid to the creditor out of the insolvency estate. ’ Set-off applies whenever there have been mutual credits, mutual debits or other mutual dealings, before the onset of liquidation, between the debtor and any of its creditors. So insolvency set-off responds to the principle of respecting legitimate expectations. In Forster v. Wilson Parke B. stated that ‘the aim of insolvency set-off is not to avoid circuity of action, the main consideration underlying set-off between solvent parties, but to do substantial justice between the parties. ’ In fact, the expenses properly incurred in the winding-up, including the remuneration of the liquidator, are payable out of the assets in priority to all other claims. The statute provides that creditors claims are to be treated as part of the expenses of liquidation are matters not of proof but of payment. This of course is to the advantage of creditors. In Re Levi amp; Co. Ltd it was explained that ‘it enables many post-liquidation creditors to be paid in full and, in certain circumstances, to receive payment in respect of pre-liquidation obligations. ’ The Cork Committee noted that ‘pari passu’ distribution of uncharged assets was in practice seldom, if ever, attained because, in the overwhelming majority of cases, the existence of preferential debts frustrated such distribution. Preferential unsecured creditors rank above other unsecured creditors as well as above creditors holding a floating charge. Since they are payable after winding-up expenses, pre-preferential creditors also rank above floating charges. In Re M. C. Bacon Ltd. (No. 2) Millett J. held that ‘such expenses did not include the cost incurred in proceedings initiated by the liquidator to set aside the floating charge as a transaction at an undervalue and a preference. ’ Indeed, various types of debt have been deferred by statute. These include debts owed by the insolvent to a director found liable for wrongful or fraudulent trading, and ordered to be deferred by the court. Moreover, claims held by the debtors shareholders or other members qua members also fall under this head. As the result, the claims of creditors able to assert set-off, utility companies, post-liquidation, pre-liquidation creditors with post-insolvency leverage, different types of preferential claims, claims of deferred creditors, all fall outside the purview of the ‘pari passu’ principle. These deviations from the ‘normal rule’ might be ‘something of a minor qualification’ to be equality norm. With respect, such assertions push the ‘pari passu’ principle to the force as currently the dominant method for distribution of insolvent estates. To emphasize above information, the principle of ‘pari passu’ that creditors should be treated equally, that the insolvent’s assets should be shared proportionately between them and their debts should abate and be paid in ‘equal steps’ is not fundamental, nor does it achieve spectacular success. Indeed, it is important to look to alternative approaches in order to achieve more satisfactory modes of distribution. Also, it is important to consider whether the current exceptions to ‘pari passu’ are in need of reform. According to Ho Swan, ‘saying the ‘pari pass’ principle is fundamental does not make it so.

Religion, Fact Or Fiction Essays - Pseudoscience, Creation Myths

Religion, Fact Or Fiction The human mind is easily convinced on what the eyes tell the mind. If you see something in front of yourself, you might have an easier time believing, than if one was to tell a story. Religion is a story that has been told for thousands of years, and not till technology has ripened have scientists disproved many beliefs. It is now that mankind lets religion restrain the mind from portraying the truth about life. Some people claim that science does not have all of the answers when it comes to the business of life. They are right. Science is less a body of facts than it is is a method of establishing claims about the universe. Claims, which can be tested and measured, reviewed and evaluated. Science cannot tell you if a certain ethical decision is correct, or make judgments about abstractions such as beauty or values. Even so, it can tell us much about the planet we populate, how we evolved, and how much of the universe is out there to date. We can know for certain many things, or at least be reasonably sure of their truth. We know that the earth moves in orbit about the sun, not the opposite as was believed for many generations. As scientific knowledge has expanded, it has confronted numerous religions and beliefs. Religionists have been uncomfortable with these new revelations. People who try to seek absolute truth in the pages of the Holy Book such as the Bible, are left as blind. How is a person supposed to reconcile their interpretations with the scientific facts growing day by day in contradictory of their beliefs? It is not easy. While most religionist today read and hear about scientific evidence, they cling to the thought of truth spoke through the Bible. Angels, for instance, have never been detected or examined in a scientific inquiry; but a shocking percentage of Americans, 65% of the U.S. population(n.y.times4/12/88), believes that these supernatural people exist, running errands for God, or helping people in time of need. This whole belief system is a throwback to earlier times in human history, when the world was enchanted, populated with mystical and religious entities of all sorts (Greek Gods for example). Its existence today is a shadow land of beliefs, which co-exist with our more enlightened views about the universe. For most people, their view of the world rests with one foot in consciousness and the other ignorance. One of the more curious artifacts of supernatural belief is so-called Scientific Creationism. A quest to balance the minds interpretations of the Judeo-Christian Bible with the findings of modern science. Decades after the famous Monkey trial which debated the pros and cons of evolutionary discovery, we are still repeating this argument in the nation's public schools. The evolution on-creation debate which now rages in the United States, and elsewhere is tied to other issues. This includes prayer in schools, and indeed the role of religious instruction in the classroom and other civic institutions. It is also a highly charged, emotional debate. Creationists see evolution as part of a larger agenda aimed at religious belief itself. In a peculiar way, they may well be correct. But as with any debate, we should weigh the evidence and examine these raw facts as dispassionately as we can. Does the creationist view of the universe make sense? Is it a scientific claim, or a religious creed? And do the facts of modern science require the existence of a God? These questions may be answered now. Birds, which, according to both creation myths in Genesis, were created on the same day as fish,(Genesis) do not enter the fossil record until the Jurassic Period 190-136 million years ago(Encarta). Representing an ultimate variation on the dinosaur theme, birds trace their descent from reptiles. This is quite different from those ancestral to the mammals. Contrary to the claims of some creationists, evolutionists do not claim that reptiles evolved into birds and birds evolved into mammals! The evolutionists prove the differ. If either of the biblical myths were true, all types of vertebrates, living types of mammals, birds, reptiles, amphibians, and fish, would be found along with bacteria and trilobites at

The Origins of the Cold War essays

The Origins of the Cold War essays Up to 1945 the most dominant countries were European, Britain, France and Germany, by the end of the war however this was very different. The retreating German army had destroyed whole areas of towns and industries, and allied bombing had left most of Germany in ruins. The two new superpowers were the USA and the USSR. The USSR was the biggest country and had the biggest army. It was though affected by the war, they had lost 20 million men and the German army had destroyed many buildings and factories. The USA however was very much different they had lost a lot of men but no fighting had taken place in America, their economy was also doing very well. These two countries were far ahead of their rivals and so they were called superpowers. In 1945 it was though clear that Germany was going to lose the war. The allied leaders meet in Yalta in the Ukraine to plan what was to happen to Europe after the defeat of Germany. The three leaders Churchill, Roosevelt and Stalin managed to agree to certain key points: The USSR would join the war against Japan after the defeat of Germany. They agreed that Germany would be divided into four zones, British, American, French and Soviet. Churchill pressed for a French zone to be added to the other three to give another anti-Soviet voice to the armies of occupation. Austria was dealt with in the same way. The important city of Berlin was also to be divided up even though it was deep in Soviet territory. While the allies advanced they uncovered the full horrors of the death camps, all three agreed to hunt down those responsible for genocide. They agreed that all liberated countries would be given free elections to choose the government that they wanted. They all agreed to join the newly formed United Nations, UN. Russia had suffered terribly after the war, they had lost 20 million men. Stalin was concerned about the future security of Russia. All three agreed that Eastern Europe sho...

Discoveries Of Archimedes Essays - Buoyancy, Archimedes, Free Essays

Discoveries Of Archimedes Essays - Buoyancy, Archimedes, Free Essays Discoveries Of Archimedes The Discoveries of Archimedes Archimedes truly was a man ahead of his time. He forever changed the face of mathematics and one of his discoveries even helped change the face of the earth. Archimedes proved the law of the lever and invented the compound pulley. He reportedly once told King Hiero, king of Syracuse: Give me a place to stand on, and I will move the entire earth. The king challenged him to prove his boast. It is said that he moved a ship full of passengers using a system of pulleys. Archimedes also found that every object has a center of gravity. This is the area of an object that seems to be acted upon by the force of gravity. Archimedes did most of his work for King Hiero. He made one of his most important discoveries while working for the king. The king didnt think his knew crown the goldsmith had made for him was pure gold, that maybe the goldsmith had added some less costly silver. Archimedes found the solution while taking a bath. His solution was based on vol Bibliography World Book Encyclopedia

US PATRIOT ACT POSITION PAPER Research Example | Topics and Well Written Essays - 750 words

US PATRIOT ACT POSITION - Research Paper Example As such, the USA Patriot Act is the appropriate response to terrorism. Al Qaeda attack on the World Trade Centre on 11th September, 2001, is an acronym for ‘Uniting And Strengthening America by Providing Appropriate Tools Required To Intercept And Obstruct Terrorism.’ This statute was signed into law by President George Bush on 26 October, 2001. The main thrust of the Act is the streamlining of communication between the miscellaneous intelligence agencies, and the strengthening of the powers of law enforcement agencies in accessing private records, gathering intelligence, regulating financial transactions and controlling immigration. A reauthorization Bill, incorporating several changes, was passed in March, 2006. It is indisputable that the Patriot Act is a necessary and potent tool to combat terrorism, and to plug the existing loopholes that impede investigations. Some provisions of the Act have generated debate in the context of the infringement of privacy and civil liberties. The three controversial provisions of the Patriot Act are Se ction 213 which validates delayed notification search warrants, Section 215 which provides intelligence agencies access to private records, and Section 802 which defines domestic terrorism. Section 213 of the Patriot Act, which has been dubbed the ‘sneak and peek’ provision, authorizes the FBI to search the business or residential premises of a terrorism suspect without giving the target of the investigation any immediate notice of the search. Searches may be conducted by secret court orders, without a criminal subpoena, by submitting that the search is ‘sought for’ in an ongoing investigation. The FBI does not have to establish that it has ‘probable cause’ to infer that the suspect is actively involved in terrorist activity. (ACLU ProCon.org). Critics aver that the standards set by the Act for obtaining broad

The Value of Digital Privacy in an Information Technology Age Essay

The Value of Digital Privacy in an Information Technology Age - Essay Example Another technology is the RFID tags. This stands for radio frequency identification and it involves the use of electronic magnets for purposes of tracking and identification of objects attached to the RFID tags. These tags have the capability of storing information in an electronic manner, and these data are read by using magnetic fields. A researcher can access the information of an individual without his or her knowledge by use of these RFID tags (Keizer, 2012). This is because the tags can be implanted within individuals, and this increases the possibility of reading private information of an individual without their consent. The use of these tags has raised privacy concerns in United States of America. Having knowledge of such technology has its advantages and disadvantages. One advantage that the public has if they know this kind of information is that they will take measures of protecting their privacy. For instance, people won’t just provide their DNA details, names and addresses without confirming on why this type of information is required. This is in respect to the use of biometric technology in conducting a search for an individual. Another advantage is that the public would seek various measures of complaining to the authorities in case their privacy is breached. For instances, marketers can use the cloud computing technology to identify the consumption habits of individuals, and thereafter develop marketing programs that reflect their consumption habits. This usually involves perusing through the personal information of individuals without their consent. This practice is unethical, and needs to be condemned (Smith,... According to the report  the cloud computing technology involves a subscription based consumption of technological services. In this type of technology, the software and hardware systems of a computer system are delivered through the internet. This type of computer technology involves the design of a cloud that can enable a computer user to focus on what he or she is looking for. On this basis, the user does not need to worry about where the information he or she is looking for is stored.As the paper discusses according to the act, the federal government has the authority to monitor all the computer system used by suspected terrorists, and compels all banking institutions, telecom organization, and libraries to provide tangible information regarding a suspected terrorist. This should be done without their knowledge and consent. In my own opinion, this law is uncalled for, and a breach to the constitutional rights of individuals contained in the due process clause of the 14th amendm ent, which protects the right of privacy. This law also breaks the provisions contained in the fourth amendment of the American constitution, which guarantees the right of an individual against illegal searches and seizure. For instance, in Katz vs. United States, the Supreme Court denoted that the use of technology in eavesdropping on an individual’s private communication amounts to an illegal search, and it is therefore unconstitutional.

Cabling and Factor Tools Essay Example for Free

Cabling and Factor Tools Essay When choosing cabling for a network, there are several factors to consider: cost, Expansion capabilities, bandwidth, signal attenuation, and EMI (Electro- Magnetic Interference). Each type of cable has different specifications that affect these factors, and each organization has different needs. Considering Cable system factors is very important for building a network system that meets an organization’s needs. Now in the design of the installation of your cabling a poorly designed or installed network cabling set-up can reduce network performance. Today, data centers are growing and maturing, and cable management is becoming an important consideration. Proper cable management allows the fast identification of all system connections both at the physical layer and at the documentation level; good cable management also improves the maintenance of hardware equipment and the installation of new one; and finally, structured cabling management makes possible the effective cooling of the data center. You also have to consider fire and safety issues, for where you will be installing the cables. How they will be run throughout the building, will the cables be near other electrical cables and can it cause interference. Will the cableling be properly used under standards and local codes? And if not what would have to be done in order to makes sure it’s all up to code, and fire safety inspections. Some of the tools that will be needed for your installation will be Crimpers, Wire cutters/Stripper, Cable ties, Punch-down tools, voltage dectors, testing tools for when done. Also it would be smart to have a drill and bits/paddle bits, pliers, gloves, flashlight, and a tape measure. These are just a few things that would be useful to have. Prev Page Next Page Search

Jane Eyre is a typical novel of its time. Discuss. Essay -- English Li

Jane Eyre is a typical novel of its time. Discuss. Discuss this quotation, paying particular attention to the social, cultural and historical context within which it was published. There are a large number of elements in the novel 'Jane Eyre' that are very typical of the way of life in the mid 19th century, and also of other novels at that time. Through the novel Charlotte Bronte puts across exactly the factors which were characteristic of the late 18th and 19th century: class and status – both of women and of poor people; public health and illnesses at the time; religion, as well as the gothic elements which were particularly common in 18th/19th century books. Outside even of the actual story, we see evidence historically of the status of women during the 18th and 19th century through the fact that because Charlotte Bronte was a woman, to get her novel published – regardless of its quality - she was forced to use a male pseudonym, Currer Bell. This is a classic demonstration of how women at the time were seen as inferior to men and the sexist views that restricted them in the mid 19th century. The second example of typicality in the novel is the "Red Room"; Charlotte Bronte uses the room to incorporate into the novel the gothic elements which were popular culturally at that time. Bronte puts the room across as a gothic, sinister omen through Jane's fear of it and the association she makes with it and her uncle's death. Further gothic elements are seen later in the novel through Bertha Mason. Jane's arrival at Lowood introduces the reader to the appalling public health conditions which were customary to Bronte during her lifetime. It's likely that the death of Jane's close friend, Helen Burns i... ... similar to Bronte’s experiences which were characteristic of the time she was alive – public health and illness in the 19th century; social incongruence and status; the importance of religion and the position of the poorer class and of women. What, however, is most definitely not typical of the mid 19th century, is the radical feminism which is expressed through ‘Jane Eyre’. Jane’s belief in herself as an equal individual is arguably the impetus of the questioning of class, status and male superiority that followed the mid 19th century. Subsequent to ‘Jane Eyre’, the late 19th and 20th century saw the disintegration of social segregation. The absolutely unique themes of the novel, in particular the extreme feminism and strength of a woman’s mind confirm that there are aspects of ‘Jane Eyre’ that are most definitely not typical of the time it was written.

The Analysis †Amazing Grace

The Analysis – Amazing Grace Kiel Carino ENG 125 Professor Olabisi Adenekan October 29, 2012 The Analysis – Amazing Grace The poetry â€Å"Amazing Grace† by John Newton is one of the most famous poems ever written and composed. â€Å"Amazing Grace† has been particularly influential and has affected lives since it was written. The reasons why â€Å"Amazing Grace† is influential are for the same reasons why I found this poem very interesting and engaging. The literary elements that attributed to the poem’s quality and importance are its form, content, and tone.These elements are what make â€Å"Amazing Grace† such an important and significant piece of poetry in history. The form of the poem â€Å"Amazing Grace† is different from other literature readings from the book. â€Å"Amazing Grace† is a special type of literature; a poem in a form of a song. â€Å"A hymn is a lyric poem or sacred song which is written in praise to a deity or spirit† (Wheeler, 2012). This type of literary form is appealing to read and hear. The poem comes to life as it is being played.This type of literary form has an advantage over other types due to the poem is being composed specifically to be heard, not read. The contents of â€Å"Amazing Grace† are overwhelmingly powerful. In the first paragraph, John Newton used words to describe who he was and how a certain sound changed his life. â€Å"Amazing grace! How sweet the sound, / That saved a wretch like me! / I once was lost but now am found, / Was blind, but now I see. † (cited in Clugston, 2010). In this paragraph, Newton used words such a wretch to describe himself.He also stated that he was lost, but the sweet sound helped him and guided him to see, which to me meant that he began to differentiate between right and wrong. In the fourth paragraph, John Newton once again used strong words to captivate its audience by letting the readers know where he st ands with his faith. â€Å"The lord has promised good to me; / His word hope secures; / He will my shield and portion be, / As long as life endures† (cited in Clugston, 2010). Newton stated in this paragraph that he will maintain his faith with the Lord.The Lord promised him good things and he will be eternally grateful. I believe that this poem is a short autobiography of John Newton and how his life was changed forever. The contents of this poem are very strong and as a person of faith, reading a poem of this caliber strengthened by beliefs. The contents kept me attached and encouraged me to keep reading in order to find out more about John Newton’s life and how he was spiritually saved. The tone of â€Å"Amazing Grace† was very slow and methodical. As stated earlier, I believe this poem is a short autobiography of the author and it came from the heart.The author seemed as if he was pouring his heart out as he wrote this poem. â€Å"Through many dangers, toil s, and snares / I have already come; / ‘Tis grace that brought me safe thus far, / and grace will lead me home† (cited in Clugston, 2010). In this passage, he stated that he has been through many trials in his life, but he has overcome all of this through his faith and this faith of his will assist in overcoming what trials lie ahead. After reading this poem, I listed to the audio version and the audio version enhanced its meaning.The slow and sad tone of this poem graciously depicted John Newton’s struggles, prior to being saved spiritually. The poem â€Å"Amazing Grace† by John Newton is one of the most famous poems ever written and composed. â€Å"Amazing Grace† has been particularly influential and has affected lives since it was written. The reasons why â€Å"Amazing Grace† is influential are for the same reasons why I found this poem very interesting and engaging. The literary elements that attributed to the poem’s quality and imp ortance are its form, content, and tone.These elements are what make â€Å"Amazing Grace† such an important and significant piece of poetry in history. By combining the form, contents, and the tone, John Newton beautifully created a masterpiece that will continuously affect people for years to come. Reference: Clugston, R. W. (2010). Journey into literature. San Diego, California: Bridgepoint Education, Inc. Wheeler, D. L. K. (2012). Literary terms and definition. Retrieved on October 25, 2012 from http://web. cn. edu/kwheeler/lit_terms_H. html

Dear Phyllis Essay

I’m writing to you to say goodbye. I’m in the prison now. I am sad to say I’ll be executed tomorrow because I escaped from the camp. I know you will feel so sad and miserable. But I hope you do not to feel too unhappy. Being shot is the same as letting me successfully escape that hateful camp, hateful country. However, it’s to be regretted that I will let my mother be alone again. I’m so sorry about that I couldn’t go back to Germany; that I can’t look after her in the future. My death will regret by her. And much to my regret let Christoph die accompany me. Phyllis, my beloved, I despaired when you decided not to go with me and had changed your mind when I met you on the highway at that night. I’m not sure why my beloved so easily changed her mind. I think you have your reasons. Anyway, I think you must be anxious to know why we have been captured. We according to our plan and with two other comrades had sailed in safety across the channel. But mistaking our bearings we steered into Jersey, think that the island was the French coast. Unfortunately, we were perceived in that island, and they delivered up to the authorities. The death punishment is being reserved for Christoph and me; the sentence for two was accordingly commuted to flogging because we interceded for them when we were captured. I know I will be dead tomorrow, but I will remember you and love you forever. You are always my beloved, you all be always in my mind. At least I hope you wouldn’t feel too broken – heart when I die. Don’t blame yourself. Forget me, live happily and well in the future. Goodbye! My beloved. Love from Matthaus Tina

African safari essays

African safari essays Your African safari has been upturned. Your excursion leaves you helpless with nowhere to hide when a herd of aardvarks draws nearer by the second. Without a drink of water for days, you cannot organize your thoughts well enough to even formulate a plan. Your adrenaline rises, and instinct kicks in. You begin to run in the opposite direction in desperation, knowing that it is hopeless. You approach a dead tree, and a light turns on. You snap off a Y-shaped branch, and place around it the rubber band that held together the pages of your safari log. You stand idle with confidence as the herds cloud of dust closes in on you. Upon the opening of your backpack, you remove some ammunition. Unfortunately, the contents consist only of todays food supply: a small quantity of tomatoes. Today you left the carrots at the campsite. Nevertheless, you ready your slingshot with a tomato at the helm. The ground shakes under the weight of the aardvarks, and at this point their thumpings are the clearest you have heard them. Before you get a chance to release the first tomato, you lose your footing on a puddle of water beneath your boots. Had you observed this puddle earlier, you would have quenched your thirst and had the strength to outrun the stampede. However, the moment your body meets the ground, an aardvark steps on your left hand and you lose grip of the slingshot. A second aardvark steps on the slingshot, snapping it in half. You give up all hope and the remaining members of the herd trounce on you to the point of your death. ...

The Rust Belt

The Rust Belt The term â€Å"Rust Belt† refers to what once served as the hub of American Industry. Located in the Great Lakes region, the Rust Belt covers much of the American Midwest (map). Also known as the â€Å"Industrial Heartland of North America†, the Great Lakes and nearby Appalachia were utilized for transportation and natural resources. This combination enabled the thriving coal and steel industries. Today, the landscape is characterized by the presence of old factory towns and post-industrial skylines. At the root of this 19th-century industrial explosion is an abundance of natural resources. The mid-Atlantic region is endowed with coal and iron ore reserves. Coal and iron ore are used to produce steel, and corresponding industries were able to grow through the availability of these commodities. Midwestern America has the water and transportation resources necessary for production and shipment. Factories and plants for coal, steel, automobiles, automotive parts, and weapons dominated the industrial landscape of the Rust Belt. Between 1890 and 1930, migrants from Europe and the American South came to the region in search of work. During the World War II era, the economy was fueled by a robust manufacturing sector and a high demand for steel. By the 1960s and 1970s, increased globalization and competition from overseas factories caused the dissolution of this industrial center. The designation â€Å"Rust Belt† originated at this time because of the deterioration of the industrial region. States primarily associated with the Rust Belt include Pennsylvania, Ohio, Michigan, Illinois, and Indiana. Bordering lands include parts of Wisconsin, New York, Kentucky, West Virginia, and Ontario, Canada. Some major industrial cities of the Rust Belt include Chicago, Baltimore, Pittsburgh, Buffalo, Cleveland, and Detroit. Chicago, Illinois Chicago’s proximity to the American West, the Mississippi River, and Lake Michigan enabled a steady flow of people, manufactured goods, and natural resources through the city. By the 20th century, it became the transportation center of Illinois. Chicago’s earliest industrial specialties were lumber, cattle, and wheat. Built in 1848, The Illinois and Michigan Canal was the primary connection between the Great Lakes and the Mississippi River, and an asset to Chicagoan commerce. With its extensive rail network, Chicago became one of the largest railroad centers in North America and is the manufacturing center for freight and passenger railroad cars. The city is the hub of Amtrak and is directly connected by rail to Cleveland, Detroit, Cincinnati, and the Gulf Coast. The state of Illinois remains a great producer of meat and grain, as well as iron and steel. Baltimore, Maryland On the eastern shores of the Chesapeake Bay in Maryland, roughly 35 miles south of the Mason Dixon Line lies Baltimore. The rivers and inlets of Chesapeake Bay endow Maryland one of the longest waterfronts of all the states. As a result, Maryland is a leader in the production of metals and transportation equipment, primarily ships. Between the early 1900s and the 1970s, much of Baltimore’s young populace sought factory jobs at the local General Motors and Bethlehem Steel plants. Today, Baltimore is one of the nation’s largest ports and receives the second greatest amount of foreign tonnage. Despite Baltimore’s location east of Appalachia and the Industrial Heartland, its proximity to water and the resources of Pennsylvania and Virginia created an atmosphere in which large industries could thrive. Pittsburgh, Pennsylvania Pittsburgh experienced its industrial awakening during the Civil War. Factories began producing weapons, and the demand for steel grew. In 1875, Andrew Carnegie built the first Pittsburgh steel mills. Steel production created demand for coal, an industry that succeeded similarly. The city was also a major player in the World War II effort when it produced nearly one hundred million tons of steel. Located on the western edge of Appalachia, coal resources were readily available to Pittsburgh, making steel an ideal economic venture. When the demand for this resource collapsed during the 1970s and 1980s, Pittsburgh’s population fell dramatically. Buffalo, New York Located on the eastern shores of Lake Erie, the City of Buffalo expanded greatly during the 1800s. The construction of the Erie Canal facilitated travel from the east, and heavy traffic sparked the development of the Buffalo Harbor on Lake Erie. Trade and transportation through Lake Erie and Lake Ontario poised Buffalo as the â€Å"Gateway to the West†. Wheat and grain produced in the Midwest were processed at what became the largest grain port in the world. Thousands in Buffalo were employed by the grain and steel industries; notably Bethlehem Steel, the city’s major 20th-century steel producer. As a significant port for trade, Buffalo was also one of the country’s largest railroad centers. Cleveland, Ohio Cleveland was a key American industrial center during the late 19th century. Built near large coal and iron ore deposits, the city was home to John D. Rockefeller’s Standard Oil Company in the 1860s. Meanwhile, steel became an industrial staple that contributed to Cleveland’s flourishing economy. Rockefeller’s oil refining was reliant on the steel production taking place in Pittsburgh, Pennsylvania. Cleveland became a transportation hub, serving as the half-point between the natural resources from the west, and the mills and factories of the east. Following the 1860s, railroads were the primary method of transport through the city. The Cuyahoga River, the Ohio and Erie Canal, and nearby Lake Erie also provided Cleveland accessible water resources and transportation throughout the Midwest. Detroit, Michigan As the epicenter of Michigan’s motor vehicle and parts production industry, Detroit once housed many wealthy industrialists and entrepreneurs. The post World War II automobile demands led to the city’s rapid expansion, and the metro area became home to General Motors, Ford, and Chrysler. The increase in demand for automobile production labor led to a population boom. When parts production moved to the Sun Belt and overseas, residents went with. Smaller cities in Michigan such as Flint and Lansing experienced a similar fate. Located along the Detroit River between Lake Erie and Lake Huron, Detroit’s successes were aided by resource accessibility and the draw of promising employment opportunities. Conclusion Albeit â€Å"rusty† reminders of what they once were, Rust Belt cities remain today as centers of American commerce. Their rich economic and industrial histories equipped them with the memory of a great deal of diversity and talent, and they are of American social and cultural significance.

Cell Biol- Genetics practical lab report Example | Topics and Well Written Essays - 1500 words

Cell Biol- Genetics practical - Lab Report Example The activity of protein also varied between the fractions, with the liver particulate and lysed liver particulate showing higher levels of protein than the supernatant. The results of the experiment indicate that the majority of energy converting reactions is centred within the mitochondria, with the MDH reaction causing the highest amount of absorption, suggesting a stronger reaction. The prevalence of protein within this portion of the cell supports this hypothesis. The use of electron acceptors to measure the strength of reactions was an effective approach to determining the prevalence of each reaction, as well as their localisation within the cell. Throughout the human body, different enzymes interact with one another to form comprehensive reactions and chains of reactions that play important roles in the functioning of the human body (Schilling et al., 1999). The exact combination of enzymes and reactions that occur differ depending on the part of the body that is being considered, and the function of the cell. For example, the cells in the brain may perform some of the same functions as cells in the liver, such as cell replication, while other functions are significantly different, resulting in the use of different enzymes. The liver has a range of roles, including the maintenance of blood glucose during starvation by the activation of glycogen. It is a critical organ for survival (Salway, 2012). As well as variation in function and enzyme composition across organs and areas of the body, this also occurs within organelles present within cells. Determining what enzymes are present in different cellular components and their level of activity can be achieved through the use of cell fractionation techniques (Scnaitman and Greenawalt, 1968). One cellular component of interest is the mitochondria, which are essential organelles, involved in cell death pathways as well as the production of metabolic energy (van Loo et al.,

Gun Control in the US Research Paper Example | Topics and Well Written Essays - 1250 words

Gun Control in the US - Research Paper Example Between the years 1997 and 2001, there were more than 30 such incidents that took place in schools, offices, and various other places, all over US, which resulted in the deaths of 139 people and another 188 being wounded. However, it was after the Columbine High School incident, public outrage reached its peak and there was a mass outcry to bring in stringent laws for gun control. After the initial outpour of rage and massive protests against the National Rifle Association (the champion of liberal gun usage in US), things have drifted back to their original conditions. In June 2010 we find a disturbing piece of news that tells us â€Å"The US Supreme Court found Monday a Chicago handgun ban to be unconstitutional in a far-reaching ruling that makes it much harder for states and city governments to limit gun ownership† (Ogle, US Supreme Court limits gun control by states). So again its status quo and we are back to where we had started, with the court giving a free hand to all potential killers. This article will take an in-depth look at this issue of gun control and the related controversies in US. It will explore as to why US have more gun violence than other countries, and will suggest measures to reduce this peril. From various studies and reports it has been seen that almost 40% of US homes have some sort of guns or fire ammunitions in their possession. Krug, Powell and Dahlberg in their research papers have come to the conclusion that the homicide rates in the American countries is almost 2-10 times higher than any other country in the developed world (Krug, Powell and Dahlberg, 214-221). There is no doubt that violence in some form or the other is present in almost all countries worldwide, but what increases the death rate in US is the rampant presence of guns. This relation between easy availability of guns in US and the high mortality rate has been proven in their research work by the famous

Public vs private management Research Paper Example | Topics and Well Written Essays - 500 words

Public vs private management - Research Paper Example The first difference is on the ownership of the organization where the public sectors are run and financed by the government, and the private sector is operated and owned by the corporation or the private owners. In the public sector, all employees including the managers work for the governments while the employees in the private sector work for the organization (Dresang, 2009). The other difference between the two sectors is that public sectors are established by law. This fact discourages managers from changing the laws depending on the changing conditions. On the other hand, directors in a private sector can change the objective when necessary. The output of a private sector can be valued by the paying customers. This is easily captured on the organization’s objectives, missions and decision criteria. However, it may not be easy for the market forces to dictate the gains of a public sector entity (Mgbeke, 2009). Therefore, private sectors have the responsibility to generate satisfactory returns on their investment and private investors get more motivation to put more investments. Contrary to this, public sectors still have the assumption that their capital is free, and the need to gain massive profits are ignored (Dresang, 2009). Skills One skill a public manager should develop is the ability to communicate with the public. The communication with the pubic and other outsiders is a paramount and effective skill for the public manager.

Drivers License for Illegal Immigrants Essay Example for Free

Drivers License for Illegal Immigrants Essay Should illegal immigrants be given a driver`s license in California? In the Sacramento Bee article â€Å"License battle resurfaces† by Jim Sanders on February 26, 2012, the author informs that Assemblyman Gil Cedillo tried again to grant driver`s licenses to undocumented immigrants which were vetoed by Republican Gov. Arnold Schwarzenegger years ago, but now Gil Cedillo wants to work with Democratic Gov. Jerry Brown on this issue that can â€Å"pass muster† because Latinos played a key role to help Brown get elected in 2010. In 2011, Brown signed the dream act to expand college financial aid for undocumented immigrants who have lived in California for years, so many Latinos cheered him. As a voter and California resident, I am strongly against this legislation. I have a question. Do you know the meaning of undocumented immigrants? I think it means illegal. I am in favor of Assemblyman Jim Nielsen, R-Gerber`s points that â€Å"You should not legitimize a fundamentally illegal act. † America is an immigrant country. We welcome all immigrants, and we are expecting them to abide by immigrants` laws and enter the country legally. I am opposed to Gil Cedillo`s issue that California allows undocumented immigrants to be licensed, tested, and insured. What if potential terrorists take advantage of this issue to obtain driver`s licenses easily? Because in years past, the issue has caused fierce debate over what security measures should be required if current law is changed. Another thought is what if other immigrants know this issue, then they just enter the country with no documents, no worry. Simply use this issue. Besides the above, if this issue could help the government make more money on driver`s licenses, car insurance and taxes, etc, why couldn`t the government figure out the proper way to make money instead? As American citizens, everybody knows what a driver`s license means—to them it means they are legal in America since that moment they got their driver licenses. They can apply for bank cards, social security cards and passports, and they can travel in and out of America freely. They have all the rights that American citizens should have. Giving someone here illegally a driver`s license is much more than giving them the privilege of driving. It`s giving them the key to the kingdom. According to the article, the veteran GOP lawmaker said â€Å"Bad ideas seem to die slowly in the Capital. † I agree that the issue â€Å"Granting driver`s licenses to undocumented immigrants† is a bad idea. However, the issue supporters agree that California should allow undocumented immigrants to be licensed, tested, and insured. According to the article â€Å"Supporters say undocumented immigrants should be able to drive to work or take their children to school without fear of having their vehicles confiscated if they are stopped by police. A lot of undocumented immigrants have lived in California for years. Their kids were born in America. They need a job to make a living, feed their family, and educate their kids. In America, no matter where you go, you need a car, so you have to drive every day. â€Å"Many undocumented immigrants drive now, but without licenses, insurance or state testing to ensure competence. † Therefore, Los Angeles Police Chief Charlie Beck told Los Angeles Times on last Wednesday that he is in favor of granting driver`s licenses to illegal immigrants. If this issue passes, all the illegal immigrants will need to get their driver`s licenses, buy their own cars, buy car insurance etc, so then that will not only help the American economy but also make our highways safer. All of the legal American citizens will worry less when they are involved in a car accident on the road. Then all undocumented immigrants are becoming documented immigrants. They will live in America happily forever. Therefore, granting driver`s licenses to undocumented immigrants is a win-win-win issue. At last, granting driver`s licenses to undocumented immigrants is not a key issue for the illegal immigrants. If the government can figure out a better way to legitimize an illegal act, especially for the illegal immigrants who have lived in California for years and their children were born and raised here, that is going to be a fundamentally key issue to solve the illegal immigrants’ problem. It is not about the safety issue on the road or making more money for the state. For a better America, a safer security system, and a peaceful country, every American citizen should use their judgments wisely. Legitimizing a fundamentally illegal act should not ever be allowed! Let good ideas live strongly in the Capital!

Incidents in the Life of a Slave Girl :: essays papers

Incidents in the Life of a Slave Girl In her essay, â€Å"Loopholes of Resistance,† Michelle Burnham argues that â€Å"Aunt Marthy’s garret does not offer a retreat from the oppressive conditions of slavery – as, one might argue, the communal life in Aunt Marthy’s house does – so much as it enacts a repetition of them†¦[Thus] Harriet Jacobs escapes reigning discourses in structures only in the very process of affirming them† (289). In order to support this, one must first agree that Aunt Marthy’s house provides a retreat from slavery. I do not. Burnham seems to view the life inside Aunt Marthy’s house as one outside of and apart from slavery where family structure can exist, the mind can find some rest, comfort can be given, and a sense of peace and humanity can be achieved. In contrast, Burnham views the garret as a physical embodiment of the horrors of slavery, a place where family can only dream about being together, the mind is subjected to psychological warfare, comfort is non-existent, and only the fear and apprehension of inhumanity can be found. It is true that Aunt Marthy’s house paints and entirely different, much less severe, picture of slavery than that of the garret, but still, it is a picture of slavery differing only in that it temporarily masks the harsh realities of slavery whereas the garret openly portrays them. The garret’s close proximity to the house is symbolic of the ever-lurking presence of slavery and its power to break down and destroy families and lives until there is nothing left. Throughout her novel, Incidents in the Life of a Slave Girl, Harriet Jacobs presents these and several other structures that suggest a possible retreat from slavery, may appear from the outside to provide such a retreat, but ideally never can. Among these structures are religion, literacy, family, self, and freedom. Because it offers them the possibility of community and identity, many slaves find themselves strongly attached to religion. They cannot build a family structure and they cannot be identified by family name, but through the church, they can build a community and identify themselves as Christians. This comfort becomes virtually non-existent for it too is controlled by the slaveowners who â€Å"came to the conclusion that it would be well to give the slaves enough of religious instruction to keep them from murdering their masters† (57). The fact that one person could have the ability to control the amount of religion another person has and his purpose for having it diminishes any sense of community or identity that it may have initially provided. Incidents in the Life of a Slave Girl :: essays papers Incidents in the Life of a Slave Girl In her essay, â€Å"Loopholes of Resistance,† Michelle Burnham argues that â€Å"Aunt Marthy’s garret does not offer a retreat from the oppressive conditions of slavery – as, one might argue, the communal life in Aunt Marthy’s house does – so much as it enacts a repetition of them†¦[Thus] Harriet Jacobs escapes reigning discourses in structures only in the very process of affirming them† (289). In order to support this, one must first agree that Aunt Marthy’s house provides a retreat from slavery. I do not. Burnham seems to view the life inside Aunt Marthy’s house as one outside of and apart from slavery where family structure can exist, the mind can find some rest, comfort can be given, and a sense of peace and humanity can be achieved. In contrast, Burnham views the garret as a physical embodiment of the horrors of slavery, a place where family can only dream about being together, the mind is subjected to psychological warfare, comfort is non-existent, and only the fear and apprehension of inhumanity can be found. It is true that Aunt Marthy’s house paints and entirely different, much less severe, picture of slavery than that of the garret, but still, it is a picture of slavery differing only in that it temporarily masks the harsh realities of slavery whereas the garret openly portrays them. The garret’s close proximity to the house is symbolic of the ever-lurking presence of slavery and its power to break down and destroy families and lives until there is nothing left. Throughout her novel, Incidents in the Life of a Slave Girl, Harriet Jacobs presents these and several other structures that suggest a possible retreat from slavery, may appear from the outside to provide such a retreat, but ideally never can. Among these structures are religion, literacy, family, self, and freedom. Because it offers them the possibility of community and identity, many slaves find themselves strongly attached to religion. They cannot build a family structure and they cannot be identified by family name, but through the church, they can build a community and identify themselves as Christians. This comfort becomes virtually non-existent for it too is controlled by the slaveowners who â€Å"came to the conclusion that it would be well to give the slaves enough of religious instruction to keep them from murdering their masters† (57). The fact that one person could have the ability to control the amount of religion another person has and his purpose for having it diminishes any sense of community or identity that it may have initially provided.

Pschological assessment Essay

Section A Write an essay on the process you would follow in developing a psychological assessment measure. Discuss the steps that you would take in this process, including how you would choose items for your test, how you would evaluate the reliability and validity of your test, and the issue of establishing norms. Discuss the theory comprehensively and illustrate your understanding with an example or examples. Introduction The process of developing a psychological test is a complex and lengthy one. ( Foxcroft & Roodt, 2001) but aspects related to the planning of a psychological test are not always sufficiently emphasised and sometimes not mentioned at all ( Kaplan & Saccuzzo, 1997). When the test is to be used in a multicultural context, attention needs to be paid to the cultural relevance (and potential bias) of the test right from the planning and design phase instead of only being sensitive to cultural aspects from the item writing phase onwards. Also given that we do not have a long history of developing culturally appropriate tests applicable to diverse groups in South Africa, test developers need to grapple with basic issues such as what methods of test administration might be appropriate or inappropriate for certain cultural groups and what language to develop the test in, for example. More time needs to be spent in the planning phase exploring and critically considering test design issues. Planning phase The first and most important step in developing psychological measures is the planning phase. Planning involves writing out the skeleton of what one aims to achieve. Careful though needs to go into deciding on the aim of the measure, defining the content of the measure and key elements of the test plan. a test plan consists of the following aspects: (a) specifying the purpose and rationale for the test as well as the intended target population, (b) defining the construct (content domain) and creating a set of test specifications to guide item writing, (c) choosing the test format, (d) choosing the item format, and (e) specifying the administration and scoring methods (Robertson, 1990). Specifying the aim of the measure The first step is to state the aim of the measure, the construct I will use and how the outcome will be used. If I am conducting this study in South Africa I will also need to mention that the measure will be used in a multicultural society. I would need to elaborate on what I mean by multicultural by highlighting the context. I would state the age of the test takers and their educational status. The information concluded above is important because it may have an impact on the test specifications and design. I would need to state whether the test would be paper-based or computer-based. When that decision is made I would need to consider whether the test-takers are familiar with such tests. The test takers may underperform on the evaluation because they are not proficient in the instrument of measure. This may impact the validity of the study to be conducted. I would also need to ascertain whether the test will be administered individually or in a group setting. Because psychological constructs are brewed in western societies, the emphasis is on individualism. When working in a multicultural society, however, it is important to consider the norms of the society I would be working in. In some cultures, for example, the group identity is valued over the individual identity. This could have an effect on the content of the measure. Defining the content of the measure Here I need to figure out what I want to measure and why. This will show me what to focus on during the other steps. A working definition of the construct is needed. This includes identifying exactly what I aim to get out of this research study. To do this I need to embark on a comprehensive literature review. I will see how my topic has been investigated in the past and spot the gaps. I can now make the decision on whether I am conducting a new study or adapting an existing study into the South African context. Later I will need to make the same decision on the instrument I will use for data gathering. Since I would be working in South Africa, I need to decide on whether separate norms should be developed for test takers from advantaged and disadvantaged schooling backgrounds and/or for urban and rural areas. I would assemble a team of content, language and cultural experts to scrutinise the content being developed. Nell (1994) states that  language is a critical moderator variable of test performance. If the test taker is not proficient in that language, it is difficult to ascertain whether poor performance is due to language or communication difficulty or that the test-taker has a low level of the construct being measured. I would produce the test in a bilingual format and specify the source language. Work would need to be done to ensure that the construct is meaningful for each group. Developing the test plan (specifications) Once the construct to be assessed has been defined and operationalised, a decision needs to be reached regarding what approach will be employed to guide the development of the test content and specifications. Decisions will be made regarding the format to be used (open-ended items, forced-choice items etc.), how they will be scored (objective or subjective tests), and whether time limits will be imposed. The language and cultural experts are once again needed during this step. Sometimes psychological constructs, conceptualised in western society, do not have a known equivalent in African discourse. For such constructs the translated version would need to explain the construct in a way that is closest to the English meaning. This will require more time for the African language test taker. The test specification should eliminate the possibility of construct bias. The format therefore needs to be standardised for a variety of cultural groups or it should at least include items that will be considered easy, moderate and difficult by all groups. Although these steps follow after each other, I will need to go backwards and forwards to ensure content and construct validity. Item writing The second step is item writing. Once the test specifications have been finalised, the team of experts writes or develops the items. The trend in South Africa has been to simply adapt an already made test to accommodate South African test takers. This is not necessarily the easier option. Firstly, concepts are not always understood in the same way in different societies. For example, the term depression is sometimes taken to mean with  very sad in some societies. It is therefore important to ensure construct validity even for an English test given to English mother tongue speakers of a different society to that of the tests’ origin. If the assessment measure will be administered to children, face validity will be ensured through the use of big writing, use of colour and drawings. The length of the items should also be considered. With every step of items writing reliability is ensured. Reviewing the items An item bank is then developed and items reviewed in terms of whether they meet the content specification and whether they are well written. Items which do not meet the specifications are removed from the bank before it can be used to generate criteria-referenced tests. The team of experts should focus on both content validity and indicate whether the items are from stereotyping and potential bias. The experts will then return the item list with recommendations. They will need to be re-written or revised. Assembling and pre-testing the experimental version of the measure Items need to be arranged in a logical way. Since we are dealing with a multicultural society, we need to ensure that the items are balanced and on appropriate pages. The length of the items in each category needs to be finalised. For long problems based items, time adjustments need to be made. A decision would have been made with regards to whether the test is paper-based or computer-based. The appropriate apparatus needs to be made available. The  Pre-testing the experimental version of the measure The test items have to be administered to a large group of examinees. This sample should be representative of the population for which the eventual test is intended. This will be the norm group. Items analysis phase During this phase items are checked for relevance. Again we see if each item is reliable and valid to the study. The characteristics of the items can be evaluated using the classical test theory or the item response theory. At the item level, the CTT model is relatively simple. CTT does not invoke a complex theoretical model to relate an examinee’s ability to success on a particular item. Instead, CTT collectively considers a pool of examinees and empirically examines their success rate on an item (assuming it is dichotomously scored). This success rate of a particular pool of examinees on an item, well known as the p value of the item, is used as the index for the item difficulty (actually, it is an inverse indicator of item difficulty, with higher value indicating an easier item). The ability of an item to discriminate between higher ability examinees and lower ability examinees is known as item discrimination, which is often expressed statistically as the Pearson product-moment correlation coefficient between the scores on the item (e.g., 0 and 1 on an item scored right-wrong) and the scores on the total test. When an item is dichotomously scored, this estimate is often computed as a point-biserial correlation coefficient. IRT, on the other hand, is more theory grounded and models the probabilistic distribution of examinees’ success at the item level. As its name indicates, IRT primarily focuses on the item-level information in contrast to the CTT’s primary focus on test-level information. The IRT framework encompasses a group of models, and the applicability of each model in a particular situation depends on the nature of the test items and the viability of different theoretical assumptions about the test items. Revising and standardizing the final version of the measure Once the qualitative and quantitative information has been gathered, the test is administered to the large sample for standardization. All the items that were found to be unclear are simplified. Vocabulary and grammar is corrected. Split-half reliability is assessed. The translated version is checked through back translation (into the source language). The items are finalised for the test. The final database is used to check on reliability  and validity. The administration and scoring instruction may need to be modified. Then the final version is administered. Technical evaluation and establishing norms The items can be analysed using the item response theory. The characteristics of each item may be represented graphically be means of a graph which relates an individuals’ ability score with their probability of passing the items. Items with large variances are selected. The scores obtained by the norm group in the final test form are referred to as the norms of the test. To compare an individual’s score with the norms, their raw score will be converted to the same kind of derived score as that in which the test norms are reported (e.g. percentile ranks, McCall’s T scores etc). Publishing and ongoing refinements A test manual is compiled before a measure published. The manual should make information on the psychometric properties of the test easily understandable. It will be updated from time to time as more information becomes available. Section B List the steps that should be followed in the adaption of an assessment measure for cross-cultural application and briefly explain what each step means. 1. Reasons for adapting measures  Cross-cultural assessment has become a sensitive issue due to specific concerns regarding the use of standardized tests across cultures. By adapting an instrument, the researcher is able to compare the already-existing data with newly acquired data, thus allowing for cross-cultural studies both on the national and international level. Adaptations also can conserve time and expenses (Hambleton, 1993). Test adaptation can lead to increased fairness in assessment by allowing individuals to be assessed in the language of their choice (Hambleton & Kanjee, 1995). 2. Important considerations when adapting measures The test can be compromised if there are problems between the test takers and the administrator. The administrator should therefore familiar with the culture of the test-taker. They cannot take it for granted that the test taker will be exposed to the format of the test. This could lead to the score representing a lack of skill with regards to the format of the test instead of measuring the construct being assessed. Some languages, like isiZulu, require more time to be spent reading therefore would require more time to complete. 3. Designs for adapting measures Before selecting an assessment instrument for use in counseling or research, counselors and researchers are trained to verify that the test is appropriate for use with their population. This includes investigation of validity, reliability, and appropriate norm groups to which the population is to be compared. Validity and reliability take on additional dimensions in cross-cultural testing as does the question of the appropriate norm group. The instrument must be validly adapted, the test items must have conceptual and linguistic equivalence, and the test and the test items must be bias free (Fouad, 1993; Geisinger, 1994). Two basic methods for test adaptation have been identified: forward translation and back-translation. In forward translation, the original test in the source language is translated into the target language and then bilinguals are asked to compare the original version with the adapted version (Hambleton, 1993; 1994). In back-translation, the test is translated into the target language and then it is re-translated back to the source language. This process can be repeated several times. Once the process is complete, the final back-translated version is compared to the original version (Hambleton, 1994). Each of these adaptation processes has their strengths and limitations. 4. Bias analysis and differential item functioning Another issue that must be considered in cross-cultural assessment is test bias. The test user must ascertain that the test and the test items do not systematically discriminate against one cultural group or another. Test bias  may occur when the contents of the test are more familiar to one group than to another or when the tests have differential predictive validity across groups (Fouad, 1994). Culture plays a significant role in cross-cultural assessment. Whenever tests developed in one culture are used with another culture there is the potential for misinterpretation and stagnation unless cultural issues are considered. Issues of test adaptation, test equivalence and test bias must be considered in order to fully utilize the benefit of cross-cultural assessment. 5. Steps for maximizing success in test adaption Hembleton (2004) summarised nine key steps that should be addressed when adapting or translating assessment instruments. 6. Challenges related to test adaption in south Africa A disadvantage of adaptation includes the risk of imposing conclusions based on concepts that exist in one culture but may not exist in the other. There are no guarantees that the concept in the source culture exists in the target culture (Lonner & Berry, 1986). Another disadvantage of adapting existing tests for use in another culture is that if certain constructs measured in the original version are not found in the target population, or if the construct is manifested in a different manner, the resulting scores can prove to be misleading (Hambleton, 1994). Despite the difficulties associated with using adapted instruments, this practice is important because it allows for greater generalizability and allows for investigation of differences among a growing diverse population. Once the test has been adapted, test equivalence must be determined. Reference Foxcroft, C.D. & Roodt, G. (2009). An introduction to psychological assessment in South Africa. Johannesburg: Oxford University Press Hambleton, R. K. (2001). The next generation of the ITC Test Translation and Adaptation Guidelines. European Journal of Psychological Assessment, 17, 164-172. Hambleton, R. K. (2004). Issues, designs, and technical guidelines for adapting tests into multiple languages and cultures. In R. K. Hambleton, P. F. Merenda, & C. D. Spielberger (Eds.), Adapting educational and psychological tests for cross-cultural assessment (pp. 3-38). Mahwah,NJ: Lawrence Erlbaum Associates Van Ede, D.M. (1996). How to adapt a measuring instrument for use with various cultural groups: a practical step-by-step introduction. South African Journal of Higher Education, 10, 153-160.

Linguistics and Children Essay

The power of language to reflect culture and influence thinking was first proposed by an American linguist and anthropologist, Edward Sapir (1884–1939), and his student, Benjamin Whorf (1897–1941). The Sapir–Whorf hypothesis stated that the way we think and view the world is determined by our language (Anderson & Lightfoot, 2002; Crystal, 1987; Hayes, Ornstein, & Gage, 1987). Instances of cultural language differences are evidenced in that some languages have specific words for concepts whereas other languages use several words to represent a specific concept. For example, the Arabic language includes many specific words for designating a certain type of horse or camel (Crystal, 1987). To make such distinctions in English, where specific words do not exist, adjectives would be used preceding the concept label, such as quarter horse or dray horse. Cultural differences have also been noted in the ways in which language is used pragmatically. In our American culture, new skills are typically taught and learned through verbal instruction (Slobin, 1979). In some cultures, new skills are learned through nonverbal observation. A distinction has also been made between cultures that encourage independent learning and those that encourage cooperative learning (McLeod, 1994). Differences in the social roles of adults and children also influence how language is used. Home and school contexts may represent different cultures, subcultures, or both and may influence language acquisition in noticeable ways. Nonverbal cues (e. g. , facial expression) and contextual cues (e. g. , shared experience) have different communicative roles in different cultures (Kaiser & Rasminsky, 2003). In some cultures, prelinguistic children (who are not yet verbalizing) are spoken about rather than spoken to (Heath, 1983). Children may be expected, and thus taught, to speak only when an adult addresses them. They are not encouraged to initiate conversations with adults or to join spontaneously in ongoing adult conversations. Additionally, in some cultures, children who enthusiastically volunteer answers at school are considered show-offs (Peregoy & Boyle, 1993). In some cultural settings, children are not asked recitational questions. Instead, they are asked only questions of clarification or for new information. Thus, when these children experience recitational questions in a school setting, they may be confused as to the purpose of the questioning and the expected response. Further cultural differences in how language is used in educational settings have been documented by Tharp (1994). These differences include variations in how stories are told, the wait time given by teachers to students during questioning sequences, the rhythmic patterns of the verbal interactions, and the patterns of conversational turn-taking. During the 1970s and 1980s, educators and linguists researched and debated the verbal-deficit perspective. This perspective contended that anyone who did not use standard English did not have a valid language and thus was verbally deficient. Although the verbal-deficit perspective has now been proven invalid, it is important to understand the research that was conducted to either support or discredit that perspective. Bernstein (1971), Bereiter and Englemann (1966), and Labov (1979) were among the researchers who studied language differences between different social groups, including middle- and lower-income groups and ethnic groups. This body of research identified specific differences in the way children from different socioeconomic and ethnic backgrounds used language in school and out-of-school settings. Implications of this research have been widely discussed and interpreted in a variety of ways. Basil Bernstein (1971) documented the different linguistic codes used by children from lower- and middle-income families in England. Lower-income children were described as using a â€Å"restricted code† or highly contextualized language, while children from middle-income families used an â€Å"elaborated code,† or decontextualized language. His research also documented differences in school achievement for these two groups of children. Interpretations of Bernstein’s work concluded a cause–effect relation between language use and school success, supporting a â€Å"verbal deficit† perspective: the working-class environment of the low-income children created a verbal deficiency responsible for subsequent low educational achievement (Winch, 1990). Here in the United States, Bereiter and Englemann (1966) conducted further research from the verbal-deficit perspective. They focused on the language of preschool African American children in Urbana, Illinois. Bereiter and Engleman concluded that the language used by African American children was not a valid language and thus recommended that these children needed to be taught English in the school setting (Winch, 1990). Academically oriented preschool curricula were developed (e. g. , Blank, Rose, & Berlin, 1978) to provide the needed English language training for verbally deficient children. William Labov (1979; Winch, 1990) explored social dialects of lower income African American children in urban settings. He studied the differences in children’s in-school and out-of-school (e. g. , playground) language competencies. His data directly challenged the verbal-deficit theory because it documented the elaborated and systematic linguistic properties of Black English. His research supported the idea that Black English was a separate language system with its own grammar and rules. Labov described dialects as having â€Å"slightly different versions of the same rules, extending and modifying the grammatical processes which are common to all dialects of English† (Labov, 1995, p.54). Labov’s research supported the idea that verbal differences are not verbal deficits. Because Labov’s research focused on language used in academic and nonschool settings, he also created a greater awareness of the role of context and dialect in communication. Tough (1977) conducted a longitudinal study of children from advantaged (college-educated, professional parents) and disadvantaged (parents who were in unskilled or semiskilled occupations) homes. The study began when the children were 3 years old, with follow-up at 5 1? 2 and 7 1? 2 years. At age 3, the disadvantaged children and the advantaged children showed significant differences in the ways they used language. Specifically, the disadvantaged children did not use language to recall and give details of prior experiences, anticipate upcoming events and possible outcomes, reason about current and remembered events, problem solve using language for planning and considering alternatives, reach solutions, create and sustain dramatic play events, and understand others’ experiences and feelings. When these children were studied again at 5 1? 2 and 7 1? 2 years, the disadvantaged children produced shorter, less complex responses. This research contributed to our understanding that children from different cultural environments may be learning to use language differently and may experience difficulty in participating in the language environment in classrooms. Further awareness of the role of cultural environments in the acquisition of language was influenced in the 1980s by ethnographic research techniques that were used by language researchers. Ethnographic studies have contributed significantly to our understanding of linguistic diversity. Ethnography uses participant observation in real-life settings and focuses on individuals within their social and cultural contexts. In her ethnographic study, Heath (1983) explored children’s acquisition of language at home and school in two communities in the southeastern United States. She found differences in communication in working-class black and white families as well as among middle-class townspeople of both ethnic groups. Heath also described differences in story structures, language, and sense of â€Å"truth† (fiction vs. nonfiction) that children learned at home that were different from those expected at school. To be successful at school, these children had to be able â€Å"to recognize when a story is expected to be true, when to stick to the facts, and when to use their imaginations† (Heath, 1983, p. 294). Heath’s research also documented valid and authentic differences in the ways language is used and in the ways in which children in those respective communities become competent language users. Heath concluded that the contrasts she found in language were not based on race, but on complex cultural influences in each community. The importance of family context in language acquisition was more recently described by Hart and Risley (1995, 1999). Findings from their longitudinal study document the significance of â€Å"talkativeness† in families in influencing language acquisition rather than the family’s socioeconomic status or ethnic group identity. Differences in language use were attributed to the complex family culture—not simply due to socioeconomic status or ethnic group identity. Among the families that were studied, the most important difference was in the amount of talking. Children in families where there was more talking developed higher levels of language in the areas of vocabulary growth and vocabulary use. These differences were strongly linked to school performance at age 9. Among these families, Hart and Risley (1995) identified five quality features in parents’ language interactions with their children: 1. Language diversity: the variation and amount of nouns and modifiers used by the parents 2. Feedback tone: the positive feedback given to children’s participation in the interaction 3. Symbolic emphasis: the emphasis placed on focusing on names and associated relations of the concepts and the recall of those symbols 4. Guidance style: parental interaction that used asking rather than demanding in eliciting specific behavior from the child 5. Responsiveness: parental responsiveness to requests or questions initiated by children Hart and Risley (1995) speculated that these categories may be â€Å"important for the language-based analytic and symbolic competencies upon which advanced education and a global economy depend† (p. 193). A current hypothesis on why children from diverse linguistic backgrounds experience difficulty in school is the socialization mismatch hypothesis. This hypothesis â€Å"predicts that children are more likely to succeed in school when the home language and literacy socialization patterns are similar to those that are used and valued in school† (Faltis, 1998, p. 23). This hypothesis has been applied to children who speak a nonstandard English dialect as well as to children who are learning a second language. Home language socialization patterns may differ from those favored in the school classroom in the following ways (Faltis, 1998): 1. The amount of talk directed to preschool children 2. The participation of young children as conversation partners with adults 3. Opportunities children have to explain or give a personal interpretation of events 4. The types of questions asked of children during storybook sharing 5. The forms of narrative that are used (e. g. , fiction, nonfiction, or ongoing narratives) In addition, the social interaction patterns used in the classroom may vary from the home culture’s with respect to expectations for competitive versus collaborative or cooperative activities as well as the â€Å"courtesies and conventions of conversations† (Tharp, 1994, p. 140).

Reflective Education through Curriculum Essays

Reflective Education through Curriculum Essays Reflective Education through Curriculum Essay Reflective Education through Curriculum Essay Essay Topic: Reflective ISSN : 2278 5639 Global Online Electronic International Interdisciplinary Research Journal (GOEIIRJ) {Bi- Monthly} Volume II, Special Issue I on Reflective Education October 2013 REFLECTIVE EDUCATION THROUGH CURRICULUM Santosh A. Melashetty Assistant Professor KER soctetys M. Ed. P. G. centre Karnatak College of Education, Bidar INTRODUCTION : Reflection means to describe one basic level of thinking i. e. what you did ? What others did? and how you felt ? etc. Reflection has often been viewed as synonymous with critical thinking. Reflection is an important human activity in which people ecapture their experience. Think about it, null over and evaluate it. It is the working with experience that is important in teaching / learning. John Dewey (1933) states, reflection involves a willingness to engage in constant self appraisal and development, reflection implies flexibility, rigorous analysis is social awareness. Reflection is being increasingly viewed as a valuable learning method for different purpose. There are main two important types of reflections i. e. dialogical and critical reflection and it follows the guided and action research method and it goes in cyclic ay. REFLECTIVE EDUCATION : Reflective Education refers to the process of the educator studying his/her own teaching methods and determining what works best for the students regarding subjects and moreover critical and analytical thinking about the learning and teaching activities. Teaching learning are complex and there is no one right approach, reflecting on different versions of teaching approaches and reshaping past and current experiences will lead to improvement in teaching, learning and education reflection in action helps teacher in making the professional knowledge hat they will gain from their experience in classroom. REFLECTIVE EDUCATION THROUGH CURRICULUM : In reflective education educator engage in thinking critical thinking and analytical approach about curriculum and think to apply the previous experience to present situation makes teaching learning approaches and activities more meaningful. Secondary Education Commission (1952-54) says, curriculum includes the totality of the experiences that a pupils receives through the manifold activity, that go on in the school, classroom, wrww. goeiir]. com page 21 ibrary, laboratory, play ground and workshop etc. In this sense whole life of the school becomes curriculum. Cunningham says, curriculum is a tool in the hands of the artist to mould his material according to his ideals in his studio. DIALOGIC REFLECTIVE PRACTICE IN EDUCATION : Dialogic reflection means, discourse with the self to explore a given event or incident. For example, the individual thinks about what educators are going to do in their lectures, about the information they would like to convey, the method they intend to use, the level of engagement and so on. In advance of delivery of the class about content, after wards they then consider how well they achieved their intended goals and which aspects require further attention regarding the content. METHOD FOLLOWED IN DIALOGIC REFLECTION : Guided method followed in dialogic reflection, it involves engaging with a series of questions regarding the contents. For example: Topic: Micro organisms. * What most important / useful / relevant event or idea? Definitions, structure, useful and harmful micro organisms. How can be explained? Inductive and deductive approach, demonstration method etc. How is it similar to and different from other events? Here Educator think and apply the post knowledge, experience to the present situation regarding content. What I have learned from this? Educator learns thinking about the micro organisms, gaining experiences and able to share the experiences. How does this mean for any future situations? This means help in sharing experiences. These questions can be designed by the educators themselves and serve as a guide the reflection process. These types of questions help to educator to explore and econsider your motivational or rationale for your actions. CRITICAL REFLECTIVE PRACTICE IN EDUCATION : Critical reflection refers to efforts to accounting for the broader, historic, cultural and page 22 political values in framing practical problems to arrive at a solution. Critical reflection helps transformational learning that can be happen either gradually in from a sudden and it after the way people see themselves and their world. METHOD FOLLOWED IN CRITICAL REFLECTION : The method applied in critical reflection is action research. This involves ystematically changing the teaching, using on the ground evidence that suggests the changes, you make are in right directions and enhancing student learning. This Method goes in an analytic way of content and finds the solution. The target of the action research is the teacher and the reflection is considered transformational that the teaching is being altered as a result of the reflection and is deemed more accurate. The educators should frame the following questions before presentation in critical reflection Example : Topic : Water Pollution What was the problem ? Water pollution. What was/were the causes of the problem ? Educators analyze the cause of water pollution, drainage water, industrial waste etc. How did you deal with the problem then ? i. e. stating problem, data collection, analysis and interpretation. How did your solution to the problem relate to your theory of teaching learning After going through the action research to the problem to come conclusion i. e. industrial waste is main cause for the water pollution. CONCLUSION : Reflection means think about your past knowledge, experience to the present ituation. It may be the simple or critical both are beneficial in the teaching, learning process, Educator understands their own style, abilities skill etc. and learner also know themselves. In present scenario, Reflection Education has many advantages in teaching learning process. i. e. Educator goes good profession development and learners learn effectively only it is used in real practice through curriculum. page 23 REFERENCES : http://ask. reference. com/information/Education/Reflective 2) http://en. wikipedia. org/wiki/Reflective_practice 3) http://infed. g/mobi/reflection-learning-and-education/ 4) 5) http://wiki. literacytent. org/index. php/Curriculum_Development_Questions/Reflections 6) cuhk. edu. hk/aJelt/v017/art1 . htm 7) emu. edu/education/model/ 8) ericdigests. org/2001-3/reflective. htm 9) learningandteaching. info/learning/reflecti. htm ncbi. nlm. nih. goWpubmed/10222968 papermasters. com/education-reflection. html scribd. com/doc/48162689/Reflective-Teaching ukcle. ac. uk/resources/personal-development-planning/curriculum/ page 24