Early Childhood Activity Essay

During the course of the years it has been noticed that physical, emotional, and mental levels of 6-9 year old children undergo various stages. It is especially obvious for their teachers and coordinators that possess external evidence about the kids and have ability to truly evaluate them. Unlike teachers and supervisors, parents oftentimes try to justify the decisions and deeds of their small kids and make attempts to â€Å"smooth the edges† to avoid potential conflicts due to their feeling they naturally experience towards their children. Therefore, the representatives of next generation behave differently at home and other social environments like school that include numerous exciting activities useful for children while opening new horizons. The early childhood activity indicated below is based on denominated skills and talents of a certain child and aimed at an outlet of his imaginative and exploratory abilities. Typically, in the process of playing a game, children apply their factual knowledge, which is easier to understand and remember. That’s why it is notable that they use objects or all sorts of materials to assist them in realizing the surrounding environment in which they live and find out more about the characteristics and properties of things they are playing with. In this case, according to the rules of the game called â€Å"Bricks Mix† children are dealing with material objects such as sand, small bricks, or sticks. Preferably, the teachers should conduct the activity outdoors, i. e. in the park, on the beach, in the forest, in the backyard, etc. It would be helpful both for the picture of health of small kids and their better perception of the situation and conditions due to fresh air and active physical exercises. Also, if possible, the supervisor has to conduct the children at first stages giving the instructions and explaining the details of the activity. The latter is divided into two levels. First, using dry or wet sand, bricks of various sizes, short and long sticks, small stones, and water children build houses, roads, and fortresses. After a certain period of time when children get better acquainted with the situation and find themselves comfortable in the given atmosphere it would be a good idea to upgrade the game. Hence, each child individually should be given a card or oral request with a certain task, for instance, to build a house with 3 or 5 towers, to build a sand road with 6 bricks on each side, to make a castle with 4 towers and 4 flags on them, etc. While sifting, pouring, and filling empty containers with sand children get the idea of measurement and may observe visually the phenomenon when 2 small equal bowls of sand make 1 large container. Or if they put together two triangular stones or bricks they will have a rectangle or a square. Here, the major mathematical concepts are applied as the child deals with various shapes and sizes. Also, new terms should be used by the teacher, preferably associated with a certain topic or area of knowledge. The second stage of the game is characterized with using waste materials. It means that after building roads, castles, and houses children are provided with a large amount of things left from which they can make other objects like cars, stores, trains, buses, etc. This part of the game develops the ability to properly organize the process of managing the situation or business using less energy and expenses during the shortest possible period of time. It remains essential for the teacher to follow the work of the children without interfering into the process. It must be a positive sign for him/her when the child starts judging, analyzing, and comparing the results of his on-going work with others. In such a way he demonstrates his/her ability to productively be involved in the activity and learns how to work in team and cooperate with the peers. In order to make the results of the game more effective and have the kids remember the procedure it would be useful to talk in details about the activity afterwards. The coordinator should encourage the children to share their experience and discuss all the aspects of the game even if it causes some disagreements and controversy. Obviously, the debate would take place due to different methods, manners, and techniques applied during the game. The teacher should keep in mind that each and every child should be listened to and heard, which is more important. Some kids would try to prove that their idea or theory is the most optimal for this kind of activity. For example, they would argue that the train should consist of a number of short wagons instead of several longer ones as the first will be better while turning right or left. If the perspective of the child is valid the teacher should unpersuasively explain it to other children. Otherwise, they would undoubtedly feel that the mentioned above child is a favorite student of the teacher. It may not be accepted as a distinct gradation of the children may appear. However, in spite of numerous ideas expressed, it is significant to reach a compromise so no child is left unsatisfied. The reason the game â€Å"Bricks Mix† was developed lies in that this activity comprises several essential aspects of human mind as memory, reflection, counting, etc. It is useful for six-year-old children as well as nine-year-olds because different levels of difficulty may be applied. For example, younger kids may be given easy assignments simply connected with small numbers, while the older ones may be allowed to include other objects into the game. As the latter is rather flexible the teacher can coordinate the game and establish new rules according to abilities, inclinations, and skills of children. The activity is best possible while being outside the classroom not only during school time, but also while sharing weekend with parents, grandparents, friends, etc. BIBLIOGRAPHY 1. Lester, P. (2005). Class-Parties. Organizing a Class Party. Retrieved January 19, 2007 from http://www. class-parties. com/ 2. Christie, J. , & Enz, B. , & Vukelich, C. (2002). Teaching Language and Literacy: Preschool Through the Elementary Grades (2nd ed. ). Arizona: Allyn & Bacon . 3. Granchar, M. (1999). Children And The Rest. New York: New Way.

Dalit Discourse in Indian Education Dhanaraju Vulli Essay

Abstract There are two types of school system India in the issue of medium of instruction i.e the regional language system and the English language system. There is a clear cut division between the uppers castes elite children and Dalit children in getting of English medium education in Indian society. The Dalits children are given education in regional language schools while English language school education is meant for the upper castes children. This division has always been reflecting between government and private English medium schools. In the name of mother tongue the state and the upper caste elite always compel the regional medium of instruction in the policy making. This was one of the current problems in Indian Educational system. This paper can be divided into four parts. The first part will highlight the language policy after Indian Independence. The second part discusses the concept of mother tongue and its importance in the contextualizing of educational discourse in India. In the third part I would highlight the current debate on language policy and its importance in the Indian educational system. This is very important in the understanding of politics of medium of language in the present educational discourse. The last part deals with the response of the Dalits towards the English education and how they attack the upper caste nature towards regional medium education. In an attempt to locate the importance of educational policy in the wider socio-historical and political context, I will address an  ideological deconstruction of politics of mother tongue in the present Indian educational system. Keywords: English education, language, mother tongue, globalization. Introduction The question as to which language should be used as a medium of instruction in country like India is a debatable subject. The question is often posed in binary terms: Should the medium of instruction be a regional language or English? Language is a vehicle for learning as well as expression of ideas. An advanced language (English) helps in mentally provide people to  communicate each other across the world. On the other hand, an underdeveloped language has its limitations. It keeps people underdeveloped, more so those in deprived sections. The school system is divided into two types in the context of medium of instruction i.e the regional language system and the English language system. There is a clear cut division between the  uppers castes elite children and Dalit children in getting of English medium education in Indian society. The dalits  cholderns are given education in regional language schools while English language school education is meant for the upper castes childr en. This division has always been reflecting between  government and private English medium schools. In the name of mother tongue the state and the upper caste elite always compel the regional medium of instruction in the policy making. This was one of the current problems in Indian Educational system. India. In the third part I will highlight the current debate on language policy and its importance in the Indian educational system. This is very important in the understanding of politics of medium of language in the present educational discourse. The last part discusses the response of the Dalits towards the English education and how they attack the upper caste nature towards role of mother tongue in the Indian education .In an attempt to locate the importance of educational policy in the wider sociohistorical  and political context, I will address an ideological deconstruction of politics of mother tongue in the present Indian educational system. Historical View of the Language Policy in Indian Education The historical view of the evolution of the language policy in India let know us how the importance of English and its role in Indian Education. India is multilingual country. It has been reflecting in the formulation of the language policy. The Indian constitution has provided that the primary education must be taught through the mother tongue or regional language. However, a status survey of language instruction in the country exposed that of the 1652 mother tongues listed by the 1961  Census, there are 51 languages which are spoken by more than The present paper can be divided into four parts. The first part 100,000 people each. Of these 51 languages, 16 have no script of will highlight the language policy after Indian Independence. their own, and only the remaining 35 languages are accepted as The second part discusses the concept of mother tongue and its media of instruction at the school level1. English is a common importance in the contextualizing of educational discourse in  language and it is an obligatory language in the higher education The National Council of Educational Documented the demand and importance of English language in  the position paper in connection with the National Curriculum The Indian  government has been following three-language Framework (2005) as they stated: â€Å"English in India today is a formula in Education as the National Commission on Education symbol of people’s aspirations for quality in education and fuller 1964-1966 recommended. Subsequently three-language formula participation in national and international life†¦ The level of in Education was reflected in the National Education Policies of introduction of English has now become a matter of political 1968 and 1986. The Commission said that the three-language response to people’s aspirations, rendering almost irrelevant an system is an appropriate formula for the Indian school education academic debate on the merits of a very early introduction†. and it can be good approach to accommodate different language The Commission also mentioned that â€Å"English will continue to people but it has been criticized by the different sections in the enjoy a high status so long as it remains the principal medium of society on the implementation. The Dravidain movement in education at the university stage, and the language of Tamilnadau is the preeminent instance as they vehemently administration at the Central Government and in many of the states. Even after the regional languages become media of  opposed the imposition of Hindi language on south India. Higher education in the universities, a working knowledge of There is no proper planning for formulating language policy in English will be a valuable asset for all students and a India. It can be seen as a question of status planning rather than reasonable proficiency in the language will be necessary for achievement planning. Finally, the three- language formula has those who proceed to the university†. been emerged as a policy after elaborate debates and discussions among political and academic peoples with interest of national However, there is controversial about the English as a medium of instruction in Indian educational system. The contradiction of multilingual languages. The National Focus Group on Teaching of English has taken a  strong position in connection with ‘English language question’: The Central Advisory Board on Education also discussed on the â€Å"English is in India today a symbol of people’s aspiration for issue of English language and recommended that English must quality in education and a fuller participation in national and be compulsory subject in the schools from 6th class onwards and international life. Its colonial origins now forgotten or students must acquire enough knowledge of English so as to be irrelevant, its initial role in independence India, tailored to high able to receive education through this English in the higher education now felt to be insufficiently inclusive socially and education. There is another development took place in the linguistically, the current state of English stems from its development of language policy in India. The first National overwhelming presence on the world stage and the reflection of Education Commission had studied the recommendations given this in the national arena†4. by the Central Advisory Board on Education. Finally they came up with conclusion that three-language formula must be included There is an astonishing faith among all sections of the society in in the context of  multilingual Indian educational system. I argue both rural and urban areas that English has the transformative that once upon a time the English language was important part of power language. English is seen not just as a skill language, but a mechanism of exclusion language due to upper caste as a means of a better life, a pathway out of exclusion and nationalists’ creation as they differentiated native language and suppression from the unequal society. The English language has alien language but now it can be seen as a tool of inclusion. In emerged as a powerful agent for social change in India. the post modern India the English language is important factor to include all the sections of Indian society. The main reason is an Mother Tongue as the Medium of Instruction increasing demand for the language which is an important tool There is a popular perspective that advocates the use of mother for the progress and development of the country. Encourage linguistic diversity in schools. This perspective argue that mother tongues are not merely speech varieties but are  languages that provide social and emotional identity to  individuals, express the essence of their cultures, and give them a sense of rootedness. Schooling in the language of the child reflects respect for her and an appreciation of her culture. The exclusion of the mother tongues from school hence is seen as ‘harmful to the child’s self esteem’. According to Pattanaik5 children are thereby â€Å"reduced to  minorities in their own homes†. Extending the realm of  pedagogy, the argument links the acknowledgement and  acceptance by the school of the language and culture of the child to a positive identity of self and thereby to effective educational achievement. As Edward says, â€Å"the rejection of a child’s language is unlikely to enhance feelings of self worth which are important for educational success†6. Further, this perspective argues that â€Å"the right to education in a language that the child understands is a basic human right and an essential ingredient of equality in education†. Pattanaik forcefully observes that to â€Å"control and dictate the language of access† to knowledge is a â€Å"positive suppression of human talent. It deprives individual and society of free choices, curbs creativity and innovativeness and restricts participation or potential participation in mul tiple spheres of human interaction, thus imposing limits on freedom†. Current Debate on Medium of Instruction Current language politics in India is an exemplary case of the issues and controversies surrounding linguistic globalization. A primary characteristic of linguistic globalization is the increasing spread and domination of the English language, which we can  capture by the term ‘global English’8. As a post-colonial democracy, India provides a context for examining linguistic globalization that is generalizable to other cases. Furthermore, in juxtaposition to the homogenizing tendency of global English, India embraces multilingualism; its federal system is based on its linguistic diversity. India’s first Prime Minister, Jawaharlal Nehru, a modern  socialist at heart and one of the premier leaders at the 1955 Bandung conference, was utterly convinced of this linkage  between the English language and technology and modernity9.  Yet he also â€Å"discovered India† through its rich and enduring diversity. He valued the adivasi, or tribal, cultures of India as much as, if not more  than, for example, the Bengali bhadralok, an early middle-class intelligentsia that emerged under colonial The Chennai Declaration (2012) has emphasized the importance rule. of mother tongue in the multi-lingual country like India as â€Å"One 10 of the significant commonalties of the Common School System As well documented by Robert King (1998), Nehru, as well as will be the plurality of mother tongues in dynamic interface with many others feared that the major regional languages of multilingualism of child’s neighborhood. This would duly independent India, such as local languages, could be divisive by include Braille and other sign languages as well. According to fomenting narrow identities, leading to â€Å"fissiparous tendencies† this radical and dynamic conception of language education, that could tear India apart. The narrative of English as the mother tongue with a multi-lingual interface is acknowledged as language of modernity and regional languages such as regional the most potent medium of education to enable the child to i. as pre-modern, parochial and even reactionary was well given the nostalgia for  think, analyze and act; ii. acquire, internalize and transform established in Nehruvian India. Today, modern language knowledge critically; iii. Learn other the caliber of Nehru’s leadership , such Nehruvian narratives languages, including English, proficiently; iv.catalyze cultural still resonate. Indeed, many of India’s political and economic and literary renaissance; v. Negotiate with the dominant process leaders today espouse the Nehruvian language ideology. of alienation with advantage, thereby avoiding being pushed-out; and vi. Question and resist oppression and explore the path of Nandan Nilekani, the co-founder of Infosys Company has put it; in India today English is a symbol of an economy comes of  age12. It is the language of international business, science and This approach believes in quality education. The quality research. In contrast, Nilekani depicts supporters of Kannada in education begins with mother tongue. Mother tongue is very the English-versus-Kannada controversy as  Ã¢â‚¬Å"chauvinistic† and important that gives high levels of ability in learning many ideologically and politically motivated. As part of Nilekani’s languages in India. Indian constitution also acknowledged the accusation of the ideological nature of pro-Kannada forces is the importance of mother tongue language as the National Curricular claim that they are denying access to English to those who have Framework, 2005 and the Right of Children to free and historically been the have-nots in Indian society, in particular the Compulsory Education Act, 2009 provided the mother tongue as lower-castes and the lowest-of-the low, the Dalits or tool for development critical thinking. However, for most Untouchables. children, particularly for the tribal and minority language children, there is no provision for education in the mother This language ideology of English as a skill, a ‘key’ or tongue. Education of such children imposes an unfamiliar school ‘passport’ critical for â€Å"upward mobility† fits in with a larger language on them, which often leads to large scale dropouts. narrative on globalization. This globalization narrative depicts Mother tongue based multilingual education for at least 6 to 8 globalization as inevitable, a force on its own with no one or no  entity directing or controlling it. Globalization, in this narrative, regional language schools cannot therefore think of achieving is an autonomous, â€Å"invisible hand† process. The linguistic anything in the globalised economy†. dimension of this process is one where English is seen as neutral Accordingly, â€Å"the divide between the English medium schools and inevitably spreading globally. The regional language schools is a caste-class divide†, which In this context, one of the most prominent public intellectuals in can be overcome by the marginalized â€Å"hijacking† the tool of India today, Ramachandra Guha differs with Nandan Nilekani exclusion, English17. As the leaders of a Dalit Association in and claim that support for Kannada is not chauvinistic, except Hyderabad Central University, put it: â€Å"The middle class and the when the private sector is obligated, or forced, to use it. It is rich can afford to send their children to private schools. For the legitimate and indeed preferable for the government to endorse poor and Dalit, the only option is government schools. Then why and approve of changing the official name of Bangalore to the these people were denied an opportunity to learn English†18. For more Kannadiga â€Å"Bengaluru,† according to Guha; it is not these Dalit leaders, those opposing English in state schools are legitimat e for regional language enthusiasts to economically â€Å"regressive and biased† English, and the pro-English linguistic disenfranchise migrants from other parts of India, as for example globalization narrative, are seen as empowering the powerless pro-Marathi fanatics in Bombay have attempted A similar, and a necessary tool for upward mobility. â€Å"soft† liberalism reasoning seems to have been the basis for the Karnatak High Court decision in the summer of 2008 against the In the central schools the medium of instruction is where the state government mandating Kannada as the medium of upper castes and other central government employee children get instruction in private schools13. The court’s decision repeatedly the education. Even though the children of a few reserved referred to the freedom of parents to make choices for their category employees’ children benefit from these schools, the children, i.e., the freedom of the individual and, by extension, divide between the English medium schools and the regional the market based on individua l choices. Language schools is a caste or class divide based on social and economic category. The divide itself was created by upper caste More recently, Kannada activists have been seeking classical intellectuals for their own vested interest. Since the days of language status for Kannada-a further central governmental Indian national movement the upper caste intelligentsia argued categorization. This is the political space opened up for investing  that the colonial rule particularly Lord Thomas Macaulay had Kannada speakers with the â€Å"moral content of a community.† In introduced English education that convert local people into other words, to act politically, i.e., to make political claims, clerks to serve in colonial government. The real character of the regional language activists need to build community, and invest English education was emphasized by Lord Machulay often that community with moral content. There is indeed Kannada quoted ‘flourish India in blood and the colour but European in chauvinists who preach an exclusive Kannadiga identity14, task and manner’, the educational enterprise of the Government giving a â€Å"divisive and dangerous†15 or â€Å"particularist at all levels of education remained within the confines of protectionist† content to their politics. But we need not condemn colonial needs and did not break the limits of colonial interest. all pro-local language politics as such. Language politics in India With this concept, colonial education elevated western is contested because of the moral content with which many local knowledge and culture that represented the colonizer. For language activists have been able to imbue the community, i.e., instance, Grants, the East India Company officer stated that ‘for with a political transformation that is empowering and moral. the continuation of British rule it was necessary to create a cla ss of Indians’ that people brought about only from the western knowledge. This perhaps, was a natural consequence of the ideas Dalit Discourse on Medium of Instruction References 17. Aggarwal Kailash S., ‘English, Laloo: a Bihari Story’, The Independent, (Bombay), 23rd September, (1993) Chaturvedi M.G and Mahel B.V., Position of Languages in School Curriculum in India, NCERT, New Delhi, (1976) 18. Interview with Mr. Gummadi Prabhakar and Dara Suman leaders of Ambedkar Students’ Association, Hyderabad Agarwal S.P. (ed )., Commissions and Committees in India, Central University, Hyderabad, Dated: 12th May, (2013) Vol. 5, Concept Publishing Company, New Delhi, (1993) Government of India., Report of the National Knowledge 19. Terry Eagleton, Ideology,( Longman, New York), 13,(1996) Commission, New Delhi, (2007) NCERT National Council of Educational Research and 20. Dalit Freedom Network http://www.nd Dalit network. org/go?/dfn/about/C33/, Accessed on 22 May, (2013) Training, National Focus Group Position Paper on Teaching of English, NCERT, New Delhi, 1, (2006) International Science Congress Association

Assignment 2 Essay Example | Topics and Well Written Essays - 1000 words - 2

Assignment 2 - Essay Example Assessing the risk comprehensively includes evaluating the total magnitude and likelihood of the potentiality of losses, and also offers a full understanding, of the roots and impact of these losses (Kevin, n.d.). A comprehensive risk assessment involves the following steps: 1. Setting and understanding the context. It involves articulating the objectives and the parameters of the institution considers when managing risks. This is assesses the current situation, needs gaps and evaluates what already exists, to build on the capacity and avoid duplication of efforts. This is carried out through a systematic inventory and evaluation of the already existing risk assessment studies and the available data (FIRESCOPE, 1994). 2. Hazard identification This involves finding the type, location, intensity, and likelihood of threats and risks prevalent in a given community. 3. Evaluating exposure This identifies the population and the property that is at risk and demarcates disaster prone areas. 4. Analysis of vulnerability This determines the capacity of the elements in a given community at risk to withstand the risk conditions. 5. Impact analysis This outlines the estimation of potential losses of the exposed population, property, livelihood, environment and the economy. 6. Profiling the risk This evaluates the various cost effective risk reduction options available, in terms of the ability of the community in risk reduction and its socio-economic concerns. 7. Formulation and revisions of action strategies and plans. This involves setting priorities, allocation of resources (both human and financial) and initiating relevant programmes. The all hazards approach entails inclusion of all the possible types of risk or threat in risk assessment. It aims to include all the types of risk, irrespective of the source, to give a standardized overview guided by a set of principles and steps. It’s a comprehensive and integrated means of assessing threats and risks. Assessing r isks using the all hazards approach in an integrated way significantly reduces the vulnerability of people, property, environment and the economy (Service, 2010). Question 2 Business continuity refers to the ability of an organization to provide support and service to its clients and its ability to keep up its viability before, during and after a business continuity occurrence. It’s a holistic management approach that recognizes the potential impact that would threaten the firm and it offers a framework of building the capacity and resilience for an effective response so as to safeguard its interests. Although it may be more practical for large businesses, it is very important to maintain full functioning throughout a disaster crisis. Business continuity plans also outlines the basic concerns like the leadership command in an event a company leader dies or is really ill. They also address backup plans for drastic scenarios such as patent lawsuits, labour disputes, or bottlene cks distortions. This allows the leaders to review the threats and weaknesses to their organization from a detached point of view. Tight plans guarantee the teams that the leaders are aware of how to turn on a dime when in challenging times. The process can also highlight the weaknesses of an organization can correct way before facing a disaster. For a business to be successful, it has to constantly meet the needs to its customers. Failure to

Life Expectancy Essay Example | Topics and Well Written Essays - 500 words - 1

Life Expectancy - Essay Example Over the past century, and specifically over the past several decades, overall human life expectancy in nearly all corners of the globe has increased dramatically. As a function of relating an explanation to this, the following discussion will be concentric upon providing some key insights as to why this increase in life expectancy might be explained. It is the further hope of this student that after reading the following essay and engaging with the research that will be represented, the reader will come to a more informed understanding with respect to the way in which life expectancy has increased and the overall inference that can be had from such an understanding; specifically how it might relate to the future of healthcare and society. This paper aims at providing detailed information on the reasons of the rise in life expectancy in the last century in order to show that the most significant factor has been advancement in technology. One of the first and most obvious reasons for the drastic increase in life expectancy relates to the drastic decrease in infant mortality that was evidenced during so much of human history (Kenichi et al., 2014). As medical science came to understand the complications and threats that existed for the very young, the means by which unique treatments could be directed towards the mothers and their newborns came to be better and better. Moreover, the process of having a doctor or midwife come to the home as a function of delivering the baby began to fall out of fashion; exhibiting a situation in which a sanitary hospital or doctor’s office that was invariably better equipped came to represent the standard of live birth throughout the world (Wilson, 2014). Moreover, the vaccines that have come available since the introduction of penicillin have helped infants and newborns to survive and fight infections that might have otherwise claimed their lives prematurely (Satoshi, 2014). Wi th the

Imploymet Trend in Iformation Systems Management feild Essay

Imploymet Trend in Iformation Systems Management feild - Essay Example But these are my observations. It would do me a lot of good to research what the industry really requires on one of its potential members. First off, I should realize what the Universities can do in order to make me the best of the IS employee out there since every great man probably started in one. Universities are aware of the importance of computers these days. Life simply cannot function without them. Therefore, there is a steady need for people that would know how to install, operate, program, and analyze the system, and Universities are prepared just to provide these personnel. Universities are offering varying computer science programs. The industry expects a lot from these. The industry expects these programs to adequately equip the graduates with knowledge on management systems analysis, computer concepts, data processing, data base design, file organization, data base management systems. The graduates in order to qualified also need to be very adept in planning and controlling of systems projects, analyzing information needs, using computer systems, organizing structures and information systems as well as hum an relations in systems development. The potential employee should at least understand the workings of statistics, and operations research. The graduates, when they have been studying still should have already been exposed to the industry through field projects. Finally, the University should have familiarized all the graduates it had produced with COBOL, a computer language and the students should be very knowledgeable with computer control and auditing. (Hinomoto, 405-406) Of course, a university education could only get one aspirant so far. He would probably land an interview but in the end, do not get hired. There are of course, qualities that should be inherent and learned by a person in order to fulfill the job requirements as well as please their bosses, prominent figures in the information systems management field. Knowing technical computer stuffs just won't cut it for everyone. Computers and their processes can change quickly in a blink of an eye, all it takes is one innovative idea and this will set forth numerous transformations in the field as well. Therefore, it is acknowledged that the job requirements and the associated knowledge or skills needed from the Information Systems professionals would change quite as rapid as well. The need to improve IS human resources is a highly prioritized and a person who could provide that would be most welcome to join the group of IS professionals. Specifically, an employed person of the information systems management industry should possess these skills. First is the technical specialty knowledge, for instance, knowledge on operating systems, programming languages, database management systems, networks, telecommunications and other more. And than, the person must be adept with technology management knowledge skills. These are concerned with how to organize these technologies in order to accomplish strategic business objectives. Then these lead us to the person needing sufficient business functional knowledge and skills. After all, most of these technologies are in use to achieve business goals. Therefore, they have to have business sense so they can reengineer business processes. Lastly, like every job in the world, or most of them anyway, they have to have

Informative Speech on Childrens Hospital of the Kings Daughter Essay

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How the Field of Business Has Been Impacted by Social Networking Research Paper

How the Field of Business Has Been Impacted by Social Networking - Research Paper Example The research focuses on the companies’ increasing their market segment presence by sending messages that will encourage members of the social networking sites to buy the company’s products and services. The field of business has been impacted by social networking. The research focuses on riding the bandwagon by offering the company’s products on the social networking sites. The company communicates with current and prospective clients to persuade them to buy the company’s products and services by joining the innovative social networking groups. The field of business has been innovatively and creatively impacted by social networking in the area of increasing the company’s advertising exposure to generate more prospective customers. Innovation is very important. Innovation ensures the company’s presence and even leadership in the same market segment. Innovation can creatively persuade the current and prospective clients to prioritize the compan y’s products and services over the competitors’ product lines. Innovation creates demand for the company’s products and services. In terms of changing the field, social networking is the new innovative development in terms of communication tool. People spend more time visiting social networking sites to buy their needs and wants to compare to visiting physical stores. Many companies advertise their products on the social networking sites to generate more clients (global in nature). The use of online selling has innovatively changed the faces of buying and selling in our current market environment. The field of business has been strongly impacted by the change in lifestyle and society to have more focus on social networking. The social networking sites allow advertising at minimal cost. Small businesses can have a better playing field in terms of marketing their products and services.  

Heart of Darkness and Apocalypse Now Essay Example | Topics and Well Written Essays - 500 words

Heart of Darkness and Apocalypse Now - Essay Example Both the works tend to depict the way civilization finds itself alienated in the wilderness. In broad terms, the main similarity between the works is seen in the way the so-called civilized people have got an uncivilized primitive in them that comes out when they reach the wilderness even for a short period of time. For example, in the Heart of Darkness, Marlow first sees the shores of Africa with a sense of fear and dislike. As Marlow travels into the jungle, he develops the feeling that he was getting savage. Thus, as Kesselring states, one gets the idea that the man still possesses the primordial urge to be the same barbaric humans of the jungle; for example, Marlow describes a Kurtz who is free from any restraints, and who unleashes his primordial urge to kill and to enjoy total freedom. There Marlow sees a large number of heads displayed on posts that shows the kind of primitive life Kurtz lived (24-25). Here, it is worth trying to identify the reason behind the madness of both the Kurtz, and there comes the startling realization that it is the result of their inability to come into terms with the native culture and lifestyle. For example, in the movie, one can see a Kurtz telling Willard about the Special Forces going into the village inoculating the children for polio, followed by the visit of communists who cut children’s inoculated hands off. This basic and barbaric wilderness makes Kurtz insane, and soon, he becomes a savage himself. In total, one can say that in both the cases, there is the tendency to show that the European-African and American-Vietnam conflicts symbolize the conflict between the civilized and the savage. In both the cases, there is the realization that civilization is the result of the complex web of rules, regulations and codes of conduct that the modern societies have developed. In addition is the acceptance that there is a savage in every civilized human being. Thirdly, in

Issues in Criminal Justice Essay Example | Topics and Well Written Essays - 750 words

Issues in Criminal Justice - Essay Example behaviour of the defendant, illegal possession of drugs, presence of drug in school and secretly carrying drug with approval or knowledge of the school administrator. The Anti-Drug Abuse Act of 1986 "enacted the 100-to-1 quantity sentencing powder cocaine"; the law is strong enough to suggest the award of sentence. As per law, "possession of drugs i.e. cocaine is liable to five-year mandatory minimum prison sentence", the quantity specified in the law is 500 grams of powder cocaine. As per gathered evidence there is no law, which can protect the defendant from the imprisonment sentence (Martin, 2002). The serious offence committed by the defendant is much beyond the possession of cocaine. The defendant possessed cocaine at a location which is considered to be righteous place. The possession of cocaine at schools and public location is serious offence than simple possession of cocaine. The important element relevant to this case also includes the non-availability of any argument, excuse or reason by the defendant which shall rescue her against the violation. As per American Behaviour-Law, no one stands above the law enforcement agencies. The instruction of law enforcement agencies is binding, and any violation shall be considered unacceptable. The defendant misbehaved with the police officer, the defendant was abusive and her act of throwing bag towards the officer was sign of disrespect. As per law, the defendant shall be either send for voluntary service, if not she shall be counselled, and any such action in future shall be deemed intolerable, and the defendant can be taken into custody as per law. The law suggests that the defendant has no right to protest in front of police; however the defendant had the right to request the presence of her lawyer during investigation. From the quoted incident, it is evident that the behaviour of the police officer towards the defendant was normal and acceptable, therefore the response of the defendant towards

Cutting Edge Issues in Service Assignment Example | Topics and Well Written Essays - 1500 words

Cutting Edge Issues in Service - Assignment Example Through the above activities the company tends to effectively communicate with their consumers in terms of offers and opportunities available (Perrys-a, 2012; Brink and Berndt, 2009, p.36-39). It is found from the above discussion that Perrys depends largely on the internet to help market its products and services to a larger consumer base in the United Kingdom market. Internet has emerged as one of the growing mediums for helping in the sale of automobile products to a larger consumer space in reflecting a rise of around 11 percent in automobile sales during 2010 as against 2009. On the contrary the sales in units through other mediums failed to reflect any such rise. With the help of the internet the automobile dealers can effectively communicate the different offerings and other value additions rendered in the automobiles to the consumers in an enhanced fashion. Along with internet the telephone communication also appears to have rendered high amount of effectiveness in the dealer ship functions related to sales of new and used cars to the consumers. In total the internet and telephone communication media has helped to increase the sales of automobiles by around 9 percent during the 2009 to 2010 period. Thus the automobile dealers tend to enhance their relationship with the consumers in an effective fashion with the help of internet and telecommunication media (Mintel Group Limited; Plunkett, 2006). Again the use of internet as a communication tool used by car dealerships helps in retaining a large pool of customers.

Cognitive Development Theory Essay Example for Free

Cognitive Development Theory Essay As a prospective educator, it is important for me to understand the cognitive development theory and how it applies to individuals. Cognitive development is basically how the thought process begins. It is the way that people learn and how mental processes become elaborate and develop. These processes include remembering things, making decisions, and also solving problems. In order for a teacher to be effective, one must understand how children develop mentally so that each student can be accommodated in the classroom. There are many theories regarding cognitive development, and there are several factors that remain constant throughout all of them. These factors form some of the basic premises on cognitive development, which include the ideas that all people go through specific steps or stages of learning or understanding, and that certain qualifications must be met before learning can occur. It is the actual specifics of these basic premises that cognitive theorists have differing opinions about. (Slavin, 2009) Two theorists that display the basic premises of cognitive development are Jean Piaget and Lev Vygotsky. Both theorists have similarities and differences when it comes to their views on cognitive development. We will first begin with the views of the two on the nature or development of intelligence. Piaget believed that children are naturally born with the ability to both interact with and make sense of their environment. Children as well as adults use patterns of thinking called schemes to deal with different things in the world. The process of assimilation and accommodation is used to maintain balance in our daily lives. Piaget believed that â€Å"learning depends on the process of equilibration. When equilibrium is upset, children have the opportunity to grow and develop. † (Slavin, 2009, pg. 32) Different experiences that we face and factors in our environment contribute to developmental change in us. Vygotsky shared some similar ides with Piaget including the belief that the environment plays a huge role in the development of intelligence. He also believed that â€Å"development depended on a sign system, the cultures language or writing system, that children grew up with. â€Å"(Slavin, 2009, pg. 2) Both also believed that there is an invariant sequence of steps that is the same for everyone, and that development is influenced by cognitive conflict. While the two share a few similarities on the development of intelligence, there are also differences as well. Piaget feels that development precedes learning. This simply means that something must take pace before learning can begin. Vygotsky, on the other hand, feels that learning comes before development which is the exact opposite of Piaget. It simply means that you must learn something before development can occur. Piaget and Vygotsky also had both similarities and differences on the stages of development. We will first start with the differences beginning with Piaget who believed that there are four stages to cognitive development. They are the sensorimotor, perioperational, concrete operational, and formal operational. He felt that all children passed through these stages and that you could move faster than others, but not skip a stage. (Slavin, 2009, pg. 33) The sensorimotor stage occurs at birth through two years of age. It is the stage where infants explore their environment using the five senses and motor skills. This includes sucking, grasping, and touching. The perioperational stage is from two to seven years old. Language develops at a fast pace in this stage. At this time the childs thinking is also very self centered, and they lack the understanding of conservation. The concrete operational stage is from ages seven to eleven. At this time, thinking tends to shift from being self-centered to more logical. Problem solving is no longer restricted and the idea of reversibility also occurs. The last and final stage is the formal operational stage. This happens beginning with the age of eleven moving on into adulthood. Systematic experimentation is used to solve problems both symbolic and abstract thinking are now possible in this stage. Vygotsky felt that there was not stages, but different elements to cognitive development. The first element is private speech. â€Å"Private speech is a childs self talk, which guides their thinking and actions, eventually internalized as silent inner speech† (Slavin, 2009, pg. 43) When children are struggling with a difficult situation you often see children talking to themselves to help cope with the situation. When we become adults we still talk to ourselves, but it is usually silent. The next element of cognitive development is the zone of proximal development or ZPD. â€Å"This is the level of development immediately above the persons present level. † (Slavin, 2009, pg. 43) To better understand, this can be described as something that the child may not have learned yet, but are capable of being taught with the assistance of an adult. Educators often refer to this as a â€Å"teachable moment†. (Slavin, 2009, pg. 43) Now that we can see the differences between the two theorists, we can now explore the similarities between the two. Both heorists understand the importance of a child learning a cultures sign system. They both feel that this has a significant impact on development. The two also agree that environmental factors such as sounds, signs, and objects are equally important. Lastly, the two theorists believe that there are some tasks that a child may not understand depending on age, but Vygotsky feels that if it is in the zone of proximal develo pment then the child can be assisted with the help of an adult. Educators have been using both Piaget’s as well as Vygotskys theories in the classroom for years. An example of an activity that can be used in the classroom using Piagets theory of learning takes place in a kindergarten class. The teacher would ask the students to share what they do when it is raining outside. At this age we are in the perioperational stage where children tend to be egocentric. Some say that they go outside and jump in mud puddles while others may say that they stay inside and play with their toys. The children would share their experiences and they would all be correct because not everyone does the same thing. You can use Vygotskys theory of learning in at work in the classroom where third grade students are learning how to classify different types of dirt. You can place the students in groups where they can discuss how you properly classify the dirt. This will allow the students to hear other students thoughts, and see what methods they use to classify. Using this type of cooperative learning allows the students to learn from each other. When comparing both classroom applications we see that both classrooms are working as groups learning from each other. Piaget theory is seen in both classrooms. In the kindergarten classroom, the classroom is seeing that there are different ways to deal with the rain. The students are sharing their personal experiences and showing that there is no wrong answer. There are many ways of doing things . In the third grade classroom, the students are able to classify the dirt using touch and sight to see and feel the differences in each type. Both classrooms are interacting with the environment and learning from it. Vygotskys cooperative learning is also being played out in both classrooms. In the kindergarten classroom, the students are learning that there are different activities that can be done outside in the rain. Similarly, in the third grade class the students are using cooperative learning to find different ways of classifying dirt. In both classrooms the students are using the think out loud process. The differences in the two classrooms also stand out. When applying Piagets theory in the kindergarten classroom, you see that the students are in the perioperational stage. The students are egocentric and feel that what they say is the only right answer to the question. In the third grade class, the students are in the concrete operational stage. They are able to easily look at and see the differences in the types of dirt that they are working with. When it comes to Vygotskys theory in the kindergarten classroom, the students are working within their zone of proximal development. The students may not understand that they can do more than one thing in the rain because they have done the same thing every time. The teacher is using this as a teachable moment to allow the students to teach each other the different things that can be done. In the third grade class, on the other hand, private speech is being used. The students are saying their thoughts out loud to classify the dirt. When the students are using cooperative learning they are learning the different ways in which the other students use to classify the dirt. In conclusion, we can see how and why it is important to understand and know how to apply cognitive development theories in the classroom. Both Piaget and Vygotsky played major roles in how we teach our children in todays world. We can use information and skills from both theorists to shape our students into great learners.

Factors Causing Abusive Behaviour

Factors Causing Abusive Behaviour Discuss the pathways that lead to a child becoming an abuser Introduction Abuse can take many forms, including physical, sexual, psychological or financial[1]. It can also be verbal and emotional[2]. There are frequently difficulties associated with defining abuse[3], which exists within social, cultural and legal parameters; for example using physical chastisement with children in some cultures is considered to be the norm[4]. In the UK, while the use of implements to hit children has been made illegal[5], the debate about smacking continues; it is still permissible to use ‘reasonable chastisement’[6], although there has been criticism of this from such agencies as the National Society for the Prevention of Cruelty to Children (NSPCC) who assert that any form of physical punishment should be outlawed. Physical abuse is more comprehensively defined as: †¦hitting, shaking, throwing, poisoning, burning, scalding, drowning, suffocating or otherwise causing physical harm†¦(p. 533)[7] The definition of sexual abuse varies according to the nature of the victim (for example in relation to child sexual abuse); however a broad definition is that it involves the misuse of power, which might be combined with the use of force, to gain sexual gratification from a vulnerable person[8] Psychological and emotional abuse have some similarities, however psychological abuse is distinguishable from emotional abuse in that it results in some form of cognitive or mental impairment[9] whereas emotional abuse is, arguably, more difficult to quantify as there is a degree of subjectivity involved; however it has been described as the use of one or more of the following behaviours: humiliation, harassment, verbal abuse, demonstrating jealous and possessive behaviour, using threats, abandonment, destruction or removal of items that are important to the recipient, using controlling behaviour (for example within a relationship) and undermining someone with a view to lowering their self- esteem[10] Financial abuse is defined as: The intentional or opportunistic appropriation of the income, capital or property of a vulnerable person through theft, fraud, deception, undue influence or exploitation†¦ (p. 17).[11] Verbal abuse is frequently a component of other types of abuse; for example psychological and emotional abuse is likely to involve verbal abuse, which essentially, is the use of language which is disrespectful and hurtful to the recipient[12]. A complex form of abuse arises from Munchausen syndrome by Proxy[13]. This involves a parent or care- giver (most frequently the mother) giving an often plausible impression to health practitioners that a child is ill, by falsifying symptoms, providing false specimens, administering substances which affect the child’s health, or by inflicting wounds or interfering with existing injuries. Quite often the mother has some health care experience so is equipped with the knowledge to inform her actions, and is also able to feign concern while at the same time giving the impression of being pleasant and cooperative. Inevitably the child is likely to suffer unnecessary distress, pain and discomfort and as such the effect of this syndrome is considered to be a form of child abuse, involving as it does physical, psychological and emotional harm. Health professionals may unwittingly be complicit in the abuse by conducting investigations and invasive procedures which can cause further dis tress[14]. The mother is motivated by her own psychological needs for attention and a sense of worth. The reasons why somebody should develop this syndrome are not clear, and various theories of causation have been put forward, such as personality disorder, depressive illness, emotional disturbance and substance abuse[15]. Some sources report that the mother herself may have been abused as a child[16]. If this is the case then this could be one explanation for why a child becomes an abuser. There are various manifestations of abuse within the context of this question. Some children demonstrate abusive behaviour while still in their childhood[17]; a notorious and extreme example of this is the murder of two- year old James Bulger by two ten year old boys in 1993[18]. Other children go on to display abusive behaviour during their adolescence[19],[20],[21] while in other people, abusive behaviour does not emerge until adulthood despite it being possible to trace influential factors back to their childhood[22] The abused who becomes the abuser It is a widely held assumption that people who become abusers, were abused themselves and indeed there is evidence to support this contention[23],[24] . Children who grow up within an abusive environment are three times more likely to become abusers, however it also important to acknowledge that not all children who have been abused go on to become abusers[25]. It would appear that it is more likely for abused children to become abusers if they grow up within an environment where multifactorial influences are present such as a family history of violence, sexual abuse by a female, maternal neglect and lack of supervision[26],[27] . It is important to gain an understanding of why children who have been abused might themselves become abusers, as these factors can be addressed as part of a preventative strategy (breaking the cycle of abuse). Firstly there is evidence that there may be intergenerational transmission of parenting style, whether good or bad; the child simply goes on to prac tice what they have absorbed as a child, some of which might be on an unconscious level[28] . It is also possible that the person is left with feelings of rage, anger and resentment from having been abused and the disempowering effect that this has had on them. They might go on to project these feelings onto a more vulnerable person than they such as a child; using them to vent their feelings manifested as a form of abuse. The person who was abused as a child might feel angry if they are unable to punish or hurt the perpetrator of their abuse and instead might turn on a substitute who becomes the object of their frustrations[29],[30]. They might even use the victim of their abuse as a means of offloading the residual emotions they have as a result of their own experiences of abuse. Ward and Siegert’s pathways model[31] reflects the terminology within the title and offers some explanations for the reasons that people go on to commit sexual abuse, specifically. There are five pathways within this model: intimacy and social skills deficits; deviant sexual scripts; emotional dysregulation; anti- social cognitions and multiple dysfunctional mechanisms. These are relevant to the question because the origin of sexually abusive behaviour is linked to early life experiences within at least three of these pathways; it is the manifestation of the behaviours that varies. Intimacy and social skills deficits are associated with childhood experiences of abuse and neglect and insecure attachment relationships with adults. .Elsewhere attachment deficit has been cited as a cause of violent behaviour in adulthood towards a partner, which is associated with fear of abandonment[32]. The deviant sexual scripts pathway is explained by the experience of childhood sexual abuse; the individual’s ‘sexual script’ reflecting their past experience. Multiple dysfunctional mechanisms are said to develop from childhood experiences of sexual victimisation or early exposure to sexual behaviour and/ or material. The value of this model has been identified as offering a framework for appropriate treatment for sex offenders, as the underlying reason for the behaviour can be identified and addressed[33]. Psychosocial factors Psychosocial factors such as parental loss due to death, separation or divorce have been linked with children becoming abusers[34]; however the likelihood of this occurring is increased if there are multiple factors involved, as indicated on p. 4, para. 1. It is also possible that the child who has not been directly abused themselves, but has witnessed violence at close quarters, for example their mother being abused by their father, learns that violence is an appropriate behaviour in relation to the resolution of conflict[35]. However it could be argued that exposing children to such behaviour in itself constitutes a form of abuse, as it is distressing and can have long- term psychological effects. In relation to exposure to violence, there is a body of evidence to link the relationship between playing violent video games, and watching violent films, with an increase in aggressive behaviour[36],[37] . A link was made between the killing of James Bulger (referred to above on p. 3, pa ra. 2) and the influence of video violence, although there were also several other proposed causes for the incident[38]. There are also links made between socioeconomic factors and the incidence of abuse[39],[40], however once again there are likely to be other, interrelated contributory factors, such as unemployment and alcohol or drug abuse. Conclusion An extensive review of the literature yields a compelling argument that many abusers were themselves abused as children. However it is also clear that not all children who have been abused become abusers themselves. There are gaps in the literature in relation to examining the reasons why some individuals and not others, are able to turn away from the effects of abuse. It would appear that the reasons why a child becomes an abuser are complex and multifactorial; it has been suggested at several points in this essay that the effects of one single causative factor can be strengthened by the presence of other negative factors. In summary, the factors that might cause a child to become an abuser include: being the victim of abuse, be it physical, sexual, emotional or a combination of one or more types; being exposed to violent behaviour (for example between parents); exposure to materials that depict violence, such as magazines, films and video games; emotional deprivation leading to att achment deficit; loss of a parent; exposure to sexually explicit materials and/ or behaviour; neglect; the abuse of alcohol and/ or drugs within the home; poverty and a lack of (non- abusive) discipline and guidance. References Abuse definitions and symptoms. Verbal Abuse. http://www.nemasys.com/ghostwolf/Resources/abusedef.shtml 2004 Accessed: 1st February 2007. Adshead G and Brooke D (eds.) Munchausen’s syndrome by proxy: current issues in assessment, treatment and research. Imperial College Press 2001. Bagley C. Child Abusers: Research and Treatment. Universal Publishers. 2003. p.2 bbc.co.uk. 1993: Two boys charged with toddlers murder. http://news.bbc.co.uk/onthisday/hi/dates/stories/february/20/newsid_2552000/2552185.stm. Accessed: 1st February 2007. bbc.co.uk. New smacking law comes into force. http://news.bbc.co.uk/1/hi/uk/4175905.stm 2005. Accessed: 1st February 2007. Boyles S. Do Sexually Abused Kids Become Abusers? WebMD. http://www.webmd.com/content/article/60/67158.htm 2003 Accessed: 31 January 2007. Brogden M and Nijhar P Crime, Abuse and the Elderly. Willan Publishing. 2000. p. 44 Brown S. Treating Sex Offenders: an introduction to sex offender treatment programmes. Willan Publishing. 2005. p. 93. Cannon M. Invited commentaries on: Cycle of child sexual abuse: links between being a victim and becoming a perpetrator. The British Journal of Psychiatry 179 2001 pp. 495-496 Cardwell M and Flanagan C Psychology A2. Nelson Thornes. 2003. p. 53 Catherall D. The Handbook of Stress, Trauma, and the Family. Routledge. 2004. p. 385. Cohle S and Byard R. Sudden Death in Infancy, Childhood and Adolescence. Cambridge University Press. 2004. p.138 Duncan K. Healing From The Trauma Of Childhood Sexual Abuse: the journey for women. Praeger/Greenwood 2004. p. 205. Elliot J and Place M. Children in Difficulty: A Guide to Understanding and Helping. Routledge 2004. pp. 110-111 Erooga M. Children and Young People Who Sexually Abuse Others: challenges and responses. Routledge 1999. Flowers R Domestic Crimes, Family Violence and Child Abuse: A Study of Contemporary American SocietyMcFarland Company. 2000. p. 14. Goodwin J. Munchausen’s Syndrome as a dissociative disorder. https://scholarsbank.uoregon.edu/dspace/bitstream/1794/1331/1/Diss_1_1_6_OCR.pdf Accessed: 2nd February 2007 Greer S. Territorial Politics and Health Policy: UK Health Policy in Comparative Perspective. Manchester University Press. 2005. p.59 Hagell A Jeyarajah-Dent R Children Who Commit Acts of Serious Interpersonal Violence: Messages for Practice. Jessica Kinglsey publishers. 2006. p. 75. Hill M and Lockyer A. Youth Justice and Child Protection. Jessica Kingsley Publishers. 2006. p.124. Hines D and Malley- Morrison K. Family Violence in a Cultural Perspective. Sage Publications. 2004. pp. 4, 49. Horton I and Feltham C. The Sage Handbook of Counselling And Psychotherapy. Sage Publicaiotns 2006. p. 464. Itzin C. Home truths about child sexual abuse: a reader. Routledge 2000. p.222. Kandel Englander, E. Understanding violence. Lawrence Erlbaum Associates. 2002. p.11 Knauer S. Recovering from Sexual Abuse, Addictions, and Compulsive Behaviors: Numb Survivors. Haworth Press. 2002. pp. 146-7 Krahe B. The Social Psychology of Aggression. Psychology Press (UK). 2001. p. 161. Marshall W, O’Reilly G, Carr A and Beckett R. Handbook of Clinical Intervention with Young People Who Sexually Abuse. Psychology Press. 2004. pp. 47-50 Macleod-Brudene I. Advanced Early Years Care and Education: For Levels 4 and 5. Harcourt Heinemann. 2004. p. 397 McAuley C, Pecora P and Rose W. Enhancing the Well Being of Children And Families Through Effective Interventions. Jessica Kingsley Publishers 2006. p. 144. Mukherji P. Understanding Childrens Challenging Behaviour. Nelson Thornes 2001. p. 58. National Audit Office. protecting and promoting the financial affairs of people who lose mental capacity. The Stationery Office. 2005. p. 17. Plat- Jones J. Domestic violence: the role of health professionals. Nursing Standard. 21(14-15-16) 2006pp. 44-48 Reference.com. James Bulger. http://www.reference.com/browse/wiki/James_Bulger. Accessed: 1st February 2007 Sigelman C and Rider E. Life- span Human Development. Thomson Wadsworth. 2005. p. 449 Skuse D and Bouvier P. Risk of sexually abused children becoming adult abusers lower than once thought. The Lancet February 2003. Stosny S. Treating Attachment Abuse: A Compassionate ApproachSpringer Publishing 1995. pp. 42-44. Tilley N. Handbook Of Crime Prevention And Community Safety. Willan Publishing. 2005. p. 533 Wilson R. Fabricated or induced illness in children. British Medical Journal. 323. 2001. pp. 296-297 Total word count (does not include footnotes) 2253 1 Footnotes [1]Brogden M and Nijhar P Crime, Abuse and the Elderly. Willan Publishing. 2000. p. 44 [2] Flowers R Domestic Crimes, Family Violence and Child Abuse: A Study of Contemporary American SocietyMcFarland Company. 2000. p. 14. [3],10Hines D and Malley- Morrison K. Family Violence in a Cultural Perspective. Sage Publications. 2004. pp. 4, 49 [4] Mukherji P. Understanding Childrens Challenging Behaviour. Nelson Thornes 2001. p. 58. [5] Macleod-Brudene I. Advanced Early Years Care and Education: For Levels 4 and 5. Harcourt Heinemann. 2004. p. 397. [6] bbc.co.uk. New smacking law comes into force. http://news.bbc.co.uk/1/hi/uk/4175905.stm 2005. Accessed: 1st February 2007. [7] Tilley N. Handbook Of Crime Prevention And Community Safety. Willan Publishing. 2005. p. 533. [8] Horton I and Feltham C. The Sage Handbook of Counselling And Psychotherapy. Sage Publicaiotns 2006. p. 464. [9] Krahe B. The Social Psychology of Aggression. Psychology Press (UK). 2001. p. 161. [10] [11] National Audit Office. protecting and promoting the financial affairs of people who lose mental capacity. The Stationery Office. 2005. p. 17. [12] Abuse definitions and symptoms. Verbal Abuse. http://www.nemasys.com/ghostwolf/Resources/abusedef.shtml 2004 Accessed: 1st February 2007. [13] Adshead G and Brooke D (eds.) Munchausen’s syndrome by proxy: current issues in assessment , treatment and research. Imperial College Press 2001. [14] Wilson R. Fabricated or induced illness in children. British Medical Journal. 323. 2001. pp. 296-297. [15] Cohle S and Byard R. Sudden Death in Infancy, Childhood and Adolescence. Cambridge University Press. 2004. p.138 [16] Goodwin J. Munchausen’s Syndrome as a dissociative disorder. https://scholarsbank.uoregon.edu/dspace/bitstream/1794/1331/1/Diss_1_1_6_OCR.pdf Accessed: 2nd February 2007 [17] Erooga M. Children and Young People Who Sexually Abuse Others: challenges and responses. Routledge 1999. [18] bbc.co.uk. 1993: Two boys charged with toddlers murder. http://news.bbc.co.uk/onthisday/hi/dates/stories/february/20/newsid_2552000/2552185.stm. Accessed 1st February 2007. [19], 23Hagell A Jeyarajah-Dent R Children Who Commit Acts of Serious Interpersonal Violence: Messages for Practice. Jessica Kinglsey publishers. 2006. p. 75. [20] Elliot J and Place M. Children in Difficulty: A Guide to Understanding and Helping. Routledge 2004. pp. 110-111 [21] Itzin C. Home truths about child sexual abuse: a reader. Routledge 2000. p.222. [22] Bagley C. Child Abusers: Research and Treatment. Universal Publishers. 2003. p.2 [23] [24] McAuley C, Pecora P and Rose W. Enhancing the Well Being of Children And Families Through Effective Interventions. Jessica Kingsley Publishers 2006. p. 144. [25],26 Boyles S. Do Sexually Abused Kids Become Abusers? WebMD. http://www.webmd.com/content/article/60/67158.htm 2003. Accessed: 31 January 2007. [26] [27] Skuse D and Bouvier P. Risk of sexually abused children becoming adult abusers lower than once thought. The Lancet February 2003. [28] Sigelman C and Rider E. Life- span Human Development. Thomson Wadsworth. 2005. p. 449 [29] Duncan K. Healing From The Trauma Of Childhood Sexual Abuse: the journey for women. Praeger/Greenwood 2004. p. 205. [30] Knauer S. Recovering from Sexual Abuse, Addictions, and Compulsive Behaviours: Numb Survivors. Haworth Press. 2002. pp. 146-7 [31] Marshall W, O’Reilly G, Carr A and Beckett R. Handbook of Clinical Intervention with Young People Who Sexually Abuse. Psychology Press. 2004. pp. 47-50 [32] Stosny S. Treating Attachment Abuse: A Compassionate Approach. Springer Publishing 1995. pp. 42-44. [33] Brown S. Treating Sex Offenders: an introduction to sex offender treatment programmes. Willan Publishing. 2005. p. 93. [34] Cannon M. Invited commentaries on: Cycle of child sexual abuse: links between being a victim and becoming a perpetrator. The British Journal of Psychiatry 179 2001 pp. 495-496 [35] Plat- Jones J. Domestic violence: the role of health professionals. Nursing Standard. 21(14-15-16) 2006pp. 44-48 [36] Kandel Englander, E. Understanding violence. Lawrence Erlbaum Associates. 2002. p.11 [37] Cardwell M and Flanagan C Psychology A2. Nelson Thornes. 2003. p. 53. [38] Reference.com. James Bulger. http://www.reference.com/browse/wiki/James_Bulger. Accessed: 1st February 2007. [39] Hill M and Lockyer A. Youth Justice and Child Protection. Jessica Kingsley Publishers. 2006. p.124. [40] Greer S. Territorial Politics and Health Policy: UK Health Policy in Comparative Perspective. Manchester University Press. 2005. p.59.

The Problem Of The Water Conflict Politics Essay

The Problem Of The Water Conflict Politics Essay Water conflict is not a new issue, but it is an old problem in the life of nations, given the importance of water in economic stability, growth and development. And the so called Fertile Crescent, which its name is inferred from the Middle East region which is a base for agriculture and water, making it a center where civilizations have arose, thus making it a region for conflicts for millenniums. The factors affecting the nature of water consumption as a result of indiscriminate and misuse of the water reserves will push the states in the Middle East to secure the urgent need of water with any of the available means and at any price. Therefore Water will constitute the single basic conflict in the region during the foreseeable future. Since the Palestinian Nakba in 1948 and the previous events, and since the decision to partition Palestine, the Zionist danger exists. The danger extends to the whole Middle East region, and this risk is taking dimensions in multiple forms. Israel have used the pretext of historical rights of the promise land and the rights of security, thus using it as an excuse for occupation and other intimidation, all to cover the Israeli hegemony over the region and the exploitation and plundering of its resources, specially water. However, the most important is Israel ambitions in Lebanon, ranging from Israel claim that Lebanon is religiously, historically, strategically, economically, and water resources date to the Jewish hegemony in the region dating back to the days of the Old Testament. The most serious among them is the ambitions of the Lebanese water. I will explore the risks and Zionist ambitions in Lebanese water in four sections: historical ambitions of water, the military ambitions of water, the water law, and political risks. Historical Ambitions of water The Zionist project for a national homeland for Jews in Palestine and its neighbors was based on the consideration that the best border is the one that fulfills the following factors, strategic, economic, historical, and water resources, which the current so called state of Israel is claiming and what the Zionist state desired since the 1948 occupation of Palestine. When we review this we will find the notes cascading since the end of World War I; in 1919 the Zionist memorandum on the Lebanese waters contained a lot of references and proposals for the domination and hegemony over these waters, Mount Hermon is the father of water in Palestine, and can not be separated without being a serious blow to the roots of economic life in particular. And Mount Hermon not only need reforestation, but also needs other work to become eligible to be a water tank of the country. Therefore it must be subject entirely to the control of those who are passionate and have strong sufficient capacity to ex ploit its potential until the maximum. There also must be an international agreement protecting whereby water rights of the people who live south of the Litany River are fully protected.(1) These ambitions were not concealed by Zionists, especially the proposals, studies and projects carried out by the Zionist movement publicly. The Zionist movement brought in 1938 American expert Walter Clay Lowdermilk to Palestine to study conditions of the water, he took the job and published recommendations in the book Palestine Promised Land in 1944 and summarized water diversion of the Jordan River in the upper basin to the natural coastal region of Palestine, and transferring it to the Negev region and to seize the waters of the Hasbani River, Banias River, Litany River, in addition to the Aldan River which flows in Palestine. He also concluded that Zionist should focus their projects on Lebanon and told Zionist Commission to work on plans for the transfer of water from the Litany River; he developed the first plan in 1943 and then followed by another in 1948. At the meetings of the International Conciliation in 1949 delegates raised the issue of Israels rights to the Litany River, which made the Committee recommend an investment of seven eighths of the Litany River water to Israel, since they claimed that the Litany River water was being wasted in the Mediterranean. During the Cotton Project of 1954, a project placed by Israel in response to the Eric Johnston proposal which concluded to the investment of the Jordan River between Arab countries and Israel. Israel introduced into this project what it called a surplus of the Litany, as it was determined that Israel would get 1290 million cubic meters of water, compared to 750 million cubic meters for Lebanon and the fact that, if the Cotton Project applied, Lebanon will only get 301 million cubic meters because the true estimates of Litany River were less than the accounts of Cotton Project. So the Litany River project was Lebanons response to the practically that the waters of the river can be invested all in Lebanon, without being wasted to the sea. This project needed to be completed because of its strategic importance and security. You will not find any Israeli official that did not express a deep regret for the loss of the Lebanese water from their hands and through the statements of many Israeli officials among them was what Moshe Sharett said, it was a huge mistake that we committed that we did not include the Litany water and what Levy Eshkol said, that Israel was divided three times the first time when the Hasbani and Banias rivers were left outside its territory. (3) It is the context of these statements that prove that Zionist were able to get what they want in the world without taking into account the interests of the countries concerned, but the reality on the other hand that the Zionist movement tried its best to get southern Lebanon including land and water since the end of the First World War but the French stubbornness and insistence on its own interests as well, prevented them from achieving this goal. It is worth mentioning that it was not over at this partial failure, and the doors did not close at Israeli ambitions, Shimon Peres in his book New Middle East, noted to running water and the number of reasons for the lack of water, a natural phenomena, increase in population, exploitation of nature, and wrong policies, he concluded that the solution is to set up a regional system for the management of water development projects and for distribution on the basis of economic with an honest and fair manner. This means that those who have water to share with others therefore, Lebanon should provide a part of its water for the benefit of Israel as the equitable distribution imposes a sharing, according to the need rather than equal sharing, and distribution on an economic base also means the cost for transporting the water, therefore Lebanon waters is closest to the Palestine and the least expensive. Military ambitions of water Israel has waged wars on the surrounding countries and those wars were a permanent attempt to impose its presence and existence in this region. And Israel characterized its operations toward Lebanon as what Israel described as a Lebanon threat to the Israeli existence, but the real goals go beyond that. In 1978 Israel invaded parts of southern Lebanon under the code name Operation Litany, Israel halted the invasion quickly not because of the Israel desire but because of the Egyptian Israeli peace talks, which pushed America to give importance to these talks instead of the usual Israeli interest. It was this invasion that created a buffer zone for Israel in Lebanon and the establishment of a small state lead by Saad Haddad, and thus Israel took control of parts of the Lebanese territory and nearly fifty kilometers of the Litany River. Then came the full invasion of 1982 and one of the strategic goals for this invasion was Lebanons water, Israels buffer zone stayed until its collapse at the hands of Hezbollah in May 2000 and this period was long enough and sufficient to the transfer of water from the Litany, Hasbani and Wazzani rivers and deprived the occupied villages on those rivers that benefited from them for irrigation and drinking. in 1986 Israel began fencing several hectares of Lebanese territory near the Wazzani spring, and expulsing Lebanese farmers, they built roads, canals, and installed pumps to draw water and dragged it through the canals under the slogans of irrigating the Arkob area, while in reality water was being transferred to Israel, which Almanar TV showed just recently in a one hour documentary. In 1989, Israel extended water pipes from Al-Ain spring which feeds the Hasbani and Wazzani rivers, so the waters of Wazzani and Hasbani were fully exploited. Professor Thomas Naff an expert on water in the Middle East said in June 1990 during a scientific conference in Washington that Israel will not give up these territories that they occupied without obtaining the guarantees to provide them with access to water from other sources in the area, mostly from the Litany River, and Lake Tabarya. He also predicted that the water in the end will decide the future of the occupied territories, which is decided by the question of war or peace. It is no secret that the theft of water by Israel was clear since 1983, Israel is still stealing water interests of Mount Amyl, the infringements on the water was clear during the occupation and continuing thereafter in other places. No one have the accurate numbers to the amount that is stolen. A conference organized by the Center for Lebanese Studies at Oxford University in 1991, discussed the issue but the numbers remained suspended or buried like the head of ostrich in the sand. Israel, with the continued construction of deep wells on the edge of the border with Lebanon, is draining the groundwater that floats under the Marjayoun area, the quantity of water pumped will lead to great reductions in the Lebanese underground water supply. Ambitions of water legally I have highlighted the Zionist memorandum to the peace conference in Paris in 1919, the Zionist ambitions was the slogan within the Jewish borders the Zionist movement had hoped that the parties would recognize the historic right of the Jewish people in Palestine and hoped it would be the first step, which lead by the stage of negotiations to draw the border between the British and the French occupied territories, in which it lead to the convention called Border Agreement and was signed at the end of 1920. If one was looking at the correspondence and official talks that took place between 1918 and 1920 one would have discovered that in what was published that the issue a priority is the subject of water. Proving that the Zionists only priority was water, they called to control the waters of the Litany and Jordan Rivers. The Israeli ambitions may be suppressed by international laws sometimes, and positions of power through Lebanon and the resistance of Hezbollah at other times. This does prove that greed is not in doubt or debate, but it must be pointed out. What was left unresolved from the ambitions in the texts of the convention on the Border Agreement, this agreement is still in force between Lebanon and Israel, and thus there is still an argument that Israel can demand their rights if they wanted them. Prior to the signing of the Border Agreement, the Zionists insisted on the inclusion of southern Lebanon and all that for the Litany River control, and a letter written by Weizmann to the Zionist British foreign secretary Curzon in 1920. Before the signing of the Border Agreement, I thought of the letter your Excellency sent, if at all, I probably I had not explained adequately the impossibility of protecting our rights, the use of water from the upper Jordan and Yarmouk through any measure, does not take into account the inclusion of these waters within the territorial limits of Palestine. This does include utilization engineering work to be comprehensive, but also the process of a forestation on a large scale. And it is impossible to have any pace of development for our security, natural, and process from an economic standpoint, were not areas where the works are located under the existing power in Palestine. And I am sure that you are aware of the paramount importance of the Litany for Palestine. Even if you consider the Jordan River, all of it and Yarmouk in Palestine, water in both rivers, not enough for our needs; the summer in Palestine is very dry, and evaporation is fast and heavy. The irrigation of the Upper Galilee and the power required even to eco nomic life is limited and must be available from Litany. Experts agree that the Litany has the advantage of abundance of water But if Palestine was separated from the Litany River and the upper Jordan and Yarmouk, this is not to say anything about the eastern shore of the Galilee, Israel can not be economically independent (5) Britain could not respond to the Israeli demand, especially as France had a position, France did not give up the border drawn by the Sykes Picot agreement until long negotiations which lead to an amendment to waive the north of Palestine including Safad, Lake Hula and other territories, but France rejected the use of Lebanese water as put forward by the Zionist projects. Experts meet to work together to study the use of waters of the Jordan and Yarmouk rivers and their tributaries for irrigation and power generation, after meeting the needs of the areas under the French mandate. This proves to us from the above text and speech compared with the Weizmann demands, that the Zionist movement has gained what it bargained for with the exception of the Litany River, but the issue of water use and forestry all experts had agreed, but with slight modification, it did not mention the identity of the experts or the words Zionist experts or engineering project Zion, this shows that the reality and the nature of the British Mandate and the adoption of the draft of the Jewish state regardless who Britain appoints whether a committee of experts from the members of the Zionists or Jews from the Zionists or Englishmen the result is the same. Thus, it has been agreed between British and the French to move ahead with production of electrical energy from any waters of the Jordan, Yarmouk and Hasbani and their tributaries where it was under control of the French mandate, and that for the benefit of Palestine from the excess water. And in another form the excess of water does not only go to Lake Hula, but it has become by virtue of Article VIII of the Convention a legitimate right of the Government of Palestine which later became Israel to take advantage of all that can be called the Lebanese water surplus. Legally, there have been amendments to this Convention under the Mandate, but did not change Article VIII. Lebanon has inherited international conventions and agreements from the French mandate namely, Boundary Agreement and Lebanon did not submit any amendment to overturn the agreement Israel could still demand the application of Article VIII, as it pleases. It should be noted that Lebanon has been devoted to cross border agreement, the Armistice Agreement signed with Israel in 1949, by the first paragraph of Article V which states: following the Armistice Line international border between Lebanon and Palestine. The question of neglect or ostrich policy or opacity of the Border Agreement, it may be a political issue but also an issue at the heart of the nation by not dealing with this article or commenting and even ignoring it entirely is a matter strange reprehensible because it is sensitive and dangerous to Lebanon on the national level and security. The Border Agreement after signing was not to the level aspired by Zionism as the Convention did not include the Lebanese territory and the Litany River, but the Zionist joy was great to Article VIII in particular, which had a loud expressive joy of triumph, regardless of their hopes for swallowing the Litany land and water, but the right to exploit Lebanons water surplus considered in itself a major achievement. It is the latest writings which dealt with this point, the book which was released in 1994 by American Professor Adam Garfinkle, entitled War, Water, and Negotiation in the Middle East: The Case of the Palestine Syria Border, 1916-23 the book explained that the Zionist did not give up on convincing France to give up the Litany land and water, he also concludes that Zionist work to earn the surplus of Lebanese water, is considered a victory. To avoid this potential danger it is essential for lawyers to address an in depth study of the convention of the Border Agreement so it does not become a sword hanging over Lebanon, at this time Lebanon is still resisting in Sheba farms, Gagar village, and the water of the Hasbani and Wazzani. At this time Lebanese government should move to the process of mobilizing the nation into making use of Lebanese waters and take advantage of them completely and in an optimal way, including groundwater and rivers by returning to the proposals and integrated projects, like the Litany project and to build dams. An expert Ibrahim Abdel-Al is known for his famous Report of Abdel-Al 1952, which says: Lebanons gift is the Litany and Lebanon can not be saved until an overall design of the Lebanese water sources a lot of Lebanese are aware of this danger, as well as the importance of making use of water in the integrated projects for Lebanon and to prevent the Zionist dangers. At the level of international law, with regard to rivers water according to the International Law Institute, which states sovereignty of the National Rivers are rivers that flow in the territory of one state and are subject to its sovereignty. Its followed by that the right of the State to exploit its natural resources and powers at its discretion. As for the international rivers, rivers which are respectively, in different regions or between the territories of two or more countries, follow the provisions of international law and the rules known as rules of Helsinki The International Law Association in 1966 is the one being applied so far, which states that the state where the river passes have part of the river, located between the borders. Accordingly, the State could exercise on the part located in the territory all acts of public authority and its exploitation in various aspects of agricultural, industrial, financial, and subject to similar rights to other countries that share the river, and not doing any work that could undermine these rights and the most important: the principle of distributive justice, to refrain from undertaking projects that would harm or prejudice to the rights of others, and the principle of adequate respect for acquired rights of all the beneficiary countries, based on the actual needs of each of them to the international waters of the river, and the principle of payment of appropriate compensation in case of harm to the rights of any third party states and other recipients. As I pointed earlier to the Turkish Syrian water conflict and Egypt Eritrea water conflict From these provisions one could easily conclude several things: First, Israel has no right to any waters of the Litany River as it is located within the Lebanese border meaning its not an international river. in spite of international conferences, multilateral and specialized agencies on water that began in 1992 after the launch of the Madrid talks, new theories to explain the river basins have been put forward in these conferences, including the theory of the basin complex, which includes several sectors of life, environmental affairs or economic sectors, there is no doubt if this theory is approved it will constitute a threat to what is considered internal rivers within a single state, as it gives rights to neighboring countries to take advantage of the water of the rivers. Despite what has been proven that the Litany River have nothing to do with underground water of other rivers, but some of the laws proposed, in the event of approval will be affecting the waters of the Litany. It is worth mentioning that the latest studies that constitute a real threat to Arab water is that of the study was conducted for a period of two continuous years from 1994 till 1995 by Israeli scientists, headed by economists from Harvard University and Mass. Institute of Technology, which was essentially based on the separation between the ownership of water and the use of water, so water ownership is of no importance. Secondly, with regard to the standing problem of Wazzani and Hasbani rivers which international law applies to them as they stem and hold on Lebanese territory up to the north of Palestine, the Helsinki Rules on the right to exploitation within the bases of the international norms, and Lebanon has the right in the exploitation without being a damaging partner to any other State which these rivers flow in, and it can be argued what Israel claims and especially the rights of Lebanese Wazzani water up to about 50 million cubic meters, while Lebanon needs to implement projects to irrigate some of the villages, while Israel is taking away more then 150 million cubic meters. Lebanon should also benefit from the spring in particular, and secondly from its course and that the proportion of Lebanons right to have approximately one third, as there is no bilateral agreement between the two countries to organize this benefit, and Lebanon is losing its share of the water which is a violation of i nternational law. Third, by returning to law and international norms, the attack on the Lebanese waters and piracy, and the continuing Israeli plundering of Lebanese waters from the rivers Wazzani and Hasbani, which perhaps been going on for tens of years, is a breach of international law, they are attacking the rights of Lebanon, and Lebanon only practitioner of his right to water, it is possible to resort to international arbitration as the best way to preserve Lebanons right through the United Nations, as well as its commitment to resistance, and the insistence on preventing any attack on our rights but more than that Israel should be forced to pay for the damage caused to Lebanon and the deprivation of legal and natural right to benefit from the Hasbani and Wazzani water. Political risks The multiple failures of Israel invasions to the Lebanese territory and the inability to accomplish its missions which it calls the safety for Galilee and the political objectives as the convention on the Lebanese-Israeli, which took place on May 17, 1983 and the attempt to impose Israeli hegemony through the establishment of a fragile Lebanese system which is subject of loyalty to Israel and to be separated from the Arab and peeled off the Arab issues, this agreement was eliminated by the triumphant victory of the resistance and the withdrawal of the Israeli enemy defeated, which set a precedent as the first Arab land to be freed by force. So the data is representative of which to open the gate to negotiation in the region from topic of water and draw international attention on the other hand from what is happening in Palestine, and resettlement process in the midst of the events that are taking place in the region, whether in Palestine or in the region in general, and Israeli amplified the problem of Wazzani in an attempt to prevent Lebanon to obtain its rights from the Wazzani water , not to protect their right to water, but to cut the road to Lebanon for the benefit of the waters of the Hasbani, which may lead to a suspension of the Wazzani project pending resolution of the conflict with theme or linking to draft a comprehensive solution to the crisis in the Middle East peace process through which the installation of Israeli hegemony over the region. The most important thing Israel wants from Lebanon is to capture the Lebanese water in general and the Litany River especially, which is the reason for instability in the region, which will halt any peace attempts as Lebanon is dyer needs for its water resources, Israel on the other hand sees it as a vital issue for peace with Lebanon. the problem is expanded to intervene in the scope of what is happening in the entire region and have realized how invested for the water rights and economic development. Hence it was the Israeli insistence on negotiations on the water issue before any other subject, and now Israel is trying to benefit from the Wazzani by placing the water as a main point with the disarmament of Hezbollah for negotiations, for the U.S. to move these negotiations forward one could predict a United States intervention in Lebanon under the title war on terrorism. 1 as contained in the happiest Razzouk _ Greater Israel: A Study in the expansionist Zionist ideology, (Beirut the Palestine Liberation Organization Research Center, 1968), p. 403. 2 Adam Garfinkle, War, Water, and Negotiation in the Middle East; The Case of the Palestine-Syrian Border 1916 _ 1923 (Jerusalem: Tel Aviv University, 1994) P: 126. 3 Dr. Statement Noueihed the evolution of the constitutional and political Lebanese 1920 1995 Beirut 1996 4 Assaad Razzouk Israels major study in the expansionist Zionist ideology, Beirut: Palestine Liberation Organization Research Center, 1968. 5 Edward Rizk, The River Jordan, New York, Arab Information Center, 1964. 6 British Documents on Foreign Affair, Part II, Series B-Vo1.2 (University Publication of America) -. 7 The Palestinian issue and the Zionist danger, Beirut: Ministry of National Defense the Lebanese army and the Institute for Palestine Studies, 1973. 8 the Palestinian issue and the Zionist danger (Beirut: Ministry of National Defense the Lebanese army and the Institute for Palestine Studies, 1973), p.: 526. 9 The Letters and Papers of Chaim Weizmann: August 1898-July 1931