Module project part 1 Assignment Example | Topics and Well Written Essays - 2000 words

Module venture section 1 - Assignment Example This is on the grounds that relying upon the sort of business that a speculator needs to acquaint with a specific developing business sector, there might be unconventional dangers and difficulties that must be dealt with to guarantee ensured achievement and development. Aside from the idea of business, the vision that the financial specialist conveys is likewise significant in deciding danger on the grounds that every vision may have its own difficulties that it must look to defeat so as to make progress. In accordance with this understanding, this module paper is set up for the organization, which is as of now trying to enter Mexico as a developing business sector. As a major aspect of methods of profiting completely from the market, an exhaustive vision explanation, portrayal of the objective market and chance and their alleviations will be plot. Vision Statement The vision explanation of the organization is to turn into an organization whose achievement is expand on an enablement made for the client to work with us by guaranteeing quality and value intensity. Depiction of Mexico as an Emerging Market Political Factors Politically, Mexico has been found to have low outside obligation, which makes it workable for the legislature to have an extremely gigantic spending hold that is utilized in the financing of different organizations, particularly remote direct speculation (Rutherford, 2005). Because of this, the administration has for since quite a while ago rehearsed macroeconomic strategies that attention on realizing industry wide monetary influence, rather than hierarchical level influence. As a feature of such macroeconomic arrangements, financial specialists in Mexico profit by lower charge rates, simple access to government helped advances, low expansion, and adequate state insurance for legitimately enlisted organizations. These political components have made most global organizations whose emphasis has been on momentary development to look to Mexico, r ealizing that the political ground has been laid for business to happen in an additionally inviting environment (Morris and Pavett, 2002). Financial Factors Economically, Mexico has been given a nation rating of A4 by worldwide Edge, which is an organization rating firm that tries to contrast nations one with other as far as reasonability in working together in these nations (Davidson and Burke, 2004). A significant financial bit of leeway that Mexico has been distinguished to have is the way that it has a prepared market with the United States, which is answerable for 80% of all fares from Mexico (Schuler, 2006). For entrepreneurs who are in the assembling segment like the organization being referred to, the advantage is that exportation of completed items won't present a very remarkable issue for the organization. Mexico has anyway been reprimanded for having a more fragile swapping scale, that makes importation costly in that nation. Procurement of crude material has consequently being an issue for most producers (Hall, 2006). Social Factors Socially, Mexico’s populace has been depicted as economically educated (Rutherford, 2005). This means the populace comprehends the essential basics in leading business and get themselves effectively associated with the business advertise. The main consideration that represents this is the high proficiency level in the nation with the point of the administration in accomplishing 100% enrolment with an all inclusive mandatory training plan. Since the greater part of the individuals are

Dantes Canto XXVIII Essays - Divine Comedy, Afterlife, Italy, Virgil

Dante's Canto XXVIII Dante starts the opening of Canto XXVIII with an expository question. Virgil and he have quite recently shown up in the Ninth Abyss of the Eighth Circle of damnation. In this pocket the Sowers of Discord and Schism are consistently injured by an evil spirit with a blade. Dante represents a question to the peruser: Who, even with unrestricted words and numerous endeavors at telling, ever could relate in full the blood and wounds that I currently observed? (Lines 1-3) The facetious inquiry brings the peruser into the section since we know by this point in the Divine Comedy that Dante is a extraordinary artist. Would could it be that Dante sees before him near the precarious edge of the Ninth Abyss that is unspeakable to the point that he, as an artist, feels he can't handle? In the accompanying lines Dante develops this logical position. He expounds on why it is significant for any man to offer a great depiction of what he sees. No artist can accomplish this portrayal: ?Each tongue that attempted would surely fall short...? (L. 4) It isn't simply wonderful ability that is in question; artists don't have the foundation to give them the idyllic force for such portrayal. His thinking is the shallowness of both our discourse and acumen can't contain to such an extent. (Lines 5-6) Once again the peruser is fascinated; how could a man of Dante's height censure language which is the very device he uses to make the epic work of La Commedia ? In the event that we can't pay attention to Dante with these initial proclamations, we must offer the conversation starter of what Dante is attempting to do by prodding us with this fake starting to Canto XVIII? Dante will presently negate himself and attempt to portray what he says is unthinkable. Be that as it may, if he somehow managed to go directly into a portrayal of the Ninth Abyss, it would collapse his logical position. Dante first sets up a very protracted examination of the sights he has just saw with instances of slaughter all through mankind's history. Were you to reassemble all the men who once, inside Apulia1's pivotal land, had grieved their blood, shed at the Trojans' hands, just as the individuals who fell in the long war where gigantic hills of rings were fight ruins - indeed, even as Livy compose, who doesn't fail - also, the individuals who felt the push of difficult blows at the point when they contended energetically against Robert Guiscard; with all the rest whose bones are still accumulated at Ceperano- - each Apulian was a trickster there- - and, and as well, at Tabliacozzo, where old Alardo vanquished without weapons; and afterward, were one to show his appendage penetrated through what's more, one his appendage hacked off, that would not coordinate the frightfulness of the ninth chasm. (Lines 7-21) Dante gives verifiable instances of the decimation of war. This is as opposed to the chivalrous characteristics of war which Dante's forerunners frequently center around. Dante is acting less as a writer and more as an antiquarian. He takes the peruser on a scaled down excursion through these wars. His first stop are the Trojan wars (Line 9). These wars Dante alludes to really speak to the last books of Virgil's Aeneid. Some portion of my involvement with perusing the Inferno, has been that there is a extraordinary association between the Inferno and the Aeneid. Moreover, Dante's guide through some serious hardship is the creator of the Aeneid, Virgil. (While this point is excessively expansive to address in these pages, it is significant also observe this relationship.) On the one hand it is significant that Virgil is Dante's first model since it is vital for him to leave the universe of the artist (writers need something more ability) and move to the universe of the student of history, whose objectivity is as far as anyone knows progressively confided before this frightfulness. At this point the peruser can see the incongruity of what Dante is doing in this opening section. Dante the writer must offer up to verifiable actuality, yet the peruser realizes that Dante the artist is playing this game to tempt the peruser into tuning in to him. Dante proceeds onward to the wars at Carthage in his next model. This is material which Virgil purposely doesn't manage in

Blog Archive GMACs New Tool School Finder

Blog Archive GMAC’s New Tool School Finder The following is a guest post from our partners at Kaplan GMAT, written by Lucas Weingarten. In the Information Age, having access to so much data can almost be worse than not having access to any at all.  Information aggregators  can be enormously valuable in terms of time and headaches saved. Tools that take loads of data and allow us to filter that information in various ways are always nice to find, so let us be the first to point you to  GMAC’s School Finder. As an MBA candidate, you have SO MANY business schools from which to choose. On December 5, GMAC announced the launch of a free tool to help all prospective B-schoolers make more informed decisions about where to apply and why. The tool is prominently featured and super easy to find on  MBA.com. What’s moreâ€"it is  free. School Finder is a database of information on 5,674 schools (as of press time). Search parameters include school name, location, program degree, program type, delivery format (classroom or online), program length, areas of study and even start date. Search results will offer unique hits for individual programs at particular institutions. For example, UNC’s Kenan-Flagler Business School returns six different programs, including its traditional full-time MBA, the Executive MBA and PhD programs. One really cool feature is that inquisitors can compare up to four schools simultaneously (see here  for a screenshot of such a comparison). Side-by-side comps can really help you narrow down feasible contenders as well as plan your time line. On a personal note, just thinking about keeping that database up-to-date, accurate and fleshed out is overwhelming. PR managers and admissions people at listed B-schools now have a new job, that is for sure. For more information on the new tool from GMAC, read this  news release. Or better yet,  go use it! Share ThisTweet News

Multiple Governments and Intergovernmental Relationships

Multiple Governments and Intergovernmental Relationships LaShon Thomas POL 215 September 18, 2014 Dr. David Waldman Multiple Governments and Intergovernmental Relationships The founding fathers created the constitution, outlaying the branches of government and clarifying their roles and responsibilities, providing a checks and balances system. It is comprised of three branches, the Executive Branch, the Legislative Branch, and the Judicial Branch. Each state, city and county has its own constitution that outlines the levels of local government. In the beginning, the idea was to create a government that could efficiently establish laws and enforce them, but also ensure that no one person or one group of people could not possess†¦show more content†¦Disadvantages of intergovernmental Relationships Conversely, there are disadvantages to multiple government relationships. This relationship can sometimes bring about conflict of authority and confusion regarding which regulations to follow. For example, the move toward legalizing marijuana, while marijuana is illegal to the federal government, each state can vote and implement its own policy reg arding legalizing it from the local level. This creates a gray area due to the fact that people living in these states can be prosecuted federally for the distribution and use of marijuana despite the fact that it is legal in their state. Secondly, the interdependent boundaries and relationships between federal and state governments, can lead to passing the buck or lack of accountability in regard to handling the country’s affairs. Hurricane Katrina was a prime example of how this relationship can be a failure to the people. During this trying time, the citizens of New Orleans were made to suffer behind the bickering of the federal and local agencies playing the blame game, while failing to come up with a solution to the problems and admitting that there was a failure in policy to handle such devastation. Lastly, federalism may encourage regionalism, creating an uneven spreadShow MoreRelatedMultiple Governments and Intergovernmental Relationships774 Words   |  4 Pag esMultiple Governments and Intergovernmental Relationships Marlin P. McFate POL 215 July 1, 2013 Rochelle Allen Multiple Governments and Intergovernmental Relationships To be successful as a unified or United States, meaning a group with the same but often times different agendas, a few things had to become true. First the individual governments of these states had to feel that their best interests were represented within the united whole. Second that their powers within their borders wouldRead MoreMulti Organizational And Inter Sector Coordination920 Words   |  4 PagesAbstract: Coordination is when all or multiple agencies interact to achieve a common goal. The value of agencies coordinating is key to overcome disasters more effectively. The main purpose of multi-organizational, intergovernmental, and inter-sector coordination is to get better relationships between agencies and to use resources wisely. The key for coordination to be achieved is when all agencies or organizations have pre-disaster ties, share accurate information in a timely manner, and work togetherRead MoreFederalism And Cities From The Middle Of The Twentieth Century1291 Wor ds   |  6 PagesFrom the middle of the twentieth century till the 1980 s the federal government gave a substantial amount of money to local governments to use on local programs with few to no restrictions. However, starting in the mid-eighties this changed. The federal government began giving less money with more demands. During the Reagan administration the amount of funding was cut using the justification of shrinking a bloated federal government. This continued through George H.W. Bush. Bill Clinton and GeorgeRead MoreThe Concept Of Federal-Level Inducements And Constraints1280 Words   |  6 Pagescan impact implementation behavior of the states. The mix of these characteristics affect what happens in the implementation process. State- and Local-Level Inducements and Constraints This component is focused on the subnational context of intergovernmental policy implementation. The authors argue that state’s implementation is impacted by context. Specifically, this context is the inducements and constraints in communities that aggregate to the state-level. The subnational context’s importanceRead MoreEssay about Human Caused Global Warming1277 Words   |  6 Pages At first thought the essay topic global warming, seemed simple. After researching many sites, such as National Aeronautics and Space Administration (NASA), University studies, Intergovernmental Panel on Climate Change (IPCC) studies, Nongovernmental International Panel on Climate Change (NIPCC), and more, global warming is very complicated. It hinges on many factors, solar activity, deforestation, increase in carbon dioxide from forest floors, obliquity (change in axil tilt of Earth), volcanoRead MoreThe Causes Of Federalism935 Words   |  4 Pagesconstitutional, relationship b etween the national government and its constitutive states. It combines powers of the national government with those of the states, and allows for each level of government to have their own inalienable rights. Federalism arose as a compromise after the Civil War, when the new constitution gave more power to the central government, but provided enshrined protections to the states. Intergovernmental relations describe interactions between federal, state, and local governments includingRead MoreFederalism Creates Both Advantages and Disadvantages for Business.1662 Words   |  7 PagesThe growing rate of poverty in most regions; the systemic graft and corruption in government; the strident cry for cultural recognition; and the instability of political systems are just some of the troubles the country is beset and endured. With these lots of problems, federalism is viewed by many as the only hope for a country. It has grown in popularity over the past century, which is largely due to i ts particular successes throughout the world. However, federalism is not without any defect. ThisRead MoreWhat the U.S. Government Shut Down Teaches Us About Organizational Corruption976 Words   |  4 PagesWhat the U.S. Government Shut Down Teaches us about Organizational Corruption Brian Pinkowski Posted with images on How to Fight Corruption http://brianpinkowski.wordpress.com/2013/10/14/what-the-u-s-government-shutdown-teaches-us-about-organizational-corruption/ The 2013 U.S. Government shut down demonstrates the powerful and destructive effects of conflicts of interest on groups, nations, and the global community. Notwithstanding press releases to the contrary, it is fairly clear thatRead MorePublic Administration : The Creation And Enforcement Of Public Policy993 Words   |  4 Pagesof those who contributed to Public Administration the focus of most significant philanthropists are Woodrow Wilson, Frederick Taylor, and Max Weber. Bureaucracy is part of the government s administration that reaches every level of the United States Government. However, the application of public administration government bureaucracies differs from levels and as well in education, which also has an unique format. However, public administration distinguish itself from private administration throughRead MoreHuman Trafficking Within Cambodia A Problem1703 Words   |  7 Pageswell as internal trafficking, impose danger to the civilization and require attention form the government (Sum, p.101). According to the United Nations Inter-Agency project on human trafficking (UNIAP), human trafficking is an answer to solve the issue of poverty in Cambodia. This, in turn, influences the entire nation in a destructive way. There are many non-governmental organizations and intergovernmental organizations that have been trying to stop human trafficking, but are they effective? Human Multiple Governments and Intergovernmental Relationships Multiple Governments and Intergovernmental Relationships Marlin P. McFate POL 215 July 1, 2013 Rochelle Allen Multiple Governments and Intergovernmental Relationships To be successful as a unified or United States, meaning a group with the same but often times different agendas, a few things had to become true. First the individual governments of these states had to feel that their best interests were represented within the united whole. Second that their powers within their borders would not be encroached upon too much, and lastly that the benefits of an overarching federal government would outweigh any loss they experienced. This is a delicate cooperation that we will explore more in depth hurricane Katrina as an example.†¦show more content†¦There should be a contingency plan for anything no matter how possible. For example, the space shuttle had no less than 100 emergency landing sites throughout the world. This contingency plan did not have one plan with a backup plan it had a contingency plan and each contingency plan had another. No possible eventuality should ever be foolish ly ruled out. The contingency plan for the hurricane should of included supplies, personnel, and equipment stationed inside the hurricane zone, in case there was difficulty getting into the area, which it was. Agencies such as FEMA, should have moved resources in, and protected them for the storm as opposed to station it on the outside of the area, and expecting an ability to move it in. Stationing the supplies and help outside the area shows that our government was hoping for a best-case scenario when they should have planned for the worst. Reference Hurricane Katrina. (2013). Retrieved fromShow MoreRelatedMultiple Governments and Intergovernmental Relationships1454 Words   |  6 PagesMultiple Governments and Intergovernmental Relationships LaShon Thomas POL 215 September 18, 2014 Dr. David Waldman Multiple Governments and Intergovernmental Relationships The founding fathers created the constitution, outlaying the branches of government and clarifying their roles and responsibilities, providing a checks and balances system. It is comprised of three branches, the Executive Branch, the Legislative Branch, and the Judicial Branch. Each state, city and county has its ownRead MoreMulti Organizational And Inter Sector Coordination920 Words   |  4 PagesAbstract: Coordination is when all or multiple agencies interact to achieve a common goal. The value of agencies coordinating is key to overcome disasters more effectively. The main purpose of multi-organizational, intergovernmental, and inter-sector coordination is to get better relationships between agencies and to use resources wisely. The key for coordination to be achieved is when all agencies or organizations have pre-disaster ties, share accurate information in a timely manner, and work togetherRead MoreFederalism And Cities From The Middle Of The Twentieth Century1291 Words    |  6 PagesFrom the middle of the twentieth century till the 1980 s the federal government gave a substantial amount of money to local governments to use on local programs with few to no restrictions. However, starting in the mid-eighties this changed. The federal government began giving less money with more demands. During the Reagan administration the amount of funding was cut using the justification of shrinking a bloated federal government. This continued through George H.W. Bush. Bill Clinton and GeorgeRead MoreThe Concept Of Federal-Level Inducements And Constraints1280 Words   |  6 Pagescan impact implementation behavior of the states. The mix of these characteristics affect what happens in the implementation process. State- and Local-Level Inducements and Constraints This component is focused on the subnational context of intergovernmental policy implementation. The authors argue that state’s implementation is impacted by context. Specifically, this context is the inducements and constraints in communities that aggregate to the state-level. The subnational context’s importanceRead MoreEssay about Human Caused Global Warming1277 Words   |  6 Pages At first thought the essay topic global warming, seemed simple. After researching many sites, such as National Aeronautics and Space Administration (NASA), University studies, Intergovernmental Panel on Climate Change (IPCC) studies, Nongovernmental International Panel on Climate Change (NIPCC), and more, global warming is very complicated. It hinges on many factors, solar activity, deforestation, increase in carbon dioxide from forest floors, obliquity (change in axil tilt of Earth), volcanoRead MoreThe Causes Of Federalism935 Words   |  4 Pagesconstitutional, relationship b etween the national government and its constitutive states. It combines powers of the national government with those of the states, and allows for each level of government to have their own inalienable rights. Federalism arose as a compromise after the Civil War, when the new constitution gave more power to the central government, but provided enshrined protections to the states. Intergovernmental relations describe interactions between federal, state, and local governments includingRead MoreFederalism Creates Both Advantages and Disadvantages for Business.1662 Words   |  7 PagesThe growing rate of poverty in most regions; the systemic graft and corruption in government; the strident cry for cultural recognition; and the instability of political systems are just some of the troubles the country is beset and endured. With these lots of problems, federalism is viewed by many as the only hope for a country. It has grown in popularity over the past century, which is largely due to i ts particular successes throughout the world. However, federalism is not without any defect. ThisRead MoreWhat the U.S. Government Shut Down Teaches Us About Organizational Corruption976 Words   |  4 PagesWhat the U.S. Government Shut Down Teaches us about Organizational Corruption Brian Pinkowski Posted with images on How to Fight Corruption http://brianpinkowski.wordpress.com/2013/10/14/what-the-u-s-government-shutdown-teaches-us-about-organizational-corruption/ The 2013 U.S. Government shut down demonstrates the powerful and destructive effects of conflicts of interest on groups, nations, and the global community. Notwithstanding press releases to the contrary, it is fairly clear thatRead MorePublic Administration : The Creation And Enforcement Of Public Policy993 Words   |  4 Pagesof those who contributed to Public Administration the focus of most significant philanthropists are Woodrow Wilson, Frederick Taylor, and Max Weber. Bureaucracy is part of the government s administration that reaches every level of the United States Government. However, the application of public administration government bureaucracies differs from levels and as well in education, which also has an unique format. However, public administration distinguish itself from private administration throughRead MoreHuman Trafficking Within Cambodia A Problem1703 Words   |  7 Pageswell as internal trafficking, impose danger to the civilization and require attention form the government (Sum, p.101). According to the United Nations Inter-Agency project on human trafficking (UNIAP), human trafficking is an answer to solve the issue of poverty in Cambodia. This, in turn, influences the entire nation in a destructive way. There are many non-governmental organizations and intergovernmental organizations that have been trying to stop human trafficking, but are they effective? Human

Lau v. Nichols The Case and Its Impact

Lau v. Nichols (1974) was a Supreme Court case that  examined whether federally funded schools must offer supplementary English language courses to non-English-speaking students. The case centered on the San Francisco Unified School District (SFUSD)s 1971 decision  not  to provide 1,800 non-English-speaking students with a way to improve their English proficiency, despite the fact that all public school classes were taught in English. The Supreme Court ruled that refusing to provide non-English-speaking students with supplemental language courses violated the California Education Code and Section 601 of ​the Civil Rights Act of 1964. The unanimous decision pushed public schools to develop plans to increase the linguistic skills of students for whom English was a second language.​ Fast Facts: Lau v. Nichols Case Argued: December 10, 1973Decision Issued:  January 21, 1974Petitioner: Kinney Kinmon Lau, et alRespondent: Alan H. Nichols, et alKey Question: Is a school district in violation of the Fourteenth Amendment or the Civil Rights Act of 1964 if it fails to provide non-English speaking students with supplemental English language classes and teaches in English only?Unanimous Decision: Justices Burger, Douglas, Brennan, Stewart, White, Marshall, Blackmun, Powell, and RehnquistRuling: Failure to provide supplemental English language instruction to students who spoke no English constituted a violation of the Fourteenth Amendment and the Civil Rights Act because it deprived those students of an opportunity to participate public education. Facts of the Case In 1971, a federal decree integrated the San Francisco Unified School District. As a result, the district became responsible for the education of over 2,800 non-English-speaking students of Chinese ancestry.  Ã‚   All classes  were taught in English in accordance  with the district handbook.  The school system provided supplemental materials to improve English language proficiency to approximately one thousand of the non-English-speaking students, but failed to provide any additional instruction or materials to  the remaining 1,800 students. Lau, along with other students, filed a class action suit against the district, arguing that the lack of supplemental materials violated the Equal Protection Clause of the Fourteenth Amendment and the Civil Rights Act of 1964. Section 601 of the Civil Rights Act of 1964 prohibits programs that receive  federal assistance from discriminating based on race, color or national origin. Constitutional Issues Under the Fourteenth Amendment and the Civil Rights Act of 1964, is a school district required to provide supplemental English language materials for students whose primary language is not English? The Arguments Twenty years before Lau v. Nichols, Brown v. Board of Education (1954) struck down the â€Å"separate but equal† concept for educational facilities and found that keeping students separated by race was inherently unequal under the equal protection clause of the Fourteenth Amendment. Lau’s attorneys used this ruling to support their argument. They contended that if the school taught all core requirement classes in English but did not provide supplemental English language courses, it violated the equal protection clause, because it did not afford non-native English speakers the same learning opportunities as native speakers. Lau’s attorneys also relied on Section 601 of the Civil Rights Act of 1964 to show that programs receiving federal funding could not discriminate based on race, color or national origin. Failing to provide supplemental courses to help students of Chinese ancestry was a form of discrimination, according to Lau’s attorneys. Counsel for SFUSD argued that the lack of supplemental English language courses did not violate the Equal Protection Clause of the Fourteenth Amendment. They contended that the school had provided Lau and other students of Chinese ancestry with the same materials and instruction as students of other races and ethnicities. Before the case reached the Supreme Court, the Ninth Circuit Court of Appeals sided with SFUSD because the district proved that they had not caused the deficiency in the English language level of the students. SFUSDs counsel argued that the district should not have to account for the fact that every student starts school with a different educational background and language proficiency. Majority Opinion The Court chose not to address the Fourteenth Amendment claim that the school district’s conduct violated the equal protection clause. Instead, they reached their opinion using the California Education Code in the SFUSD Handbook and Section 601 of the Civil Rights Act of 1964. In 1973, the California Education Code required that: Children between the ages of 6 and 16 attend full-time classes taught in English.A student cannot graduate from a grade if they have not achieved English proficiency.Bilingual instruction is permitted as long as it does not interfere with regular English course instruction. Under these guidelines, the Court found that the school could not claim it was giving non-native speakers the same access to education as native speakers. â€Å"Basic English skills are at the very core of what these public schools teach,† the Court opined. â€Å"Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education.† In order to receive federal funding, a school district needs to comply with the Civil Rights Act of 1964. The Department of Health, Education,  and Welfare (HEW) regularly issued guidelines to help schools adhere to sections the Civil Rights Act. In 1970, the HEW guidelines mandated that schools â€Å"take affirmative steps† to help students overcome language deficiencies. The Court found that SFUSD had not taken â€Å"affirmative steps† to help those 1,800 students increase  their English language level, thus violating Section 601 of the Civil Rights Act of 1964. The Impact The Lau v. Nichols case ended in a  unanimous decision in favor of bilingual instruction to help non-native English speaking students improve their English language competency. The case eased the transition into education for students whose first language was not English. However, some argue that the Supreme Court left the question unresolved. The Court never specified what steps the school district needed to take in order to decrease English language deficiencies. Under Lau, schools districts must provide some sort of supplemental instruction, but how much and to what end remained up to their discretion. The lack of defined standards resulted in many federal court cases which attempted to further define the schools role in English-as-a-second-language curriculums.   Sources Lau v.  Nichols, U.S. 563 (1974).Mock, Brentin. â€Å"How Schools Continue to Deny Civil Rights Protections for Immigrant Students.†Ã‚  CityLab, 1 July 2015, www.citylab.com/equity/2015/07/how-us-schools-are-failing-immigrant-children/397427/.

The Importance Of Ancient Spartan Militarism - 833 Words

Ancient Spartan militarism led to Sparta being a large military power in Ancient Greece, but the strict restrictions on citizenship led to the decline and destruction of the city-state. The overly strict requirements combined with a string of military defeats led to a weakened state from which the Spartan government could not recover from. This led to Sparta becoming a second rate power in Greece until its destruction at the hands of the Roman imperial army at the battle of Adrianople. Spartan militarism came into being when a man known as Lycurgus the Lawgiver reformed Sparta. During the seventh and eighth centuries BC, Sparta experienced extended periods of lawlessness and civil strife. Lycurgus studied the governments of the†¦show more content†¦When they are in the agoge they are treated horribly, required to go barefoot and underfed. There were three main reasons for under feeding them. One was to get used to going without food so they could go on extended campaigns wit h minimal supplies. Another was to force them to steal to boost their survival skills. The third was to weed out the weak from them so none made it into the military (Cutler). The Spartans also used the boys to terrorize and control the helot, or slave, population (Ancient Military.com). The slave population of Sparta was used to do the day to day activities the Spartan citizens saw as beneath them. They were farmers, servants, nurses, military attendants, and other unskilled workers (History.com). The helot population outnumbered the citizen population significantly. Because of this, the citizen population was allowed to treat the helot population brutally and oppressively. They often got the helots debilitatingly drunk so they made fools of themselves in public (History.com). On the harsher side of things, Spartans could kill the helots for trifle things such as being to athletic or to smart (History.com), and there was an annual holiday where the citizen population declared ritua listic against the helot population, which meant all crimes against them were legal (Ancient Military.com). These measures were put in place to keep the helot population living in fear, and toShow MoreRelatedPlutarch, Lycurgus and Spartan Militarist Values1169 Words   |  5 PagesRunning head: PLUTARCH, LYCURGUS AND SPARTAN MILITARISM Plutarch, Lycurgus and Spartan Militarist Values Student Name The University of Southern Queensland APA PLUTARCH, LYCURGUS AND SPARTAN MILITARIST VALUES Militarist systems of government have been instituted in many nations around the world; however one of the earliest and most extreme examples of this system is that of Sparta. The Spartan State was a militaristic force to be reckonedRead MoreThe Life Of Spartan Women2027 Words   |  9 PagesThe lives of Spartan women were unusual in the sense that they were very different from those of other Greek women. In Athens, for instance, women were confined to the domicile and wore clothing that covered and hid their form. In Sparta, this was not the case at all. Sparta enjoyed communal ownership of property and all things, in essence, belonged to the State—men, women, children and goods. Thus, all were equal (or nearly so) before the State’s needs and women had more freedom to move aboutRead MoreEssay about Ancient History: Sparta 98% Assesment Mark6373 Words   |  26 PagesANCIENT HISTORY ASSESMENT: SPARTA By Jorge T What are the main features of Spartan government in the period to 500BC?: HOW SPARTAN CONSTITUTION/GOVERNMENT CAME TO BE: Throughout the Greek world at this time, a great period of expansion and colonization took place, chiefly due to land hunger. Sparta attacked neighboring Messenia and engaged in a series of wars, reducing the population to serfdom. The success in these wars enabled Sparta to double the agricultural resources. At some pointRead MoreEssay on the Role of Women in Ancient Greece14417 Words   |  58 Pagesâ€Å"Rulers ruled by women†: an economic analysis of the rise and fall of women’s rights in ancient Sparta Robert K. Fleck  · F. Andrew Hanssen Received: 10 January 2008 / Accepted: 27 May 2008 / Published online: 20 March 2009  © Springer-Verlag 2009 Abstract Until modern times, most women possessed relatively few formal rights. The women of ancient Sparta were a striking exception. Although they could not vote, Spartan women reportedly owned 40 percent of Sparta’s agricultural land, and enjoyed other

Bankruptcy Prediction Model

Question: Discuss about the Bankruptcy Prediction Model. Answer: Bankruptcy Prediction model is used to determine as to whether any firm is a going concern or not. Under this model predictions are made on various measures of financial distress of a firm. It includes the wide areas of accounting and finance. These predictions play a vital role. This model is considered as most reliable model by the investors and creditors for considering a firm as going concern. Thus, importance of this model has been increased in recent years due to increased financial crisis in the whole world. Major objective of this study is to check the reliability of different prediction theories used to check the solvency power of the firm. It uses the technical penal data for estimating the probability of financial difficulties. This model use the data form G-7 countries in order to obtain a marker of various financial issues that includes the specific nature of every firm. Following Calculation is used under this model- This model is based upon the logit model for predicting various financial variables relating to bankruptcy. This study use the various models to predict the variables, sometimes it become difficult to evaluate the best method prediction. So the common method use in G-7 countries is given below- Z Score = [{3.3 * (EBIT/ Total Assets)} + {1.2* (Net Working Capital / Total Assets)} + {1 * (Sales / Total Assets)} + {0.6 * (Market Value of Equity / Book Value of Debt)} + {1.4 * (Accumulated Retained Earnings / Total Assets)}] This formula is used to evaluate the possibility of the firm to be a going concern entity. While making the calculations, if the result of Z score is less than 2.67 then this indicates chances of firm becoming bankrupt more than 95 % within a year. So the going concern is assumed to be in trouble and auditor is required to qualify his audit report regarding the same. Generally three variables are mostly used under this model- Total Earnings / Total Assets Retained Earnings / Total Assets Total Debt / Total Assets The here above mentioned theory gives the best result of bankruptcy as they relate to profitability and debt of any firm. Conclusion This model is globally used by different countries due to increase in the number of bankruptcies in business. This theory is proved to be reliable as the results of this theory confirms the superiority of global model of bankruptcy as compared to regional models. This theory fulfills the requirement of International Auditing Standards and the principle of going concern. It is the feasible model for evaluating the going concern and to support the auditors opinion regarding going concern. This model has some limitations too as this model barely exist. It covers the firms having financial difficulties but fails to focus on bankrupt firms. This model may provide significantly inappropriate results if it is applied for the time period or the industries other than those which were used to develop the model. Hence, the researchers should be cautious in application of this model. References Alaminos, David, Agustn del Castillo, and Manuel ngel Fernndez. "A Global Model For Bankruptcy Prediction". N.p., 2017. Print. Kuruppu, Nirosh, Fawzi Laswad, and Peter Oyelere. "The Efficacy Of Liquidation And Bankruptcy Prediction Models For Assessing Going Concern".Managerial Auditing Journal6/7 (2003): 577-590. Web.

Globalization

Summary of the Comprehensive A essays

Summary of the Comprehensive A essays Summary of the Comprehensive Annual Financial Report for the State of Tennessee The Comprehensive Annual Financial Report (CAFR) for the State of Tennessee for the Year ended June 30, 2003 is GASB 34 compliant in that they provide Management Discussion and Analysis, Government-wide financial statements, Fund financial statements, and Required Supplementary Information. The Government-wide financial statements include the Statement of Net Assets and the Statement of Activities. The Fund Financial Statements include: 1. Balance Sheet Governmental Funds 2. Statement of Revenues, Expenditures, and Changes in Fund Balance Governmental Funds 3. Reconciliation of the Statement of Revenues, Expenditures, and Changes in Fund Balance Governmental Funds to the Government-wide Statement of Activities 4. Statement of Net Assets Proprietary Funds 5. Statement of Revenues, Expenses, and Changes in Fund Net Assets Proprietary Funds 6. Statement of Cash Flows Proprietary Funds 7. Statement of Fiduciary Net Assets 8. Statement of Changes in Fiduciary Net Assets The Required Supplementary Information includes: 1. Schedule of Revenues, Expenditures, and Changes in Fund Balances Budget and Actual Major Governmental Funds 2. Reconciliation of Budget to GAAP Note to RSI 3. Infrastructure Assets Reported Using the Modified Approach. There is also included in this CAFR supplementary information reporting on Non-major Governmental Funds, Non-major Special Revenue Funds, General Fund Supplementary Schedules, Permanent Funds, Non-major Enterprise Funds, Internal Service Funds, Fiduciary Funds, and Component Units. As well as schedules detailing outstanding debt of the State. The Net Assets of the State increased by $814,683 as seen on the Statement of Activities (page 19). According to Managements Discussion and Analysis, the ...

Employee Stock Ownership Plans (ESOP) Essay Example | Topics and Well Written Essays - 1000 words

Employee Stock Ownership Plans (ESOP) - Essay Example It is governed by ERISA (Employee Retirement Income Security Act). A stock option gives an employees of an organisation the right to buy shares at a price fixed (usually the market price, but sometimes lower) for a defined number of years into the future. Several options such as those based on the percentage of pay basis, a merit formula, an equal basis, or any other formula the company chooses might be granted (NCEO, 2005). According to the US Securities and Exchange Commission "an employee stock ownership plan (ESOP) is a retirement plan in which the company contributes its stock to the plan for the benefit of the company's employees" (SEC). ESOPs were given a specific statutory framework in 1974. (NCEO, 2005) and through the plan employees are allowed to own stock in their companies without having to purchase shares (Employee Stock). ESOPs are generally more common among closely held companies and are usually created when a retiring owner wants to transfer ownership of the company to one or more employees (Employee Stock). Similar to other quali fied deferred compensation plans, a company's ESOPs must not discriminate in their operations in favour of highly compensated employees, officers, or owners (NCEO, 2005). To achieve this, companies are required by law to appoint a trustee to act as the ESOP's plan fiduciary. This fiduciary could be anyone, while larger companies tend to appoint external trust institutions; smaller companies typically appoint a manager or create an ESOP trust committee. (NCEO, 2005) In setting up an ESOP, a company first approaches a lender to borrow money; this is known as a "leveraged" ESOP. In this approach, the company first sets up a trust, which then borrows money from a lending institution. The company then repays the loan by making tax-deductible contributions to the trust, which the trust gives to the lender. The loan however must and can only be used by the trust to acquire stock in the company. Benefits of ESOP's. The objective of most stock option plans is providing a kind of investment for employees so they also can become part owners of a company. It has been observed that companies with employee-owners often boast higher productivity and increased employee loyalty, longevity and satisfaction. This is due to the fact that the employees are indeed co-owners of the companies and this is translated into benefits such as: efficiency and productivity. According to management experts the best way to make employees owners is to give them shares in the company rather than asking them to pay for their shares. Another advantage of the ESOP is that it costs the employees nothing to co-own the company and after employees leave the company or retire, the company distributes to them the stock purchased on their behalf, or its cash value (NCEO, 2005). In return for agreeing to funnel the loan through the ESOP, the company can save money through a number tax is deferments until the employee retires (Employee Stock). This is done in a number of ways: First, the company can deduct the entire loan contribution it makes to the ESOP, within certain payroll-based limits as allowed by law. This means that a company can in effect deduct both interest and principal on the loan, not just interest. Secondly, the company can also deduct dividends paid on the shares acquired with the proceeds of the loan that are used to repay the loan itself (in other words, the earnings of the stock

Word-of-Mouth to Marketing Essay Example | Topics and Well Written Essays - 2000 words

Word-of-Mouth to Marketing - Essay Example Today word-of-mouth marketing includes several categories of communication such as buzz, blogs, and viral marketing where Internet communities and other interactive social media are utilised for word-of-mouth marketing. Influencer marketing is another form of word-of-mouth marketing wherein personalities who are believed to be highly influential over the target audience are made use of for promotion of products and services. Word-of-mouth marketing has gained a great deal of importance as a marketing technique due to its effectiveness, which in turn is due to its credibility. This is because word-of-mouth communication is considered to be honest and without any selfish motive. This credibility is what is made use of by marketers who use the technique of the word of mouth. People usually ask other people like their friends, family, colleagues and others, whom they trust, when they decide to purchase something and before they begin to look for what brand or label to buy. Word-of-mouth marketing is actually "giving people a reason to talk about your stuff, and making it easier for that conversation to take place" (Sernovitz, 2006, p.3). As simply put by Sernovitz (2006, p.3), "it is everything you can do to get people talking." People are more often than not buying a product not in response to the marketing campaigns of the product, but in response to what other people may be talking about the product. Research shows that people gather information from marketing materials and then talk the products over with their friends, family or other close associates. Then they make a decision about buying the product in response to what others say about the product (Silverman, 2001, p.6). Hence marketers have realized that the best way to increase sales of their products is by getting the customers to sell them. Word-of-mouth communication is now the focal point of marketing and the most effective method for sales promotion. Another factor that increases the significance of the word of mouth is that we are now in the information age where we are overwhelmed with more information than we can handle. This, in addition to busy schedules, leaves no time for extensive research, investigation and deliberation. Hence traditional advertising is on the decline and the word of mouth has become a necessary time saver (Silverman, 2001, p.10). Impact of the word of mouth in marketing There are several factors that render the word of mouth very powerful and effective. The most significant factor is that the word-of-mouth communication can be very influential and can persuade a prospective buyer to buy a product. Another factor is that the word of mouth communication is based on personal experience and therefore the possibility of expected result is very high. The independent nature of the word-of-mouth communication makes it more credible. Besides, while word-of-mouth communication is custom-made, relevant and complete, it is self-generating and self-breeding, growing exponentially and sometimes explosively (Silverman, 2001, p.37). It has unlimited speed and scope, and is "very inexpensive to stimulate, amplify and sustain" (Silverman, 2001, p.37). Word-of-mouth co

Union Victory of the Civil War Essay Example for Free

Union Victory of the Civil War Essay Even before the Civil War actually started, the North had already enjoyed two distinct advantages over the South. Although it also benefited from some excellent strategic decisions as the war progressed, those two pre-war factors ultimately spelled defeat for the army of the secessionists from the south. The first of these advantages was the North’s edge in population. While the southern states only had a combined population of 9 million people (including their slaves), the population of the north was 22 million (including some emancipated slaves). That ratio of 2. 44:1 later proved decisive since the North possessed the capacity of raising and fielding more fighting men to sustain its war effort (Murphy, 2008). The second factor was the difference in their economic thrusts. Whereas the North concentrated on industry and commerce to boost its economy, the South relied on an agricultural economy. In other words, the North had industrial plants while the South could only boast of its farms. The superiority of the North’s economic development became apparent when the war dragged on. It was able to convert its factories to war materials production to support its army in the field while the South had to rely on its foreign trading partners for the replenishment of its war chest. Now, since the North had a stronger navy than the South, it was able to rule the seas and managed to organize an effective blockade, thereby preventing the South from procuring war supplies from other countries. The effect was a weakened southern army due to a depleted supply. These were the two primary reasons that gave rise to the observation that the South was doomed from the start (Murphy, 2008). Some observers believed that these advantages which the North enjoyed at the outset were initially offset by two factors which worked in favor of the South. The first was the fact that the Confederate Army was commanded by better military leaders. Before the Civil War broke out, majority of the finest and more senior commanders in the United States military came from the South. This was because of a southern culture which prized a military career for their men. Because of this culture, it had been customary for rich families to send their sons to the West Point Military Academy which was located in the North and start their career in the military. As soon as the secession was announced by the southern states, many of them resigned from their posts to serve with the Confederate Army. Some of these officers were Generals Robert E. Lee, Thomas â€Å"Stonewall† Jackson, Albert Sidney Johnston, James Longstreet, P. G. T. Beauregard, and Joseph E. Johnston. Most of them held more senior ranks in the United States Army compared to majority of the officers who remained with the Union Army of the North (EDSITEment, n. d. ). The second advantage of the South, according to observers, was the theater of operations and the character of the war itself. Since the Union Army invaded the South, the war was fought on southern territory. This means that the Confederate soldiers had the advantage of knowing the terrain better than the enemy who had to fight in unknown territory. It follows, therefore, that the soldiers of the Confederacy were more mobile and flexible. There was also the fact that for the Southerners, the war was defensive in character. War strategists believe that victory is easily achieved in a defensive war since the defenders have only to defend their ground and wear the invaders down. The North had the more difficult task of occupying the South and forcing them to surrender (EDSITEment, n. d. ). In addition, the Confederate soldiers were more passionate and more desperate for victory. They were defending their soil, their institutions, and most of all, their families. Someone said that When you believe that you are defending your wife and children from invaders, you care more about your cause than those who are simply being paid a wage to go fight for a cause that does not influence their lives as directly. This made a significant difference on the battlefield (Murphy, 2008). The soldiers of the Confederate Army, therefore, enjoyed a higher morale on top of their superiority as far as mastery of the topography of the areas where the war was fought was concerned. Unfortunately, these were not enough for them to win a protracted war. In fact their â€Å"home court† advantage was believed to have worked against them as the war progressed. For every successful thrust on the part of the Union soldiers which resulted to the capture of a piece of Southern territory, the adverse effect on the morale of Confederate soldiers had been substantial. This was particularly apparent when the Union Army succeeded in capturing an area situated between the Mississippi River and the Appalachian Mountains and when the Confederate Army was effectively cut off from their important industrial and agricultural resources as a result of successful campaigns waged by the Union Army in the central and western regions of Tennessee (EDSITEment, n. d. ). The South was likewise believed to have acted based on a false assumption which contributed greatly to their defeat. This false assumption was echoed by South Carolina Senator James Henry Hammond in 1858 when he said that the South was in such a valued station that no country would even think of declaring war against it. Specifically, he declared that â€Å"The world was so dependent on cotton that Southerners could coerce any foreign country into coming to their aid merely by threatening not to sell it† (EDSITEment, n. d. ). Indeed, if Great Britain, who was a major consumer of the South’s cotton, sided with the Confederacy, the war could have ended differently. The South was so confident in their hold of the world cotton market that when the blockade was declared by Abraham Lincoln, Jefferson Davis, who was then acting as President of the Confederacy, did not do anything about it. He was certain that when the countries in Europe would be starved of cotton, they would voluntarily send their navies to destroy the blockade set up by the North, declaring war against the Union in the process. Unfortunately, this was not what happened. Instead, the European countries merely turned to Egypt and India for their cotton requirements, dealing a hard blow to the economy of the South (Newton, Poulter, Simon, Symonds, and Woodworth, 2005). In the end, the great military commanders of the Confederate Army could not do anything with a depleted army and were forced to surrender. The destruction of the economy of the South proved to be the most decisive factor in the Civil War (Murphy, 2008). References EDSITEment. (n. d. ). On the Eve of War: North vs. South. Retrieved April 28, 2008 from http://edsitement. neh. gov/printable_lesson_plan. asp? id=745 Murphy, A. (2008). Strengths Weaknesses of the North and South During the Civil War. Retrieved April 28, 2008 from http://www. associatedcontent. com/article/532303/strengths_weaknesses_of_the_north and. html Newton, S. H. , Poulter, K. , Simon, J. Y. , Symonds, C. L. , and Woodworth, S. E. (2005).

J.d. Salinger Essay -- essays research papers

Born on January 1, 1919, Jerome David Salinger was to become one of America’s greatest contemporary authors. In 1938 Salinger briefly attended Ursinus College in Pennsylvania where he wrote a column, "Skipped Diploma," which featured movie reviews for his college newspaper. Salinger made his writing debut when he published his first short story, "The Young Folks," in Whit Burnett’s Story magazine (French, xiii). He was paid only twenty-five dollars. In 1939, at the age of 20, Salinger had not acquired any readers. He later enrolled in a creative writing class at Columbia University. Salinger was very much interested in becoming an actor and a playwright, which was quite odd because he would later in life become a recluse (Wenke, 3). Salinger adjusted his writing style to fit the literary marketplace. He was writing for money and began writing for magazines like Good Housekeeping and Mademoiselle. Many of Salinger’s characters have unique chara cter traits. "Salinger presents a number of stories that consider characters who become involved in degrading, often phony social contexts," states a major critic (Wenke, 7). These characters are often young and have experienced a lot of emotional turmoil. They have been rejected by society and mainly categorized as "misfits." This alienation of the personality is often viewed as a sign of weakness by society when in fact the outcasts ultimately gain strength from their experiences as shown in Nine Stories, The Catcher in the Rye, and Franny and Zooey. Salinger is telling a tale of the human condition in its reality through his novels. Nine Stories is a collection of short stories of people who are uncertain of the next path to take in life. They are lonely, needy, and searching for love. One of these stories, "A Perfect Day for Bananafish," is the story of a young couple who try to understand their life together and the true meaning of love. Seymour Gl ass has just been released from the Army Hospital and he is unable to adjust to life with his "crass wife Muriel amidst the lavish and vulgar atmosphere of their post-war second honeymoon" (Gwynn & Blotner, 19). It has often been called "the loveless tunnel of love." Salinger portrays Muriel in the first part of the story as superficial. ... ...at lead us to believe that life has leading characters and minor characters, important details and unimportant details, beginnings, middles, ends" (Bryfonski, 521). Many critics acclaim that Nine Stories and The Catcher in The Rye are Salinger’s most famous and important works (Bryfonski, 521). The Glass family saga starting in Nine Stories and continuing in and ending in Franny and Zooey shows how the lack of love and the influence of society can lead to destruction unless you find enough inner strength to rise above it. Many of Salinger’s characters are connected to other fictional characters by other authors. In The Catcher in The Rye, the young Holden Caulfield is compared by critics to Huckleberry Finn: He has a colloquialism as marked as Huck’s†¦Like Huck, Holden is neither comical or misanthrope. He is an observer. Unlike Huck, he makes judgements by the dozen, but these are not to be taken seriously; they are concepts (Lomazoff, 7). Holden i s also compared to Hamlet but to a lesser degree; they are both not totally in the minds. The majority of Salinger’s characters learn from being alienated. Through learning this one aspect, they gain strength from it to move on.

Innovative programs in special education Essay

Special education departments have introduced a variety of innovative programs for children with sensory impairment (deafness, hard of hearing, and blindness). There has been a good deal of success in opening access to regular school experiences to young people with sensory impairments and in educating their peers about the special concerns for children who are deaf and/or blind. There is a considerable body of evidence that innovative programs for teaching reading and spelling skills to children with disabilities should be both multi-sensory and phonic and that this type of teaching can benefit most children in any class at most stages. These are usually programs that are highly structured. They can be seen as essentially free-standing and can form a central element of the overall strategy for teaching children with disabilities. There are many such programs, often they have a slightly different focus, with different types of materials and strategies but they all include multi-sensory element and metacognitive aspects. The range of innovative programs for children with disabilities is impressive, and this work will provide some of the various types of programs and strategies that can be used in special education. Most innovative programs incorporate some or all of the following principles and approaches: multi-sensory; over-learning and automaticity; highly structured and usually phonically based; sequential and cumulative. Multi-sensory methods utilize all available senses simultaneously. This can be summed up in the phrase ‘hear it, say it, see it and write it’. These methods have been used for many years and have been further refined by Hornsby and Shear (1980) in phonic structured programs that incorporate multi-sensory techniques. Over-learning is deemed necessary for children with dyslexic difficulties. The short- and long-term memory difficulties experienced by dyslexic children mean that considerable reinforcement and repetition is necessary. The structured approaches evident in programs of work for children with disabilities usually provide a linear progression, thus enabling the learner to complete and master a particular skill in the reading or learning process before advancing to a subsequent skill. This implies that learning occurs in a linear developmental manner. Although there is evidence from learning theory to suggest this may be the case, there is still some doubt in the case of reading that mastery of the component subskills results in skilled reading. In reading, a number of cognitive skills such as memory and visual, auditory and oral skills interact. This interaction is the key feature; so, it is important that the skills are taught together and purposefully with the practice of reading as the focus. Sequential approaches are usually appropriate for children with dyslexia because it may be necessary for them to master subskills before moving to more advanced materials. Hence a sequential and cumulative approach may not only provide a structure to their learning but help to make learning more meaningful and effective as well. Programs based on the Orton-Gillingham approach have become a central focus for multi-sensory teaching (Hulme & Joshi 1998). The programs offer a structured, phonic-based approach that incorporates the total language experience and focuses on the letter sounds and the blending of these sounds into syllables and words. The approach rests heavily on the interaction of visual, auditory and kinesthetic aspects of language. Orton-Gillingham lessons always incorporate card drills, spelling and reading and usually include activities such as: card drills, word lists and phrases, oral reading selection, spelling of phonetic and non-phonetic words, handwriting, and composition. Once the child has mastered the letter name and sound, the program then advances to introduction of blending the letters and sounds. This begins with simple three-letter words and the child repeats the sounds until the word is spoken without pauses between the constituent sounds. The visual-kinesthetic and auditory-kinesthetic associations are formed by the pupil tracing, saying, copying and writing each word. Reading of text begins after the pupil has mastered the consonant-vowel-consonant words to a higher automatic level (i. e. , when the pupil can recognize and use these words). The initial reading material is taken from the program and contains words the pupil has learnt from the teacher’s manual. The program gives considerable attention to the learning of dictionary skills as well as development of written language from pictographs to ideographs and eventually to the alphabet. The program does appear to be more suited to a one-to-one situation, and it would be difficult to integrate the program within the school curriculum. As in many of the program derived from the Orton-Gillingham approach, the key principles of over-learning, automaticity and multi-sensory approaches are very apparent. In the USA, Morgan Dynamic Phonics have produced a series of phonic programs that focus on user-friendly approaches using the principles of Orton-Gillingham, which includes the use of humor and interaction (Hulme & Joshi 1998). The following programs are based on the Orton-Gillingham method: Alpha to Omega, The Bangor Dyslexia Teaching System, The Hickey Multisensory Language Course, Dyslexia: A Teaching Handbook, Units of Sound. Letterland, developed by Lyn Wendon, consists of many different elements. The materials are extremely useful for teaching reading, spelling and writing, and for developing and sustaining motivation. The programs are internationally renowned, as well over 50 per cent of all primary schools in England and Ireland rely on this program (Gersten, Schiller & Vaughn 2000). Letterland encompasses a number of teaching elements based on recognized and essential components of the teaching of reading. The major elements are: language, with an emphasis on listening, speaking and communicating; phonic skills; whole word recognition skills; sentence awareness; comprehension; reading and spelling connections; and preliminary skills in creative writing. The materials consist of teachers’ guides, wall-charts, code cards, flashcards, wordbooks, cassettes and song- books, photocopiable material, workbooks, games and resources, software, videos, and materials specifically designed for use at home. The program may also be seen as a preventative approach, since it is appropriate for early intervention and may also facilitate the reinforcement of important developmental concepts in learning, such as object constancy. The Letterland system essentially grew out of close observations of failing readers, and the materials reinforce the importance of a reading-for-meaning orientation to print (Gersten, Schiller & Vaughn 2000). Letterland focuses on letters and sounds, and by using pictograms encourages children to appreciate letter stages and sounds, thereby reinforcing both shape and sound of letters and words. Integrated within this, however, are the programs and exercises on whole-word recognition, reading for meaning, spelling and creative writing. Spelling is not presented as a series of rules, but instead through a story approach, focusing on the Letterland characters. Progress through the Letterland program is by a series of steps. These steps can provide the teacher with choice and flexibility, and the program can be implemented to the whole class, in small groups or individually. There are a number of aspects about Letterland that make it useful for some children with specific learning difficulties. These include the use of pictograms— which can be particularly beneficial to the learner with difficulties in phonological awareness and auditory skills. The use of the story approach to reading and spelling that encourages the processing of information using long-term memory is particularly beneficial to dyslexic children whose short-term memory is generally weak. The range of activities incorporating different approaches allows the learner to develop imagination and creativity in the use of letters and words. Other useful aspects include the focus on the context aspects of reading and the use of syntactic and semantic cues. Alpha to Omega is a phonetic, linguistic approach to the teaching of reading and can be used as a program or as resource material. It is highly structured and follows a logical pattern of steps that promote the acquisition of phonological and language skills. There is an emphasis on learning the 44 phonemes from which all English words are composed. These consist of the 17 vowel sounds and the 27 consonant sounds. There is also an emphasis on the acquisition of language structure, focusing on content words (nouns, verbs, adjectives) and finite words (prepositions and participles). There is, therefore, an emphasis on using words in the context of a sentence. The program provides a highly structured format for the teaching of sentences and for grammatical structure. There are also three accompanying and very useful activity packs designed for different stages. These packs provide appropriate back-up exercises to reinforce the teaching program. There is also an extremely useful program of learning games—before Alpha—that can be used with children under five. These games are in a series of structured stages, are multi-sensory and aim to foster language development and other pre-reading skills such as visual and auditory perception and discrimination, fine-motor control, spatial relationships and knowledge of color, number and directions (Gersten, Schiller & Vaughn 2000). The Hickey Multisensory Language Course recognizes the importance of the need to learn sequentially the letters of the alphabet. The third edition of The Hickey Multisensory Language Coursewas now incorporates aspects of the National Literacy strategy and the requirements of the Literacy Hour. The dyslexic child, however, will usually have some difficulty in learning and remembering the names and sequence of the alphabetic letters as well as understanding that the letters represent speech sounds that make up words. The program is based on multi-sensory principles and the alphabet is introduced using wooden or plastic letters; the child can look at the letter, pick it up, feel it with eyes open or closed and say its sound. Therefore, the visual, auditory and tactile-kinesthetic channels of learning are all being utilized with a common goal. These programs involve games and the use of dictionaries to help the child become familiar with the order of the letters and the direction to go (e. g. , he needs to know that T comes before ‘K’), the letters in the first half of the alphabet and those letters in the second half. The alphabet can be further divided into sections, thus making it easier for the child to remember the section of the alphabet in which a letter appears, for example: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z. The Hickey language course includes: activities related to sorting and matching the capital, lower case, printed and written forms of the letters; practicing sequencing skills with cut-out letters and shapes; and practicing positioning of each letter in the alphabet in relation to the other letters (this involves finding missing letters and going backwards and forwards in the alphabet). The course also indicates the importance of recognizing where the accent falls in a word, since this clearly affects the spelling and rhythm. Rhyming games can be developed to encourage the use of accent by placing it on different letters of the alphabet. This helps to train children’s hearing to recognize when a letter has an accent or is stressed in a word. The course includes reading and spelling packs that focus on securing a relationship between sounds and symbols. This process begins with single letters and progresses to consonant blends, vowel continuations and then to complex letter groupings. The reading packs consist of a set of cards; on one side, the lower case letter is displayed in bold with an upper case (capital) letter shown in the bottom right-hand corner in order to establish the link between the two letters. The reverse side of the card indicates a keyword that contains the sound of the letter with the actual sound combination in brackets. Rather than providing a visual image of the keyword, a space is left for the child to draw the image. This helps to make the image more meaningful to the child and also utilizes and reinforces visual and kinesthetic skills. The spelling pack is similar in structure to the reading pack. On the front of the card the sound made by the letter is displayed in brackets, while the back contains both the sound and the actual letter (s). Sounds for which there is a choice of spellings will in time show all the possible ways in which the sound can be made. Cue words are also given on the back as a prompt, in case the child forgets one of the choices. Spelling is seen as being of prime importance by the authors of the program since they view it as an ‘all round perceptual experience’. This process involves over-learning and multi-sensory strategies. The Bangor Dyslexia Teaching Systemis a structured, sequential teaching program developed for teachers and speech and language therapists involved in supporting children with dyslexia. A useful aspect of this program is the division between primary and secondary pupils. Although it is acknowledged that some secondary pupils are still ‘beginning’ readers and need to go through the same initial stages of acquiring literacy as ‘beginning readers’ in the primary school, the program makes some special provision and adaptations for secondary students. This helps to make the secondary material more age appropriate. The basic philosophy of the program is not unlike that of other structured, phonic programs. It focuses on phonological difficulties and the problems dyslexic children have in mastering the alphabetic code. The program attempts to provide children with some competence, at the earliest stage possible, in recognizing and categorizing speech sounds. It is not possible for children to benefit from ‘top down’ language experience approaches to reading if they have not mastered the basic principles of literacy. Some of these principles, which the program for primary aged children focuses on, include: the teaching of basic letter sounds and the structure of words, long vowels, common word patterns, irregular words, alphabet and dictionary skills, grammatical rules and silent letters. The program shares the same principles as that utilized by other similar programs for dyslexic children. It is highly structured and the teacher has to proceed systematically through the program. The aspect of over-learning is acknowledged to be important, and therefore revision of material already learnt occupies an important place in the implementation of the program. One of the difficulties inherent in following the principle of over-learning is the aspect of boredom, which may result from repetitive revision of material already learnt. This program acknowledges that pitfall and suggests ways of overcoming it through the use of games and other adapted materials. The multi-sensory teaching element is also crucial in this program. Some of the exercises attempt to engage all the available senses simultaneously, thus acknowledging the accepted view that dyslexic children benefit from multi-sensory learning. The program also utilizes the particular benefits of mnemonics for dyslexic children as well as the notion of reading and spelling as an integrated activity. Some emphasis is also placed on encouraging dyslexic children to use oral language to plan their work. It is felt that such verbalizations help children clarify their thoughts and planning before embarking on a course of action. The secondary component of the program provides useful advice on dealing with the problem of teaching basic literacy to older students. Some effort is made to ensure that the student is familiar with polysyllabic words in order that the potential for creative writing is not unduly restricted. At the secondary stage the aspect of reading for meaning is of great importance in order to ensure sustained motivation. The Bangor Dyslexia Teaching System acknowledges this and suggests a range of techniques that can help to support the student through the decoding difficulty in order that maximum meaning and pleasure can be derived from the text. Such suggestions include: supplying difficult words; introducing the story and the book’s background and characters; pointing out clues such as capital letters and titles; encouraging fluency by reading from one full stop to the next; omitting words that are difficult, thus encouraging the use of context to obtain meaning; practice; and reading rhymes and limericks that aid sound and syllable awareness. The key principles found in the majority of individualized programs for dyslexic children-multi-sensory techniques, automaticity and over-learning-are all found in the Alphabetic Phonics program. Additionally, the program recognizes the importance of discovery learning. Opportunities for discovery learning are found throughout this highly structured program. The program, which stems from the Orton-Gillingham multi-sensory approach, was developed in Dallas, TX, by Aylett Cox. Alphabetic Phonics provides training in the development of automaticity through the use of flash cards and over-learning through repetitive practice in reading and spelling until 95 per cent mastery is achieved. The program also incorporates opportunities to develop creativity in expression and in the sequencing of ideas. DISTAR (Direct Instruction System of Teaching Arithmetic and Reading) was originally designed for socially disadvantaged children in the USA as part of the Project Follow Through scheme launched by the US government in 1968 (Hulme & Joshi 1998). The program is orientated to achievement in basic attainments and tasks and skills to enhance effective learning. Some of the features of DISTAR include: the transfer of learning from specific examples to general concepts; continual, positive reinforcement to enhance motivation and success; and the monitoring of progress through the use of criterion referenced assessment. In addition to reading skills, the current DISTAR program covers language, spelling and arithmetic. Evaluation studies display impressive progress in attainments among students undertaking the DISTAR program – results that appear to continue through to secondary education. Some criticism, however, has been raised that the teacher’s manual is too prescriptive and places too much restriction on teachers. The focus of the program on transferring skills from the specific to the underlying general task concepts is, indeed, commendable and can make the DISTAR materials a useful resource. Three recent studies trained phonological awareness in children with reading disabilities using the Lindamood Auditory Discrimination in Depth program (ADD), a method that first encourages awareness of the articulation of speech sounds. Two studies used no control groups, but reported good progress for students who had made little progress with other programs. The third study used matched groups of children with severe reading disability at a private school. The control group received the school’s well-reputed program, which included auditory training and strategies for encoding and decoding written symbols. The trained group spent 6 weeks learning ADD before merging it with the regular program. All children improved substantially by the end of the year. The ADD group did not gain significantly more than controls on standardized tests of reading and spelling, although trends favored the ADD group. Compared to controls, ADD children did make significantly greater improvement in the phonetic quality of their errors in spelling and nonsense word reading. Besides being a well-structured phonemic-awareness program, the ADD approach holds theoretical interest because of its strong emphasis on developing concrete articulatory (speech-motor) representations to distinguish phonemic differences. The program includes associating articulatory labels, pictures, letters, and sounds, and using these articulatory concepts in phonological awareness work and manipulating letters and sounds in reading and spelling exercises. This work described some of the innovative programs that may be utilized in special education. The programs are logical and consist of small steps. They also incorporate elements of all the modalities—visual, auditory, kinesthetic and tactile. Teaching is not only about providing information, but about accessing useful and transferable skills as well—for example, phonological awareness skills can be later transferred and utilized in writing skills. Essentially, the approaches involve thinking about thinking and the learners with disabilities consider how a particular response was arrived at. Children with disabilities is a whole-school concern, and not just the responsibility of individual teachers. Innovative programs require an established and accessible policy framework for consultancy, whole-school screening and monitoring of children’s progress. It is important to consider the rationale for using particular programs and strategies. Within the areas described here of individualized learning, support approaches and strategies, assisted learning and whole-school approaches, there are many effective means of dealing with disability. Therefore, the criteria for selection—the context, the assessment, the curriculum and the learner—must be carefully considered. It is important to link programs and strategies together because, while there are a considerable number of well-evaluated and effective commercially produced programs in special education, it is very seldom that the program can be used by untrained teachers. Even if a program has clear instructions, there is some skill attached to implementing such programs. Therefore, the teacher needs to be aware of strategies that can be used to reinforce the program and to evaluate the effectiveness of the learning that can take place through the use of the program. One of the main challenges facing teachers is the need to find varied approaches to learning that will motivate children and will provide the key elements that the child requires as well. If the child does not respond to a structured program, the teaching program should then be reevaluated. This would help to decide whether it is the most appropriate program to use. It is also important to consider other factors as the child may not be responding because she or he may only need a longer period to achieve the objective of the program. References Gersten, R. , Schiller, Vaughn, S. (2000). Contemporary Special Education Research: Syntheses of the Knowledge Base on Critical Instructional Issues. Lawrence Erlbaum Associates: Mahwah, NJ. Hulme, C. , Joshi, M. (1998). Reading and Spelling: Development and Disorders. Lawrence Erlbaum Associates: Mahwah, NJ. Hornsby, Shear. (1980). Alpha to Omega. Heinemann Educational Books. London. Lindamood, P. , Bell, N. , & Lindamood, P. (1997). Achieving competence in language and literacy by training in phonemic awareness, concept imagery and comparator function. In C. Hulme & M. Snowling (Eds. ), Dyslexia: Biology, cognition and intervention (pp. 212–234). London: Whur.

Christian Environmental Ethics - 1517 Words

Research Essay: 20876077 Through the study of scripture, Christian movements and the views of historical and contemporary figures, it can be said that Christian ethical teachings have a significant influence on the lives of its adherents. A prime example of the effects of these teachings is the nature and practice of Christian environmental ethics. The Stanford Encyclopaedia of Philosophy defines environmental ethics as the discipline in philosophy that studies the moral relationship of human beings to, and also the value and moral status of, the environment and its nonhuman contents. Although each denomination has its own unique manner of judging ethical understanding, the basic and fundamental structures of their environmental†¦show more content†¦The passage of John 10:11 I am the good shepherd. The good shepherd lays down his life for the sheep† emphasises the importance of animals in the hierarchy of creation and Christian’s responsibility to protect and care for them. The issue o f Deforestation has been high on the global environmental agenda for many years, and remains a serious problem today. In the tropics and many other parts of the world, nations continue to lose the valuable biodiversity, soil and water conservation, and climate regulation that natural forests provide. Christianity can only address this matter by continuing to combine an acceptance of the command to people to ‘multiply and replenish the earth’ (Genesis 1:28) with a balancing injunction to act as stewards of the environment. Charities such as Christian Ecology Link and World Vision work to increase awareness of the current ecological crisis and encourage adherents to live sustainably and make ‘green’ consumption choices. Significant contemporary and historical religious figures have also had been highly influential towards the ethical attitudes and practices of Christians. The Roman Catholic Church has issued a number of statements on the environment. 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Many philosophers have proposed answers to these inquiries, but every ethic is weak in o ne or more of these areas. Holmes Rolston III, an American philosopher, preacher, and naturalist, has proposed a deontological argument that addresses each of the key subjects in the debateRead MoreThe Ethics Of Environmental Ethics1299 Words   |  6 PagesEnvironmental ethics are a particular portion of environmental philosophy that echoes the ethical affiliation between human beings and the natural environment. The core belief that God is the creator of all things and human beings, grounds the environmental ethics of Christian teachings, where individuals are charged with the stewardship of this creation. Christian scripture, natural law and tradition create the foundations of Christian ethical teachings yet different expressions of ChristianityRead MoreSome Christian Precepts and Concepts1025 Words   |  4 Pagestheir relationship with God every day. 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