In what respects is Pluto more like a moon than a Jovian or Essay

In what respects is Pluto more like a moon than a Jovian or terrestrial planet - Essay Example Since Pluto is a small ice chunk, it does not quite settle into these two categories and is more similar to a satellite or moon (Weintraub 45). One of the criteria for any object to be categorized as a real planet is that it must have â€Å"cleared the neighborhood around its orbit." The mass of Earth is approximately 1.7 million times higher than the mass of all other objects within its orbit. Unfortunately, the mass of Pluto is only 0.07 times higher than the mass of its other orbiting objects. Consequently, in 2006 Pluto was officially relegated to a ‘dwarf planet’ (Weintraub 98). More objective minds have lately decided to remove Pluto from the list of planets surrounding the sun. There are some objects that are larger than the Pluto that would qualify to be included to the list of planets if really Pluto was deliberated a planet (Weintraub

The War of 1812 Essay Example for Free

The War of 1812 Essay 1. The effects of the War of 1812 on banking, shipping, farming, industry, and transportation. a. The War of 1812 occurred because the British were impeding U. S. shipping. When we won the war, farmers were able to ship their products such as cotton or tobacco overseas. This helped farmers, because they had access to markets. It helped banking because if farmers couldnt ship their products, they had no reason to borrow money. It also helped farmers repay loans they previously got from banks. It helped transportation and shipping, because farmers had to use transportation and ships to get their products to other countries who wanted to buy the raw materials. 2. The â€Å"era of good feelings† as a transitional period. b. Party and sectional divisions fell by the wayside during the â€Å"era of good feelings† with a president who was determined to heal old wounds, but this spirit of unity did not last. Sectional tensions reappeared during the Missouri debates, which brought the issue of slavery and its expansion to the forefront. 3. The causes of the Panic of 1819 and the effects of the subsequent depression on politics and the economy. c. This is a sad tale told many times over the years. America had just got out of the war of 1812. When the war ended, the economy was still based in a war-time production and along with land speculation and little diversification. well, you get a bad recession. We Americans do many things right but there are times we just dont learn. That, my friend, is one of those lessons not learned. 4. The northern and southern arguments during the debates over the admission of Missouri and how they influenced sectional attitudes. d. During the debate over Missouri’s admission, Congressman James Tallmadge of New York introduced an amendment stating that no more slaves could be brought into Missouri and that all slaves born in Missouri after the territory became a state would be freed at the age of 25. 5. The ways in which the Marshall Court changed the status of the federal judiciary and how the Court’s decisions altered the relationships between the federal government and the states and the federal government and business. e. Marshalls Court defined the constitutional standards of the new nation. The great work of the Marshall Court was done in a handful of great cases, especially Marbury v. Madison, McCulloch v. Maryland, Cohens v. Virginia and Gibbons v. Ogden. 6. The reasons why President James Monroe announced his â€Å"doctrine† in 1823 and the impact on international relations at the time. f. The US President, James Monroe, first stated the doctrine during his seventh annual State of the Union Address to Congress. It became a defining moment in the foreign policy of the United States and one of its longest-standing tenets, and would be invoked by many U.S. statesmen and several U.S. presidents, including Theodore Roosevelt, Calvin Coolidge, Herbert Hoover, John F. Kennedy, and others. 7. Presidential politics in the â€Å"era of good feelings† and how they altered the political system. g. There might even be a parallel to the era of good feelings that, in hindsight, can be seen to have existed from 1936 to 1968. Contrast the accomplishments of that erathe winning of the Second World War, the Marshall Plan, NATO, GATT, the GI Bill, interstate highways, and public education, the Civil Rights Actwith the dissension, deadlock, and deficits of the period from 1968 to the present. 8. The reasons why Andrew Jackson was elected in 1828 and the significance of his victory. h. The election of 1828 was significant as it heralded a profound change with the election of a man widely viewed as a champion of the common people. But that years campaigning was also noteworthy for the intense personal attacks widely employed by the supporters of both candidates.

Womanhood in The Eve of St. Agnes and La Belle Dame Sans Merci and Mari

Womanhood in The Eve of St. Agnes and La Belle Dame Sans Merci and Mariana by Keats In the two poems "Mariana'' and "La Belle Dame Sans Merci'' and the extract from ''The Eve of Saint Agnes'' the poets portray three diverse perceptions of women. The reader distinguishes a woman as a temptress, a woman whom is vulnerable and is dependent on man, and a woman who is nubile and is innocently seductive. "La Belle Dame Sans Merci" is a ballad, written in 1819. In this ballad, the femme fatale deceives the Wretched Wright she meets. He falls in love with the Belle Dame instantly and is convinced that she too is in love with him; "She look'd at me as she did love". The Tempter is "beautiful, a faery's child"; the Belle Dame looks magnificent on the outer surface however beauty is only skin deep as there is an inner wickedness about her. Her "eyes were wild" and she enchants the Wretched Wright with "faery's song's". 'Faery's' were thought to be from 'another place'. Her love was weird but wonderful to the Wretched Wright, "And sure in language true she said, I love thee true." The Belle Dame is conveyed, as a temptress who knowingly destroys men's hearts, even from reading the title the reader knows this. The title is translated to mean 'A Beautiful Lady Without Merci'; this shows us that she is dangerous to men. "I saw pale kings, and princes too", the Belle Dame had intentionally starved more men before the Wretched Wright form love. This contrasts with "The Eve of St. Agnes" where the reader observes another type of temptress, Madeline, in the poem 'Mariana'. Madeline is unknowingly seductive to the weak Porphyro. Porphyro even sings to her, "La belle dame sans merci: Close to her ear" as ... ...ness by Keats, "Alone and palely loitering", we too connect this image with gloomy, suffering love. As if he is colourless like the "Pale warriors, death-pale were they all." Love had taken away all their cheerful colours along with leaving them weak and defenceless. In conclusion through these poems the reader explores the limitations of society and the influence of these restrictions on women. The reader also observes the power and beauty of love as well as the result it has on people. In all three poems the last line of the poems and the extract demonstrates this; "Oh God, that I were dead!" "For if thy diest, my Love, I know not where to go", "And no birds sing." I think that in all three endings Keats's and Tennyson some up the distress caused by love and the penalty of its addiction very admirably when looking into the poems not at first glance.

An Analysis of Gullivers Travels :: Gullivers Travels Essays

An Analysis of Gulliver's Travels    When I first started reading the book I thought its only purpose was to talk about the political system in England. But after some pages I found that there could be a deeper message concealed, between the lines somewhere. The book is divided into four minor novels. The first is about the Lilliputian's the second about Gulliver visits the giants, the third about the flying island and last about Gullivers travels to the land of Houyhnhmland.    In the first book Gulliver gets shipwrecked and ends up on the island Lilliput were some inhabitans of the island finds him and ties him to the ground. The king hears of the news and sends the army to stop the giant from escaping. Gulliver is then taken to the king's castle were he is searched fore weapons or other dangerous items. The Lilliputians are divided into two tribes. One is holding Gulliver and the other lives on the second island which is separated from the first by a canal (resembles of England and France) . Gulliver is at the littlenders and the enemy is the bigenders which live on the island   of Blefuscu. Gulliver helps the Littlenders to defeat the bigenders. In this book Swift emphasises the stupidity in the war between England and France and also every war which starts over a stupid reason, he also points out the meaningless in courtlife were they do nothing but waste the states money.    At he lilliputians he builds a raft which he uses to sail back to England. But instead he finds himself shipwrecked and washed upon the shores of Brumbidang or the giants land. there   he was found by a farmer whom handed him over into his daughters care. The farmer uses Gulliver for finical reasons and shows him up as a side-showfreak at all the inns in the land. In the giants land there are no classdeffirences this is something that probably Swift wanted to introduce to the British system.    In this book Swift also attacks the British political and justice system with no mercy, He also emphasises the meaningless of having an standing army in peace.    In the third book Gulliver gets picked up by men of the flying island of Laputa.    There everyone is striving to improve their environment in any way possible

Review of Sociology as an Academic Discipline

Description of an academic discipline. Sociology is, in the broadest sense, the study of human interactions as well as social trends and phenomena that impact behaviors of individuals. (Dressler, 1973) It is generally classified as one of the social sciences along with economics, psychology, and anthropology and was established as a subject in the late 18th century.Karl Marx, the founder of modern Communism, succeeded in stimulating the general public’s interest in the subject more than anyone else even though he lived and wrote in a period before Sociology became fully recognized as an academic discipline. Scientific approach of sociology is vastly influenced by the fact that people are able to exist only in groups. In this sense, the focus of the sociologist’s attention is group behavior. The following is a brief example.While most individuals of the western world are convinced they are free to make choices for themselves and that no one is allowed to dictate their li ves, in reality following general behavioral trends is a natural aspect of belonging to a society. For instance, the trend of lifelong career development has caused millions of women to choose—often unintentionally—career over full reproductive potential (Hilgeman & Butts, 2009).Commonsense ideas and explanations represent a form of social perspective since they claim to represent the things that â€Å"everyone knows† about the social world and human behavior. These ideas, whatever they may be, are not necessarily incorrect, but they do tend to have one characteristic that sets them apart from sociological forms of knowledge, namely that commonsense ideas are simply assumed to be true. Sociological knowledge, however, has greater validity than most forms of commonsense knowledge because it has been carefully tested.To put the matter differently, sociologists try to base their statements about human behavior on evidence rather than simple assumption. To do so , they apply systematic ways of studying social behavior like questionnaires, observations and experiments. References: 1. Dressler, D. (1973). Sociology: The study of human interaction (2nd ed. ). 2. Hilgeman, C. , and Butts, T. (2009). Women’s employment and fertility: A welfare regime paradox [Electronic version]. Social Science Research, 38(1), 103-117. Accessed October 14, 2012.

Architecture in Puritan Era essays

Architecture in Puritan Era essays Starting as nothing but vast frontier land, and followed shortly later when the United States developed into a nation, the U.S. was heavily influenced by the styles of art and architecture of European societies. Colonial Architecture reflects that of European nation, those that had to adapt to the dangers and harsh weather conditions of the vast wildernesses. If the weather conditions were dominantly rain then the homes would be equipped to disperse large amounts of water. If the conditions in the land called for wind protection because of windstorms or just large gusting periods during the day then the shelters would be built with strong materials so the shelters would not be blown over. In the western part of the colonies Spanish influences prevailed more heavily and were shown in the structures that the early Spanish colonists built, while English styles, and some French predominated in the east. When the colonists came to the U.S. they only brought knowledge of their countries bu ilding styles so in order to invent newer styles they had to start out with basic homes until they could design their own newer upscale homes to display their talents. This early period they called Saltbox architecture. A typical home during the first few years in the colonies was a log home or a cape cod, which was about one room deep, or if the house called for and the owners had enough money the home had a chimney. With the Saltbox era coming to an end the architects looked to styles from their homelands. Many of the architects coming from Europe adopted their styles into American society and started to build homes that resembled some back in Europe. The late 1700s and early 1800s the Spanish colonists of the southwest encountered a native building tradition in adobe, which used readily available materials suited to their climate and would be reflected in the building structure. Adobe building structures were show...

How to Apply for a Patent for Your Invention

How to Apply for a Patent for Your Invention Inventors who have created a new product or process can apply for a patent by filling out a patent application, paying a fee, and submitting it to the United States Patent and Trademark Office (USPTO). Patents are meant to protect creations that solve a specific technological problem - be it a product or process - by assuring that no one else can produce and sell a product or process similar to the one patented. Because the patent application is a legal document, inventors hoping to complete the forms need to have a certain level of expertise and preciseness when filling out the proper paperwork - the better written the patent, the better the protection the patent will produce. The patent application itself has no fill-in forms available on the most complex parts of the paperwork, and instead, you will be asked to submit  drawings  of your invention and fill out a series of technical specs that make it different and unique from all other inventions that have already been patented. Undertaking a non-provisional utility patent application without a  patent attorney or agent  is very difficult and not recommended for beginners to patent law. Although only  the inventor may apply for a patent, with certain  exceptions, and two or more persons making  an invention  jointly must apply for a patent as joint inventors, all inventors must be listed on the patent applications. Getting Started With Filing Your Patent It is highly recommended that you draft a first copy of the patent application and do a preliminary search for prior art yourself before bringing the paperwork to the patent agent you hire for a final proof. If you must self-patent for financial reasons please read a book such as, Patent It Yourself and understand the risks of self-patenting. Another alternative - which comes with its own set of  drawbacks  - is to file a provisional patent application, which provides one year of protection, allows patent pending status, and does not require writing claims. However, before one year expires you must file a non-provisional patent application for your invention, and during this year, you can promote and sell your product and hopefully raise the money for a non-provisional patent. Many successful experts advocate provisional patents and other alternatives as a better path to follow. Essentials of Non-Provisional Utility Patent Applications All non-provisional  utility  patent applications must include a written document which comprises a specification (description and claims) and an Oath or Declaration; a drawing  in those cases in which a drawing  is necessary; and the filing fee at the time of application, which is the fee when the patent is issued, as well as an  Application Data Sheet. The descriptions and claims are very important to a patent application as they are what the patent examiner will look at to determine if your invention is novel, useful, nonobvious, and correctly reduced to practice as it relates to whether or not the invention is  patentable  in the first place. It takes up to three years for a patent application to be granted, and because applications are often rejected the first time, you may need to amend the claims and appeal. Make sure that you meet all  drawing standards  and follow all patent laws that apply to design patent applications in order to avoid further delay. It will be a lot easier for you to understand how to apply for a design patent if you look over a few issued design patents first - check out  Design Patent D436,119  as an example before proceeding, which includes the front page and three pages of drawing sheets. Optional Preamble and Mandatory Single Claim A preamble (if included) should state the name of the inventor, the title of the design, and a brief description of  the nature  and intended use of the invention that the design is connected to, and all the information contained in the preamble will be printed on the patent if it is granted. Using an Optional Preamble: I, John Doe, have invented a new design for a jewelry cabinet, as set forth in the following specification. The claimed jewelry cabinet is used to store jewelry and could sit on a bureau. You may choose not to write a detailed preamble in your design patent application;  however, you must write one  claim  like  Design Patent D436,119  uses. You will submit all bibliographic information such as the inventors name by using an  application data sheet  or ADS. Using a Single Claim: The ornamental design for eyeglasses, as shown and described. All design patent application may only include a single claim that defines the design which the applicant wishes to patent, and the claim must be written in formal terms, where as shown relates to drawing standards included in the application while as described means that the application includes special descriptions of the design, a proper showing of modified forms of the design, or other descriptive matter. Design Patent Title and Additional Details The title of the design must identify the invention that the design is connected to by its most common name used by the public, but marketing designations (like Coca-Cola instead of soda) are improper as titles and should not be used. A title descriptive of the actual article is recommended. A good title helps the person that is examining your patent know where to or not to search for prior art and helps with the proper classification of the design patent if it is granted; it also helps the understanding of the nature and use of your invention that will  embody the design. Examples of good titles include jewelry cabinet, concealed jewelry cabinet, or panel for a jewelry accessory cabinet, each of which gives specifications to items already known colloquially, which could increase your chances of getting your patent approved. Any cross-references to related  patent applications  should be stated (unless already included in the application data sheet), and you should also include a statement regarding any federally sponsored research or development if any. Figure and Special Descriptions (Optional) The figure descriptions of the drawings included with the application tell what each view represents, and should be noted as FIG. 1, FIG. 2, FIG. 3, etc. These items are meant to instruct the agent reviewing your application to what is being presented in each drawing, which can be demonstrated as such: FIG.1 is a perspective view of eyeglasses showing my new design;FIG.2 is a front elevational view thereof;FIG.3 is a rear elevational view thereof;FIG.4 is a side elevational view, the opposite side being a mirror image thereof;FIG.5 is a top view thereof; and,FIG.6 is a bottom view thereof. Any description of the design in the specification, other than a brief description of the drawing, is generally not necessary since, as a general rule, the drawing is the designs best description. However, while not required, a special description is not prohibited. In addition to the figure descriptions, there are many types of special descriptions that are permissible in the specification, which include: A description of the appearance of portions of the claimed design which are not illustrated in the drawing disclosure; a description  disclaiming portions of the article not shown, that form no part of the claimed design; a statement indicating that any broken line illustration of environmental structure in the drawing is not part of the design sought to be patented; and a description denoting the nature and environmental use of the claimed design, if not included in the preamble.

Rise of a Tyrant, Hitler and the Holocaust Essays

Rise of a Tyrant, Hitler and the Holocaust Essays Rise of a Tyrant, Hitler and the Holocaust Essay Rise of a Tyrant, Hitler and the Holocaust Essay Rise of a Tyrant, Hitler and the Holocaust BY oliver2017284 Rise of the Tyrant, Hitler and the Holocaust Germany was in utter chaos due to hyperinflation, Joblessness, and humiliation prompted by the Treaty of Versailles leading to a demoralized and dire state. During this crisis, Adolf Hitler, an unknown though high-ranking German soldier of World War l, saw firsthand how his country fought and made sacrifices again and again only to face defeat in the end. Hitler conveniently assigned blame on the innocent Jewish people. l will never be able to go back to Sweden without knowing inside myself that Id done all a man could do to save as many Jews as possible. (Raoul Wallenberg), Letters and Dispatches 1924-1944. Raoul Wallenberg, a Swedish diplomat and a humanitarian, saved over one hundred thousand Jews in Nazi occupied Hungary during the Holocaust and the later stages of World War II. Raoul Wallenberg witnessed horrific inhumane acts committed by Hitler and his Nazi army spurred by Hitlers ambitions, his effective use of propaganda creating one of worlds worst human tragedies the Holocaust, and his scapegoat of the Jewish people. Hitler wanted to restore Germany to its former glory and eliminate the aftermath of the Treaty of Versailles. With the Treaty of Versailles put into place after WWII, Germany was forced to pay harsh reparations and give-up German colonies. Hitler took advantage of Germanys instability to advocate his vision of a pure German state, which also helped solidify his gain for power. Germanys economy was in severe recession and that made Hitlers power rise immensely because he was able to pinpoint the concerns of the masses. He put in place a social hierarchy where the Aryans were placed at the top and the Slavs, Jews, and the homosexuals placed at the bottom. He advocated one strong leader was needed to help lead this movement for a stronger Germany. In his mind, the Jews were the culprit and could not be trusted. The struggle for world domination will be fought entirely between us, between Germans and Jews. All else is facade and illusion. Behind England stands Israel, and behind France, and behind the United States. Even when we have driven the Jew out of Germany, he remains our world enemy. (Adolf Hitler) declared in 1927. He wanted to transform himself into a dominant leader and gain power by sacrificing the Jewish people. Therefore, Hitler was eager to create this imagined utopia where Germany was a country consisting of a single race, absolutely no Jews, and no physically or mentally impaired people and transforming it into a world power once again. To gain power, propaganda was heavily used to brainwash the masses and spread anti-Semitism to help him gain the status of the Fuhrer a tyrannical leader. Hitler even created a special name for the Jews, Untermenschen the sub-humans. Discrimination against the Jews quickly spread as time passed under the reign of Hitler. It is a small, rootless, international clique that is turning the people against each other that does not want them to conduct peace. (Adolf Hitler) speaks in 1929. personal biases and opted to tarnish the Jewish legitimacy. Hitler conveyed to his people that the Jewish had no permanent country of origin, and therefore they had no loyalty to Germany either. He also manipulated the masses by dehumanizing the Jewish people. Nazi thugs forbid Germans from going into Jewish shops, banks, and ffices, but unfortunately for Hitler, most Germans initially ignored his mission. Hitler did not expect his power to be condoned by his peers, what he wanted was his rules to have impact and widespread by the use of force and violence. His hunger for power soon led him to be a malicious and tyrannical leader. Hitler started to distinguish the hierarchies by creating symbols and signs to distinguish the Jews from the rest. Jewish people had their Jewish star sign pinned on their Jacket, and they werent allowed in certain places such as theaters, swimming pools, and resorts. On the other hand, people that wore the Swastika were feared but respected. Furthermore, what the soldiers accomplished were all part of Hitlers propaganda plans. As Germany dominated Austria, Poland, and countries around Czechoslovakia, Hitler attempted to eliminate the Jewish race completely by building concentration camps. The Nazis filled the concentration camps with Jewish captives and slowly eradicated them. They eliminated woman, children, and elders because of their physical limitations . Germans also forced the men and teens to labor for long hours. Hitler wanted to make use of the Jewish people efficiently, so he made them do harsh physical labor that no one else was willing to do. The Nazis committed mass murders after they felt the Jews work was done. Hitler thought about the limiting factors such as the food source, so he fgured the best way was to kill them all. Hitler used methods such as mass open-air shootings, gas chambers, forced to work until death, and death marches. Hitler anticipated many ways to get rid of the Jews as fast as possible. One of his well known and cruel ways was to use gas chemicals to poison the Jews. Almost 6 million Jews were murdered during the Holocaust and that was two-thirds of the Jews in Europe at the time. 1. 1 million children were killed during the Holocaust. His inhumane actions clearly brought the attention of the outside world. Germans were extremely powerful and advanced, they started to expand their army and reached for the Soviet Union. However their aggressive and quick expansion exhausted their own supplies. (Lucy Li) Hitlers troops were exhausted, millions dead or captured, and with the fall of the Romanian oil fields, German armies were running out of gasoline. Soon they dropped from the peak to the pit bottom by an attack from other countries such as the United States. During Hitlers reign, hundreds of thousands of Jews were sent into concentration camps. Wallenberg took on a humanitarian mission to save around one hundred Jews. Hitlers inhumane act to gain power was completely unforgiving and needs to be prevented at all cost in the future. Hitler exchanged 5. 7 million Jewish people for the sake of his own power and selfish dream. Therefore, this dark part of history should never happen again for the sake of humankind.

Fredrick Expression of Allegiance to the Declaration of Independence Essay

Fredrick Expression of Allegiance to the Declaration of Independence - Essay Example He had been invited to speak concerning what the Fourth of July signifies for America's black community, and although the initial part of the speech congratulates what the founding fathers accomplished for America, in general, the speech slowly graduates into a condemnation of the American society and the slavery. This is because he related to slavery for he was once a slave before he escaped. His uncertainty towards the American public and the independence depicts his allegiance to the idea, although he thinks it bleak for the black community. Douglass begins his speech by addressing the president and the fellow citizens in attendance. It is noteworthy that Douglass counts himself a citizen, at par with the rest of the spectators in the audience. All through this oration, including his life, Douglass exponents equal justice and rights, as well as nationality, for blacks. He begins his speech by modestly excusing for being panicky in front of the audience and makes an acknowledgment that the journey to freedom was a long one considering his trifle along the way. He addresses the listeners for the gathering, which was the Fourth of July, nevertheless prompts them on the idea of the nation young, and is capable to transform in the coming years. By this, he implies the country is still on the road to the establishment of a great country. He actually believes the independence was gained, however not for the black population that is still in dire need of freedom. Douglass conceives the independence was a good advance by the founding fathers; nevertheless, they still have to extend the freedom clause in actions and treatment of the black population.

Who Am I Gender As A Social Construct, Not An Inherent Characteristic Essay

Who Am I Gender As A Social Construct, Not An Inherent Characteristic - Essay Example Sex is a physical, genetically based characteristic, visible through the sex organs. Gender is a social construct, created and utilized by society to place people in categories. This is clearly shown through Peter Levin's article "Gendering in the Market: Temporality, Work, and Gender on a National Futures Exchange." In Peter Levin's article, gender is proven to be a social construct and not an inherent aspect of self, and is hierarchically organized within the society." There are few places in America that are more gendered than the Stock exchange and trading floors. Over 90% of all trade floor workers are male, and according to Levin, "are highly heterosexual, hyper-rational, and based on the ideals of domination, aggression, and competition" (Levin 4). Levin creates the model to explain the environment, and how the environment changes to create gender. In an environment that is traditionally thought to emulate one gender or another, such as the trade floor, the discrepancies become clearer. For women to act on the trade floor successfully, they would have to overcome their gender, which, were it a genetic construct, and not a social construct, would be impossible. Yet, when the trade floor is busy, women are considered to be equally successful to men.

Discuss the role played by morality or obligation in Antigone Essay - 1

Discuss the role played by morality or obligation in Antigone - Essay Example Both assertions are legitimate and are present in an unavoidable tension. Another probability is to interpret the play as a mere justification of Antigone over Creon, as an absolution of the individual’s appreciation of right and wrong over the assertions of the state and nothing more. In the story Antigone, the literary style of tragedy is accentuated by the arrangement of the events from order to chaos. The two central characters in the story were the tragic heroine Antigone and pragmatic but weary ruler Creon. Both Antigone and Creon primarily played significant roles in the story; yet, the former one was the character who brought about relevant changes in the kingdom through her insistence of personal desire. The death of Antigone became the glaring signal of the sudden demise of the central characters of the story such as Haemon, the fiancà © of Antigone, and Eurydice, the knitting wife of Creon. The suicides of Haemon and Eurydice were the last punishment bestowed upon Creon. Antigone was a headstrong and unruly heroine at first but then after her failure to bury his brother’s body, Polynices who died in the battle for the throne, she underwent an internal change that is manifested in her utter rejection of the desire to live longer and happily with her love Haemon. She courageously accepted the punishment of execution for her acts which consequently symbolized her solitary combat against state power. In her bold decision not to cede to Creon, Antigone’s beauty as a tragic heroine surfaced in the crucial moments of her hopelessness and misery. Ismene, her physically enticing sister, admitted that Antigone is beautiful in way that doesn’t please the eyes but in an unsettling, frightening and remarkable way. The activities of Antigone in the story resultantly affected the fate of the other characters. Creon, on the other hand, failed in his

The Offensive Movie Clich That Wont Die Essay Example | Topics and Well Written Essays - 750 words

The Offensive Movie Clich That Wont Die - Essay Example Zollar argues that the word â€Å"negro† has been employed differently during the past four decades. It began falling out of fashion 4 decades ago and this may explain why it is apparently devastating. It is a word that was employed to comfort the white and militantly to oppositional the black race. I enquired for both dignity and autonomy without incorporating the more step for the assertion of its existence with or lack of approval of the white American. For example, in the movie called The â€Å"Green Mile,† the power of the character is used to benefit the whites. It may be relatively difficult to comprehend how words such as â€Å"Negro† changed with time since it is usually perceived to be a racist word. Furthermore, the word is offensive as it describes a race and the race in question has been not only striving but also improving with years. The word should not be used due to the fact that it was used to refer to the blacks during the oppressive eras. To elaborate further, president Obama’s election into the highest office or echelon of powers in the US has perhaps created a precedent for a new era. However, controversies should not emanate from this aspect between the blacks and whites especially on race. Zollar’s argument and conviction on racial tension across the globe is relatively impressive. He argues that everything encompasses competition in the world thus the competition concerning the races is not bad. He asserts that the whites are for the success of the blacks and in return aid them.

Regional Economic Integration (BLOBAL BUSINESS) Essay

Regional Economic Integration (BLOBAL BUSINESS) - Essay Example Custom unions are similar to free trade area, but differ in the idea of treating non-member states. Unlike free trade area where each member nation has the autonomy to decide how to deal with non-member countries, custom unions promote uniform treatment of non-member nations by all member countries. A perfect example of common union is the Gulf Cooperation Council (GCC). Common market on the other hand permits for the development of economically incorporated markets between member nations. It involves the abolition of trade barriers, capital and labour flow limitations and promotes the formation of common trade policies for dealing with non-members. Common Market for Eastern and Southern Africa (COMESA) (Kyambalesa and Houngnikpo 79) is an epitome of common market. Lastly, an economic union refers to an economic agreement formed between countries that involves abolition of trade barriers and implementation of common trade policies, for example the European Union (EU). Regional integration creates trade and employment opportunities for member states and also promotes cooperation between them. However, regional integration may also jeopardize national sovereignty, leads to shift in employment and thwarts diversification in

The Offensive Movie Clich That Wont Die Essay Example | Topics and Well Written Essays - 750 words

The Offensive Movie Clich That Wont Die - Essay Example Zollar argues that the word â€Å"negro† has been employed differently during the past four decades. It began falling out of fashion 4 decades ago and this may explain why it is apparently devastating. It is a word that was employed to comfort the white and militantly to oppositional the black race. I enquired for both dignity and autonomy without incorporating the more step for the assertion of its existence with or lack of approval of the white American. For example, in the movie called The â€Å"Green Mile,† the power of the character is used to benefit the whites. It may be relatively difficult to comprehend how words such as â€Å"Negro† changed with time since it is usually perceived to be a racist word. Furthermore, the word is offensive as it describes a race and the race in question has been not only striving but also improving with years. The word should not be used due to the fact that it was used to refer to the blacks during the oppressive eras. To elaborate further, president Obama’s election into the highest office or echelon of powers in the US has perhaps created a precedent for a new era. However, controversies should not emanate from this aspect between the blacks and whites especially on race. Zollar’s argument and conviction on racial tension across the globe is relatively impressive. He argues that everything encompasses competition in the world thus the competition concerning the races is not bad. He asserts that the whites are for the success of the blacks and in return aid them.

U.S. History Civil War-Present Assignment Example | Topics and Well Written Essays - 500 words - 1

U.S. History Civil War-Present - Assignment Example U.S. agreed to these terms only if the governments in Eastern Europe would remain as independent entities and free from Soviet control (Banks, 2000). However, these were not the intentions Soviet Union had as they wanted total control and domination over these States. These disagreements led to the establishment of conflicts that eventually manifested to the bitter rivalry between the Soviets and the United States. Both nations tried to prevent what they believed were the expansion plans of each other (Banks, 2000). The Soviet Union had a communist world perspective while the U.S. had policies that viewed the world in a Capitalist perspective. This is in accordance with the first answer given by Otremi Tal. According to the answer given by Otremi Tal, Soviet Union was anti-democratic people whose system was based on the absence of freedom. The above statement is true as Soviet Unions were after total domination of European states. President Truman and Eisenhower initiated a programme in the federal government to root out potential communist (Banks, 2000). The statement further supports Burke Claire’s and Daniela Florin’s answers. They both established the Truman and the Eisenhower doctrines that aimed at abolishing communism. This direct approach used by the United States only further fuelled the rivalry between the two nations. The post-war period during the 1950s was an era of contrast. After the end of the great depression, Americans welcomed a consumer society, embracing traditional values and institutions. The end of World War II encouraged a consumer society. Since many nations got ravaged by the war, people started venturing into businesses to try and get back Americas economy to its feet (Banks, 2000). Big businesses dominated the global scene, number of jobs and wages increased, and people had financial security that they had not experienced in their life. Such

Definition of Mergers and Acquisition Essay Example for Free

Definition of Mergers and Acquisition Essay One plus one makes three: this equation is the special alchemy of a mergers or an acquisition. The key principle behind buying a company is to create shareholder value over and above that of the sum of the two companies. Two companies together are more valuable than two separate companies at least, thats the reasoning behind Mergers and Acquisition. This rationale is particularly alluring to companies when times are tough. Strong companies will act to buy other companies to create a more competitive, cost efficient company. The companies will come together hoping to gain a greater market share or to achieve greater efficiency. Because of these potential benefits, target companies will often agree to be purchased when they know they cannot survive alone. Distinction between Mergers and Acquisitions Although they are often uttered in the same breath and used as though they were synonymous, the terms mergers and acquisition mean slightly different things. When one company takes over another and clearly established itself as the new owner, the purchase is called an acquisition. From a legal point of view, the target company ceases to exist; the buyer swallows the business and the buyers stock continues to be traded. In the pure sense of the term, a mergers happens when two firms, often of about the same size, agree to go forward as a single new company rather than remain separately owned and operated. This kind of action is more precisely referred to as a mergers of equals. Both companies stocks are surrendered and new company stock is issued in its place. For example, both Daimler Benz and Chrysler ceased to exist when the two firms merged, and a new company, DaimlerChrysler, was created. In practice, however, actual mergers of equals dont happen very often. Usually, one company will buy another and, as part of the deals terms, simply allow the acquired firm to proclaim that the action is a merger of equals, even if its technically an acquisition. Being bought out often carries negative connotations, therefore, by describing the deal as a merger, deal makers and top managers try to make the takeover more palatable. (Investopedia. com the resource for investing and personal finance education. http://www. investopedia. com/university/mergers (Page 3 of 15). A purchase deal will also be called a merger when both Chief Executive Officers agree that joining together is in the best interest of both of their companies. But when the deal is unfriendly that is, when the target company does not want to be purchased it is always regarded as an acquisition. Whether a purchase is considered a mergers or an acquisition really depends on whether the purchase is friendly or hostile and how it is announced. In other words, the real difference lies in how the purchase is communicated to and received by the target companys board of directors, employees and shareholders. Garbage (2007) in his thesis paper on International Mergers Acquisitions, Cooperation and Networks in the e-business’ defines a mergers as â€Å"the combination of two or more companies in which the assets and liabilities of the selling firms are absorbed by the buying firm†. According to Gaughan (2002) â€Å"a mergers is a combination of two companies in which only one company survives and the merged company ceases to exist, whereby the acquiring company assumes the assets and liabilities of the merged company†. An acquisition also known as a takeover? s the buying of a company, the target? by another or the purchase of an asset such as plant or a division of a company. In the case of Vodafone acquisition of GT the acquired company Ghana Telecommunication Company limited still remains the legal name and Vodafone Ghana (VFGH) as the brand name. Rosenbaum and Pearl (2009) describe another form of acquisition known as a consolidation. According to them the terms mergers and consolidation are sometimes used interchangeably. As a general rule of thumb, a merger describes the acquisition of a smaller company by a larger one. If the union is between two corporations of more or less equal size, then the term consolidation is probably applicable. For the purpose of this study, the definition of Rosenbaum will be adopted as the working definition of a merger. Types of Mergers From the perspective of business structures, there are different kinds of mergers. According to Welch, P. and Welch, G. (2007) Economics: Theory and Practice (8th ed. ), economists generally classify mergers into three types: (1) horizontal, (2) vertical and (3) conglomerate. Horizontal mergers This type of mergers takes place when two firms in the same line of business i. . they are in direct competition or they share the same product lines and markets combine. A typical example is the 1999 Exxon Mobil mergers. The merger between Vodafone and Ghana Telecom which is the focus of our study is also a horizontal merger. Anticompetitive effects The vast majority of significant competition issues associated with mergers arises in horizontal mergers. A horizontal merger is one between parties that are competitors at the same level of production and/or distribution of a good or service, i. e. , in the same relevant market. There are two types of anticompetitive effects associated with horizontal mergers: unilateral effects and coordinated effects. Unilateral effects, also known as non-coordinated effects, arise where, as a result of the merger, competition between the products of the merging firms is eliminated, allowing the merged entity to unilaterally exercise market power, for instance by profitably raising the price of one or both merging parties’ products, thus harming consumers. In homogeneous markets, unilateral effects can be pronounced when two significant competitors merge to create a large, dominant player with only a few or no other competitors. In these markets, an important role in the assessment is played by market shares and by the capacity available in the market. In differentiated markets, unilateral effects tend to arise particularly when the two merging companies have highly substitutable goods. Such a price increase does not depend on the merged firm being the dominant player in the market. The likelihood and magnitude of such an increase will instead depend on the substitutability of the products supplied by the two firms – the closer the substitute, the greater the unilateral effects. Coordinated effects arise where, under certain market conditions (e. g. , market transparency, product homogeneity etc. ), the merger increases the probability that, post merger, merging parties and their competitors will successfully be able to coordinate their behaviour in an anti-competitive way, for example, by raising prices. As in the case of unilateral effects, the most common form of coordinated effects is in the case of horizontal mergers, i. e. mergers between firms active on the same market. The main question in analysing coordinated effects should be whether the merger materially increases the likelihood that firms in the market will successfully coordinate their behaviour or strengthen existing coordination. The task is to identify what factors are likely to lead to coordination taking place between firms post-merger. This was a controversial area with which competition authorities and courts have struggled to come to terms over the years, but experience has led to the emergence of some agreement on what conditions are most likely to give rise to coordinated effects. According to the Airtours criteria, coordination is more likely to emerge in markets where it is relatively simple to reach a common understanding on the terms of coordination. In addition, three conditions are necessary for coordination to be sustainable. First, the coordinating firms must be able to monitor to a sufficient degree whether the terms of coordination are being adhered to. Second, discipline requires that there is some form of credible deterrent mechanism that can be activated if deviation is detected. Third, the reactions of outsiders, such as current and future competitors not participating in the coordination, as well as customers, should not be able to jeopardise the results expected from the coordination. Vertical mergers These are mergers between firms that operate at different but complementary levels in the chain of production (e. g. , manufacturing and an upstream market for an input) and/or distribution (e. g. , manufacturing and a downstream market for re-sale to retailers) of the same final product. Another example is the acquisition of ABC television network by Walt Disney to enable Walt Disney air its recent movies to huge audiences. In purely vertical mergers there is no direct loss in competition as in horizontal mergers because the parties products did not compete in the same relevant market. As such, there is no change in the level of concentration in either relevant market. Vertical mergers have significant potential to create efficiencies largely because the upstream and downstream products or services complement each other. Even so, vertical integration may sometimes give rise to competition concerns. Anticompetitive effects Vertical effects can produce competitive harm in the form of foreclosure. A merger is said to result in foreclosure where actual or potential rivals access to supplies or markets is hampered or eliminated as a result of the merger, thereby reducing these companies ability and/or incentive to compete. Two forms of foreclosure can be distinguished. The first is where the merger is likely to raise the costs of downstream rivals by restricting their access to an important input (input foreclosure). The second is where the merger is likely to foreclose upstream rivals by restricting their access to a sufficient customer base (customer foreclosure). However, it should be noted that in general vertical merger concerns are likely to arise only if market power already exists in one or more markets along the supply chain. Conglomerate mergers involve firms that operate in different product markets, without a vertical relationship. They may be product extension mergers, i. e. , mergers between firms that produce different but related products or pure conglomerate mergers, i. e. , mergers between firms operating in entirely different markets. In practice, the focus is on mergers between companies that are active in related or neighbouring markets, e. g. , mergers involving suppliers of complementary products or of products belonging to a range of products that is generally sold to the same set of customers in a manner that lessens competition. This kind of mergers takes place when two firms in unrelated lines of business combine. A merger between a bank and a media house will be an example of a conglomerate merger. One example of a conglomerate merger was the merger between the Walt Disney Company and the American Broadcasting Company (http://www. sk. com/wiki/Conglomerate_merger) Anticompetitive effects Merger review in this area is controversial, as commentators and enforcement agencies disagree on the extent to which one can predict competitive harm resulting from such mergers. Proponents of conglomerate theories of harm argue that in a small number of cases, where the parties to the merger have strong market positions in their respective markets, potential harm may arise when the merging group is likely to foreclose other rivals from the market in a way similar to vertical mergers, particularly by means of tying and bundling their products. When as a result of foreclosure rival companies become less effective competitors, consumer harm may result. However, it should be stressed that in these cases there is a real risk of foregoing efficiency gains that benefits consumer welfare and thus the theory of competitive harm needs to be supported by substantial evidence. Evaluation of the effectiveness of existing regulations aimed to reduce anticompetitive practices of Mergers and Acquisitions in Ghana. Mergers and Acquisitions among companies in Ghana are regulated by the Securities and Exchange Commission (SEC) under the Securities Industry Law 1993 (PNDC Law 333) (Ghana Investment Promotion Center, 2008). The law mandates the SEC ‘to review, approve and regulate takeovers, mergers, acquisitions and all forms of business combinations in accordance with any law or code of practice requiring it to do so. Ghanaian law on mergers and acquisitions is an amalgamation of several executive and legislative instruments passed as the corporate finance industry continues to evolve. The need to generate constructive competition among enterprises has been recognized by the government, and monopolies are actively discouraged as a result. The merger in November 2003 of two prominent international mining companies – Ashanti Goldfields and AngloGold (AngloGold succeeded in outbidding Rand Gold in the highly con-tested race with an offering of $1. 4 billion) promises great value to shareholders and the operations of both companies. The Companies Code stipulates the manner in which mergers and amalgamations should be effected. It places emphasis on company resolutions that authorize mergers and amalgamations and on the preservation of affected creditors’ rights. Ghanaian courts frown upon the arbitrary treatment of members or shareholders, and ample provision is made for aggrieved persons to apply to the court for redress at different stages of the merger or acquisition process. Foreign enterprises are guaranteed unconditional transferability of profits and dividends through any bank authorized to deal in freely convertible currency, encouraging and securing foreign investment. The transfer of company shares is exempted from all stamp duties and capital gains resulting from mergers, amalgamations and reorganizations are also tax exempt. Under Ghanaian investment law, preferential treatment is given to foreign and Ghanaian joint ventures by guaranteeing lower minimum capital requirements than those required for wholly foreign-owned enterprises. On the whole, mergers and acquisitions in Ghana continue to evolve as the government secures an attractive environment through executive, legislative and judicial activism to attract direct foreign investment and thus improve the economy. Consequently, the local corporate finance market has began to see increasingly complex financial transactions taking place as more international companies elect Ghana as the regional centre for their operations and its courts for dispute resolution issues.

Role of Zinc in Physical Growth and Cognitive Development

Role of Zinc in Physical Growth and Cognitive Development Summary The study covered 2 to 3 year old children in Laguna, Philippines. The study was conducted for the following purposes: to determine the zinc status and its relationship to physical growth and cognitive development; to describe the socio-economic and demographic characteristics, water and sanitation practices, health services, and child care and feeding practices of mothers; to evaluate the food intake and nutrient adequacy; to assess the nutritional status, zinc status and iron status; to determine the level of cognitive development; and to examine the association of zinc status with water and sanitation practices, health services, child care and feeding practices, nutritional status, iron status, and cognitive development. Socio-economic and demographic characteristics revealed that more than half of the households were located in lowland areas. Majority were living in single houses. Some owned the house and inherited the lot from parent. In terms of house materials, most roofs and external walls were made from galvanized iron and concrete/brick/stone. More than one-third of the households have floorings cemented with tiles/linoleum. The main source of electricity was MERALCO in which more than half have their own electric meter. LPG was their major source of fuel for cooking. Further, few households have small holding with agricultural animals like cattle, chicken, ducks, horses and milk cows. Of the households, 69% have 3 to 5 members in the family and 38.5% have children 12 years old and below. In terms of household income, the monthly income ranges from Php1, 000.00 to Php67, 200.00 with a mean monthly income of Php7, 762.00. In general, 57.7% of households were below poverty threshold. The age of mothers ranged from 19 to 58 years old. With a mean age of 29.9 years, more than one-third of the mother-respondents were between 25 to 29 years old. Nearly 3% and 25% were below 20 years and beyond 35 years of age, respectively. In terms of education attainment, majority of mother-respondents either reached high school or graduated from high school. Probably because of lack of education, majority of them have no occupation. Majority of the mothers were married. With regards to religion, most mothers were Roman Catholic. There were more children in district 2 who participated in the study probably because of higher number of children in the area. More than half were 31 to 35 months of age and were female. Some of them belong as the second child in the family. Moreover, 30.2% of the mothers remembered the birth weight of their children based from recall and as recorded in the child’s birth certificate. Only 4% of children were born with low weight. More than one-third of the households have main source of and access to drinking water from the community water system. More than half of the mothers stockpiled water in plastic containers with cover for less than 5 days which can reduce the risk of water storage from being contaminated. Perhaps having an access to sufficient quality and quantity of safe water for consumption, nearly one-third of the mothers do not to store water for drinking. Majority of the mothers spent amount of time obtaining water from water sites that could have been dedicated to other activities like child care. In terms of toilet facilities, almost all households have their own water-sealed latrines however 30.9% of them shared their toilets with other households. In relation to garbage disposal and segregation, most of the households have their garbage collected and carried out proper waste segregation possibly because of the garbage collection system being implemented in the province. In terms of health conditions, almost 70% of the children have been sick for the last 30 days. The most common type of illness experienced was Upper Respiratory Tract Infection such as cough, cold and pneumonia. Parasitism was one of the existing health illnesses among children but majority of them were not yet dewormed. Among children who had suffered from illnesses, 85.9% of the mothers sought for medical help probably because of better access to health centers. In terms of infection, only 12.1% of children were tested positive with infection. Male children were more at risk to infection than female counterparts. With regards to health services, 48.3% of children were not fully immunized, 20.1% received iron syrups and 79.2% received Vitamin A supplementation. More than half of the mothers brought their children to health centers when suffering from diarrhea and nearly 30% of children were provided with Oral Rehydration Solution (ORS). In terms of participation in nutrition educati on classes, only 32.2% of the mothers were attending. In addition, 65.1% of the households were involved in different government nutrition programs food fortification, food assistance, community food production and livelihood programs. Relative to child care and feeding practices, most of the mothers were the main source of physical and emotional care of the children. In her absence, 31.6% of grandmothers took responsibility by feeding the child, bathing the child and baby-sitting. All mothers claimed that they frequently talk, praise, kiss/hug/show affection, play, and tell stories with their children. During meals, majority of the mothers help, encourage and motivate the children to eat as well as they maintain eye to eye contact and minimize distractions if children lose interest easily. Similarly, most of the mothers put their children to sleep and take care of them when they wake up at night. In terms of the children’s personal hygiene, more than half of them have their own utensils. Majority of children’s hands and face were being washed before eating and after toileting. Of the mothers, almost all wash their hands after toileting the child. In relation to the cleanliness of environment, most of the mothers made sure that their children do not eat food picked up from the ground, do not eat food touched by animals and keep their children away from animal excrement. Moreover, most of the mothers exclusively breastfed their children; initiated breastfeeding within the first hour of life; and gave colostrum during infancy. Nearly half of the children were introduced with solid foods at six months. Most of the children were continued being breastfed by mothers even when they have been given solid food. As children grow old, almost all mothers said they increase their children’s quantity of food, frequency of feeding, consistency of food, and number of food given to them. Moreover, nearly all mothers experiment food combinations, tastes and textures for their children. Similarly, majority of the mothers feed their children during illnesses and recovery. In reference from the scoring system developed for the study, results show that child care and feeding practices of the mothers were excellent which may be attributed to participation in health and nutrition education activities conducted in every barangay. Feeding problems were being encountered among children. Majority of the children accept very limited number of food and reject other food thus they eat food of the same nutrients. Most of them tend to linger with their food during mealtime. More than half eat more than what they need. Conversely, a few of them felt like vomiting especially when fed with coarse foods and some asserted independence in choosing the taste of food. The mean 2-day total food intake of children weighed 1126.2 grams. The two food items considered as the most important in children’s diet were rice and rice products, and whole milk. Overall, majority of the children had energy intake of 100% or more and protein intake of 80% or more. More than 80% of children were able to meet the EAR for Fe and 79.2% for Zn. Thus, no elevated risk of zinc deficiency was found among children based on zinc intake. In terms of supplementation, results show that 47% of children were given with vitamin supplements. Based from the three anthropometric indices, weight-for-age showed that 81.2% of the children had normal weight-for-age while 18.8% suffered from acute malnutrition. Disaggregating by gender, females were more at-risk to acute malnutrition than males. Height-for-age revealed that 33.5% of children were stunted while 66.4% of children had normal height-for-age. The distribution of height-for-age by gender revealed that males had higher prevalence at 19.5% than females. Weight-for-height presented that 3.4% of children had low weight-for-height. Majority had normal weight-for-height while 1.3% was overweight-for-height. Considering the weight-for-height distribution by gender, the current nutritional status of children revealed that 45.6% and 49.7% males and females, respectively, had normal weight-for-height. In terms of biochemical indices, the overall zinc deficiency prevalence was 2%, which considered as low public health significance. The mean serum zinc level in children was 123. 13Â µg/dL. Both gender had the same mean serum zinc, but female children were found at risk to zinc deficiency. The overall anemia prevalence rate was 12.1% and considered as moderate public health significance. The mean hemoglobin level of children was 11.95 g/dL. Mean hemoglobin level and prevalence was higher among female children than male. Only 12.1% of children were tested positive with infection. Male children were at risk to infection than female counterparts. Assessment of cognitive development showed that the average cognitive scaled score was 9.72 points. Disaggregated by age in months, 31 to 35 month old children had the highest average cognitive scaled scores. In general, 27.5% of children were delayed in overall development, from which 12.1% had significant delay while 26.2% were advanced in their overall development from which 1.3% was significantly advanced. Correlation analysis revealed that significant associations were found in water and sanitation practices, health services, infection, food intake, nutritional status and cognitive development. No association was found between child care practices and nutritional status. Using the regression model, the study showed contributory factors that zinc status were energy intake, iron intake, zinc intake, height-for-age, cognitive development and infection. Conclusions The study imparted some knowledge and understanding on the association of zinc status, physical growth, other biochemical indices and cognitive development. It provided evidences on the association of zinc status with water and sanitation practices, infection and health services, child care and feeding practices, food intake, physical growth, iron status and cognitive development. The study found factors that were associated with nutritional status of children. Water and sanitation practices of the households and the mothers like sources of water, storage of water, garbage disposal and waste segregation as well as health services extended to children were associated with nutritional status. In the same manner, infection, food intake and cognitive development were associated with nutritional status. Similarly, weight-for-age, height-for-age and weight-for-height were associated with zinc status, iron status and cognitive development. Associations were found in zinc status, iron status and cognitive development and between iron status and cognitive development, as well. Regression model showed the contributory factors that may affect zinc deficiency. Children with adequate intake of energy, zinc and iron were less likely to become zinc deficient. Similarly, zinc deficiency was less likely to occur among children with normal height for their age and who have an average cognitive development. Conversely, zinc deficiency was higher in children with infection. Recommendations With the assessment of zinc status and its relationship with physical growth and cognitive development, it is recommended that in the achievement of optimum nutritional status of 2 to 3 year old children, food intake should be improved early in life. Nutrition counselling among mothers on Infant and Young Child Feeding should be implemented to promote breastfeeding; the importance of early initiation of breastfeeding and timely introduction of complementary feeding; and its effect on infant growth and survival. Considering the new child growth standards, promotion of breastfeeding and improvement of appropriate complementary feeding are important due to its effects on morbidity, feeding patterns and growth outcomes beyond infancy. Similarly, exclusively breastfed infants of mothers with adequate zinc nutriture can provide their zinc requirements up to 5 to 6 months in life. However, after 6 months of age, breastmilk alone cannot supply sufficient zinc to meet infant’s needs. S o, delayed introduction of complementary foods until after 6 months of age, or inadequate amounts of absorbable zinc in complementary foods increased the risk of zinc deficiency. Therefore, ensure messages on zinc that presented to have associations with stunting and cognitive development. These nutritional outcomes are important in the overall growth and development of children. Because stunting is irreversible after 36 months of age, interventions on pregnant women and young children, particularly those under 24 months of age, should be given attention. Supplementary feeding interventions beyond 36 months of age would not reduce stunting, as rapid weight gain in later childhood is associated with adverse long-term outcomes. A preventive strategy of behavioural change communication for mothers and food supplementation for all 6 to 23 month old children should be targeted in conjunction with the content and timing of present nutrition interventions. In the Philippines, zinc supplementation is provided for the treatment of diarrhea. The study had recognized that zinc delivery intervention such as supplementation improves zinc status, physical growth and cognitive development, as well as documented in the Lancet Series 2013. Health service providers should examine the existing policies on micronutrient supplementation and consider if zinc supplementation could be integrated in the program. Mothers’ participation in health and nutrition services and programs improved the nutritional status of children. Thus, the local health units and health service providers should encourage the participation of the mothers in all health services such as immunization, deworming and micronutrient supplementation. The implementation of micronutrient supplementation should be properly strategized and improved. Health service providers should be more competent and more responsive. Supplies should be continuously available. Health information system should be more efficient and client care should be organized. Government programs should be intensified as these contribute to the improvement of nutritional status. Proper targeting of households and individuals should be designed especially when resources are inadequate. Moreover, nutrition programs should be periodically monitored to review the information, implementation and coverage and use for comparison with the implementation plans. Similarly, programs should be systematically and objectively evaluated to measure the relevance, efficiency and cost-effectiveness; to determine if needs and results have been or are being achieved, and to analyze the details for any discrepancy.

Women in the Israeli Army Essays -- Military Science, Egalitarianism

Women have always played a very integral role in the Israel Defence Forces (IDF), since its inception in 1948 shortly after the declaration of the State of Israel. The IDF is regarded as one of the most well trained armed forces in the world thanks in part to the progressive changes in the military with regards to equality for women. Historically, at the ground roots of the IDF, women were held back from combat and served mostly in a variety of support duties under the command of Chen (Women’s Army Corps). These support duties were extremely important to the functioning of the IDF, but did not satisfy those women who wanted a more active front line role. The aftermath of the Yom Kippur war in 1973 initiated a great change in military thinking for women in the IDF. The increased need for ground forces allowed women to enter selected operational divisions in the military, but still excluded them from participation in any combat roles. In spite of the new recognition that wo men played in the military after 1973, further equality was slow to come. Finally, in January of 2000 after a Supreme Court battle led by Allice Miller a few years earlier, the Equality amendment to the Military Service Law was implemented. Thus, allowing women the opportunity to volunteer in combat support and light combat roles. The Prime Minister of the State of Israel had a vision to equalize the role of women and men from active combat roles in the IDF. On May 31st, 1948 following the establishment of the State of Israel, the cabinet of Prime Minister David Ben-Gurion officially created the IDF, and declared it as the country’s army. It then became official that women between the ages of 18-24, single or married, without children had to join th... ...//www.idf.il/1283-9679-en/Dover.aspx>. "The Israeli Air Force." The Israeli Air Force. 28 Dec. 2010. Web. 10 Dec. 2011. . "Israeli Army Celebrates First-Ever Female Major General." Israeli Defence Forces, 23 June 2011. Web. 5 Dec. 2011. . "Israeli Women in the Military." Women's Rights. The Israel Project. Web. 5 Dec. 2011. . Izraeli, Dafna Nundi. "Israel Defense Forces." Jewish Women's Archive. 1 Mar. 2009. Web. 11 Dec. 2011. . "Women in the IDF." Krav Maga - Israeli Krav International. Web. 10 Dec. 2011. .

A Separate Peace Essays - Gene’s Enemies -- Separate Peace Essays

Gene’s Enemies   Adam and Eve had a perfect Garden of Eden, until Eve ate the apple and contaminated the garden.   In being tricked by the snake, Eve betrayed God’s word.   Mankind has often betrayed others because of the darkness in their heart.   In A Separate Peace, John Knowles uses Phineas as a sacrificial lamb to portray Gene’s savage side and demonstrate that peace can never be achieved at a worldwide level until man accepts the darkness in his own heart. Gene believes that Finny and he hate each other, until he realizes Finny’s pureness, which Gene can not stand.   At first, Gene believes that Finny wants to exceed him, and that the two are rivals.   Everyone at Devon likes Finny.   The teachers adore him, the students look up to him, the athletes aspire to be like him.   Finny has no enemies.   Gene, however, sees through Finny’s â€Å"cover† and thinks they hate each other.   He hates Finny for beating A. Hopkins swimming record, and for making him jump from the tree, and for being better than Gene.   When Finny takes Gene to the beach, Finny tells Gene that they are â€Å"best pals.†Ã‚   Gene does not respond to Finny’s sincere gesture because he thinks Finny wants to sabotage him.   Gene realizes that he and Finny are â€Å"even after all, even in enmity.   The deadly rivalry was on both sides after all† (46).   Gene has no proof of Finny’s hatred, but Gene need s to find a way to be even with Finny.   Once he decides they are even, he must now surpass Finny, so he jounces the limb.   Gene’s hatred takes over, only now he realizes that the hatred only comes from one side.   Finny is pure.   He never hates Gene; he loves Gene like he loves everyone else.   Ge... ... past, it would go away.   Instead the â€Å"stale air† rushes out at him when he reopens the door and causes him to deal with his feelings all at once, drenching him.   Gene has gone through another rite of passage, on top of his graduation, baptism, jumping from the tree, and Finny’s funeral.   By letting out the â€Å"stale air† and understanding his inner self, Gene reaches his â€Å"separate peace.†Ã‚   As a result, Gene becomes a sadder, but wiser, man. Gene’s experiences throughout the novel, along with Phineas’ death, contribute to his survival and progression as a person.   Gene realizes the only enemy he ever had was himself, and becomes pure and Phineas-filled after he confronts and conquers himself. Knowles compares a New England prep school to the Garden of Eden to show man’s flawed nature and that man always ruins what he can not understand.   

Gay Rights

Gay Marriage in the United States Gay marriage has divided the American people for over a decade. Yet such a sharp divide has occurred recently. Only a decade ago, gay marriage was nothing but an afterthought on the plates of many U. S. leaders. Many Liberal Democrats did not even support or condone the idea that same sex couples should be able to marry. However in early times, same-sex marriage was not considered exotic and in many cultures, it was encouraged. It was not until the rise of Christianity that a negative attitude towards same-sex marriage upraised.The turn of the 21st century has rought a new life and perspective onto this issue, and at this moment in time, a substantial majority of the American people actually supports same-sex marriages (Karaim, 2011). Marriage should be viewed as the union of two people based upon love and commitment. Marriage is an expression of our desire to create a social partnership, to live and share life's Joys and burdens with the person we l ove, and honoring these desires in all people strengthens society's bonds (Karaim, 2011).A marriage consisting of two males or two females is Just as natural as a marriage between a man and a woman. After many years of fghting this battle it is time for the U. S. federal government to enact a nationwide law granting civil right to marriage for everyone including the homosexual community. State legislatures have been deeply involved in the public debates about how to define marriage and whether the official recognition of marriage should be extended to same-sex couples. Sixteen states and the District of Columbia currently have laws that allow same-sex marriages.While other states are facing court challenges to keep same-sex marriages banned or to ban gay marriage from happening. In 2013 seven U. S States all through legislation and federal court decisions adopted the â€Å"Freedom to Marry' and now allow same-sex couples to marry. These states are Hawaii, Illinois, New Jersey, Dela ware, Minnesota, Rhode Island and California. Out of the sixteen total states that recognize same-sex marriages, ten states and the District of Columbia have acted through legislation, five through court decisions, and one through public initiative.The debate for same-sex marriage became noticeably public in the late twentieth century; it was not until 1993 during a case in Hawaii, that the issue became national news. The ruling of the case stated that the restriction of marriage and its benefits to opposite-sex couples were unconstitutional. The Hawaiian case, declared that no state would be required to recognize a same-sex marriage from another state, and also defined marriage as a union between one man and one woman† (Axel-Lute, 2002, p. l).By the end of that same year, a majority of states passed laws prohibiting same-sex marriage. Since then, states have defined their own definition of marriage, the Defense of Marriage Act stating a marriage is between a man and a woman h as been struck down as well. On a more recent note Hawaii's House of Representatives heard 56 hours of public testimony over five days. And on November 1 lth 2013, the House passed the marriage y a 30 to 19 vote . This made Hawaii the titteentn state to legalize same sex marriage in the Unites States.Earlier this year this same-sex marriage bill hit legislative roadblocks. It wasn't until the U. S. Supreme Court ruled in June that the federal Defense of Marriage Act was unconstitutional. Governor Neil Abercrombie then called this piece of legislature back into special session to pass a compromise easure that added rights for religious figures who oppose same-sex marriage. The most influential reason against same-sex marriage is based on religion, and the â€Å"traditional† marriage is known as the social contract between a man and a woman.

Educational assessments

AbstractionEducational appraisals have come into examination for many old ages. In times of technological alteration, e-assessment has been a current issue in the universe of educational appraisal. The deductions of this alteration have gained considerable media coverage that range from significant support to considerable resistance. The media article â€Å"Exams are a critical lesson† by Hilary Douglas, will function as illustrations of assessment issue that are brought about by national newspapers. The paper highlights how Continuous appraisal has besides emerged as an attach toing issue to make with e-assessment. In this paper, one argues the necessity to understand the maps of appraisal in order to to the full understand why this alteration is being proposed and the ability to to the full encompass the new chances that modern engineering provides. In add-on, one outlines some of the issues that must be considered and the troubles that must be overcome before uninterrupted appraisal and e-assessment can go a complete world. In decision, it is apparent that the age of e-assessment has arrived but there are still many hurdlings to get the better of before the full potency and benefits of e-assessment are put into pattern.IntroductionIt is with no uncertainty that appraisal and proving have a strong consequence on lives and callings of immature people. Harmonizing to Black and Wiliam ( 2006:9 ) ‘Assessment in instruction must, foremost and first, function the intent of back uping larning ‘ . But what precisely is assessment? Assessment is defined by Linn and Miller ( 2006 ) as the procedure of assemblage and discoursing information from multiple and diverse beginnings in order to develop a deep apprehension of what pupils know, understand, and can make with their cognition as a consequence of their educational experiences ; the procedure culminates when assessment consequences are used to better subsequent acquisition. Assessment serves many maps and there are large educational additions associated with good appraisal as Black and Wiliam ( 1998:3 ) reappraisal in their survey: ‘All†¦ surveies show that†¦ strengthening†¦ formative appraisal produces important, and frequently significant, learning additions. These surveies range over ages ( from 5-year olds to university undergraduates ) , across several school topics, and over several states However, in many cases, appraisal due to patterned advance intents in life may be strictly seen as unreal hurdlings to traverse over in immature people quest for employment or farther instruction. This paper will foreground issues sing maps of appraisal that will assist to understand, how foremost and first, the intent is to back up acquisition. In the eyes of many educational professional, an extraordinary assortment of classroom-targeted enterprises have been unleashed on schools over the last decennary and more. All the enterprises with the same general purpose: the betterment of student acquisition. Appraisal by instructors, whether formative or summational, is one of these developments that are considered to offer important potency for bettering student ‘s acquisition ( Harlen, 1997 ) . This development is on traveling and cogent evidence of it is one of the latest media articles headlined â€Å"Exams are a critical lesson† ( July 19th, 2009 ) The article by Hilary Douglas identifies current tendencies and issues sing maps of appraisal and current and future appraisal patterns. In peculiar the article focuses on a statement by the caput of the Cambridge Assessment exam board saying â€Å"there will be a displacement from traditional high-stake summational appraisals to be replaced by computerised online testing.† The thought behind the strategy would be that pupils could take a trial whenever they are ready and resit these as many times as necessary to be able to acquire a good grade. Continuous appraisal would wholly replace the three-hour written test, instead than a mix of appraisal of coursework and traditional testing which is the norm. As Douglas ( 2009 ) indicates, nine old ages ago, Curriculum 2000 was introduced when students were allowed to recognition their classs as AS students at the terminal of their first twelvemonth. However, the debut of uninterrupted appraisal, as proposed in the article non in its signifier land breakage. Originally A-Levels were assessed through one set of tests at the terminal of a biennial class. They were besides allowed for the first clip to take tests as many times as they liked until they and their instructors felt they had achieved the optimal grade. Even though exam boards such as OCR have already tested e-assessment in environmental and land-based scientific discipline since 2007, and have 1,800 campaigners and 80 schools ( Douglas, 2009 ) utilizing it this summer turn outing to be popular for both pupils and instructors likewise, many educational experts warn that the move could be an unfastened door to the most dismaying cheating and that proving all students around the state in the same manner at the same clip and under the same fortunes is the lone true manner to be able to compare the consequences in a meaningful manner. In add-on, Alan Smithers ( cited in Douglas, 2009 ) professor of instruction at Buckinghamshire University, feels that the move must be stopped at all costs. â€Å"Making opinion about public presentations is n't easy, † he says. â€Å"The best manner of making it is cold-eyed appraisal of pupils undertaking the same undertakings under the same conditions.† It is apparent that a move from traditional summational appraisal to uninterrupted appraisal and e-assessment will convey both challenges and chances sing issues of appraisal and perchance contextualise the map of appraisal. This paper will get down with an scrutiny on the map of appraisal and pay peculiar attending to issues this alteration could convey to schools, colleges and more significantly, pupils. Current appraisal patterns in uninterrupted appraisal and e-assessment will all assistance in understanding the issues this alteration in assessment pattern may hold.Functions of Educational AssessmentHarmonizing to Newton ( 2007 ) when sing optimum design features for future assessment systems, it is necessary to bear in head the underlying intent of those systems. Overall it must be taken into history that a system which is tantrum for one intent will non needfully be fit for all intents and this is something uninterrupted appraisal and e-assessment proposals need to bare into co nsideration. The term ‘assessment intent ‘ may be interpreted in a assortment of different ways one will place the three degrees as mentioned by Newton ( 2007 ) 1. Judgemental Level ( concerns proficient purpose of an assessment event e.g. intent is to deduce standards-referenced opinion expressed as a class, use normally associated in official paperss ) 2. Decision Level ( concerns the usage of an assessment opinion, the determination, action, procedure it enables e.g. the intent is to back up a choice determination for entry into higher instruction ) 3. Impact Level ( concerns the intended impacts of running an appraisal system e.g. the intent are to guarantee that pupils remain motivated, and that all pupils learn a common nucleus for each topic ) ( Newton, 2007 ) It is of import to understand that where the distinct significances are non distinguished clearly, their distinguishable deduction for assessment design may go ill-defined. In this state of affairs, policy argument is likely to be unfocused and system design is likely to continue inefficaciously ( Newton, 2007 ) . So at what degree are the new proposals aimed at? The alteration proposed by the caput of Cambridge Assessment exam board brings a alteration to high-stakes summational appraisal. ‘High Stakes ‘ a term used to denote those state of affairss where involvement in appraisal goes beyond the immediate domain of educational measuring and beyond those persons who sit the trials ( Messick, 1999 ) . In add-on, as many authors have pointed out, the bets may be higher but the proficient jobs associated with appraisal remain the same in that all appraisal, whether high-stake or low-stakes, demands to be valid and dependable ( Linn, 2000:1 ) . American Educational Research Association ( 2000 ) noted that: If high-stakes testing plans are implemented in fortunes where educational resources are unequal or where test deficiency sufficient dependability and cogency for their intended intent, there is the possible for existent injury. Therefore if anything needs to predominate from these alterations in appraisal, are the demands for them to be valid and dependable. So what alterations are being proposed and what differences are at that place in signifiers of appraisal? This now leads one to the non covetous undertaking of briefly happening a differentiation between summational and formative appraisal. It is non 1s purpose to supply an extended literature research on formative and summational appraisal, but a on the job theory that has been taken into history throughout this paper. The position from Harlem and James ( 1997 ) and Harlem ( 2005 ) theory in summational and formative appraisal has been taken into history. Harlem and James ( 1997:372 ) attempted to separate formative from summational appraisal by naming contrasting features, for illustration, summational appraisal demands to prioritize dependability, while formative appraisal demands to prioritize cogency and utility ; formative appraisal dainties inconsistent grounds as enlightening, while summational appraisal dainties inconsistent values as mistakes. Harlen ( 2005 ) later developed this statement, and farther clarified the differentiation between formative and summational as follows: The two chief intents of appraisal discussed in this article are for assisting acquisition and for sum uping acquisition. It is sometimes hard to avoid mentioning to these as if they were different signifiers or types of appraisal. They are non. They are discussed individually merely because they have different intents ; so the same information, gathered in the same manner, would be called formative if it were used to assist acquisition and instruction, or summational if it were non so utilised but merely employed for entering and describing. While there is a individual clear usage if appraisal is to function a formative intent, in the instance of summational appraisal there are assorted ways in which the information about pupil accomplishment at a certain clip is used. ( Harlen, 2005, p. 208 ) Therefore, for intent of this paper it is utile to foreground the points that people frequently seem to believe that the differentiation turns on the nature of the assessment event i.e. , the usage to which assessment opinion will be put. One must take into consideration that whatever the nature of a opinion there would be nil formative occurrence unless the opinion was used in an effort to better acquisition. Therefore, even though one might measure via summational agencies, there is ever the handiness to supply formative feedback and manager pupils on where they have gone incorrect. This may be done through uninterrupted appraisal.Continuous AppraisalThe abolition of the traditional three hr test to uninterrupted assessment brings issues and chances within the educational constitutions. Continuous appraisal, harmonizing to Federal Ministry of Education, Science and Technology ( FMEST, 1985 ) , is defined as a mechanism whereby the concluding scaling of a pupil in cognitive, affecti onal and psychomotor spheres of behavior takes history, in a systematic manner, all his public presentations during a given period of schooling ; such an appraisal involves the usage of a great assortment of manners of rating for the intents of steering and bettering acquisition and public presentation of the pupil. This manner of appraisal is considered equal for appraisal of pupils ‘ acquisition because it is comprehensive, cumulative, systematic, counsel and diagnostic oriented. Having the ability to continuously measure will ease the instructor to understand where the pupil is holding trouble and act through formative appraisal. But what is the intent of this alteration and associating back to the old subdivision, what is the intent of this educational appraisal? In the instance of uninterrupted appraisal, its purpose tantrums on an impact degree, which concerns the intended impact is of running an appraisal system that attempts to guarantee pupils remain motivated, and that all pupils learn a common nucleus for each topic. It is here where even though the proposal is to convey in computerised online testing ( which shall be dealt with later on in e-assessment ) that will bring forth chiefly summational opinion may be used for formative appraisal. The ability for pupils to resit exams allows both the pupil and instructor to utilize a summational appraisal and if the pupil was unsuccessful in their first effort, utilise the consequence for formative intents. How? This allows the pupil and instructor to turn to where precisely they have gone incorrect leting assessment processs and patterns to develop to back up acquisition and underpin instead than undermine pupil assurance, accomplishment and advancement. James and Pedder ( 2006:110 ) provinces, ‘feedback focused on assisting pupils to better sharing standards of quality ‘ . This point can non be understated as the type and quality of feedback to the pupil via formative appraisal has been seen as important in other surveies ( Black and Wilia ms, 2008 ) . However, will this alteration make a difference to pupil ‘s perceptual experience of larning and more so of appraisal? Will these alterations bring large cultural differences to educational constitutions? Entwistle ( 1991 ) helps one to understand some of the issues with respects to uninterrupted appraisal and current patterns. The survey had findings that the pupil ‘s perceptual experience of the acquisition environment determines how they learn and non needfully the educational context in itself. It is apparent from the survey that formative appraisal and uninterrupted appraisal may hold a important consequence on what pupils learn and particularly how they learn. Gibbs ( 1999 ) has hence suggested that if pupils see assessment as the course of study, effectual instruction demands to utilize this cognition, in order to utilize the power of appraisal strategically to assist pupils larn. Biggs ( 2002 ) echoes the same fact when he says that pupils learn what they think will be assessed instead than what is in the course of study. The alterations from traditional appraisal to uninterrupted e-assessment will conversely, have an impact on the scholar ‘s experience of rating and appraisal finding the manner in which they approaches larning ( Struvyen et al, 2005 ) . Appraisal can therefore be looked upon logically and through empirical observation as one of the specifying characteristics of pupils ‘ attacks to larning ( Entwistle and Entwistle, 1991 ; Ramsden, 1997 ) . Within the proposed appraisal in the article, pupils are likely to take a strategic or accomplishing attack to acquisition, where Entwistle et Al ( 2001 ) believes the pupil ‘s purpose will be to accomplish the highest possible classs by utilizing good organised and painstaking survey methods and effectual clip direction, something that one along with perchance many other instructors see as a positive and encouraging alteration. Interestingly, Marton and Saljo ( 1997 ) survey serves as a good illustration in finding relation between attacks to larning and appraisal. A sum of 153 pupils from four topics in Engineering and Business degree watercourses participated in the survey from a University. Results showed that uninterrupted appraisals were preferred over a individual appraisal by a 78 % bulk. Some of the popular grounds for the penchant were easiness to analyze little subjects and hence being able to hit good Markss easy. The coursework Markss can be better because of the burdening given to each of the uninterrupted appraisal every bit good as the ability to construct a stronger foundation as one move from one subject to the other were remarks in favor of uninterrupted appraisals. It forces one to larn subjects decently earlier traveling to following subject. Each subject is given accent throughout the uninterrupted manner of appraisal ( Marton and Saljo ( 1997 ) . However, non all remarks are favorable. Remarks against this type of appraisals included ; excessively many appraisals robs one ‘s clip to larn other topics and frequent appraisal maintain you on alteration manner all of the clip, no relaxation ( Marton and Saljo cited in Jacob et Al, 2006 ) . What is apparent from research is that uninterrupted appraisal helps to look into on acquisition and that larning happens in stairss, non merely for the concluding test. Does this point to larning scheme adopted by the pupils? They seem to necessitate a cheque on their acquisition through trials, which they prefer in little units. But the logical thinking behind this was non to so much the avidity to get the hang the subject as such, but merely to do certain that their marking was helped. Associating to coursework classs, the survey concluded that those campaigners who follow a series of uninterrupted appraisals produce an enviable bulk of Higher Achievers. However, informations shows a negatively skewered distribution. This may hold deduction on the surveies dependability as the being of positively or negatively skewered distributions will be given to cut down the dependability of the trial. However, these consequences are typical for coursework classs particularly if they are designed to prove competence. In uninterrupted appraisal, with respects to assignments, pupils are supposed to seek for and synthesize information on the footing of its relevancy to the given assignment. If formative feedback from instructors is performed right, it should help in the acquisition of pupils. Overall, if the pupil completes and is able to finish the undertakings, they will obtain higher Markss. The survey besides deliberated that those pupils who did non execute in uninterrupted appraisal experienced poorer classs which were reasonably usually distributed. Is the power and influence of coursework evident here? Are some kids helped more than others? It is here where instruction constitution may run the hazard of pass oning to pupils that each unit/coursework etc as stepping rocks to enfranchisement instead than a life-long acquisition experience. Such perceptual experience of pupils encourage a strategic attack to their surveies, and allow them fall back to plagiarism, rip offing and utilizing ‘Rules of the game ‘ or ROGs as Norton et Al ( 2001 ) name. ROGs are an indicant that pupils perceive a hidden course of study where coachs say they want certain things in the appraisal undertaking. Here inquiries of cogency may stand for an issue. Taking into history Cook and Campell ( 1979 ) definition of cogency which is the â€Å"best available estimate to the truth or falseness of a given illation, proposition or conclusion† one has to measure whether pupils are accomplishing better classs because they are motivated, working harder, get bying with smaller units or is it to make with an over inclination for pupils to have coaching and specific information that helps them ‘push-up ‘ their classs. In add-on, Black et Al ( 2006 ) besides reiterates this by bespeaking that far from advancing an orientation towards pupil liberty, such patterns are interpreted as techniques to guarantee award accomplishment and likely aid pupils who are more dependent on their coachs and assessors instead than less dependent ( Torrence, 2007 ) . Modularization of A Levels is a perfect illustration where greater transparence of larning results and the standards by which they are judged have benefited scholars in footings of the increasing Numberss of scholars retained in formal instruction and preparation and the scope and Numberss of awards which they achieve ( Savory et al, 2003 ) . Clarity in assessment results, procedures and standards has underpinned the widespread usage of coaching, pattern and proviso of formative feedback to hike single and institutional accomplishment. In add-on, research grounds reported suggests that such transparence encourages instrumentalism ( Savory et al, 2003 ) . Transparency of aims together with extended coaching and pattern to assist scholars run into them is in danger of taking the challenges of acquisition and cut downing the quality and cogency of results achieved. This is mentioned by Torrance ( 2007:282 ) as a move from appraisal of acquisition, through the presently popular thought of appraisal for acquisition, to assessment as acquisition, where appraisal processs and patterns come wholly to rule the acquisition experience, and ‘criteria conformity ‘ comes to replace ‘learning ‘ and is something that needs to be to the full researched if execution of uninterrupted appraisal and unrestricted resit options are traveling to be made available for all curriculum topics. However, at this phase it is imperative to foreground the fact that the survey by ( Marton and Saljo, 1997 ) serves as a good i ndex of what may be experienced in educational scene. However, with a sample size of 153 from merely four topics in Engineering and Business grades from merely one University might demo perceptual experiences and consequences which are important to that particular survey, but might non needfully expose an association to other educational constitutions. This now leads one to measuring e-assessment and the map of its appraisal and current appraisal patterns.E-assessmentThe proposal of presenting e-assessment brings strengths, failings, chances and menaces to any educational constitution. But before we deal with these it is of import to understand precisely what e-assessment means. The term e-assessment covers the assortment of ways in which computing machines can be used to help the appraisal procedure. This might include utilizing computing machines to administrate an appraisal for formative or summational appraisal ( Attali and Burstein, 2006 ) . The proposal of presenting e-assessm ent is non a new one. Ken Boston ( Chief executive of the Qualification and Curriculum Authority in 2004 ) was bullish about the power of engineering to transform the educational experience of 1000000s of students, but that was back in 2004, and few experts would state that he has been proved right. In fact, five old ages on, none of the anticipations Boston made on that twenty-four hours has turned out to be right. For many in this field, the large inquiry has been why, given that technological alteration has happened rapidly in so many other countries of life, the gait of reform in this country means that, for most students taking tests still means scrabbling on paper. However, Multiple-choice inquiries ( MCQs ) are a perfect illustration on how educational constitutions have embraced the development of e-assessment. MCQ can be used as a agency of supplementing or even replacing appraisal patterns. The growing in this method of appraisal has been driven by wider alterations in the higher instruction environment such as the turning Numberss of pupils, modularisation and the increased handiness of computing machine webs. MCQ ‘s are seen as a manner of heightening chances for rapid feedback to pupils every bit good as a manner of salvaging staff clip in taging. However, there are recognized restrictions with this method. First, research workers discourage the usage of MCQ, reasoning they promote memorization and factual callback, and do non promote high-ranking cognitive procedures ( Scouller, 1998 ) . Some research workers, nevertheless, maintain that this depends on how the trials are constructed and that they can be used to measure acquisitio n at higher cognitive degrees ( Johnstone & A ; Arnbusaidi, 2000 ) . The advantage of MCQ with respects to assessment is its high degree of dependability that can be good as an alternate signifier of appraisal. However, the existent trouble for e-assessment has to make with the nature of analyzing. It is a high-stake activity as we have observed antecedently, which is closely scrutinised. Boyle ( 2009 ) deliberates that there is echt antipathy to put on the line in this country, within authorities, within suppliers of appraisal, amongst pupils, parents and staff. Because of this, things will be given to travel easy. Boyle ( 2009 ) adds that e-assessment nowadayss some serious practical challenges. Having an full twelvemonth group sit and take an test at the same clip, as happens with major conventional GCSEs now, would ask holding two sets of computing machines ; one for those taking the trials and another for other twelvemonth groups, which is expensive and frequently impractical. This therefore brings with it proficient troubles in implementing such initiatives.. Taking into consideration past experiences viz. the compulsory ICT test for 14 year-olds it is non difficult to see why the predicted roar of e-assessment has non occurred. In 2007, authorities had to draw the stopper on a compulsory ICT test for 14 year-olds, developed over five old ages at the cost of ?26 million ( Mansell, 2009 ) after it was found to bring forth consequences for students that were dramatically different from instructor ‘s ain appraisals of their charges ‘ work. It was due to go statutory last twelvemonth, but in the terminal, was offered merely voluntary to schools. Repercussions were highlighted by Andre Harland, head of the Examination Officers ‘ Association stated, â€Å"it did foreground some possible large hazards and jobs with e-assessment. The trial involved taking computing machines in a school out of operation at the same clip, and it merely did non turn out deliverable in the end.† An issue with dependability in summational appr aisal is a cardinal defect as Harlem and James ( 1997 ) reiterate, dependability in summational appraisal is important. In add-on, Boyle ( cited in Mansell, 2009 ) and functionaries from all five tests boards in England, Wales and Northern Ireland, sets out other jobs, including that it may be easier to rip off by looking over person ‘s shoulder at what is on screen, instead than on a desk, and guaranting that high-tech testing does non present some alteration in the criterion of the test. However, it is 1s belief that the proposal made by Lebus is one that focuses chiefly on the computerisation of the externally set and graded high bets summational scrutinies of educational attainment that lead to makings. Surprisingly, was an article by Polly Curtis in the Guardian rubrics â€Å"Computerised proving probably to replace traditional tests, says caput of board† released in the 12th July 2009, stated that Lebus said â€Å"that traditional-style test would still be available for those who preferred them, but the new system would profit pupils who are exam-phobic. There are some people evidently who get really frightened by tests or could n't for other grounds do them well.† One must pull importance to this statement. Merely a hebdomad after the article Hilary Douglas ( 2009 ) stated that uninterrupted appraisal would wholly replace traditional tests, non supplying all the information. This brings to light issues with dependability and cogency of information the media publishes covering with of import appraisal issues. This demonstrates the ballyhoo artist attack to a serious issues sing instruction, and foremost the use of information. In the instance of A-Levels we already implement uninterrupted appraisal and supply resit opportunities the computerisation of these would be a good starting point for high interest summational appraisal. But why computerise? Why computerize a conventional trial if the new trial is meant to measure precisely the same things? Possibly the most common grounds given are that computerised will delver ; I. Increased efficiency/lower costs II. Greater flexibleness sing disposal ( e.g. trial on demand V trials at fixed – and infrequent – times ) III. Instant scores/feedback IV. Fewer mistakes V. Positive promotion through being seen to be ‘up-to-date ‘ VI. The first measure that must be taken earlier more sophisticated computer-based appraisals can be introduced. ( Raikes and Harding, 2003 ) At present, most of the academic makings aimed at 16-18 year-olds in the UK are assessed through a mixture of coursework and summational pen and paper scrutinies. Written scrutinies are still handwritten on paper, and are frequently criticised for restraining instruction, suppressing schoolroom invention, smothering pupil ‘s creativeness and for being progressively divorced from an of all time more technological universe ( Heppel, 2003 ) . There is hence force per unit area to develop appraisals that make full usage it IT developments, non merely in low-stake appraisals but high-stakes likewise. In pattern this can be difficult to accomplish for two chief grounds, even if the advanced appraisals exist. First, schools and colleges will all differ in the quality and measure of their ICT substructure, in the ICT support and in the degree of ICT accomplishments possessed by instructors. In such fortunes it would be really hard for an scrutiny board to present a high bets, advanced computer-based trial that would be accessible to all schools and colleges, and furthermore, which would non disfavor pupils from schools and colleges with destitute ICT resources. In add-on, likely demands for equity in appraisal would necessitate a traditional paper-based test. Second, a really high value is placed in the UK on the care of ‘standards ‘ from twelvemonth to twelvemonth, and this would be hard to show clearly since written trials define past criterions. The contention stirred up in the UK in 2002 about the consequences of new A Level scrutinies was caused mostly by ‘the absence of a clear apprehension of the criterions or degrees of demand ‘ ( Tomlinson, 2002 ) and how they relate to the old A Level system ; this once more serves as another illustration as the dangers involved in presenting wholly new types of high bets appraisal. Both equity and the criterions troubles may be addressed by first computerizing bing trials. Equivalent pen and paper and computing machine versions of the same trial may so be analogue that will ease all stakeholder to so concentrate on the migration from pen and paper to computing machine ( Raikes and Harding, 2003 ) .When about everyone is taking the trials on computing machine, it becomes easier to present some invention. By holding a procedure that moves in gradual phases it is believed it will ease the move towards valid trials whilst cut downing the concern about criterions. However, there are already cases where e-assessment is being implemented and demoing mark of success. Literature from Linn and Miller ( 2005 ) that clip required is a major issue when it comes to assignment taging. Two chief factors are to be considered: clip spent on administrative undertakings and the clip really spent on prosecuting the pupils work and the proviso of quality feedback. E-tools are developing and conveying positive alterations to instructors. The country were e-tools can do a existent impact on efficiency in disposal: providing paperss, easy accessible to all involved, accepting assignments entries, covering with safe and unafraid storage, pull offing the distribution of assignments to markers and easing the communicating within the marker squad ; returning taging sheets etc some in add-on to advantages mentioned earlier. Detecting plagiarism was another issue that was mentioned as a major advantage of utilizing e-tools. Having the assignment in electronic signifier means it can be cross-checked against past twelvemonth ‘s assignments and current assignments, and an e-tool like Turnitin can besides test for citations from text books. ( Heinrich et al, 2009 ) Overall, if research documents encountered and the deficiency of cardinal scheme from the authorities is any indicant to travel by, one believes that the execution of e-assessment when it comes to uninterrupted summational appraisals still has a batch of development to do, particularly if past mistakes are to be rectified and assurance in it dependability and cogency starts to better. There are promoting developments and as Professor Peter Tymms, of Durham University says: â€Å"The test boards are all on it, they are all believing about it, and seeking difficult to make it. But they have non yet found their manner frontward yet.† It hence leads one to believe that it is merely a affair of clip before e-assessment replaces traditional signifier of appraisal.DecisionThe purpose of this paper was to critically near appraisal patterns, maps of appraisal and interrogate current appraisal patterns through a media history. Continuous appraisal, formative and summational appraisal an d e-assessment were the chief subjects developed by the media article. Within these sub groups there were common subjects covering with cogency and dependability that helped understand the possible impacts these development in appraisal may hold for pupils, instructors and the wider universe. Overall, it is apparent from the research that the map of appraisal is of great importance when planning to alter any assessment systems. The passage from traditional summational appraisal to uninterrupted appraisal by the caput of Cambridge Assessment exam board leads one to believe that the assessment way appraisal boards are heading is one of impact functional degree, which concerns running an appraisal system that attempts to guarantee pupils remain motivated, and that all pupils learn a common nucleus for each topic. Due attention and attending will be needed, in order non to put inordinate demand on a criterion-based appraisal. This will take pedagogues to measure what the scholar can make in relation to the undertaking required of them and put small involvement on placing what else the scholar can make. The handiness of limitless resits and importance of criterion-based appraisals may hold serious larning reverberations as a displacement in accent of doing certain that pupils hiting are helped instead than an avidity to get the hang the subject. There has been a move from ‘assessment of larning ‘ to assessment for larning ‘ and now assessment as larning ‘ ( Torrance, 2007 ) The proposal made with respects to execution of uninterrupted appraisal as a series of e-assessments is non intended to to the full replace the traditional schoolroom appraisal and that is something everyone in educational constitutions, One believes, needs to take into history. But it can efficaciously complement the latter particularly in the context of big categories. MCQs have demonstrated successful illustrations on how to include e-assessment into the schoolrooms. Increased efficiency, greater flexibleness in working and instant tonss are some of the advantages e-assessment has brought into schoolrooms and schools. However, at this minute in clip, and taking past experiences into consideration, implementing e-assessment in footings of high-stake appraisal options will be difficult to accomplish ; either due to quality and measure of substructure or equity and criterions. It is true that impulse is constructing and as Durham University Professor, Peter Tymms says â€Å"the test boards are all on to it, they are all believing about it, seeking difficult to make it. But they have non yet wholly found their manner frontward yet. There is no uncertainty that the age of e-assessment is upon us. However, there are still many hurdlings to get the better of before the full potency and benefits of e-assessment are gained.Reference ListAmerican Educational Research Association, American Psychological Association and National Council on Measurement in Education ( 1999 ) Standards for educational and psychological testing ( Washington, DC, American Educational Research Association ) . 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