Letter of Advice

Letter of Advice COM200: Interpersonal Communication Instructor Sara Marcus January 9, 2012 Dear William and Linda, Let me start by saying congratulations on your recent nuptials. The two of you are off to an excellent start in wanting advice on how to efficaciously communicate with one another. In taking an interpersonal communication class, I have learned several concepts that I would like to share with you throughout this letter. Communication is important in developing and maintaining a relationship.A healthy communication style is vital to longer lasting relationships. The article â€Å"Can We Talk† is about the role of communication in a marriage. Nara Schoenberg gave great insight to giving advice to many that are able to read it that are in a marriage. This article highlighted how with good communication skills a marriage will be able to sustain itself for a lifetime. The results of good effective communication habits will build a strong and long lasting relationship.I n reading this article Schoenberg says that communication means that you're sharing and really getting to know one another and happy marriages exhibits â€Å"self-disclosure,† or sharing your private feelings, fears, doubts and perceptions with your partner. These statements are what make this article so relatable to its readers. We communicate in different ways but finding a compatible form of communication is key to any relationship. Being able to communicate clearly and effective requires a certain level of confidence.The text book Making Connections: Understanding Interpersonal Communications explains that the basic principle of interpersonal communication deals with concept of â€Å"who are you†. Feeling sure and comfortable of your communicating skills will ensure good communication within the relationship. Your self-concept is how you look at yourself. It is a mental image that you have of yourself and it can relate to your mental strength or status in life. One 's self-concept affects one's perception, attitude and behavior, which can be demonstrated during the process of interpersonal communication.Aspects of one's life influence their self-concept, which not only affect how people perceive them but how they perceive themselves. In the process of communication, self-knowledge and the way one feel about oneself is revealed to others, and affects how others react to them. Consequently, the perceptions one believes others have of them affect how they receive their communication, which influences their response. In relationships you have to be cognizant of how the opposite sex perceives things.Men hear things differently than women. I relate this to my childhood when my parents would argue and my mother would say to my father: â€Å"You hear what you want to hear†. This is evident in the study that was referenced in the article Close Relationships Sometimes Mask Poor Communication†. In the study, researchers asked 24 married coup les to take part in an experiment in which two sets of couples sat in chairs and tried to figure out the meaning of phrases whose meaning isn't entirely clear.The example used was a wife who says to her husband, ‘it's getting hot in here,' as a hint for her husband to turn up the air conditioning a notch, may be surprised when he interprets her statement as a coy, amorous advance instead (Healthday, 2011). One way to avoid this mistake is not to be rushed and preoccupied. Stop and make sure you understand the perspective the other is trying to relay especially since the two of you are married. In being aware of the opposite sex, you have to be aware of how you say things as well.The tone of your voice can displace the message you are trying to send. The text suggests that work to shut judgments about the speaker's appearance, tone of voice, or other such factors out of your mind when you are speaking with someone, and focus on the words and the meaning rather than on the perso n delivering the message. If you are unsure of a person’s meaning, it is not taboo to ask what is meant. This is a technique that I use in my own marriage. Before a disagreement takes place, I will say to my husband: I said†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ now what did you hear? This clears up what my intended message was and helps me to modify my tone or body language that my spouse may have found offensive. This was a hard lesson learned because I was the one that said things without considering how it sounds to my husband. That was not how I wanted to portray myself and not get into unnecessary arguments. Linda you also have to keep in mind that you become very animated when you talk. Although William knows this about you, it could become offensive in the heat of the moment. Dr.Terry Orbuch refers to this kind of body language as a determining factor in the early years of marriage. In her book, Marital Instability, she surveyed 199 African American couples and 174 White couples who we re just married and found that body language can cause significant damage in a relationship if it is read the wrong way. William should be mindful of his always present smile. In a majority of cases a great smile is a good thing. However, in times of turmoil a smile can be mistaken to mean that you are not taking the situation seriously.An excellent way to avoid conflict is to develop good listening habits. We have, at some point, exhibited poor listening skills. Bad listening habits include: Lack of interest in the subject, focus on the person, not on the content, interrupting, focus on the detail, missing the big picture, body language that signals disinterest, letting emotions block the meaning, and daydreaming. All these things can put any relationship in a downward spin. These habits could lead to misunderstandings and arguments. There are ways to avoid this. One way is to give your mate your full attention.Attend to what they are saying not just with your ears but with your en tire body. Make sure you are facing each other during the conversation. Having the right attitude contributes to your desire to want to know what the other is saying. The next thing is having patience and understanding. Sometimes you might have a difficult time getting your point clearly across. If your spouse attempts to help you say what is needed don’t get upset. This could be a good thing because they understand your point. This is always a way of showing support for them.Even if you do not agree with what they are saying, make sure respect what they have to say. Good listening skills also include knowing how to manage your reactions to what is being said. Before you respond, take a moment to think about what was said and how it makes you feel. Your response should reflect how you feel but should not sound like emotional tirade. A vital key to successful communication is having the ability to understand emotions and being able to express those emotions (Sole, 2011). This is often referred to as emotional intelligence.Emotional intelligence (EI) is the ability to identify, assess, and control the emotions of oneself and others. Emotional intelligence includes making good judgments about when to deal with emotions and keep them at bay. Kathy Sole feels that emotional intelligence also directly corresponds to emotional health—the higher your EI, the more emotionally healthy you are. Ones emotional health keeps you in tuned with your feelings while being exposed to the feelings of others. This is beneficial in a marital relationship because you don’t forget about you when dealing with your spouse’s feelings.The communication skills of any couple are established early on and can improve or become worse. In a marriage, communication skill should always improve and a step towards improvement is self-disclosure. Self-disclosure is the act of sharing aspects of your personal self with other people. This act allows you find commonalities with each other as well as dislikes. Being able to open up to others is essential to developing a deeper connection Self-disclosure and communication skills overall are important components of any healthy relationship.Self-disclosure lays the foundation for the type of relationship you will have with one another. Also it plays an important role in validating self-worth and identity. While self-disclosure have many benefits the amount of disclosure depends on what will be gained and how much are you losing to your partner. Being on the receiving end of disclosure requires a level of culpability and perhaps forgiveness. William and Linda again I want to congratulate you on your recent engagement. You two have a lifetime of perfecting your communication skills ahead of you.Using the concepts that I have mentioned in this letter will make it easier for you. Thank you for the honor of asking for my advice and wish you many years of happiness. Love, Tasha References Anonymous,. Close Rela tionships Sometimes Mask Poor Communication. (2011,  January). U. S. News ; World Report,1. Retrieved January 9, 2012, from ABI/INFORM Global. (Document ID:  2270370591). NARA SCHOENBERG. (2011,  February  6). Can we talk? Researcher talks about the role of communication in marriages. Houston Chronicle,p. 7.Retrieved January 9, 2012, from ProQuest Newsstand. (Document ID:  2260839481). Sole, K. (2011). Making Connections: Understanding Interpersonal Communication. San Diego: Bridgepoint Education. Orbuch, T. (2007). Interpersonal Relationships, in The Blackwell Encyclopedia of Sociology, G. Ritzer (Ed. ), (Oxford: Blackwell Publishing), 2390-2393. Veroff, J. , ; Orbuch, T. L. (2009). Studying Marital Relationships. In an edited volume called Research Methodologies in  African American Communities, Edited by J. Jackson ; C. Howard (Eds. ), Sage Publications. Letter of Advice Letter of Advice COM200: Interpersonal Communication Instructor Sara Marcus January 9, 2012 Dear William and Linda, Let me start by saying congratulations on your recent nuptials. The two of you are off to an excellent start in wanting advice on how to efficaciously communicate with one another. In taking an interpersonal communication class, I have learned several concepts that I would like to share with you throughout this letter. Communication is important in developing and maintaining a relationship.A healthy communication style is vital to longer lasting relationships. The article â€Å"Can We Talk† is about the role of communication in a marriage. Nara Schoenberg gave great insight to giving advice to many that are able to read it that are in a marriage. This article highlighted how with good communication skills a marriage will be able to sustain itself for a lifetime. The results of good effective communication habits will build a strong and long lasting relationship.I n reading this article Schoenberg says that communication means that you're sharing and really getting to know one another and happy marriages exhibits â€Å"self-disclosure,† or sharing your private feelings, fears, doubts and perceptions with your partner. These statements are what make this article so relatable to its readers. We communicate in different ways but finding a compatible form of communication is key to any relationship. Being able to communicate clearly and effective requires a certain level of confidence.The text book Making Connections: Understanding Interpersonal Communications explains that the basic principle of interpersonal communication deals with concept of â€Å"who are you†. Feeling sure and comfortable of your communicating skills will ensure good communication within the relationship. Your self-concept is how you look at yourself. It is a mental image that you have of yourself and it can relate to your mental strength or status in life. One 's self-concept affects one's perception, attitude and behavior, which can be demonstrated during the process of interpersonal communication.Aspects of one's life influence their self-concept, which not only affect how people perceive them but how they perceive themselves. In the process of communication, self-knowledge and the way one feel about oneself is revealed to others, and affects how others react to them. Consequently, the perceptions one believes others have of them affect how they receive their communication, which influences their response. In relationships you have to be cognizant of how the opposite sex perceives things.Men hear things differently than women. I relate this to my childhood when my parents would argue and my mother would say to my father: â€Å"You hear what you want to hear†. This is evident in the study that was referenced in the article Close Relationships Sometimes Mask Poor Communication†. In the study, researchers asked 24 married coup les to take part in an experiment in which two sets of couples sat in chairs and tried to figure out the meaning of phrases whose meaning isn't entirely clear.The example used was a wife who says to her husband, ‘it's getting hot in here,' as a hint for her husband to turn up the air conditioning a notch, may be surprised when he interprets her statement as a coy, amorous advance instead (Healthday, 2011). One way to avoid this mistake is not to be rushed and preoccupied. Stop and make sure you understand the perspective the other is trying to relay especially since the two of you are married. In being aware of the opposite sex, you have to be aware of how you say things as well.The tone of your voice can displace the message you are trying to send. The text suggests that work to shut judgments about the speaker's appearance, tone of voice, or other such factors out of your mind when you are speaking with someone, and focus on the words and the meaning rather than on the perso n delivering the message. If you are unsure of a person’s meaning, it is not taboo to ask what is meant. This is a technique that I use in my own marriage. Before a disagreement takes place, I will say to my husband: I said†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ now what did you hear? This clears up what my intended message was and helps me to modify my tone or body language that my spouse may have found offensive. This was a hard lesson learned because I was the one that said things without considering how it sounds to my husband. That was not how I wanted to portray myself and not get into unnecessary arguments. Linda you also have to keep in mind that you become very animated when you talk. Although William knows this about you, it could become offensive in the heat of the moment. Dr.Terry Orbuch refers to this kind of body language as a determining factor in the early years of marriage. In her book, Marital Instability, she surveyed 199 African American couples and 174 White couples who we re just married and found that body language can cause significant damage in a relationship if it is read the wrong way. William should be mindful of his always present smile. In a majority of cases a great smile is a good thing. However, in times of turmoil a smile can be mistaken to mean that you are not taking the situation seriously.An excellent way to avoid conflict is to develop good listening habits. We have, at some point, exhibited poor listening skills. Bad listening habits include: Lack of interest in the subject, focus on the person, not on the content, interrupting, focus on the detail, missing the big picture, body language that signals disinterest, letting emotions block the meaning, and daydreaming. All these things can put any relationship in a downward spin. These habits could lead to misunderstandings and arguments. There are ways to avoid this. One way is to give your mate your full attention.Attend to what they are saying not just with your ears but with your en tire body. Make sure you are facing each other during the conversation. Having the right attitude contributes to your desire to want to know what the other is saying. The next thing is having patience and understanding. Sometimes you might have a difficult time getting your point clearly across. If your spouse attempts to help you say what is needed don’t get upset. This could be a good thing because they understand your point. This is always a way of showing support for them.Even if you do not agree with what they are saying, make sure respect what they have to say. Good listening skills also include knowing how to manage your reactions to what is being said. Before you respond, take a moment to think about what was said and how it makes you feel. Your response should reflect how you feel but should not sound like emotional tirade. A vital key to successful communication is having the ability to understand emotions and being able to express those emotions (Sole, 2011). This is often referred to as emotional intelligence.Emotional intelligence (EI) is the ability to identify, assess, and control the emotions of oneself and others. Emotional intelligence includes making good judgments about when to deal with emotions and keep them at bay. Kathy Sole feels that emotional intelligence also directly corresponds to emotional health—the higher your EI, the more emotionally healthy you are. Ones emotional health keeps you in tuned with your feelings while being exposed to the feelings of others. This is beneficial in a marital relationship because you don’t forget about you when dealing with your spouse’s feelings.The communication skills of any couple are established early on and can improve or become worse. In a marriage, communication skill should always improve and a step towards improvement is self-disclosure. Self-disclosure is the act of sharing aspects of your personal self with other people. This act allows you find commonalities with each other as well as dislikes. Being able to open up to others is essential to developing a deeper connection Self-disclosure and communication skills overall are important components of any healthy relationship.Self-disclosure lays the foundation for the type of relationship you will have with one another. Also it plays an important role in validating self-worth and identity. While self-disclosure have many benefits the amount of disclosure depends on what will be gained and how much are you losing to your partner. Being on the receiving end of disclosure requires a level of culpability and perhaps forgiveness. William and Linda again I want to congratulate you on your recent engagement. You two have a lifetime of perfecting your communication skills ahead of you.Using the concepts that I have mentioned in this letter will make it easier for you. Thank you for the honor of asking for my advice and wish you many years of happiness. Love, Tasha References Anonymous,. Close Rela tionships Sometimes Mask Poor Communication. (2011,  January). U. S. News ; World Report,1. Retrieved January 9, 2012, from ABI/INFORM Global. (Document ID:  2270370591). NARA SCHOENBERG. (2011,  February  6). Can we talk? Researcher talks about the role of communication in marriages. Houston Chronicle,p. 7.Retrieved January 9, 2012, from ProQuest Newsstand. (Document ID:  2260839481). Sole, K. (2011). Making Connections: Understanding Interpersonal Communication. San Diego: Bridgepoint Education. Orbuch, T. (2007). Interpersonal Relationships, in The Blackwell Encyclopedia of Sociology, G. Ritzer (Ed. ), (Oxford: Blackwell Publishing), 2390-2393. Veroff, J. , ; Orbuch, T. L. (2009). Studying Marital Relationships. In an edited volume called Research Methodologies in  African American Communities, Edited by J. Jackson ; C. Howard (Eds. ), Sage Publications.

Physical Condition Of Nepal Essay

Nepal is an independent democratic nation. The country is bordering between two big countries like China and India. It is developing country where the socio-economic status of the people is very low. The economic growth of the country has not improved substantially. According to the CBS, 2001. The total population is Nepal 23151423 where (11-587502) 50.06 percent are female and (11563921) 49.94 percent are male. It. means that women constitutes more than half of the population in Nepal. GEOGRAPHICAL MAP OF NEPAL In the national development, women play vital role, male dominated country females are considered low standard and of less value. Literacy rate differs vastly. 42.5 percent women are literate and where 65.1 percent men are literate. According to the CBS report, 2001. But in recent years people have started realizing the importance of women role and participation in the economy as well as social and developmental activities. So without women participation development goals can not be fully attained. Therefore we can say that men and F women are two pillars of the development. In recent world scenario, women have been actively participating in the political and social aspect. The voice of equality for men and women was raised first in the western countries, after the analytical revolution the women of these countries demanded equal rights for them. NATIONAL FLAG OF NEPAL Nepal is a multi language, multi culture, multi religion, and multi parti system country. There are many language and many culture but they believe in every language and culture each other. Tourism is about the movement of people. Tourists are the outside who travel away from their usual environment. They are from different countries, culture, tradition and  interest. Therefore, every tourist brings his own culture with him/her and there is a meeting of more than two cultures in tourism. Since, tourism is the hospitality or service industry, we are expected to behave as per liking, interest and style of the tourists. NEPALESE CULTURE Culture is tourism’s main attraction. Without culture, every place would be seen ironically the same. Without different culture heritage, the places around the world would have little to offer that could attract the purpose of tourism. The cultures of different countries can vary greatly to attract people from a particular country, which is important to know cultural differences. The choices of interest of determined by the age, sex, culture and nationality such as children are interested to play and enjoy, young generations like to be informal and take part in adventure activities where older generations are more disciplined, formal and enjoy cultural tours. An isolated, agrarian society until the mid-20th century, Nepal entered the modern era in 1951 without schools, hospitals, roads, telecommunications, electric power, industry, or civil service. The country has, however, made progress toward sustainable economic growth since the 1950s and is committed to a program of economic liberalization. Nepal has used a series of five-year plans in an attempt to make progress in economic development. It completed its ninth economic development plan in 2002; its currency has been made convertible, and 17 state enterprises have been privatized. Foreign aid accounts for more than half of the development budget. Government priorities over the years have been the development of transportation and communication facilities, agriculture, and industry. Since 1975, improved government administration and rural development efforts have been emphasized. Agriculture remains Nepal’s principal economic activity, employing 80% of the population and providi ng 37% of GDP. Only about 20% of the total area is cultivable; another 33% is forested; most of the rest is mountainous. Rice  and wheat are the main food crops. The lowland Terai region produces an agricultural surplus, part of which supplies the food-deficient hill areas. Economic development in social services and infrastructure has not made dramatic progress due to GDP dependency on India. A countrywide primary education system is under development, and Tribhuvan University has several campuses. Please see Education in Nepal for further details. Although eradication efforts continue, malaria had been controlled in the fertile but previously uninhabitable Terai region in the south. Kathmandu is linked to India and nearby hill regions by road and an expanding highway network. The capital was almost out of fuel and transport of supplies caused by a crippling general strike in southern Nepal on February 17, 2008.[2] Major towns are connected to the capital by telephone and domestic air services. The export-oriented carpet and garment industries have grown rapidly in recent years and together now account for approximately 70% of merchandise exports. Nepal was ranked 54th worst of 81 ranked countries (those with GHI > 5.0) on the Global Hunger Index in 2011, between Cambodia and Togo. Nepal’s current score of 19.9 is better than in 2010 (20.0) and much improved than its score of 27.5 in 1990.[3] Currency 1 Nepalese Rupee (NPR) = 100 paisa Fiscal year 16 July – 15 July Trade organizations WTO Statistics GDP $35.81 billion (2010 est.) GDP growth 4.6% (2010 est.) GDP per capita $1,200 (2010 est.) GDP by sector agriculture (40%), industry (20%), services (40%) (2002 est.) Inflation (CPI) 8.6% (September 2010 est.), 10.6% (October 2011 est. source: myrepublica.com) Population below poverty line 24.7% (2008 est.) Main industries Tourism, garment, food and beverages, metal manufactures, herbs. Ease of Doing Business Rank 107th[1] External Exports $849 million (2009) f.o.b.; note – does not include unrecorded border trade with India (2008) Export goods carpets, clothing, leather goods, jute goods, grain, herbs, tea Main export partners European Union 42.5%, United States 8%, Bangladesh 6.04%, Germany 5% (2009) Imports $5.26 billion f.o.b. (2008) Import goods Petroleum Products, Gold, Machinery Main import partners India 57%, China 13% (2009) Public finances Revenues $3 billion (FY 2010) Expenses $4.6 billion (FY 2010) The Nepali government has decided to bring timely changes to the country’s coat of arms and bring it into force on Dec. 30, the National News Agency RSS reported on Monday. According to the RSS, the new coat of arms is based on the people’s supremacy, the distinguished identity of the nation, national unity and self-pride. It was developed jointly by artists Nabindra Man Rajbhandari, Himayala Gautam and Krishna Shrestha. Approved by the meeting of the Council of Ministers held on Dec. 14, the coat of arms is made up of the national flag, the symbol of nationality; the world’s highest peak, Mt. Qomolangma; green hills symbolizing the hilly region; woman and man joining hands with one another to symbolize gender equality; yellow  color symbolizing the fertile terai region; a garland of national flower laligurans or rhododendron; paddy ears on the top and a red ribbon with the letters in white reading â€Å"mother and motherland are greater than heaven† in the bottom. Nepal is a secular state under the Interim Constitution, which was promulgated on January 15, 2007. The Interim Constitution provides for freedom to practice one’s religion. The Interim Constitution also specifically denies the right to convert another person. The now-defunct constitution of 1990, which was in effect until January 15, 2007, described the country as a â€Å"Hindu Kingdom,† although it did not establish Hinduism as the state religion. The Government generally did not interfere with the practice of other religious groups, and religious tolerance was broadly observed; however, there were some restrictions. The Government took positive preliminary steps with respect to religious freedom during the period covered by this report, and government policy contributed to the generally free practice of religion. The Interim Parliament, through the Interim Constitution, officially declared the country a secular state in January 2007; however, no laws specifically affecting freedom of religion were changed. Nonetheless, many believed that the declaration made it eas ier to practice their religion freely. However, members of minority religious groups occasionally reported police harassment. Authorities limited the location of and otherwise restricted many public celebrations by the Tibetan community, especially those with political overtones. Adherents of the country’s many religious groups generally coexisted peacefully and respected places of worship, although there were reports of societal abuses and discrimination based on religious belief or practice. Those who converted to another religious group at times faced violence and occasionally were ostracized socially but generally did not fear to admit their affiliations in public. Nepal is moving forward to become the newest republic of the world. After more than 200-years-long Monarchy, Nepal is finally becoming the country ruled by the general people instead of the kings and queens. Nepal has always faced political turmoil. This beautiful country, located in Himalayas in Asia, has very unstable political condition. The recent changes that have shaken Kathmandu with powerful voices, the commitment of leaders toward democracy and public right gives a hope that Nepal is finally moving toward democracy after the 200 years of bureaucracy and political turmoil.  The April revolution of 2006 changed the face of Nepal. It was able to end the decade-long guerilla warfare of Maoist and was successful to bring them into peace into this war-torn country. The Maoist was regarded as one of the big parties and was also offered good proportion of seats on the parliament. The parliament which was formed after the revolution deducted much of the power of the king and took away his authority and power over the military and the administration. An interim administration said he must pay taxes, placed the army under civilian control and removed his image from the 500-rupee note, replacing it with Mount Everest. The main purpose of the Maoist insurgents was to overthrow the Monarchy system from Nepal which has been deeply rooted in Nepalese society both culturally and politically making the political view of Mao Tse-tung, the communist leader of china, the communist party, Maoist, came to main political frame and the parliament after the revolution of 2006. On the Constituent Assembly elections conducted on April 10th, Maoist emerged as the biggest party of Nepal securing 220 seats of parliament while the biggest parties of Nepal, Nepali Congress only won 110 seats which shocked the entire nation as well as the whole world. With overwhelming support and che ers, the first sitting of the constituent Assembly collectively declared the country a Republic late on Wednesday night making Nepal the World’s newest republic and making the king a general, ordinary citizen. In the context of implementing a Republic in the country, the CA meeting directs the then king residing at the Narayanhiti palace and the private secretariat structure ordering him to leave within 15 days. A new Government will soon be formed and Nepal will be having its first president ever and as Maoist have won the election it is for sure that the first president of Nepal will be a Communist leader who is supposed to be the chairman of Maoist party of Nepal known as Prachanda. Nepal will have to face many hurdles even though Nepal has revived itself as a Republic country but people still have fear in their hearts about the condtion that will grow when Maoist will have their government and they fear how things are going to be on the coming days. But for the moment, much of Nepal enjoys and cheers for becoming the worlds new-born Republic country. Pokhara is a remarkable place for natural beauty at an altitude of 827 m above mean sea level & 200 km west of Kathmandu. This city is ever known  as a real paradise in Earth. The Valley is filled with swift flowing river and dotted with clear gleaming lakes. It is blessed with the back drop is the most dramatic sceneries in world. A 140km of panoramic Himalayan ranges seem close enough to be touched. But also can be felt. The magnificence of the Himalayas rising behind the lake create an ambience of peace & magic, popular for water rafting, Kayaking and trekking expeditions following the unification of Nepal in 1769. It took a shape of permanent bazaar (small town). Newar migrants from Kathmandu Valley established business and introduced new architecture design of the city. It grew as a catering place to caravan traders with limited infrastructure facilities located at the break of bulk point along the trans-Himalayan trade routes. Pokhara is a very beautiful natural place. It is rich in natural beauty, it is lies in western develop region of Nepal. Pokhara is a very famous city in Nepal. Many foreigner visit Pokhara to see it natural beauty. Pokhara is develop city. There we can get all facility The highest peak of the world Mount Everest is situated in Solukhunmbu District of Sagarmatha Zone. It is known by the name Sagarmatha in Nepal. It is located 27 ° 59†² North latitude, 86  ° 55†² East longitudes. The official height of this peak is 8848 meters. The temperature lies below 0 °c at the summit. Mount Everest was named after Sir George Everest who discovered this peak for the first time. It is very difficult to climb up this mountain because oxygen contained in air becomes lesser as the height increases then it will be difficult to breathe so the climbers take oxygen along with them. Carrying oxygen only also is not enough to climb this peak. You need the special practice that is Acclimatization. In this process a person goes to certain height and come down again so his/her body get used to the reduced oxygen content of the air. It is necessary for the safety climbing. Climbers acclimatize by ascending slowly; resting one day for every 1,000 feet they clim b in one day. On May 29, 1953, Tenzing Norgay Sherpa of Nepal & Edmund Percival Hillary of New Zealand climbed to the summit of Everest for the first time while the first woman to climb it is Junko Tabei of Japan. She succeeded her trip on 16 May, 1975. Chitwan District is one of the seventy-five Districts og Nepal, a landlocked country of South Asia. The district is in the western part of Narayani Zone with Bharatpur, the seventh  largest city of Nepal, as its district headquarters. It covers an area of 2,218 km ² and in 2001 had a population of 472,048 people. Bharatpur is a commercial and service centre of central south Nepal and merger destination for higher education, health care and transportation of the region. The district takes its name from the Chitwan Valley, one of Nepal’s Inner Terai valleys between the Mahabharat and Siwalik ranges, both considered foothills of the Himalayas. Narayanghat, on the bank of Narayani River, is the main town with numerous shopping zones where pe ople come from all over the district and neighbouring districts.

T.C. Boyle Writes of Infidelity

Katherine Meyer English 1100 Sec. 131 November 4th, 2008 Indefinitely Infantile Infidelity As an apparent defiance of one of the Ten Commandments, Adultery, the act of voluntary sexual involvement between a married individual and someone whom is not his or her spouse is a widely frowned upon taboo that disregards social norms. Staying true to his style and content by pushing the envelope on controversial topics such as this in his writing, T. C. Boyle frequently addresses the theme of adultery throughout many of his short stories.Reoccurring in the selections â€Å"Caviar† and â€Å"All Shook Up† adultery takes on a disturbing component of the stories as the main characters similarly get caught up in the unacceptable. With differing motives, paralleling sexual interests and desires, as well as converse outcomes for the two men defying the sacred vows they once made under holy matrimony, Boyle weaves two complex stories of deceit and malice. Adultery outside the world of fiction is committed for an infinite number of reasons; attempted justifications that can roll on for miles.In these particular stories, aside from their irrepressible habitual instincts, the main characters Mr. Trimpie and Patrick in â€Å"Caviar† and â€Å"All Shook up† have differing objectives when they decide to officially sever the vows they once made to their wives. The differing motives for each man’s imprudent acts against the principles of marriage cover a broad spectrum of rationale. Leading to his downfall, In â€Å"Caviar† the central character Mr. Trimpie finds himself unable to reproduce with his sterile wife, Marie.Although he is not to blame for the fruitless attempts at an offspring as Boyle describes, â€Å"The bad news was that Marie’s ovaries were shot† (109) it is apparent that his own insecurities in addition to other factors brand him vulnerable and susceptible to bad judgment, such as infidelity. This vulnerability presents itself when he frequently references his lack of education and wealth throughout the story as seen here, â€Å"I was on the wrong end of the socioeconomic ladder, if you know what I mean† (106).As a surrogate mother is introduced into the picture and becomes pregnant with his natural child, Mr. Trimpie suddenly finds himself hot for the young carrier. The flustered young man expressed, â€Å"The thought of it, of my son floating around in his own little sea just behind the sweet bulge of her belly†¦ well, it inflamed me, got me mad with lust and passion and spiritual love too† (114). This reveals that the motivation behind Mr. Trimpie’s act of adultery was not purely the result of meaningless attraction or fragile insecurity though.The feeble father consequently ends up falling in love with the biological mother of his child and is unable to restrain himself. Intercourse with Wendy, the young stand-in mother becomes a frequent occurrence for the co vetous husband stigmatizing him a cheater once and for all. Mr. Trimpie’s counter character, Patrick, found in Boyle’s short story entitled â€Å"All Shook Up† has his own prerogative concerning his execution of adultery in his story. Patrick’s wife, Judy, disappeared with another man prior to a newlywed couple, Cindy and Joey conveniently moving next door.Initially compelled to Cindy because of her sultry, suggestive manner, Patrick recalls a late night after what started out as a neighborly dinner, â€Å"She was kneeling beside me on the couch; then she kicked her leg out as if mounting a horse and brought her knee softly between my legs until I could feel the pressure lighting up my groin† (126). Still exhibiting his wedding band on the left ring finger, Patrick engages in the act of infidelity with Cindy shortly after this night.Describing the event, Patrick stated, â€Å"She felt good, and a little strange: she wasn’t Judy† (130) . Based on his assessment of the night, Boyle alludes to the reader that Patrick is still yearning for his wife. Patrick bluntly conveys, â€Å"I felt evil and betrayed and wanted his wife because I had wounds to salve and because she was there† (127). The meaningless sex with Cindy was an attempt to fill a void and heal the pain from Judy’s abandonment.In addition to his emotionless mind-set concerning Cindy and their intercourse, his lack of concern towards the young woman becomes more evident as he confirms, â€Å"I should have held her, I guess, should have probed deep in my counselor’s lexicon for words of comfort and assurance, but I didn’t† (130). Patrick views Cindy as well as their dance, as nothing more than a physical encounter, ruling out any deeper vehicle of motivation for his actions. Although the two men have contrasting motivations driving their less than admissible behaviors, they do however share common ground concerning their se xual interests and desires.Mr. Trimpie and Patrick alike are attracted to barely pubescent young girls who entice them with their youthful sex appeal. From the story â€Å"Caviar,† the pedophilic character Mr. Trimpie responds to the news of Wendy’s growing belly as follows: â€Å"I grinned like an idiot, thrilled at the way the panties grabbed her thighs- white nylon dancing pink flowers- and how her little pointed breasts were beginning to strain at the brassiere. I wanted to put my tongue in her naval† (113).Asserting such a disturbing observation, it is obvious that this man finds Wendy’s juvenile body parts, as well as childish undergarments as much of a turn on as the fact that she is carrying his child. Staying true to the paralleling interest in adolescent females, in the short story â€Å"All Shook Up,† Cindy, the woman Patrick kanoodles with is also a young lady who exerts her youthful charm on the much older man. Describing Cindy, Pat st ates, â€Å"She was wearing a halter top and gym shorts, her hair was pinned up, and her perfect little toes looked freshly painted† (121).His innocent depiction of a young girl standing at his front door exudes sexual frustration. Evident in this passage, Boyle writes: â€Å"I wanted her like a forbidden fruit, wanted her like I’d wanted half of the knocked-up, washed-out, defiant little twits who paraded through my office each year† (127). Just as disturbing as Mr. Trimpie’s erotic observations of Wendy, this passage is Patrick’s confession that he too secretly craves the taste of a freshly ripened young woman. Further emphasizing the two men’s interest in similar types of women, Boyle disguises coincidental details with reference to the women in his text.Boyle illustrates Wendy in the short story â€Å"Caviar† by stating, â€Å"Her eyes were gray, and there was a violet clock in the right one† (121). Resembling Wendy’ s gray eyes, Cindy in â€Å"All Shook Up† is described in the same manner: â€Å"Her eyes were gray, the color of drift ice on the river† (111). Both men who commit the infidelity identify with one another in regards to their type of secondary woman. Both acts of adultery have serious impacts on the lives of Mr. Trimpie and Patrick. Although cheating on a spouse typically results in formidable outcomes, the aftermath for each of the two men in â€Å"Caviar† and â€Å"All Shook Up† are surprisingly converse.

Evolution of poultry processing in America Essay

Evolution of poultry processing in America - Essay Example At the end of 19th century poultry in USA were raised primarily for their eggs. In the early 1920s farmers, mainly women, began to sell eggs and meat on a market. By 1925 many farmer had already sold out poultry by rail. So, for 30 years home production of poultry had been turned into industry. In the 1930s, in some agricultural regions feed salesman sold to the farmers baby chicks in order they feed them on credit. When the chicks were grown, they buy chickens back at a price that would cover his costs and guarantee farmers a profit (Stull, Broadway, 1995). In some years these businessmen were able to open their own poultry processing plant and hatchery. So, during this period the poultry production was divided into several different sectors which include local growers, hatcheries, feed mills and processing plants all operating independently of one another. "The farmer switched from plant to plant based on the timing of each plant's needs. The biggest problem with this type of arrangement was a lack of protocol" (Stull, Broadway, 1995). During this time, there was no standard plan in order to give detailed instructions for farmers and processing plants to raise birds or hatcheries to process chicks or mills to formulate ingredients for feed (Moreng, Avens, 1985). At this period manual ... In addition the poultry processing work was dangerous, repetitive, and unhealthy. At the end of 1930s, when the Second World War began (1939), there was a significant growth in the poultry industry, and poultry consumption. The main buyer was the War Food Administration which reserved the processed chicken from many US states. This was an advantage for poultry plans as they can estimate the quantity of products having a guaranteed buyer. During the war period there was a shift from "New York dressed" (with head, feet, and entrails intact) to fully processed chickens (without head, feet, and entrails), and later to frozen birds, which became the industry standard (Moreng, Avens, 1985). In the middle of the XX century poultry industry grew remarkably. According to statistical data the number of farms involved in poultry production rose from 230 to 3,499 between 1939 and 1950. Many poultry processing plans integrate innovations and completed the vertical integration of their plants. These changes were caused by scientific discoveries and improving technology, which resulted in high productivity of plants. On the other hand, because of advances in technology and the need for constant refinancing to modernize chicken houses, the number of frames went bankrupt. For instance, "In Hall County only one-sixth of the number of contract growers in 1950 produced six times as many chickens in 1997" (Ensminger, 1992). The cooperative was developed to integrate the functional areas under one plant attempting to reduce costs with economies of scale and create standards that control quality from the hatching egg through the processing plant. To further cement the functional areas, the company was consolidated under our current management

The Opposite of Freedom Essay Example | Topics and Well Written Essays - 750 words

The Opposite of Freedom - Essay Example There would be no one to live for during those coming years; she would live for herself. There would be no powerful will bending hers in blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature. A kind intention or a cruel intention made the act seem no less a crime as she looked upon it in a brief moment of illumination. (Story 2) For her, freedom was only possible in the death of her husband, not in his life. She was not sad at his dying, because it meant that she would finally be able to make her own decisions, finally able to live her own life. Yet the story can not end there. The reader is told early in the story that Louise has a weak heart, and would be stressed by the news. When the doctors arrive to check her, and make sure she is well, another person also arrives-her husband. The story ends "When the doctors came they said she had died of heart disease - of joy that kills" (Story 3). To the very end, she was controlled by her husband, and the shock at realizing that all the joy she had felt was too soon killed her. Even her death was determined by the actions of a man. For Desiree, of "Desiree's Baby," the misery in her life is no less evident. She is happy with her husband, and they have a great love. ... She, who is a very sensitive soul, is glad that the coming of their first child has softened her husband, who is often cruel with the slaves. Then, suddenly, something changed, and the entire mood of the house was different. Desire noticed When he spoke to her, it was with averted eyes, from which the old love-light seemed to have gone out. He absented himself from home; and when there, avoided her presence and that of her child, without excuse. And the very spirit of Satan seemed suddenly to take hold of him in his dealings with the slaves. Desiree was miserable enough to die. (Desiree 3) Something, it seemed, had changed for him, and his mood is what controlled the entire house. When Desiree suddenly realizes that her son is partially black, she goes to her husband to find out why he was black. He explains to her that she must be black. And because she was black, he no longer wanted her. She left, and he burned all her belongings, along with those of the baby. Yet, at the end, the narrator shares with the reader a note from Armand's past. His mother wrote "I thank the good God for having so arranged our lives that our dear Armand will never know that his mother, who adores him, belongs to the race that is cursed with the brand of slavery" (Desiree 6). He was so embarrassed by his own history that he was willing to blame it on his wife, and force her to leave, along with his son. For both women, men controlled their actions. For Desiree, the fault was clearly hers, and she was forced to leave. For Louise, her only freedom came with her husband's death. Both women were limited in their movements by men, but in different ways. Desiree was forced to leave, and lose the happiness she had with her family, along with

Orientalism and Race in Disney Movie Essay Example | Topics and Well Written Essays - 1500 words

Orientalism and Race in Disney Movie - Essay Example Hall applies the term ideology to relate to those images, concepts, and premises which provide the frameworks through which we represent, interpret, understand, and make sense of some aspect of social existence (Hall, 271). He further alludes to the fact that argues the portrayal and perpetuation of race in the media, which is a key producer and transformer of ideologies, touches directly the problem of ideology. Hall established that ideologies result in various forms of social consciousness and as a result will always work best in circumstances where they formulate as well as construct their worldviews. According to Hall, the media constructs a definition of what race is for viewers, what meaning the imagery of race carries as well as how the problem of race should be understood. The media further divides the world in terms of categories of race and setting people apart based on their appearance and notions that have been socially developed over time. The media portrays two forms of racism which include overt racism and inferential racism. Overt racism is defined by the coverage granted to openly racist arguments, positions, or spokespersons while inferential racism relates to the apparently naturalized representations of events and situations relating to race irrespective of whether they are factual or fictional which have racist premises and propositions inscribed in them as a set of unquestioned assumptions. Writers pulling stances in their publication are high profiled writers with a wealth of media experience.

(ADVANCED PLACEMENT) -AP Art History Essay Example | Topics and Well Written Essays - 250 words

(ADVANCED PLACEMENT) -AP Art History - Essay Example There are fifty scenes represented by captions in Latin Language. In addition, it represents the information by embroidered figures of men riding horses with weapons, dogs, and people pedaling boats indicating a scene of military conflict and persons that appear to have been displaced by the conflict. The tapestry was embroiled with eight different colors with blue-green, light-green, grey-blue, terracotta, and buff being the main colors. On the other hand, patches of yellow, dark-blue, and dark-green are evident. The Bayeux Tapestry is a long strip of cloth that narrates the events of a well-organized incursion. The Bayeux tells the perception of Norman on the state of affairs that led to the battle of Hasting. The Tapestry contains many details of different scenes, human figures, buildings, trees, Latin letters, creatures, and animals. The Burning of the Sanjo Palace is one of events that occurred during the Heiji Era. It is a piece of art represented on a hand scroll and believed to have been prepared during the 13th century. However, the name of the artist is unclear. The significance of this piece of artwork lies on the fact that it represents scenarios of conflicts that were usually exhibited by the Japanese War Lords during the Heiji Era. It gives audiences information concerning features of the conflicts that occurred in the 13th century in Japan and their level of severity i.e. burning of structures as well as beheading of people believed to be traitors. The narrative is expressed by drawings of a large group of men riding horses with arms and an inferno drawn on a large piece of an ancient scroll that measures 41.3 centimeters by 699.7 centimeters. It seems it was painted with ink and color. It indicates a scenario of conflict shown by the weapons carried by horse riders and the inferno that seems to have been set on

Marketing Initiatives for Cerebral Palsy League Essay

Marketing Initiatives for Cerebral Palsy League - Essay Example When looking at the Cerebral Palsy League, there is a specific association with changing the website to promote the services and efforts of the company. This paper will examine the efforts of the League with their online presence and the association which is a part of the new initiatives for the League. This consists of changing the performance levels with the e-marketing mix and the association that is a part of the website navigation and performance. Table of Contents Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Background of the Cerebral Palsy League†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...4 Problems with the Company and Online Presence†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..5 Goals and Objectives†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...5 Target Marketing Strategy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...6 Price†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.7 Place†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.8 Promotion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.9 Product†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...11 Monitoring and Evaluation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 Budget†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.13 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..14 Introduction Reaching to the right target market through a website changes the association which many have to a specific organization. For a non – profit organization, this shows the validity of the program and the organization which it carries. Without the right website approach there is the inability to create the right approach to the needs of the consumer. The Cerebral Palsy League is a non – profit website which requires a plan that approaches the necessary needs of consumers while offering more interaction with those visiting the website. Planning and identifying new e-marketing considerations allows the customers to have a different approach to the presence while attracting more individuals that recognize the legitimacy of the website while having a stronger foundation of trust when working with the organization. Background of The Cerebral Palsy League The Cerebral Palsy League is a non – profit organization located in Australia. The main goal is to assist children and adults who are suffering from Cerebral Palsy and other related physical disabilities. Currently the League supports over 5,000 families with support and services during each phase of Cerebral Palsy. The services provided by the company include incorporating basic motor skills, such as walking, talking and other movements. This expands into other alternatives for education and learning and creating alternatives to live independently. The combined goals are incorporative of personal care with technologies, equipment and personal relationships in the League. The goals that are associated with the website include three calls to action with clients who need assistance, support with donations and referrals to health practitioners, clients and families (Cerebral Palsy League, 2011). Problems with the Company and Online Presence The concepts that are associated with the Cerebral Palsy League are able to help with a variety of services and areas of support. The importance of this is one which the League

The essay should be presented as a Journal opinion article. The

The should be presented as a Journal opinion article. The article should be timely and address an economic issue of curren - Essay Example The short and long term implications of immigration laws are imperative for determining employment rates and productivity of the US workforce. In the short run, immigration is said to slightly decrease the employment rates or in other words, increase unemployment rates however the long run implications are positive. The matter has been the center of debate and has affected the US immigration policy greatly. While many try to make a case against reform in US immigration laws, credible sources in the available literature have established that long term impacts of immigration on the US workforce is positive as it enhances labor productivity. In their opinion article titled More Immigration Means More Jobs for Americans, John Dearie and Courtney Geduldig have given useful statistics that suggest that immigration improves employment as it creates jobs for the common people (n.pag.). It mentions how immigrants make up on a small percent of the total American population yet contribute a sig nificant percent to the economy by means of small businesses. Because most immigrants are self-employed and own several small scale sole-proprietorships and partnership businesses, they create jobs for the people thereby helping to reducing the unemployment rates. ... ed by Dearie and Geduldig is consistent with current findings which Giovanni Peri has described in his article The Impact of Immigrants in Recession and Economic Expansion. Peri’s article mentions the long run positive effects of immigration on the US economy as it increases productivity (4). Immigrants bring in new ideas and creativity along with them leading diverse distribution of organizational workforces. Although it may seem like immigrations negatively impact the US labor market as they saturate jobs and cause unemployment in the short run, the long run implications are promising. However, it seems to long before the long run positive impacts become observable. Even though short run effects of immigration may reduce employment, it increases average income in the long run (Peri, 4). So, the long effects of immigration are positive on employment, productivity, and income. However, it is also important to note that the immigration must adapt to economic changes in order fo r it to improve variables such as employment, productivity, and average income. The current US immigration laws do not allow the immigrants to adjust to economic changes because it makes them unresponsive to the economic conditions. In order for legal immigration to improve organizational productivity, average income, and employment rates, immigration must adjust to economic cycles thereby leading to improvements in the US economy. These adjustments are the hardest to carry during prolonged periods of economic downturns and therefore amendments in the US immigration policy is required to allow the inflows to be responsive to economic changes thereby helping to boost economic activity and hence result in greater jobs for the people. Thus, a reform in the current US immigration laws may provide a

Ethical Considerations and Implications Essay Example for Free

Ethical Considerations and Implications Essay To digress into the philosophical and ethical discussions of state punishment is not to alienate the concept of punishment from justification for crimes done but to offer an insight into the principle of proportionality. Ideally, it is not possible to stifle concerns of the legalized infliction of harm and the trampling of inalienable human rights even in the face of incriminating evidence on the part of the offender. Punishment serves to advance the states responsibility of maintaining harmony through legal infliction of considerable harm for the purposes of retribution for wrongs done and the maintenance of law and order in the society. Reflections of punishment are as old as the very onset of philosophical thinking (Ryberg 2004). The proportionality principle lies at the very core of legislative reforms that determine the structure of the state punishment system (Ryberg 2004). It is the meeting point between philosophical thinking that purport to eliminate the structures of punishment on one side and penologists on the other hand. Because the existence of punishment of criminal acts is not a matter of question in recent days, proportionalism only seeks to determine the extent to which certain crimes may be punishable. It is about quantitative distribution of punishments and that is why it elicits ethical tones. Surveys of public opinion have always been harsh on the criminal. When this is coupled to political pressure on the judicial system to institute harsher penalties, notable ethical implications may arise with respect to the application of the law proportionately to the seriousness of crime as well as policy objectives of the legal statute. A crisis of confidence has always marked the ability of the criminal law and criminal justice system to built a just and crime free society (Fagan 2008). Several statutes have been enacted to try and achieve this end objective but there still remains a gap in community justice. Supermaximum Prisons Supermaximum prisons or â€Å"supermax† prisons as they are commonly called are ideally jails within prisons. The prison is a classic scenario of an enclosure where individuals are kept as they undergo correction. However this controlled environment does not prevent some individuals from engaging in assault or violent acts, incite disturbances, prey on weaker and vulnerable inmates, attempt to escape or exhibit any other form of disruptive behavior (Riveland 1999). Since order and safety remain the basic priorities of the correctional facility, such people must be isolated from the general prison population as they exhibit behavioral characteristics that threaten the order and safety of the prison populace. Different correctional facilities have their own form of such isolation. Some call it disciplinary segregation, punitive segregation or just segregation to differentiate it from the general prison housing. Such a confinement exists in complete isolation. Structurally, it is a single, windowless cell where inmates are made to spend 23 or more hours a day. In such isolation, inmates are solely dependent on staff that patrols the tiers, push mail, toilet paper or meals through small spaces in the heavy doors. For the few minutes that prisoners gain the opportunity to be led out, they are often shackled and cuffed under full prison guard. This only happens during showers or a little solitary wander in the yards. The extremity of the confinement defines the prison systems success in isolation (Rhodes 2005). According to the prison officers or the media these are the manifestations of the worst cases of criminal behavior. While it can be confirmed that there are cases where such confinement is meant only for prisoners who have been convicted of serious crimes, the reality is that most of these cases involve prison misbehavior by individuals under protective custody or those convicted on minor offenses. Statistically, United States prisons may be holding up to 20,000 people in such conditions (Rhodes 2005). Therefore for minor behavioral discrepancies an individual may receive a gift of a punitive and individualistic form of punishment. There are a number of select factors that are independent of prisoner behavior but which propagate the shift towards segregation units. From political pressure on the judicial system for harsher sentences, economic deprivation of the low income rural localities, inherent population pressure in prison establishments and staffing issues, the supermax prison phenomenon is rife in America today and policy backups to address this clearly defined ethical issue is non existent. Rhodes notes that such facilities are seldom put under the limelight in public prison debates and budgetary allocations. When this is coupled to the fact that the facilities are completely out of bounds to the ordinary public arena, salient ethical issues arise that need to be addressed. The pragmatical and philosophical aspect of the supermax phenomenon presents grave complications to the forgotten prisoner languishing in solitary confinement (Rhodes 2005). Health studies have found out a direct nexus between solitary segregation and the pathological development and progression of mental illness. Initially, decompensation sets in as a result of psychological damage caused by isolating an individual from fellow inmates (Lovell 2004). The cost-benefit, operating costs, legal and ethical issues of supermaximum facilities raise an uproar in debates. While the continued construction of supermaximum facilities can be attributed to political pressure, the overall constitutionality behind the insistence on such programs still remains unclear (Riveland 1999). Priority on human control has given rise to a host of debilitating mental conditions. Research publications are more focused on the eventuality on recidivist criminal behavior while the damage to the psychological integrity of inmates takes a backbench. When large numbers of characteristically dissimilar inmates are incarcerated, such diversity has the potential to potentially damage any notable correctional improvements creating a situation where the prisons act only as a maturing ground for worse cases of criminal activity. Unfortunately, policy makers have not been as astute in presenting solutions to such ethical dilemmas like they legislate for the building of segregation units (Riveland 1999). Several research studies on the supermaximum prison facilities have concluded that despite the insistence that such facilities are necessary for meting out harsher sentences, they only serve to increase the prevalence and incidence of mental illnesses and sink budgetary financial allocations with no apparent social or economic benefits (Pizarro et al 2004). Legal ambiguities have been the cause of dire ethical implications and complications as regards punishment policy making initiatives. Zero tolerance as a concept is not fully defined even though it is representative of an approach to policing. Legal debates have raged as to the true nature of the term. Invariably, it has been linked to a variety of definitions. Being tough on crime is an example of the definition of the term. While being tough implies that something is about crime in general it usually lacks requisite explanation as regards punishment. Curiously though, being tough on crime has been the most commonly accepted denotion of zero tolerance policing and as such legal enforcement has been in the context of being tougher ion crime through harsher penalties. On the other hand, zero tolerance policing implies a strict non-discretionary context of law enforcement. Such a definition explains a key aspect of law enforcement where police activity is at its highest and the community at large takes a precautionary measure to desist from falling into the hands of the law enforcement offices. Moreover under such a policy, officers arrest or report offenses with no exception to the type of illegal act committed (Marshall 1999).

Impact of Boxer Rebellion on Chinas World Relations

Impact of Boxer Rebellion on Chinas World Relations What impact did the Boxer Rebellion have  on China’s relations with the rest of the world? The Boxer Rebellion instigated an unprecedented coordinated military response from international powers after The Righteous and Harmonious Fists more commonly known as the Boxers had mutilated and slaughtered thousands of Chinese Christian converts, Western missionaries and foreign nationals.[1] The atrocities occurred between 1898 and 1900 when the Boxers began targeting their perceived enemies in the Shandong region of China before spreading north to Beijing. The Boxers could not differentiate between the Christian missionaries’ desire to proselytise China’s peasants and forced westernisation. This paper contends that the Boxer Rebellion both wounded and opened relations between China and the outside world. Clearly, the discriminate violence of the Boxers shocked and angered the international community.[2] Therefore, far from achieving their objective of purging China from globalisation and the westernisation of Chinese peasants, it caused the world to hone in on Chin a. Inadvertently the Boxer Rebellion opened international relationships with China and the outside world. Countries like the United States refrained from argumentative dialogue and began to have meaningful diplomatic discussions with the Chinese government. Nevertheless, the Boxer Protocol, signed in 1901, seriously affected China’s relationship with the world. The protocol virtually bankrupted China’s economy. The Qing Dynasty was forced to pay three hundred and thirty three million United State dollars indemnity to foreign countries affected by the Boxer’s violence.[3] The Boxer Rebellion like the majority of insurrections has no narrative from the insurgents. The historiographies of rebellions are a combination of texts of victims, politicians, historians and other academics as in the case the Boxer Rebellion. The majority of eyewitness accounts are usually anonymous but reveal the harsh reality of death associated with insurrections. Cohen gives a perfect ex ample of this when he cites an eyewitness account of a Chinese individual who witnessed the scene of death during the Boxer Rebellion in Tianjing in 1900, the eyewitness describes the atrocities of the rebellion, they declare, ‘There are many corpses floating in the river. Some were without heads, others were missing limbs. The bodies of women often had their nipples cut off and their genitalia mutilated†¦ There were also bodies in shallow areas by the banks with flocks of crows pecking away at them. The smell was so bad we had to cover our noses the whole day. Still, no one came out to collect the bodies for burial. People said that they were all Christians who had been killed by the Boxers and the populace dare not get involved.’[4] Boyd contends that ‘most Westerners went to China to make money or to make converts.’[5] Neither reason was popular with the Righteous Harmonious Fists (Boxers). They viewed themselves as representatives of the Chinese peasantry and rigorously opposed all foreigners. Although, by the end of the nineteenth century, China’s population had reached three hundred and fifty million the majority of Chinese peasants had never encountered foreigners or Western missionaries.[6] Nevertheless, the Boxers held a strong belief that foreigners and Christian missionaries were responsible for the breakdown in the fabric of simple Chinese peasant society and they dishonoured their traditional spiritual and community. Furthermore, the Boxers attributed China’s natural disasters such as flood, drought and famine to the corruption of Christianity. Drought followed the great flood of the Yellow River in 1898 and left two million peasants starving and desperate. The Boxers a bott om up organisation without official leadership saw themselves as representatives of the peasantry in the Shandong region of northern China.[7] Likewise, the missionaries imposed power in the villages they occupied and they were involved in legal decision-making. The missionaries infuriated the Boxers even more because they were not just content to proselytise Christianity they also rejected Confucianism.[8] Harrison contends that the Boxers believed Catholic missionaries posed the greatest threat to Chinese morality. She argues that the Boxers targeted villages where the well-established Catholic missionaries had taken on the role of officials. The Boxers believed that because central government had failed to tackle the issue of village politics and moral issues they would take the law into their own hands.[9] However, this argument is neutralised by the excessive violence and murder of Catholics committed by the Boxers in the villages of central Shanxi.[10] The Boxers believed they were impervious to pain; they could withstand attack from both sword, and bullet. Their strange beliefs made them merciless fighters and a therefore a dangerous enemy of foreigners, Chinese Christian converts and missionaries. Even if their beliefs were well founded and justifiable, their methods of resolving their perceived problems were inexcusable and crude.[11] The Boxers fervent mystical beliefs are not a new phenomenon because allegedly, in preceding years Chinese peasants had experienced similar supernatural powers following natural disasters. Male peasants believed that they acquired special ‘religious’ spiritual powers to overcome the disasters.[12] However, the Boxers method of dealing with the threat was incomprehensible. Fleming’s contentious claim that at the beginning of the Boxer regime, ninety percent of the Boxers were just peasants in ‘fancy dress’ is debateable. However, he declares that as time went by thei r ‘sartorial costume’ of red and yellow turbans and sashes became less important and the majority of Boxers held strong political ideologies.[13] Following the suppression of the Boxer’s by the international counterinsurgency force,[14] each nation affected by Boxer violence sought retribution. However, some nations were less harsh than others were. For example, the United States highlighted this in their response. Secretary of State John Hay fearing China’s partition by European nations following the Boxer Rebellion issued a memorandum in July 1900 to those countries affected by the rebellion. Hay suggested that they should continue to support China’s ‘administrative and territorial integrity.’[15] In reality the United States were protecting their own trading interests in China. Furthermore, the United States practised a strict anti-imperialistic foreign policy.[16] However, the United States outward support of the Qing Dynasty was a contradiction of their policies towards Chinese immigrants. Ironically, the Chinese Exclusion Act 1882 and the Geary Act 1892 effectively prevented Chinese peop le from entering America.[17] After the suppression on the Boxer Rebellion, China supported American military presence in Beijing to repel any further rebellions following the defeat of the Boxers. The United States politely refused and withdrew from China in October 1900. The commander of the American counterinsurgency force stated, ‘Let us hope that this generous, charitable, and magnanimous treatment of the vanquished may prove an example to the nations of the world, and a step forward in the world’s progress toward a higher and nobler humanity. We are glad to know that this work is appreciated to you. It is needless to tell you, however, that the United States does not maintain an army for the purpose of furnishing the city of Peking with good municipal government, and as a business proposition your appeal for the United States forces to remain longer in Peking has little to stand upon.[18] Britain was slow to respond to the Boxer Rebellion.[19] However, retrospectively the Boxer Rebellion caused Britain to adopt a more vigorous foreign policy. Indeed, because of the inadequacies of the Prime Minister and Foreign Secretary Lord Salisbury in dealing with the Boxer Rebellion, the Conservative government made significant changes to the Diplomatic Service.[20] Sir Claude MacDonald the British minister in Beijing despite being fully aware of the Boxers violence against foreigners, Christian converts and missionaries in northern China refused to contemplate that the Boxer would spread across China.[21] Indeed, Otte contends that Britain’s blasà © attitude to the Boxer violence only changed after the siege of Beijing legation district that began on June 14th 1900. For fifty-five days, the Boxers laid siege to the square mile legation district in Beijing.[22] When the multilateral counterinsurgency force finally arrived in Beijing in August 1900, they displayed to the world for the first time that a sense of unity was possible. The multilateral force consisted of all the nations who had personnel in the legation. The force consisted of approximately twenty thousand troops. The Japanese were the dominant force with ten thousand troops. Japan demonstrated to China and the world that the importance of China was truly international and not just Eurocentric.[23] Furthermore, the multilateral force with the aim of rescuing the personnel and their families from the Beijing Legation district were given different instructions from their governments. German emperor Kaiser Wilhelm II commanded his troops to show no mercy to the Boxers after they had murdered the German Minister in Beijing Baron von Ketteler. The Kaiser declared to his troops before they left Bremerhaven, ‘Just as the Huns a thousand years ago, under the leadership of Attila, gained a reputation by virtue of which they still live in historical tradition, so may the name of Germany become known in such a manner in China, that no Chinese will ever again to look askance at a German.’ [24] Clearly, the Boxer Rebellion affected relations with Germany and this was borne out by the first point in the Boxer Protocol, it declared, ‘†¦Ã¢â‚¬ ¦.Prince of the First Rank, Chun, was appointed Ambassador of His Majesty the Emperor of China, and directed in that capacity to convey to His Majesty the German Emperor the expression of the regrets of His Majesty the Emperor of China and of the Chinese Government at the assassination of his Excellency the late Baron von Ketteler, German Minister†¦Ã¢â‚¬ ¦. The Chinese Government has stated that it will erect on the spot of the assassination of his Excellency the late Baron von Ketteler, commemorative monument worthy of the rank of the deceased, and bearing an inscription in the Latin, German, and Chinese languages which shall express the regrets of His Majesty the Emperor of China for the murder committed†¦[25] The first article of the Boxer Protocol clearly highlights China’s humiliation. Germany like other governments wanted to punish and embarrass China after the Boxer Rebellion. The proceeding articles in the protocol all required apologies, monument erections, the destruction of Chinese arms and fortresses, and the forfeiture of land to foreign powers.[26] However, as previously mentioned, the most damaging article in the protocol was the three hundred and thirty three million dollar indemnity with four percent interest. Undoubtedly, the multilateral troops took revenge on the Boxers and their supporters, Boyd contends that rumours of looting, rape, and torture committed by multilateral troops spread throughout Beijing. [27] Schoppa argues that the Boxer Protocol is the lowest point in Chinese international relations and their ultimate humiliation. The protocol signed on the 7th September 1901 between China and the Powers of Germany, Austria-Hungary, Belgium, Spain, United State s, France, Great Britain, Italy, Japan, Netherlands, and Russia was yet another unequal treaty that humiliated the Chinese government. The terms of the protocol not only restricted China’s domestic privileges, they increased foreign interests in China. Therefore, the fifty years of humiliation that began with China’s defeat in the Opium Wars extended into a new millennium. Therefore, the Boxer Protocol crippled Chinese spirit, economy and international prestige.[28] Although, the Boxer Rebellion and the consequent protocol severely damaged China domestically and their international reputation it instigated the dismantlement of their biggest burden, the corrupt Qing Dynasty. The Empress Dowager Cixi deceived the international community by pretending that her troops were suppressing the Boxers. However, the reality was that she despised foreign intervention as much as the Boxers did. She cleverly encouraged the Boxers to turn the Chinese peasantry and country against the foreigners. The Boxers declared ‘Support the Qing, destroy the Foreigners.’ Foreigners included missionaries and Chinese Christian converts. As Esherick contends, the Boxer Rebellion was not a true rebellion, as they did not oppose the Chinese Qing government.[29] The rebellion failed to resemble the excepted definition as ‘an organized armed resistance to an established ruler or government.’[30] Once the Qing dynasty realised that counterinsurgency would overthrow the Boxers they soon renounced their involvement so they could continue in the eyes of the West as a legitimate government.[31] However, inevitably the Boxer Rebellion demonstrates that China’s international relations were damaged by the more primitive actions the Boxers and the more sophisticated and sinister intervention of the Qing Dynasty.[32] In conclusion, the Boxer Rebellion clearly left an indelible mark on China both domestically and internationally. The ruthless action of the Boxers against foreigners, Chinese Christian converts, and missionaries was viewed by the outside world as unjustified and inexcusable. The Boxers clearly believed that they were acting in the best interests of peasants who made up the majority of the Chinese population. Their violent activities led to the Boxer Protocol in 1901 that almost bankrupted China through the huge financial reparations. The further articles of the protocol heaped further humiliation on China and allowed international powers access to prominent trading areas. However, arguably inadvertently the Boxer Rebellion prevented China from being colonised by major international powers. The Boxer Rebellion undoubtedly stirred the United States to intervene in order to save their trading rights in China. They sent a clear message to Britain, Germany, France, Italy, Japan, and Russ ia to support China’s administrative and territorial integrity. Furthermore, the Boxer Rebellion was the catalyst for disintegration of the dishonest Qing Dynasty. Although, the Qing Dynasty under Empress Dowager Cixi supported the Boxers it was not to protect the interests of China’s peasantry. Even though the Boxer Rebellion eventually instigated improved foreign diplomacy, it is indisputable that their actions not only led to the massacres of foreigners, Chinese Christians and missionaries it led to thousands of deaths of their own people. The international counterinsurgency forces showed no mercy when they exacted retribution on the Boxers and their sympathisers. The ease in which the Boxers and Imperial guard were defeated by the multilateral counterinsurgency forces compelled the Chinese government to modernise their military. The Boxer Rebellion reiterated the Eurocentric ideology that the Chinese are uncivilised. Furthermore, the rebellion alienated the western community from China even though it inadvertently improved international diplomacy and rid China of the corrupt Qing Dynasty that ultimately led to China becoming a republic in 1912. The ease in which the Boxers and Imperial guard were defeated by the multilateral counterinsurgency forces compelled the Chinese government to modernise their military. Bibliography Books Boyd, J., A Dance with Dragon. The Vanished of Peking’s Foreign Policy (London: I. B. Tauris Co. Ltd, 2012). Cashman, D., America in the Age of the Titans: The Progressive Era and World War I (New York: New York University Press, 1998). Cohen, Paul, in ‘Humanising the Boxers’, in Bickers, R. Tiedemann, R. (eds), The Boxers, China, and the World (Plymouth: Rowman Littlefield Publishers Ltd, 2007), pp. 179-197. Cullinane, M., Liberty and American Anti-Imperialism: 1898-1909 (New York: Palgrave MacMillian, 2012). Durschmeid, E,. Beware the Dragon, China: 1,000 Years of Bloodshed (London: Carlton Publishing Group, 2008). Esherick, J., The Origins of the Boxer Uprising (Oakland: University of California Press). Fleming, P., The Siege at Peking (Edinburgh: Birlinn Ltd, 2001). Harrison, Henrietta, in ‘Humanising the Boxers’, in Bickers, R. Tiedemann, R. (eds), The Boxers, China, and the World (Plymouth: Rowman Littlefield Publishers Ltd, 2007), pp. 1-15. Otte, Thomas, ‘Heaven knows where we shall finally drift’: Lord Salisbury, the Cabinet, Isolation, and the Boxer Rebellion’ in Kennedy, G. Neilson, K. (eds), Incidents and International Relations: People, Power, and Personalities (Connecticut: Praeger Publishers, 2002). Schoppa, K., The Columbia Guide to Modern Chinese History (New York: Columbia University Press, 2000). Seonnichsen, J., The Chinese Exclusion Act of 1882 (Santa Barbara: Greenwood Publishing Group, 2011). Spence, J., The Searching of Modern China (London: Century Hutchinson Ltd, 1990). Steiner, Z., The Foreign Office and Foreign Policy, 1898-1914 (Cambridge: Cambridge University Press, 1970). Journals Oulett, ‘Multinational counterinsurgency: the Western intervention in the Boxer Rebellion 1900-1901’ Small Wars Insurgencies. 20: 3.4 (2009): pp. 507-527. Radio broadcast Bragg, M., ‘The Boxer Rebellion’ In our Time. BBC radio 4 archive broadcast (21.30, 9 March 2009) Internet source ‘Rebellion.’ Oxford English Dictionary (03 April 2014). Available online: http://www.oed.com/view/Entry/159201?isAdvanced=falseresult=1rskey=nNKkrE Date accessed: 02 April 2014. ‘Boxer Protocol, 1901, Peace Agreement between the Great Powers and China 09/07/190’ (03 April 2014) Available online: http://china.usc.edu/(S(ivfmlzuvquerbb45edthpbze)A(irVj2QZVywEkAAAAYWQzZmNiZGMtZTBhNC00MDc1LTg5ZTItOGQ4OGU4MGI0NTk3Uo36FF2grKtLe_4GD64z6sKQqsw1))/ShowArticle.aspx?articleID=420 Date accessed: 03 April 2014 1 [1] Oulett, ‘Multinational counterinsurgency: the Western intervention in the Boxer Rebellion 1900-1901’ Small Wars Insurgencies. 20: 3.4 (2009): p. 511. [2] Durschmeid, E,. Beware the Dragon, China: 1,000 Years of Bloodshed (London: Carlton Publishing Group, 2008)p. 172. [3] Spence, J., The Searching of Modern China (London: Century Hutchinson Ltd, 1990), p. 235. [4] cited by Cohen, Paul, in ‘Humanising the Boxers’, in Bickers, R. Tiedemann, R. (eds), The Boxers, China, and the World (Plymouth: Rowman Littlefield Publishers Ltd, 2007), p. 186 [5] Boyd, J., A Dance with Dragon. The Vanished of Peking’s Foreign Policy (London: I. B. Tauris Co. Ltd, 2012), p. xvi. [6] Fleming, P., The Siege at Peking (Edinburgh: Birlinn Ltd, 2001), p. 36. [7] Bragg, M., ‘The Boxer Rebellion’ In our Time. BBC radio 4 archive broadcast (21.30, 9 March 2009) [8] Ibid. [9] Harrison, Henrietta, in ‘Humanising the Boxers’, in Bickers, R. Tiedemann, R. (eds), The Boxers, China, and the World (Plymouth: Rowman Littlefield Publishers Ltd, 2007), p. 12 [10] Harrison, Henrietta, in ‘Humanising the Boxers’, p. 7 [11] Oulett, ‘Multinational counterinsurgency: the Western intervention in the Boxer Rebellion 1900-1901’, p. 508. [12] Bragg, M., ‘The Boxer Rebellion’ In our Time [13] Fleming, The Siege at Peking, p.36. [14] Oulett, ‘Multinational counterinsurgency: the Western intervention in the Boxer Rebellion 1900-1901’, p. 508. [15] Cashman, D., America in the Age of the Titans: The Progressive Era and World War I (New York: New York University Press, 1998), p.436. [16] Cullinane, M., Liberty and American Anti-Imperialism: 1898-1909 (New York: Palgrave MacMillian, 2012), p. 4. [17] Seonnichsen, J., The Chinese Exclusion Act of 1882 (Santa Barbara: Greenwood Publishing Group, 2011), p. xiv. [18] cited in Oulett, ‘Multinational counterinsurgency: the Western intervention in the Boxer Rebellion 1900-1901’. p. 518. [19] Otte, Thomas, ‘Heaven knows where we shall finally drift’: Lord Salisbury, the Cabinet, Isolation, and the Boxer Rebellion’ in Kennedy, G. Neilson, K. (eds), Incidents and International Relations: People, Power, and Personalities (Connecticut: Praeger Publishers, 2002), p. 30. [20] Steiner, Z., The Foreign Office and Foreign Policy, 1898-1914 (Cambridge: Cambridge University Press, 1970), p. 180. [21] Otte, Thomas. ‘Heaven knows where we shall finally drift’: Lord Salisbury, the Cabinet, Isolation, and the Boxer Rebellion’, p. 26 [22] Otte, Thomas. ‘‘Heaven knows where we shall finally drift’: Lord Salisbury, the Cabinet, Isolation, and the Boxer Rebellion’, p. 29 [23] Bragg, M., ‘The Boxer Rebellion’ In our Time [24] Fleming, The Siege at Peking, pp. 135-136 [25] ‘Boxer Protocol, 1901, Peace Agreement between the Great Powers and China’ (09/07/1901). Available online: http://china.usc.edu/(S(ivfmlzuvquerbb45edthpbze)A(irVj2QZVywEkAAAAYWQzZmNiZGMtZTBhNC00MDc1LTg5ZTItOGQ4OGU4MGI0NTk3Uo36FF2grKtLe_4GD64z6sKQqsw1))/ShowArticle.aspx?articleID=420 Date accessed: 03 April 2014 [26] Fleming, The Siege at Peking, pp. 250-251 [27] Boyd, J., A Dance with Dragon. The Vanished of Peking’s Foreign Policy, p. 22. [28] Schoppa, K., The Columbia Guide to Modern Chinese History (New York: Columbia University Press, 2000), p. 171. [29] Esherick, J., The Origins of the Boxer Uprising (Oakland: University of California Press), p. xiv. [30] ‘Rebellion.’ Oxford English Dictionary. 2014, Available online: http://www.oed.com/view/Entry/159201?isAdvanced=falseresult=1rskey=nNKkrE Date accessed: 02 April 2014. [31] Ibid. [32] Esherick, The Origins of the Boxer Uprising, p. 312

Teaching Experiences And Observations From School Placements Education Essay

Teaching Experiences And Observations From School Placements Education Essay Part 1 As described by Learning Teaching Scotland (LTS), the Assessment is for Learning programme is made up of three forms of assessment; Assessment as Learning, which involves learning about how to learn Assessment for Learning which involves continuously using assessment to support classroom learning and teaching in order for pupils to progress effectively and is a formative approach, and Assessment of Learning (AoL) which involves assessing pupils at the end of a topic or course to find out what learning has or has not taken place. It is a summative approach which ultimately uses grading to provide data and make judgements about the learner and the school. LTS represent these forms of assessment as a triangle which also shows the relationship between the curriculum, learning and teaching and assessment. AfL represents a change in the traditional model of school assessment, which previously has been the idea that the only desirable outcome form education was the achievement of top grades (summative assessment). Modern approaches such as AfL aims to encourage pupils to learn in a deep, constructivist manner (Cohen et al., 2004, p300) and not merely surface learning which occurs when teaching to the test (Bryce, 2009 Lecture ). The Assessment is for Learning programme is essentially trying to get teachers to do less AoL and more AfL (Bryce, 2011 Lecture). LTS have based this idea upon the work of Paul Black and Dylan Wiliam. They documented their research on formative assessment in Inside the Black Box (London: Kings College, 1998). In this paper, the authors describe formative assessment as: activities undertaken by teachers and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged (Pe 8) From this it can be understood that formative assessment involves the teacher and the pupil interpreting their teaching and learning and providing feedback to one another. This feedback is then used as an indication as to how to proceed with the lesson or how to improve on previous work and learning. Therefore, assessment is not just about how well the pupils DID, it is about how they ARE doing and how to improve further. I will now discuss examples from my own teaching experiences and observations from my placement school where AfL and successful teaching approaches were very much embedded into the lessons of all year groups. During both placements, I observed several teachers sharing the learning objectives with the class using the We Are Learning To method. I observed that this method was commonly used with S1 and S2 classes and less frequently S3 upwards. I implemented this method into all my classes, from 1st to 4th year, and although this method does not appear to be an effective assessment tool as the outcomes are being introduced before any teaching has taken place, by referring to the outcomes during and at the end of the lesson ensures that both teacher and pupil are clear that the learning journey is on the right track (Simpson, 2006, p64). Therefore, teachers are challenged to constantly assess whether the pupils have learnt the intended objectives. By referring to the objectives at the end and asking pupils to what they felt they had achieved or learnt helped me to assess whether the objectives I had written up were in fact achievable, whether the lesson activities helped to meet the objective s or were too numerous, as I had been over optimistic in what I aimed to achieve in a lesson. Reflection and evaluating my teaching is vital to ensure that appropriate and effective learning is taking place at all times. Kerry (2004) supports this idea: Master teachers share learning outcomes to assess whether the learning journey is on the right track and whether it is on target to reach its destination (p100) By referring to the objectives at the end of the lesson, also helped me to gauge the learning of my pupils and check for areas of difficulty because in my experience pupils who understood the lesson could relate this to the learning objective and likewise, pupils who did not understand key areas could relate this to the outcome they could not meet. Asking for pupil feedback not only allowed me to assess their learning but helped me with planning for the next lesson and its starter, because in some cases I had to go over certain key points again. An example of this was where pupils fed back to me that they did not understand what the term niche meant. This was a learning objective, thus next lesson, I went over the term again, and provided further examples but also asked them to carry out a matching exercise requiring to match the niche with the organism. When I got feedback from the class again they were all able to successfully state the definition of niche. I would revisit the LOs at the end of the lesson, followed by a question and answer session involving all pupils, however, I didnt always have as much time as I needed for the QA, so I used a method I observed other teachers use, which was request feedback from the class by asking them to write down anything they were unsure about or did not understand as well as what they had learnt, on a post-it-note and stick it on the board before leaving. Other forms of effective feedback I observed included the thumbs method in which thumbs were raised if pupils were happy with the work; thumbs were halfway showing slight concern and thumbs were fully down if the pupil was struggling. By asking the entire class to do this the teacher was able to evaluate the progress of the whole class and if there were problems they were dealt with then, during that lesson. I also observed the use of and used myself mini whiteboards as a method of whole class evaluation. I found it invaluable, not just for a change in pupil activity but as a useful assessment tool and also an effective method of getting the whole class to answer as opposed to a dominate few. During this placement, I carried out formative marking of homework with all my classes, using comments only. Ian smith (2003) states: Marks with comments do not enable students to improve, yet comments on their own do This suggests that when pupils are presented with both marks and comments pupils will focus solely on the marks regardless of whether the mark was good or poor, thus ignoring the information that will help them improve. Black and Harrison (2004) suggest that the type of feedback provided must be beneficial to pupils and enable them to move forward thus the 2 stars and a wish method was used to highlight areas that where the pupils had done (positive reinforcement) and any area that could be improved upon and how this could be improved upon (next steps and targets). Although I told the classes to read their feedback or answer any questions I had left, when I took the jotters in to mark the next piece of homework, not all the pupils had completed the previous works questions or found the answers to questions they had missed out. I think one of the reasons for this is that when I handed back the jotters, most pupils put them away, I should have given the pupils time in class to read the comments and if they had any questions they had the opportunity to ask. Part 2 In this section, I will first discuss the conflict between formative assessment (AfL) and summative assessment (AoL). I will then discuss how grades can be used constructively within schools based upon observations and school experience. Summative assessment and the giving of grades have always had a dominant role in the education system, particularly in the upper school. In fact, such assessment has been derogatively termed Assessment is for Grades (Bryce, 2008, pg 581) indicating as mentioned in section one, that there is a common view that the only worthwhile outcome of school is good grades. This contrasts greatly with the view of Black and Wiliam who wish to move away from grades and use the formative approach of comments only feedback. The authors state in Inside the Black Box (London: Kings College, 1998) that the giving of marks and the grading functions are over emphasised, while the giving of useful advice and the learning function are under-emphasised. The educational research and literature have shown the benefits of formative assessment, such as promoting deeper learning for all pupils through good quality interactions and feedback on how best to improve. This is not the case however, when grades and summative assessment is used. Wiliam (2008) argues that when pupils do a piece of work, the teacher marks it and if that piece of work gets an A, the pupil gets to keep that grade A even if they subsequently forget everything they ever knew about that topic. The effect of this attitude and teachers only teaching to the test encourages a very shallow approach to the curriculum where teachers and students skate across the surface and everyone feels good because of the grade achieved, however, the pupil does not accumulate any knowledge. This type of pupil attitude was seen frequently on placement from 1st years having sat their end of topic to tests, to 3rd years having sat their Unit 1 NAB. There were some pupils in each of these classes and the first thing they did was look at their mark and sighed with relief because they had passed. This was particularly evident in the 2 3rd year classes who had just sat their NABs. I found some pupils were happy with the pass and did not care about where they went wrong because they passed. It is this mentality of the grade is what is important that must be changed. Using a formative approach gets pupils to take responsibility for their learning and to want to better their knowledge as opposed to just scrape by. Wiliam (1998) has defended the use of comments marking and interestingly though, pupils who just sat a test, NAB or their 4th year prelim, because only grades were given back to pupils, most enquired as to why certain marks were not given, or what exactly was wrong with the answer they wrote down. This highlighted to me, the importance of comments, because there will be some pupils who rely on the feedback to improve, but the challenge is to get all pupils to want to learn how to improve. Additionally, I also observed grades and final marks de-motivate pupils. Once pupils got their results, they immediately compared marks with each other. For those pupils who had failed their NAB or test, instant disappointment and this is another problem with summative assessment. Low ability pupils and pupils who frequently receive low marks expect and face constant disappointment when they get their results back. Pupils, who have often experienced failure, will not expose themselves to any further failure. Therefore, they do not possess the will to succeed and do well, consequently affecting their progress in school (Kyriacou, 2001). Furthermore, summative assessments are not wholly reliable as I believe them to be a snapshot of how students performed on the day in an exam or test and does not fully reflect overall student progress and performance. The grades achieved are over-interpreted by parents too who, from observations made whilst sitting in on parents evening, solely focus on the grade as opposed to pupil development. Parents of S2 pupils were consistently asking what level their child would be sitting in 3rd and 4th year and in some cases argued that Intermediate 1 was not appropriate and they wanted their child to sit intermediate 2, even though the pupils in question were happy to be sitting Int 1 because they struggled with science. Schools are constantly being compared with each other in league tables, and the media and the government can easily make their comparisons and produce literature based on summative assessment forms. This is more difficult to do with other forms of assessment. Summative assessments can produce data which is relied upon by employers and other educational institutes to see what skills pupils have developed; thus showing that grades and results will be an integral part of the school system. Although I think that there are problems with grading, mainly the effect on pupil attitude and motivation, I do not believe summative assessments should be abolished. AfL promotes the development of learning I think after the hard work in classes where pupils have recognised their strengths and weaknesses and tried to improve, they should have the right to gain a recognised qualification. Despite the negative views on grading and summative assessment I believe it can be used constructively and in a formative role to promote wider and deeper learning. Whilst on placement I observed an innovative approach to going through prelims with senior classes. The teacher I observed used an approach which I imitated with one of my own classes. The teacher asked the pupils to work in pairs and on the mini whiteboards create a marking scheme for section A (multiple choice). Effectively, the pupils were re-doing the prelim, but they had the opportunity to discuss and learn from one another before marking their efforts using the marking scheme. The next lesson the teacher split the class into groups. Each table had a set of questions from section B of the prelim and they had to work together to create another marking scheme for the specific questions, before rotating round to the next table and working through those questions. Once pupils had completed all the questions, the teacher went through the answers, and groups marked their efforts. When I questioned the class, they all told me they knew where they had gone wrong in the prelim and they knew what mistakes not to make again. The peer support helped them feel more confident as they discussed how they interpreted the questions as well as compared methods and answers. Typically with a test or prelim, the teacher would go through each question and give the answers, but this simply bores and de-motivates the pupils. However, this class teacher had turned a summative assessment into a real active learning opportunity for the pupils. There is clearly some overlap between the 2 forms of assessment as it is AfL which will, in effect, help pupils to achieve better grades when AoL takes place. Thus, finding a balance between the approaches, mainly using summative assessment formatively, can be an effective tool for developing successful learners. Part 3a Within section 3a I shall identify some of the positive features of the Standard Grade and Intermediate courses, as well as indicate the differences in assessment structure between the 2 courses. Standard Grades (SG) replaced Ordinary Grades in the 1980s after the school leaving age was raised to 16. It was felt that Ordinary grades were only suitable for 30% of the school population, thus SGs were proposed to help meet the needs of those pupils now required to stay in school (Bryce, 2008). Simpson (2006) states: The introduction of Standard Grades led to a much bigger proportion of the cohort than previously, gaining qualifications and in a wider range of subjects. This shows that SGs fulfilled their intended purpose, providing a course that was achievable for all. One reason for this is the advantage of having three SG levels, thus accommodating all levels of ability. More able pupils can be pushed, whilst less able pupils have material they can cope with but also have an opportunity to achieve the higher of the two levels, since SG candidates are represented at two levels, Credit/General or General/Foundation, thus providing a good motivator. This aspect contrasts greatly with Intermediate courses, since pupils doing Intermediate 1/2 are all the same level, and this can lead to classes with a wide range of abilities. This was evident in my placement school, where S3 and S4 pupils sat Intermediate courses. The mixed level of ability was diverse and also caused concern since any pupil who was not coping could not simply be placed down a level because the Intermediate 1 and Intermediate 2 courses were very different in Biology. Thus, teachers had to determine what was best for the pupil whether it was a case of maturity, or risk pupils being put in Intermediate 1, and them having to catch up a years worth of work. Furthermore, SGs are always taught over 2 years. Thus providing both teachers and pupils enough time to fully comprehend the topic and focus more on learning rather than assessment. Schools which run SG courses mean that the Intermediate courses are taught over one year and as seen in my first placement school, there is added pressure for the teacher to get through the required material, thus learning and teaching opportunities may missed due to time constraints. Additionally, there is more chance of teachers teaching to the test. In my second placement however, as the Intermediate 2 courses ran the same length as SG courses, I observed that the extra time was highly beneficial and likewise, allowed for more creative and active lessons, as well as AfL approaches. The assessment of the 2 courses is very different also. SGs are externally assessed, although some subjects like English require a portfolio which contributes to the grade. Intermediate courses however, are both internally and externally assessed, and are very similar in structure to Higher Still, thus enabling continuity when pupils move on. Pupils are required to sit National Assessment Banks (NAB) at the end of every section in the course. This can be stressful for pupils as they are sitting several Intermediates, so will have to sit several NABs and can have the feeling of being NABd to death (Bryce, 2011). Teachers also have an increased workload and paperwork with quality marking of the NABs. The increase in assessment in Intermediates can also de-motivate pupils should they fail, but also because NABs are pitched at level C so depending on their mark they may feel apprehensive about the exams. However, there is an opportunity to re-assess pupils, since NABs can be re-sat. In additional to differences in internal assessment, the external assessment of both courses are very different and distinct advantages. As mentioned, the SG candidates have the opportunity to sit two levels, thus aim for the higher of the two, however, this means that SG pupils will be sitting at least 16 exams. This can cause a lot of pressure for pupils. Whereas, for Intermediate courses there is only 1 exam per subject, thus this can encourage pupils to do the best that they can as it is one opportunity. With SG, pupils have a safety net with the lower level; however, Intermediate pupils dont have that. Instead if pupils do fail, they will have their NABs recognised by the SQA. The last difference in terms of assessment is the grading of each course. Intermediate grading system of A-C has no limit for pupils, where as SG grading system is 1-7 and pupils sitting General/Foundation are limited in their possible grade, as the highest they can achieve is a 3. Part 3b At the moment pupils taking 8 SGs currently sit more than 20 hours of examinations, which exceed most universities Honours diet of examinations (Souter, 2008, pg 445). Thus, the argument that current school pupils are being over-assessed is well understood. A CfE aims to address this issue with the proposed National 4 and National 5 qualifications. The focus on these assessments is to promote greater breadth and depth of learning, including a greater focus on the secure development of skills and knowledge (LTS, 2011) Although CfE has been implemented officially in schools this year, with the current S1; these new qualifications will not be sat until session 2013/14. National 4 is based at SCQF level 4 and will replace Intermediate 1 and general level SG, whilst National 5 is based at SCQF level 5 and will replace Intermediate 2 and credit level SG. However, the main development of these new qualifications is that national 4 will be internally assessed by schools Teachers will continually assess pupils through coursework and at the end of the course, pupils will be awarded either a pass or a fail. National 5 on the other hand will be both internally assessed by the school, but also externally assessed by the SQA at the end of the course. For pupils, the National 4 strategy will ease the pressure and stress which accumulates with exams. However, for teachers and schools alike, there will be a definite increase in the workload for both all qualifications, not only in marking but by creating assessments. All internal assessments must be valid in that the tests must assess what is supposed to be tested and is a fair representation of pupils knowledge, skills and abilities. Assessments must also be reliable in that they must be consistent in marking and of standards. (Cohen et al., 2004, pg 331335). Currently, 13,500 of the 58,500 (23%) total school population leave school with qualifications at the time pupils will have sat their National 4 level assessment. Therefore, although by no means a majority, this number of pupils will leave school at this time without ever having sat an externally assessed exam. As well as this, the government will have to provide sufficient and adequate information on the new qualifications for both employers and parents. With just a pass or fail, employers may not rely on the National 4 and will need further evidence to show how well pupils actually did. School reports or portfolios of coursework and assessments for pupils may need to be provided; again this will add to the ever-increasing workload of teachers. Furthermore, parents will need to be both fully onboard with the new qualifications and understand their purpose. Intermediates have been in place in school for several years, yet during parents evening I observed many parents still seeking clarification as to what these qualifications actually are and asking for comparisons compared to O Grades and GCSEs. Thus information for parents is vital, not only so that they are aware of the changes that their children will face but also so that they too can support them at home. Regular feedback and reports of pupil progress will have to be given to parents, throughout National 4 and 5 courses. Although the new proposals will reduce the assessment burdens for pupils considerably and provide opportunities for deeper more meaningful learning, I believe that teachers will need to be properly supported throughout the introduction of these qualifications. Thus, they can then focus on creating effective learning and teaching experiences which will develop the skills and abilities of all their pupils, so that they can leave school as effective contributors, successful learners, confident individuals and responsible citizens. Word Count: 3,873