Native Language And Indigenous Language - 1160 Words

Language is one of many components that identify a group of people to their culture. Unfortunately, there are quite a few obstacles that challenge indigenous people learning their native language. The loss of a language distances groups farther from their native roots, which is exactly opposite of the efforts being made in Canada. Learning and practicing an indigenous language fulfills one’s role as an engaged citizen and allows for engagement within a culture. The McGill Tribune published Jenny Shen’s article discussing these common issues regarding revitalizing indigenous languages in Canada. Shen interviews Chelsea Vowel, a woman of Mà ©tis descent, who has committed herself to indigenous language education. Vowel states, â€Å"The language is what holds our culture together like glue. There is no separation in my mind.† She also points out that it has become harder for people of indigenous descent to learn their language for a number of reasons. Problems t hat arise consist of not being completely engaged in the native language, deciphering between dialects, and funding issues. The loss of indigenous languages in Canada is a contemporary issue of great concern because many indigenous and nonindigenous people realize the extent of culture loss once a language has dissipated. Shen also gathered information from Anna Daigneult, the Latin America project coordinator and development officer at Living Tongues Institute for Endangered Languages. This institute is an organizationShow MoreRelatedThe Importance Of Globalization In Latin America1276 Words   |  6 PagesAmerica is rich in indigenous diversity and cultural traditions. There are hundreds of dialects spoken by indigenous communities in many regions of Latin America. Language is important because it is the way its speaker view the world and the culture that surrounds them. In Latin American indigenous communities language is also very important because it is the way cultures save m emories, express emotions, share traditions, and pass on knowledge(Kung, Sherzer). All over the world language, of course, isRead MoreEssay on Indigenous Religions of the World1535 Words   |  7 PagesIndigenous religions exist in every climate around the world and exhibit a wide range of differences in their stories, language, customs, and views of the afterlife. Within indigenous communities, religion, social behavior, art, and music are so intertwined that their religion is a significant part of their culture and virtually inseparable from it. These religions originally developed and thrived in isolation from one another and are some of the earliest examples of religious practice and beliefRead MoreResidential Schools in Canada1239 Words   |  5 Pagespunishment for speaking their indigenous languages. The imposition of residential schools on First Nations children has led to significant loss of indigenous languages, and this language loss has led to further cultural losse s for traditional First Nations cultures in Canada. One far-reaching result of the residential school system is the loss of indigenous languages in Canada. A major cause of this loss was the removal of children from their families and language communities. reports that, havingRead MoreIndigenous Tribes of Latin America1511 Words   |  7 PagesIndigenous People of Latin America Throughout the world, when new lands were conquered, old customs would be lost. However, in Latin America, a great deal of their indigenous tribes not only survived being conquered, they are still around today. Different regions of Latin America are home to different peoples and many tribes are part of ancient full-fledged kingdoms. Some of these kingdoms are among the most well-known in the world. The Meso-American native peoples make Latin America famous.Read MoreInclusive Education in South Africa1003 Words   |  4 Pages The Zulu tribe of South Africa is the largest ethnic group in the country and its language is the most frequently used of all in South Africa. (Hamlett) The tribe was first discovered when Portugal settled the land, and since then the tribe and its relationships with the colonists is anything but peaceful, and to this day there still is tension. Maybe because of this, the education system throughout the 1900’s refused to allow for the teaching of African culture other than stereotypes and otherRead MoreNative American Healing And Native Americans1478 Words   |  6 Pagesseventy-eight federally recognized indigenous tribes and twenty-one of those tribes reside in Arizona. In fact, Arizona State Tempe campus is located on the ancestral homelands of the Akimel O’odham (Pima) and Pee Posh (Maricopa) people. Native American healing is a unique system that varies from tribe to tribe but most share similar characteristics of treatment. Native American healing goes back thousands of years before the European settlers migrated to North America. The indigenous people at the time wereRead MoreEssay Is Enough Being Done to Preserve Languages?1229 Words   |  5 PagesAE5 06.08.2012 Is enough being done to preserve languages? Throughout history the world has consisted of many cultures and languages, some of them have been dominant, some of them have been minor. Until the 20th century global and minority languages have continued a peaceful coexistence that has provided cultural diversity for the Earth. In the present this balance has been broken and most of indigenous languages tend to disappear. Although worldwide scientists do not spareRead MoreThe Impact Of Colonization On The Indigenous People Of Rhodesia Nervous Conditions 1711 Words   |  7 PagesIn regions of colonization, a significant issue that emerges in the native community is a disruption of identity resulting from an influx of colonial European ideals. As a result of colonization, the native identity is subjected to threats of marginalization by the invasion and domination of European cultural practices and language. The detrimental impact of colonization on the indigenous people of Rhodesia in Nervous Conditions is illustrated by the dominance of the British Empires colonial EuropeanRead MoreFilm Evaluation-the Linguists1160 Words   |  5 Pages1. Why do linguists study languages, and what is lost when a language dies? Figure out possible ways the human mind can make sense of the world around it. Some unique way of seeing the world could be lost. 2. What areas do Gregory and David choose when they are looking for languages to research? Areas most in need and areas with history of colonization. India, Bolivia, and Siberia are some examples. 3. Who typically stops speaking the indigenous language, and why do you think thatRead MoreNo Suger, by Jack Davis1386 Words   |  6 PagesChristians in the early nineteen thirties in Western Australia. The play follows the Millimurra family, of the Nyoongah people, as they experience racism within the small town of Northam, and are forcefully moved to the Moore River Native Settlement by non-Indigenous officials. The playwright invites the audience to interrogate the central ideologies supported by these two conflicting ethnicities through the employment of theatrical devices (and staging conventions) performance piece. Davis conveys

Internship Report on Hbl - 6597 Words

INTERNSHIP REPORT ON â€Å"HABIB BANK LIMITED† SUBMITTED BY Sadia Siddiqui Reg#14365 Enrollment# 02-211082-11 SUBMISSION DATE MAY 15, 2012 Acknowledgements: All the praises are for the almighty, Allah who bestowed me with the ability and potential to complete this Internship. I also pay my gratitude to the Almighty for enabling me to complete this Internship Report within due course of time. Words are very few to express enormous humble obligations to my affectionate Parents for their prayers and strong determination to enabling me to achieve this job. I take this opportunity to record my deep sense of gratitude and appreciation to my university, which made my internship possible for me, as I am enrolled in Department of Management Sciences.†¦show more content†¦Key areas of operations encompass product offerings and services in Retail Banking. HBL has the largest Corporate Banking portfolio in Pakistan with an active Investment Banking arm. SME and Agriculture lending programmes and banking services are offered in urban and rural centres. In the UK and GCC, HBL focuses on trade finance and remittances for the South Asian Diaspora in addition to basic banking facilities. HBL has always been a bank and a brand for the masses, with a history that is inextricably linked with the history of Pakistan itself. As it continues to grow, both locally and abroad, it strives to embody its brand personality: honest, approachable, inclusive . HBL is currently rated AA+ (Long term) and A1+ (Short term)*. It is the first Pakistani bank to raise Tier II Capital from external sources. HBL at its present state has a long and rich history of deeds and sacrifices. All this has been possible on the account of sustained efforts. On 25th of August 1941, Habib Bank inaugurated its operations with the bank’s first branch in Bombay. In 1947 Karachi saw its first commercial bank of the newly formed Islamic Republic of Pakistan, when the bank shifted its head office there. Throughout the decades, HBL has held the mantle of a dynamic leader, by adding value to the lives of its customers. The Board of Directors was reconstituted to have four AKFED nominees, including the Chairman and the President/CEO and three GovernmentShow MoreRelatedA Internship Report on Habib Bank Limited2584 Words   |  11 PagesIslamia University of Bahawalpur PREFACE Internship is an essential part of MBE programmed and this provides us the practical knowledge of our theoretical concepts about the business. Internship is a way to get experience practically in some organization. This is the way to understand the working environment of some good organization. I did my internship in HABIB BANK LIMITED in circular road Branch Bahawalpur . During the internship I got the experience to work in different departmentsRead MoreCredit Risk Management of National Bank Limited, Bangladesh8717 Words   |  35 PagesChapter 01 Introduction 1.1 Foundation of the Report: MBA program of University of Dhaka, Department of Accounting and Information Systems is organized and tailored to provide the students with the conceptual, theoretical and practical tools of analyses. Special stresses are given on theory and practice them under an organization. Therefore, as an internee I have completed my practice session and prepared this required report based on investigations carried out by me in National Bank Limited (NBL)Read More7 Ps of Service Marketing for a Bank20620 Words   |  83 PagesMarketing  of  Banking  Services  (Case  of  Prime  Bank  Ltd.  )  Ã‚   CHAPTER 1 Introduction 1.1: BACKGROUND OF THE REPORT Internship program is a pre-requisite for acquiring BBA degree in UIU. Before completion of the program, every student must undergo the internship program or a research work. It is mandatory because classroom discussion alone cannot make a student outstanding in handling the real business scenario. This is an opportunity for a student to learn about the real life situation and how toRead MoreProcedure of Credit Sanction, Approval and Analysis at Prime Bank Limited Bangladesh11731 Words   |  47 PagesI prepared my internship report on Prime Bank Limited. 1.2 ORIGIN OF THE REPORT As part of the internship program of BBA course requirement, I was assigned for doing my internship in the Prime Bank Ltd as an intern by the internship Placement division of NUB, Dhanmondi campus Dhaka. In PBL I was assigned in the Credit department of the Shimrail Branch, siddirgonj, Narayangonj and my organizational supervisor was Mr. Satyajit Saha, Executive Officer Manager Operation. My report was loam activitiesRead MoreInternship Report on Ztbl20418 Words   |  82 Pages1 Introduction to Report CHAPTER 1 â€Å"INTRODUCTION TO REPORT† 1.1 BACKGROUND OF STUDY The Zarai Taraqiati Bank Limited is the premier financial institution geared towards the development of agriculture sector by providing financial products and services to their customers. It is a common practice at universities during the completion of the masters and bachelors program to attain practical experience in different fields. Students are required to undergo an internship program of two monthsRead MoreFinancial Analysis of Prime Bank Limited16543 Words   |  67 PagesIntroduction of the report 1.1 Origin of the report A three months internship program with a particular organization and a report assigned by the academic supervisor is mandatory for every student of Bachelor of Business Administration of BRAC UNiveristy. I got the opportunity to do my internship in â€Å"The Prime Bank Limited†-Mohakhali Branch. I started my internship in Prime Bank Limited-Mohakhali Branch on 12th February and ended on 10th May 2012. Throughout my internship period Samina HaqueRead MoreInternship Report on City Bank Limited18288 Words   |  74 Pagesorganization to obtain some practical exposure in different sectors which would help them in taking up more professional courses in M.BA. As a student of B.B.A, I have assigned to B.B. Avenue branch, The City Bank Ltd. for my internship. As MY program director directed us to present the report in different way that will be based on the personal observations from each department. I have described each department I have worked in by following way: (1) Understanding: In this part I have tried to make acquaintanceRead MoreIntern Report on Standard Chartered Bank13167 Words   |  53 Pages1.0 Introduction 1.1 Origin of the report The BBA internship program is a required course for the students who are graduating from the School of Business of Independent University, Bangladesh. It is a 12 credit hour course with duration of 14 weeks. Students who have completed all the required courses (at least 114 credit hours) are eligible for this course. In the internship program, I was attached to a host organization Standard Chartered Grindlays Bank for 14 weeks. During this period

Business Law and Ethics Hospitality Law

Questions: 1. Is there an enforceable contract between Samantha and Julie? 2. Assuming there is an enforceable contract between Julie and Samantha, does Samantha need to pay $100 to Julies mother Martha? 3. Is promissory estoppel relevant to Samanthas dispute with Dave from Outrageous Costumes? 4. Is Will entitled to two free tickets for helping set up for the school play? Answers: 1. Enforceable Contract between Samantha and Julie Issue: The main issue is related to find the existence of an enforceable contract between Samantha and Julie. Rules: An enforceable contract refers to the contract which is recognized as valid by the courts and subject to the ability of the court to ensure compliance with its items.[1] A contract must consists of an offer, consideration, and acceptance to be legally valid and enforceable.[2] In addition, it can also be stated that if a contract lacks any of these elements, it is not an enforceable contract. Bressan v Squires requires to this situation, which states the importance of having consideration, offer, and acceptance elements to make a contract enforceable.[3]. Application On the basis of above definitions of an enforceable contract, it can be discussed that there is an enforceable contract between Samantha and Julie. It is because the contract between them includes specific components, which make it legally enforceable. Offer: An offer refers to a proposal made by a person to do a task or to pay an amount if the work is accepted. It makes a contract legally valid. In the given case, Samantha makes a proposal to Julie to prepare cakes and sandwiches for 100 people and Julie accepts this proposal by stating that "Yes I can and I will need one weeks notice and the price/charge will be $5 per person, so $500 in total". Acceptance: Another component is acceptance, which is related with an unconditional agreement to the exact terms and conditions of the offer[4]. The given case also contains this component because Julie accepts the proposal without any extra condition to the terms made by Samantha in the offer[5]. Consideration: It is also essential to make an enforceable contract that the payment must be exchanged for the promises comprised in a contract. This component also exists in the given case as Julie says Samantha that she will charge $5 per person or there will a $500 consideration in total. Samantha accepts this proposal and sends a text message on Julie's phone. Conclusion Thus, it can be concluded that as in the contract, there are all the essential elements such as legal consideration, proper offer and acceptance, the contract between Samantha and Julie is enforceable. 2. Samantha Vs Julie's Mother Issue: It is found from the case that ingredients for preparing cakes and sandwiches are used by Julie from her parents' household fridge and cupboard. Julie refuses to make a payment to her mother when she asks to pay her back for the ingredients. As a result, Julie's mother, Martha directly contacts Samantha and says that you need to give me $100 as Julie has used all my ingredients to prepare sandwiches and cakes. Martha says to adjust this amount out of the Julie's $500 in order to pay back for the expense incurred. The issue is that by assuming that 'there is an enforceable contract between Julie and Samantha, does Samantha need to pay $100 to Julies mother Martha'. Rule: As given in the case of "Australian Woollen Mills Pty Ltd v The Commonwealth", the courts recognize an enforceable contract valid, and thus, it is essential for the contract parties to make sure about the compliance with all terms and conditions[6]. It is assumed that there is an enforceable contract between Julie and Samantha and due to this, both Julie and Samantha has obligations to perform their tasks as per the contract. For example, Samantha will make a payment of $500 to Julie and Julie will provide cakes and sandwiches for 100 people. Application: As the contract is enforceable, Samantha is obliged towards Julie and make her payment as $500. In case, if she makes payment of $100 to Julie's mother and remaining $400 to Julie, it may result in the breach of the contract. It is because the enforceable contract exist between Samantha and Julie and Julie can sue Samantha for this.[7] Thus, there is no need for Samantha to pay $100 to Julie's mother Martha as it is the duty of Julie to make payment to her mother to pay back for the ingredients used. However, Samantha can guide Julie to pay to her mother as she also needs to pay back for the ingredients to the third party. Conclusion: Thus, it can be concluded that Samantha does not require to pay the mother of Julie. 3. Relevancy of promissory estoppel to Samanthas dispute with Dave from Outrageous Costumes Issue The main problem is to identify that whether 'promissory estoppel is relevant for the dispute between Samantha and Dave from Outrageous Costumes'. Rule: The courts of equity originally established the doctrine Promissory Estoppel. In some case, in which an individual reasonably believes that he/she has entered into a contract, the doctrine of promissory estoppel arises[8]. Based on this reasonable opinion that there is a contract, the promisee changes his position materially. This situation occurs when the promise made by the likely offeror is illusory or when the promise cannot be fixed objectively. The law does not allow a promisee to suffer, if it can be demonstrated that the promisee has changed his/her position materially in reasonable reliance on the promise. It will be the obligation for the promisor to compensate the promisee. It shows that the promisor is estopped through this doctrine 'from avoiding a promise because to do so would be unjust to the promise'.[9] To determine the existence of Promissory estoppel, it is essential to show that the promisee detrimentally relied on the promise, and that the offeror never meant to give a gift to the promisee. The case applicable to this situation is "Central London Property v High Trees", in which landlord P promised to reduce rent for D. But, due to changes in circumstances after war, he did not reduce the rent. [10] Application: In the given case, Samantha mailed to Dave to prepare three Smurf space suits, with extra silver and blue. Dave e-mailed back to Samantha about his requirement to know the costumes size. Dave also writes Silver and Blue material is extra expensive. I rarely use it and will have to order it in specially. By knowing this, Samantha replies at once and says please go ahead and order the material I will provide the measurements the week before the production. In addition, she also writes in the mail that we dont have much time to get this all organised. It shows that Samantha promises to design costumes by using the material.[11] On the basis of this promise, Dave ordered the material and after receiving the material, he informed Samantha about starting of making the costumes. After receiving the message, Samantha ignores it as a parent offered to provide the costumes for free. Before two days the school production, Samantha informs Dave to cancel the order, but at that time, Dave has ne arly to complete the costumes, which he would not be able to reuse. However, there is no mutuality of offer because Samantha did not ordered to design the costumes after receiving the material by Dave. She simply promised to buy the material so that Dave can start the work as early as possible because they have lack of time.[12] It shows that the doctrine promissory estoppel is relevant to Samanthas dispute with Dave from Outrageous Costumes. It is because Dave started the making of costumes after receiving the material as well as informed about in this concern to Samantha based on her promise. Thus, he can sue Samantha under this doctrine to recover his payment for the material and the designing of the costumes. Although the court will not give him the full payment, however will compensate him for his actual loss based on her promise. Conclusion: Thus, it can be concluded that promissory estoppel is relevant to 'Samanthas dispute with Dave from Outrageous Costumes'. 4. Evaluation of Will's Entitling to the Free Tickets Issue: The issue is as Will is amongst the first 10 parent, whether he is entitled to two free tickets offered by Samantha for helping in making arrangements for the school play. Rule: Between Will and Samantha, there is a contract, but this is not enforceable because it lacks the main elements of the contract. [13] The case, "Carlill v Carbolic Smoke Ball Co" applies to this event. In this case, the contract was valid as a unilateral contract comprising a valid offer and acceptance. [14] Application: Thus, it shows that there is an unilateral contract between Samantha and Will. As Samantha made a offer by sending an email stating requirements of some volunteers to help in making arrangements for the play to all the parents. She also says that ' The first 10 parents to arrive at 12.00 pm today to assist with the set up will receive two free tickets to tonights performance. In addition, there is also the acceptance of the contract by Will as he performed conditions stated in the offer by Samantha. For instance, Will sees the email and with the expectation to watch the play, he determines to work as a volunteer. As given in the case, 'Will is amongst the first 10 people to arrive and assists with the setup of the play'. It is assumed that Will plays the role of guardian for his younger brother regarding this play. Thus, it shows that Will is entitled to two free tickets as he assisted Samantha to set up for the school play. It is because he fulfill all the requirements of the promis e made by Samantha to offer two free tickets. Conclusion: It can be concluded that Will is eligible to get two free tickets from Samantha. Bibliography Barth, S. C. and Hayes, D. K. (2006) Hospitality Law: Managing Legal Issues in the Hospitality Industry. USA: John Wiley Sons. Blum, B. A. (2007) Contracts: Examples Explanations. Aspen Publishers Online. Galaty, F. W., Allaway, W. J. Kyle, R. C., (2001) Modern Real Estate Practice in Ohio. 5th ed. USA: Dearborn Real Estate. Goldman, A., Sigismond, W. D. (2010) Cengage Advantage Books: Business Law: Principles and Practices. Cengage Learning. Helewitz, J. A. (2007) Basic Contract Law for Paralegals. Aspen Publishers Online. Kelly, D., Hayward, R., Hammer, R. Hendy, J. (2013) Business Law. UK: Taylor Francis. McKendrick, E., (2012) Contract Law: Text, Cases, and Materials. UK: Oxford University Press.

Teaching Essay Example

Teaching Essay Teaching Name: Institution: Teaching We will write a custom essay sample on Teaching specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer What Does It Mean to Teach (or Practice) Responsibly? Personally, the ideal of responsible practice in my context implies a collaborative approach towards facilitating learning. In my practice context, I have come to understand that working closely with students plays a crucial part in facilitating learning. Traditionally, teachers hardly developed personal associations with students. This factor is also similar to the structure of bureaucratic organizations. Such organizations de-emphasized relations between managers and their employees. As such, students never got the opportunity to interact and suggest propositions that may actually assist in mitigating their problems. Nonetheless, in my years of teaching, I understood that students form the core part of education. Without students, teachers would be an abstract part of society. The same applies for organizations; the main asset for firms comprises employees. A firm would be irrefutably useless if it discarded the input its employees contributed to its performance. My ideal of responsible practice involves developing a relationship with the students. Teachers and students both have certain purposes and goals. Students usually pursue education in order to secure stability in their future lives. On the other hand, teachers engage in teaching for a variety of purposes that range from fulfilling materialistic objectives to gratifying their passion for engaging in the field. Nonetheless, within my practice context, the ideal responsible practice focuses primarily on the achievement of success on the part of students. Engaging in a collaborative approach allows students to formulate relationships with teachers thus allowing them to voice out their opinions and even engage in critical thinking. As such, I believe that the purpose of responsible practice in my context should entail learner autonomy. I believe that learner autonomy and collaborative approach integrate perfectly to create the ideal responsible practice. Even though there is no single definition for the aspect, Balcikanli (2010) defines learner autonomy as self-instruction and independent direction among students. Regardless of its application in language teaching, I consider this aspect as rational towards ideal responsible teaching. In addition, instituting a collaborative approach will actually allow students to instruct themselves especially in solving problems. For instance, integrating the Socratic Method would be highly beneficial in facilitating this approach. Socratic Method allows students to exercise critical thinking concerning a certain subject matter. Usually, the teacher presents the students with informal and critical questions that give students the freedom to brainstorm. Such a concept is definitely impossible to apply without the integration of a collaborative approach between students and teachers. Furthermore, collaboration between the teacher and student may lead to a healthy interactive association between both parties (Ahlstrom, 2003). As such, an ideal responsible practice ascertains a bond between the student and the teacher in my retrospect. Another purpose that constitutes an ideal responsible practice involves cultural responsiveness. Since my ideal practice implies a collaborative approach, the rationale that would stem from this comprises cultural openness. In my years of teaching, I have encountered students originating from numerous cultures. At first, it was difficult to teach such students based on the different cultural symbols their cultures dictated. For instance, pointing a Japanese student, to my realization, implied accusation. Additionally, staring directly in the faces of Italian students was wrong since it denoted disrespect. From such experiences, I believe that an ideal responsible practice should imply a purpose involving cultural responsiveness. Cultural responsiveness involves exuding awareness and sensitivity to other cultures (Mansour, 2009). A collaborative approach will ensure that students from different cultures interact in problem resolution via brainstorming and other learning techniques. On my part, this will allow me to include culturally responsive teaching as a personal goal. Culturally responsive teaching involves the use of cultural knowledge, earlier experiences and performance approaches of different students in order to ensure appropriate and effective learning. This type of teaching exploits the strengths of students from various cultures. As such, my ideal practice, in facilitating collaborative approach, will allow students from a miscellany of cultures to interact. That way, students will also learn considerably from each other’s experiences. Furthermore, the students will also be able to create identity groups and thus attain a single and uniform identity in learning. According to Appiah (2005a), social factors such as race, culture and ethnicity are responsible for identity. As such, applying this concept positively for the mentioned purpose, the cultures of students will enable them to determine their identities individually and collectively as a group. In addition, being aware of one’s culture enables one to appreciate the diffe rences each possesses. This will also apply for my ideal responsible practice. Personal values should also constitute a significant part of my ideal responsible practice. In my delineation, personal values describe an individual’s sense of what is good and what is evil (Appiah, 2005b). They comprise the common expression of that which is important to me as a person. Consequently, such values are essential to my practice. In my respective practice context, values are significant based on the purposes that my practice embraces. For instance, a personal value such as effectiveness is crucial in my ideal responsible practice. Effectiveness, in this case, implies possessing the aptitudes to gauge student learning naturally and work together with students to devise instruction. My responsible practice should express effectiveness in facilitating learning. My ideal practice should allow me to facilitate learning by developing and evaluating proficiency among my students. This evaluation will be possible through experiences that comprise both formal and informal learning. Effectiveness will assist in measuring and valuing learning in official and unofficial contexts. The progress among students will base on the demonstration of mastery instead of the hours students put in class. Additionally, by expressing effectiveness, my ideal practice will engage every student with significant and meticulous content; inculcate their interests, advantages and experiences. Furthermore, the practice will express effectiveness by allowing students and teachers to engage in learning throughout the year. For instance, during holiday breaks, my practice context will enable me to meet the needs of students facing particular problems in their respective field of learning. That way, students will tend to acquire assistance and simultaneously, increase their capacity of understanding and performance within their learning contexts. In addition, by expressing effectiveness, my practice will comprise an ideal environment that will aid students in augmenting various learning asp ects. For instance, it will assist them in increasing their academic knowledge and originality skills. Leadership is also another value suitable for my ideal responsible practice. In this context, leadership implies the management of learning naturally especially among students and peers alike. Since my practice context assumes a collaborative culture, leadership in this case involves sharing responsibility (Martin, 2000). Sharing responsibility among teachers especially for student welfare and learning will provide a platform for involving collective decision-making. Leadership via collective decision-making will use classroom proficiency in order to advance the effectiveness among students. Therefore, there is evident correlation between the values of leadership and effectiveness in my ideal responsible practice. Furthermore, my ideal teaching environment should express leadership through collaborative associations. Teachers and administrators should assume a shared relationship illustrated by collective decision-making and responsibility. Teachers should also presume responsibiliti es that incorporate leading and teaching. This involves working closely with students as well as respective teachers and teacher leaders. My ideal responsible practice should also reflect a strong relationship between my students and me. This relationship should arise from the incorporation of a collaborative association between both of us. Regardless of students viewing me as an authority figure, it is imperative that students also view me as their friend. Usually, students face various issues that do not involve their lives in their classroom. Most of these students face issues that emanate from their social lives. Such issues comprise significant problems such as marital cases, financial problems, racism and bigotry as well as insignificant problems such as stereotyping. These issues pose considerable implications on students. Such implications affect their performance in class as well as their social performance. Therefore, an ideal responsible practice should empower teachers and students to develop relationships. These relationships will cater to the academic and social aspect of students. For instance, a mentori ng relationship will be tremendously beneficial in directing students facing social issues. Certain behaviors will also express my ideal responsible practice. One of the main behaviors that my practice should express is empathy. I believe that empathetic behavior is important in my definition of an ideal responsible practice. An empathetic behavior allows the teacher to envision himself in the eyes of the student. This particular behavior allows the teacher to formulate a formidable relationship between the student and teacher. By expressing empathy, the teacher will understand certain aspects of his different students. For instance, empathetic behavior will enable me to understand the problems some of my students. This factor will be crucial in furthering a mentoring relationship between my students and me. Additionally, sympathetic and understanding behaviors also express my ideal responsible environment. Normally, students associate with teachers that are sympathetic and warm towards them. As such, a teacher in my ideal environment should be sympathetic especially in cas es where students possess different levels of comprehending subjects. My actual practice does not quite equate with my ideal practice. Most of the factors that contribute to this disparity are actually uncontrollable and comprise institutional, organizational and personal aspects. Factors such as organizational culture make it difficult to create the ideal responsible practice. Organizational culture simply implies the behaviors expressed by persons within an organization. Additionally, it also involves the connotations that individuals append to their acts. Organizational culture is a formidable factor in creating this disparity especially in terms of the status quo (Mansour, 2009). For instance, organizations that embrace a bureaucratic culture hardly entertain sympathetic and empathetic behaviors. As a result, attempting to change such a culture by advocating for such behaviors only exudes resistance from members of the organization. In addition, other factors also illustrate the disparity between my ideal responsible environment and the actual prac tice context. For instance, aspects such as competition for intangible resources such as respect. More factors comprise student attitudes towards teachers as well as a weak student-teacher relationship. Reasons for the Gap between the Ideal and the Reality One of the main factors affecting my ability to practice responsibly involves the institutional aspect. In delineation, Scott (2001, 49) defines institutions as â€Å"multifaceted, durable social structures, made up of symbolic elements, social activities, and material resources†. Based on their composition, institutions affect social life and thus embody the fabric of the social life of an individual. They offer rigidity regardless of the dynamic changes in the environment. Conclusively, institutions comprise structures that govern individual behavior in a respective community. For instance, rules gain regard as institutions since they govern the behavior of persons in any given society. Additionally, other abstract concepts such as culture also receive definition as institutions because of the control they possess over individuals in certain settings. One common feature of institutions and their effect in this particular case involves their ability to express autonomy over i ndividuals in a setting. Even though institutions such as organizations originate from people, institutions actually end up assuming self-organization even above humans. This is evident in this situation. An institution such as culture controls the employees’ conscious intentions. Since the organization assumes a bureaucratic culture, it is exceedingly difficult to initiate an ideal teaching environment. This is because this culture governs the norms and behaviors of students alike. As such, teachers do not even attempt to change the way they associate with other students. Accordingly, administrators and teacher leaders also exercise an authoritative relationship with teachers. Furthermore, this culture only remunerates teachers on piecework basis. Consequently, once teachers are through with their classes, they do not spend supplementary time finding out the welfare of the students since it is not within their pay schedule. As a result, such adaptations exemplified by the culture restrict me from act ing responsibly within my respective practice context. Another factor affecting the ability to act responsibly involves the organizational aspect. The grounds for the disparity between the ideal and actual environment involves the relations between members of the organization. As mentioned, institutions govern an individual’s social life. An organization is also an institution that governs employees based on their activities. In my case, the bureaucratic culture plays a vital role in creating the disparity. Additionally, the culture also plays an important role in distinguishing the organization in the form of a system. According to Scott (2003), the organization stands out as a rational, natural or open system. However, in this case, the organization is actually a closed system because of its stance on formality. In this environment, there is lack of interdependence between teachers and administrators. Additionally, it also differentiates between formal and informal structures. As such, students face difficulty in attempting to i nduce informal relationships with their teachers, as well as other members of the teaching staff within the school. The last factor that affects acting responsibly comprises the personal aspect. This aspect mainly focuses on me as an individual in my practice context. Because of the influence of the institution on the environment, it is difficult for me to adopt certain behaviors especially with my students. At times, my easygoing nature allows me to interact with them informally and at least induce comfort among them. However, it becomes hard for me to mentor them based on the different roles both of us possess. My position as a teacher, emphasized by the organization, hinders me from reaching down to the students. As a result, I hardly employ empathy since I lack a mentoring relationship with my students. Additionally, the students seclude themselves in terms of their background. Such backgrounds are mostly racial. According to Appiah (2005), social factors reflect a person’s identity. This elucidates the reason why these students seclude themselves in such groups. The interaction between these aspects influences the ability to practice responsibly. Mainly, the interactive forces affecting this capability comprise organizational and personal forces. Organizational forces mainly imply the structures put in place that limit collaboration between teachers and students. As implied, the organization distinguishes between formal and informal structures. As a result, it is difficult to induce shared responsibility especially between administrators and teachers based on these structures. Furthermore, these organizational forces also influence my personal doctrines. It is evident that external forces generate influence on the internal part of any system. Organizational forces such as hierarchical rigidity influence my relations with my students. Since students do not interact on an informal level with their teachers and leaders, it becomes impossible to interact with me informally on a significant basis. Furthermore, lack of shared responsibility among teachers and administrators discards students and teachers from assuming a collaborative relationship. Closing the Gap between the Ideal and the Reality of Responsible Practice The difference between the actual context and my ideal responsible environment requires a contribution of efforts to close the gap. These efforts represent opportunities that will assist in conjoining my ideal practice and the current practice. Additionally, these opportunities will focus on changing a certain part of my respective area of teaching which involves English Language Teaching (ELT). Nonetheless, exploiting these opportunities will undoubtedly lead to the occurrence of certain implications that will certainly have a positive or negative impact. The opportunities comprise: Implementing a Peer Review Program The implementation of a Peer Review Program will require the collaboration of both teachers and administrators. This will be the first step towards advocating for change in English Language Teaching. The program will focus on allowing teachers to evaluate and analyze practice, as well as increasing qualified learning plans in the practice area. Furthermore, the program will substitute the need for tenure. Within any organization, tenure comprises one of the crucial organizational factors. It comprises the quantity of time put in by an employee in a day. It comprises the piecework basis in the actual practice context. Nonetheless, implementation of the Peer Review Program will have an impact on the piecework basis system. To an extent, the program will actually eliminate the system because of its preferences and disparate framework from the actual system. The piecework basis places emphasis on the quantity of time a teacher dedicates in class. As such, it does not provide any room for improvement. Accordingly, it does not enable a teacher to visualize and assess her performance. This poses a significant effect on students since most of them are unable to voice their opinion concerning their teacher. This applies similarly in ELT. Therefore, applying the Peer Review Program will surely affect the organization. Accordingly, it will also influence institutional factors. This is because adopting this system will necessarily imply a change in the organizational culture. Such a change will definitely lead to resistance since it disrupts the status quo within the organization. Additionally, this implication will imply positively to me personally since it will enable me to gauge my performance within this related area. In replacing tenure, the Peer Review Program will offer opportunities based on improvement. Consequently, the program will also in providing prospects where there is insufficient improvement. Therefore, applying this program in my practice context will affect the entire organization as well other areas of teaching and learning in the organization. The program will lead to a steady dissolution of formal and informal structures especially among teachers and students. Additionally, the program will also assure a due process during dismissal processes. Therefore, by assuring due process rights among teachers in the organization via a just and transparent system, employment will continue based on performance. This will clearly bring a considerable change in the organization. Teachers will at least have a right in safeguarding their stances. Furthermore, the bureaucratic institution will also dissolve into a more democratic culture that will see teachers sharing responsibility in decision making with administrators and other leaders. Instituting a Teacher-Student Led Curriculum A Teacher-Student Led Curriculum program involves a learning schedule designed by both teachers and students. This opportunity will aid in closing the gap in my practice context. This curriculum will take advantage of the collaborative approach. This approach will involve both the student and me in determining the curriculum for the students. Usually, my class consists of adult learners who also have other priorities apart from school. Therefore, instead of using a rigid structure from the organization, it will advantageous for us to create a curriculum that suits our needs. Additionally, the Teacher-Student Led Curriculum will focus on areas that students feel present the biggest challenge. Thus, it will encourage the facilitation and contribution of ideas and suggestions that will ease English Language Teaching and Learning (Keiser, Kincaid Servais, 2011). One of the main implications arising from this will focus on my personal side. Developing a Teacher-Student Led Curriculum will enable me to interact on a personal level with my students. This is a factor that was difficult for me to exercise based on the organizational and institutional influence on teacher-student associations. Furthermore, working together within the students will allow me to develop an empathetic behavior. The curriculum will mainly focus on scheduling the timelines as well as determining the areas that require maximum attention. Thus, working on these factors will enable me to understand the issues that bother some of my students in relation to their class work and social life. For instance, when working on scheduling the time for the lessons, various students might have reasons that may force me to adjust the timeline in order to suit them and the majority. Implementing such a curriculum will undoubtedly receive resistance from organizational and institutional factors. This is because such a curriculum will mark the beginning of a liberal manner of teaching. This form of teaching will comprise contributions from students. Organizational factors such as hierarchical rigidity will impede this process. This is because applying a strategy will eliminate the power relationship between teachers and students. Additionally, institutional factors will also impede this effort. The bureaucratic culture, which is responsible for guiding norms in the organizations, will be under threat. This is because of the application of a curriculum that values student input, and in a way, allows students to exercise a democratic effort in determining their education. Furthermore, implementing the Teacher-Student Led Classroom will attract maintenance of the program over the long term. Irrefutably, the maintenance of the program will focus on assisting new adult learners in the ELT course. Learning English is difficult especially for adult immigrants who had little exposure to the language. Thus, the curriculum will also cater for these students in various ways. For instance, the curriculum will allow me to divide my classes between old and new students. This is because teaching them together will only confuse the new students further. While working collaboratively with the students, I will be able to assign a peer-reviewed teacher, possibly from my class, to teach the new students. However, this will also require me to apply Staffing. Staffing will involve the employment of more liberal teachers within my practice context. Therefore, an increase in the number of teachers will actually allow new students to receive the attention they need. References Ahlstrom, C. (2003). Collaborating with students to build curriculum that incorporates real-life materials. Focus on Basics: Connecting Research and Practice, 6(C), 1-7. Appiah, A. (2005). The demands of identity. In A. Appiah (Ed.), The ethics of identity (62-71). Princeton, NJ: Princeton University Press. Appiah, A. (2005). The ethics in individuality. In A. Appiah (Ed.), The ethics of identity (1-35). Princeton, NJ: Princeton University Press. Martin, M. W. (2000). Shared responsibility and authority. In M.W. Martin (Ed.), Meaningful work: Rethinking professional ethics (119-137). New York, NY: Oxford University Press. Scott, W. R. (2001). Constructing an analytic framework I: Three pillars of institution. In W.R. Scott (Ed.), Institutions and organizations (48-70). Thousand Oaks, CA: Sage. Scott, W. R. (2003). The subject is organizations. In W.R. Scott (Ed.), Organizations: Rational, natural, and open systems (18-30). Upper Saddle River, NJ: Prentice Hall. Annotated Bibliography Balcikanli, C. (2010). Learner autonomy in language learning: Student teachers’ beliefs. Australian Journal of Teacher Education, 35(1), 90-103. There is a significant amount of research concerning the issue of learner autonomy. Generally, the notion of learner autonomy arose in 1981 and focused on concentrating on language learning. Therefore, Balcikanli illustrates the conceptions, misconceptions, review and research encompassing this broad aspect. Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116. Gay focuses on the impact of culturally responsive teaching in contemporary schools. The author delineates this type of teaching and even focuses intently on broad concepts such as race and ethnicity that encompass the society and possess a profound effect on teaching and learning. Keiser, N., Kincaid, M., Servais, K. (2011). Using a collaborative leadership model in a teacher education program. American Journal of Educational Studies, 4(1), 5-20. Keiser, Kincaid and Servais discuss the use of the collaboration approach. They discuss the contrast between the Conventional Method of teaching and the Collaborative Approach and advocate for the leadership model especially in teacher education programs. Mansour, N. (2009). Science Teachers’ Beliefs and Practices: Issues, Implications and Research Agenda. International Journal of Environmental Science Education, 4(1), 25-48. Mansour integrates the notion of beliefs in the field of teaching. Even though the author illustrates research on the impact of beliefs in science, he also discusses the topic in general and applies other concepts such as culture and status quo that affect teaching.

A Guide to the Irish Republican Army (IRA)

A Guide to the Irish Republican Army (IRA) The Irish Republican Army (IRA), which traces its roots to Catholic Irish nationalism in the early 1900s, was considered by many to be a terrorist organization because of certain tactics- such as bombings and assassination- it used to oppose British rule in Ireland. The name IRA has been in use since the organization was founded in 1921. From 1969 through 1997, the IRA splintered into a number of organizations, all called the IRA. They included: The Official IRA (OIRA).The Provisional IRA (PIRA).The Real IRA (RIRA).Continuity IRA (CIRA). The association of the IRA with terrorism comes from the paramilitary activities of the Provisional IRA, which is no longer active. They were originally founded in 1969 when the IRA split into the Official IRA, which renounced violence, and the Provisional IRA. The IRA's Council and Home Base The IRAs home base is in Northern Ireland, with a presence and operations throughout Ireland, Great Britain, and Europe.  The IRA has always had a relatively small membership, estimated at several hundred members, organized in small, clandestine cells. Its daily operations are organized by a 7-person Army Council. Backing and Affiliations From the 1970s-1990s, the IRA received weapons and training from various international sources, most notably American sympathizers, Libya and the Palestine Liberation Organization (PLO). Connections have also been posited between the IRA and Marxist-leaning terrorist groups, especially at their most active in the 1970s.   The IRA's Objectives The IRA believed in the  creation of a unified Ireland under Irish, rather than British rule. PIRA used terrorist tactics to protest the Unionist/ Protestant treatment of Catholics in Northern Ireland. Political Activities The IRA is a strictly paramilitary organization. Its political wing is Sinn Fà ©in (We Ourselves, in Gaelic), a party that has represented Republican (Catholic) interests since the turn of the 20th century. When the first Irish assembly was declared in 1918 under the leadership of Sinn Fà ©in, the IRA was considered the official army of the state. Sinn Fà ©in has been a significant force in Irish politics since the 1980s. Historical Context The emergence of the Irish Republican Army has its roots in Irelands 20th-century quest for national independence from Great Britain. In 1801, the Anglican (English Protestant) United Kingdom of Great Britain merged with Roman Catholic Ireland. For the next hundred years, Catholic Irish Nationalists opposed Protestant Irish Unionists, so named because they supported the union with Great Britain. The first Irish Republican Army fought the British in the 1919-1921 Irish War of Independence. The Anglo-Irish treaty concluding the war divided Ireland into a Catholic Irish Free State and Protestant Northern Ireland, which became the British province, Ulster. Some elements of the IRA opposed the treaty; it was their descendants who became the terrorist PIRA in 1969. The IRA began its terrorist attacks on the British army and police following a summer of violent rioting between Catholics and Protestants in Northern Ireland. For the next generation, the IRA carried out bombings, assassinations and other terrorist attacks against British and Irish Unionist targets. Official talks between Sinn Fà ©in and the British government began in 1994  and appeared to conclude with the 1998 signing of the Good Friday Agreement. The Agreement included the IRAs commitment to disarm. PIRA strategist Brian Keenan, who had spent over a generation promoting the use of violence, was instrumental in bringing about disarmament (Keenan died in 2008). By 2006, the PIRA appeared to have made good on its commitment. However, terrorist activity by the Real IRA and other paramilitary groups continues and, as of the summer of 2006, is on the rise. In 2001, the U.S. House of Representatives Committee on International Relations released a report detailing connections between the IRA and the Revolutionary Armed Forces of Colombia (FARC) going back to 1998.

Should You Get SAT Question and Answer Service for Score Verification

Should You Get SAT Question and Answer Service for Score Verification SAT / ACT Prep Online Guides and Tips Do you want to use the results of your first SAT to study for your second attempt? Are you interested in seeing exactly how your SAT scores turned out the way they did? Do you love the SAT so much that you want to order 1600 copies of your test and dive into the pile of booklets like a much nerdier Scrooge McDuck (disclaimer: you can't actually do this)? Good news! The College Board provides the Student Answer Service and Question-and-Answer Service for the SAT to allow you to review your results in more detail after the test. In this article I’ll go through how these services work, why you might use them, and how to order them. What Are the Student Answer Service and the Question-and-Answer Service? They are two slightly different ways to review your scores in more detail after you take the SAT. The Question-and-Answer Service is basically a full disclosure guide to your scores. It includes: A booklet copy of the test that you took, including all the original questions. A table of correct answers and scoring information for the questions. A comprehensive report that lists the question type and level of difficulty for each test question. This report also shows your answers and whether you answered correctly, incorrectly, or omitted the question. The QAS is available if you took the SAT in October, March, or May in the United States or Canada. For testers in other countries it is only available for May test dates.It costs $18 to order. If QAS isn’t available, you can always order the Student Answer Service, which includes: Information on the types of questions on your test. The level of difficulty for each question and whether your answer was correct, incorrect, or omitted. The Student Answer Service is essentially a pared down version of the Question-and-Answer Service. It won't include your test booklet, so it doesn't allow you to review the questions in their original forms. Basically, the College Board only wants to release official exams when it's ready to retire the entire exam. (You can read about how the College Board reuses questions, leading to cheating, here). The SAS costs $13.50 to order, and you better believe it's $13.50 of the SAS(S)iest review materials you'll ever see. Unfortunately, you don’t have the option to choose between these two services. One or the other will be available exclusively based on when and where you took the test. Here’s a chart from the order form that makes it easy to figure out: Reasons to Order the Student Answer Service or Question-and-Answer Service The Student Answer Service and Question-and-Answer Service are useful and low-cost tools for reviewing your scores. Here are a few reasons why you should consider ordering whichever one is available to you: #1: To Figure Out Why You Got the Score You Did QAS gives you your entire test booklet, so you can review your answers and see exactly where your mistakes happened.You will know which question types tripped you up the most and their difficulty levels. #2: To Use as Review Material for the Next Time You Take the SAT You can see where your weaknesses were in the real test environment and use that information to guide your prep.QAS in particular is an excellent tool for this because you get your complete test booklet and can look in-depth at the questions you got wrong and the reasons why you missed them. #3: To See If a Mistake Was Made With Your Score Ordering QAS or SAS is the first step you should take if you are considering the more extreme option of Hand Score Verification.Hand Score Verification means your test is reviewed manually to see if an error was made in the scoring or scanning process.It costs a lot more, so you probably don’t want to order it without reviewing your results in more detail first. Signs of a scoring problem warranting further investigation might include a pattern of incorrect answers on a string of questions that should have been easy for you or a dramatically lower-than-expected overall score (as in 300+ points lower, not 50). The report you receive with the QAS or SAS shows you the correct answer, your answer, the question type (a key for this is provided), and the difficulty level. This makes it easy to detect these types of weird patterns. How to Order the Student Answer Service or Question-and-Answer Service You can order the Student Answer Service or Question-and-Answer Service during the process of test registration.This is something that you might consider if you know you are going to be taking the SAT again in the future and want to review your results to see how you can improve your scores.In this case, you should receive your materials in the mail within eight weeks of the test.If you are ordering the QAS or SAS after you take the test, there are a couple ways you can do it.You can place your order online through your College Board account by selecting â€Å"Order Verification† in the â€Å"My Scores† section. Or, if you’re old school or not paying with a card, here is a link to the order form that can be mailed in with payment.You can also order over the phone by calling the College Board’s Customer Service. If you order score verification services five weeks or more after the test date, results will take up to three weeks to be mailed to you.Make sure you place your order within five months of your original test date! What's Next? If you're wondering when you should take the SAT next, this article lists all the upcoming dates and helps you choose the right one for your needs. Still deciding whether or not to retake the SAT? Check out this article for some guidance. Here's a little more information if you're wondering how many times you should take the SAT overall. Also take a look at our complete study plan for the SATto learn more about structuring your prep time! Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Chrsit the Redeemer Statue Research Paper Example | Topics and Well Written Essays - 500 words

Chrsit the Redeemer Statue - Research Paper Example The statute’s geographical location is the Brazilian region of â€Å"Rio de Janeiro† (Darpan, p. 379). The artwork is heavily built with a height of almost 40 meters and a weight of about 700 tons. Such features are exemplified by the location of the statute that rests on a mountaintop. It is built at one of mount Corcovado’s picks and lies at an altitude of about 700 meters above the sea level. The statute also directly faces Janeiro city, on its outskirts (Darpan, p. 379). Even though the history of the statute’s development went for more than a century, its actual construction works took about ten years. Communal participation through contributions led to the development that is majorly concrete but has soapstone finishing on the surface. A lot of renovation work has also been done on the statute whose value is estimated to have reached about 250000 dollars (Jetsetlife, p. 1). â€Å"Carlos Oswald† designed the art that was then sculptured by â₠¬Å"Paul Landowski† (Copa, p. 1). Development of the artwork and its history is majorly religious. This is deducible from the sculpture’s image and the history of events that led to its development. Its representation of the image of Jesus Christ, the pillar of Christian faith, indicates a religious theme of the art and the fact that it was built to communicate reverence to Jesus Christ, in the region. Having been built from people’s collective work also means that the locals are Christian faithful. The history of the statute however dates back to the sixteenth century with the arrival of the Portuguese in the region and a subsequent renaming of the mountain to a biblical perspective. The mountain was however later renamed before a Vatican representative’s proposal for a religious monument in the year 1859. It is this historic idea of a religious art that was developed in the year 1921 to the sculpture of Jesus Christ whose construction was supervised by Costa from 1921 (Copa, p. 1). Apart from the religious

The life of Harry Truman in the context of civil Right Era Essay

The life of Harry Truman in the context of civil Right Era - Essay Example This was the true picture as well as impression depicted by Harry Trumann in the context of Civil Right Era (Gardner, 2002). It is of crucial significance to note that Harry Truman led America in gaining victory over World War II. However, tied to this are several of my major impressions relevant to his life in the Civil Right Era. Harry Truman was a leader of dignity, in-depth understanding, humanness as well as vast of wisdom. This was so conspicuous in the way he made his decisions on the context of civil rights. He championed of equality rights for all Americans, including the Whites and the Blacks. This was quite impressive since it enabled for equal consideration of people regardless of race, ethnicity as well as socio-political classes (Truman Legacy Symposium and Geselbracht, 2007). In defiance to the issue of racial discrimination, Truman employed racial integration within the USA military. This was a clear indication that Truman was considerate and wise in decision-making. He considered the pains both the Whites and Blacks underwent in the wars, thereby championing for the spirit of inclusion an d equality amongst all the American citizens (Gardner, 2002). As a leader of humane character, Truman espoused in his campaigns that he believed in the spirit of brotherhood and unity amongst all people in the face of law. He stressed the fact that any form of racial, political, social or economic discrimination could likely cause a state of political unrest as well as insecurity (Truman Legacy Symposium and Geselbracht, 2007). Such could easily disrupt peace and safety to all the citizens. This is quite impressive of Truman since he showed that as a leader, he valued peace, safety and equality amongst all the

Cross site scripting Essay Example for Free

Cross site scripting Essay Cross-site scripting is form vulnerability for computer security which mainly occurs in web applications that accept injection of code by web users who happen to be malicious; such users inject the code into various web pages that are used by other web users. The most common codes that are usually injected by malicious web users include scripts of client side and HTML codes. Cross site scripting (XSS) vulnerability which is exploited is usually used by attackers for by passing the certain access controls, a good example of such bypass is a policy of the same origin. XSS originated from the fact that it is possible for a malicious web site to be loaded into another window or frame and then write or read data using java script on other web sites (Rafail, 2001). Cross site scripting vulnerabilities XSS vulnerabilities have been well exploited to come up with very powerful browser exploits and phishing attacks. XSS performed on websites were about eighty percent of all the recorded securities as indicated by the 2007 statistics. In most cases of attack every thing looks to be in order as far as the end users are concerned, but they are finally subjected to access which is not authorized, financial loss and loss of sensitive data (Rafail, 2001). The cross site scripting can be primarily be categorized into two: reflected and stored. But there is another type of cross site scripting which is not widely known, called DOM. The stored refer to those codes that once injected are stored in the target servers permanently. They can remain permanently in the message forum, database comment field, or in the visitor log. The reflected XSS attacks, are the codes which when injected, the web server is reflected off as a search result, an error message or other forms of responses that may include all or some of the input that was sent to the various servers as request in part. Usually the reflected attacks are sent to the victims through other channels such as electronic mail messages, or through other web servers. Once a user is lured into clicking a link which is malicious or is tricked to submit a form which is specially crafted, the code that has been injected travels via the web server which is vulnerable, the reflected attack is in turn sent back to the browser and the code is then executed as if it originated from a valid server (Rafail, 2001). The consequences of cross site scripting attacks are primarily the same regardless of whether they are DOM based, reflected or stored. The main difference the manner in which the pay load enters the server. Cross site scripting is capable of causing various problems to the end users. The problems range in severity, they can cause annoyance to the end users as well as complete loss of accounts. The most serious attacks of XSS result into disclosure of the users information and data thus giving the attacker to actually hijack the session of the user and thus be in a position to comfortably take over the users accounts. The XSS expose the end users to other damaging attacks such as Trojan programs installations, disclosure of files belonging to the end users, redirecting the web user to other sites or pages, or modification of the contents. A cross site scripting vulnerability that allows the attacker to change certain news item or a press release is capable of affecting the stock price of an organization or decreasing the confidence of the consumer. For example a cross site scripting vulnerability on a site of a pharmaceutical can allow the attacker to alter the information of dosage which might result into over or under dosage (Rafail, 2001). Flaws in an XSS are at times very difficult to establish and get rid of them from web applications. In order to find such flaws, the best method to use is performing a review on the security code and also to perform a thorough search in all possible areas where HTTP input request can easily finds its way into output of the HTML. It is very important to note that various tags of HTML tags can be effectively used in transmission of java scripts which are malicious. Nikto, Nesus plus other tools which are currently available in the market can be used in scanning the websites but they are less effective since they are only capable of scratching the surface and are not capable of eliminating all the flaws in the system (Snake, n. d. ). Preventing XSS attacks Once a web site becomes victim of XSS attack the end user is likely too loose a lot of crucial data and information. It is therefore, very important for people to protect themselves against such attacks. One of the best ways of preventing your self of becoming a victim to an XSS attack is failing to respond to a request that is unsolicited by providing your personal details. Such information should not be provided whether it is over the internet or the phone. Users should know that the internet and e-mail pages that are usually used by the XSS attackers look similar to those used by the legitimate institutions and it might be quite hard to distinguish between the two. So if one believes that the contacts could be valid them they should contact the institution in question themselves. They can do so by either visiting the company’s website and instead of using the provided link one should actually type the address or use a page that you might have book marked earlier. One should initiate the contact using the information that you have verified (Naraine, 2009). Conclusion Cross site scripting is a serious fraudulent activity and once one falls prey to it can end up loosing significantly. It is thus good to increase awareness of such vices so that when people are targeted for such acts they can be able to identify them and subsequently be in a good position to protect them. The end users should also do all that is possible in order to conceal their vital information and ensure that it is only given to the relevant authorities when needed. It is also important to keep scanning their system regularly using valid tools. Reference: Naraine, R. (2009): Phishing without bait: The in-session password theft attack, Retrieved on 1st June 2009 from, http://blogs. zdnet. com/security/? p=2390. Rafail, J. (2001): Cross-Site Scripting Vulnerabilities, Retrieved on 1st June 2009 from, http://www. cert. org/archive/pdf/cross_site_scripting. pdf. Snake, R. (n. d. ): XSS (Cross Site Scripting) Cheat Sheet Esp. : for filter evasion, Retrieved on 1st June 2009 from, http://ha. ckers. org/xss. html.

Cosque Cave Essay -- Place Essays

Cosque Cave Many, many years ago, a cave was in use, and many paintings, drawings, and engravings were put on the walls of the cave. About ten years ago, a man was diving in the Mediterranean and came across something that no one would ever think about finding. It was a prehistoric painted cave with an underwater entrance. It is known today as the Cosquer cave. Jean Cosquer, a professional diver, discovered the cave. He was diving for no particular reason, and found a wealth of prehistoric art in the cave. He made this discovery in July 1991, and ever since more and more research is being done on the Cosquer cave. It is firmly dated one of the Paleolithic painted caves in the world. The entrance to this cave is thirty-seven meters under sea level in the Mediterranean Sea. It is located by Cape Morgiou, in the Calanques, about twelve kilometers southeast of Marseilles. It is possible to enter the cave by slithering through water on the stomach through a one hundred and seventy five meter tunnel, after diving to the entrance. Though access to the Cosquer cave is now difficult because of the rise in the sea level when Ice Age glaciers thawed, they’re still thinking that the cave has never had an easy entrance. It is thought that the cave was probably ten kilometers from the coast during the Magdalenian period. The rise in the sea level-over one hundred meters by the end of the Ice Age-covered its normal entrance. This is why there hasn’t been any environmental damage to the Cosquer cave (Davis). The cave is open to researchers. There are researchers down there finding out more and more information. Jean Courtin mainly leads the research on the cave, along wi... ...there in. The Cosquer cave is also a very unique cave. It is unique because of its entrance from underwater and because of the various markings on the cave walls. There are still many unanswered questions about Cosquer cave, but since its discovery in 1991 researchers have made huge progress in answering the questions. There is a controversy over the entrance of the cave. Some people want to drill an opening for an entrance to the cave. Others want the cave to remain as it was found. As of now, the cave is remaining, as it was when it was found. There is still a way to enter the cave; it is just not as convenient as many would like it to be. Researchers are still the only ones who are allowed in the cave, so there won’t be a change in the entrance of the cave until the research is finished and people are allowed to enter the cave on their own.

Classroom Observation Critique Essay

The goal of using think aloud in reading a text is to help students develop the ability to monitor their reading comprehension and use strategies to facilitate understanding. Studies show that students who verbalize their thoughts while reading score significantly higher on comprehension tests. The Teacher The teacher has a pleasing personality, which I think the reason that draws pupils’ eyes to the teacher’s face and listen to her voice. For the whole duration of my teaching profession, I have observed that the teacher’s appearance greatly affects students’ attention. The more beautiful the teacher is, the more attentive the students are, especially at the opening of classes. This led me to recall my elementary and high school years when I liked more my pretty teachers than those that are not so pretty. As a teacher right now, this can be very subjective and should not to be the sole basis in assessing teacher performance. However, every teacher should strive to look at their best every day. The teacher is confident and shows mastery of the subject matter. I believe this is very important because it is where we build trust from our students. And because the students trust you, they are more than willing to open themselves and ask you everything they need to know. The teacher answers the students’ questions in a simple and understandable way. In this manner, there is total understanding on the part of the students. Every teacher should make sure that all questions and clarifications raised by the students must be thoroughly answered and cleared. The teacher maintains discipline and control of the class. I believe this is one strong aspect of classroom management. At the beginning of the class, the teacher sets the mood where she is enthusiastic and maintains a warm and friendly atmosphere conducive to learning. She also avoids making embarrassing remarks about the student’s ideas or actions. In return, the students respect and admire her. She successfully establishes rapport with her students. The Teaching Procedure Introduction/Before Reading The teacher starts with a class discussion: What strategies do good readers use to make meaning of the text? In a class size of 20-30, each student is given the chance to speak of his/her thoughts. This follows that smaller class size is more well-attended to by the teacher compared with 40-50 students in a class, where, only a fraction of the students speak up because it would take a lot of time and the teacher is obliged to proceed to the next activity. After which, the teacher presents the term â€Å"think aloud† to the students and have them brainstorm and report on how it might be used in reading. The groups of four (4) actually make the correct guesses on how they understand the term given. Then, the teacher distributes the bookmarks with different strategies of thinking aloud written on it. Later, strips of paper with definitions of the strategies are distributed for matchmaking. Before the answers are revealed, the students are tasked to what they think of the strategies. In this kind of activity, the students get to compare their reports/answers with the list given and survey themselves how often they use these active reading strategies before. During Reading Students receive three post it notes. They label them: BEFORE READING, DURING READING and AFTER READING. The use of colorful post it notes in this activity keeps the flow of active participation. Colors, especially the bright ones, add life to our classroom activities. This is because colors stimulate our creative expression, lending excitement and interest. The use of small things like the bookmarks and post its, enhances students’ manipulative tendencies. They are also readily available and very handy. Teachers should keep a stack of these. As the teacher models think aloud, students write down on their post it notes what strategies the reader uses before reading, during reading, and after reading. This involves the teacher thinking out loud when working through the problems in the text and demonstrating processes for the students. However, the attention of students is very important. They have to listen and observe well. Then, one after another, the students read the remaining paragraphs in the class and model the kind of think aloud strategy he/she chooses. This is the part where students are provided with enough practice, collaboration, repetition and hands on activity until the students learn on their own. The above activities, as a whole, give more teacher involvement at first; then later, there is less teacher involvement, that is, he/she should only guide the students while they have total responsibility in attaining the required skill. After Reading The class conducts 3-2-1 activity—3 things learned, 2 things liked about the lesson, 1 question one still have. Again, each one has the chance to speak in front. Questions and interpretations are clarified, where the students remember what they have individually created in their minds from the text. This serves the primary purpose of post reading activity which is to provide the students the chance to ask questions concerning their assignments and extension of lesson. Enrichment Activity The students are grouped into four and read a copy of a poem that is unfamiliar to each group while using think aloud strategies. â€Å"The future belongs to those who believe in the beauty of their dreams.† – Eleanor Roosevelt

Business Law Cases Essay

The case presented here falls under the doctrine of Contract Act, 1872 and especially under the provisions regarding breach and remedies for breach of a contract. When the rights and responsibilities arising out of a contract are extinguished, the contract is said to be dissolved or terminated. A contract may be dissolved in any of the following ways: 1. By Agreement: A contract can be terminated by an agreement between the same parties who entered into the contract with mutual agreement. 2. By Performance: As the parties into the contract complete performance of their shares of promises a contract in terminated. 3. By Frustration: A contract can be terminated by the impossibility in the fulfillment of the purpose of the parties in entering into a contract. 4. By Breach: When a contract is not honored by one or more of the parties to the contract by non-performance or interference with the other party’s performance. 5. By Operation on Law: Discharge of a contract by operation of law may occur by merger, by insolvency or by alteration of the written document. In the case in concern, Nike (BD) Ltd. enters into a contract with Sunshine Fabrics for supply of 50,000 pcs of T-shirt as per sample and design. One of the provision/ stipulation of the said contract was that-â€Å"the Sunshine Fabrics would not sell to his other customers for a period of 2 years any T-shirt of the same design and description†. Eventually the said design T-shirt (of Nike) became very popular in Bangladesh and, many retail shops show keen interest to buy them at higher price and as such, Sunshine Fabrics started selling them to different shops ignoring their contract with Nike (BD) Ltd. This is a clear case of breach of contract. A breach of contract is failure to perform as stated in the contract. When a contract is broken the party who suffers on account of it has one or other of the following remedies: 1. Damage: Damages are moneytary compensation allowed to the injured party for the loss or injury suffered by him as a result of the brach of contract. 2. Specific Performance: Specific performance means the actual carrying out of the contract as agreed. 3. Injunction : Injunction is an order of a court restraining a person from doing a particular act. It is a mode of securing the specific performance of the negetive terms of a contrct. 4. Cancellation of the instrument: When there is a breach of contract by one party, the other party may rescind the contract and need not perform his part of obligations under the contract. 5. Rectification of the instrument: When through fraud or mutual mistake of the parties a contract or other instrument in writing does not truly express their intention; either party or his representative in interest may institute a suit to have the instrument rectified. In the case personated Nike (BD) Ltd. s the party who is the sufferer of the breach of contract. Along with damage, Nike (BD) Ltd. can also file a suit for injunction and cancellation of the instrument. The fundamental principle underlying damages is not punishment but compensation. By awarding damages the court aims to put the injured party into the position in which he would have been, had there been performance and not breach, and not to punish the defaulter party. As a general rule, â€Å"compensation must be commensurate with the injury or loss sustained, arising naturally from the breach. Where the party has suffered no damage on account of the breach, the court may still award him nominal damages in recognition of his right. In this case, Nike (BD) Ltd. has suffered an actual loss which arose in the usual course of things from the breach. Thus Nike can claim substantial damage to compensate its suffering. Injunction is a discretionary remedy of the Court. An injunction may be temporary or perpetual. Where a party is in breach of negative term of a contract, the court may, by issuing an injunction, restrain him from doing from what it is promised not to do. Thus injunction is a preventive relief. Since in this case, Sunshine Fabrics is doing an act (selling T-shirts of the particular design) which it promised not to do Nike (BD) Ltd. can file a suit claiming injunction. Along with claiming damages and injunction Nike (BD) Ltd. can also apply for cancellation of the instrument. If one or more of the major provisions of a contract is broken the party suffering from it can apply for cancellation of the instrument. If one or more of the minor provisions is broken the sufferer party can apply for damages but not cancellation of the instrument. In this case Sunshine Fabrics has broken a major provision of the contract. So, Nike (BD) Ltd. can apply for cancellation of the instrument. In reply of Nike (BD) Ltd. ’s legal notice Sunshine Fabrics asserts that the contract which they signed with Nike (BD) Ltd. is, in fact, void, in as much as, the same is in restraint of trade. Sunshine Fabric’s assertion is however unjustified. The agreement stating -â€Å"the Sunshine Fabrics would not sell to his other customers for a period of 2 years any T-shirt of the same design and description† is not in restraint of trade rather merely â€Å"restraining freedom of action†. Thus we can conclude that, every thing else being equal, the case is in very much favor of Nike (BD) Ltd. Sunshine Fabric’s claim of the contract’s being â€Å"void† has no legal grounds. However, if Sunshine Fabrics can anyway prove that its agreement of not selling any T-shirt of the same description to its other customers for a period of 2 years was a minor provision of the contract, Nike (BD) would not be able to cancel the contract but still would be awarded damage and, on the Court’s discretion, injunction.

Informative Abstract Example Essays

Informative Abstract Example Essays Informative Abstract Example Paper Informative Abstract Example Paper Essay Topic: Informative Ronnie Green Informative Abstract June 28, 2011 Image gap is the difference between how a person wants to look and sound compared to how they are actually viewed by others. Projecting your desired image can build trust and is critical to successful communication. Projecting an inappropriate image, however, can erode trust and cause others to doubt your abilities. Four components of your overall image are your projected first impression, your depth of knowledge, your breadth of knowledge, and your enthusiasm. Your projected first impression is the initial impact you make on another person due to your dress, voice, grooming, handshake, eye contact, and body language. First impressions tend to be long lasting and difficult to overcome. To create a positive first impression, you should have a firm but not overpowering handshake. Sit and walk in a straight yet relaxed manner. Maintain high standards of personal hygiene and grooming. Speak clearly while naturally varying your tone and volume. Finally, dress appropriately for your job responsibilities and work environment since skillful dressing can evoke positive responses to your personality. Depth of knowledge refers to how well you know your area of expertise. Demonstrating your depth of knowledge can project credibility and demand respect. You can develop depth of knowledge by studying company policies and industry standards. You can also take advantage of training programs offered by your company. Breadth of knowledge reflects your ability to communicate with others on topics outside your area of expertise. Breadth of knowledge allows you to more easily develop rapport with others. It will also allow you to increase your circle of influence with various types of people. You can increase your breadth of knowledge by reading a variety of books and magazines, watching and listening to a diverse selection of television and radio programs, and interacting with a wide array of individuals. If you encounter a person whose interests you are not familiar with, you can quickly gain knowledge and show interest by asking questions. An appropriate level of enthusiasm demonstrates your sincere interest in a subject and desire to accomplish a task. Enthusiastic people tend to work harder, longer, and more accurately than those who are not enthusiastic. Additionally, your enthusiasm, positive or negative, will spread to those around you. These elements help dictate the response you receive from others in everyday interactions. A positive response demonstrates successful interpersonal relations. It will also foster open, honest, and trusting communications.

How to find out if a companys culture is right for you

How to find out if a companys culture is right for you Every company has its own culture- what it values, how it approaches its mission, and what it expects from employees. The tricky part is that this is not always evident from outside sources. So how do you know if a company will be a good fit for you, outside of the baseline professional requirements? Broaden your research.Sure, you’ve looked at the company’s site to glean its mission statement and what it shows publicly. But if you want to get a sense of what life is really like at this company, it’s time to go outside the corporate site. Sites like Glassdoor and Salary.com have company reviews direct from current and former employees. Though you should be sure to take individual reviews with a grain of salt- you never know if someone is using the site to nurse a grudge. But if you look at a lot of different reviews, you can get an overall sense of how the company operates, culturally. A company’s social media profiles (particularly LinkedIn and Facebook) can also provide useful glimpses at what a company is really like.Read the job description extra carefully.The job description tells you the bare bones of what this job will require, but it can also give you glimpses of what it’s like to work at the company. Does the listing include any information about benefits? Those can tell you what the company values. Are there keywords like â€Å"self-starter† or â€Å"independent thinker†? Those can be clues to the management style you can expect as part of the company’s culture. Think about what information the company presents about itself and prioritizes in the job description, and consider whether these things are most important to you in a job as well.Note how the company interacts with you.When you apply, do you get a series of automatic form letters thanking you for your interest? Do you get an email directly from a human that is warm and friendly, and clearly written directly to you? Do they respond quickl y (within a day or two), or is response time dragged out to a week or more? How the company interacts with you can tell you what they value, and what they expect of their public-facing employees.Analyze the interview process.The organization of the interview process can also be a key indicator of what the company culture is like. If things feel disorganized- people are running late, or didn’t realize you were coming in to interview today- that shows you a lot about the priority the company places on organization and on the hiring process in general. If they don’t value the interview and let chaos dictate the process, is that a place where you’ll feel comfortable and nurtured as a new employee? On the flip side, if you come in, and meet with people who are not only prepared, but enthusiastic to talk with you, that shows you that the place values employees’ time.During the hiring process, it can be easy to forget that you’re not the only one being te sted here- you want a job and a workplace that fits your personality and career goals. After all, you’ll be spending dozens of hours per week at this place. If you find the culture and atmosphere to be toxic, it’s not a great option for you or the company to feel unhappy or stressed.

The Mental Status Examination Essay Example | Topics and Well Written Essays - 1000 words

The Mental Status Examination - Essay Example He was finally taken to the rehabilitation centre after along struggle. Joni finished high school and was enrolled in a middle college. However, he dropped from the college after two semesters due to drug influence. In the college, he had other friends whom they were taking drugs together. Because of this, they were suspended and warned of arrest incase they proceeded with the act. However, he stated that the administration was just suspecting and he had to move away fast before any action. However, he seems to be above average because he reports that he had passed well in high school. The language proficiency and fluency were evidenced since he could coordinate well with little difficulty. Therefore, he can be considered as brilliant. Joni initially started using the drug while at the age of eighteen. Before, he started drinking alcohol every weekend. Gradually, his interest shifted to smoking cigarettes until he graduated to cocaine use while in the college. This practice proceeded and the frequency increased daily. He did not realize that he had become addicted until one day when he missed taking the substance he became very sick and started trembling. On taking the drug, he felt good and was then motivated more to continue with the drug usage. At the age of twenty two years, the body’s demand went higher and he introduced the injection. He stared doing the injection once a day, but later in a few months the rate of usage increased to about three to four times a day. Joni is still struggling to abandon the drug use because he has started feeling the consequences and challenges. The challenges he faces are mental in nature. Since I can understand his responses, he now has some small mental challenge cases that needed to be addressed. Joni appeared to be older than his age and was looking frustrated.

Role as a Supervisor in a Virtual Organization Essay

Role as a Supervisor in a Virtual Organization - Essay Example Likewise, these same traits have to be maintained when carrying out the role of trust building as no method of socialization is present; managers should substitute socialization with consistency and high responsiveness. Having an atmosphere is sharing and frequent feedback is critical in carrying out the role of a cultural facilitator within a virtual firm, as well. Virtual organizations consist of members who work in geographically disparate locations through technology with the aim of achieving common goals; such firms are usually cross-functional and tend to dwell on client needs. Virtual organizations have increased exponentially over the past decade owing to proliferation of the internet, travel restrictions arising from political or economic upheavals, and increased competitiveness. Supervisors carrying out this role have to contend with certain challenges and circumstances that are unique to the virtual environment; these issues shall be examined in detail subsequently and their relation to the supervisor role outlined. One thing that virtual supervisors must confront, which is almost absent in non - virtual organizations, is the issue of trust. When carrying out one’s responsibilities with other organizational members, it is critical to have trust amongst one another; usually, this is established through face-to-face interaction. Since virtual organizations have eliminated this form of contact, then supervisors have the additional duty of building trust among their subordinates using other methods. Research shows that effective supervisors are able to create trust in virtual environments by encouraging organizational members to become highly responsive to each other (Bradley, Benson, Gibson, Tesluk and McPherson, 2002). Feedback is the key behind sustaining a positive attitude towards one another even when people rarely get to meet each other. Additionally, since it is not possible to share meals or discuss personal matters through this

Theory of Knowledge- To what extent does the vocabulary we have shape Essay

Theory of Knowledge- To what extent does the vocabulary we have shape what we know - Essay Example g with the first years of our lives we use words to express needs, dangers, feelings, to discover the use and practicality of the things surrounding us as well as to dive into the study of intellectual and scientific thought that has been developed and passed on to us for generations. Our vocabulary is not a simple collection of words and their meanings; it is also a complex tool that can shape what we can know through different areas of knowledge. Some may say though that words are unnecessary and of little importance in subjects such as mathematics, which expresses its reasoning through symbols, or the arts, which captures and conveys human feelings beyond verbal expression. However, I strongly believe that our vocabulary is an instrumental tool that shapes what we know and what we can know about the world we live in because it facilitates communication and it incorporates more meaning into our lives. I will discuss this statement in relation to three areas of knowledge: mathematic s, history and the arts. Mathematics is probably a subject that is least associated with the use of vocabulary. This is primarily because its core consists of developing certain ideas and principles through the use of numbers that connect though formulas, and which, at their turn, relate to one another in order to portray a logical picture of a certain phenomenon. Advanced mathematics can rarely find a direct application into the real world and it is mostly used for scientific development, because without the use of formulas and numbers we wouldn’t be at the technological level we are now. Some say that mathematics is a language by itself that claims universality. Therefore, one might state that our vocabulary has no power to shape what we know in this area of knowledge, that mathematics has made words obsolete and has raised above them. However, I believe that words are of outmost importance for children that learn basic mathematics. They learn how to add, subtract, multiply and