Summary of Kenyas Economy essays

Synopsis of Kenya's Economy expositions Kenyas economy is very assorted. Despite the fact that Kenya is one of the quickest developing nations in Africa, its economy has not grown much as of late. Horticulture is its biggest mean of income. Kenya sends out a few various types of produce, and consequently gets hardware and gear. Joblessness is basic on account of the moderate economy. Despite the fact that Kenyas economy has been moderate, it despite everything fills in as an exchange nation today. Generally, Kenyas economy has been founded on cultivating, crowding, chasing, and exchange. However, when Britain took over Kenya, a world entrepreneur economy was presented. The economy at that point got dependent on the fare of horticultural items. European ranchers settled in Kenya due to the prolific soil. Their essence helped the economy. From the mid 1900s to the mid 1950s, tea, espresso, and sisal turned into the predominant fares. Kenyans were urged to create items to sell at nearby markets to support utilization and creation. During World War II, Kenya began creating items that were once in the past imported. Despite the fact that European ranchers left after Kenya picked up freedom, agrarian fares kept on growing significantly. Kenyas in general financial development rate was 6.8 percent, one of the biggest development rates in Africa between the years1963 and 1980. Kenyas economy debilitated during the 1980s mostly because of results of a rising exchange deficiency. The ad ministration had to go to the International Bank of Reconstruction and Development and the International Monetary Fund for financial help. Kenyas economy had been solid and blasting, however now they had to go to the global network for help. As you presently know, Kenya fares and imports a wide assortment of items. The fundamental fares are tea and espresso, albeit other agrarian items, for example, dairy items and eggs are likewise sent out. Imports are included ... <!

Barry Sanders :: Sports Athletes Essays

Barry Sanders Barry Sanders apparently the best back ever to play the sport of football. Barry isn't one of those players who is simply out there to bring in cash, he cherishes the game and is continually trying his hardest when he is out there. Barry Sanders was brought into the world July sixteenth, 1968 in Wichita, Kansas. He experienced childhood in a family being one of eleven other kids. When Barry was a child he was viewed as too short to even think about playing football well at the school level. Truth be told, his 1,417 yards hurrying in his senior year of secondary school wasn't sufficient to dazzle school enrollment specialists. One enrollment specialist revealed to Barry's mentor, We needn't bother with another diminutive person. Only two schools offered Barry a football grant. Barry acknowledged a grant from Oklahoma State University and the rest is currently history. Here are some of Barrys profession accomplishments that he has done in the brief timeframe he has played the game. Which has made him such the over achiever that he is. 1988, won the Heisman Trophy Award for best player in the country. 1989, lead the NFC in surging and was Rookie of the Year. 1992, turned into the Lions' All-Time driving rusher. 1994, scrambled for the fourth best NFL season record of 1,883 yards and remembered a 237 yards for week 11 versus Tampa Bay. In 1996, turned into the principal player in NFL history to scramble for more than 1,000 yards in his initial eight seasons, won the NFL hurrying title, chose to the Pro Bowl for the eighth time and turned into the main player to scramble for more than 1,500 yards in three back to back seasons. Sanders keeps including to his remarkable numbers the field. He has run for 1,300 yards and now stands seventh among the NFL’s unequaled rushers with 11,472, having outperformed Ottis Anderson, O.J. Simpson and John Riggins. He’s 128 yards behind Kansas City’s Marcus Allen, Sanders’ boyhoodhero when he was experiencing childhood in Wichita, Kan., and Allen was a Los Angeles Raider. One year from now, giving he keeps up this pattern of 1,000-yard seasons, Sanders will pass Franco Harris (12,120), Jim Brown (12,312) and Tony Dorsett(12,739) and slide into third spot behind Eric Dickerson (13,259) and Walter Payton (16,726). Sanders is the principal player allied history to scramble for at any rate 1,000 yards in eight straight seasons, and Thursday he was named to his eighth consecutive Pro Bowl. â€Å"Anytime he contacts the ball, it’s a feature reel,† says Allen, presently in his fifteenth NFL season.

What Would You Do If You Found $200 In An Old Book

What Would You Do If You Found $200 In An Old Book While  at The Friends of the Library book sale, I  spotted  a copy of Time and Again by Jack Finney, a  novel my friend Mike wanted. I grabbed it.  Flipping through the pages to check its condition,  I saw a $100 bill. I slammed  the book  shut, and looked around. Should I tell someone, I said to myself.  Then put the book  on the pile I was  buying.  Amused paranoia made me wonder if hidden cameras were watching.  Could I be  in an ABC-TV candid camera  sting to test people’s honesty? What were the  rules  for  this  situation?  Did they  have a copy of Ethics for Dummies over in the philosophy section? I did look, but no.  The room was huge and packed. I’m surprised no one saw me  spotting the money. As I browsed, I wondered, “Is the money mine or should I turn it in?” It seemed both lucky and unethical at the same time. Finally, I told myself, “Just decide when you get to checkout.” My unconscious mind could weigh the ethical  issues while I shopped. When toting up my haul at  checkout,  they didn’t even look inside. I could just walk  away with the book and money. But it didn’t feel right. Probably an old person  had  stashed their money in books, died, and their family hauled their  lifetime of reading  off to the library. The book was a donation, but  what about  the money? The money wasn’t intended for me, but it wasn’t intended for the charity either. I reached over and opened the book , revealing the greenback, “What do you do when this happens?”  I then realized  there were two $100 bills there. “Dang,” I  whined to myself,  â€œWhy am I  so honest!” If my unconscious had known it was $200, would it have made the same decision? The checkout lady looked dazed, even blown away. “I don’t know,” she said hesitantly,  then made a  decision, “This is a question for management!” She  hurried away. I  watched her talk with a group of the Friends for several minutes. They seemed surprised, too. I knew their answer, but what was their ethical considerations? She turned and came back over. “We’re going to keep the money,” she informed me. Regret showed in her face, but her voice was firm. “I understand,” I said, “It’s what I expected.” “But we’ll give you a free membership  to the Friends of the Library.”  She  led me back  to the women who had made the decision. They were all very thankful, and  told me  how honest I was. Was I just being a chump?  Was I being too honest? The checkout lady  whispered to all of us, “I don’t think  I would have told anybody.” “Does this happen a lot?” I  asked,  briefly gazing  into each of  their faces. “Sometimes,” replied the apparent  boss. “But we try to find the money before we put out the books.” “I wish an  old lady had found it,” I said, “One who had a utility bill overdue.” As I walked out of the library, I  imagined what I would  I do  with an extra  $200? I’m not hurting,  but $200 would have let me buy something extravagant for my budget. Like make an  iPad affordable,  or buy a copy of Arms of the Sun by Lady Dorothy Mills, a rare book priced beyond what I allow myself to spend. The reason I  revealed the dough  is  because I’d feel guilty. Since then,  I’ve been asking friends what they would have done. Some say they would have kept the $200, others said turn it in.  Some  claim the rule is finders keepers.  What about you? Would the ethical parameters been different if I found the money once I got home? What if I gave the book to Mike, and he discovered the $200? I’m sure he would have given it back to me. But if I can rational the money comes with the book, it would have been his. Would it be  ethically different if  I bought  the book  in a used  bookstore? What about a garage sale? If a bookstore sells you a rare $15,000 first edition for $2, is the situation different? There’s no telling how long that money has been in the book. The bills  were the old-style Franklins. I’ve stuck money in books before too. Could I have given any away? The Friends rewarded my honesty with a three-year membership â€" but charged me for my books â€" minus the 10% for being a new member. At least I got an essay out of the adventure. A good story is worth $200, don’t you think? Now I wish I had shouted out when I discovered the money, “Whoa! There’s money in these books!”

Human Resource Management Systems Management - 1080 Words

Human Resource Management Systems: Management Through Software Auriel S. Brown Dr. Jack Huddleston HRM520004VA016-1148-001: Hr Information Systems Strayer University 10/26/14 Human Resource Management Systems Human Resource Information Systems or HRSI are systems used to combine task related to the human resource management field. These task include but are not limited to payroll, benefits management, and employment recruitment. Many businesses both large and small have begun to transition from employing multiple people to perform the task associated with running the organization. Although the human element of human resources will soon diminish these software systems help business owners who do not have the time or the capital to hire someone to do the jobs for them. The first initial step in selecting a product that fits the daily operations of the corporation is to understand exactly what your company needs to function properly. When researching such softwares there are several database systems created to suit even the smallest of businesses. For example a daycare facility has many attributes that are similar to running a large corporation. The facility will needs an HRIS that will exe cute and manage payroll and benefits, keep track of clients and employee information,track inventory, and send electronic invoices to parents. This database will need to combine all these elements in order to sustain the growing daycare facility but cannot becomeShow MoreRelatedThe Human Resource Management System1234 Words   |  5 Pagesthe main functions of the human resource management system Recruitment and selection are two critical functions of human resource management. Taking into consideration both the capacities the recruitment process goes before the selection capacity. These functions form is basically the core fundamental that engulf the human resource management and includes that of talent acquisition and training and development and even rewards for the employees. For a human resource manager, it’s an importantRead MoreThe Human Resource Management System Essay1392 Words   |  6 Pages which is also known as a human resource information system or human resource management system (HRMS), is basically an intersection of human resources and information technology through HR software. This allows HR activities and processes to occur electronically. To put it another way, a HRIS may be viewed as a way, through software, for businesses big and small to take care of a number of activities, including those related to human resources, accounting, management, and payroll. A HRIS allowsRead MoreA Human Resource Management System Essay1905 Words   |  8 PagesINTRODUCTION A Human Resources Management System (HRMS) or Human Resources Information System (HRIS) is defined as the computer based systems and processes at the intersection between human resource management (HRM) and information technology. In the article in the World Heritage Encyclopedia noted that â€Å"it merges HRM as a discipline and in particular its basic HR activities and processes with the information technology field, whereas the programming of data processing systems evolved into standardizedRead MoreHuman Resource Management System1940 Words   |  8 PagesHUMAN RESOURCE MANAGEMENT SYSTEM Synopsis [pic] Date of Submission : 18.5.2010 Submitted by: Group No: Read MoreHuman Resources Information System in Management of Human Resources2435 Words   |  10 PagesHuman Resources Information System in Management of Human Resources Contents 1.0 Introduction 2 2.0 Case studies one 2 2.1 Description 2 2.2 Advantages 3 2.3 Challenges 4 2.4 Organizational advantage 4 3.0 Case studies two 5 3.1 Description 5 3.2 Advantages 5 3.3 Challenges 6 3.4 Organizational advantage 7 4.0 Conclusion 7 5.0 References 8 1.0 Introduction In today s corporate world information system has come to play a very criticalRead MoreHuman Resource Management System Implementation947 Words   |  4 PagesUniversity Human Resource Management System Implementation Human Resource Information system (HRIMS), also referred to as Human Resources Management System (HRMS), is a series of integrated systems that is utilized to gather, organize, and analyze information regarding human resources in an organization. This assists in the automation and simplification of an organization’s tasks, but most fundamentally, it aids in the laying down of a framework on which the management of human resource policies canRead MoreHuman Resource Management Information System1731 Words   |  7 PagesStudent Number: 4494931 American Public University System Professor Emilia Butu Human Resource Management Information Systems- HRMT 415 Session D, Summer 2014 3 October 2014â€Æ' Introduction As times change so does the way organizations handle business. As organizations change practices HRM must change to remain an inaugural part of the organization. As a HR Director of a large corporation it is a must to understand Human Resource Information Systems or HRIS. With many HRIS functions such as e-recruitingRead MoreIntroduction To Human Resource Management Systems1646 Words   |  7 PagesIntroduction Human Resource Management Systems is the word increasingly used refers to policies, practices and procedures that are related to the management of the people within an organization. In simple words Human Resource Management Systems (HRMS) is software that allows or connects human resources and information technology using processes or systems. The human resources management mainly deals with management and staffing effective work force for the organization. The main functions of HRMSRead MoreSelection System Of Human Resource Management1208 Words   |  5 PagesSelection system A selection system in human resource management is combination of tools and procedures used in choosing a person who is qualified for a certain role, who can successfully bring valuable contributions to an organization (Foot, Hook, Jenkins, 2016). An effective selection system is fundamentally based on job analysis so that the selection tools utilized in the recruitment process add value to the organization. This selection system provides a framework for recruiting an accountantRead MoreHuman Resources Information System ( Hrms ) Human Resource Management System2230 Words   |  9 PagesHRIS, which is also known as Human Resources Information System or (HRMS) Human Resource Management System, is actually a hybrid of human resources and information technology by HR software. This allows HR activities and processes to be carried out electronically. Human Resources Information System is a system that can keep track of all your employees and information to keep. It is, as a rule in a database or, more generally carried out in a series of connected databases. These include the name and

Food Lesson for an ESL Learner

Learning about food is an important part of any ESL or EFL class. This food lesson provides some fresh approaches to help students practice speaking, writing and dealing with everything related to food. Before using this lesson, it is a good idea to have students learn some basic food vocabulary including vocabulary related to different names of food, measurements, and containers, ordering food in restaurants, and preparing food. Once students are comfortable with this vocabulary, you can move on to some more inventive activities such as writing recipes in English and having students describe their favorite meals to each other in class. Use this lesson as a way to review and expand all the various vocabulary and expressions related to food that youve explored with students in your class. The premise of this lesson is that students identify a new type of dish theyd like to prepare, research and write a recipe and make a list of ingredients. Finally, students make a trip to the supermarket - virtually or in the real world - to price items. Youll need access to computers to complete this lesson, or you can do the old fashioned way by actually going to the store with students. It makes a fun, if slightly chaotic, class excursion. Aim Researching a recipe from A to Z Activity Working in teams to identify, research, plan and shop for an exotic meal Level Beginner to intermediate English learners Outline As a class, begin the discussion by describing a delicious meal you have had. Go into as much detail as youd like, students will enjoy this unless its dinner time!Have students get in pairs or small groups of three or four. Each group should share their own experiences with great meals.Once students have shared their experiences, ask them to decide on one of the meals that have been discussed.Each group should then use a computer to find an image that fits one or more of the dishes in the chosen meal. Suggest students google the dish and click on images to find the image. Each group should print out their chosen image.Tape the image of each group to the wall.Ask students to take a piece of paper and circulate around the room to choose a dish that looks tasty. Once theyve chosen the dish, students should write down the ingredients they feel are necessary to make the dish.When students have made their choice and written down the necessary ingredients, group students by who has chosen w hich image. Students should then compare notes on the necessary ingredients. Note that students should be taking down the ingredients for a new dish based on an image that appealed to them from another group.Next, have students find a recipe for their chosen dish by using a cookbook (old school), or by choosing a recipe online.Ask students to compare their list of ingredients to the recipe and make any changes or additions necessary.Once students have created their list, its time to go shopping. As a class, you can visit an online grocer such as Safeway, or you can take the class on a field trip to a local supermarket.Students then go shopping. They take note of the products they need, the price, etc. I like to insist that students include the name of the container to help practice this type of vocabulary.As a class, have each group report back on how many containers, boxes, heads of a certain produce item, etc. were bought and how much they paid including the total.Optional: For tr uly adventurous classes - Ask students to actually go shopping and purchase, cook, and serve up the dish they have chosen. This would make a great pot-luck lesson for all to enjoy which would be tied into a specific learning objective.

Movie On Golden Pond Free Essays

On Golden Pond Cassandra Mclean Central Carolina Community College I would have to admit that this was my first time ever hearing of this movie until this assignment but once I saw it I absolutely fell in love with all the characters and the different dynamics of family. It begins with Norman and Ethel Thayer moving back to their lake house in Maine for the summer. Norman and Ethel have been married a long time and will be celebrating Norman’s eightieth birthday and welcoming back their daughter Chelsea and she brings along her boyfriend Billy Ray and his teenage son Billy Ray Jr. We will write a custom essay sample on Movie: On Golden Pond or any similar topic only for you Order Now Chelsea asked her parents can Billy jr stay with them while her and Billy go to Europe. When Billy and Chelsea return form Europe she discovers that her dad and Billy have the relationship that she always wanted and decided to confront him and deal with her emotions. Norman Thayer will be eighty years old his next birthday he is suffering from some health problems and have dementia where he is beginning to forget things like a photograph that he took years earlier and the road that he been on for years and now can’t remember how to get there. Norman is in between late adulthood and very old age Erikson’s nine stages of psychosocial development says that in late adulthood stage you take stock of your past and in old age you face new sense of self over failing bodies and need of care. Norman is always talking about getting older and dying he has declining cognitive functioning and that makes him irritable and confused. How to cite Movie: On Golden Pond, Essay examples

Drawbacks of the Common Law System free essay sample

Explain the drawbacks of the common law system in England and Wales. ‘Common law’ originated in England in the 11th century. Today in the United States of America, some common law principles from the original English Law are being applied. Alongside it is the branching body of Common Law which is in the process of being set as a part of stare decisis which itself is an abbreviation of the Latin phrase ‘stare decisis et non quieta movere’ which translates as ‘to stand by decisions and not to disturb settled matters’, whereby the judicial systems decisions and interpretation of statutory law provisions by judges, are becoming a part of the common law. Judges too do look to these decisions as a guideline, reference or as a necessary precedent to follow, whilst making their own decisions. Although advantages of the system have been significant in England and Wales, drawbacks of the system gradually came on par. We will write a custom essay sample on Drawbacks of the Common Law System or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As these decisions are based on past cases, predictability of the outcome increased and people are more exposed to what should be expected, however so, with the element of predictability, absurdity on deciding cases may occur. In referring to a decided case, if there appears to be no change and the decision is followed again by a judge, a bad decision will eventually be perpetuated. And considering common law systems have been following precedents as a base, changes takes a long time to happen. In the meantime, a bad decision from a past case continues to be upheld. It became a major criticism of common law systems that it can be hard to locate the relevant principles due to the available volume of material. Common law which was based on the principle of binding precedent meant that judges must follow precedent even if they disagree with it. Judges too were not able to distinguish essentially similar cases although they were on grounds decision made would be inappropriate. Lord Denning too criticised the doctrine to stand by what has been decided by saying, â€Å"if lawyers hold to their precedents too closely, forgetful of the fundamental principles of truth and justice which they should serve, they may find the whole edifice comes tumbling down about them. Just as the scientist seeks for truth, so the lawyer should seek for justice. Just as the scientist takes his instances and from them builds up his general propositions, so the lawyer should take his precedents and from them build up his general principles. Just as the propositions of the scientist fail to be modified when shown not to fit all instances, or even discarded when shown in error, so the principles of the lawyer should be modified when found to be unsuited to the times or discarded when found to work injustice. , which in other words meant accepting the decisions of old law leads to unfairness and injustice. Furthermore, when precedent appears absent the common law legal system will be bound to face difficulties in making judgements. Difficulties will arise and flood various parties which include judges and those with intention to claim justice will be at lost with the unavailability of a decided precedent to refer to. This has been said on certain occasion to lead to a high degree of unpredictability based on illogical distinctions.

Bach3 essays

Bach3 essays He was a musical genius with thousands of musical compositions written in his lifetime. He spent his life in Germany, primarily Leipzig, and worked at a school for the city. He is considered to be one of the greatest musical composers, and composed till the day he died. An unruly youth who greatly disliked authority, he had a strong will and mind of his own. Well liked with many friends, yet no one really knew his inner workings, or how he thought. Of the thousands of musical pieces he composed, few were published in his life. This was a man who composed in great numbers, had reasons for doing so, and lived a rather simple, middle class Johann Sebastian Bach (J.S.) was born March 21st 1685, in Eisenach, Germany. His father was Johann Ambrosius, a court trumpeter for the Duke of Eisenach and the director of the musicians of the town of Eisenach. His family had been well known for many generations as a He started school when he was eight and when he was nine he was sent to live with his older brother. His parents had died after losing two other children, a son and a daughter. His brother, Johann Christoph Bach, let J.S. live with him in Ohrdruf, Germany. Under the teachings of his brother Bach quickly mastered the organ and harpsichord. During his stay with his brother, Bach attended school and was encouraged by his older brother to study composition. Soon Bach could no longer stay with his brother, for his brothers family was getting too big. Bach traveled with a school friend, on foot, to a North-German musical center in Luneberg, Germany. At this time J.S. was 15-years-old, and had a beautiful soprano voice which helped him get into the school. It was his violin playing, which he developed while there, that kept him at the school after he lost his soprano voice. He stayed in Luneberg until he was nearly eighteen. He was now looking for a job. He wanted the post as or...

Definition and Examples of Writ of Certiorari

Definition and Examples of Writ of Certiorari In the U.S. court system, a â€Å"writ of certiorari† is an order (writ) issued by a higher or â€Å"appellate† court to review decisions made by a lower court for any irregularities in legal process or procedures. Key Takeaways: Writ of Certiorari A writ of certiorari is a decision by the U.S. Supreme Court to hear an appeal from a lower court.The word certiorari comes from a Latin word meaning â€Å"to be more fully informed.†The act of â€Å"granting certiorari† means the Supreme Court agrees to hear a case.Certiorari must be requested by submitting a Petition for Writ of Certiorari to the Supreme Court.The Supreme Court grants only about 1.1% of the thousands of petitions for certiorari submitted each term.Denying a petition for certiorari has no effect on the lower court’s decision or the laws involved.Granting a petition for certiorari requires the affirmative votes of at least four Supreme Court justices. The word certiorari (sersh-oh-rare-ee) comes from a Latin word meaning â€Å"to be more fully informed† or â€Å"to be made certain in regard to.† The act of issuing a writ of certiorari, called â€Å"granting certiorari, often abbreviated as â€Å"granting cert,† compels the lower court to deliver all records of its proceedings in a case. Among a sea of largely obscure Latin legal terms, certiorari is of particular importance to Americans because the U.S. Supreme Court, due to its limited original jurisdiction, uses it to select most of the cases it hears.   The Supreme Court’s Writ of Certiorari Process Most cases heard by the U.S. Supreme Court begin as cases decided by a trial court, such as one of the 94 U.S. District Courts. Parties dissatisfied with the trial court’s decision have the right to appeal the case to a U.S. Court of Appeals. Anyone dissatisfied with the ruling of the Court of Appeals can then ask the Supreme Court to review the Court of Appeals’ decision and procedures. Supreme Court review of a Court of Appeals’ decision is requested by filing a â€Å"Petition for Writ of Certiorari† with the Supreme Court. The Petition for Writ of Certiorari must include a list of all parties involved, the facts of the case, the legal questions to be reviewed, and reasons why the Supreme Court should grant the petition. By granting the petition and issuing a writ of certiorari, the Court agrees to hear the case. Forty copies of the printed petition in bound booklet form are delivered to the office of the Clerk of the Supreme Court and distributed to the justices. If the Court grants the petition, the case is scheduled for a hearing. The Supreme Court has the right to deny the Petition for Writ of Certiorari, thus refusing to hear the case. Rule 10 of the Rules of the Supreme Court specifically states: â€Å"Review on writ of certiorari is not a matter of right, but a judicial discretion. A petition for writ of certiorari will be granted only for compelling reasons.† While the full legal effect of the Supreme Court’s refusal to grant certiorari is often debated, it has no effect on the decision of the Court of Appeals. In addition, refusal to grant certiorari does not reflect the Supreme Court’s agreement or disagreement with the lower court’s decision. The Supreme Court’s refusal to grant certiorari creates no binding legal precedent, and the lower courts decision remains in effect, but only within that court’s geographical jurisdiction. Granting a Petition for Writ of Certiorari requires the positive vote of only four of the nine justices, rather than the five-vote majority required in actual case decisions. This is known as the â€Å"rule of four.† Brief Background of Certiorari Before 1891, the Supreme Court was required to hear and issue a decision on almost every case that was appealed to it by the local courts. As the United States grew, the federal judicial system was strained and the Supreme Court soon had an insurmountable backlog of cases. To address this, the Judiciary Act of 1869 first increased the number of Supreme Court Justices from seven to nine. Then, the Judiciary Act of 1891 shifted responsibility for most appeals to the newly created circuit courts of appeals. Since then, the Supreme Court only hears appealed cases at its discretion through the granting of a writ of certiorari. Reasons the Supreme Court Grants Petitions for Certiorari In deciding which petitions for certiorari it will grant, the Supreme Court strives to hear cases in which its ruling will affect the interpretation and application of the laws involved throughout the United States. In addition, the Court prefers to hear cases in which its ruling will provide definitive guidance for the lower courts. While there are no hard-and-fast rules, the Supreme Court tends to grant petitions for certiorari for: Cases that will resolve clear conflicts of law: Anytime a number of lower courts issue conflicting decisions involving the same federal law or interpretation of the U.S. Constitution, such as gun control and the Second Amendment, the Supreme Court may choose to hear and decide a related case in order to ensure that all 50 states operate under the same interpretation of the law.Cases that are important or unique: The Court will decide to hear unique or momentous cases such as U.S. v Nixon, dealing with the Watergate scandal, Roe v. Wade, dealing with abortion, or Bush v. Gore, involving the contested 2000 presidential election.Cases in which a lower court disregards the Supreme Court: When a lower court blatantly ignores a previous Supreme Court ruling, the Supreme Court may decide to hear a case in order to correct or simply override the lower court’s ruling.Cases that are simply interesting: Being human, the Supreme Court justices will sometimes choose to hear a case simply b ecause it involves a favorite area of law. When it comes to petitions for writ of certiorari, the Supreme Court gets many, but grants few. The vast majority of petitions are denied. For example, of the 8,241 petitions filed during its 2009 term, the Court granted only 91, or about 1.1 percent. On average, the Court hears from 80 to 150 cases each term. Recent Example of Certiorari Granted: Roe v. Wade In its landmark decision in the 1973 case of Roe v. Wade, the Supreme Court ruled 7-2 that a woman’s right to have an abortion was protected by the Due Process of Law Clause of the 14th Amendment to the U.S. Constitution. In deciding to grant certiorari in Roe v. Wade, faced a thorny legal issue. One of the Court’s rules for granting certiorari requires that the appellant, the person or persons appealing the case, have â€Å"standing† to do so- meaning that he or she would be directly affected by the Court’s decision. By the time the lengthy Roe v. Wade appeal finally reached the Supreme Court, the appellant, a Texas woman (â€Å"Jane Roe†) who had sued after having been denied the right to have an abortion under Texas law, had already given birth and surrendered the child for adoption. As a result, her legal standing in the case was uncertain. In granting certiorari, the Supreme Court reasoned that because of the lengthy appeals process, it would be impossible for any expectant mother to have standing, thus preventing the Court from ever ruling on abortion or reproductive rights issues. Feeling the law involved merited review, the Court granted the petition for certiorari. Recent Example of Certiorari Denied: Broom v. Ohio In 2009, Ohio corrections officials spent two hours trying- but failing- to execute Romell Broom by lethal injection. In March 2016, the Ohio Supreme Court ruled that the state could proceed with a do-over second attempt to execute Bloom. With no other higher court available, Broom and his lawyers asked the U.S. Supreme Court to block any further execution attempts. In the Broom v. Ohio petition for certiorari, Broom’s lawyers based their request on the argument that a second execution would violate the assurance against cruel and unusual punishment in the Eighth and Fourteenth Amendments to the U.S. Constitution. On December 12, 2016, the U.S. Supreme Court, refusing to hear the case, denied the petition for certiorari. In denying Bloom’s petition for certiorari, the Supreme Court stated its belief that any pain Bloom might have experienced during the failed execution attempt failed to amount to â€Å"constitute cruel and unusual punishment.† In taking this rather unexpected action, the justices reasoned that since thousands of people are subjected to multiple needle-sticks every day as part of medical procedures, this was neither cruel nor unusual. Sources Definition of certiorari in English. English Oxford Dictionaries. OnlineFederal Courts Role and Stricture. USCourts.gov. OnlineSupreme Court procedure. The SCOTUS Blog. OnlineThe Evarts Act: Creating the Modern Appellate Courts. USCourts.gov. OnlineSupreme Court Case Selections Act. Public Law 100-352, at 102 Stat. 662. June 27, 1988

Annotated Bibliography Research Paper Example | Topics and Well Written Essays - 750 words - 3

Annotated Bibliography - Research Paper Example The author is emphasizing on heritage and African traditions and that Dee and Maggie should follow the traditions that they were raised with. "Everyday Use" is a true representation of motherhood anxiety in the instance where the mother favors Maggie for being loyal and willing to extend the family generation to her children as compared to Dee who sees no sense in traditions. According to Tuhen, there is a representation of maternal fear that Dee will not be like the daughter that she always wanted her to be. For example, when the mother lacked money to take them to school, Maggie the younger daughter quit school, while Dee was not for the idea because she emphasized that her education was more important. â€Å"She used to read to us without pity†¦.She washed us in a river of make believe, burned us with a lot of knowledge we didn’t necessarily need to know† (Walker 26). There is motherhood fear where Dee being the eldest, she is expected to take the quilts but since the mother does not believe in her, she gives the quilts to Maggie. This according to the mother is a confirmation that Maggie is more worthy of having the quilts as compared to Dee. Again, this is a symbolic measure that the mother became anxious and empowered Maggie while she was still young. Amanda became troubled as she became the father and mother to her family. She becomes disappointed when she misses a job that she wanted and goes home only to quarrel Laura for not staying in the house because she went out. Amanda also keeps quarrelling with Tom because of table manners, going to the movies too much and smoking. Motherhood anxiety is portrayed where Amanda wants Tom to be whom she wants him to be and not who he wants to become. She wants Tom to be more responsible and at times she treats Tom and Laura like little children by telling them what to do and when to do it. Fear is portrayed when Tom is smoking

Preliminary Analysis Essay Example | Topics and Well Written Essays - 750 words

Preliminary Analysis - Essay Example n which recorded sounds could be listened to by this time before the invention of other modern and finally digital technologies that are currently used. Even though this device was used in the late 1970s as well as in the early 1980s, it traces its invention to the early years. The idea of the phonograph was first seen in the year 1857 when the scholar (Noll, 12). Edouard-Leon Scott who invented the phonoautographs. However, it is important to note that this technology was very limited during this time and hence was not exploited appropriately. It is important to note that this product could only create the visual images of sound (Noll, 12). It is therefore important to note that the idea of phonographs originated as early as a century but was not exploited due to limitations in the technology until the year 1877. The principle of recording and reproducing sound using this technology was however first demonstrated in the year 1877 by Edison Thomas (Bellies). It is this time that the scholar demonstrated first phonograph in the world. The first invention that was developed by Edison was done while he was experimenting while working with a telegraph transmitter. During the time Edison was looking at the telegraphs with an intention of improving its efficiency, he realized that there was. He was interested in the noise that the tape produced since the tape produced some noise that resembles that of a spoken word. He therefore argued that in case he played it at a little bit high speed it may produce even higher and better sounds (Bellies). Through the several experiments that he conducted, he realized that it was possible to read as well as record sounds using the telephone diaphragm ad hence he unleashed what had been difficult for many scientist to understand for over very long time. Since this was the first instrument that could capture and record the sounds during this time, Edison actually became an international figure. Phonograph was identified s the

Education for Sustainable Development

Education for Sustainable Development A sustainable society is one that is far-seeing enough, flexible enough, and wise enough not to undermine either its physical or its social systems of support. (Donella Meadows) What should people learn? And how could they be taught? There is no real shortage of curriculum materials, lesson plans, and classroom activities for teachers wishing to educate for sustainable development. This section makes reference to a sample of the resources on the internet that embody its recommendations. It aims to provide some anchor points that should enable teachers to evaluate such material, use it more constructively, and increasingly plan and produce their own materials based on the needs of their pupils and community. Overcoming nature and society dualism (science and ICT) Modern societies alienated people from the rest of nature as industrialization and urbanization separated them from the land. One cause of this alienation is the division of academic knowledge (and school subjects) into those concerned with the natural world (the natural sciences) and those concerned with the social world (the social sciences). Such dualism encourages the belief that the bio-physical world of ecological relations is separate from society and social relations. Our own bodies and everything that surrounds them (the environment) is the product of both ecological and social relations and processes. Indeed everything can be regarded as natural or nature in that there is nothing un-natural about people. Such a philosophical diversion is relevant because primary schools have long celebrated a nature separate from society. The nature walk, the nature table, the science lesson, the assembly, too often suggest that nature is something separate from society to be contacted, experienced, investigated and manipulated, or worshipped. While mainstream primary education has been guilty of such dualism it is also a feature of progressivism. By suggesting children should be educated according to nature progressive educators idealized or romanticized a nature outside society and similar ideas are current today amongst those environmental educators who advocate ecological or earth education. The challenge of sustainability is to reconnect the development or evolution of the bio-physical and social worlds with appropriate technology governed by appropriate ethics, laws, institutions and ideas. This requires a primary curriculum that integrates knowledge and school subjects so that pupils can study science and technology in a social context. Basic ecology, ecological limits and ecological footprints Childrens awareness of ecological limits is perhaps best developed by practical experience of growing crops or talking to gardeners and farmers. There is a limit to the food, fiber or energy crops that can be grown on a fixed area of land and attempts to increase yields by removing limiting factors (as with artificial fertilizers) may have unintended consequences. Similarly children are likely to understand limits on the use of renewable resources (e.g. over-fishing) through the use of simple simulation games or the analogy to savings in the bank. Living on interest is sustainable but living on capital is not. Modern lifestyles depend on fossil fuels and productive land and water throughout the world that produces the resources we consume and treats our waste. Our ecological footprint is the area of land and water required for the sustainable production of all the ecological resources and services that enable us to live in the way we do with particular forms of technology and a particular standard of living. The ecological footprint of the average US citizen is over twelve times larger than that of the average Indian. Other example: watering the plants by flooding and Injection method. 4.2 Pedagogy a) Related disciplinary holistic (Holistic Content) Holism (from Holos, a Greek word meaning all, whole, and entire, total) is the idea that all the properties of a given system (physical, biological, chemical, social, economic, mental, linguistic, etc.) cannot be determined or explained by its component parts alone. Instead, the system as a whole determines in an important way how the parts behave. Holistic education is a philosophy of education based on the premise (logic) that each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to humanitarian values such as compassion and peace. Holistic education aims to call forth from people an intrinsic reverence (honor or respect) for life and a passionate love of learning. Robin Ann Martin (2003) describes this further by stating, At its most general level, what distinguishes holistic education from other forms of education are its goals, its attention to experiential learning, and the significance that it places on relationships and primary human values within the learning environment. The key pedagogical goal is to help students intellectually understand and solve problems. Managing sustainable requires students to develop passion for sustainability. Passion for sustainability can be taught using a holistic pedagogy that integrates physical and emotional or spiritual learning. A prototype course design on managing with passion for sustainability is suggested. b) Values driven Values are also an integral part of ESD. In other cultures, however, even if values are not taught overtly, they are modeled, explained, analyzed, or discussed i.e. flexibility. In both situations, understanding values is an essential part of understanding your own worldview and other peoples viewpoints. Understanding your own values, the values of the society you live in, and the values of others around the world is a central part of educating for a sustainable future. Two common techniques are useful to the values component of ESD Values clarification values analysis In ESD, values have different roles in the curriculum. In some ESD efforts, pupils adopt certain values as a direct result of instruction or modeling of accepted values. In other cultures, studying the relationship between society and the environment leads pupils to adopt values derived from their studies. Three types of values are very important and those are Curiosity values Shared values Content values Objectives of values can be summarized as To develop an understanding of values in education strategies To consider the relation between values and personal behavior affecting the achievement of sustainable futures To develop skills for using values clarification and values analysis in teaching To reflect on your futures awareness, commitment and actions c) Critical Thinking and problem solving Education systems everywhere will need to include a focus on the causes, consequences and solutions to climate change, if the necessary changes in society are to be effected in time. Addressing the causes and the consequences of climate change requires content and methodologies that will build capacity in society for Mitigation (relief) Adaptation (Variable adjustment) Transformability (Applied to function) More over following points are notable, All levels and forms of existing educational and teaching and learning programmes need to be reviewed and re-oriented to address the causes and consequences of climate change. Climate change requires educators to include new content into education, training and public awareness programmes. Creativity, problem solving and social transformation skills need to be developed. Positive, participatory action and solution-centered approaches to education and learning need to be developed. d) Multi-method (word art, drama, debate, life experiences. LINKING ENVIRONMENT AND DEVELOPMENT The multi-method approach is necessary because we need To link environment and development by exploring the global implications of weakening ecological webs To study the phenomenon of deforestation (as an example of non-systematic thinking): its causes and effects To consider the web of factors leading to activities which cause deforestation To reflect on the different roles involved in the making of decisions about activities with significant environmental impacts (such as logging, mining etc) Examples of Issues for Multi-method: Deforestation, Green House Gases, Health, Recycling, Luxuries, Promoting simple life, Deforestation, Tissue paper, Sewage water vegetation, Professional exposure to Pollution, Energy storage and sustainability (Mobile battery, UPS, Black leather etc) and health problems. Solar Cell sustainability etc SESSION 3: CLIMATE CHANGE Aims To explore the science of climate change To increase participants knowledge and understanding of the commonly used terms and figures used in discussions about climate change To highlight the major challenges involved in combating climate change To highlight climate change as a global justice issue To brainstorm positive responses to the challenges of climate change. Session Outline Energizer PowerPoint presentation Group discussion Mind-map drawing Materials Needed à ¢Ã¢â€š ¬Ã‚ ¢ Power Point presentation, Climate Change: The Numbers à ¢Ã¢â€š ¬Ã‚ ¢ Numbers from the presentation written on separate scraps of paper à ¢Ã¢â€š ¬Ã‚ ¢ Flipchart paper à ¢Ã¢â€š ¬Ã‚ ¢ Markers à ¢Ã¢â€š ¬Ã‚ ¢ Blu-tac (pressure-sensitive adhesive, commonly used to attach papers to walls or other surfaces) à ¢Ã¢â€š ¬Ã‚ ¢ Post-it notes à ¢Ã¢â€š ¬Ã‚ ¢ Laptop and data projector à ¢Ã¢â€š ¬Ã‚ ¢ Broadband connection (for closing activity only) à ¢Ã¢â€š ¬Ã‚ ¢ For Alternative World Cafà © Activity you will need tables, chairs, paper tablecloths, crayons, post-its, flipchart paper, markers- and coffee! ACTIVITIES Suggested Warm-Up exercise: Outrageous Lies (non conventional lies) There is a lot of misinformation about climate change in the media, sometimes even there are outrageous lies! This exercise encourages participants to think creatively and will warm them up to contribute their guesses to the slide show. à ¢Ã¢â€š ¬Ã‚ ¢ Divide the participants into smaller groups of 4-5 à ¢Ã¢â€š ¬Ã‚ ¢ Give them each an ordinary object such as a stick, a glass, a piece of chalk. à ¢Ã¢â€š ¬Ã‚ ¢ Each person in the group must talk about the object for one full minute before passing it to the next person. à ¢Ã¢â€š ¬Ã‚ ¢ When this is finished, bring the whole group back together. à ¢Ã¢â€š ¬Ã‚ ¢ Have a selection of objects, including the ones used in the smaller groups. à ¢Ã¢â€š ¬Ã‚ ¢ Invite the participants to pick any one object and tell an outrageous lie about it. They may be slow to start but once they get going they will have fun linking their lies about the objects together. à ¢Ã¢â€š ¬Ã‚ ¢ Keep going until you feel the group has warmed up. Activity 1: Climate Change: the Numbers The presentation is intended to make the science of climate change more accessible and understandable. It comprises a series of numbers that have a specific relevance to climate change. It begins with an image of a confused-looking George Bush, signifying the confusion that many of us feel when confronted with the jargon (meaningless talk or writing) and statistics of climate science. This confusion can lead to inaction so it is important to have a basic scientific understanding of climate change. Our learning should also be accompanied by a critical appraisal (decision analysis) of the sources of information on the issues. 1. Hand out the scraps of paper with the numbers written on them to participants. (Make 2 or 3 copies of each number if your group is larger.) Explain that the presentation will be based on all the numbers that the participants have. They could be measurements of time, of greenhouse gases, they could be dates or deadlines. The purpose of this is to involve the participants in the presentation and to make the facts more memorable. 2. Ask them to think about the special number they have received. What might it signify? How might it be relevant to climate change? 3. The slides move from historical reasons for climate change through to current challenges, carbon emission limits and deadlines. As you go through the slides ask for suggestions for what each number might be. (They will probably have no idea at first but gain in confidence as the presentation proceeds.) 4. The presentation finishes with a different US President- Barrack Obama and his positive yes we can mantra (spiritual transformation). This leads to the next activity. 5. Before moving to the next activity finish the presentation by asking for feedback from participants. What facts did they know before? What was new? What was most surprising/ troubling/outraging? Activity 2: Brainstorm in groups It is important not to feel overwhelmed by the enormity of the challenge of climate change. ESD empowers learners to take action on issues they feel are important. 1. Ask the group to form smaller groups of 3-4. 2. Give each group a flipchart page, markers. 3. Ask each group to create a mind-map the theme of Yes we can! or positive responses to the challenge of climate change. Ask them to think about what changes they can make to their own lives to respond to the issues about which they have just learned. 4. When they are finished ask each group to feedback to the whole group and post the mind-maps on the wall as a continual reminder. Mind-maps: A diagram used to represent words, ideas, tasks, or other items linked to and arranged around a central key word or idea. Activity 2: Alternative Activity Mini World Cafà © conversation on adaptation for and mitigation against climate change. (This will take at least an hour and a half.) The aim of World Cafà © is to make the most of the collective knowledge and ideas of the people in the group. The group talks at their tables about the issue, responding to one or two well-thought-out questions. 1. Form groups of four. 2. Rearrange the tables in the room to create table clusters, as in a cafà ©. 3. Place a flipchart paper on each table along with some markers and crayons (stick of colored wax, charcoal, chalk, or other materials used for writing) and post-it notes. 4. Briefly explain the World Cafà © concept. (Through both our research and the decade of practice that followed its emergence, we have come to view the World Cafà © as a conversational process based on a set of integrated design principles that reveal a deeper living network pattern through which we co-evolve our collective future) 5. Ask for one person in each group to volunteer to be a table host. A table host stays at their table and welcomes new people to it. The other members of the group are ambassadors and will move from table to table. 6. Before starting clarifies the question with the group to make sure everyone understands it. Have a question prepared that is relevant to your group. E.g. How can we as M.A Education students in UE and affiliated Colleges Schools raise awareness among our peers of climate change? What are the first steps we must take to make a change? How do we proceed from here? 7. When everyone is clear about the question and the process, begin the first 20 minutes of conversation. Give the group notice 5 minutes from the end of the first round. Give them 5 minutes break and then start the second round. 8. After every round the ambassadors are asked to leave their conversation and move to any other table to join in the discussion there or start a new discussion. 9. All the time the ambassadors and/or table hosts must record the conversations on the flip chart paper. Key ideas or moments of inspiration can be captured on the post it notes and stuck on the wall for everyone to see. 10. Do this 3 times if possible. In the 3rd round ask the groups, whatever back to the whole group. 11. Give 15 minutes at the end for this feedback and discussion. 12. If possible pick out points from the feedback that could become actions. Assign responsibility for those actions to group members. Table they are at, to summaries the discussion at that table into some key points. These will be posted on the wall and fed e) Participatory decision making Some experts have argued that links between sustainable development and gender pertain primarily in traditional contexts and at the local level, while major (global) environmental threats have little connection with gender relations and equality. However, this argument may partially stem from a lack of research and data on the links between gender equality and sustainable development at the global level. For example, two of the main global environmental threats that face us today are the depletion of the ozone layer and climate change. Both of these threats stem largely from consumption and production patterns related to industrialization and the dominant processes of economic globalization. Change requires reexamining the ways in which trade, industry, development and other economic policies are pursued. In this sense, global environmental threats are a question of macroeconomic policies and governance. Other Gender Briefs in this series have demonstrated that enhancing attention to gender equality will bring greater accountability and focus on social justice. While more research is required to determine the precise nature of this link, it can be argued that greater gender equality in decision making positions and the adoption of social justice criteria for macroeconomic policy will also enhance attention to sustainable development, including a sustainable global environment. The goal regarding sustainable environment and development policy is therefore: *Closer investigation of the links between policy that promotes sustainable environmental development and policy that promotes gender equality; and using these links as the basis for promoting a more sustainable development agenda, in both human and environmental terms* Progress towards the above goals can also be aided by promoting equal participation of men and women in the highest environmental, macroeconomic and development policy-making positions. f) Locally relevant; Global Issues, Languages and Culture The Maldives is an archipelago of 1,200 islands of which 200 are inhabited. In the past, the Maldives had been exposed to moderate levels of natural disasters and had an ad hoc emergency response system until the tsunami of 2004. The Indian Ocean Tsunami of 26 December 2004, the worst natural disaster in the history of the Maldives, affected the entire country. All but nine islands were flooded and 13 islands were totally evacuated. The disaster claimed 82 lives, left 26 people missing and displaced over 15,000 people (about 5.5 per cent of the population). In line with the national disaster preparedness policies, the Ministry of Education of Maldives aims to establish a disaster preparedness policy for island schools. Schools as Gateways for Education for Natural Disaster Preparedness The Maldives has a young population; close to 45 per cent of the population is less than 18 years old with a great majority enrolled in schools. According to the 2005 official statistics, there were 102,073 students enrolled in 334 schools across the Maldives and 5,616 teachers teaching students in those schools. Thus, more than 40 per cent of the total population (270,101) is directly engaged in the schools on any given school day. In addition, schools have a strong bond with the community through the active engagement of the Parent-Teacher Associations (PTAs) in school affairs. Moreover, with the very limited public infrastructure on the islands, schools are not only a place for the students: they also serve as the islands multi-purpose convention centers where community activities, meetings and public events are held. Identifying Priorities Initial consultative meetings were held with the officials of the Ministry of Education. It was decided that the first step towards disaster preparedness education through schools would be to formulate a disaster preparedness policy for schools. Lessons Learned A low probability of hazard occurrence yet high vulnerability due to the geographical, topographical and socio-economic factors of the islands exposes the Maldives to a moderate level of risk overall. Hence, it is critical that specific policies and measures are implemented to reduce the level of vulnerability in order to avoid a disproportionate scale of losses and damage. The most important lesson learned from the consultations and feedback for material development was that education for disaster preparedness is an endless process that requires a constant collaborative effort from all parties concerned. The project team had discussions with officials from the government sector, NGOs, island chiefs, school administrators and teachers. Meetings at the islands were conducted in a relaxed environment at a time and a place convenient to the respondents. Maldivian have strong religious faith. This may be the reason why some respondents argued that a natural disaster is an act of God and however much we try, we cannot prepare for it. It was difficult to convince them that in preparing for disasters, people may be acting with the will of God rather than against it. Others are still in denial of disasters and believe that a large-scale disaster such as the tsunami will not happen again. Thus, educational initiatives should address not only how people should prepare for natural disasters but also why they should be prepared for them. 4.3 Schools and Learning a) Co-Learning Self Learning Together The learning involves knowledge, skills, attitudes and habits of mind that make it possible to live with in nature. Develop a shared understating of sustainability and Education for Sustainability (EfS) with in institutional community Provide a shared professional development experience to develop a shared vocabulary and understanding that can be used to create change Lead change in curriculum and instruction by developing units Provide professional development as per indicators Encouragement and support to student -led initiatives CelebrateWhat is EfS Quote Social Links b) The Learning Classroom-Action Steps In the learning classroom, curriculum and instructional methodologies produce authentic and engaged learning. Document and map the Operational curriculum for the whole school/district Design/document units using assessment tools Map the vertical and lateral operating curriculum and assessments on a web based curriculum mapping or curriculum documentation tool Continuously read the feedback and improve practices overtime Fully integrate the EfS Standards and performance indicators in to the curriculum Scope and Sequence in the appropriate disciplines and grade levels Integrate the physical plant changes directly in to curricular innovations Celebrate c) Schools that Learn-Action Steps Collaboratively develop a strategic plan for EfS with goals, measurable indicators and timelines Align performance assessment and incentives with the strategic plan Dedicate and align time, resources, funding and deeper professional development (for example: Content, Instruction, Curriculum development and assessment) to the strategic plan Communicate the strategic plan to whole school community and set expectations Develop participatory and leadership vision Sustain vertical and lateral curriculum integration along with organized learning assessment Reflective journal Celebrate d) Communities that Learn-Action step Identify develop authentic learning opportunities for students in the community. Identify develop relationships with the key stakeholders as resources to the school/district. Identify community needs and develop the way a school can be an authentic resource to other schools to the community. Identify develop authentic ways for sustainability Monitor the success Celebrate e) Physical Plant, Procurement and Investments-Action Steps: Conduct a baseline assessment of building materials, maintenance products and how the school community travels to and from schools. Set goals to source locally or regionally, reclaimed or recycled sustainably harvested, non toxic materials. Set goals to increase the mode of sustainable mode of transportation. Track progress overtime Ensure reuse and recycling of materials as a fundamental function in school environment Conduct an energy audit and take steps to promote renewable resources of energy Promote institutional farming/relationship for food etc. avoid packaging Celebrate 4.4 Whole School Approach for ESD Action Learning in ESD A whole-school approach to ESD calls for sustainable development to be integrated throughout the formal sector curriculum in a holistic manner, rather than being taught on a stand alone basis.  This philosophy supports the notion that ESD is education for sustainable development rather than education about sustainable development.  In practice, this approach means that a school will incorporate teaching and learning for sustainable development not only through aspects of the curriculum, but also through sustainable school operations such as integrated governance, stakeholder and community involvement, long-term planning, and sustainability monitoring and evaluation.  Whole-school approaches also advocate for active and participatory learning, a hallmark of ESD, and call for the entire school, including students, educators and administrators, to be actively engaged in working towards a sustainable school with ESD fully integrated into the curriculum as the driving factor. Statements of Different Countries about Decade of ESD: UNESCO: ESD should be interdisciplinary, holistic and participatory, with learning for sustainable development embedded in the whole curriculum, not as a separate subject Australia: A cross-disciplinary studies and integration of sustainable development in key learning areas that provide opportunities for participation and action   Finland: Sustainable development must be included in all subjects and that the entire operational culture of a school must support learning for sustainable development   The United Kingdom: The integration of sustainable development throughout the curriculum and through the management and operations of school facilities, such as transport, food and buildings These approaches provide students, teachers, and other staff members with opportunities to be active participants in the learning process. The whole-school approach: from pilot projects to systemic change  : An example of a successful pilot project is the Australian Sustainable Schools Initiative (AuSSI), which is a partnership between the Australian Government, States and Territories that aims to support schools and their communities in becoming sustainable through a whole-system and whole-school approach to sustainability.  AuSSI promotes the active engagement of stakeholders in programme development and management, including students, teachers, administrators, and communities.  AuSSI started as a pilot initiative in 2001 and recently received government endorsement to expand and consolidate beyond the pilot stage in several States and Territories.  Over 2,000 schools now participate in the Initiative, providing a potential model for other jurisdictions on how to expand beyond the pilot stage.    The International Eco-Schools Programme also takes a holistic, participatory approach to learning for sustainability.  The aim of the Programme is to engage students through classroom study, school and community action to raise their awareness of sustainable development issues.  Eco-Schools provide an integrated system for the environmental management of schools and involve all stakeholders in this process.  After a period of participation, each school participating in the Programme is assessed; successful schools are awarded a Green Flag, a recognized eco-label for environmental education and performance.  Initially a European programme, Eco-Schools are now represented in almost all European Union Member States, various countries in Central and Eastern Europe, and some pilot projects in Japan and other parts of the world.   Key challenges and opportunities   Time and resource constraints are identified by teachers and school administrators as common barriers to ESD implementation. Leadership challenges from local government authorities and a consequent lack of institutional support for implementation of ESD in schools. Studies show gaps in appropriate pedagogy and curriculum development in teacher training, the absence of a positive vision, and a general lack of conviction that individual teacher efforts will really make a difference.   A whole-school approach to ESD presents a significant opportunity for the formal education sector.  Not only can it enhance the environmental performance of schools as institutions, but it can raise the quality of education and build a more sustainable future by imparting the values and tools that todays children and youth will need to build and maintain more sustainable societies.  Commitment to change is required from all stakeholders, from grassroots activists to educators to policymakers.  Only by working together at all levels can we ensure that ESD moves beyond the realm of pilot projects and individual case studies to a more system-wide catalyst for change. 4.6 Excursions, School trips and SWOT analysis for ESD It can be used to gauge the degree of fit between the organizations strategies and its environment, and to suggest ways in which the organization can profit from strengths and opportunities and shield itself against weaknesses and threats (Adams, 2005). However, SWOT has come under criticism recently. Because it is so simple, both students and managers have a tendency to use it without a great deal of thought, so that the results are often useless. Another problem is that SWOT, having been conceived in simpler times, does not cope very well with some of the subtler (Difficult to understand) aspects of modern strategic theory, such as trade-offs (De Witt and Meyer, 1998). Strengths: To determine an organizations strong points. This should be from both internal and external customers. Strengths arise from the resources and competencies available to the firm. Weaknesses: To determine an organizations weaknesses. This should be not only from its own point of view, but also more importantly, from those of the customers. Although it may be difficult for an organization to acknowledge its weaknesses, it is best to handle the bitter reality without procrastination. A weakness is a limitation or deficiency in one or more resources or competencies relative to competitors that impedes a firms effective performance Opportunities: After all, opportunities are everywhere, such as the changes in technology, government policy, social patterns, and

Political development Essay

There are many more important factors to human activity than leadership. Effective leadership helps our nation through times of danger and risky situations. In today’s competitive world, leadership skills are crucial for both personal and professional development. Leadership is an important function of management which helps an individual or a business to maximize efficiency and to achieve goals. It makes a business and/or nonprofit organization successful. Leadership is a very important trait of management which helps an individual or a corporate business to maximize efficiency and achieve their goals. Leadership has different meanings to various people. Most commonly, leadership is also defines as influence, that is the art influencing others so that will strive willingly towards reaching goals. Political leadership is a more complex process by which the persons in power influence their followers, society, and the public to accomplish their set goals for the community. Political leaders are necessary for continuing and starting the process of change and development in any society. It can be social or economic change and constitutional or political change. These leaders carry out the process of change by applying their skills and attributes like politically relevant beliefs, socially adored values, and approved character. Political development is an interactive, public-decision-making and learning process that alters the achievable set of options open to solving political problems within and between government and civil society, based on power creation and dispersion. This process leads to increasing individual and group autonomy from below from above. The study of Political Development can also be understood as the structures of the state in correspondence with the changes occurring in the economy and social dimensions of group life. The concept of political development should be based on an open acknowledgement of the value of institutional autonomy and its relationship to democratic values. Without any leadership and developing of societies, groups of human beings quickly turn into arguments and conflict, because we see things in different ways and lean towards different solutions.

Who Am I as a Learner

SECTION  ± A1. Who am I as a Learner? I am passionate to learn new things in an interesting way. I am a quick learner of theories andconcepts if it is delivered through visuals and demonstrations. I would prefer to learn in a practical way rather than reading books, articles and journals. However, I am a good survivor in nature. S o, if in case I would have to learn through books and articles I could do thateffectively. I believe in learning through a mix of theory and practice. S ometimes I may get bored if I am only into theories and not in practice. I am interested in learning complexthings, simple things may make me bored.I believe in learning through group discussion, as Icould share the knowledge easily and in a communal way. I am very analytical and creativein nature. I feel writing is a good learning practice. W riting refines the learned materials. My strengths in learning are, I am always eager to solve difficult problems and learnsomething new from those problems. I feel making assignments is a better practice rather than exams. However, I am good in tackling exams as well. W hen I do assignments, Iexperience a lot of questions rising and it makes me interesting to find answers for thosequestions.I would prefer to find the answers through a podcast or a video file rather than books. I like to read learn through visuals. I am good in relating things, when I learn anyfundamentals I could use it properly in a difficult situation. I am always eager to knowsomething new and interested in keeping me updated in the area where I ¶m interested in. Icould quickly understand when someone explains about hard theories. I always try to learnsomething from people I meet. My weak points are, sometime I may get bored in reading books, articles and journals. However, some articles are interested in reading but not all.S ometimes I cannot concentrateon things which I am not interested in. But, if I am forced to do that I will probably makemyself concentrating in to that. S ometimes, I don ¶t understand difficult concepts by reading books; I may need lectures or visual explanations. V ARK learning style test: Multimodal study strategy A ccording to VA RK results I am into multimodal study strategy, VA RK result says that,? Multimodal study strategy people have 3 to 4 mode of preferences, in which they use theone according to the people around them. They could easily match or align their mode to the thers around them.But if they want to annoy other people then they could stand in adifferent mode and make others do in an alternate way?. W hen I am looking into the VA RK report, it exactly resembles my mode of learning. I have 4modes of learning one is V isual, Oral, Reading and W riting. However, I would prefer to usevisual mode most of the time. But if the circumstance made me to use another mode I wouldreadily adopt other mode without wasting the time. VA RK says that people who havemultimodal preferences have told that it is often essential for them to use more than onestrategy to learn better and communicate better.People with multi modal strategy feelinsecure if they have only one mode of learning. Mental muscle test Briggs type Indicator states about my personality type as ENFJ that is I am a kind of personwho always seek to build up and encourage growth in my friends and family. I may have aintellect potential about them that may broaden away from how they see themselves. I alsotry to find out the potential within relationships or the team. But, I never push the people sohard that ends up creating conflicts, because maintaining the harmony is very important for me.I agree with the Briggs type indicators report. I always believe in relationships andfriendships that make everything easy. I never try to get into any conflict that spoils therelationship as relationship is more important for me. It also states that my dominant functionis feelings and very extraverted, I don ¶t agree with the above statement completel y. S ometimes I may be feelings oriented person but sometimes I am just material minded. Itdepends upon the situation where I am in. If I am working in a company I won ¶t be feelingoriented, rather I will be a professional. Leadership style MM DI report says that I am primarily a participative leader. S uch leaders accomplish through people, through collective involvement, through teamwork in the tasks. This kind of leadership involves constructing communal ownership and promise within the group. Theseleaders create people feel valuable as an essential part of the team so, everyone accomplishesthe goals through relationships and teamwork. I agree with the above statement as I always been a part of the team and I am good in motivating people towards the goal of the companyas a colleague. I believe I can be a good leader in future.It also shows that the chance for meto grow in ministry is higher than the senior position. The personality radar shows that my preferences match more lik ely towards the area of Organization, action, information, innovation, change and values kind of jobs. Even Theanalysis position is a more like to be my best area of preference and it matches my profile. Roles that suite my personal nature Belbin ¶s Report states that in a role of a plant I am creative, unorthodox, and imaginative andsolves difficult problem. A s discuses in the previous areas I am creative and imaginative innature.I could solve difficult problems. However, I have some weakness which I allowable but I need to improve it that is ignoring incidentals. It states that I am very much pre-occupied with my own beliefs to communicate easily. That ¶s correct, whenever I want todiscuss something important I won ¶t act pre-occupied. However, in normal cases, I amalways pre-occupied. This is a barrier for me to learn something from people whom I am notmuch interested in. In the role of resource investigator I am extrovert, communicative, enthusiastic and developgood conta ct.But I am a bit more positive, and I lose interest on a particular thing once theinitial enthusiasm has passed. A fter that I need something new. S o, I would prefer to go for avery dynamic job that keeps me enthusiastic always. A s a coordinator I behave morematured, confident, I do clarify goals, and take other people jointly to encourage teamdiscussions. I am a thoughtful and analytical person. It offers me a extraordinary advantage inthe position of an adviser. It helps me advice to others or as evaluator of outside assets.Iwould anticipate being well aware about things that happening and I would like to work in aclear picture. But not so greatly to the particular technological capability as to my wideinterest in all that is happening. W hen it comes to operating at a less senior level or in dealing with everyday issues I mayfind it more difficult to achieve job satisfaction. The work may not be mentally stimulatingenough. A nother danger is that I may find myself operating in too confined a space thatdenies me the chance to prove myself. I could find myself criticised for not doing enough ona practical front.That will depend partly on the expectations of the person to whom I report. Much depends on whether I am in a job that is cast with suitably broad terms of reference. If not, I will need to take action to change the frontiers of my job or even to seek a moresuitable position My ultimate functioning role is an examiner. In professional terms, it gets close to a role of detective. My questioning mind can be strength for improvement. S o, any job I may prefer, Iwant to be a energy for getting better what exist there. 2. Implication of career choice I have chosen my career in travel and tourism industry. A it is an interesting field and myfamily background is in the same industry itself. I have a vision to grow up in the ladder toreach an executive position. I am planning to enhance my leadership skills, managing skillsand personal abilities to become a chief executive of a multinational company in travel andtourism industry. S o, based on that plan I have chosen my graduation in travel and tourism. Ialready have work experience in the same industry. W hile I was working in my previouscompany I felt that I am lacking of some managerial personality. S o I decided to learn thosemanagerial tactics through this course.I have chosen travel and tourism as my key subject asthis degree is going to help me in the future career development. Life-long learning plan In have a mixed set of learning plan in the future. First of all I am planning to learn some of the major international languages such as S panish, Italian, Chinese and German. A s traveland tourism has world wide scope and learning international languages may enrich my C V and increase my job opportunities in this field. I would like to learn about various culturesand behaviour of different people from different backgrounds.That may enable me tounderstand various people in the wo rk place as well as in personal life. A fter completing my graduation I am planning to work for 2 years to gain more experience in package tours. Then I am planning to do masters in travel and tourism that may enhance mycareer opportunity in a senior level. The mix of practical experience and academics willenrich my knowledge in the travel and tourism sector. I am also planning to do some researchin people behaviour and tourism to gain more in-depth knowledge about the field. Transferable skillsI am going to take the academic theories and concepts that I have studies in this course into practice. A ccording to Honey and Mumford (1992) report I am a pragmatist ¶s person who isalways keen on trying out ideas, techniques and theories to see if they work in practice. I can positively search ideas and I could take the initiative to experiment with applications. People like me are enthusiastic management students brimming with new ideas to implement and seethe effects in practice. I lik e to take practical decisions and solving problems. I really think that there is always a better way and if it works then its good.S o, I could promise that I will take the theories and concepts to the real world and experimentit to identify the effectiveness of the concepts. S pecifically in the strategic planning subject Igained the confidence that I could evaluate a company ¶s strategy and I could develop newstrategic choices that the company could pursue in future. I learnt to use appropriate toolswherever required. S o, I can say that I will use these managerial tactics in real business. Career choice Travel and Tourism is my passion and I would like to choose my career path in the sameindustry.I have previous experience in this industry and I feel I really enjoy the job. I justneed to polish my skills and abilities in making strategic decisions and day to daymanagement activities. I feel this course helped me a lot in gaining knowledge about themanagerial aspects and decisio n making. I would like to raise my qualification to a senior level executive in future. I will build my personal and academic skills to suit that position. A sI am a multimodal learner and a participating leader, I could easily mingle with people andmotivate others towards teamwork. I hope my career will flourish through the path I havechosen

World War II And The Holocaust - 940 Words

er the war, as the years went on the Jewish population in Palestine grew tremendously. The growth created a lot of violence between Jews and Arabic’s. This violence ultimately led to Britain to make a big decision on the future of Palestine. This with the fueling of World War II and the Holocaust caused international support for Zionism. So, in 1948 they established official declaration of the State of Israel (Cohen, 2003; Levin, 1974.) David Ben-Gurion, who was the head of the Jewish Agency, help establishes the state of Israel (Brandon, 2004, p. 44). The same exact day that this happened U.S. President Harry S. Truman recognized also acknowledged it as a state (Brandon, 2004, p.45). Prior to this the United States had been an advocate†¦show more content†¦President Harry Truman made up a cabinet of several Palestinian experts to focus and study the ongoing Palestinian issue. He also elected another special cabinet. He put the leadership of this cabinet to Henry Grady. Grady, at the time was the Assistant Secretary of State. He established negotiations with a British committee in order to examine the future of Palestine country. Shortly after these negotiations, President Truman announced that he approved of the request that recommended that 100,000 displaced people be placed in Palestine. After this recommendation, he publicly announced his support for the establishment of a Jewish state. Throughout the n ext couple of years the group picked by Truman â€Å"United Nations Special Commission on Palestine† focused on the Palestinian debate and advocated the partition of turning Palestine into both a Jewish and Arabic state. In 1947, the United Nations implemented Resolution 181, which is also known as the Partition Resolution. This would ultimately make the area into Jewish and Arabic states after the British mandate was expired (Brandon, 2004, p. 93). This required that under the resolution, the surrounding area of Jerusalem, which has religious significance, would remain largely separate under international control controlled by the United Nations (Brandon, 2004; Cohen, 2003; Levin, 1974.). This religious freedom plan that had been advocated by the United Nations