India and women Essay

INDIA and WOMEN Women empowerment is a moot subject. At earlier times, women got unprejudiced status with men. But the post-Vedic time was a difficult period when many were treated as slaves, a commodity earned by the man, a mode of produce kids. From the early twentieth century (national movement) their statuses have been slowly and gradually undergone changes. In this regard, we may mention the name of the English people. After then, independence of India, the constitutional makers and national leaders strongly emphasized on equal social position of women with men. Today, we have seen the women occupying the respectable positions in all walks of the sphere. Yet, they are not absolutely free from discrimination and harassment of the society. A few number of women have been able to establish their potentialities. Therefore, each and every one should be careful to promote the status of women. Women constitute approximately 50% of the world’s population, but India has shown disproportionate sex ratio whereby female’s population has been comparatively less than that of males. As far as their social status is concerned, they are not treated as equal to men in all the places. In the Western societies, the women have got equal right and status with men in all walks of life. But gender disabilities and discriminations are found in India even today. The paradoxical situation is such that, she is sometimes portrayed as a Goddess and at other times merely as slave. It is now that the women in India enjoy a solitary status of equality with the men as per constitutional and legal provision. But the Indian women have come a long way to achieve the present positions. First, gender inequality in India can be traced back to the historic days of the sacred Sanskrit poem, Mahabharata, when Draupadi was put on the dice by her husband as a commodity. History is a witness that women were made to dance both in private and public places to please the men. Secondly, in Indian society, a female was always dependent on male members of the family until a few years ago. Thirdly, a female was not allowed to speak in a loud voice in the presence of elder members of her in-laws or move around without covering her head and in some cases, the face in the presence of other elder or male members of the family. In the family, every faults had gone to her and responsible. Fourth, as a widow her dependence on the male members of the family increased but that was better than performing ‘sati’ where the widow  was burned alive during the cremation of her dead husband. In many social activities, she was not permitted to meet with other members of the family. A woman whether a widow or not had very little share in political, social and economic life of the society and had to vote for the party the family supports, even if she had her views against it. The early twenty century was rise of the National Movement under the leadership of Mahatma Gandhi who was in favor of removing all the chains tied to a woman. At the same time, Raja Ram Mohan Rai, Iswar Chandra Vidyasagar and various other social reformers laid stress on women’s education, prevention of child marriage, withdrawals of evil practice of sati, removal of polygamy etc. The National Movement and various reform moveme nts paved the way for their liberations from the social evils and religious taboos. After independence of India, the constitution makers and the national leaders recognized the equal social position of women with men. The Hindu Marriage Act, 1955 has determined the age for marriage, provided for monogamy and guardianship of the mother and permitted the dissolution of marriage under specific circumstances. Under the Hindu Adoptions and Maintenance Act, 1956, an unmarried women, widow or divorce of sound mind can also take child in adoption. Similarly, the Dowry Prohibition Act of 1961 says that any person who gives, takes, or abets the giving or taking of dowry shall be punished with imprisonment, or fine or with both. The Constitution of India guarantees equality of sexes and in fact grants special favors to women. These can be found in three articles of the constitution. Article 14 says that the government shall not deny to any person equality before law or equal protection of the law. Article 15 declares that government shall not discriminate against any citizen on the ground of sex. Article 15 (3) makes a special provision enabling the state to make affirmative discriminations in favor of women . Article 42 directs the state to make provision for ensuring just and human conditions of work and maternity relief. Above all, the constitution regards a fundamental duty on every citizen through Articles 15 (A), (E) to renounce the practices derogatory to the dignity of women. The concept of empowerment flows from the power. It is vesting where it does not exist or exist inadequately. Empowerment of women would mean equipping women to be economically independent, self-reliant, have positive esteem to enable them to face any difficult situation and they should be able to participate in development  activities. The empowered women should be able to participate in the process of decision making. The government of India has ratified various international conventions and human rights instruments committing to secure equal rights to women. These are CEDAW (1993), the Mexico Plan of Action (1975), the Nairobi Forward Looking Strategies (!985), the Beijing Declaration as well as the platform for Action (1995) and other such instruments. The year of 2001 was observed as the year of women’s empowerment. During the year, a landmark document has been adopted, ‘ the National Policy for the empowerment of women.’ For the beneficiaries of the women, the government has been adopted different schemes and programs i.e. the National Credit Fund for Women (1993) , Food and Nutrition Board (FNB), Information and Mass Education (IMF) etc. But is all this actually working is what everyone wants to know. Are women actually empowered ? Or is all this only in papers and even in the 21st century women fear leaving their houses alone? Do they fear wearing clothes they want to wear ? Well I feel that the answer to this is a big YES. In the 21st century, where India is an emerging super power the women are not confident that they will return home safely. But why is it so? Some say that because ‘boys are boys’ and they can do whatever they want to or maybe because the kind of clothes a woman wears instigates men to look at her with those greedy eyes and lay their dirty hands on her? Well NO ! Did that women in a burqa who was raped while going back home in her own car provoke anybody? Or the 5 year old girl who was studying in school provoke her teacher? But boys will be boys who make mistakes. For once forget about the boys, they will defend themselves but when the head of the Mahila Vibhaag (women’s association) says that the mistake lies in the girls, don’t you believe it? I don’t. I think it is time for every girl to take a stand for herself and for every other girl in this world because it is not just India where women are not treated equally, a study conducted in the US in 2012 says that about 14% of women who were fired from their jobs was because the boss wanted something more than a normal boss and employ relationship. Also a study conducted in London in 1998 says that about 33% of divorces happen because the man is not willing to let the wife go out for a job or to pick up the kids because she might just have an affair. It’s also time for every parent stop telling their daughters to wear longer dresses and tell their sons to respect girls  because nobody should be judged by the way they dress. It is said that if a man is educated he will earn bread for the entire family but if a woman is educated then she will make sure that the entire family is educated. To sum up, women empowerment cannot be possible unless women come with and help to self-empower themselves. There is a need to formulate reducing feminized poverty, promoting education of women, and prevention and elimination of violence against women.

children’s picture books

Picture books are intended to demo kids how to deduce pleasance from reading. They fuse humourous secret plans with capturing illustrations in order to keep the attending of the kid. The add-on of images can increase the length of service of a book ‘s involvement ; they are designed to be read over and over once more and therefore the kid needs to be provided with something more than a simplistic plot line. Picture books besides encourage verbal interaction and reading aloud with a parent in order to develop a kid ‘s assurance before the inevitable ‘reading aloud ‘ lessons at school. Verbal sleight is an of import accomplishment to develop and regards literacy. The function of illustrations in this medium is chiefly to supply excess stimulation although, like music and wordss, they each become every bit of import as the other. Some writers are synonymous with illustration manners such as Roald Dahl and Quentin Blake who form a cohesive force in stimulating lit erature for older kids. It is in this very stimulation that the function of image books in the development of literacy can genuinely be seen. Art and literature are effectual signifiers of look, which can be combined to great consequence to better apprehension, and as E.M. Forster pondered â€Å"How can I know what I think until I see what I say? † The resistance to visualize books, a apparently unoffending artistic enterprise to the untrained oculus, is surprisingly fierce. Protheroe ( 1992, p.7 ) considers image books the â€Å"banner at the caput of the present relentless patterned advance towards educational failure† which originated to stamp down the vocabulary of the working categories. She voices concern that by supplying kids with images they are being discouraged to visualize things for themselves ; their imaginativeness is stunted. Yet, a John Vernon Lord explains in his talk, the bulk of his images are born from his imaginativeness instead than from life so how could something so innately inventive dissuade similar idea? In add-on, even with the most apparently basic of image books, such as Rosie's Walk, there is ever something else to add. For illustration, Rosie ‘s Walk, has apparently small secret plan ( it is a affair of pages long and merely accounts a biddy walking through a farmyard ) nevertheless, the images provide a whole new kingdom of possibility for the imaginativeness. Although Rosie does non interact with any other animate beings, she passes several, many of whom witness the trials of the fox. As a kid surveies the images they can contrive reactions and full lives for the sub-characters. The toads are sent winging as the fox muffs and dips into the pool – did the toads think this was ill-mannered? Did the fox apologise? The caprine animal who grazes by the hayhock is seen in the background of a ulterior scene, watching the fox acquire struck by the falling flour – was the caprine animal amused? Concerned for Rosie? Vernon Lord and Burroway demonstrate a acute oculus for item and supply the kid with an chance to believe outside the information with which they are ab initio presented. This is particularly true of a brief narrative like Rosie ‘s Walk as the kid will about surely grow accustomed to the secret plan after several readings and expression for other stimulation in the narrative. In direct contrast to Protheroe ‘s concerns, it seems that images, used skilfully, could in fact promote a higher degree of shrewdness from a kid who would hold long become tired of the few words in Rosie ‘s Walk if it lacked images. However, to assume that a image book may be wholly simplistic or patronize the potency of a kid possibly underestimates the writer. For illustration, in Rosie ‘s Walk, the kid is placed in a senior place of cognition in comparing to the supporter. Hutchins credits the reader as the omniscient being while Rosie remains blissfully incognizant of her chaser. The comedy of this narrative besides provides many degrees. On the surface, there is the authoritative slapstick comedy as the fox collides with a profligate. Slapstick creates the instantaneous temper and entreaties to child-like love of anticing in both kid and grownup. But it is non merely physical comedy. The shutting line â€Å"and got back place safely† creates humour out of anticlimax every bit good as alleviation. The narrative is tenseness built upon tenseness with the consecutive quandaries reminiscent of the subsequent Wile E. Coyote and Roadrunner sketchs created by Warner Brothers in which a famished prairie wolf pursues a fast paced bird with progressively luxuriant stunts in each episode but to no help. However, this construction seems more suited to the image book as even the action of turning the page drives the narrative and dictates a slower gait. The pages serve as a splitter, making little succinct scenes which help construct the beds before the flood tide . The interesting construction is rooted in this integrity of several unsafe scenes married with the shutting line which, like Rosie, seems incognizant that there was of all time any danger. Similarly, John Vernon Lord explains the importance of the coaction between text and image arrangement in his talk sing The Giant Jam Sandwich: †¦ when text and image are depicting the same episode in the narrative I prefer to implement their physical relationship by puting them on the same page wherever possible. The interruptions in the text and the pictural presentation on each page need to follow the natural phases of the plot line. The tempo of the illustrations with the narrative is of the extreme importance†¦ This demonstrates how the narrative, text and image intertwine, congratulating one another in both manner and gait, to make a whole. This will be explored in greater deepness later. The most basic rule of image books is to advance literacy by doing books more appealing to kids. By doing the books non merely visually luring, but by supplying images to help less able readers, literature is made all the more accessible. Cullingford ( 1998, p.12-13 ) recognises that those kids who struggle with reading ab initio can experience like failures at a really immature age which can consequence their relationship with reading for life. They can get down to see literature as sole. By supplying kids with familiar image narratives instead than confusing cuneuss of text, they can slowly construct the foundation for a love of reading which, as their assurance improves, will actuate them to near more â€Å"unreliable† , disputing tomes in ulterior life. Bettina Hurlimann expresses her position that images are the cosmopolitan linguistic communication and therefore embrace all kids irrespective of academic ability or linguistic communication: by optimising handiness kids wi ll hold a healthier relationship with books. Protheroe ( 1992 p.111 ) accepts the premiss of the image book to publicize reading a enjoyable but besides accuses this peculiar avenue of denying the potency of books and linguistic communication by proposing that words merely have one significance. This, nevertheless, seems a small dramatic. Picture books aimed at 0-5 twelvemonth olds larning to read make frequently merely have one significance, any more than that is normally directed at the grownup. For illustration, in The Giant Jam Sandwich the town of Rubing Down is described as â€Å"not a really bristly town† . As they have merely rid themselves of 1000s of WASP, the kid will take that subdivision to intend that the town did non appreciate being overrun by WASP ; they were non pro-wasps. It is improbable that a kid under five would be familiar with the â€Å"petulantly spiteful† definition of bristly but the grownup might deduce some pleasance from the word drama. Hunt ( 1991, p.175 ) accepts and admires the si mpleness of the linguistic communication but feels that â€Å"much of the complexness is expressed by the ocular elements† . He suggests that literary techniques such as metaphor can be much more efficaciously demonstrated through the usage of images although, like Protheroe, he does admit the subsequent hazard that it â€Å"fix [ Es ] words into a restrictive, everyday interpretation† go forthing the kid no room to leave their ain significance onto words ; there is no room for tactic. The Very Hungry Caterpillar by Eric Carle, in which a caterpillar munches his manner through a regular assortment of tasty dainties, chows two pears. The drama on the word â€Å"pair† and â€Å"pear† was about surely non intended for the three twelvemonth old but instead the individual assisting them to read. In add-on, this peculiar volume can be seen to integrate non merely verbal sleight but mathematical and elements of natural scientific discipline. The caterpillar chows an increasing figure of nutrients, which employs basic numeracy, and later transforms into a chrysalis, so into a butterfly as is the natural order. It seems that without images, this might be a difficult construct to explicate to a really immature kid. The vocabulary required with no ocular assistance might be rather burdensome and estranging ( non least due to the word chrysalis! ) and therefore the images make it a more accessible impression. As Hunt ( 1991, p.176 ) competently notes, it allows u s to â€Å"cross the boundary between the verbal and the pre-verbal† . It allows kids to progress in other capable countries at a younger age. However, Protheroe ( 1992, p.74 ) would reason that kids need to larn to get by with â€Å"uncertainty and accept ambiguity† as it allows them to rehearse illation. Hunt ( 1991, p.181 ) seems to experience that there is a happy medium, nevertheless, in which significance is limited but non prescribed. He feels that this is applicable to both images and words as each signifier can be used in a manner which is stilted or one that opens the floodgates of reading and creativeness. As Hunt ( 1991, p. 185 ) attests the â€Å"absence of words would hold provided a ‘gap' which takes intelligence and imaginativeness to fill† every bit would the absence of images ; working together, both serve their intent. Jane Doonan expresses the importance that pictures talk for themselves and non merely reenforce the words and this impression is the thought of the image book versus that of the illustrated narrative. Moebius ( 1986, p.132 ) articulates that â€Å"in the image book, we read the images and text together as the reciprocally complementary narrative of consciousness† with the â€Å"story ‘behind ‘ the image frequently supplied by the illustrator. He expresses certainty that image books are like any signifier of literature: â€Å" [ the construction ] is non inadvertent or causeless phenomena† . Every word and every coppice shot have a intent. Edmund Evans pioneered the entire design of the image book, doing it a individual cohesive mechanism instead than merely some text with some images. This dichotomy can be seen in The Giant Jam Sandwich in which most of the scenes depict the full town. The moral of the narrative is less to make with the nuisance of WASP and more about community spirit and working together. For this ground, John Vernon Lord has ensured that the bulk of the colorful scenes incorporate most of the town, each making their occupation: from the little miss with pigtails heaving one little jar of jam along ; to the adult male crouching, seeking to acquire a exposure of the bread transit for descendants. It is these bantam inside informations that engage the kid clip after clip – every bit good as the grownup. John Vernon Lord criticises his ain work in his talk, nevertheless, claiming â€Å"with hindsight I feel that the color strategy adopted for these images is excessively similar throughout the book† and it is with changeless fluctuation and bustling images that a kid becomes entranced. However, the images do non hold to be busy to be exciting. Rosie ‘s Walk employs apparently simplistic illustrations and, although attending is paid to the background action, the focal point is far more on the fox and the biddy. These two characters are at the head of most of the scenes with the on occasion cameo from characters, such as the caprine animal, who hover in the background. This, like in The Giant Jam Sandwich, mimics the content of the piece which is really self-contained about Rosie ‘s motions. She does non prosecute with the other characters and neither does the text. The manner is besides much more fantastical with the big overdone ears of the fox and the bold usage of coloring material contrasts. The vivacious yellows and pinks clash in the most aesthetically delighting manner which provides ocular stimulation for the kid. They are unusual color combinations, new and challenging. Similarly, the bulblike trees are decorated with apples in regimented lines instead than the natural sporadic sprinkling ; the all right line between faithful readings of familiar images with phantasy has been attractively encapsulated. Furthermore The Sick Cow, by H.E. Todd and Val Biro, follow all the hushed browns of a arcadian Eden. Of the three books, this is the most ‘realistic ‘ in manner as The Giant Jam Sandwich shies from excessively much facial item with the concentration being on big, busy scenes. Biro specializes in item from the pace of the tractor tyres to the mane of the Equus caballus although allows the background leaf to film over into rural repose. Queerly, nevertheless, despite being the most visually ‘naturalistic ‘ , its content is possibly the most irregular covering, as it does, the complaints of a barking cow who is cured by sitting in some nettles. However, in The Sick Cow, although the images attractively capture the provincial scenery, they do basically exemplify the text. There is no sense, as Moebius ( 1986, p.137 ) demands, of the â€Å"unseen over the seen† as with Rosie ‘s Walk. The same could, possibly, be said of The Giant Jam Sandwich ; the di fference being that, in the latter, there is merely lots to see. Fisher ( 2005, p. 192 ) rallies the benefits of exposing kids to images as â€Å"art can assist assimilation by developing perceptual sensitiveness and favoritism through the survey of signifier, coloring material, form and texture† . This suggests that the blurring in The Sick Cow or the plangency of The Giant Jam Sandwich could supply stimulation which specifically develops the academic capacity of the kid. Pat Hutchins, writer of Rosie ‘s Walk, is besides responsible for The House That Sailed Away and I ‘m the King of the Castle: and Other Plaies for Children which are far wordier illustrations of kids ‘s literature, set out as dramas. Blythe ( 2005, p.82 ) notes that promoting kids to joint is important for development every bit vocal experience supports larning by integrating linguistic communication into the ego. Similar encouragement can be seen in the direct address in The Giant Jam Sandwich every bit good as the animate being noises in The Sick Cow. Learning is believed to be received through the senses and therefore books which encourage verbal interaction are good as are image books which engage the ocular sense. In add-on to art and vocal experience, music is considered to be a powerful tool in mental well being and larning showing that stimulation is non restricted to literature entirely. It can be found in a figure of artistic chases. Tame ( 1984 ) lineations Dr. Tartchanoff ‘s scientific surveies into the consequence of music observing that â€Å"music exercises a powerful influence on muscular activity†¦ sounds are dynamogenic† and the pacing of stone music, for illustration, can be damaging to the digestive system. This physical manifestation is seconded by Blythe ( 2005, p. 82 ) who covers the neurological alterations when people sing or speak as a group: †¦ the cardinal nervous system activity becomes synchronal†¦ emphasis endocrines lessening, musculus tenseness decreases, more O enters the system. They feel high ; have a certain lucidity of head and sometimes physical vision†¦ Taking into history the ‘reading aloud together ‘ facet of image books which, harmonizing to this research, stimulates the encephalon for physical wellbeing every bit good as the work on animal acquisition, the image book is potentially an indispensable acquisition tool. Taking this thought farther, the lyrical nature of many image books should besides be noted. For illustration, The Giant Jam Sandwich employs rigorous pair rhyme strategy: †¦ Bap gave the instructions for the devising of the dough. â€Å"Mix the flour from above and yeast from below. Salt from the seaboard, H2O from the spout. Now thump it! Bump it! Bang it about! †¦ Even if this technique is non straight mentioned to the kid, it is transfusing cognition of beat into their subconscious. This could act upon a love of music which, harmonizing to Dr. Tartchanoff, could be good – depending on the genre. If it developed into a passion for group singing so Blythe surely notes the increased potency for acquisition, modeling the head to a relaxed province of peace and preparedness. If nil else, the poetry makes the narrative flow and engages the senses – which kid would non bask fall ining in with those jussive moods? In the chase of animal stimulation, The Very Hungry Caterpillar can be seen to assail the ocular sense and that of touch. The thick pages display the holes through which the caterpillar has eaten. The kid can jab fingers through the spread and experience as if the narrative is unknoting before their eyes. This is a really tame illustration compared to the modern books which employ sound effects and downy spots. Where does it stop? Books on which the kid can hold a nibble? Possibly the sight of reading itself is being lost in favor of instant satisfaction as is the nature of our society. One must oppugn if this affairs every bit long as kids are being engaged in literature in some manner. And whose face did non light up at the sight of a pop-up book? Making larning merriment and interactive is no new phenomena and should non needfully be seen as endangering. Peter Hollindale ( 1997, p.75 ) has faith that â€Å"children take from a narrative what they want and need† so possibly our changeless use of animal stimulation is ineffectual. Some kids may merely be predisposed to reading and others non regardless of whether books have images. It may merely be a instance of fostering bing endowment by orienting larning to the demands of the single kid. Protheroe ( 1992, p.48-49 ) has farther concerns that image books can be damaging to the development of a kid ‘s memory. She argues that it has â€Å"long been established that in human linguistic communication lexical use involves a nexus between a symbol and a construct, non a symbol and referent† ( p.73 ) . She cites that Bower and Winzenz conducted trials which linked memory to active find and word picture. Although there is a school of idea which rejects the thought that image books stunt imaginativeness, Bower and Winzenz ‘s findings can non be dismissed. Picture books work on the rule of memory association. One of the purposes, every bit good as general stimulation, is to supply the kid with a word and an image which they can associate in their encephalon so that the word and its significance will be easier to retain. Bower and Winzenz suggest that by striping the kid the personal image creative activity, the nexus with their memory will be broken. Word and image association is a common manner to beef up memory keeping as is repeat or the usage of active imaginativeness: using a personal image to what the word signifies to you. There are many recommended alteration techniques because memory plants otherwise from individual to individual and therefore Protheroe may be right in some instances but it seems prudent to presume that image association will besides assist some kids when larning to read. After such drawn-out treatment about the importance of stimulating and progressing the cognition of a kid comes Alfred Adler ( 1998, p.181 ) and his sentiment to encompass the simpleness of kids ‘s books. He recognises that to seek and speed up the acquisition of a kid at a immature age can be counter-productive: â€Å"All mentally indigestible mush ought to be kept out of kids ‘s reading until they have reached a certain age of adulthood. Unsuitable literature may either be misunderstood, or it may restrict developing societal interest† . While Protheroe flies the flag for reading, Adler highlights the possible booby traps of such a stance: the hazard of misconstruing taking to fear or disaffection. And possibly Adler high spots an interesting point about the aging procedure. Betty Friedan ( 1993, p. 50 & A ; p.74 ) explains that societal research has indicated that those who show the most doggedness in keeping on to the values they developed in childhood were mos t susceptible to mental instability later in life. This links with Freud ‘s theories of the importance of childhood and the in which people develop much of their personality really quickly in childhood and subsequent alterations in maturity are frequently no more than superficial. By rushing up this procedure even more by showing kids with progressively complex literature before they have reached that â€Å"certain age of maturity† that Adler alludes to, kids might develop excessively rapidly before they are ready to understand the branchings therefore seting them in a vulnerable psychological place in their grownup old ages. Conversely, if Freud ‘s theories about the importance of childhood development are to be subscribed to, it would besides be unsafe to stunt a child's cognition and understanding at such a important clip in their psychological growing. As Moebius ( 1986 ) notes, the image book should be preserved as â€Å"the last frontier of innocence† and, as such, should non be corrupted by being held under inordinate examination. In the chase of literacy the importance of stimulation must be stressed. An active encephalon will advance literacy or, at least, a thirst for instruction whether that is artistic, mathematical or scientific. Literacy is achieved through developing kids with a healthy relationship with books, whether they grow up to read Crime and Punishment or with a preference for Mills and Boone ; to implement a literary hierarchy would be a presentation of snobbism and artistic ignorance. Literacy is independent from the literary canon. Denying kids colorful images besides seems to propose that ocular art is non every bit valuable as literature which is likewise imbalanced. Children should larn that art is about equality and, although they can encompass their preferable medium, they should non dismiss other signifiers of look or see them inadequate. Uniting literature with images demonstrates the manner in which art signifiers can efficaciously interact. Art signifiers are non sole. Furthermore, if employing images to capture a kid besides inexplicably entwines their head with the text so, what is the injury? Many grownups reserve a particular topographic point in their Black Marias for their childhood front-runners: from Noddy to The Very Jolly Postman ; from The Mr. Men books to The Velvetine Rabbit: their love of reading may be pinpointed to these really personal businesss. It seems unjust to deny immature readers of today these warm, fuzzed memories of bright amusing images and exciting colorss for fright of patronizing them. Children should be allowed to be kids before the age of five instead than invariably forcing them to develop more quickly – if they are ready to progress so that could be nurtured on an single footing. The fact is, with kids, with people even, the manner in which a head works varies from individual to individual so it seems ineffectual to order an overall right or incorrect on image books. The matrimony of text and images will trip the imaginativeness of some kids while others will deduce stimulation from building clay pies in the garden. Modern kids shoul d non be robbed of the colors of artlessness ; even if the modern colors of artlessness come in the signifier of The Tweenies.

Ebook Operations Management Essay

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Personal&Professional Development Essay Example | Topics and Well Written Essays - 1000 words

Personal&Professional Development - Essay Example I should not wait for a prompt to do action. I should be able to initiate it especially if I want my team to do the same. Creating an action plan for both myself and for my team will clearly guide everyone of the expected outcomes and there is no excuse to just wait for the others and waste time. As a manager, I should be aware not only of my own learning style but that of my team members’ so we can figure out a way to work together better. Learning Style (Honey & Mumford 1986) Reflective Practice (Schon 1983) Stages of Reflection (Moon 1999) Interpersonal Interaction Managing Conflicts I come from a very peace-loving family. We get to resolve our personal issues quickly. However, stepping into the real world entails knowing how to adapt to various personalities and being able to manage the conflicts that may inevitably crop up. I am inconsistent in my competence in handling conflicts, and that depends on the gravity of the issue and the strength of the personalities and the p ositions of the people involved. A manager needs know how to establish and maintain harmonious relationships with diverse people and groups. He possesses high emotional intelligence, maturity and understanding of people coming from various backgrounds and temperaments. To quote Buckingham & Coffman (1999) again, â€Å"The key to excellent performance, of course, is finding the match between your talents and your role.† A manager should know how to blend the talents and personalities of his team. Mastering such combinations will result in excellent performance of the whole team. Styles of Managing Interpersonal Conflict (Ruble & Thomas 1976) First, break all the rules: What the world's greatest managers do differently. (Buckingham & Coffman, 1999) Strategies and techniques for self-development Reflective Thinking From my youth, I have come to value self-introspection. I always analyze the things I have done, have said and have felt and thought to be lessons for me to learn fro m. This greatly helps me in my next moves. Most of the time when I do reflect on my actions, I come up with the right outcomes. As for my weaknesses, I need to keep reflecting on my performance to know where I need improvement on. My self-evaluation will help me identify these weaknesses and turn them into strengths. I know I am continuously evolving, and self-actualization is my goal. I need to be able to encourage my team members to likewise be more reflective in their tasks as this leads to good planning and foresight necessary in accomplishing goals successfully. Reflective Practice (Schon 1983) Stages of Reflection (Moon 1999) Learning Cycle (Kolb 1984) Personal leadership approaches Empowerment I am known to be an encourager and people have told me I have the ability to bring out the best in them. This may be due to the positive disposition I have that I mostly focus on the goodness and the potentials of people instead of their flaws. I, myself would want to be led by someone who inspires me to be better and not to settle for mediocrity. I believe that a manager should be an enabler. He sees the potentials of the people under him and harnesses their strengths. People may manifest varying degrees of greatness. The manager sees

Law of International Sales and Finance Essay Example | Topics and Well Written Essays - 3000 words

Law of International Sales and Finance - Essay Example In international sales, however, several applicable laws co-exist creating several standards that determine whether or not a valid acceptance was made. The United Nations Convention on Contracts for the International Sale of Goods (CISG), or the Vienna Convention, and Domestic Common Law are examples. Their applicability illustrates what Michael Bridge refers to as the "'bifocal' world of international sales law," where the broad provisions of the Vienna Convention and the details found in Common law are applied depending on the type of transaction being conducted2. Hence, it is crucial for contracting parties to understand the applicability of each in particular cases, as well as the differences and similarities embodied, to determine if a contract is duly enforceable or not. Since an acceptance of an offer indicates an offeree's assent to the terms of the offer and be bound by a contract, a set of established rules of acceptance are crucial in determining whether an acceptance is effective or not. First, a valid acceptance must be unqualified and without modifications or conditions of the offer. This is illustrated in Masters v. Cameron (1954) 91 C.L.R. 353, where in the case of a conditional offer, it was held that the use of the words "subject to contract" in the formation of the contract is "prima facie [to] create an overriding condition, so that what has been agreed upon must be regarded as the intended basis for a future contract and not as constituting a contract"3. With regard to counter-offers, Livingstone v. Evans (1925) 4 D.L.R. 769 states that "[i]f an acceptance does not mirror the offer, then it is ought to be construed as counter-offer4" and is considered as a rejection of the original offer. Second, acceptance must be communicated by the offeree to the offeror, where actual communication exists. Hence, silence or inactivity does not embody acceptance5. The case of Felthouse v. Bindley (1862) 11 C.B. (N.S.) 869 illustrates this point. However, acceptance can also expressed based on a party's conduct. In St. John Tug Boat Co. v. Irving Refinery Ltd. (1964) S.C.R. 614, although no acceptance was communicated, it was held that if a man's conduct indicates acceptance to an offer, "the man thus conducting himself would be equally bound as if he intended6." As illustrated in Powell v. Lee (1908) 99 LT 284, acceptance must also come from the offeree himself, or a person authorized by the offeree to accept the offer7. The manner in which an acceptance is communicated must also be given consideration. In this regard, Eliason v. Henshaw [1819] US SC, concludes that acceptance of an offer must be communicated "according to the terms in which the offer was made" such that "[a]ny qualification of, or departure from, those terms, invalidates the offer8." Offerees are therefore bound to abide by the stipulations of the offeror in terms of deadline for acceptance, method of acceptance, and the like. In Tallerman & Co. Pty. Ltd. V. Nathan's Merchandise Pty. Ltd. (1957) 98 CLR 93, the date and time that an acceptance is communicated and becomes effective is also the date and time that a contract is formed9. However, since offers are revocable10, and an offer is only effective until a time specified by the offeror or

How would you explain the popularity of the cakewalk in the late Essay

How would you explain the popularity of the cakewalk in the late nineteenth-century United States - Essay Example This kind of song and dance competition took place among the slaves in the southern part of the US mainly before the emancipation but it is needless to say that even after emancipation the dance and song style did not die off. This paper seeks to explain the popularity of the cakewalk in the late nineteenth-century United States. Most of the facts of cakewalk dance and song were not extensively documented as at 1981. However, there existed a myriad of accounts about the dance. Brooke Baldwin in his 1981 articles (in the Journal of Social History) the Cakewalk: a Study in Stereotype and Reality submitted a nearly complete compilation of the already existing accounts of the dance (Baldwin, 1981: pp203-212). The compilation was, to larger part, accounts of the eye witnesses of the dance. These eye witnesses were the ex-slaves who may have also took part in the dance. The accounts by the Virginia and Georgia ex-slaves had already been verified by the WPA researchers in the 1930s. Baldwin clearly notes in his article that after the 1930 WPA research, it became immensely difficult to hide the happier side of slavery (Baldwin, 1981: pp207). One of the respondent recalled how she used to sing the songs and cakewalk. She also added how cakewalk was indeed fun among the slaves during the slavery times. According to this specific respondent, the women wore long dresses which were often ruffled and the men wore not only high hats but split tailed coats. They sometimes used walking sticks during the dance. The dance was done in couples and the couple that danced the best would receive the prize. It is interesting to note that the white slave owners would attend the cakewalk dances and they enjoyed a lot watching the slaves dance. Actually, the slave owners decided the winning couple. This account was a first hand account from a former slave in Virginia. Besides the first hand accounts, Baldwin also

Diversity Leadership in IHRM Essay Example | Topics and Well Written Essays - 2750 words

Diversity Leadership in IHRM - Essay Example This research will begin with the statement that diversity is often referred to as the differences between the individuals. The dissimilarities among individuals materialize in both nonvisible and visible aspects. Some of the key examples of diversity among the individuals are dissimilarities in gender, age, skills, sexual preferences, learning styles, tenure, etc. These differences are evident the workplace but at times the differences are not visible. â€Å"Excellence through diversity is one of the Chancellor's goals†, yet this term is often faced confusion, controversy, and tension. Regarding this aspect, scholars such as Griffin emphasizes managing diversity in the firm offers various advantages and the most common one emerges in the form of catering to the diversified base of customers. However, contradicting this statement another set of scholars such as Inyang and Akpama and Kiggundu believes that although managing a diverse workforce provide benefits to a firm, but it requires strong management and failure to which can lead to intergroup conflicts. Hence, it is obvious that firms planning to recruit diverse employee group must a good frame management system. In this rapidly changing workplace environment, maintaining a diverse workforce helps a company to remain competitive in the marketplace. Scholars such as Inyang emphasizes that diversity not only brings fresh perspectives to the company but also promotes innovation and equips the company with the ability to solve complex problems. Furthermore, having a diverse workforce also allows a firm to have an efficient workforce, which is a necessity in this diverse business setting. Executives who are having intercultural management skills have high demand as they have the ability to constantly adapt to this shifting trend of a marketplace.

Compare Recruitment Strategies Essay Example | Topics and Well Written Essays - 500 words

Compare Recruitment Strategies - Essay Example All organizations should therefore, be cautious and selective in the selection process since any mistake at this stage may at times have a long lasting consequence including high recruitment, development, and training costs. Effective recruitment will minimize the high incidences of employee turnover, improve the employee performance, and improve employee morale. Consequently, the organization will be in a position of meeting its goals and objectives. In order to achieve this, the organizations have adopted an employee recruitment strategy, which I have discussed. According to Schuler, recruitment refers to â€Å"the set of activities and processes used to legally obtain a sufficient number of qualified people at the right place and time so that the people and the organization can select each other in their own best short and long term interests† (Schuler, 1987, p. 267). There are two main methods of employee recruitment, which are internal recruitment and external recruitment. The internal involves job promotion, the transfer of existing personnel, or referrals. This method is carried out through job posting, which is a job enrollment strategy that includes enlisting advertisements on physical and bulletin boards, corporate newssheets and via office memos. However, it is not always that the company will achieve the high quality of employees, which they were looking for in the recruitment exercise. Alternatively, the organizations can employ a second strategy known as the external recruitment strategy. The external recruitment strategi es may take various forms such as job adverts on the internet, magazines, newspapers, and journals. In addition, the organizations can use the employment agencies to recruit the best talent from other organizations publicizing on the web, or via trade fairs as well as college enrollments (Cascio, 2010). Various advantages are associated with internal recruitment. One of them is that, the potential employee is well known in advance

Efficacy of Pyridoxine(vitamin B-6)in the treatment of premenstrual Article

Efficacy of Pyridoxine(vitamin B-6)in the treatment of premenstrual syndrome - Article Example Premenstrual symptoms are those symptoms that a woman experiences before her menses. This syndrome occurs in the days leading to the woman’s period. The symptoms include nausea, headache, pain in the lower abdomen and a feeling of being weak among others. There has been a recent study on these effects and vitamin B-6. It need to be proven that this vitamin has an impact to the premenstrual syndrome though it is believed it affects as will be seen in the essay. (Patricia O Chocano-Bedoya, May 2011). The subject is a current research that has been carried out by the department of health in the United Kingdom. This study involved a group of nine women out of nine hundred and forty women patients who had premenstrual syndrome. This study was important to compare the effects of vitamin B-6 to other methods and vitamins of reducing premenstrual syndrome. The study was important as it was aimed at bringing out the real picture of the effectiveness of vitamin B-6. It brought out the negative impacts of vitamin B-6 in the body of women. It shows that high levels of vitamin B-6 in the body are dangerous and can lead to serious health problems. The message of the study was to avoid the usage of the vitamin in the treatment of the premenstrual syndrome. (Patricia O Chocano-Bedoya, May 2011). The subjects to this study were the women in United Kingdom who used vitamin B-6 in the treatment of the premenstrual syndrome. There were several results to this research. The results are an outcome of the many trials conducted. Through trials the reports of unpublished and published reports were searched through the use of medical databases to try B-6 in controlling premenstrual syndrome. The data extracted from each trial was made sure that it met the criteria of inclusion whenever discrepancies through insufficient data for inclusion a was noted the authors were contacted to Shed more light with regard to the data In question. Dosage data

Saving Time Essay Example for Free

Saving Time Essay Time management determines by the difference between successful and unsuccessful people. Successful people are able to balance the goals they wish to achieve and duties. And this success comes from their ability to their time optimally in light of their objectives. There are two types in our lives: Type I: A difficult time organizing, or managing how much time we spend in our basic needs such as eating, comfort, family relations and social mission. It is a time cannot use it a lot in what has been designated a degree of importance to keeping equilibrium in our life. Type II: Time that can be organized and managed to devote to work, our own lives. Can we take advantage of this time? Can we optimize our productivity? Before I give some advices for time management. I have to describe some of the reasons wasting time. Time wasting is defined as: all that prevents you from effectively achieve your goals. Planning: means the lack of goals and priorities, Overemphasis on priorities, leave the activity before the expiry of it, the lack of a deadline for the completion, trying to accomplish too much at one time. Organization: Disorganization Profile, do the job more than once, repeated efforts without result, the lack of clarity of the authority and responsibility, there is more than one president for one employee. Employment: Problems for staff, untrained staff and Non-appropriate, rehabilitation higher or lower than desired. Implementation: The desire to complete the work alone, a decrease in the level of stimulus, Inability to manage conflict. Control: The absence of regulatory standards, the absence of administrative efficiency. Communications: Lack of communication clarity vertical and horizontal, no organization meetings, misunderstandings. Decision-making: Postponement, Poor decisions. Humans are not able to organize their time without clear goals, plans and priorities. Planning is forward looking, work oriented . The future, that is, it begins with setting the access point, Then draw the way leading up to this point. Doing the work program (notebook) to achieve your goals at short (one year, for example) stating the business tasks and responsibilities that will accomplish, and the dates of the beginning and the end of completion, and timing of personaletc. Here are some points to help us develop saving time: -Type the reason that leads to the loss of your time. Number of problems usually caused by wasting time. Stop using fake excuses such as the need for more information. A day contains twenty-four hours and this is enough for others to manage large enterprises, but for some it is not enough to manage simple, taking advantage of the time determines the difference between success and failure. Success means achieving a balance between the objectives and duties required under the means available, and so through time management or other self-management. Concerning the time at work, there are many employees come to the meetings or the office just for wasting the time, and wasting other people’s time. Working too many hours, or be present in all meetings doesn’t justify the quality of work. According to Robert C. Pozen (June 15, 2012),’’be prepared to say no to requests that don’t matter ‘’ (Stop Working All Those Hours). And it is good to saving time if we: Decline meeting: means do not accept to be in meetings and explain the workload and request to see the meeting’s ones. Also delete emails: not all of them. But only keep and respond to the most important ones. Finally dial down the effort: means if we cannot say ‘’no’’ to a certain request, recognize that it may only require a B+ effort. It’s not easy to save time at work because there are some factors affecting time as: Pressure by superiors, Pressures of work on the part of subordinates, Pressure resulting from the nature and conditions of work, Pressure resulting from planning, Pressures resulting from organization, Pressure regulator. According to Alex Chris, (October 24, 2012), ‘’there are 9 ways to manage the time at work: -write in a piece of paper. -concentrate on the important activities -find productive time. -do not postpone things for later. -start a job and finish it without interruption. -delegate jobs to other people. -schedule a communication. -organize the office. ’’(www. manageyourlifenow. com). Sometimes we need rest and break to achieve the goal, so what we do is close the computer, close the phone, shut down the TV or anything that makes noise. Take a short nap. That gives more energy for every day. Also sleeping at night is better. What I understood from these ways is if we want to manage our time well, we have to look for efficacy and efficiencies. Efficacy: to perform work properly and reach the desired result. Efficiency: the performance of work in the right way and getting to the desired result, but with minimal effort, time and cost. we need to profit and Exploit marginal times, times between commitments and actions (such as: the use of the car, waiting at the doctor, travel, waiting for meals, expected visitors). We must know How we spend time, then decompose and identify times marginal, and develop a plan of operation to benefit them as much as possible. Also do not give up urgent for the things unnecessary. According to Cameron Chapman ’’bellow are sixteen tips to help us better managing our time: 1) Get organized. 2) Separate work Space from Everything-Else Space. 3) Take advantage of time management tools. 4) Set goals. 5) Set deadlines. 6) Plane Ahead. 7) Prioritize. 8) Delegate or outsource. 9) Optimize your processes. 10) Learn to say ‘’no’’. 11) Learn when you work beast. 12) Set regular working hours. 13) Don’t waste time 14) Avoid multitasking. 15) Take frequent breaks. 16) Maintain. ’’ Set deadlines are very important if we want to stop procrastination, so we can make a schedule with clear due dates then follow the calendar. We understand from these tips that Time is precious. Therefore, we must profit from time as well as we can, properly, and ultimately there are a few tips, as some scientists say helps us very wiling example: Focus on the target at all times , know our goal, be aware of our goal and then we will feel accomplishment when we complete each task, remember what seeks clearly in our mind, we will realize then that it is necessary to work hard to get things done. Also Keep our mental and physical health, it is necessary to do the best delivery systems and our time for a better life, it leads to good health and the life of the organization, we need for good health to enjoy the achievements should also be good. Nothing is more important than our health, keeping our self in good health gives us energy, endurance, and also makes us more open-minded and less tense, and exercise make us think better (Sports Life). Be an observer on our self, and the easiest way to develop self-motivation is to keep a clear vision of our goal all the time, the goal is the reason for doing what we do now, Always remember the goal, nothing is seeking to achieve, in order to give us the fuel needed to overcome the difficulties. References Article ‘’ stop working all those hours’’ by Robert C. Pozen, June 15, 2012. Harvard Business Review. 9 Ways to manage your time at work. By Alex Chris, October 24, 2012. www. manageyourlifenow. com Alex is editor-in-chief of manageyourlifenow. com SMASHING MAGAZINE: How To Find Time For†¦Everything! By Cameron Chapman, September 16th, 2009. www. smashingmagazine. com

Formative Assessment For Learning

Formative Assessment For Learning Literature for many years has delivered many different meanings and definitions of what formative assessment is. Marsh (2004) believes that Formative assessment provides data about instructional units in progress and students in action. They help to develop or form the final curriculum product and help students adjust to their learning tasks through the feedback they receive Black William (1998) believe that Assessment refers to all those activities undertaken by teachers, and by the students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. Such assessment becomes formative assessment when the evidence is actually used to adapt the teaching to meet the needs. Paul Black (2002) has also defined formative assessment as any assessment for which the priority is to server the purpose of promoting pupils learning. Formative assessment can be closely linked with Assessment for learning (AFL) . The two are very similar but have one definitive difference. Swearingen (2002) states that formative assessment is part of instruction that informs and guides teachers as they make instructional decisions. Assessment should not merely be done to students, rather it also is done FOR students to guide and enhance their learning. In Laymans terms, formative assessment is ongoing assessment to inform planning and aid in overall assessments. Assessment for learning (AFL) on the other hand has the child at the heart of it; knowing what theyre learning, how to perform effectively and assessing what they have learnt. Formative assessments promote student attainment of knowledge rather than testing a body of attained knowledge. We have to design a Curriculum that is rich with such methods of formative assessment that will result in a more student-centred approach to teaching. J Right (2010) believes that this often leads to student success. According to research and from personal experience teaching in various schools, there are many forms of formative assessment used in the classroom. Here are some:- * Observation This is one of the earliest known methods of observing nature, according to science. (Hein 1991) states that Observation in the classroom reaps benefits for not only the teacher but also the student. By observing children, teachers can identify their students verbal and non-verbal behaviour, and identify the method he/she uses to complete their work. Teachers through observation can identify areas in which students are finding challenging and provide them with corrective feedback. During all by teaching experiences in school, I have kept a Book of Observations to monitor behaviour over time. In the book I wrote the behaviour of a certain child and the method I used to help solve the matter. * Whole-Class/Group Discussion This involves discussion of open ended questions with the students by the teacher and the students with each other. The goal of whole-class discussion is to develop critical and creative thinking skills. Concept Cartoons are a very effective way of promoting these skills in Science. I will discuss this later on. Black and Wiliam 1998; Doherty 2003 believe that Discussions allow students to increase the breadth and depth of their understanding while discarding erroneous information and expanding and explicating background knowledge. * Teacher Feedback According to (Boston 2002; Ramaprasad 1983; Sadler 1989; Tunstall and Gipps (1996) The formative assessment activity helps students understanding their proficiency, and the feedback the teacher gives the student helps close the learning gap. Many researchers including Bangert-Drowns, Kulick, Morgan (1999) have written about how the more specific a teachers feedback about learners mistakes and ways in which they could improve their work, the more children improve with their learning. This type of feedback could help cater the needs of the lower ability children because the message is that children can improve their work by using the correct method rather than feel like they are unable to perform a task due to lack of ability. From practice to research it is obvious that Formative Assessment and AFL and both valuable for teacher and student. The teacher can use it to identify how learners are progression and can use this information to adjust their teaching. Students benefit from formative assessment by being able to follow specific steps to meet their objectives, spot what they are having trouble with and have specific feedback to develop their knowledge. From a pedagogic point of view it is difficult to argue against the benefits of formative assessment for both teacher and learner. For example:- * Formative assessment ensures that the learners remains focused and on task. The learners can discuss what they are learning. There is a shared learning process. * Formative assessment provides a diagnostic approach to approach to recording process and lets the learners know his/her strengths and weaknesses. * Formative assessment helps teachers with planning as it involves giving the learner specific learning intentions. * Formative assessment helps teachers design their lessons to cater for individuals or groups of learners. * Formative assessment develops learners awareness of self-assessment so that they can become more reflective and self- managing. * Boston (2002) believes that Formative assessment focuses on the childrens progression and achievement rather than focusing on the failure. Therefore motivating the learner. Formative assessment has been shown to be highly effective in raising the level of student attainment, increasing equity of student outcomes, and improving students ability to learn. http://www.oecd.org/dataoecd/19/31/35661078.pdf (12.2.2011) Mathematics Assessment for Learning is an important tool for increasing the level of learning in mathematics classrooms. There are many different techniques and strategies that can be used to develop childrens learning through formative assessment and AFL. Setting achievable learning objectives through Success Criteria To develop learners knowledge learning objectives should be put into place that are realistic and achievable. These learning objectives should include a set of Success Criteria that the learners follow to reach understanding and use this understanding to solve problems. Setting learning objectives makes the learner more focused on their learning. This enables the learner to become more self critical. Learning objectives and Success criteria should be shared at the beginning of the lesson, this gives the children the goal they intend to achieve and the steps they need to follow to insure they do. Briggs, Woodfiled, Martin, Swatton (2007) define Learning Objectives as a clear statement of what is intended that children will have learnt during an activity, a lesson or a sequence of lessons. The success criteria: * are based on the objective, and should shape the teaching and modelling and provide the childrens focus while they are working * are the key focus for the teachers and childrens feedback. www.standards.dcsf.gov.uk/NationalStrategies 13.2.2011 Below is an example of a Learning Objective and Success Criteria in a Mathematics lesson: Learning Objective: To be able to identify what a good Graph needs. Success Criteria: I know what X axis is I know what Y axis is I can differentiate between the two. Working with a Partner Questions set to the children should encourage them to explore and refer back to what they have previously learnt. Children should work in partners or in small groups (this would be more for the lower ability children) to identify the correct answer. Much research has been carried to explore the response of a learner working collaboratively with a partner or in small groups. Vygotsky (1978) believes that Assessment is grounded in the theory that students learn better by collaborating and discussing concepts with peers than by constructing answers in isolation. Boe (1994) once stated that groups working in groups in the classroom should be followed by assessments in groups. He believed that it implements the ideals of democracy in the classroom. After working in groups the children could fill-in a short worksheets assessing themselves on their group work. The following method i was introduced to during my second year school based studies, teaching a year 6 class. The children could use the worksheet to assess themselves by answering the following Questions: * Did I listen to the instructions? * Did I listen to everybody in my group? * Did I help my group? * Did I stay on task throughout? * How much did I enjoy the activity? * Did I Respect the others in my group? * Next time I will.. As well as working with a partner or in a group, to improve childrens learning they should be given more time to think and answer questions. This is often referred to as thinking time or wait time. Mary Budd Rowe (1972) first came up with the concept of thinking time. After observing teachers she saw that the time between asking the question and the response rarely lasted 1.5 seconds. She noticed that the childrens answers and attitude was more positive after given more time to answer (3-4 seconds). According to research by Mary Budd Rowe (1972) many benefits came from wait time. They include:- * Increases the number of cognitive response by learner * Decreases the number of I Dont know answers and confusion In mathematics the thinking time would not be much more than 4 seconds as much of the answers are of quantity. Stahl (1985) defined think time as a distinct period of uninterrupted silence by the teacher and all students so that they both can complete appropriate information processing tasks, feelings, oral responses, and actions. Children need time to think. Research evidence shows that teachers usually allow only 0.9 seconds between asking a question and expecting an answer or even answering the question themselves. Leaving only 0.9 seconds demands that children simply react, they do not think. However if between 3 and 5 seconds is left before allowing children to answer this encourages them to provide more thoughtful answers and to analyse, synthesise and evaluate. https://www.ncetm.org.uk/public/files/725964 (12.2.2011) At the beginning of a Maths lesson, assign individual learners a partner, this could either by the person they are sitting next to or to develop their collaboration skills further they could be partnered with a random peer in the class. Through my experience teaching Key Stage 2 Children I have adopted this method grossly into my lessons. In Mathematics lessons, I often assigned children partners and asked them to record their final answers on mini white boards. From personal experience I have observed that children really like using the whiteboards in partners. I love using the small whiteboards because I get to talk to my friend and compete against the rest of the class. A boy in Year 6 Science Let us begin by asking the question, What is Science in the Primary school? In Britain, even though there are 4 different science curricula, they is an agreement that Science is used to engage interest and enjoyment in the learner by nurturing and developing curiosity and creativity. Then, when the scientific skills are imbedded, learning progresses. Claire Hodgson NFER review (2010) believes that Primary science learning is about living things, materials and phenomena. It is intended to be relevant to pupils everyday lives, helping them to learn about the world around them through hands-on investigation and exploration, with opportunities for making observations and measurements. Science is arguably the Core subject in school that incorporates the most AFL strategies. Science provides a rich opportunity for teachers and learners to develop their understanding through formative assessment and AFL. Discussion/Talk in Classroom Discussion is a key element used in science lessons to assess a childs learning. Asoko and Scott (2006) believe that, in science discussion: Language provides the fundamental means for communicating ideas, but it is also through talk, either with others or in our heads, that we can develop personal understanding. There are many methods used to promote discussion in the classroom. Concept Cartoons are very effective at this. Concept cartoons are illustrations of a question and 3 children giving different answers to the question. They are used to promote discussion between groups of children or the whole class. Keogh Naylor (1999) indicate that this method: has a positive impact on pupil motivation and may help to promote argumentation. Hodson (1998) has also listed conditions in which can further promote discussion with children. For example, the discussion topic must enthuse the children, keep them interested, it must also be problematic and relate to the childrens prior knowledge. Concept cartoons are an effective way to assess the childrens learning at the beginning of a lesson. Concept cartoons get children thinking, discussing and sharing their ideas and opinions with their peers. Keogh and Naylor (1999) said that this made the learners more active in the assessment process and helped to connect formative assessment with the learning that would follow. Harlen (2006) states that It is well known from research that learners construct their own understanding in science, based on their experience and that their ideas may be in conflict with scientifically accepted viewpoints. Elicitation is therefore very effective in Primary Science Education as it takes the learners ideas into account of the teaching. This is called a Constructivist approach to learning. Constructivism is a theory that was put forward by Piaget. It is used to explain how children know what they know. It describes problem solving being Key to childrens thinking, development and learning. There is a significant change in the learner when he/she engages in activities, discusses with peers and reflects on their learning. But what is the role of the teacher in this style of teaching? According to Brewer W (2009) the role of the teacher is to act as an expert learner who can guide students into adopting cognitive strategies such as self testing, articulating understanding, asking probing questions, and reflection. He basically states that a constructivist approach to teaching involves giving the children a Big Idea for learners to discuss, that keeps them engaged and interested and to connect prior knowledge to gain new ideas. ITCS6001 0701774 1

Benefits of Regular Exercise for the Elderly

Benefits of Regular Exercise for the Elderly The benefits of regular exercise are numerous. Through multiple clinical trials, man has been able to deduce how exercise benefits the body and prolongs life. It reduces the probability of cardiovascular disease a leading killer disease in some countries in the developed world. It also helps keep obesity at bay and enables people across the age divide to maintain flexibility and independence over their lives. Exercise is also beneficial for mental well being in that it reduces the risk of getting depression. Many people have taken the prerogative to enroll in some sort of exercise programme. Due to lack of adequate information, not all individuals who partake in regular exercise are able to glean maximum benefits from their training programme. Time spent during exercise is an important factor. However, it is not the determining factor when it comes to how much an individual will benefit from the physical activity. Nutrition is an essential component of any exercise programme. This article aims at empowering the reader with information on how to maximize benefits from an exercise programme. PROVEN BENEFITS OF EXERCISE. Exercise prolongs life. People who engage in moderate to difficult exercise routines elongate their lifespan by one to four years (Jonker 2006: Franco 2005). Exercise also adds value to those additional years. Through health benefits to the lungs, heart and muscle, exercise ensures that a person not only lives long but is still productive in those extra years. Aging is a natural process of life. With time, the health of an individual deteriorates. This increases the risk of developing chronic health conditions. The good news is that regular exercise such as walking 3 hours per week can ward off the onset of some of these chronic health conditions (Chakravathy 2002). Exercise enables a person to have a better outlook of themselves, elevates self esteem and reduces the risk of getting depression (Elvasky 2005: Schetchman 2001). In recent years chronic non communicable diseases have formed a substantial portion of the disease burden in the world. In people with conditions such as diabetes, multiple sclerosis, stroke, myasthenia gravis and chronic obstructive pulmonary disease, exercise improves the standard of life (Stout 2001: Rochester 2003). Regular exercise spells out more benefits when it comes to metabolism of sugar in the body. It enhances plasma glucose control, can prevent or delay the onset of type 2 diabetes and if one develops the disease, it reduces the risk of death from complications in the cardiovascular system(Golden 2004: Virtartaite 2004: babyak 2001: Suh 2002: Church 2004: Short 2003: American Diabetes association 2003: McFarln 2004. Menopause results in decreased bone density. This is because of reduced estrogen levels in the body. Estrogen is bone protective. Post menopausal women are thus at higher risk of fractures because of weak bones. The fractures are more common at the hip joint and the femoral bone. Exercise has been shown to increase bone thickness and hence stronger bones in women of this age group (Cussler 2005: Kerr 2001). Osteoarthritis is a common skeletal disease that comes with advanced age. It affects joints in the body. Weight training and aerobics exercise has been shown to enhance balance in older people with knee osteoarthritis (Messier 2000). Exercise is not only for the adults. Exercise during childhood and teenage years ensure stronger bones later in life. Exercise during pregnancy is a healthy habit. Through it, an expectant mother is able to influence the size of her infant (Clapp 2003). METABOLISM, GETTING THE ENERGY WE NEED. Various metabolic processes interplay to ensure that body functions are maintained at optimum. These metabolic processes are affected by exercise. Once food is ingested, it undergoes digestion in the alimentary canal. With the aid of enzymes, the food is broken down into its basic components which are glucose, lipids and amino acids. Energy in the body is derived primarily from glucose. In the absence of glucose, fat is the alternative for energy production. Proteins derived from muscle mass are the least favored option when it comes to energy production. Breakdown of proteins requires a lot of energy. Ammonia is a byproduct of protein breakdown and it has harmful effects on health. In the setting of protein breakdown, damage to body organs and systems is inevitable. It also impairs the effectiveness of an exercise programme. Energy in the body is produced in the form of ATP. ATP production occurs in the mitochondria which are found within body cells. ATP is utilized in the body in various ways. It provides the energy required to power every energy consuming process in the body. It is also essential body building. It provides the energy required for repair of tissues and growth. Cleaving of a phosphate molecule from ATP to form ADP is the chemical reaction that releases energy. Nutrition and exercise are thus closely related. The role of nutrition is to provide enough energy to the muscles during the exercise and recovery period. It is important to know how muscles utilize energy during exercise. ATP is the first line energy source for muscles during contraction. However the amount of ATP stored in the muscle at any given moment is only adequate for one contraction. During exercise, rapid synthesis of ATP is therefore necessary to sustain the additional contractions. Creatinine phosphate is a molecule stored in muscle that facilitates the synthesis of ATP. This too has its limitations. This is because the stores of creatinine phosphate in muscle are also quickly depleted. Breakdown of glucose is responsible for replacing the depleted ATP and creatinine phosphate stores. A maximum yield of ATP is found when glucose is broken down In the presence of oxygen. This is called anaerobic metabolism. When oxygen is inadequate during glucose breakdown, lactic acid is formed. When the lactic acid builds up in muscle, it produces a burning sensation. The latter type of glucose breakdown is known as anaerobic metabolism and is common in exercises that are characterized by short bursts of activity. If glucose is depleted in the course of exercise, the body utilizes fat and proteins as alternative sources of energy. After exercise, the body will need to replenish the ATP stores in the muscles. This is an activity with high oxygen consumption. As mentioned earlier, anaerobic exercises are characterized by short bouts of activity. They are intense in nature and performed over a short period of time. They employ use of weights and are used primarily to build muscle bulk and strengthen muscles (Annianson 1981). Aerobic exercises are utilized in endurance training. These types of exercises are characterized by sustained low level muscle activity. One of the primary benefits of endurance training is weight loss. It also confers cardio protective benefits. Aerobic and anaerobic exercises can be carried out simultaneously. This widens the benefits an individual can glean i.e. one is able to lose weight and at the same time build up the muscle bulk. This is known as interval training (Martini 1995). MUSCLES AND AGING. With age, the muscle bulk reduces and muscles progressively weaken. This process is independent of lifestyle and exercise regimes (Brosss 1999). The elasticity of the muscles diminishes with time and they become more prone to injuries (Bross 1999: Braumgartner 1998). Their regeneration potential also decreases and repairs take longer. However age should not be a contraindication for exercise. Strength can be restored to weakened muscles through strength training (Anianson 1981: Frontera 1992). With advancing age, exercise helps keep weight in check and thus wards of diseases such as diabetes. It is advisable for the elderly to engage in activities that are not strenuous (Martini 1995). WHAT I HAVE LEARNED SO FAR. Benefits of exercise include weight control, prolonged life and mental well being. Metabolism is the process by which food is broken down to produce energy. Muscles utilize ATP for energy during contraction. Endurance exercises are cardio protective and result in weight loss while anaerobic exercises are utilized in building up the muscle bulk. TESTESTRONE REPLACEMENT. Andropause is the equivalent of menopause in women. It refers to the gradual decline of testosterone levels in men that occurs with age. Generally, 40-50% of men have low levels of testosterone by age 70 (Anawalt 2000). Symptoms experienced include decline in libido, heart disease and loss of bone and muscle. Growth hormone levels decline concurrently with those of testosterone (Karakelides 2005). Supplementing growth hormone and testosterone to enhance exercise looks like a viable option. However studies that have focused on this issue have found data that is insufficient to support this practice (Anawalt 2000). The risk of hormone dependent cancers is higher in the elderly and therefore any supplementation of testosterone should be approached with caution. Hormone replacement therapy if needed should thus be carried out under the watchful eye of a qualified physician. EXERCISE ENHANCING SUPPLEMENTS. Various supplements enhance muscle function. They include; Carnitine: this is an amino acid that aids in transport of fat into the mitochondria where it is broken down for energy production. Exercise capacity is enhanced when patients with kidney diseases or artery disease are given carnitine supplements (Baker 2001: Brass 1998). Carnosine: carnosine is present in muscle. Concentration of carnosine in muscle is highest during exercise (Suzuki 2002). Exercise is associated with formation of free radicals from the oxygen utilizing processes that take place (Yang 2000: Boldyrev 1997: Yneva 1999: Nagasawa 1999). Carnosine destroys the free radicals and prevents them from oxidizing body cells. It also protects proteins by inhibiting cross linking (Hipkiss 1997: Munch 1995). During strenuous exercise, carnosine also acts as a PH buffer thus protecting muscle from oxidation (Burcham 2000). Coenzyme Q10 (CoQ10): this is an essential enzyme that is utilized in the process of converting food into energy. It is located in the mitochondria. Oxidation processes take place continuously in the mitochondria. This results in the depletion of CoQ10 enzyme (Lonrot 1995: Dimeo 2001: Geneva 2004). Dysfunction of mitochondria coupled with depletion of CQ10 is thought to be an important causative factor in the development of age related diseases (Wallace 2009). This also results in production of less energy and increased synthesis of oxygen radicals (Choski 2007). The radicals further damage the mitochondria resulting in a vicious cycle (Di Lisa 2009). Shilajit: this is an organic substance harvested from biomass in the Himalayas (Schepetkin 2009: Goel 1990). It is famously utilized by ayurvedic practioners. It protects the body from illness and stress by acting as an adptogen. Advance in science has shown that it contains humic substances that enhance the flow of energy within the mitochondria (Agarwal 2007). A study conducted showed that shilajit decreased the rate of ATP decline in heart, brain and muscle tissue when given to rats that had been subjected to strenuous activity (Bhattacharyya 2009. The rate of depletion of CoQ10 was also slowed. When administered together, shilajat and CQ10 were found to have a synergistic effect. Shilajit contains two primary components that are essential for its function. These are fulvic acid and dibenzo-a-pyrones (DBPs). On its own, fulvic acid can initiate energy production in the mitochondria. It also prevents the oxidative damage to the mitochondria and transports DPBs into the mitochondria to aid in reactions that produce ATP(Piotrowska 2000; Ghosal 2006). When the mice were given oral CoQ10 supplements in isolation, there was increase in the levels of the enzyme in heart, liver and kidney tissues (Bhattacharyya 2009). However, when DBPs were supplemented concurrently with the CoQ10, the liver stores increased by 29% (Bhattacharyya 2009). Shilajit preserves ATP in the body. By ensuring that CoQ10 in the body is utilized maximally, it improves exercise performance. This was demonstrated in a recent study. People who took 200mg of Shilajit daily for 15 days had higher levels of ATP in the blood after exercise and the fitness score improved by 15%. Creatine: supplementing creatinine is beneficial. It increases both the lean mass and strength of the muscles (Nissen 2003; Kreider2003; Gotshalk 2002). ATP production requires phosphate molecules. Creatine acts as a donor of phosphate and thus enhances ATP production. In the setting of anaerobic glycolysis, creatine delays build up of lactic acid in the muscles. Muscle is not the only body tissue that benefits from creatine supplementation. Studies have shown that creatine is of benefit in patients with neurological degenerative disorders and it enhances memory in the elderly (Wyss 2002; Beal 2003; Tarnopolsky 2001; Matthews 1998; Tabrizi 2003; Laakso 2003; Yeo 2000; Valenzuela 2003; Watanabe 2002; Rae 2003). Branched amino acids: the basic building blocks of proteins are amino acids. There are two types of amino acids. Essential amino acids cannot be synthesized in the body and are only sourced from the diet. Non essential amino acids are those that the body can synthesis. Leucine and isoleucine are examples of branched essential amino acids that have been shown to enhance performance and prevent breakdown of muscle during endurance exercise (Workman 2002; Shimomura 2006; Ohtani 2006). Unlike carbohydrates supplements, amino acid supplements have been shown to increase muscle strength in the elderly (Scognamiglio 2004). Glutamine: glutamine is an amino acid that is present in abundant amounts in the healthy body. Prolonged exercise, surgery or infection can decreases the levels of glutamine in the body. There is an increase risk of developing respiratory infections in athletes who engage in strenuous activity. This has been linked to reduced glutamine levels in the body as a result of the exercise (Castell 2002; Parry-Billings 1990). Supplementing glutamine in marathon runners had the effect of reducing respiratory infections (Castell 1996). When used in combination with glycine and L-cysteine, glutathione helps enhance synthesis of glutathione which functions as an antioxidant in the body (Rennie 1998). When levels of glutathione are low in the body, muscle tissue is broken down to supply glutathione. Supplementing glutathione will bar this from happening (Antonio 2002; Hankard 1996). Metabolic whey protein: protein supplementation has been a popular practice among athletes and fitness enthusiasts. Exercise may deplete body energy stores. Protein supplementation will therefore provide an alternative source of energy and prevent muscle breakdown. Mechanical muscle function was found to be greater in patients who had protein supplementation compared to those who had carbohydrate supplementation (Andersen 2005). Plant protein: vegetable protein is an important source of proteins for vegetarians. With advancing age, blood vessels tend to lose their elasticity and hence their ability to dilate. Pea protein contains arginine which is used in synthesis of nitric oxide. This is a compound that is essential for dilation and relaxation of blood vessels (Zhou 2001).l. Contrary to common belief some vegetables contain higher amounts of protein when compared to animal based sources of protein. Polyenylphosphatidylcholine (PPC): muscle contraction is mediated by the nervous system. Information from the neural circuit is relayed to the muscle at the neuromuscular junction. Acetylcholine is the chemical mediator at this junction that relays this information. During exercise, PPC maintains plasma levels of choline which is a raw product used in the synthesis of acetyl choline (Buchman 2000). This ensures that there is continuous flow of electric information from the nerves to the muscles. Vitamin D: it is common knowledge that vitamin D is essential for proper bone health. It has recently come to attention that it is also important for muscle health. Vitamin D helps maintain muscle bulk by preventing shrinking of muscle fibers. Research has shown that adequate vitamin D intake reduces the risk of osteoporosis and muscle atrophy in the long run (Montero-Odasso 2005). D-ribose: D ribose is a molecule that is utilized during synthesis of ATP. Physical fatigue as a result of exercise is one of the chief reasons that puts off people from exercising (Annesi,  2005). During strenuous exercise, ATP levels in muscle can drop by up to 20% and it can take up to 72 hours for the muscles to replenish the ATP stores (Hellsten-Westing 1993; Stathis 1994). After exercise, many individuals feel spent. This has been linked to release of products of ATP break down into blood (Hellsten 1999). D-ribose will ensure that ATP levels in muscle are at optimum (Tullson 1988; Zarzeczny 2001). This will result in less fatigue after exercise and a person can happily look forward to the next exercise lesson. Exercise becomes an enjoyable activity instead of the drag many people have come to associate it with. D-ribose supplementation increases ATP stores in the muscle by up to four fold. This provides adequate reserve that can be utilized if need arises (Tullson 1991). D-ri bose also enhances recycling of the products of ATP breakdown. This enhances the speed of ATP synthesis (Zarzeczny 2001; Brault 2001). Muscles that are fatigued take longer to replenish ATP compared to well rested muscles (Hellsten-Westing 1993).. In 2004, a study showed that D- ribose accelerated the rate of recovery of ATP in muscle among sprinters (Hellsten2004). The following protocols may also be of interest. Obesity and weight loss. Trauma and wound healing. Male hormone restoration. Female hormone restoration. LIFE EXTENSION SUGGESTIONS. Creatine: 2 – 5 g daily Carnitine: 1000 – 2000 mg daily Carnosine: 1500 – 3000 mg daily CoQ10 (as ubiquinol): 100 – 300 mg daily Shilajit: 100 – 200 mg daily Branched-chain amino acids: containing at least 1200 mg L-leucine, 600 mg L-isoleucine, and 600 mg L-valine Glutamine: 500 – 1000 mg daily Whey protein: consider taking 20 – 80 g whey protein daily. It is most important to consume whey protein before and immediately after your exercise session to make sure adequate protein is available to depleted muscles. Plant Protein: 18 g protein from a blend of plants including pea Polyenylphosphatidylcholine (PPC): 900 – 1800 mg Vitamin D: 5000 – 8000 IU daily; depending upon blood levels of 25-OH-vitamin D D-ribose: 5 g, 1 – 3 times daily with food Also, the following blood tests may provide helpful information Vitamin D, 25-Hydroxy Female Comprehensive Hormone Panel Male Comprehensive Hormone Panel Creatine Kinase DISCLAIMER. information contained in this article does not intend to disregard advice rendered to individuals by qualified clinicians. Before commencing on any diet or exercise programme, a person should seek professional advice from a qualified healthcare professional. The protocols described in this article are for adults only. Before use of any supplement, a person should familiarize themselves with the product information provided by the manufacturer. This information pertains to the dose, administration and contraindications. The authors and publishers of this article are not liable to injury or damage a person may endure after use of information contained herein.

Relationship between Prospero, Caliban and Ariel in The Tempest Essay

Relationship between Prospero, Caliban and Ariel in The Tempest   Ã‚   Shakespeare’s play, The Tempest is set on a mysterious island surrounded by the ocean. Here the magician Prospero is ruler of the isle with his two servants Caliban and Ariel.   Caliban is the abrasive, foul-mouthed son of the evil witch Sycorax. When Prospero was shipwrecked on the island Prospero treated him kindly but their relationship changed when Caliban tried to rape Prospero's daughter, Miranda. Caliban then became Prospero's unwilling servant. Caliban serves his master out of fear Prospero's wrath. Prospero's other servant Ariel is a graceful spirit who has courtesy and charm. Ariel has put her services at Prospero's disposal out of gratitude for his kind actions towards her. Prospero saved Ariel from the confinement of Sycorax who held her prisoner. Prospero treats his two servants in very different ways as their behavior and attitudes towards him are contrasting. From this, the question arises why he treats his equally hard-working servants in different ways and if he is wise in his actions. Prospero treats Caliban in a very strict, even ruthless manner insulting him, 'Thou poisonous slave, got by the devil himself' 1/2/319 and threatening him with harsh punishments that he can inflict by his powerful magic, '...tonight thou shalt have cramps... Thou shalt be pinched... each pinch more stinging Than bees made 'em. ' 1/2/325 Prospero appears to be a ruthless tyrant that strikes fear into Caliban to make him work but further on in the text we learn that this is not the case. Caliban's foul-mouthed insults, '...blister you all over.' 1/2/324 portray his degraded, brutish nature. In Act 1 Scene 2 Caliban complains of how Prospero used h... ...te therefore becoming impractical and lacking in common sense. Shakespeare tries to show in the form of the wise Prospero, the balance of the two sides, the baser and the nobler. If you let one side dominate your personality you lose sight of your own individual person and you lose the balance.    Woks Cited and Consulted Cahn, Victor L. Shakespeare, The Playwright Praeger Publishers. Westport CT. 1996 Charney, Maurice. "Bad" Shakespeare Associated Univeristy Press. London, England. 1996 Howe, James. A Buddhist's Shakespeare Associated University Press. Mississauga, Ontario, Canada. 1994 Hylton, Jeremy. Complete Works of WilliamShakespeare, Oct 4, 1999. Massachusetts Institute of Technology Kathman, Dave. Dating The Tempest Personal site http://www.clark.net/pub/tross/ws/tempest.html   

Inclusion in the Classroom Essay -- essays papers Education Special Ne

Inclusion in the Classroom Inclusion can be defined as the act of being present at regular education classes with the support and services needed to successfully achieve educational goals. Inclusion in the scholastic environment benefits both the disabled student and the non-disabled student in obtaining better life skills. By including all students as much as possible in general or regular education classes all students can learn to work cooperatively, learn to work with different kinds of people, and learn how to help people in tasks. â€Å"As Stainback, Stainback, East, and Sapon-Shevin (1994) have noted, ‘...the goal of inclusion in schools is to create a world in which all people are knowledgeable about and supportive of all other people,’† (Whitworth, 1999) Of the many benefits aspects for children placed in inclusion classrooms, there is none more important than the academic benefits. One way that students benefit is by learning skills of independence. Special needs students learn to depend on themselves first and then ask for help when they really need it. In the inclusive setting there won’t be as much of an opportunity for teachers or aids to assist all of the students. All children are taught through new and sometimes improved methods when put into an inclusion classroom. Teachers , through training, will learn different methods of teaching concepts that may make it easier for students to understand. Difficult concepts in math, such as volume, may be taught in a new and easy to understand way. In a study conducted by Johns Hopkins University (Success For All) it was determined that in an inclusion setting â€Å"assessments showed improved reading performance for all students, the most dramatic improvements o... ...d students gain better life skills and a better understanding of others. Reference List: Walker, K. E., & Ovington, J. A. (1998, September 6). Inclusion and its effects on students. Electric Journal for Inclusive Education, Vol. 1 Ed. 2. Retrieved October 31, 2002, from http://www.cehs.wright. edu/~prenick/JournalArchives/Winter-1999/inclusion.html Whitworth, J. W. (1998). A model for inclusive teacher preparation. Electric Journal for Inclusive Education, Vol. 1 Ed. 2. Retrieved October 31, 2002, from http://www.cehs.wright.edu/~prenick/ JounalArchives/Winter-1999/whitworth.html Stout, Katie S.(2001, November 5). Special education inclusion. Wisconsin Education Association Council.Retrieved November 28, 2002, from http://www.weac.org/resource/june96/speced.htm Special education in the regular classroom.(1969). New York, NY: The John Day Company, Inc. Inclusion in the Classroom Essay -- essays papers Education Special Ne Inclusion in the Classroom Inclusion can be defined as the act of being present at regular education classes with the support and services needed to successfully achieve educational goals. Inclusion in the scholastic environment benefits both the disabled student and the non-disabled student in obtaining better life skills. By including all students as much as possible in general or regular education classes all students can learn to work cooperatively, learn to work with different kinds of people, and learn how to help people in tasks. â€Å"As Stainback, Stainback, East, and Sapon-Shevin (1994) have noted, ‘...the goal of inclusion in schools is to create a world in which all people are knowledgeable about and supportive of all other people,’† (Whitworth, 1999) Of the many benefits aspects for children placed in inclusion classrooms, there is none more important than the academic benefits. One way that students benefit is by learning skills of independence. Special needs students learn to depend on themselves first and then ask for help when they really need it. In the inclusive setting there won’t be as much of an opportunity for teachers or aids to assist all of the students. All children are taught through new and sometimes improved methods when put into an inclusion classroom. Teachers , through training, will learn different methods of teaching concepts that may make it easier for students to understand. Difficult concepts in math, such as volume, may be taught in a new and easy to understand way. In a study conducted by Johns Hopkins University (Success For All) it was determined that in an inclusion setting â€Å"assessments showed improved reading performance for all students, the most dramatic improvements o... ...d students gain better life skills and a better understanding of others. Reference List: Walker, K. E., & Ovington, J. A. (1998, September 6). Inclusion and its effects on students. Electric Journal for Inclusive Education, Vol. 1 Ed. 2. Retrieved October 31, 2002, from http://www.cehs.wright. edu/~prenick/JournalArchives/Winter-1999/inclusion.html Whitworth, J. W. (1998). A model for inclusive teacher preparation. Electric Journal for Inclusive Education, Vol. 1 Ed. 2. Retrieved October 31, 2002, from http://www.cehs.wright.edu/~prenick/ JounalArchives/Winter-1999/whitworth.html Stout, Katie S.(2001, November 5). Special education inclusion. Wisconsin Education Association Council.Retrieved November 28, 2002, from http://www.weac.org/resource/june96/speced.htm Special education in the regular classroom.(1969). New York, NY: The John Day Company, Inc.