Characteristics of nutrients and their benefits to the body Essay

In order to obtain good health everyone must consume a balanced diet. To do this we must eat recommended amounts of food from the five food groups which are, fruit and vegetables, meat, fish & alternatives, bread, cereals & potatoes, milk & dairy and foods which contain fats and sugar. These five food groups contain the seven components of a balanced diet they are, protein, carbohydrates, lipids, vitamins, minerals, fibre and water. Proteins are made up of long chains of amino acids, there are 22 different types of amino acid and the body needs all of them to function properly. There are many forms of protein, which all play an important role in the function of the body. For example, collagen is a protein and is vital for the strength, elasticity and composition of hair and skin. If not consuming enough carbohydrates, the body will look for other sources of energy, such as proteins found in muscle tissue. Proteins, however, are not efficient sources of energy for the body. Proteins are essential nutrients for the human body. They are one of the building blocks of body tissue, and can also serve as a fuel source. Carbohydrates are one of the main types of food. The liver breaks down carbohydrates into glucose which the body uses for sugar. Carbohydrates also protect muscles and help regulate the amount of sugar circulating in the blood so that all the cells get the energy they need. Sugars and starch are the main types of carbohydrates; these carbohydrates provide energy for the body. Lipids in the body store energy and are serving as components of hormones and vitamins. Vitamins are an essential nutrient which the body cannot produce enough of on its own, so it has to get it from food. Minerals help your body grow, develop, and stay healthy. The body uses minerals to perform many different functions such as building strong bones to transmitting nerve impulses. Fibre can’t be digested so it helps clean out the intestines by moving bowel movements along. Water has many functions in the human body. Some of its actions include its use as a solvent, as a lubricant, as a conduction system for moving unnecessary waste, and as a mode of temperature regulation. Macronutrients are also essential for good health; they break down carbohydrates and fats, which provide energy to the body and they assist in the absorption of protein, which provides the building blocks necessary for cell growth and repair. Micronutrients depend on vitamins and minerals to regulate the release of energy from food because they don’t provide energy.

Different Issues About Sex Education Education Essay

IntroductionSexual activity instruction is perchance one of the most talked-about subjects presents, particularly among concerned citizens and the authorities. Sexual activity is a natural thing for all of us and it is merely right for the research workers every bit good as the readers to cognize and larn more about it. But the inquiry is, is it right for sex instruction to be taught in primary schools? This research paper tackles the different issues about sex instruction. It contains the pros and cons of learning sex instruction in primary schools. Opinions from different sides such as instructors in primary and secondary schools are considered. With such divisions, the reader can come close their ain comprehension of the subject and therefore lend ways to help the primary pupils sing this affair. In this research paper, the research workers would wish to demo the readers the importance of instructors ‘ perceptual experience on learning sex instruction in primary schools. The research workers are convinced that this paper will be of great value to pupils and instructors.Conceptual ModelSexual activity EducationTeachersSecondaryPrimaryPerceptStatement of the ProblemThe survey aimed to happen out the instructors ‘ position on learning sex instruction in primary schools. What is the general profile of the respondents in footings of: Age Civil Status Gender Capable instruction What are the instructors ‘ positions of learning sex instruction in primary schools? What are the issues/concerns of instructors in the instruction of sex instruction primary schools? Is there a important difference on how the instructors view the instruction of sex instruction when compared by primary and secondary schools?HypothesisThere is no important difference between the positions of the instructors from primary and secondary schools.Premises of the StudyThe research workers assume that the questionnaires distributed to the respondents are answered candidly and truthfully, and that all informations that will be gathered is dependable to the survey. The research workers besides assume that the personal values may impact the respondent ‘s reaction to the inquiries given and personal experiences may act upon the response to the inquiry.Research LocaleThe survey will be conducted in Southville International School and Colleges located at 1281 Tropical Ave. cor. Luxembourg St. , BF International, Las Pinas City, Philippines. The school will be the focal point of the survey because it is more convenient to the research workers, it has a large population and it is suited for the survey.Significance of the surveyParents: They will be guided on doing the determination of allowing their kids analyze sex instruction in the school where their kids are analyzing. Students: They will hold an thought about what they can acquire from larning sex instruction. They will be cognizant that the really bosom of this issue is for their hereafter.Scope and Restrictions:The research focused on the perceptual experiences of the instructors towards learning sex instruction in primary schools. The respondents are the instructors in primary and secondary degree of school twelvemonth 2010-2011, from Southville International School and Colleges.Definition of FootingsCurricula- are the classs offered by an educational establishment. It is besides a set of classs representing an country of specialisation. Mandatory- can besides be mandatory the instruction of sex instruction is obligatory. Optional- the instruction of sex instruction for immature people is non mandatory. Perception- is a consequence of perceiving, observation, a mental image, or construct. Primary school- includes classs one to six. Secondary school- a school normally including old ages 7 to 10. Sexuality- is an look of sexual receptiveness or involvement particularly when inordinate. Sexual activity wise- it is a 12 portion series which discussed sex instruction, household life instruction, contraceptive method, household life instruction, contraceptive method and parenting. Sexual activity Education- is an instruction about human sexual anatomy, reproduction, and intercourse and other human sexual behavior. Young people- are besides referred to as adolescents or kids ages between to 10 to 12.Review of Related LiteratureSexual activity EducationIt is sometimes called gender instruction or sex and relationships instruction, is the procedure of geting information and forming attitudes and beliefs about sex, sexual individuality, relationships and familiarity. Sexual activity instruction is besides about developing immature people ‘s accomplishments so that they make informed picks about their behaviour, and experience confident and competent about moving on these picks. It is widely accepted that immature people have a right to arouse instruction. This is because it is a agency by which they are helped to protect themselves against maltreatment, development, unintended gestations, sexually transmitted diseases and HIV and AIDS. It is besides argued that supplying sex instruction helps to run into immature people ‘s rights to information about affairs that affect them, their rig ht to hold their demands met and to assist them bask their gender and the relationships that they form. It aims to cut down the hazards of potentially negative results from sexual behaviour, such as unwanted or unplanned gestations and infection with sexually transmitted diseases including HIV. It besides aims to lend to immature people ‘s positive experience of their gender by heightening the quality of their relationships and their ability to do informed determinations over their life-time. Sexual activity instruction that works, by which we mean that it is effectual is sex instruction that contributes to both these purposes therefore assisting immature people to be safe and bask their gender. ( http: //www.avert.org/sex-education.htm, 2010 )BeliefsYoung people can be exposed to a broad scope of attitudes and beliefs in relation to sex and gender. These sometimes appear contradictory and confusing. For illustration, some wellness messages emphasize the hazards and dangers associated with sexual activity and some media coverage promotes the thought that being sexually active mak es a individual more attractive and mature. Because sex and gender are sensitive topics, immature people and sex pedagogues can hold strong positions on what attitudes people should keep, and what moral model should regulate people ‘s behavior – these excessively can sometimes look to be at odds. Young people are really interested in the moral and cultural models that bind sex and gender. They frequently welcome chances to speak about issues where people have strong positions, like abortion, sex before matrimony, sapphic and cheery issues and contraceptive method and birth control. It is of import to retrieve that speaking in a balanced manner about differences in sentiment does non advance one set of positions over another, or intend that one agrees with a peculiar position. Part of researching and understanding cultural, spiritual and moral positions is happening out that you can hold to differ. Effective sex instruction besides provides immature people with an chance to research the grounds why people have sex, and to believe about how it involves emotions, regard for one ego and other people and their feelings, determinations and organic structures. Young people should hold the opportunity to research gender differences and how ethnicity and gender can act upon people ‘s feelings and options. They should be able to make up one's mind for themselves what the positive qualities of relationships are. It is of import that they understand how intimidation, pigeonholing, maltreatment and development can negatively act upon relationships. . ( As besides stated at the web site: hypertext transfer protocol: //www.avert.org/sex-education.htm, 2010 )Sexual activity instruction worldwideAfricaSexual activity instruction in Africa has focused on stemming the turning AIDS epidemic. Most authoritiess in the part have established AIDS instruction plans in partnership with the World Health Organization and international NGOs. These plans were undercut significantly by the Global Gag Rule, an enterprise put in topographic point by President Reagan, suspended by President Clinton, and re-instated by President Bush. The Global Gag Rule â€Å" †¦ required nongovernmental organisations to hold as a status of their reception of Federal financess that such organisations would neither execute nor actively promote abortion as a method of household planning in other states. † The Global Gag Rule was once more suspended as one of the first official Acts of the Apostless by United States President Barack Obama. The incidences of new HIV transmittals in Uganda decreased dramatically when Clinton supported a comprehensive sex instruction attack ( including information about contraceptive method and abortion ) . Harmonizing to Ugandan AIDS militants, the Global Gag Rule undermined community attempts to cut down HIV prevalence and HIV transmittal.EuropeSuomiIn Fila nd, sexual instruction is normally incorporated into assorted obligatory classs, chiefly as portion of biological science lessons ( in lower classs ) and subsequently in a class related to general wellness issues. The Population and Family Welfare Federation provide all 15-year-olds an introductory sexual bundle that includes an information booklet, a rubber and a sketch love narrative.England and WalesIn England and Wales, sex instruction is non mandatory in schools as parents can decline to allow their kids take portion in the lessons. The course of study focuses on the generative system, foetal development, and the physical and emotional alterations of adolescence, while information about contraceptive method and safe sex is discretional and treatment about relationships is frequently neglected. Britain has one of the highest adolescent gestation rates in Europe and sex instruction is a het issue in authorities and media studies. In a 2000 survey by the University of Brighton, ma ny 14 to 15 twelvemonth olds reported letdown with the content of sex instruction lessons and felt that deficiency of confidentiality prevents adolescents from inquiring instructors about contraceptive method.FranceIn France, sex instruction has been portion of school course of study since 1973. Schools are expected to supply 30 to 40 hours of sex instruction, and base on balls out rubbers, to pupils in classs eight and nine. In January 2000, the Gallic authorities launched an information run on contraceptive method with Television and wireless musca volitanss and the distribution of five million cusps on contraceptive method to high school pupils.GermanyIn Germany, sex instruction has been portion of school course of study since 1970. Since 1992 sex instruction is by jurisprudence a governmental responsibility. It usually covers all topics refering the growing-up procedure, organic structure alterations during pubescence, emotions, the biological procedure of reproduction, sexual activity, partnership, homosexualism, unwanted gestations and the complications of abortion, the dangers of sexual force, kid maltreatment, and sex-transmitted diseases, but sometimes besides things like sex places. Most schools offer classs on the right use of contraceptive method. A sex study by the World Health Organization refering the wonts of European adolescents in 2006 revealed that German adolescents care about contraceptive method. The birth rate among 15- to 19-year-olds was really low – merely 11.7 per 1000 population, compared to the UK ‘s 27.8 births per 1,000 population, and-in first place-Bulgaria ‘s 39.0 births per 1,000.PolandIn the Western point of position, sex instruction in Poland has ne'er really developed. At the clip of the People ‘s Republic of Poland, since 1973, it was one of the school topics ; nevertheless, it was comparatively hapless and did non accomplish any existent success. After 1989, it practically vanished from the school life – it is presently an sole topic ( called wychowanie do A?ycia w rodzinie/family life instruction instead than edukacja seksualna/sex instruction ) in several schools their parents must give consent to the schoolmasters so their kids may go to. It has much due to the str ong expostulation against sex instruction of the Catholic Church ; the most influential establishment in Poland. It has, nevertheless, been changed and since September 2009 sex instruction will go an obligatory topic in the figure of 14 per school twelvemonth – unless parents do non desire their kids to be taught. Objecting parents will hold to compose particular dissensions.North AmericaUnited StatesAbout all U.S. pupils receive some signifier of sex instruction at least one time between classs 7 and 12 ; many schools begin turn toing some subjects every bit early as classs 5 or 6. However, what pupils learn varies widely, because course of study determinations are so decentralised. Many provinces have Torahs regulating what is taught in sex instruction categories or leting parents to choose out. Some province Torahs leave course of study determinations to single school territories. Two chief signifiers of sex instruction are taught in American schools: comprehensive and abstinence-only. Comprehensive sex instruction covers abstinence as a positive pick, but besides teaches about contraceptive method and turning away of STIs when sexually active. A 2002 survey conducted by the Kaiser Family Foundation found that 58 % of secondary school principals describe their sex instruction course of study as comprehensive. Abstinence-only sex instruction tells adolescents that they should be sexually abstentious until matrimony and does non supply information about contraceptive method. In the Kaiser survey, 34 % of high-school principals said their school ‘s chief message was abstinence-only. The difference between these two attacks, and their impact on adolescent behaviour, remains a controversial topic. In the U.S. , teenage birth rates had been dropping since 1991, but a 2007 study showed a 3 % addition from 2005 to 2006. From 1991 to 2005, the per centum of teens describing that they had of all time had sex or were presently sexually active showed little diminutions. However, the U.S. still has the highest adolescent birth rate and one of the highest rates of STIs among teens in the industrialised universe. Public sentiment polls conducted over the old ages have found that the huge bulk of Americans favour broader sex instruction plans over those that teach merely abstinence, although abstention pedagogues late published canvass informations with the opposite decision. On the other manus, advocates of abstinence-only sex instruction object to curricula that fail to learn their criterion of moral behaviour ; they maintain that a morality based on sex merely within the bounds of matrimony is â€Å" healthy and constructive † and that value-free cognition of the organic structure may take to immoral, unhealthy, and harmful patterns. Within the last decennary, the federal authorities has encouraged abstinence-only instruction by maneuvering over a billion dollars to such plans. Some 25 provinces now decline the support so that they can go on to learn comprehensive sex instruction. Funding for one of the federal authorities ‘s two chief abstinency-only support plans, Title V, was extended merely until December 31, 2007 ; Congress is debating whether to go on it past that day of the month. The impact of the rise in abstinence-only instruction remains a inquiry. To day of the month, no published surveies of abstinence-only plans have found consistent and important plan effects on detaining the oncoming of intercourse. In 2007, a survey ordered by the U.S. Congress found that in-between school pupils who took portion in abstinence-only sex instruction plans were merely every bit likely to hold sex ( and utilize contraceptive method ) in their teenage old ages as those who did non. Abstinence-only advocators claimed that the survey was flawed because it was excessively narrow and began when abstinence-only course of study were in their babyhood, and that other surveies have demonstrated positive effects. Harmonizing to a 2007 study, Teen pregnancies in the United States showed 3 % addition in the adolescent birth rate from 2005 to 2006, to about 42 births per 1,000.VirginiaVirginia uses the sex instruction plan called, The National Campaign to forestall adolescent and unplanned gestation. The National Campaign was created in 1996. The plan focuses on forestalling adolescent and unplanned gestations of immature grownups. The National run set a end to cut down adolescent gestation rate by 1/3 in 10 old ages. The Virginia Department of Health ranked Virginia 19th in adolescent gestation birth rates in 1996. Virginia was besides rated 35.2 adolescent births per 1000 misss aged 15-19 in 2006. The Healthy people 2010 end is a adolescent gestation rate at or below 43 gestations per 1000 females age 15-17.AsiaThe province of sex instruction plans in Asia is at assorted phases of development. Indonesia, Mongolia, South Korea have a systematic policy model for learning about sex within schools . Malaysia, the Philippines and Thailand have assessed adolescent generative wellness demands with a position to developing adolescent-specific preparation, messages and stuffs. India has plans aimed at kids aged nine to sixteen old ages. In India, there is a immense argument on the course of study of sex instruction and whether it should be increased. Attempts by province authoritiess to present sex instruction as a mandatory portion of the course of study have frequently been met with rough unfavorable judgment by political parties, who claim that sex instruction â€Å" is against Indian civilization † and would misdirect kids. ( Bangladesh, Myanmar, Nepal and Pakistan have no coordinated sex instruction plans. ) In Japan, sex instruction is compulsory from age 10 or 11, chiefly covering biological subjects such as menses and interjection. In China and Sri Lanka, sex instruction traditionally consists of reading the reproduction subdivision of biological science text editions. In Sri Lanka they teach the kids when they are 17-18 old ages. However, in 2000 a new five-year undertaking was introduced by the China Family Planning Association to â€Å" advance generative wellness instruction among Chinese adolescents and single young person † in 12 urban territories and three counties. This included treatment about sex within human relationships every bit good as gestation and HIV bar. The International Planned Parenthood Federation and the BBC World Service ran a 12-part series known as Sexwise, which discussed sex instruction, household life instruction, contraceptive method and parenting. It was foremost launched in South Asia and so extended worldwide.Acrimonious Argument over Sexual activity Education in the PhilippinesThe educational faculty â€Å" Adolescent Sexual Health, † though non yet released to all high schools in the Philippines, has already drawn heavy unfavorable judgment from the Roman Catholic Church, pro-life militants, and some parents. â€Å" The manner it is being taught deficiencies the fear, the polish that the capable affair demands, † said Jo Imbong, legal officer of the Catholic Bishops Conference of the Philippines. Deciding when to learn kids about sex should be left to their parents, he said. But Professor Corazon Raymundo, manager of the University of the Philippines ‘ Population Institute ( UPPI ) , said sex instruction in schools is necessary because it is non in the state ‘s civilization for parents to discourse sex with their kids. The instruction section, which presented the faculty as a response to the state ‘s flourishing population growing, emphasized it is non a sex manual but instead a instruction usher covering with household planning, generative wellness, and the dangers of early and pre-marital sex. Harmonizing to a UPPI study, 23 per centum of Filipinos ages 15-24 engaged in pre-marital sex in 2002, up from 18 per centum in 1994. The prevalence of bad sexual behaviours among striplings rose from 20 per centum in 1994 to 27 per centum in 2002. Further, this age group now accounts for 17 per centum of all induced abortions in the state. â€Å" It ‘s high clip that the ignorance of striplings be addressed in a manner that will let them to do an informed pick, † said Solita Monsod, former economic planning secretary. Now, nevertheless, instruction functionaries have responded to the unfavorable judgment by retreating the faculty â€Å" for farther communications among stakeholders. † Before it is returned to schools, some subdivisions will be revised, said Lolita Andrada, the faculty ‘s editor and the manager of the Bureau of Secondary Education. In peculiar, the subdivision on safe sex, which some viewed as a publicity of promiscuousness, will be rewritten, Andrada said. ( hypertext transfer protocol: //www.thebody.com/content/news/art23803.html, 2010 )Dep.Ed. sued over sex instruction programMANILA, Philippines ( UPDATE ) – The former legal officer of the Catholic Bishops Conference of the Philippines on Monday sued the Department of Education for integrating sex instruction in the course of study of simple and high school pupils. In an interview, attorney Jo Aurea Imbong said she filed the instance in behalf of 30 concerned parents who opposed the sex instruction program. She described the sex instruction plan as a signifier of â€Å" prophylactic imperialism † that assaults moral esthesias and values of immature people and really encourages sexual promiscuousness. â€Å" We have examined the faculties being used by DepEd and found that it promotes household planning, generative wellness and demographic development in topics such as Mathematicss, Science and English. It is specifically designed to transform the attitudes, behaviour and societal norms of immature people based on a foreign theoretical account, † she told abs-cbnNEWS.com. Imbong said the category suit aims to halt DepEd from implementing Memorandum No. 26, which integrates sex instruction in the course of study for private and public schools. She said the plan changes the attitudes and values of kids particularly in Christian households. Imbong said sex instruction was already being implemented in the basic instruction course of study 12 old ages ago, and the new DepEd memo merely updates the faculties. She said following the sex instruction program will fast-track moral decay among immature people who are exposed to sex at an early age. â€Å" While wonder is normal for immature people, it is still the primary duty of the parents and households to inform their kids about sex, † she said. She besides noted that the sex instruction plan is having funding from the United Nations Fund for Population Activities ( UNFPA ) . In response, Education Secretary Mona Valisno said the sex instruction plan is still being pilot-tested and that the treatments will concentrate on the scientific discipline of reproduction, physical attention and hygiene, right values and the norms of interpersonal dealingss to avoid prenuptial sex and adolescent gestation. She said the Deped consulted different sectors about the plan including the CBCP and the Kapisanan ng mga Brodkaster ng Pilipinas. She said parents who were consulted about the plan were really happy with it particularly since it provides relevant information to kids. She besides questioned why a tribunal instance was filed particularly since the plan does non belie the authorization of DepEd to protect kids ‘s rights to quality instruction. â€Å" Our course of study does n't speak about rubbers and such. It ‘s merely exposure to the kids to the right information in order for them to do the right determination†¦ Kung hindi natin kailangan, so the new secretary of instruction can alter it, † she told ANC. She said the sex instruction program seeks to conflict the high per centum of indefensible gestations in the state, which is one of the 10 highest in the universe, and prevent dropouts as a consequence of teenage gestations. She said the subjects integrated into the faculties will be scientific and enlightening and are non designed to tickle lubricious involvement. In Science, sex instruction subjects will cover the generative system, parts of the organic structure, generative rhythm, and pubescence. Under Edukasyong Pantahanan at Pangkabuhayan ( EPP ) , proper behaviour among and between equals of different genders will be discussed. In Health categories under MAPEH ( Music, Arts, PE and Health ) , personal hygiene and generative wellness will be portion of the lessons. In Heograpiya, Kasaysayan, at Sibika ( HEKASI ) classes, treatment will include the place of faith on prenuptial sex and the norms when people of opposite sex interact.A In Math categories, informations on issues like prenuptial sex, adolescent gestation, and sexually transmitted infections will be used in analyzing mathematical analysis and statistics. ( Dizon, 2010 )

Abraham Van Helsing Essay Example for Free

Abraham Van Helsing Essay Bram Stoker (35) , Lucy Westenra (6) , Count (5) company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints ? Innocence, chastity, purity, and married life are just a few things that made up the ‘image’ of the nineteenth century Victorian woman. During this time, it was greatly looked down upon if a woman chose to stay single, as she would be pitied and dubbed a â€Å"whore†. Lucy Westenra is one of the main characters in the novel, Dracula by Bram Stoker. Lucy is a beautiful young lady whose innocence and virtuous being draws three suitors to her. Although, this portrayed innocence is not the only thing that is drawing these men towards her. Lucy has a sexual appeal to her personality, much different than her best friend Mina Murray and the typical Victorian woman. This sense of sexual desire will eventually lead her right into the dangerous and evil arms of Count Dracula. The Count only has the ability to attack willing victims, which is why the sexually driven Victorian woman, Lucy Westenra is the first character to become victimized by Dracula’s deadly spell. Count Dracula was an evil, lustful vampire who wanted nothing but power and control. He lived in an Eastern European country called, Transylvania. The Count preyed on any individual who would make him feel in control and powerful of the situation. This is why Lucy Westenra was targeted and made Dracula’s first victim. The first peculiar account Lucy and Mina experience was when they see a Russian ship wrecked near the shore and hear that the there was no life aboard and the captain had died holding a crucifix in his hands. Soon after the account, Lucy started mysteriously sleep walking many night in a row into the grave yard near her home. One night, Mina had awoken the Rowatt 3 find Lucy missing and not in her bed, she then found her outside with a creature with beaming red eyes hunched over her. Mina tried to save her friend but by the time she got over there, the creature was gone. In the morning Mina had found strange dots on Lucy’s neck and after struggling for weeks Lucy became deathly sick and started to change before everyone’s eyes. Unknowingly, she was transforming into a super natural and dangerous form of herself while dead and lying in a cold grave. â€Å"Indeed, it is not only Lucy and Mina who are dramatically transformed in the draining, but Dracula himself, whose transformations are much more varied and complex than those of his victims.† (Pg. 238, Viragh) Count Dracula had stripped this woman of her innocence and virtue by changing her to an evil vampire just like him. Dracula now had control over Lucy but only because she was willing to let him control her. In the nineteenth century, straying away from who a woman is supposed to be according to the Roman Catholic Church is heresy. A woman was never to be with more than one man, but was to be married and completely faithful to her partner. This century was ruled by â€Å"the belief that an individual’s sex and sexuality form the most basic core of their identity, potentiality, social/political standing, and freedom† (Pg. 1, Ridgway) Lucy Westenra had a completely different mindset as she expressed in a letter to her dear friend Mina. â€Å"Why can’t they let a girl marry three men, or as many as want her, and save all this trouble?† (Pg. 66, Stoker) After Lucy states these words in her letter, she immediately admits to her thoughts and actions being heresy. Just because she confessed Rowatt 4 to this sin against the church and her beliefs does not simply alleviate Lucy’s sexual desire. This difference between Lucy and other nineteenth century virtuous women was not just a phase of rebellion, it was psychological. Lucy is fully aware that she is desired by many men and she lets that get into her head, essentially she is feeding off the attention. This vulnerability and openness is why Lucy Westenra is Count Dracula’s first and easiest target. The first time the Count starts to get into Lucy’s head is after her and Mina see the wrecked boat upon shore, containing the containers of dirt. These were Dracula’s sleeping quarters. This fact was not known by the women at the time, but soon after this event is when Lucy starts to sleep walk. This sleep walking is not a coincidence but is psychologically connected to her sinful desires of lustfulness. Count Dracula only has the power the attack willing victims, which could only mean Lucy knew in her subconscious what she was doing by going out to the cemetery at nights. This spell Dracula puts on Lucy is the same spell he put on the three women who now life in Dracula Castle with him. These women were just as innocent and virtuous as Lucy was and are now sex crazed and evil just as the Count is. This â€Å"spell† was a way to undermine women so that Dracula would feel powerful and controlling over them. In essence, Lucy Westenra was a seemingly virtuous nineteenth century Victorian woman who actually had underlying sexual desires. These desires made Lucy vulnerable to Count Dracula, who was consumed with gaining control over his victims. Because of her lustful manor, Lucy was drawn to the attack of Dracula and fell under his deep spell. From then on there was no turning back. Stoker, Bram. Dracula. 1897. New York: Oxford University Press, 1990. Viragh, Attila. â€Å"Can The Vampire Speak? Dracula As Discourse On Cultural Extinction.† English Literature In Transition, 1880-1920 56.2 (2013): 231-245. MLA International Bibliography. Web. 25 Sept. 2013. Ridgway, Stephan. â€Å"Victorian Sexuality† in â€Å"Sexuality and Modernity† originally written as a lecture for Sociology at Sydney University, 1996. Isis Creations. Web. 12 Nov. 2010. Abraham Van Helsing. (2016, May 08).

Muslims in America Essay Example | Topics and Well Written Essays - 1000 words - 1

Muslims in America - Essay Example The essay "Muslims in America" talks about the position of Muslims in the United States of America after the WTC attacks and the 9/11 attacks when the Muslims Groups tried to kill the American people. The terrorist attacks in the US had played a major role in settling beliefs in minds of young and innocent Americans. Muslims have played a very important role in integrating with the culture of the USA. There have been many Muslims rappers in the country. Muslims have been vocal in their opinions through magazines and other means of public publications. There are Muslims Comedy groups up and running in many parts of the country and they all share a common sense of humour which is nowhere connected with the plight of Americans suffering from terrorism. The Sunni Muslims in the USA are in the majority, while the Shia Community is in the minority. They both follow their schools of jurisprudence, and more than 2/3rds of the Muslims believe that religion is an important tool to strengthen one’s life. The Muslims have integrated very well with the rest of the population in America. Although there were some doubts in the early part of the 20th century, all these doubts were erased when the Blacks living in the USA started converting to Islam, as the religion provided the best possible means to live a life which was devoid of any discrimination as opposed to Christianity. The Wall Street Journal in its report had claimed that the Ameri can Muslims had been projected as role models for the Muslims.

Leading and Managing in Organisations Essay Example | Topics and Well Written Essays - 4000 words - 1

Leading and Managing in Organisations - Essay Example The key to effective time management is planning ahead. I need to plan my time well by considering all activities and allocate time to each activity accordingly. The main issue with me was that I was experiencing increased work overload and pressure, which caused considerable anxiety and stress. This was because planning was completely lacking in my self-management. After I started planning my activities, I realized how much work I actually had and how much I was able to complete. I also tend to postpone activities that are of little interest, which later became a burden. I had to avoid procrastination in order to save time (Corttrell, 2003). Another key learning was prioritizing my work. I learnt how to prioritize my work based on its importance. Upon reflecting on my previous actions, I realized that I was in the habit of attending to important tasks first, and avoid others; this process seemed never ending. By prioritizing and planning, I will be able to complete all tasks. Another important aspect in effective time management is to avoid wasting time or to avoid activities that take up time. I realize that I have the habit of helping others too often, which takes up much of my time. I need to learn to say no in a polite manner and decide when to help others. By setting timelines to certain activities such as meetings, discussions etc, I will be able to avoid wastage of time. Sometimes, talking and discussing less has better impact on activities than too much of talking (Cottrell, 2003). Problem solving is an important activity that everyone faces; it is more important for people in the leadership roles. I make decisions very quickly. In case of issues, I feel stuck at some point or the other. However, sometimes my decisions do not work. Reflecting upon these patterns of my decision making, I realize that the decision making

CAn Toxic Leadership be Mitigated Coursework Example | Topics and Well Written Essays - 250 words

CAn Toxic Leadership be Mitigated - Coursework Example Secondly, I would suggest that the gap between the leader and the workforce is what is contributing to lack of trust among them. Also, it would be better if a free, casual and yet a professional relationship existed, which would prove to be healthier and has a potential of improving the situation. In addition, I would present some statistical information that connects greater productivity to more trust in an organizational setup. Since there are different cultures in the organization, I would recommend a monthly meeting that focuses on learning and recognizing everyone’s cultures. It will be in order to assist the leader into realizing and acknowledging the diverse culture he is dealing with, hence making him respect and appreciate all of them. Bring in a speaker who specializes in improving culture for a quarterly. Lastly, in order for the leader to have a constant reminder of what is right or wrong, I would ask the workers to contribute by reminding the leader of things he has done right, (Korn, 2004). In conclusion, by using the right channels, it is possible to reform a toxic leader. Although some situations appears tough, having a professional do it is more advisable, since they tend t know how to go about it smoothly and

Business research Skills Essay Example | Topics and Well Written Essays - 2000 words

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The Sociology of Race and Ethnicity Essay Example for Free

The Sociology of Race and Ethnicity Essay The most common definition of this term is a social ranking by social wealth. An example would be a family whose income level categorizes them below the poverty line, versus a family whose income level categorizes them far above the poverty line. This is when an oppressor uses race to determine who is and is not privileged. These determinations are made by assigning characteristics to races and dividing them into groups. At minimum, characteristics include physical or cultural traits. This is a broad generalization about groups which does not account for individual differences. An example would be if a person were to generalize that all people from New York City are pushy. Among many others, Chinese Americans, African American, Native Americans and Caucasians are examples of this group. Members of such a group can be identified by obvious physical differences. This occurs when a dominant group forces a minority group to live, work, or socialize separately. The high index of Blacks and Whites living separately in Detroit, Michigan is an example. Another way of describing a minority group, this type of group comprises people of certain race, ethnicity, religion, gender, age, disability. Members of such a group exhibit five distinct characteristics. This occurs when a person, or the group to which that person belongs, assumes the characteristics of a dominant group. An example would be a Native American choosing to abandon his or her cultural norms in favor of United States norms. This group is associated with a faith other than that of the dominant group. For example, individuals who practice Buddhism in the United States belong to this type of group. This perspective maintains that groups in society may express their cultures without facing prejudice or hostility. In part, it can be seen in some of the larger United States cities.

Computer Use in Early Childhood Education Essay Example for Free

Computer Use in Early Childhood Education Essay Abstract The importance of the child’s development in early years of education has reached the stage where it becomes critical that learning programs becomes a global issue. Understanding changes and undertaking practice is fundamental in student learning. The purpose of this article is to increase our perception on the different effects of using computer technology in early childhood setting. In answering the question What is the purpose of education? I started at that time from the observation that man lives in a world of objects which influence him and which he wishes to influence, and so he must know these objects in their characteristics, their essence and their relation to one another and to mankind. Friedrich Froebel Keywords : Early Childhood, Computer, Technology Education, Curriculum Introduction Throughout educational history, world philosophers have wrestled with understanding the myriad of questions and problems surrounding the education of society’s children. Historically, many early childhood educators supported the idea that children should be trained as soon as possible to become productive members of the larger society so that the cultural heritage of the society could be preserved from generation to generation; this cultural imposition theory has been prevalent throughout the educational history of the world (Staff, 1998. Early Years of Education Early Childhood Education is the term commonly used to describe the formal teaching and care of young children by people other than their family or in settings outside of the home. The developmental definition of early childhood education spans the human life from birth to age eight. However, typically early childhood education covers the period from birth to when a child starts school and this can be as early as five years of age as in New Zealand. This time period is widely considered the most vulnerable and crucial stage of a persons life. The early years of childhood are receiving increased public attention around the world. Issues on providing quality service and ensuring a good foundation for lifelong learning is generating a new interest in the academic community by adapting different theoretical perspective, pedagogy and philosophy. There are several key components to understanding how young children learn, and therefore how they need to be taught. In New Zealand, the process of creating the early childhood curriculum was inspired by the evidence of not only a bi cultural society but a multi cultural and multi racial society. CurriculumCurriculum is defined in Te Wha? riki as ‘†¦ the sum total of the experiences, activities and events, whether direct or indirect, which occur within an environment designed to foster children’s learning and development’ (Ministry of Education, 1996, p. 10 cited in Nutall, 2003). This definition of curriculum as ‘everything that happens’ is acknowledged in the curriculum theory literature (e. g. Cornbleth, 1990 cited in Nutall, 2003) and it is a description that resonates with the holistic, child-centred philosophy of early childhood education in New Zealand. The central expectation of Te Wha? riki is that early childhood centres and services will articulate ‘their’ curriculum in a conscious, culturally situated way. (Nutall, 2003). The implementation of Te Wha? riki, which was inspired by The Socio Cultural Constructivism principle of Vygotzsky, introduced the early childhood teachers in New Zealand to the most recent curriculum tradition. One of the reasons socio-cultural approaches resonate with teachers in childcare centres is the way in which children are understood to be learning through their experiences in the centre, including routine happenings such as play and mealtimes. (Nutall, 2003) Within this pedagogy, both the teachers and students are understood to be engaged in a process of actively constructing knowledge, through their interactions with time, space, objects and people. Children learn through collaboration with adults and peers, through guided participation and observation of others, as well as through individual exploration and reflection. There are five different developmental domains of children which all relate to each other. They are easily referred to as the SPICE of life: Social Refers mostly to the ability to form attachments, play with others, co-operation and sharing, and being able to create lasting relationships with others. Physical Development of Fine (small) and Gross (large) Motor Skills. Intellectual The process of making sense of the world around them. Creative The development of special abilities creating talents. Music, Art, Writing, Reading, and Singing are all ways for creative development to take place. Emotional Development of self-awareness, self-confidence, and coping with feelings as well as understanding them. http://www. teachingexpertise. com/articles/computers-and-early-years-1124 According to Yelland (1999), Educators beliefs such as Montessori, Isaacs, Froebel, and Steiner, has led to early childhood programs that are characterized by their adherence to such traditional principles, manifested in unstructured environments, informal contexts, and learning through active exploration and play. Indeed, early pioneers such as Montessori advocated relatively structured learning opportunities, whereas Froebels views supported a less formal structure. However, both Froebel and Montessori seemed to agree that children learned most effectively from self-directed activities that gave them a high level of empowerment and ownership. Technology Education Technology education all over the world is evolving dramatically in a very fast phase as international academic institutions explore the implication of their present status and the rate they are progressing as compared to other developed countries. It is quite safe to say that, it is the brewing competition over the magnitude of the technology education, which comprises the curriculum that is becoming the main catalyst to these rapid changes. This notion could set the trend on how Early Childhood Curriculum should be designed and be implemented. What should be the content of this curriculum to help the children be prepared for technology education? Is the integration of technological tools beneficial to the learning outcomes of the students? Are computers developmentally appropriate to early childhood students?. Introduction of these devices and in some cases integration of the use of the technology in the existing curriculum has been a massive ground for global arguments. What brought this massive revolution to this day’s education is coherent to how fast the world is changing. Change is inevitable and sometimes predictable as it may seem, most of us will still be caught unaware and mislaid. As members of the community everyone takes part in the development of tomorrow’s citizens. The early childhood sector has been heavily influenced by particular views of child development and how children learn. Such views are often based on developmental psychology and seek to develop practices that are developmentally appropriate (Hirsh, 2004, cited in Zevenbergen Logan , 2008) The author believed that whether traditional or technology education, students’ experiences, social influence, and development are the main considerations on the part of the educators/teachers approach in delivering knowledge and evaluating learning outcomes. There have been several studies and articles (Cordes Miller, 2000; Haugland, 2000; Plotz, 2007) on arguments about the content of technology in early childhood, or the appropriate age to expose children to computers. Regardless what the parents thoughts are, whether or not they choose to expose their children to computers, eventually they will be introduced to technology when they enter school. To this day it is still uncertain on whether or not extensive use of computers for young people could be detrimental to their being, physically, socially and intellectually to say the least. What is certain is that technology is at hand and here to stay. Computers are increasingly present in early childhood education settings. Toward the end of the 1980s, only one-fourth of licensed pre schools had computers. Today almost every preschool has a computer, with the ratio of computers to students changing from 1:125 in 1984 to 1:22 in 1990 to 1:10 in 1997. This last ratio matches the minimum ratio that is favourable to social interaction (Clements and Nastasi 1993; Coley et al. 1997). In the event that the use of this technology could be measured in education settings, what are we to assume or expect in the different household settings. No one knows the exact number of computers in each and every particular household. Are Computers Developmentally Appropriate? There are many researchers, organizations, and other programs that recognize the benefits of using computers with young children. One major supporter of children and technology is the National Association for the Education of Young Children (NAEYC). They created a lengthy position statement on Technology and Young children that states, â€Å"The potential benefits of technology for young children’s learning and development are well documented† (1996). Susan Haugland, a professor of child development and president of K. I. D. S. Computers, Inc. , has done research and recently published an article about the benefits of technology called, â€Å"Computers and Young Children. † In this article, Susan states that an appropriate age to introduce children to computers is at age 3. She also goes on to state that, â€Å" children 3 and 4 years of age are developmentally ready to explore computers, and most early childhood educators see the computer centre as a valuable activity centre for learning. Children this age are developmentally within Piaget’s preoperational stage. This means they are concrete learners who are very interested in using newly learned symbolic representation speaking, writing, drawing (including maps and geometric figures) and using numbers. Children this age are extremely active and mobile. They often have difficulty sitting still; they need frequent changes in learning modalities; and they want a variety of physical experiences involving dance, physical play, climbing and sports. Pre operational children are also are continuing their mastery of language, and exploring various facets of social behavior. Another large organization that supports technology in early childhood education is NETC (Northwest Educational Technology Consortium). They created a resource website for educators and providers called, Early Connections: Technology in Early Childhood Education. This website offers information on how to implement technology into child care centres, preschools, kindergarten, primary grades, and in before/ after school programs. They also offer suggestions on classroom arrangement, software selection, health safety, hardware, and other resources. However, I think the most valuable information they offer is how technology is linked to learning and the curriculum. They state that one of the main benefits of computer use is because it enhances the five development domains: social and emotional, language, motor, and cognitive skills (Early Connections, â€Å"Learning and Development,† n.d. ). Clearly many of these developmental needs match up well with appropriate use of technology in the classroom, especially exploration, manipulation of symbolic representation, matching alternative learning styles, and quickly changing learning modalities that individual students can control and pace to meet their individual needs. It is also a very powerful tool for students with specific learning disabilities (Wardle,1999). If the goal for a certain age child is to learn to write personal journals, then the computer can naturally support that through writing software, digital cameras, and other methods. A science goal that requires learning the solar system can be augmented by using specific CD ROMS and accessing web sites. Similarly, studying extinct and endangered animals becomes more real and educational through the use of specific software and web sites. Lee and O’Rourke (2006), reported an Australian project on ICT use in Early Childhood setting, they discussed that teachers experimented with a range of activities and, in keeping with Piagetian perspectives of early development and learning, attempted to connect concrete experiences with those experiences children accessed on the computer. An example of this is the work done in one early childhood centre with the software ‘Millie’s Math House: Build-A-Bug’. The children created a ‘critter’ on the software and then recreated it in 3D using playdough, matchsticks and other collage materials. Making a connection between the image and the object was a powerful tool for engaging reluctant learners and the teacher was encouraged by the student response to the experience. Another example of this type of experience was developed by a teacher in a rural pre-school centre who used the program ‘Sammy’s Science House: Workshop’ to design, make and appraise a toy or machine. The children were invited to design a machine using the software and to describe what its function was. The teacher suggested that some children might like to build the machine out of materials of their choice. The use of computers in a fully integrated classroom is endless. Software can be used to assist not only the learners but the teachers as well in so many ways. Although research has proven many beneficial reasons to include technology in early childhood programs, there are many who believe that computers are not appropriate and could have harmful effects on young children. Jane Healy, an educational psychologist, wrote a book called, Failure to Connect: How Computers Affect Our Children’s Minds- for Better and Worse (1998), in the book she states that children should be 7 before introducing them to computers due to the harmful effects of computer use on their development. Her view is one that is shared with another large organization, The Alliance for Childhood. The Alliance for Childhood published a large report, Fool’s Gold: A Critical Look at Computers in Childhood, which claims â€Å"computers can have damaging consequences for children under age 7 in terms of their health, social relationships, and intellectual development† (Cordes Miller, 2000, pg. 3). In this report they stated that, â€Å"Computers in childhood may expose children to the risk of a broad range of developmental setbacks† (Cordes Miller, 2000, pg.3). A wide array of experts release a statement about the ways computers are reshaping childrens lives, at home and at school, in profound and unexpected ways. They stress that the use of technology is a distraction from the urgent social and educational needs of the low income children. And concludes with the following statement, â€Å"Those who place their faith in technology to solve the problems of education should look more deeply into the needs of children†. The renewal of education requires personal attention to students from good teachers and active parents, strongly supported by their communities. It requires commitment to developmentally appropriate education and attention to the full range of childrens real, low-tech needs physical, emotional, and social, as well as cognitive† (The Alliance for Childhood, 2000. ) While both views provide compelling arguments, one can not avoid the obvious fact that technology will continue to evolve and will become a more significant part of the daily life. Use of technology in the early childhood program must not be a goal unto itself: the purpose is not to teach children how to use computers; they can do this as they get older, just as they can learn to drive a car later in their lives (Wardle, 1999). Appropriate use of technology in the classroom is to expand, enrich, implement, individualize, differentiate, and extend the overall curriculum. Computers are not to replace physical play, outdoor exploration of the community and of nature; art, music and dance; learning specific social skills and moral values, and experiencing diversity in a myriad of ways. Common sense suggests that we consider the potential harm, as well as the promised benefits, of this change and not rush forward with computer usage in childhood. As an educator we always want the best learning outcome for our students, and to extensively use whatever possible ways to achieve this goal. The only true education comes through the stimulation of the childs powers by the demands of the social situations in which he finds himself. (James, 2005) Teachers’ Perception on the use of Computer Technology inside the classroom. One more compelling issue as regards to the use of technology in early years of education is the preparedness of the early childhood teachers in the use of technology inside their classrooms. Hsiac (2003) stated that the most important aspect of good early childhood program is its teacher, as classrooms practices are influenced by teachers’ beliefs. May (1997, 2000) has traced this rich heritage of multiple ideological, theoretical and pragmatic influences, showing how each successive trend has challenged early childhood teachers to re-examine their practice. (Cited in Nutall, 2003) Fact is not all early childhood teachers embraces the idea of technology education, some of them are faced with ethical dilemma in the use of information technology, (Myers Miller 1996). According to Morrison (2007) there are, â€Å"three challenges confronting early childhood teachers when implementing effective programs using technology in their instruction: 1. ) Their own personal acceptance of technology, 2. ) Confidence that technology has a positive influence on children, and 3. ) Decisions about how to use technology in early childhood programs and classrooms† (pg.383). It’s important for teachers to accept technology and learn how to use it effectively. (cited in Plotz, 2007). Nutall’s (2003) research suggests to explore some provisions of frequent opportunities for teachers to make explicit their knowledge and assumptions about their role. As well as ideas about how children learn through the various aspects of their daily life. Furthermore, such research must take into account the way in which teachers in early childhood constantly teach each other about the deeply inter subjective and interpretive task of working with very young children. Aside from personal struggle there were also some issues being raised in accordance with the role of early childhood teachers in technology education. Gibbons (2006) mention some tensions between the early childhood educators and the government sector which in becoming a challenge for teachers and in one way or another becomes one of the reason for the derail of the their readiness and compliance of the task. Teachers as well as student possessed certain individuality; the trust that teachers should adjust to their student’s ability, will not be the same as students will adjust to their teachers ability. As teachers we are given the higher responsibility of being, according to Vygotzsky, the more knowledgeable other. Complex as it may be or to others simple as it may seem, early childhood teachers should take a step ahead to deliver this overwhelming educational demand. It’s important for teachers to accept technology and learn how to use it effectively. Morrison (2007) offers these guidelines for educators (pg. 384): Educate yourself on the potential benefits of computers and technology. Be willing to try new ways of using technology to help your children learn new knowledge and skills. Collaborate with colleagues in your school and school district to explore ways to use technology. Collaborate with parents and community members, many of whom have skills that you can use and apply. It is also important for teachers to have a positive attitude toward technology to create an appropriate classroom environment. Children will have a difficult time embracing technology if their teacher doesn’t approach the situation with a positive outlook. Summary and Conclusion Endless as it may seem, the ongoing issue of Information and Communication Technology in Early Childhood Education is giving the community of education a more clear and vivid guidelines on the process of creating, conceptualising and implementing policies and standards suitable to each and every environment. Immense concerns coming from diversity of culture and practice takes place. Analysing the impact of using technology in early childhood classrooms have established a variety of implications on different members of the academic community. Teachers, students, policy makers, writers and researchers, centre, and of course the ministry have presented diverse opinions and views on different aspects over this highly arguable issue. Because of the ongoing conflict of interests, the government of New Zealand particularly the Ministry of Education have gone through a major curriculum reforms leading to the development of a national technology curriculum. Technology in the New Zealand Curriculum (Ministry of Education 1995) became mandatory for all schools in February 1999. The development of the national technology education policy and the way in which the curriculum was developed, was described in an article by Jones(2003). This curriculum area will be compulsory for all students from years 1–10. Aside from Jones (2003), the evidence of issue concerning the integration of Information Technology in Early Childhood Education curriculum is becoming countless Gibbons (2006), Compton Hardwood (2005), Zebenbergen Logan (2008), Walters Fehring (2009), Mawson (2007) to cite a few, and of course publications from the Ministry of Education (1993), (1995) and (1996) is as substantial. Recent development in Early Childhood Education offers exciting opportunities for exploration on how these technological tools will continue to improve children’s learning development and provides new stage to discover different aspects of teachers role. The challenge for parents and educators is to maintain a balance on the possible huge and massive effect of this ongoing evolution in technology education. * draft journal article for International Journal for Early Years References Clements, D. H. , and Nastasi, B. K. (1992). Computers and early childhood education. In Advances in school psychology: Preschool and early childhood treatment directions, eds. M. Gettinger, S. N. Elliot and T. R. Kratochwill, 187–246. Hillsdale, NJ: Lawrence Erlbaum Associates. Clements, D. H. Nastasi, B. K. (1993). Electronic media and early childhood education. In Handbook of research on the education of young children, ed. B. Spodek, 251–275. New York Cordes, C. Miller, E. (2000). Fool’s Gold: A Critical Look at Computers in Childhood Alliance for Childhood. Retrieved April 2, 2011, http://www. allianceforchildhood. net/ Compton , V. Hartwood,C. (2005) Progression in Technology Education in New Zealand Components of Practice as a Way Forward, International Journal of Technology and Design Education Genishi, C. , McCollum, P. , and Strand, E. B. (1985). Research currents: The interactional richness of children’s computer use. Language Arts, 62(5): 526–532. Gibbons, A. N. , (2006) The politics of technology in early childhood in Aotearoa/New Zealand Fitting early childhood educators in the ICT grid, Australian Journal of Early Childhood 31. No. 4 Haugland, S. (2000). Computers and Young Children. ERIC Digest. Retrieved April 2, 2007 from http://ceep. crc. uiuc. edu/ Hsiac, W. (2003), Comparison of Montessori and Non Montessori Teachers beliefs about Developmentally appropriate practice in pre school, Unpublished Doctoral dissertation, University of Northern Colorado, Greeley James, 2005 retrieved from http://www. wilderdom. com/experiential/JohnDeweyQuotes. html Jones, A. 2003, The Development of a National Curriculum in Technology for New Zealand, International Journal of Technology and Design Education 13, 83–99 Lee, L. O’Rourke,M. (2006) Information and Communication Technologies: Transforming views in literacies in early childhood setting, Early years, Vol 26,p 49-62 Marrison B. (2007), Factors affecting learning in technology in the early years, at school, Intl Journal of Technology and Design Education May, H. (1997) The Discovery of Early Childhood: the development of services for the care and education of veryyoung children, mid eighteenth century Europe to mid twentieth century New Zealand (Auckland, Auckland University Press/Bridget Williams Books/NZCER). May, H.(2000) Politics in the Playground: the world of early childhood in postwar New Zealand Wellington, Bridget Williams Books/NZCER). Ministry of Education, (1996) Te Wha? riki. He Wha? riki Ma? tauranga mo? nga? Mokopuna o Aotearoa: early childhood curriculum (Wellington, Learning Media). Ministry of Education ,(1998) Quality in Action. Te Mahi Whai Hua: implementing the Revised Statement of Desirable Objectives and Practices in New Zealand early childhood services (Wellington, Learning Media) Ministry of Education, (1993b), Technology in the New Zealand Curriculum (Draft),( Learning Media, Wellington). Ministry of Education: (1995), Technology in the New Zealand Curriculum, (Learning Media Wellington). Ministry of Education, (2005) Foundations for Discovery) p. 17 Ministry of Education, (2000) The Quality Journey. He Haerenga Whai Hua: improving in Early childhood services (Wellington, Learning Media) Ministry of Education, (2002), Pathways to the Future: Nga? Huarahi Arataki: a 10-year strategic plan for early childhood education (Wellington, Ministry of Education). Muller, A. A. , and Perlmutter, M. 1985. Preschool children’s problem -solving interactions at computers and jigsaw puzzles. Journal of Applied Developmental Psychology, 6: 173–186. National Association of the Education of Young Children. (April 1996). Technology and Young Children- Ages 3 through 8. National Association for the Education of Young Children. Retrieved April 2, 2007 from http://www. naeyc. org/about/positions/pdf/PSTECH98. PDF Nutall, J. (2003), Influences on the Co-construction of the Teacher Role in Early Childhood Curriculum some examples from a New Zealand childcare centre, International Journal of Early Years Education, Vol. 11, No. 1, 2003 pp24-39. Papert, S. ,(1980). Teaching children thinking: Teaching children to be mathematicians vs. teaching about mathematics. In The computer in the school: Tutor, tool, tutee, ed. Plotz, K. , (2007), Integrating Technology into Early Childhood Classroom, Retrieved August 2010 from http://education. csm. edu/students/kplotz/position_paper. htm Staff, 1998, retrieved from http://froebelweb. tripod. com/web2002. html The Alliance for Childhood 2000) retrieved May 2011 (http://drupal6. allianceforchildhood. org/computer_position_statement) Wardle, F. 1999. Retrieved May 2011 http://www. earlychildhoodnews. com/ Walters , M Fehring H. , (2008) An investigation of the incorporation of Information and Communication Technology and thinking skills with Year 1 and 2 students, Australian Australian Journal of Early Childhood Journal of Language and Literacy Vol 32, No. 3pp 258-272 Weir, S. , Russell, S. J. , and Valente, J. A. (1982). Logo: An approach to educating disabled children BYTE, 7: 342–360. Wyett, J. (1999), John Dewey and Earl Kelly : Giants in Democratic Education, Education Vol. 119, No. 1, pg 151-174 Yelland, N, (1999), Technology as Play, Early Childhood Education Journal, Vol. 26, No. 4 Zevenbergen R. Logan, H. (2008) Computer Use by Preschool children. Rethinking Practice as digital natives come to preschool. , Vol 33, No. 1 Friedrich Froebel, retrieved April 2011 /froebelweb. tripod. com/web2002. htm http://applestar. org/capella/Educational%20Philosophers. pdf http://www. educate. ece. govt. nz/ http://www. simplypsychology. pwp. blueyonder. co. uk/vygotsky. html.

Four Main Religions In Sri Lanka

Four Main Religions In Sri Lanka There is four main religions in Sri Lanka; Buddhism, Hinduism, Islam and Christianity. The maps on the right hand side show where, and percent proportion of each religion in Sri Lanka. Buddhism: Theravada Buddhism is the majority religion in Sri Lanka, with about 70% of the countrys population as followers. Around 200 BC, Buddhism became the official religion of Sri Lanka. However, later on, Hindu and European colonial influences contributed to the decline of Buddhism in Sri Lanka. By the mid 19th century, a Buddhist monk started a revival movement in Sri Lanka. This movement eventually helped to return Buddhist dominance in Sri Lanka. Buddhism is a religion based on the teaching by Siddharta Gautama (Buddha). There are three different schools in Buddhism: Theravada, Mahayana and Vajrayana. In Sri Lanka they practise Theravada. Theravada means the Teaching of the Elders or the Ancient Teaching, and is the oldest of the schools. It is relatively conservative, and generally closest to early Buddhism. In Theravada Buddhism Buddha is above all an enlightened teacher which can show you the path to Nirvana. The monks have a high status, and are the only ones who can accomplish full enlightening. The religious ideal is Arhat, which is someone who has gained full enlightening and can thereby reach Nirvana. Nirvana is the contradictory of affliction. The word means to die out and that hatred, desire and ignorance takes an end. Nirvana denotes the condition that takes place when all karma is exhausted. First and foremost, the Theravada philosophy is a continuous analytical process of life, not only a set of ethics and ritual s. The ultimate theory of Theravada uses the Four Noble Truths; these can be described as the problem, the cause, the solution and the pathway to solution. The Noble Eightfold Path, the fourth of the Buddhas Noble Truths, is the way to the cessation of suffering. 1. Viewing reality as it is, not just as it appears to be. 2. Intention of renunciation, freedom and harmlessness. 3. Speaking in a truthful and non-hurtful way. 4. Acting in a non-harmful way. 5. A non-harmful livelihood. 6. Making an effort to improve. 7. Awareness to see things for what they are with clear consciousness; being aware of the present reality within oneself, without any craving or aversion. 8. Correct meditation or concentration. Buddha lived a life filled with love, compassion and charity. He formed five maxims to guide the people: 1.) I shall not kill any living being. 2.) I shall not steel. 3.) I shall not abuse sexually (only one partner). 4.) I shall not speak untrue. 5.) I shall not use drugs. Hinduism: Hindus make up 16% of Sri Lankas population. As Buddhism, it experienced some decline during the European colonization. In modern times the religion is still dominant in the Northern and Eastern provinces. The most important Hindu religious figure in Sri Lankan modern history is, Satguru Siva Yogaswami of Jaffna. One of the greatest and most profound mystics of the twentieth century, Yogaswami was the official satguru and counseling sage of Sri Lankas several million Tamil Hindu population. Satguru is a true guru, a master. Hindu practices generally involve seeking awareness of God. At home, Hindus often create a shrine with icons dedicated to their chosen form of God. Temples are usually dedicated to a primary deity along with associated subordinate deities. Visiting temples is not obligatory, and many visit temples only during religious festivals. Today three Gods are widely seen as all powerful: Brahma, Vishnu and Shiva. Brahma is regarded as the ultimate source of crea tion; Shiva also has a creative role alongside his function as destroyer. Vishnu is seen as the preserver or protector of the universe. Out of these three, Vishnu and Shiva are far more widely represented and have come to be seen as the most powerful and important in the belief of Sri Lankan followers. Islam: Today, about 8% of Sri Lankans handset to Islam. By the 15th century, Arab traders had controlled much of the trade on the Indian Ocean, including that of Sri Lankas. Many of these traders settled down in Sri Lanka, encouraging the spread of Islam. However, when the Portuguese arrived at Sri Lanka during the 16th century, many of their Muslim descendants were persecuted, thus forcing them to migrate to the Central Highlands and to the east coast. In modern times, Muslims in Sri Lanka are handled by the Muslim Religious and Cultural Affairs Department, which was established in the 1980s to prevent the continual isolation of the Muslim community from the rest of Sri Lanka. There are two major denominations of Islam, the Sunni and Shia. The schism developed in the late 7th century following disagreements over the religious and political leadership of the Muslim community. Roughly 85 percent of Muslims are Sunni and 15 percent are Shia. Muslims believe that God revealed the Quran to Muhammad, Gods final prophet, and regard the Quran and the Sunnah (words and deeds of Muhammad) as the fundamental sources of Islam. The Five Pillars of Islam is the term given to the five duties incumbent on every Muslim. These five practices are essential to Muslims: 1. Shahadah (profession of faith) 2. Salat (prayers) 3. Zakat (giving of alms/charity) 4. Sawm (fasting, specifically during Ramadan) 5. Hajj (pilgrimage to Mecca) Christianity: Christianity make up 8% of Sri Lankas population, most are Catholics. Christianity first came to Sri Lanka upon the arrival of the Portuguese in the sixteenth century. Under their rule, Roman Catholicism was spread out on the Island with many Roman Catholic schools for the Sinhalese and the Tamils. When the Dutch took control of Sri Lanka, they encouraged their own missionaries of the Dutch Reformed Church. Under their patronage, 21 percent of the population in the low country was officially Christian by 1722. The relative number of Christians in Sri Lanka has declined steadily since the end of colonial rule. The Catholic Church holds that there is one eternal God, who exists as a mutual indwelling of three persons: God the Father; God the Son; and the Holy Spirit. There are seven sacraments in the Catholic Church that the Catholics go after: Baptism: is the ritual act, with the use of water, by which a person is admitted to membership of the Christian Church, Confirmation: is one of the seven sacraments through which Catholics pass in the process of their religious upbringing. According to Catholic doctrine, in this sacrament they receive the Holy Spirit. Eucharist: refers to both the celebration of the Mass, that is, the Eucharistic liturgy, and the consecrated bread and wine which according to the faith become the body and blood of Christ. Penance (confession): is the method given by Christ to the Church by which individual men and women may be freed from sins committed after receiving Baptism. Anointing of the Sick: is the ritual anointing of a sick person. Holy Orders: include s three orders: bishop, priest, and deacon. Matrimony: catholic marriage.

Functions of the CIA Essay -- Government Central Intelligence Agency

CIA Research Paper The Central Intelligence Agency is the President’s independent foreign intelligence arm, responsible to him through the Director of National Intelligence and the National Security Council, and accountable to the people of the United States by interaction with the intelligence oversight committees of Congress. The CIA has many duties within those boundaries and performs a variety of functions through many forms of intelligence. They employ people from all backgrounds of academic study, from linguists to economists, along with people from varied ethnic backgrounds to work as specialists. It is a large agency with many responsibilities, but most importantly they perform critical work for the President regarding international intelligence. The Central Intelligence Agency’s main responsibility is stated in its Vision statement: â€Å"We will provide knowledge and take action to ensure the national security of the United States and the preservation of American life and ideals† (www.cia.gov). The CIA’s job is to provide pertinent, timely, and un-biased foreign intelligence. They also act as an unseen force by conducting undercover action as ordered by the President in order to preempt threats or achieve objectives of the United States. The CIA is the only intelligence organization that is not subject to cabinet prerogative, making it reliable in it is unbiased in its reports, because it has no political agenda. There are six main types of intelligence by which the CIA collects information. Human intelligence (HUMINT) is information gathered by field operatives through overt and covert techniques (www.cia.gov). Communications intelligence (COMINT) is acquired from intercepted foreign communicati ons (www.cia.go... ...ence that is attained by the CIA is vital to the decisions made by top U.S. officials. Bibliography Central Intelligence Agency. The World Factbook. www.cia.gov 02/26/06 Central Intelligence Agency. Wikipedia. http://en.wikipedia.org/wiki/Central_Intelligence_Agency 2/26/06 CIA (United States Central Intelligence Agency). United States Central Intelligence Agency Forum. http://www.espionageinfo.com/Ch-Co/CIA-United-States-Central-Intelligence-Agency.html 3/18/06 Drug Enforcement Agency. United States Department of Justice. www.dea.gov 3/18/06 National Security Council. The White House. www.whitehouse.gov 3/18/06 United States Intelligence Community. www.intelligence.gov 3/18/06 U.S. Espionage and Intelligence. Jeffrey Richelson. George Washington University. http://www.gwu.edu/~nsarchiv/nsa/publications/ie/index.html 2/26/06

Communism :: essays papers

Communism This definition is right and is fully accurate, but it only demonstrates the theory of communism and doesn^t explain how it really worked. It doesn^t say that the theory never worked out, because it is impossible to make it work. I am going to tell some things about communism in USSR where my parents lived all their lives, but when I was born it was already dying out. So, mostly everything that I am going to tell is based on what my parents and grandparents told me about life in USSR. Communism suggests that everybody is equal in rights and economically. That meant that everybody would be paid the same for all kinds of jobs, so the janitor and doctor or lawyer would be paid the same amount of money for totally different jobs. That is obviously unfair and impossible. Since everybody was supposed to be equal, no one in the government could have too much power, and that is why they made took people who were elected from each area and these were supposed to be the government. They were supposed to make the decisions, elect all the other government officials and all the other very important things. That made the ordinary man think that the government is controlled by people just like him, with only high school education (some even without it), poor, being in politics for the first time in their lives. That is impossible. Such people can run no government. The most annoying thing is that almost no one noticed that, and if someone did, they were immediately terminated without any questions. There was a small group of people who controlled everything in the country. It was mostly the KGB and the General Secretary. Just look at the name they picked, it suggests that he not the most powerful man in the country; he is just a small general secretary. That^s all he is. How obviously stupid all this seems now. But at that time it was almost a religion, if one did not believe in it with all his/her heart he/she were terminated or sent to concentration camp where they either died or lived there for many years until all their doubts were beaten out of them. Jewish people were some of the people to who the government was the most unfair. They couldn^t get a good education, good job, anything good or well paid. There were only two ways: the army (or navy) or some pitiful civilian job, like a janitor, or some other dirty job with a salary, with which you can barely buy something Communism :: essays papers Communism This definition is right and is fully accurate, but it only demonstrates the theory of communism and doesn^t explain how it really worked. It doesn^t say that the theory never worked out, because it is impossible to make it work. I am going to tell some things about communism in USSR where my parents lived all their lives, but when I was born it was already dying out. So, mostly everything that I am going to tell is based on what my parents and grandparents told me about life in USSR. Communism suggests that everybody is equal in rights and economically. That meant that everybody would be paid the same for all kinds of jobs, so the janitor and doctor or lawyer would be paid the same amount of money for totally different jobs. That is obviously unfair and impossible. Since everybody was supposed to be equal, no one in the government could have too much power, and that is why they made took people who were elected from each area and these were supposed to be the government. They were supposed to make the decisions, elect all the other government officials and all the other very important things. That made the ordinary man think that the government is controlled by people just like him, with only high school education (some even without it), poor, being in politics for the first time in their lives. That is impossible. Such people can run no government. The most annoying thing is that almost no one noticed that, and if someone did, they were immediately terminated without any questions. There was a small group of people who controlled everything in the country. It was mostly the KGB and the General Secretary. Just look at the name they picked, it suggests that he not the most powerful man in the country; he is just a small general secretary. That^s all he is. How obviously stupid all this seems now. But at that time it was almost a religion, if one did not believe in it with all his/her heart he/she were terminated or sent to concentration camp where they either died or lived there for many years until all their doubts were beaten out of them. Jewish people were some of the people to who the government was the most unfair. They couldn^t get a good education, good job, anything good or well paid. There were only two ways: the army (or navy) or some pitiful civilian job, like a janitor, or some other dirty job with a salary, with which you can barely buy something

Lasik Eye Surgery Essay -- Eyesight Vision Corrective Surgery

Putting a Close Eye on LASIK Laser-Assisted In situ Keratomileusis (LASIK) is a surgical operation intended to allow an individual to live independent of glasses or contacts. Since 1995, when the Food and Drug Administration approved the type of laser used in corrective eye surgery, optometrists have developed a number of different procedures to clear up foggy or blurry vision in one's eye. In 1998, the Lasik surgery became the most common type of surgery, and remains the number one refractive eye surgery today. The surgery itself lasts no longer than 15 minutes per eye, and begins with the doctor placing a number of eye numbing drops into the patient's eyes to eliminate any possibilities of pain during the procedure. The first step in the procedure involves the cutting of a flap in the cornea by a computer programmed device called a microkeratome. By cutting the flap, the surgeon is able to use tiny tweezers-like instruments to unpeel the sliced flap. With the flap peeled back from the cornea the laser is used to remove small pieces of the inner part of the cornea, but the laser has only a specified wavelength which does not allow it to pass through the cornea to any other portion of the eye. The flap is then repositioned without stitches and is secure after seconds of drying ("Lasik Eye Surgery"). Doctors claim that the surgery is so popular because the patient's vision is restored rapidly and there is little to no post- surgery pain. But while the number of patients receiving the procedure rises, so do the number of complications and patient complaints. Patients whose vision was successfully restored cite that the success of the operation is dependent on the experience and skill of the surgeon, but many cases can be ... ...ped to assist with this problem, but currently over fifty percent of patients will experience poor night vision in the first month following their surgery, and of those, half will experience permanent night vision problems. http://archives.thedaily.washington.edu/2001/010901/N5.Lasereyesu.html http://www.kathygriffin.net/lasik.php Works Cited Elliott, Louise. " Laser eye surgery may damage night-vision long term." The Canadian Press. 17 July 2000. Canoe Network. 1 Nov. 2005. . "Lasik Surgery." Wake Forest University Eye Center. 23 August 2005. Wake Forest University Baptist Medical Center. 1 Nov. 2005. http://www1.wfubmc.edu/lasik/LASIK+Eye+Surgery/. "Lasik Eye Surgery." Center for Devices and Radiological Health. 9 March 2005. U.S. Food and Drug Administration. 1 Nov. 2005. http://www.fda.gov/cdrh/LASIK/risks.htm.

Basic Academic Writing Essay

Making a Venn diagram or a chart can help you quickly and efficiently compare and contrast two or more things or ideas. To make a Venn diagram, simply draw some overlapping circles, one circle for each item you’re considering. In the central area where they overlap, list the traits the two items have in common. Example: 1. Write each topic name above one of the circles. List attributes or qualities of that topic in the circle, placing any shared qualities in the overlapping section. Be specific and use details. 2. Review the lists and identify three categories or aspects that describe these details. 3. Then choose one option (point by point or block method) to structure your essay. Comparison-contrast Thesis The thesis of your comparison/contrast paper is very important: it can help  you create a focused argument and give your reader a road map so she/he doesn’t get lost in the sea of points you are about to make. As in any paper, you will want to replace vague reports of your general topic (for example, â€Å"This paper will compare and contrast two pizza places,† or â€Å"Pepper’s and Amante are similar in some ways and different in others,† or â€Å"Pepper’s and Amante are similar in many ways, but they have one major difference†) with something more detailed and specific. For example, you might say, â€Å"Pepper’s and Amante have similar prices and ingredients, but their atmospheres and willingness to deliver set them apart.† Be careful, though—although this thesis is fairly specific and does propose a simple argument (that atmosphere and delivery make the two pizza places different), your instructor will often be looki ng for a bit more analysis. In this case, the obvious question is â€Å"So what? Why should anyone care that Pepper’s and Amante are different in this way?† One might also wonder why the writer chose those two particular pizza places to compare—why not Papa John’s, Dominos, or Pizza Hut? Again, thinking about the context the class provides may help you answer such questions and make a stronger argument. Here’s a revision of the thesis mentioned earlier: Pepper’s and Amante both offer a greater variety of ingredients than other Chapel Hill/Carrboro pizza places (and than any of the national chains), but the funky, lively atmosphere at Pepper’s makes it a better place to give visiting friends and family a taste of local culture. How do I know if my thesis is strong? If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following: Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than  making an argument. Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like â€Å"good† or â€Å"successful,† see if you could be more specific: why is something â€Å"good†; what specifically makes something â€Å"successful†? Does my thesis pass the â€Å"So what?† test? If a reader’s first response is, â€Å"So what?† then you need to clarify, to forge a relationship, or to connect to a larger issue. Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s o.k. to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary. Does my thesis pass the â€Å"how and why?† test? If a reader’s first response is â€Å"how?† or â€Å"why?† your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning. Example of Comparison-Contrast Essay The Similarities and Differences between Public and Private Universities Malaysia has progressed in many areas since its independence. One significant area that all our past and present leaders have emphasized is education. The drastic growth in the number of universities over the past 20 years signifies this, together with the increasing demand for post-secondary education. Therefore, when public universities faced major challenges in operating within the limitations of the financial aid given by the government, the government not only encouraged private institutions to play a more active role in the higher education industry, but also supported these institutions in their efforts to increase their student intake. In 2006, there were 17 public universities and 21 private universities. Within a year, these numbers ballooned to 20 and 30 respectively. Today, students who wish to pursue higher education are spoilt for choices as there are plenty of courses offered in both public and private universities. However,  deciding on which higher education instit ution to go to, after completing secondary school, is a crucial undertaking. Students need to compare and contrast the strengths and weaknesses of both types of institutions based on the courses available, the course fees charged and the competitiveness of these universities. Firstly, the types of courses that public and private universities offer vary significantly. Public institutions offer a whole range of courses that cover various aspects of science, business, social sciences and humanities in an ala-carte form. For example, the engineering programmes incorporate all aspects of engineering which include specialised areas such as marine, gas and aeronautical. Likewise, the business programmes in these institutions include various degrees in business administration like Islamic banking and insurance. In contrast, private universities only focus on programmes that have higher market value such as health sciences, religious studies, history and literature are not offered by these universities. This is especially so since they are profit-driven institutions. In fact, private institutions only specialise in certain fields, such as health sciences. University Kuala Lumpur Royal College of Medicine Perak, for example, specialises in medicine, pharmacy, nursi ng and radiotherapy, while Masterskill University College specialises in nursing, physiotherapy and environmental health, among others. With such vast choices available, students should choose which university to go to and what programme to enrol in wisely. Another difference between public and private universities lies in the course fees. Even though the roles and responsibilities of both types of institutions are similar, the way they are structured is different. Public universities charge rather modest fees as compared to private universities. The primary reason for this is that public universities are largely funded by the government, as opposed to private universities that are usually privately funded by shareholders. For a public university the high cost involved in managing one is borne by the government. In contrast, private universities manage their institutions through the shareholders’ funds and the revenue they earned. Private universities charge a high fee for their  courses as a means of increasing the revenue. The amount charged is normally very much higher compared to that charged by public universities, where the course fees are subsidised by the government. For instance, the fee to study medicine in University Malaya is about RM100 000 whereas in International Medical University (IMU), the fee is about RM350 000. However, since the income per capita of Malaysians has increased; many parents can afford to pay such expensive fees. Moreover, education has become a priority in Malaysia. The government is willing to support these private institutions by making student loans such as those offered by Perbadanan Tabung Pendidikan Tinggi Nasional (PTPTN) available for students. This helps to lessen not only parents’ burden, but also the shareholders’. Despite these differences, public and private universities are similar in being competitive in nature. They compete to be the best educational institution in their respective fields of study. Both types of institutions strive to stay abreast to sustain their position in the education industry. The benchmark has been raised very high so that every university has to be sensitive to their customers’ needs. Most universities have made wi-fi connections available around their campus and have upgraded facilities such as computer laboratories, hostels, cafeterias and transportation. Apart from that, these universities also recruit the best faculty staff to make the teaching and learning process an exciting journey. In addition, these universities advertise their annual graduation ceremonies and highlight their top academic achievers to maintain their name and ranking among the top universities. All these criteria have become the yardstick for universities to measure their reputation as world-class education institutions. There is paradigm shift today in the way parents and children regard education. Parents nowadays are sending their children to higher education institutions so that they could obtain a minimum university qualification. Students take up university courses not only to obtain wisdom and knowledge, but also to acquire the expertise and qualifications needed to compete in today’s knowledge-based economy. Thus, it is up to the students to compare the similarities and differences between a public university and a private  university before deciding which institution to pursue their tertiary education in.