Deterrence and Integration The essays

Deterrence and Integration The essays Some theorists have generally viewed integration as a process leading to a condition called political community, in the international level, as primarily consensual, or based principally on the development of shared norms, values, interests, or goals. According to some theorists the world of the twentieth century was characterised by growing numbers of technical issues that could be resolved only by cooperative action across state boundaries. Such issues could best be addressed by highly trained specialists or technicians, rather than by politicians, because such pressing problems could be addressed outside the politicised context of ideology or nationalism. Also according to these theorists, it was essential to have a cooperation. This functional cooperation would come necessary international institutions, in the form of organisations and regimes, based on multilateralism in the terminology of many of Functionalist theorists. Later another group of theorists emerged, Neo-functionalist theorists. Their principal contribution lies in the explanation, modification, and testing of hypotheses about integration. The major emphasis is placed on the role of political parties and interest groups and the extend to which political elites in the units to be integrated support or oppose integration. Neo-functionalist theory, within its European Union context, attaches major importance to an integrative process leading ultimately to a federation or political union. Functionalist theory has been the object of several kinds of criticism and modifications: that it is difficult, if not impossible, to separate the economic and social tasks from the political that governments have shown themselves unwilling to hand over to international authority tasks that encroach on the political that certain economic and social tasks do not spill over into the political sector ...

Introducing Social Video From CoSchedule - CoSchedule Blog

Introducing Social Video From Blog Getting your followers attention on social media isn’t exactly easy. People’s feeds are busy  with cat memes, status updates, and notifications galore. And when you’re one  out of 100 folks vying for their attention†¦ Every social message you create needs to be a thumb-stopper. Every social message you create needs to be a thumb-stopper.Which is why we’ve added another weapon to your social scheduling repertoire: Introducing: Social Video From   With Social Video you can: Schedule, share, and manage all of your social media videos (directly in ) Connect with your audience in a more engaging  way Stand out in busy news feeds (with stellar video and a little Best Time Scheduling science) And start taking advantage of the 8 billion+ views social videos get every day! How Does Social Video Work? Schedule, Share, And Manage All Your Social Videos In One Place Manage your social promotion directly in the calendar you already love. No more bouncing from one account to the next- upload your video once and share to all your favorite networks. Simply upload your video one time  and share it to all your social networks. Add copy/text to accompany your social videos, and easily preview messages before  they go live. Never worry if a video will display correctly or if it meets a specific social network requirement. has all those deets right in the calendar, and we’ll let you know if you need to make an edit. Add A Lil Life To Your Social Strategy Connect with your audience by adding some spunk, personality, and humor with social videos. Nearly 76% of Facebook  users and 82% of Twitter users watch one video a day (or more). So, why not optimize your videos for better results? Heres a few tips for making stellar social videos: Keep videos short and  grab your viewers attention early: 30-60 seconds videos get the most attention And add your hooks  early on- according to Facebook research, nearly 50% of a videos value is delivered within the first 10  seconds (or less). Heres an example of a  short video (18 seconds long) with a mouth-watering  hook: Art of Birthday Cake Posted by Tasty on Wednesday, September 7, 2016 Don’t rely on sound: Your videos need to be engaging without  turning up the volume. Use captions and visual story-telling (think old silent film style). Most  videos  are  viewed from a mobile device- thus,  your viewers could be anywhere a waiting room, on the subway, in a library, etc.  Be kind and  give them the option for sound. Use autoplay to draw attention with MOTION  in your followers news feeds: Its the easy button for your viewers. Your video is already playing, so they might as well stop and watch it. ;) Adding bright colors, quick transitions, and people in the first few seconds is also a great way to catch their eye and increase engagement. Heres an example  of a video with no sound and quick transitions. Tide Pods provide a great clean in an easy-to-use form. Posted by Target on Friday, August 26, 2016 Recommended Reading: Wistia:  Crafting a Social Video Strategy Twitter: 5 Best Practices for Promoting Social Video Stand out in busy news feeds: Upload your show-stopping videos into , mix in some  Best Time Scheduling magic, and you’ve got one sick game plan. Now not only can you  add eye-catching videos to combat busy  news feeds, but you’ll be sending them out at the best time possible (double whammy). There’s no need to guess when  it comes to scheduling your social videos. Use best time scheduling to share your messages at the best times for each network  every time you post. You can rest assured that ALL your social promotion (videos included)  will be sent at great times and that they’ll be seen by the right people.

Letter to the Editor Essay Example | Topics and Well Written Essays - 750 words - 4

Letter to the Editor - Essay Example In the same line, the North Miami Mayor was involved in ballot fraud prob. When will this end? We need to come together and stamp out corruption. Politically, corruption undermines democracy. The act of good governance dies off. In the election, corruption reduces accountability in representations in policymaking. Underqualified leaders in position wrongfully lead the nation to ashes. In the judiciary, corruption compromises the rule of law. Provision of inefficient services experienced results from corruption in public administration. Corruption in the economic sector affects both the private and public businesses. Starting with the private sector, it leads to an increase in the business cost in acquiring the license to start the business. In the public sector, corruption lowers the compliance in activities such as constructing and maintenance of the environment. The quality of government services and infrastructure significantly reduces. Roads built by unqualified engineers have a short life span. Later they become unworthy limiting the users significantly. Corruption accelerates environmental destruction. Forest guards are receiving bribes allowing people to cut down trees. The environment becomes threatened. Global warming accelerated endangering the survival of the human species. Food production falls increasing prices of the available food. The cost of life increase gradually. In humanitarian aid to the poor, manipulation of assessment, targets, and registration is prone. Uneven distribution of aid leaves many to sleep hungry while others remain shelter less. Support covers only those with connections. Under the table, payments have given unqualified individuals job opportunities leaving qualified individuals jobless. Corruption has made education expensive. Some people even end up buying academic certificates. Such individuals threaten the future of the nation. STOP CORRUPTION! The first step starts with you. Obey the law.

Summary of Shane Essay Example | Topics and Well Written Essays - 1000 words

Summary of Shane - Essay Example Initially Shane appears to be strange and dangerous to the narrator Bob Starett. When he appears in the city, he wears a â€Å"black hat, boots and a belt†. His dress was a bit different from the rest of the people. Shane’s dresses, composed face and mighty stature are strange enough to grow Bob Starett’s curiosity and fear. Yet Shane is not dangerous. Rather he proves to be helpful to the Starett family, as Joe Starett comments in this regard, â€Å"He's dangerous alright. But not to us, my dear†¦In fact, I don't think you ever had a safer man in your house.† (Schaeffer 23) Indeed Shane possesses a sense of respect for himself and for others. Because of this sense of self-respect and respect for others, he appears to be lovable to the Staretts. He is a hardworking man who will prove his worth by helping the family in need. He is supposed to find a man’s self-respect and value in works. He stays on Joe’s farm with a view to helping him i n the oncoming winter. He decides to help Joe because he finds that Joe needs not only help in his farm-works but also protection from other farmers who are trying occupying his land. Thus Shane involves into conflict with Fletcher an aggressive rancher who wants to buy Joe’s land in order to expand his ranch. One day, Shane goes to the town-market to repair their pitchfork. On the way, he meets Chris, one of Fletcher’s men, who attempts to provoke Shane to fight. But Shane remains as calm and cool as possible. He makes fun of how the poor farmers like Shane drink Soda and Shane smells like a pig. From that day, they become a laughing stock around the town. Joe and other farmers who refuse to sell their lands to Fletcher are being taunted by Fletcher’s people. Then, with a view to amend the situation, Shane reaches the town market into town and finds out Chris who invites him to a bar fight and gets beaten severely by Shane. Thus Shane becomes an indispensable p art of Joe’s survival struggle by his manliness and courage to confront injustice. Joe and Shane together wither anything wrong –the weeds, the large stump, Fletcher’s greed, etc- from Joe’s land. Obviously the aura of strength, honesty and courage that surround Shane influences Bobby’s psychological growth. Even before reaching their house along with the homesteader, Bobby grows a strong relationship with Shane. He becomes fascinated by Shane’s strong stature, the way he rode on his horse, the courage Shane shows while facing injustice, etc. He finds Shane a role model, of whom every action can inspire him. Shane also shows respect to the young boy. He tried to guide him about how to survive in a world which is full of adversaries. For Bob, Shane is not only a protector and a defense of the weak against the injustice, but also an experienced teacher who opens up the world of experience to the innocent boy. In this regard the narrator commen ts: â€Å"He was a man like father in whom a boy could believe in the simple knowing that what was beyond comprehension was still clean and solid and right† (Schaeffer 79). Bob takes him both as a man and a hero. Despite the heroic aura, Shane establishes himself as a usual man who can grow relationships with other men. Throughout the progress of the novel Bon learns that Shane is the man whom he should follow. Indeed Bob’s growth to maturity is greatly influenced by Shane and his father Joe. In fact, Shane’

We are passively scripted by our parents Essay Example for Free

We are passively scripted by our parents Essay One question that almost every individual ponders upon at least once in his or her life is whether the life that we have been handed down is an open book which we can write in any way we feel like or is it a pre-written script that we are simply enacting? Are our behavior patterns, emotions, responses our very own, determined by our own selves or are they pre-programmed into us genetically, by our parents, teachers etc? Before directly looking at any possible answer, let us discuss some interesting aspects about life. Firstly, for any external circumstance or event, the responses of different individuals are usually different. As an example if a boy leaves his girlfriend for someone else, the resulting response in the girl can vary from mild anger to temporary sadness, to even acute depression. These differences in emotive behavior are rooted in the belief patterns, concepts and ideas that are ingrained in every individual. The A-B-C theory of personality by Albert Ellis, elaborates this point by saying that in any life situation, the activating event (A) does not lead to the emotional consequence (C). Rather, the emotional consequence is triggered by the beliefs (B) of the individual. A healthy and rational set of beliefs can make a healthy, strong individual while a person with irrational beliefs is much more likely to endure pain and suffering from the same set of cards that life deals out. So of what is responsible for forming these beliefs in any individual? I think a lot of aspects in our life are pre-programmed, genetically into our system. Many other beliefs become a part of us during our childhood and depend on the social, cultural and economic environment of the child, on the parents and teachers and some of these beliefs are created by us on our own. To elucidate on the first point let us look at the simple example of gender. We all know or have seen how men and women intrinsically differ in interpreting different situations and in their reactions to them. In any difficult or crisis situation men are usually more level headed while women more emotional. Similarly, in human relationships, women are more intuitive than men and therefore perform better. Though this varies widely and we have level headed women as much as we have intuitive men, we can understand that gender often does play a role in determining behavior patterns and this is something scripted into us from our birth. For such patterns that are pre-programmed by birth itself, I think while it is very difficult or almost impossible to change these patterns, recognizing them can help us deal with them and subdue the control they have on us. I would say the second set of beliefs that is rooted in our childhood is the most significant one in the determination of our personality. A child picks up a huge amount of stuff, both directly and indirectly, from his or her environment, parents, teachers and friends. Unknowingly it is often the parents who pass on their fears and phobia’s to a child. Let us take the example of an adult who is afraid of darkness. When the activating event (A) is a sudden power disruption in the house, consequence (C) is fear. Now for another adult for the same event, the consequence (C) will perhaps be mild irritation. Now this person who is scared of the dark was not born with this fear. In fact a toddler, he would fearlessly walk into dark corners and places. However, his mother had this fear of darkness which she passes on to her child through her behavior. A child learns from his mother. Walking down a dark alley, the mother suddenly grips her son’s hand very firmly and hisses, â€Å"Don’t leave my hand, it is dark! † The child learns – darkness is something very dangerous; I should be afraid of it. In this way knowingly or unknowingly, the child’s parents, teachers, environment etc instill in him concepts and behavior patterns that play a big role in determining his or her attitude to life in the years to come. However, I do feel that some of the concepts are self-created and whether to continue believing in something that has been a part of one’s belief system since childhood is also up to oneself. By recognizing unhealthy patterns in ourselves we can train ourselves to not behave like mere programmed objects but actively choose to respond in an intelligent manner. As human beings we can strive to throw out every irrational belief in our system and instill rational thoughts to counter them. Though an uphill task, I think it is certainly one that can be done and if every undesirable belief cannot be thrown out of us completely, the strength of their control on us can surely be minimized.? Works Cited 1. Cognitive Behavior Therapy, Individual Counseling Theory and Practice, James J. Messina (www. coping. org/write/C6436counselther/lectures/C6436-9th-CBT. ppt

GM Sees Tepid Sales of New Models :: essays research papers

General Motors Corp., already bracing for a tough 2005 because of flagging truck sales, is now showing signs of trouble selling two of the new cars it had been expecting to pick up the slack this year. The company in the last week or so has increased incentives on the Pontiac G6 and the Buick LaCrosse as a result of sluggish sales, and has prepared to scale back production at the factory that assembles the G6. GM recently told workers at its plant in Orion, Mich., that it is reducing the number of cars it wants produced each hour and delaying the start of a second shift of production until after the company's annual plant shutdown in July. The company had planned to start the second shift in the spring. Paul Ballew, GM's executive director of market and industry analysis, said production is ramping up slowly at the plant because not all versions of the G6 are in the market yet, such as a model with a four-cylinder engine. "We don't get the coupes until the summer, and we don't get the convertible until after that," he said. "We've been delayed in bringing some of the the new versions of the G6 out." Mr. Ballew said G6 sales are "pretty good" but acknowledged they are "not off the charts." GM expects to sell about 6,000 G6s this month, up from about 4,000 last month, he said. The slow start of the G6 and LaCrosse sales comes at a difficult point for GM, the world's largest car maker. In 2004, GM lost market share and was forced to cut production as Japanese rivals such as Toyota Motor Corp. and Nissan Motor Co. posted substantially higher sales of mainstream cars. At the same time, luxury-car makers such as BMW AG are expanding further into midprice segments that GM once dominated. In January, GM said 2005 earnings would fall by about a third to between $4 and $5 a share, as a result of a $1 billion increase in health-care costs, a substantial loss in Europe and lower profit at its financing arm. It is also suffering from an aging line of pickup trucks and big sports-utility vehicles, such as the Chevy Suburban and GMC Yukon, that normally generate substantial profit. These sales are falling as GM prepares to launch new versions in 2006. The LaCrosse and especially the G6 were supposed to help smooth the ride in the meantime.

Corporate Social Responsibilities Essay

An obligation, beyond that required by the law and economics, for a firm to pursue long term goals that are good for society. The continuing commitment by business to behave ethically and contribute to economic development while improving the quality of life of the workforce and their families as well as that of the local community and society at large. About how a company manages its business process to produce an overall positive impact on society. About the company Cadbury is the world fourth biggest manufacturer of chocolates. Cadbury is a global confectionery and beverage manufacturer having its presence in more than 200 countries worldwide. The company started its operations in India in 1948 and is the leading manufacturer with 70% volume share of the chocolate market. In India, Cadbury began its operation in 1948 by importing chocolates. The company is also a key player in malted food drinks and sugar confectionery. The company after becoming a founder member of BCF embarked upon social and community development initiatives and attaches a lot of importance to social development initiatives. Core purpose â€Å"creating brands people love† Cadbury Products The market major of Chocolates offers the following products in the market:- Chocolates like Cadbury dairy milk, perk, celebrations, temptations, five star, eclairs, gems, fruit & nut, Cadbury crackle and many more†¦.. Snacks like Cadbury bytes Beverages like Bournvita Cadbury delight Candy like Cadbury halls Gums like Bubbaloo Commitment to the environment Corporate Social Responsibility (CSR) is at the heart of their success. At Cadbury India have always believed that good values and good business go hand in hand. It’s part of their heritage and the way they do things today. CSR is about growing our business responsibly. Migratory birds stop over at Bangalore factory Water is a precious resources. As part of Cadbury India’s effort to continuously increase water conservation Cadbury. Bangalore factory has constructed a check dam to store the rainwater. This dam not only acts as a major ground water replenishing source for the bore wells in the factories and surrounding community, but is also a stopover location for some of the migratory birds. Pioneering cocoa cultivation in India Since 1974 Cadbury has pioneered the development of cocoa cultivation in india. For over two have worked with the Kerala agriculture university to undertake cocoa research and released hybirds that improve the cocoa yield. Cadbury efforts have increased cocoa productivity and touched the lives of thousands of farmers. Commitment to the society The efforts of the Baddi factory team over 50 children of migrant workers living in and around Cadbury Baddi factory will now have daily access to non-formal education. Cadbury has set up a non-formal school as part of Cadbury commitment to create prosperous, inclusive and healthy communities. This is the first phase of project SAHYOG an 18 month project which commenced in January this year in partnership with an NGO RUCHI. The project reaches out to over 400 poor & marginalised families in Sandholi village near Cadbury Baddi factory and apart from education.

Abortion in India

Abortion in India is more common than those would think, quite often a daily occurrence. In India, abortions are completely common because women are quite often having abortions after finding out the sex of the child. Not only is aborting a certain sex frowned upon, but the abortions given in India are often extremely poorly done because of the lack of trained professionals. Abortion in India should be more safe and sterile, while also done by properly trained professionals whom specialize in this area.Unfortunately in India the situation involving trained doctors and nurses for safe abortions is highly lacking making it much harder to provide for those in need of an abortion. Due to that other physicians and nurses get trained to provide medical abortions. â€Å"Abortion has been legalized in India for the past three decades† which made it possible to have medical and or surgical abortions available (Sarala Gopalan). Along with that came the complications of aborting certain sexes causing the passing of a law â€Å"India passed a law in 1994 making it illegal to abort a fetus based on its sex† (Kirkey).That law was passed because many Indian people were having children, trying to have a boy and when not successful would get an abortion. Quite often most of these abortions happened to be an unhealthy or unsafe abortion â€Å"Unsafe abortions constitute a major threat to the health and lives of women† (Sarala Gopalan). The result of an unsafe abortion can end up with terrible outcomes such as incomplete abortion, sepsis, haemorrhage, and damage to internal organs. The most major result of an unsafe abortion can result in the person receiving the abortion to die.

buy custom Articles about Observation essay

buy custom Articles about Observation essay Programs for early childhood or preschool age struggle to offer education of a high quality to the children. Such programs involve a vast range of characteristics in order to answer the purpose. These programmes include structural features that are instituted through the policies and regulations, and process features that are experienced be the children directly. For the most part, the programmes cover a physical environment such as spatial, furnishing and learning materials. Social environment also comprises the preschool programmes, which cover a classroom management as well as emotional and instructional support. The most important, they face a challenge of determining the quality of such programmes and its effect or impact on the features of development of the preschool children in terms of literacy, activity, interaction, language and skill. The level of the experience that children gain while being in preschool make significant contributions to their development of skills in li teracy, academic subject, language and competency in their emotional and social life. For this reason, the different educational systems have been developed, which provide the preschool learners with the rich experiences that prepare them for further studying. In addition, the experiences acquired in the preschool thoroughly prepare a child to join the senior classes or school. The development of these programmes is aimed at providing the preschool children with several opportunities in relation to education. One of the benefits of a high quality preschool education is that it is open for disabled children as well, which is very important. The programmes are useful in protecting such children, thus, reducing the gap of development or recognition that occurs at school entry (Burchinal et al., 2000). In the event of the above constraints, the learner can easily cope with the challenges of education due to the high quality preschool programme. Several studies conducted on this subject indicate a considerable connection between a preschool grounding and further educational advancement. Several organizations continuously emphasize the importance of the quality of the preschool programmes providing an appropriate language and interaction skills. They also insist that a conducive- preschool environment forms a strong foundation or basis for protection of the children experiencing difficulties in reading or social risks. Conducive environment means that children can learn with fewer difficulties and rely on the proper support of the teachers. They also imply that the quality preschool programmes are aimed at protecting such group of children prone to various risks being deprived of the possibility to get the due language skills in the educational surroundings. The peak of ability of a person to gain knowledge falls on a very tender age, that is why it is essential to a child to be in a conducive for studying learning environment. The early foundation in most cases will determine the future progress of the children. Poor educational background means that children will h ave difficulties in their future academics. Numerous studies have also shown the strong, positive relations that is intrinsic to children facing economic and social risks as a result of the connection between quality of preschool attended and the development of a child. However, these studies indicated the mixed evidences, which may be caused and explained by establishing the different study methods to evaluate the effects, sample compositions, varying sizes, and the measurements and definitions of a preschool quality (Cunningham, 2010). Several other researches have also found that preschools offering quality programmes to the children are more likely to achieve a greater, positive impact on the literacy of the children, cognitive or reasoning development and language skill. Preschool quality encompasses a wide range of programme characteristics such as the structural features implemented through the regulations and policies, and direct experiences of children provided via the process features. The process quality or features entail the mechanisms used by the preschool in conveying benefits to the children. It consists of the physical environment including furnishings, space and learning materials, as well as emotional support, management of the class, and instructional support. Extensive studies have been conducted to assess the relationship between various features of a preschool programme quality and the development and outcome of the children (Dickinson et al., 2006). The result of the studies indicates a significant relationship between a high quality preschool programme and future development of a child. In order for the programme to be effective, it is essential to use all the previous experience known in the system of the education of a child. For this reason, the programme ensures that all the elements consider the possible and available advantages that could provide the learners with a base needed to higher education. The creators of the programmes realized the essence of a high quality preschool programme in the preparation for the further development and education of the children. However, the connections between the development and a preschool quality tend to remain at the minimal side, with the significant relationships not evident in most of the studies. Similar studies also reflect the differential aspects and impacts of quality programmes in relation to the characteristics of the child such as sex, race and ethnicity, as well as family and home risk factors. The other factors indicate that development and further education of the learner do not mainly depend on the preschool programmes. The moderating effects in most of the studies and high quality programmes have contributed to the successful outcomes among the subgroups that had experienced the delays in development (Early et al., 2007). However, such studies are not to be relied upon because of various factors. Inconsistencies may arise in the relevant studies because of several reasons such as design of the study in detecting developmental effects, characteristic of the participants involved in the study, and definition and measurement of the quality and outcomes. Contradictions that occurs due to the study designs arise when a study measures the parameters of the quality and development at the same time. These studies tend to result into positive relationships, which may not necessarily be accurate in the interpretation of the concurrent associations. The results from studies assessing the associations of preschool program qualities and development of the children take into consideration the characteristics of the participants of the study. Studies conducted in the past incorporated children who were economically disadvantaged, and targeted to get into the programs of prekindergarten. Recent research and studies a longside with a subsequent expansion and growth of the preschool facilities has encouraged the incorporation of participants or children coming from diverse racial or ethnic and economic backgrounds (Cunningham, 2010). Similar studies on the associations of developmental changes of the quality preschool programs also utilize different measures in evaluating the outcome and quality on the magnitude of the program associations. These developmental measures include direct assessments or ratings of the abilities and skills of a teacher that are useful for learning of the preschool children in terms of language, reasoning, cognitive, social-emotional and academic success. Different studies have also reported varying of measurements of the preschool quality. Teachers, administrators, policy makers, and parents in describing the characteristics of prekindergarten programmes use the term of preschool quality. There are two known types of preschool programme qualities, namely, structural and process qualities. Structural qualities encompass those features of the programme that are targeted at financing and regulation, and include the professional training of the teachers and their personal level of education, ratio and size of the clss, service programmes for families and parents, curriculum types, and several other structural features associated with the developmental outcome of the students. The level of education of the teacher would be relevant in the way he or she can be helpful in implementation of the preschool programmes. In the event, the teacher with the task of implementing of the programmes that h a low educational level would not be appropriate for the job. On the other hand, the type of curriculum determines the impact of the programs on the development of the children. The recommended curriculums at this level are those which are student centered. Curriculums, which are not student centered, may not be effective in implementing the high quality preschool programmes. In addition, the high quality programs work well in schools where there is proper regulation of the class size and number. Crowded classes with insufficient supporting materials would make the programmes ineffective, and, hence, would not produce the expected outcomes (Early et al., 2007). Rationale A literacy environment quality entails the social relations and the surroundins that the children directly encounter while participating in various classroom activities. Social relations would comprise the other students and teachers. The available, supporting staff also covers the area of social relations, which children experience while being at school. On the other hand, there is a physical learning environment, which means the learning materials. Learning materials can include books, classrooms, playing toys, charts, drawings, and other relevant materials at this level of education. These global quality programmes can be described as one containing features of the potential to improve the positive development of a child providing the safe environments, appropriate learning activities, and interactions with teachers, parents and fellow children (Hoff, 2006). As much as global quality proves to impact the literacy development of preschool children, advanced research needs to be foc used on the specific quality indicators connected to language and reasoning skills, activities and interactions. There is limited research on the quality of the preschool programme and the literacy environment. Most studies dealing with the relationship between development of the child and quality of the school focus on the quality measures of one dimension, ranging from high quality to low quality. These studies do not explore the quality aspects that are strongly connected to the development of a child, as well as evaluation of specific quality factor that protect the children facing economic and social risks. This study seeks to examine the instructional practice, classroom environment and the impact of these features on development and support of the progression of the children. It is aimed at examining the association or influence of the factors of preschool qualities on the development of the language-reasoning skills of the children, their activities and interactions, using t he Early Childhood Ratting Scale-Revised (ECERS-R) to assess the preschool programmes and ensure that they meet the needs of the student according to the standards (Harms, Clifford, Cryer, 2005). Methodology The study is focused on the prekindergarten schools with convenient and representative sample sizes from diverse cultural, racial and economic backgrounds. Data collection was done by an observational survey using the Early Childhood Environment Rating Scale-Revised (ECERS-R; Harms, Clifford, Cryer, 2005). The use of the scale has been reported for over two decades. It evaluates different subsections that are in line with the objectives of the study. They include such areas as Language and Reasoning, Activities, Interaction, Space and Furnishings, Programme Structure, Personal Care Routine, and Parents and Staff. There are 470 indicators equivalent to 43 items that are rated in a format of a seven-point scale. The descriptors for scoring the variables ranged from 1 (Inadequate), 3 (Minimal), 5 (Good), to 7 (Excellent). Observation Summary The study entailed evaluation of an ECERS-R observation evaluation as a requirement of the course Psychology of Early Childhood. The study was carried out on March 21st, 2012, in a Pre-K classroom, in Lincoln School in New Britain, CT. This observation is focused on three scales, Language-Reasoning, Activities, and Interaction. Participants included 21 students between ages of two to five-years-old. This group of students was from diverse backgrounds, including White, African-American, and Hispanic origin. The staff presented during the study included one head teacher and two assistant teachers. Table 1 shows the ratings based on the observations. Language-Reasoning consists of four subscales: Books and pictures, Encouraging children to communicate, Using language to develop reasoning skills, and Informal use of language. According to the observations, the author believed that all qualifications were met in this area, and rated them with excellent (7). In this Pre-K classroom, there was an assigned center for reading providing students with a variety of books. The teacher, Ms. Thurston, also read stories to the children. The teacher would ask questions and relate the stories to the children as she read. On the free play of the children, four of them played with the books, looking at the pictures and showing to each other. This classroom presented pictures of different subjects at the eye level of the children. In the subscale, the staff and children had constant communication in order to encourage the children to communicate easily. The author observed one particular student who was shy and low in interacting and communicating to the fellow students. The teacher during the free play tried to communicate with that student, and encouraged her to communicate, play and interact with other children by explaining what she was making with clay. As for using language to develop reasoning skills, the author noticed a group of children playing bingo. This game reinforced their vocabulary and knowledge of numbers. For instance, the teacher picked a number and asked them to repeat it then match that number on their bingo cards. In the subscale informal use of language, students were assigned to different centers in the classroom. The staff walked around in order to supervise and communicate individually with the children and inquire them in what activity they were involved in. For instance, one of the teachers asked a girl what she was making with sand. The girl answered: A big house. The teacher continued communicating and interacting with the girl about the house and inquiring whether she was going to add windows, doors, and a chimney. A variety of activities were also observed at Lincoln School. The author assigned a rating of seven (7) to all the subscales under activities except Sand and Water that were rated five (5) and Nature and Science rated six (6). Under refined motor skills, the author noticed that all the materials and tools used by the children were labeled and well organized. For example, the attention was paid to how all the utensils used in the cooking center were labeled and stored in their rightful places. Art work including painting and drawings made by the students were displayed all over the classroom walls. They also had 3D art articles with their names on made by using a clay, and snowmen made of the foam balls. The teacher played music to the children after a story had been read. The students had the chance of singing and dancing to the music separately for the girls and boys. Blocks had an assigned center, where the students had the opportunity to play with different types and sizes, for instance, the coloured plastic and wooden blocks, etc. In this classroom, there was a corner assigned as the sand center with a sand table. The table contained sand tools such as shovels and small buckets among the others. The subscale was rated with a five, as there was no area designated for watter play, either indoors or outdoors. In this classroom, the staff had assigned a theater center for the children to dramatize and change their character into anything they desired. This theater included dress up clothes and puppets. In Science/ Nature subscale, there were a group of books with different themes on nature, animals, and plants. Pictures were also displayed in the classroom that was related to weather. Math/ Number subscale was reflected within the entire classroom. Numbers were everywhere including the date, the blocks, the game they played together (Bingo). Two ch ildren were using the computer with headphones. The use of computers allowed the children to reinforce their knowledge and be able to properly use a computer. This classroom was multicultural; the teachers encouraged the students to play, sing, and dance together despite their ethnic backgrounds. The supervision of gross motor, the general supervision and discipline were well guided. The teachers talked to the children about their activities of interest and promoted an excellent level of discipline in which the students, at the sound of the whistle, knew how to translate the signals to the words Stop, Look, and Listen. Table 2 shows the ratings for the Early Learning Programme (ELP). On March 22nd, 2012, the author visited a preschool programme in New Britain, CT. The number of students present at the time of the observation was ten. Similar to Lincoln School, this programme was diverse in their student admission. The author rated the ELP with an excellent in all subscales because it covered many areas and activities within an hour of observation that were required in the ECERS-R scale. The following aspects were observed in the language-reasoning scale: many books with different topics were accessible to the children, pictures and art works of the children were displayed throughout the classroom. There was also effective communication between staff and students, as well as between staff and parents. The teacher made the children talk about pets at home and their experiences with them. There were four staff members responsible for the talk with the children in the preschool. One of the staff member s played a game with three students in which counting was necessary; she counted with them and also showed them how to count in Spanish. In the activity scale, there was a series of activities that had been observed. Fine motor skills were evident throughout the classroom; materials were all organized and accessible to the children. All the shelves and cabinets were labeled. The author even noticed the teacher bringing books and placing them on the shelf for the students. On the play time, a group gathered in the art center and began to draw whatever they desired. A girl drew her mother and the head teacher. All the previous art works of the children were displayed on the walls. The classroom had a CD player available for music and had music instruments free to be used. The students had the opportunity to play with blocks on their free play time. The children even tried to create a tower that was high enough without the tower collapsing. Previously, the students had played in their sand table center. The table had sand tools stored under the table for the use. This information was made available by one of the teachers in the classroom. The author also observed children playing with puppets, talking to each other as if they were the puppets and imagining stories. The children also played a board game with one of the teachers while parents arrived to pick up their children. In the Nature/ Science subscale, the author observed plants around the room, little flower pots with the attempt to grow grass. There was a classroom pet (beta fish) in which the author witnessed the children taking turns to feed the fish. The board game played by the students had to do with numbers. The personal information of the children was displayed which included their birthdays and a family tree. The classroom had one computer accessible to all children, with different learning programmes for the pupils to learn and play with fellow students. However, it was not used at the time of the observation. The classroom promoted a diverse environment by having children from different backgrounds playing with each other. The author even noticed some Spanish and Polish conversations between mother and daughter. The teachers assisted the kids in using the different tools like working ones, kitchen utensils and grocery shopping materials in an appropriate manner. In general, the supervision was well guided allowing students to work independently but also keeping safety rules in check. At one point, the children started getting rough in their puppet game and so the teacher intervened in order to show them how to play with the puppets and gave them ideas on what to do. The level of discipline in the classroom was excellent; when the teacher was reading a book the children had to raise thei r hand to speak. The author also noticed the children getting a little bit noisy and the teacher let them know that there were interfering with other children, who were trying to play other games. Conclusion Preschool learning age is an essential one and it demands a proper foundation for the preschoolers. The above information explores the experience of the author in the two different schools which were similar to each other. The dynamism of each learning center was unique and adequate for instructional processes and purposes. Both of them were following a protocol and a proper curriculum, which is a necessary element in the implementation of any preschool programme. The teachers used the most effective ways to connect classroom activities with student daily life experiences. This was through encouraging the learners to relate the class activities with the home activities or playground ones. This makes learning to get easier for the preschoolers as they could identify the relationships between class lessons and their life experiences. In addition, the learning expectations of the teacher were focused on academic disciplines (math, language, arts) and social expectations (interactions be tween the students and teachers, respect to others). These are some of the factors which are key determinants of the impacts of the preschool programmes on the development of the children. It is clear from the above discussion and studies that the type of curriculum, level of education of the teacher, and connection of the classroom activities with the daily life experiences results in the positive outcomes (Cunningham, 2010). Evaluation of the environment is necessary in understanding the influence of the environmental features in literacy and social developmental potential of the preschool children. Proper and positive environment will ensure that the learners would gain an advancement due to the preschool programmes. A negative learning environment means that there will be obstacles while implementing the programmes, hence, negative results. Assessment of the quality of the preschool programmes and the environment is essential in improving literacy skills at school entry. Research also indicates that a strong basis or foundation of quality programmes, activities, and literacy developments can prepare students for future successful careers (Campbell et al., 2002). This increases the need to put the priority of the development and future of the students at the topmost position. The high quality programmes and environment that encourage literacy and language development, can also serve to reduce the challe nges that the students might face in the early stages of their growing, thus promoting the development of successful and fluent readers and writers. It is also necessary to put into consideration not only the practice of literacy programmes and quality environment, but also incorporate essential books, experimenting opportunities in a stimulating and a print rich environment. Other notable features with potential benefits include knowledgeable teachers on language skills, meaningful learning choices, and a conducive learning environment with a risk taking, supportive and caring staff. Buy custom Articles about Observation essay

The Inventor of Duct Tape

The Inventor of Duct Tape During the second world war, U.S. troops in the heat of battle had a strangely impractical way of reloading their weapons. Cartridges used for grenade launchers was one example. Boxed, sealed with wax and taped over to protect them moisture, soldiers would need to pull on a tab to peel off the paper tape and break the seal. Sure, it worked... except when it didnt, soldiers were left scrambling to pry the boxes open. The Story of Vesta Stoudt Vesta Stoudt had been working at factory packing and inspecting these cartridges when she got to thinking that there had to be a better way. She also happened to be a mother of two sons serving in the Navy and was particularly perturbed that their lives and countless others were left to such chance. Concerned for the welfare of sons, she discussed with her supervisors an idea she had to fabricate a tape made from strong, water-resistant cloth. And when nothing came of her efforts, she penned a letter to then-President Franklin Roosevelt detailing her proposal (which included a hand-sketched diagram) and closing by making a plea to his conscience: We cant let them down by giving them a box of cartridges that takes a minute or two to open, enabling the enemy to take lives that might be saved had the box been taped with strong tape that can be opened in a split second. Please, Mr. President, do something about this at once; not tomorrow or soon, but now. Oddly enough, Roosevelt passed Stoudts recommendation on to military officials, and in two weeks time, she received notice that her suggestion is being considered and not too long after was informed that her proposal had been approved. The letter also commended her idea was of exceptional merit. Before long, Johnson Johnson, which specialized in medical supplies, was assigned and developed a sturdy cloth tape with a strong adhesive that would come to be known as â€Å"duck tape,† which garnered the company an Army-Navy E Award, an honor given out as a distinction of excellence in the production of war equipment. While Johnson Johnson was officially credited with the invention of duct tape, it’s a concerned mother who will be remembered as the mother of duct tape.  Ã‚   How Duct Tape Works The initial iteration that Johnson Johnson came up with isn’t much different from the version on the market today. Comprised of a piece of mesh cloth, which gives it tensile strength and rigidity to be torn by hand and waterproof polyethylene (plastic), duct tape is made by feeding the materials into a mixture that forms the rubber-based adhesive. Unlike glue, which forms a bond once the substance hardens, duct tape is a pressure-sensitive adhesive that relies on the degree in which pressure is applied. The stronger the pressure, the stronger the bond, particularly with surfaces that are clean, smooth and hard. Who uses duct tape? Duct tape was a huge hit with soldiers due to its strength, versatility and waterproof properties. Used to make all sorts of repairs from boots to furniture, it’s also a popular fixture in the world of motorsports, where crews use strips to patch up dents. Film crews working on-set have a version called gaffer’s tape, which doesn’t leave a sticky residue. Even NASA Astronauts pack a roll when they go on space missions. Besides repairs, other creative uses for duct tape include strengthening cellular reception on the Apple iPhone 4 and as a form of medical treatment for removing warts called duct tape occlusion therapy, which research hasn’t been proven to be effective. Duct tape or duck tape? In this case, either pronunciation would be correct. According to Johnson Johnson’s website, the original green sticky cloth tape got its name during world war II when soldiers started calling it duck tape for the way liquids seem to roll off like water off a duck’s back. Not long after the war, the company launched a metallic-silver version called duct tape after executives discovered it can also be used to seal heating ducts. Interestingly enough, however, scientists at Lawrence Berkeley National Laboratory conducted field tests on heating ducts and determined that duct tape was insufficient for sealing leaks or cracks.

Computer Security Essay Example | Topics and Well Written Essays - 750 words

Computer Security - Essay Example To understand the nature of this proverbial beast we must take a closer look at the misaligned incentives that guide the basic design and deployment of computer systems, which form a major chunk of the issue. These misguided incentives begin with what economists call a moral hazard effect which resulted in a landslide of fraud. Other incentives include consumer’s lack of prioritizing on security measures which resulted in their minimum spending on software security. This is referred to by economists as ‘The tragedy of the commons’ with consumer’s unwilling to spend on measures that did not directly benefit them. Third is the failure in privacy and prolonged regulatory issues due to poor allocation of online risks. Last is the ability of these incentives to affect defense and offense strategies. With highlighting these key aspects we can move on to examining two mutually exclusive reasons for the decline in credit card number prices and violations of securit y based on economics being the reason for the existence of economics of security. The first of these reasons is ‘Network Externality’. In the information sector network externality refers to the software industry. Where the number of software users’ counts as the operating system developed depends on the choices of these people. So when the software company is in its initial development phase it tends to ignore security to strengthen its market position, later they add security measures once they have locked down on their target market. In economies this principle is called the Metcalfe’s law, stating that the value of a network grows with the number of people using it. This principle when applied to credit cards can be viewed as more merchants take credit cards their usefulness increases in the eyes of the customer. This results in more customers having credit cards increasing the likelihood of more merchants accepting them. So we notice that although the credit card network grows slowly initially but as positive feedback rolls in an exponential growth results. This has a direct impact on the decrease in the credit card number prices with a burst of credit card users. The second reason for this mutually exclusive occurrence has to do with ‘competitive applications and corporate warfare’. In reference to credit cards we look at the business strategy that requires manipulating switching costs. This can incorporate direct and indirect switching costs in terms of making systems incompatible or controlling marketing channels. Sometimes product differentiation and higher switching costs can both be used as security mechanism goals. For example look at Microsoft Passport, which operates with the promise of a single sign-on that facilitates consumer convenience. However that being said the real goals of Microsoft Passport is to subtly gather huge sums of date on consumer purchasing patterns with the expansion of a strong networ k externality. Also it limits the customer choice since the undertaken transactions are only operational on Microsoft software. This shows how instead of a concentration on security the product concentrates instead on web server control and acquisition of information markets. The products credit card transactions and details, which are all kept by Microsoft, result in the creation of a target market. This increases the probability of a greater external threat as well as a complete stranger

Gulf Regional Legal Environment of Business Essay - 2

Gulf Regional Legal Environment of Business - Essay Example For example, Sadah (2010) has pointed out those countries like Oman lacks in proper legal framework which can not only protect domestic players but also attract foreign investors. Hence, it can be said that providing a stable legal framework to domestic and foreign companies is related to Oman’s growth and prosperity. McConnaughay (2001) has defined law as a structure and combination of principles which provide guidance to companies on how to do business and also takes care of the interest of investors. In Oman, Commercial Companies Law under the Royal Decree No. 4/1974 takes care of most of the business entities such as Joint-stock Companies, Limited Liability Companies (LLC), joint venture between partners etc (Morison Muscat, 2010). However, such an old prescription is not helpful for Oman to solve the entire pertinent and current day business problem. For example, the age old Royal Decree No. 4/1974 is not helpful to guide business operation of commercial companies which m ight or might not have principal operation in Oman. Another important thing is that, in last 20 years, rapid industrialization in Oman has increased interest of foreign investors to invest money in order to expand business in the country (Morison Muscat, 2010). ... Part 2 Research scholars such as Siviglia (1993), Fox (2009) and Christou (2009) have pointed out that, commercial agreement between countries is important facet of international trade policy for government of any country. Careful analysis of the work done by Fox (2009) shows that commercial agreement between Sultanate of Oman and any foreign Country is exposed to both advantages and disadvantages. Commercial agreement between Sultanate of Oman and international countries comes under the Royal Decree No. 102/94- FCIL and foreign capital investment policy (Morison Muscat, 2010). According to the law, foreign companies need to get license from Omani government in order to commence business in the country. Investors of foreign countries are allowed to invest in tourism, construction, infrastructure, technology or own share of Omani company. Commercial agreement between foreign countries and Oman also includes the clause that, foreign investors will be eligible for tax holidays if their service is found to be necessary to economic growth of Oman by the Council of Ministers (Morison Muscat, 2010). There are plenty of advantages associated with signing commercial agreement by Sultanate of Oman with international countries such as, foreign partners will invest additional fund to the Oman economy which will positively impact the gross domestic product growth of Oman, technological partnership between foreign companies and domestic players will ultimately increase the overall technological capacity of the Oman, foreign investors will create job opportunity by investing money in Oman which will significantly improve the labour market condition