Managing Your Time as an Adult Learner Research Paper

Dealing with Your Time as an Adult Learner - Research Paper Example A case whereby the instructor can mold the learning exercises in such a way, that the students relate to the idea being educated, there is an incredible probability that, the students will recognize themselves with the substance being educated (Turner, 2001). For figuring out how to be useful, the need to set reasonable objectives is indispensable. All procedures merit undertaking if the student is coordinated towards accomplishing a specific objective. Objectives permit students characterize what they work for and at what levels, they would likewise be in a superior situation to achieve their objectives. It is additionally basic to take note of that, making week after week plans is critical if people need to accomplish their set objectives and gauges. Through set timetables; students can distinguish additional time that they have, that can be committed to medicinal classes. With exacting courses of events, students can make quality and continuous investigation time. Making of calend ar records permits the students plan what they need to do in the next day. Timetables have been attributed for their capacity to permit students plan on what to do and what not to do. As indicated by Matema (2007) understanding one’s timetable is of significance to grown-up learning. ... Anderson, Samimi and Bohl (2010) contend that, time the board is the significant fixing in the achievement of learning among students. Figuring out how to oversee time necessitates that students concoct an every day event list that should be continually refreshed. Organizing exercises permits students plan what to do first and as indicated by their criticalness. The students are likewise ready to observe the repercussions of not following their time plans. The students should consistently refresh their aptitudes and be in a situation to evaluate their presentation. Grown-up students are confronted with a horde of boundaries in their course of study. Rothwell (2008) demonstrates that, students must devise arrangements towards hesitation. The investigation suggests that grown-up students can deal with this issue through carefully following their set calendar. The calendar must be determined to limits that the students must arrangement their work in a way that won't strain their capacit ies. Hesitation is known to impart blame sentiments among students; a factor that depletes their capacities to perform well. So as to work without interferences, the more slender may need to comprehend the substance of their undertakings, in order to designate enough an ideal opportunity for every one of them. Along these lines, the students will be in a superior situation to comply with time constraints of the particular undertakings just as, get assist when with requiring in an ideal way. It is conceivable to wipe out worry in the students on the off chance that they comprehend the way that, they don't need to be great, however do what they can inside the designated time. The students should consistently endeavor to make their picking up fascinating in spite of the reality it might demonstrate amazingly troublesome now and again. Definitively, it is legitimized to contend that, grown-up instruction must be fruitful if all the tips of adequacy are followed

Week two questions Assignment Example | Topics and Well Written Essays - 750 words

Week two inquiries - Assignment Example During the time spent thinking about what to place into showcase, other than having business development as a top priority it is additionally essential to set up the appropriateness of the item to the client. In that line, the association may be compelled to continually look for the chance to present new items and new strategies to attack new markets and furthermore to make new authoritative structures. Building up smart thoughts from poorly conceived notions is one central point in setting up a market specialty. Having the option to relate what the client desires are with respect to a specific item particularly the last item quality whether high or low doesn't rely upon the value flexibility of interest. Or maybe, it connected more with the particular needs that the specific item is intended to fulfill. This is an idea that is proposed to comprehend an example among effective publicizing organizations. It expresses that battles made extraordinary recommendations to the client and this persuades makers to switch brands. At the end of the day, it implies any part of an item that separates it from other comparative articles. Case of an item with a phenomenal extraordinary selling recommendation is the Bata shoes from Bata Company. Buying a couple from their stores unquestionably leaves a client fulfilled. They have a helpful and client well disposed online store for which they sell shoes and different frill. They have astounding administrations since they offer free delivery and free return dispatching for the bought shoes that clients don’t need. This occasionally works for Bata Company when the clients keep the bought sets of shoes. Be that as it may, for the situation when the clients won't take the sets of shoes and select to dispatch them back, it cuts into the edge of the organization and this brings down the net benefits. Other than all these, Bata is known as the helpful, client benevolent, and most confided in approach to buy shoes on the web. This has made

Story of a Lifestyle

Story of a Lifestyle Ive always thought about doing crew and Taekwondo (TKD) in college. So at CPW, I visited the crew and TKD info booths, and during Orientation, put myself on their mailing lists. But seeing how im still evading the Swim Testcrew isnt happening anytime soon. Luckily, the other half of the grand plan is moving fast on track. Two weeks ago, the MIT Sport Taekwondo team competed at the Eastern Collegiate Taekwondo Conference (ECTC) tournament at West Point Military Academy. We came home tournament champions with the long sought-after trophy: Captains Jason Uh 10 Mary Hong 10 hold up the fruit of the clubs months of hard work (Photo credit: Bobby Ren) To catch up: 1st quarter at MIT, I took P.E. Taekwondo and loved it. Master Chuang (head Instructor of Sport TKD) brought so much energy to each class, it was hard not to be excited. After the class ended, I took a mini-break â€" only to return just in time for the ECTC Princeton tournament. MIT took second after Cornell. Princeton was like an Initiation for me: the skilled and unwavering competitors from all the schools withstanding rounds and rounds of forms and sparring convinced me to commit. For the next four months, MIT Sports Taekwondo would train religiously, systematically, wholeheartedly. They say it isn’t about winning; but when the goal is so clear â€" “ECTC Division I Champions (again!) over perpetual rival Cornell” â€" stakes rise, and so does the pressure. After the early MIT and Princeton tournaments, MIT was 236 points behind the Big Red â€" with two tournaments left to go. To keep the grand Championship Cup in picture, we needed to win West Point resoundingly. The opportunity came on March 7. At 4 AM (yes, that is A.M.)â€" 2 busses pulled up at 77 Mass. Ave., picking up 48 people. 40-or-so of which would wait in line for McDonald’s at 7 AM somewhere in the middle of New York state; I was part of the left-over ones who could not eat or drink anything before weigh-in at the tournament in order to make a certain weight class … so I razed through the PlayPlace. :) (Photo credit: Xuan Yang) After 5 or so hours, we got to West Point. Besides MIT and Cornell in Division I, West Point also hosted SUNY Albany, Columbia, Harvard, Princeton, Tufts, and several more schools competing in Divisions II and III. In a typical tournament, Forms comes first. This is when all the competitors are divided by their belt levels, with each group lined up sitting around its own ring. Then, competitors go up on the mat to perform the World Taekwondo Federation form for their level in front of three judges. Personally, forms are hard to perfect, but nerves are even harder to conquer. It’s like playing in a piano recital â€" except people do notice when you mess up. That said, MIT snatched an impressive total of 17 â€"SEVENTEEN! â€" medals in Forms at West Point Erika Lee 12 (2nd Dan Black Belt) competes in Forms taking 4th place. /img? Hilary Monaco 12 (Yellow Belt), left, competing at her first tournament taking 2nd place. (Photo credit: David Chen) Once Forms finished, the real fighting began aka Sparring. Jason Uh 10 in red (1st Dan Black Belt); his team A1 reached the quarterfinals in a tough bracket. Michelle Wang 13 in blue (2nd Dan Black Belt); her team A2 also reached the quarters. Mengfei Yang ’12 in blue (Green Belt); her team C2 won gold! Boys lovin all the medals! (Photo credit: Bobby Ren) It always befuddles me to think about what makes someone “good” in Taekwondo. Should you kick hard? Often? Or just right? Obviously the answer is “Just Right”. But by now, I’ve learned that “just right” is pretty much only right when the judge scores a point for it. And with no baskets, holes, or lines to guide a judge in scoring, sparring is more or less subjective. Judges aside, how should you even begin improving in sparring? I try to memorize all the strategies and combination moves, but once on the real battlefield, I’m just running on instinct and praying to god that I can pull out something I recall learning. In this way, TKD is not really much different from say, basketball â€" where only practice and experience guide you to respond well in each individual circumstance. At the end of the day, MIT won West Point â€" and in the most respectful way possible, it felt awesome to eat away Cornell’s point advantage. But we are still behind with one tournament to go (UPenn). So on most Monday, Wednesday, and Friday evenings â€" you will find me @ Dupont gym, kicking and learning from an incredibly tight-knit and hungry community that is MIT Sport TKD: The Fambam (photo credit: Bobby Ren) annnnnddddd some really belated words: Congratulations MIT 2014!! Get all the juice out of CPW: begin finding out what you want to do, whether and how MIT can foster your pursuits; feel if MIT can become the place that’s “just right”. To the seniors who are not/not yet MIT 2014: Walking around the rings at West Point, I saw so many “Almosts” straightforward loss by 1-point, tie-breaker loss by 1-point, sudden-death-in-over-time loss by 1 point…Those single, critical points could easily be converted towards MIT’s point total â€" but they weren’t. We can sit around and wonder what could be done differently, but as the flashing final score lingers, there’s nothing left to do but smile, shake hands, and look forward to the next match. Memory of the previous battle may be painful, frustrating, or in the best-case-scenario, encouraging; but all these sensations ultimately build up the next stage for you to shine on. For everything that delivers an outcome â€" there’s a sense of finality. But if there’s anything to learn from Taekwondo, it’s that you can’t stand still and wait to be kicked. :]

Sexual Sexuality And Its Effects On Society - 1443 Words

If there is a developmental trajectory for anything during adolescence, it is sex. Nothing, not smoking, drinking the use of drugs, nor any form of delinquency compares to the rapid commencement of paired sexual practices during the latter years or adolescence. Sex is much more than it used to be. Sexual desire is now considered central to human identity, and sexual self-expression is seen by many to be essential for heathy personhood. The media, public schools and medical professional often teach that healthy adults, or even adolescents, should explore their desires and express them. At the same time, sex is much less than it used to be. Sexual acts are often considered morally neutral, with no resulting shame or honor (reference). Brain†¦show more content†¦Like heterosexual youth, gay, lesbian, and bisexual young people discover how their brain is wired for sexual attraction as they mature. They are not recruited, seduced, or taught to be homosexual (REFERENCE). In the classroom youth attendance is required; teachers are responsible for instruction, nurturing, developing minds and bodies. In many schools counselors and teachers have proven to be less hospitable than society at large. In fact, you will find that schools are the main areas for anit-gay and lesbian prejudices. Robinson, R. K. stated â€Å"97 percent of youth that were surveyed reported regularly hearing homophobic remarks from several of their peers† (2016). Not only are homophobic remarks routine, but according to research conducted by the American Association of University Women, being called lesbian or gay is the most upsetting form of sexual harassment youth will experience (Iudici, A., Verdecchia, M. 2015). Iudici, A., Verdecchia, M. stated that over 90 percent of lesbians and gays teens have reported experiencing some type of verbal or physical abuse†(2015). Young people who are not heterosexual are often considered different, weird, abnormal, or strange. They are frequently targets of school bullies or the victims of hate crimes. Teenagers often hurl the term â€Å"faggot† as aShow MoreRelatedGlobalization And Sexuality1247 Words   |  5 Pagescharacters. Sexuality refers to how people relate to sexual activities or perceive sexual matters. Sexuality may differ from one culture to the other, but the cultures are likely to influence each other’s sexual beliefs and orientation. Globalization has had an extensive influence on the changes witnessed in sexuality across the globe. It is through globalization that sexual purposes have gotten new meanings. Some of the topics which come up as a link between globalization and sexuality are sexual traffickingRead MoreMedia Influence On The Media993 Words   |  4 Pagesvideos, music over the people. I think media influence the most about the sexuality. Media influence me by showi ng different sexual stories in the newspaper, by posting videos and picture on the website, and by watching different sexual videos on movies influence the most about sexuality. It is a positive influence because we can get the knowledge about sexual precaution and awareness. Television programs influence about sexual values most like, precaution about sex, like HIV or another such a dangerousRead MoreSocio-Cultural Influences On Sexuality. Socio-Cultural1156 Words   |  5 PagesSocio-Cultural Influences on Sexuality Socio-cultural influence plays a major role in sexual behaviors. It gives a better comprehension on why men are men and women are women. These socio-cultural are influenced by physical, emotional, cultural and economic aspects. Time and time again research has proven that socio-cultural influences have a significant role in human sexuality. Culture is the manner of life of the people. Thus, culture shapes the ideas of what behaviors are acceptable for men andRead MoreSexuality : Human Sexuality, Sexual Orientation And Sexual Behavior1193 Words   |  5 Pages HUMAN SEXUALITY ReNata Shaw APUS: Human Sexuality Assignment 2 Resubmit Dr. Foster November 29, 2015 Human Sexuality Introduction Sexuality encompasses aspects in a person’s life that involves sex and gender identity, sexual orientation and sexual behavior. It encompasses the physical, social and psychological aspects of a person’s sexual behavior. It underpins what an individual is, affects the individual’s life wholesomely and is unique to each and every individualRead MoreComprehensive Reality-Based Sexuality Education Essay549 Words   |  3 PagesComprehensive Reality-Based Sexuality Education What is comprehensive, reality-based sexuality education? True comprehensive, reality-based sexuality education seeks to assist young people in understanding a positive view of sexuality, provide them with information and skills about taking care of their sexual health, and help them acquire skills to make decisions now and in the future. Ideally, sexuality education is taught in ways that are age- and experience-appropriate in kindergartenRead MoreMedia Is The Most Accessible Form Of Information1643 Words   |  7 PagesMore over, 91.4% of teenagers think it is a one of positive aspect of our society. However, as with anything there are negative aspects too. According to them, one of the biggest problems rising in the field is sexuality. Much research has been done relating media promotes and encourage violence and this is widely accepted theory. By contrast, only few studies have been conducted to find out the possible correlation between sexual message in the media and children’s acts. However, the large number ofRead MoreIs Sexuality Shaped By Other Social Factors?1628 Words   |  7 Pagesinsert your essay here. Please specify which essay question you are addressing How is sexuality shaped by other social factors? Sexuality does not develop within a vacuum separate to society or politics. All social factors play a role in shaping one another and sexuality is no different. Here sexuality can be loosely defined as a person’s capacity for sexual feelings, sexual identity or preferences and their sexual activity. Secondly, ‘disability’ can be defined loosely as: ‘a physical or mental conditionRead MoreThe Theory Of Sexual Liberation1644 Words   |  7 PagesBritish society claims to be sexually liberated, in that there is more open attitudes to diverse sexualities and certain sexual acts are no longer seen as taboo/perverse. It is seen that we are now free to choose and explore these sexualities. However monogamous heterosexual relationships are still seen as what is â€Å"normal† in society therefore if British society claims to be sexually liberated why is what is seen as traditional still the most common type of relationship? This theory of sexual liberationRead MoreSocial Constructionism : Sociology, History, And Philosophy940 Words   |  4 PagesSexuality is the capacity of human beings to have sexually stimulating responses towards another human being. A person’s sexual orientation can influence their sexual interest for another person. However, in society, many people want to see the opposite sex dating the opposite sex, such as a female dating a male. Whenever someone acts against that notion, such as a female dating a female or a male dating a male, people would see that as being deviant. This connects us back to history when differentRead MoreDiscourse of Sex and the Creation of Docile Bodies Essay1129 Words   |  5 PagesCreation of Docile Bodies Subjection is a process that operates in society, and according to sociologist Michel Foucault, can be applied to a multiplicity of discourses. Foucault explains that the beginning of the nineteenth century marked the age of sexual repression and censorship, which became a time of subjection through exerting disciplinary control over a docile population. In his The Introduction to the History of Sexuality, Foucault explains how the scientification of sex came about. Specifically

Meaning, Pronunciation, and Characters of Hidoi

The Japanese word hidoi means  cruel, harsh, violent, severe, or hard. Pronunciation: Click here to listen to the audio file. Japanese characters: 㠁 ²Ã£  ©Ã£ â€ž Example: Sore wa anmari hidoi yo.㠁 Ã£â€šÅ'㠁 ¯Ã£ â€šÃ£â€šâ€œÃ£  ¾Ã£â€šÅ Ã£  ²Ã£  ©Ã£ â€žÃ£â€šË†Ã£â‚¬â€š Translation: Dont be so hard on me.

Case Study Bankruptcy and the Bible Free Essays

Case Study: Your long-time friend Carl comes to you with a serious problem in his life. He is a believer, and he wants your advice. For years he and his family have lived above their means. We will write a custom essay sample on Case Study: Bankruptcy and the Bible or any similar topic only for you Order Now They did this by continually refinancing their house and rolling their credit card and other debt onto their home mortgage. However, now that real estate prices are no longer rising but actually falling, Carl can’t refinance anymore and can’t pay his monthly bills as they come due. He is in a real credit crisis. His creditors are calling him threatening lawsuits, garnishments, and other unpleasant things. One of his friends at work said that he should file bankruptcy. He comes to you for advice from a Christian perspective. In particular, he wants to know: 1. Does the Bible forbid him to file bankruptcy? 2. Does the Bible forbid borrowing altogether? If not, when is it permissible to borrow money? Use the words â€Å"Forbids† or â€Å"Does not Forbid† in the subject line of your discussion board post, depending upon your conclusion. Do not use attachments as these are cumbersome and inhibit the discussion process. Suggested Readings: Read and consider these and other Bible verses that relate to borrowing, lending, and lawsuits: Proverbs 17:14, Proverbs 20:3, Proverbs 25:8-10, 1 Corinthians 6:1-8, Matthew 5:22-26, Matthew 5:33-37, Matthew 5:38-42, Psalm 37:21, Ecclesiastes 5:4-5, Colossians 3:9, Ephesians 4:22, Ephesians 4:25, Leviticus 25, Deuteronomy 15:1-18, Psalm 37:26, Psalm 112:5, Proverbs 19:17, Proverbs 22:7, Deuteronomy 24:6, Deuteronomy 24:10-13, Deuteronomy 24:17, Exodus 22:25-27, Proverbs 6:1-5, and Proverbs 22:26-27. You may also want to consult some good commentaries and other study aids on some of the verses that seem particularly relevant to you. Proverbs 17:14 New International Version (NIV) 14 Starting a quarrel is like breaching a dam; so drop the matter before a dispute breaks out. 3 It is to one’s honor to avoid strife, but every fool is quick to quarrel. 8 do not bring hastily to court, for what will you do in the end if your neighbor puts you to shame? 9 If you take your neighbor to court, do not betray another’s confidence, 10 or the one who hears it may shame you and the charge against you will stand. 1 Corinthians 6:1-8 New International Version (NIV) Lawsuits Among Believers If any of you has a dispute with another, do you dare to take it before the ungodly for judgment instead of before the Lord’s people? 2 Or do you not know that the Lord’s people will judge the world? And if you are to judge the world, are you not competent to judge trivial cases? 3 Do you not know that we will judge angels? How much more the things of this life! 4 Therefore, if you have disputes about such matters, d o you ask for a ruling from those whose way of life is scorned in the church? 5 I say this to shame you. Is it possible that there is nobody among you wise enough to judge a dispute between believers? But instead, one brother takes another to court—and this in front of unbelievers! 7 The very fact that you have lawsuits among you means you have been completely defeated already. Why not rather be wronged? Why not rather be cheated? 8 Instead, you yourselves cheat and do wrong, and you do this to your brothers and sisters. Matthew 5:22-26 New International Version (NIV) 22 But I tell you that anyone who is angry with a brother or sister[a][b] will be subject to judgment. Again, anyone who says to a brother or sister, ‘Raca,’[c] is answerable to the court. And anyone who says, ‘You fool! ’ will be in danger of the fire of hell. 3 â€Å"Therefore, if you are offering your gift at the altar and there remember that your brother or sister has something aga inst you, 24 leave your gift there in front of the altar. First go and be reconciled to them; then come and offer your gift. 25 â€Å"Settle matters quickly with your adversary who is taking you to court. Do it while you are still together on the way, or your adversary may hand you over to the judge, and the judge may hand you over to the officer, and you may be thrown into prison. 26 Truly I tell you, you will not get out until you have paid the last penny. Matthew 5:33-37 New International Version (NIV) Oaths 3 â€Å"Again, you have heard that it was said to the people long ago, ‘Do not break your oath, but fulfill to the Lord the vows you have made. ’ 34 But I tell you, do not swear an oath at all: either by heaven, for it is God’s throne; 35 or by the earth, for it is his footstool; or by Jerusalem, for it is the city of the Great King. 36 And do not swear by your head, for you cannot make even one hair white or black. 37 All you need to say is simply †˜Yes’ or ‘No’; anything beyond this comes from the evil one. [a] Matthew 5:38-42 New International Version (NIV) Eye for Eye 38 â€Å"You have heard that it was said, ‘Eye for eye, and tooth for tooth. [a] 39 But I tell you, do not resist an evil person. If anyone slaps you on the right cheek, turn to them the other cheek also. 40 And if anyone wants to sue you and take your shirt, hand over your coat as well. 41 If anyone forces you to go one mile, go with them two miles. 42 Give to the one who asks you, and do not turn away from the one who wants to borrow from you. Psalm 37:21 New International Version (NIV) 21 The wicked borrow and do not repay, but the righteous give generously; Ecclesiastes 5:4-5 New International Version (NIV) 4 When you make a vow to God, do not delay to fulfill it. He has no pleasure in fools; fulfill your vow. 5 It is better not to make a vow than to make one and not fulfill it. Colossians 3:9 New International Version (NIV) 9 Do not lie to each other, since you have taken off your old self with its practices Ephesians 4:22 New International Version (NIV) 22 You were taught, with regard to your former way of life, to put off your old self, which is being corrupted by its deceitful desires; Ephesians 4:25 New International Version (NIV) 25 Therefore each of you must put off falsehood and speak truthfully to your neighbor, for we are all members of one body. Leviticus 25 New International Version (NIV) The Sabbath Year 25 The LORD said to Moses at Mount Sinai, 2 â€Å"Speak to the Israelites and say to them: ‘When you enter the land I am going to give you, the land itself must observe a sabbath to the LORD. 3 For six years sow your fields, and for six years prune your vineyards and gather their crops. 4 But in the seventh year the land is to have a year of sabbath rest, a sabbath to the LORD. Do not sow your fields or prune your vineyards. 5 Do not reap what grows of itself or harvest the grapes of your untended vines. The land is to have a year of rest. Whatever the land yields during the sabbath year will be food for you—for yourself, your male and female servants, and the hired worker and temporary resident who live among you, 7 as well as for your livestock and the wild animals in your land. Whatever the land produces may be eaten. The Year of Jubilee 8 â€Å"‘Count off seven sabbath years—seven times seve n years—so that the seven sabbath years amount to a period of forty-nine years. 9 Then have the trumpet sounded everywhere on the tenth day of the seventh month; on the Day of Atonement sound the trumpet throughout your land. 0 Consecrate the fiftieth year and proclaim liberty throughout the land to all its inhabitants. It shall be a jubilee for you; each of you is to return to your family property and to your own clan. 11 The fiftieth year shall be a jubilee for you; do not sow and do not reap what grows of itself or harvest the untended vines. 12 For it is a jubilee and is to be holy for you; eat only what is taken directly from the fields. 13 â€Å"‘In this Year of Jubilee everyone is to return to their own property. 14 â€Å"‘If you sell land to any of your own people or buy land from them, do not take advantage of each other. 5 You are to buy from your own people on the basis of the number of years since the Jubilee. And they are to sell to you on the basis of the number of years left for harvesting crops. 16 When the years are many, you are to increase the price, and when the years are few, you are to decrease the price, because what is really being sold to you is the number of crops. 17 Do not take advantage of each other, but fear your God. I am the LORD your God. 18 â€Å"‘Follow my decrees and be careful to obey my laws, and you will live safely in the land. 9 Then the land will yield its fruit, and you will eat your fill and live there in safety. 20 You may ask, â€Å"What will we eat in the seventh year if we do not plant or harvest our crops? † 21 I will send you such a blessing in the sixth year that the land will yield enough for three years. 22 While you plant during the eighth year, you will eat from the old crop and will continue to eat from it until the harvest of the ninth year comes in. 23 â€Å"‘The land must not be sold permanently, because the land is mine and you reside in my land as foreigners and strangers. 4 Throughout the land that you hold as a possession, you must provide for the redemption of the land. 25 â€Å"‘If one of your fellow Israelites becomes poor and sells some of their property, their nearest relative is to come and redeem what they have sold. 26 If, however, there is no one to redeem it for them but later on they prosper and acquire sufficient means to redeem it themselves, 27 they are to determine the value for the years since they sold it and refund the balance to the one to whom they sold it; they can then go back to their own property. 8 But if they do not acquire the means to repay, what was sold will remain in the possession of the buyer until the Year of Jubilee. It will be returned in the Jubilee, and they can then go back to their property. 29 â€Å"‘Anyone who sells a house in a walled city retains the right of redemption a full year after its sale. During that time the seller may redeem it. 30 If it is not redeemed before a ful l year has passed, the house in the walled city shall belong permanently to the buyer and the buyer’s descendants. It is not to be returned in the Jubilee. 1 But houses in villages without walls around them are to be considered as belonging to the open country. They can be redeemed, and they are to be returned in the Jubilee. 32 â€Å"‘The Levites always have the right to redeem their houses in the Levitical towns, which they possess. 33 So the property of the Levites is redeemable—that is, a house sold in any town they hold—and is to be returned in the Jubilee, because the houses in the towns of the Levites are their property among the Israelites. 34 But the pastureland belonging to their towns must not be sold; it is their permanent possession. 5 â€Å"‘If any of your fellow Israelites become poor and are unable to support themselves among you, help them as you would a foreigner and stranger, so they can continue to live among you. 36 Do not take interest or any profit from them, but fear your God, so that they may continue to live among you. 37 You must not lend them money at interest or sell them food at a profit. 38 I am the LORD your God, who brought you out of Egypt to give you the land of Canaan and to be your God. 39 â€Å"‘If any of your fellow Israelites become poor and sell themselves to you, do not make them work as slaves. 0 They are to be treated as hired workers or temporary residents among you; they are to work for you until the Year of Jubilee. 41 Then they and their children are to be released, and they will go back to their own clans and to the property of their ancestors. 42 Because the Israelites are my servants, whom I brought out of Egypt, they must not be sold as slaves. 43 Do not rule over them ruthlessly, but fear your God. 44 â€Å"‘Your male and female slaves are to come from the nations around you; from them you may buy slaves. 5 You may also buy some of the temporary residents livi ng among you and members of their clans born in your country, and they will become your property. 46 You can bequeath them to your children as inherited property and can make them slaves for life, but you must not rule over your fellow Israelites ruthlessly. 47 â€Å"‘If a foreigner residing among you becomes rich and any of your fellow Israelites become poor and sell themselves to the foreigner or to a member of the foreigner’s clan, 48 they retain the right of redemption after they have sold themselves. One of their relatives may redeem them: 49 An uncle or a cousin or any blood relative in their clan may redeem them. Or if they prosper, they may redeem themselves. 50 They and their buyer are to count the time from the year they sold themselves up to the Year of Jubilee. The price for their release is to be based on the rate paid to a hired worker for that number of years. 51 If many years remain, they must pay for their redemption a larger share of the price paid for them. 52 If only a few years remain until the Year of Jubilee, they are to compute that and pay for their redemption accordingly. 3 They are to be treated as workers hired from year to year; you must see to it that those to whom they owe service do not rule over them ruthlessly. 54 â€Å"‘Even if someone is not redeemed in any of these ways, they and their children are to be released in the Year of Jubilee, 55 for the Israelites belong to me as servants. They are my servants, whom I brought out of Egypt. I am th e LORD your God. Deuteronomy 15:1-18 New International Version (NIV) The Year for Canceling Debts 15 At the end of every seven years you must cancel debts. This is how it is to be done: Every creditor shall cancel any loan they have made to a fellow Israelite. They shall not require payment from anyone among their own people, because the LORD’s time for canceling debts has been proclaimed. 3 You may require payment from a foreigner, but you must cancel any debt your fellow Israelite owes you. 4 However, there need be no poor people among you, for in the land the LORD your God is giving you to possess as your inheritance, he will richly bless you, 5 if only you fully obey the LORD your God and are careful to follow all these commands I am giving you today. For the LORD your God will bless you as he has promised, and you will lend to many nations but will borrow from none. You will rule over many nations but none will rule over you. 7 If anyone is poor among your fellow Israeli tes in any of the towns of the land the LORD your God is giving you, do not be hardhearted or tightfisted toward them. 8 Rather, be openhanded and freely lend them whatever they need. 9 Be careful not to harbor this wicked thought: â€Å"The seventh year, the year for canceling debts, is near,† so that you do not show ill will toward the needy among your fellow Israelites and give them nothing. They may then appeal to the LORD against you, and you will be found guilty of sin. 10 Give generously to them and do so without a grudging heart; then because of this the LORD your God will bless you in all your work and in everything you put your hand to. 11 There will always be poor people in the land. Therefore I command you to be openhanded toward your fellow Israelites who are poor and needy in your land. Freeing Servants 12 If any of your people—Hebrew men or women—sell themselves to you and serve you six years, in the seventh year you must let them go free. 3 And when you release them, do not send them away empty-handed. 14 Supply them liberally from your flock, your threshing floor and your winepress. Give to them as the LORD your God has blessed you. 15 Remember that you were slaves in Egypt and the LORD your God redeemed you. That is why I give you this command today. 16 But if your servant says to you, â€Å"I do not want to leave you,† because he love s you and your family and is well off with you, 17 then take an awl and push it through his earlobe into the door, and he will become your servant for life. Do the same for your female servant. 18 Do not consider it a hardship to set your servant free, because their service to you these six years has been worth twice as much as that of a hired hand. And the LORD your God will bless you in everything you do. Psalm 37:26 New International Version (NIV) 26 They are always generous and lend freely; their children will be a blessing. [a] Psalm 112:5 New International Version (NIV) 5 Good will come to those who are generous and lend freely, who conduct their affairs with justice. Proverbs 19:17 New International Version (NIV) 7 Whoever is kind to the poor lends to the LORD, and he will reward them for what they have done. Proverbs 22:7 New International Version (NIV) 7 The rich rule over the poor, and the borrower is slave to the lender. Deuteronomy 24:6 New International Version (NIV) 6 Do not take a pair of millstones—not even the upper one—as security for a debt, because that would be taking a person’s livelihood as sec urity. Deuteronomy 24:10-13 New International Version (NIV) 10 When you make a loan of any kind to your neighbor, do not go into their house to get what is offered to you as a pledge. 1 Stay outside and let the neighbor to whom you are making the loan bring the pledge out to you. 12 If the neighbor is poor, do not go to sleep with their pledge in your possession. 13 Return their cloak by sunset so that your neighbor may sleep in it. Then they will thank you, and it will be regarded as a righteous act in the sight of the LORD your God. Deuteronomy 24:17 New International Version (NIV) 17 Do not deprive the foreigner or the fatherless of justice, or take the cloak of the widow as a pledge. Exodus 22:25-27 New International Version (NIV) 5 â€Å"If you lend money to one of my people among you who is needy, do not treat it like a business deal; charge no interest. 26 If you take your neighbor’s cloak as a pledge, return it by sunset, 27 because that cloak is the only covering yo ur neighbor has. What else can they sleep in? When they cry out to me, I will hear, for I am compassionate. Proverbs 6:1-5 New International Version (NIV) Warnings Against Folly 6 My son, if you have put up security for your neighbor, if you have shaken hands in pledge for a stranger, 2 you have been trapped by what you said, nsnared by the words of your mouth. 3 So do this, my son, to free yourself, since you have fallen into your neighbor’s hands: Go—to the point of exhaustion—[a] and give your neighbor no rest! 4 Allow no sleep to your eyes, no slumber to your eyelids. 5 Free yourself, like a gazelle from the hand of the hunter, like a bird from the snare of the fowler. Proverbs 22:26-27 New International Version (NIV) Saying 4 26 Do not be one who shakes hands in pledge or puts up security for debts; 27 if you lack the means to pay, your very bed will be snatched from under you. How to cite Case Study: Bankruptcy and the Bible, Free Case study samples

The Rules Of Statutory Interpretation †Free Solution - Click Now!

Question: With reference to the rules of statutory interpretation and the doctrine of binding precedent, to what extent do UK judges trespass on the proper function of Government and the Legislature when exercising their legal decision-making functions? Answer: Introduction: The theory of separation of power exists in the system of United Kingdom. Separation of power means the three organs of the Government that is legislature, execute and judiciary must work independently. No department will overlap the function of other. The legislature has the duty to make the law, executive will apply those laws and Judiciary will interpret those laws. The judiciary played a vital role of interpreting the law. On that occasion some time judiciary will apply its mind to find out the best possible way to interpret the law. But in this process some time judges will apply the according to the need of the case. The rule is that judiciary will interpret the law according to the intention with which the legislators prepare the law. But using the principle of statutory interpretation the judges in UK some time apply the law according their own view that is direct overlapping between the function of two organ of government. Principle of statutory interpretation: This is a process in which judges of the court construe and relate the legislations. The interpretation of the statute is essential the case involves any piece or part of the specific Act. If the meaning of the legislation is unambiguous and strait then the interpretations are also plain and simple but if the meaning are vague and involves lots of ambiguity then the judges have to play more responsible role in interpreting the statute. For finding the connotation of the particular statue judges have various instrument in that regard like statutory interpretation, lawmaking history, and finding the purpose of the legislation. Injurisdictions of common law, the courtsmay perhaps concern about the rules of legislative elucidation to those laws endorsed by theparliamentor by the authority in exercise of delegated legislationin cases of executiverules. The work of the judiciary is to interprets the legislations in a way so that in can be applicable for any particular case. No legislation is called to be so unambiguous that it can fit for each and every case. There are various reasons for the ambiguity like the words of the legislation are not so clear to understand the intention, or the legislation is not competent to fulfill all the requirements of the case like technical advancement and all, or doubts attached to the law from the time of enactment. For all these mentioned matters statutory interpretation is required. There is a principle that the parliament is ultimate in case of making regulation and the courts are just acted as analyst of those regulations. However in reality while executing the role of interpreter the judges can formulate comprehensive alteration in the execution of the Act. If there are conflicts between the sources of law: The rule of statutory interpretation will be applicable where there are conflicts between the Acts and the precedential case laws. It is assumed that legislation will be predominant over the precedential case laws by the court. This is called as parliamentary supremacy in United Kingdom. Rule of Ejusdem Generis: The whole statute must be considered as a whole. If a part is inconsistent then that part must be interpreted in the light of the whole statute. A law cannot be construed in an attempt to be incompatible with other prevail laws. Wherever there is an irregularity the judges must give effort to supply a harmonious construction on that scenario. There are main three rules in regard to statutory interpretation. They are plain meaning rule, golden rule and mischief rule of construction. The plain meaning rule means the statutes must be interpreted in simple way according to its meaning. In the case of Sussex Peerage Case the decision was come out that the interpretation must be done according to the intention of the law maker which reflects from the legislation. When the statues are clear cut in meaning there is no need to incorporate any kind of construction which can change the meaning of the statute. In the case ofWhiteley v. Chappel, gave a verdict that the person named as Whiteley could not be imprisoned under the clause that every individual is allowed to take part in an election, for the reason that the individual whom he includes was a deceased person. By means of a factual interpretation of the applicable legislative stipulation that the dead man was not included in the term of an individual allowed to take part in an election. Obviously it is not the purpose of legislative body. Though, the above mentioned literal construction can only be applicable when the words are used in simple and plain form. Pepper v Hart was a land mark case in this regard. In this case the court allowed adding references in cases where there is absurdity attached o any legislation or not. The golden rule allows a judge to depart from a word's normal meaning in order to avoid anabsurdresult.The principle called golden rule originated near about in 1854 and involve a new range of modification in the rule of interpretation. This rule makes harmonious construction between the rule of lateral meaning and mischief rule. This rule generally advocates for the plain and simple meaning of the word of the legislature but whenever there is ambiguity judges will apply their mind to fix it up to the mark. In Becke v. Smith case Parke J commented that it is necessary and useful principle of interpretation to hold the normal meaning of the statute unless there is a discrepancy with the intention of the law makers. To remove irrationality the words statute can be varied or modified to remove the inconsistency. In Grey v. Pearson it was commented by Lord Wensleydale that in case of all the written legal document normal grammatical meaning must be incorporated. But if there in inconsistency or irregularity in the meaning then judges take step accordingly. The rule was applied inSigsworth, Re, Bedford v Bedford .In this case court decide that the matter by applying this rule. This principle was applied on the section 46 of theAdministration of Estates Act 1925. That particular Act wanted that the law court must apply the rule for someones power of inheritance in certain situations. The decision took by the court in this regard was that nobody ought to make any earnings from any criminal activity. The court wants to analysis the word issue in the light of the golden rule. A boy killed his own mother and then he commits suicide. The court was interested about the decision regarding the matter of inheritance. There were no arguments regarding the profit make out of any crime. The main objective of the mischief rule is to find the defect in the statute and remove it to implement it in a suitable manner. The court must implement the rule in that manner which can give the proper remedy. In Conway v Rimmer case court apply the statutory interpretation rule to discover the intention of the legislative body. In this application court raises some question that what are those hidden provisions which the law did not find or fail to cover. The law passed by the parliament now going to reviewed by the court. The Mischief Rule has much conservative submission than other two above mentioned rule. This rule applicable in that special circumstances where the court what to apply the statute to remove all the mischief. In this case the judges can took the help of the secondary sources also like parliamentary committee reports, law reviews etc to find out the intention of the legislature. This rule enhances the power of judges to decide he intention of the legislative body. In this case it can be seen that the parliamentary supremacy somehow not maintainable, the judges have more power to interpret the law to make it useable. The main advantages of this rule are that in case of common law jurisdictions like UK the presence of binding precedent principle has its effect on the rule of interpretation which helps to prevent misuse of the laws. Different law commissions of England also find it more useful that other rule of interpretation because it generally avoid ambiguous and vague results and more over its in conformity with parliamentary sovereignty. Heydon's Case, the most important andlandmark case. This mischief rule is also called as Heydon rule for this issue. It was the first case where themischief rulewas applied for the interpretation of statute. For this reason this case has its own flavor and significance towards the rule. Themischief regulationis extra bendable in order to application from theGolden rule and Literal connotation rule. In this mischief rule adjudicators are the main authority to examine the draw backs to make the proper analysis regarding the gap in the area covered by any particular statute. The ruling of this case was basically light upon the discussion and conflicts between the existing laws and pre existing common law. The judges of this case decide the matter and state that the object of a law was to remove the trouble occurring from the defect present in the common law. For that reason the court state that capacity of the statutes are inadequate so judges are required to interpret the law in quest of the actual intention of the legislators, or intention for the benefit of the public at large. In this case four questions are come into existence that what was the existing law before the said Act come into force? What was the proper or actual trouble and imperfection which the common law failed to cover and also discussed about the solution which parliament used to cure that problem and finally what was the real cause for that remedy. This case shows that though parliament is the highest authority in rule making but the judges also have the power to interpret it so that the defects in the law can be removes and the law can cover all the trouble occurred for that defect in statute. Principle of Binding precedent: Inthe systems of common law precedent has a greater value. Precedent generally means and includes that the decision of the higher court will be applicable to lower courts also.In general terms it can be said that in the same cause of action or in same related law if the higher court have any decision then it will be binding on the lower court also. Common lawlegal systems precedent has a greater value. Judges of the law courts are bound to follow the principle of binding precedent inthe jurisdiction of England. This is one of the distinguishing characteristics of the legal system in England. In the legal system of England the judiciary are not enjoys the right to construct their conclusion in relation to any progress or explanation of a statute. Lower courts may be obliged by a verdict decided in any preceding case. There are two crucial points in this regard. Firstly, the court must be in higher authority than the other court which is bound to maintain the precedent. Along with this the facts, scope, object or application of law of both the cases must be similar in nature between the two cases. Overlapping areas: If we consider the fact of constitution it is obvious that the judges are in subordinate position than the parliament. So judges are not in a position to challenge the validity of any of the decided laws enacted by the parliament. But the judges have the power to interpret the law in such a manner which will give effect to the he actual Act. Though there was a doctrine of parliamentary sovereignty but by interpreting the laws somehow they entered into the era of the legislature. In different cases as sighted above was shown that judges of different law courts apply their mind to cure the defect in the in the legislation and this power is amounts to trespassing to the power of the parliament itself. On the other hand the judges of the law court trespass to the authority of the executive also. The government means the executive enjoys the power of delegated legislation. But those delegated legislations are subject to judicial review. So in this case we easily understood that judiciary somehow restricts the power of executive also. In many cases if nay inconsistency occurs by any action of the executive the court will try the matter and pronounce the verdict. In case of the application of the principle of Sub Judice it was obvious that the parliament will not be able to discuss any matter in their session if that matter is pending on the court of law. In Jackson case the court determine the issue that there was always a restriction over the parliamentary supremacy if it involves any question of public good. Then the law court has the supreme authority interpret the case for the benefit of the public at large. Conclusion: By discussing the most prominent principle in UK that is the principle of binding precedent and the rule of statutory interpretation, it can be concluded that judges of UK to some extent encroaches in the domain of legislative and executive. The rights and duties are determined in the court of law. The legislations are effective to ensure those rights and duties but the court has the ultimate power to implement and utilize the meaning of the law as to the demand of the case. Executive cannot enjoy the arbitrary powers because their actions are also under the provisions of judicial review. In present era he law courts enjoys more power in interpreting the law and for the presence of the principle of binding precedent other courts also maintain that standard of interpretation. So the judiciary to some extent enters into the areas of the legislative and executive. I submitted the draft of this assignment. That draft was not up to the standard. It has problems in English like formation of sentence or grammatical errors. Now for this time I really work hard to meet the required standard. I read different articles and books from the library which are essential for this matter. My approach was not proper regarding the main issue. So I consult with my teacher and read different cases and books of jurisprudence and interpretation of statute. I am not citing all the resources in proper manner. Now for this time I learn the OSCOLA style of foot noting and implement it in proper way for referencing. References Black H and Nolan J,Black's Law Dictionary(West Pub Co 1990) Elliott C and Quinn F,English Legal System(Longman 2000) Endlich G,A Commentary On The Interpretations Of Statutes(Lawbook Exchange 2005) Katzmann R,Judging Statutes(Oxford University Press 2014) Leyland P,The Constitution Of The United Kingdom(Hart Publishing 2007) Lloyd of Hampstead D and Freeman M,Lloyd's Introduction To Jurisprudence(Stevens 1985) Ratnapala S,Jurisprudence(Cambridge University Press 2009) Riddall J,Jurisprudence(Butterworths 1991) Solan L,The Language Of Statutes(University of Chicago Press 2010) Becke v Smith(1836) 2 MW Conway v Rimmer[1968] UKHL Grey v Pearson(1857) 10 ER Heydon's Case(1584) 76 ER Pepper v Hart(1992) 3 WLR R (Jackson) v Attorney General[2005] UKHL Sigsworth, Re, Bedford v Bedford(1935) 2 MW Sussex Peerage Case(1844) 11 ClFin Whiteley v Chappel(1868) LR 4 QB

Bill Bowerman and Phil Knight first founded Nike Inc. Essays - Nike

Bill Bowerman and Phil Knight first founded Nike Inc. Essays - Nike Bill Bowerman and Phil Knight first founded Nike Inc. in 1964 as Blue Ribbon Sports. In 1971, it was re-named Nike after the Greek winged goddess of victory, strength, speed, glory, and fame. The Nike swoosh is meant to represent the wings of the goddess Nike, as she was often depicted in mythology with. The iconic swoosh was created by Caroline Davidson, an advertising student at Portland University. She was a freelancer asked to design a graphic logo that could fit on the side of a shoe by Phil Knight; she was paid $35 for her design. The first interaction between the founders of Nike was in 1959, when track coach Bill Bowerman met Phil Knight; who was a runner at the University of Oregon where he was coaching. The need for the company arose out of Bills desire to find lighter, more durable racing shoes for his university track team, and Phils desire to find a way to make a living without having to give up his love of sports. The two put their heads together, and the end product was a company that now dominates the market in its sportswear segment, despite having begun as a small distributing outfit from the back of Phils car. While Phil was obtaining his MBA degree at Stanford in the 60s, Professor Frank Shallenberger assigned his students with a project; the goal of which was to devise a small business and a marketing plan for its success. Building on his earlier brainstorms, Phils project consisted of the idea that quality running shoes could be produced at low cost in Asian countries like Japan, and shipped to the U.S. for distribution. In 1963, Phil actually traveled to Japan, and scheduled an interview with a Japanese businessman affiliated with Onitsuka Corporation and its subsidiary Tiger; to whom he presented himself as an American distributor with an interest in selling Tiger shoes to American runners. The boardroom executives liked what they heard; and Blue Ribbon Sports (BRS) was born. By 1964, BRS had sold 8,000 pairs of Tiger running shoes and had added salesman Jeff Johnson to the team. By 1971, the trademarked swoosh was implemented, BRS officially became Nike Inc., and the company hit $1 m illion in sales. Later into the 70s, Nike went from $10 million in sales to $270 million in sales and was hugely benefiting from (if not leading) Americas craze towards popularized fitness; a revolution that caused the idea of exercise and game-playing to transcend from an extracurricular that the average American did for fun, into a cultural signifier of status for health and wealth. Nikes brand prosperity is clearly evidenced in a quote from 1996 in Advertising Age (a magazine that analyzes data on marketing and the media), the ubiquitous swoosh was more recognized and coveted by consumers than any other sports brand. That same year, Nikes revenues were $6.74 billion, with $8 billion expected in the upcoming year, and a target of $12 billion by the millennium. With all that said however, Nike was still mindful of its competitors and the risks they pose on its global stage. For example, Nike is the main leader in its industry of sportswear (footwear, apparel, equipment and accessories) and is valued at 10.7 billion, but it does have a hefty amount of competition. Nikes main four competitors are Reebok, Adidas, Fila, and New Balance. Nike is the industry leader with a 47% market share, Reebok is in second place at 16%, and Adidas comes in third at 6%. The biggest contributor to Nikes edge over its competitors is its marketing and global business strategy. Nike relocated all of its factories overseas where it could utilize a more inexpensive workforce to fabricate its shoes, and 86% of its total products are now produced in either Taiwan or South Korea. With Nike cutting costs on the labor and production expenses, more capital was freed up and put towards increasing their advertising budget. For example, Nike spent four and a half times as much in advertising expenses as Adidas in 2003. This helped Nike gain much more awareness in the regions where they were marketing their product by demographic statistics. A tactic Nike has also relied on heavily to hold

Free Essays on Concert

For this concert report I chose to go to a performance of student composers held at the Kimball Recital Hall. I chose this one because I wanted to see some of the talent that my peers have in the music realm, and also it was one of the only concerts I have been able to attend because I usually work at night. It was impressive to hear pieces composed by students. I cannot imagine creating something as complex as a musical composition, much less actually performing it, so this aspect of the concert was particularly awe-inspiring. There was a large attendance, and I think that much of the audience consisted of friends of the composers and/or performers. I went with three friends, who I convinced by telling it would be interesting to see student composers. The first piece was called Oblique/musique composed by Patrick Swanson. This piece instantly stood out among the others because of the instruments involved. The piece was performed by two people: one playing a vibraphone and the other playing a large drum/cymbal/gong. However, the piece also contained prerecorded sounds of static, bass, and an incoherent voice. In this piece the melody was repeated many times. It was similar to the works of John Adams because of its repetitions, background recording, and minimalistic sounds. The second piece was a piano composition by Thalia Ventimilla called Ecuadorian Afternoon. This piece had a very relaxing melody and a â€Å"walking speed† tempo. It was not fast and not slow. The intensity of the piece started out high and gradually declined, then built up to decline again. This went on in a series of decrescendos, rising and falling with lots of chords being played. The third piece was a duet for the flute and the oboe by Julia Grace Brown. The piece contained two movements, but I could not tell when one stopped and the second began because there was no pause. While they played the flute was quicker, playing in short, fast, high pitched notes. ... Free Essays on Concert Free Essays on Concert The concert performed April 24th, 2001 in Baldwin Auditorium was one of the most remarkable I have attended. The title â€Å"Classical Meets Jazz V† drew my attention because I have studied that Jazz has a strong parallel with Baroque, but not with the classical period due to its counterpoint and layering. I thought that it would be a mixture of them, but I later found out that each piece performed was a style of its own. It all started with Andrea Adamcov playing the piano. She started playing a few soft notes with her left hand and suddenly she added some scattered notes with her other hand. The rhythm was starting to gain pace and you could hear the counterpoint that kept a constant tempo. This piece was clearly Jazz. After the second section of the tune was stated, it was then followed by the return of the first one. You could hear some dissonance. There was a point in which the texture became homophonic in a slow tempo, which appealed to my senses as sad. The final section of Children’s Songs by Chick Corea starts very fast in an andante fashion. It keeps its speed through the whole piece. Then another melody is added and repeated again. The performance of Andrea struck me in the sense that it seemed that she really was into the music. I noticed this by her body language and the way she let the music flow through her arms, hands, fingertips, keyboard, strings and finally to the ears of the listeners. The second piece played by her was by Alberto Ginastera, which was an Argentinean composer known for making music that combines folk Argentine rhythms and colors with modern composing techniques. What I could notice from this piece was an exhilarating rhythmic energy and an hallucinatory atmosphere. The Prelude seemed to have some dissonant, fast, high-pitched notes. Another thing that could be appreciated was the motoric rhythm, which presented both the basic pulse and its subdivision. The Creole dance was a representation of ... Free Essays on Concert The concert performed April 24th, 2001 in Baldwin Auditorium was one of the most remarkable I have attended. The title â€Å"Classical Meets Jazz V† drew my attention because I have studied that Jazz has a strong parallel with Baroque, but not with the classical period due to its counterpoint and layering. I thought that it would be a mixture of them, but I later found out that each piece performed was a style of its own. It all started with Andrea Adamcov playing the piano. She started playing a few soft notes with her left hand and suddenly she added some scattered notes with her other hand. The rhythm was starting to gain pace and you could hear the counterpoint that kept a constant tempo. This piece was clearly Jazz. After the second section of the tune was stated, it was then followed by the return of the first one. You could hear some dissonance. There was a point in which the texture became homophonic in a slow tempo, which appealed to my senses as sad. The final section of Children’s Songs by Chick Corea starts very fast in an andante fashion. It keeps its speed through the whole piece. Then another melody is added and repeated again. The performance of Andrea struck me in the sense that it seemed that she really was into the music. I noticed this by her body language and the way she let the music flow through her arms, hands, fingertips, keyboard, strings and finally to the ears of the listeners. The second piece played by her was by Alberto Ginastera, which was an Argentinean composer known for making music that combines folk Argentine rhythms and colors with modern composing techniques. What I could notice from this piece was an exhilarating rhythmic energy and an hallucinatory atmosphere. The Prelude seemed to have some dissonant, fast, high-pitched notes. Another thing that could be appreciated was the motoric rhythm, which presented both the basic pulse and its subdivision. The Creole dance was a representation of ... Free Essays on Concert For this concert report I chose to go to a performance of student composers held at the Kimball Recital Hall. I chose this one because I wanted to see some of the talent that my peers have in the music realm, and also it was one of the only concerts I have been able to attend because I usually work at night. It was impressive to hear pieces composed by students. I cannot imagine creating something as complex as a musical composition, much less actually performing it, so this aspect of the concert was particularly awe-inspiring. There was a large attendance, and I think that much of the audience consisted of friends of the composers and/or performers. I went with three friends, who I convinced by telling it would be interesting to see student composers. The first piece was called Oblique/musique composed by Patrick Swanson. This piece instantly stood out among the others because of the instruments involved. The piece was performed by two people: one playing a vibraphone and the other playing a large drum/cymbal/gong. However, the piece also contained prerecorded sounds of static, bass, and an incoherent voice. In this piece the melody was repeated many times. It was similar to the works of John Adams because of its repetitions, background recording, and minimalistic sounds. The second piece was a piano composition by Thalia Ventimilla called Ecuadorian Afternoon. This piece had a very relaxing melody and a â€Å"walking speed† tempo. It was not fast and not slow. The intensity of the piece started out high and gradually declined, then built up to decline again. This went on in a series of decrescendos, rising and falling with lots of chords being played. The third piece was a duet for the flute and the oboe by Julia Grace Brown. The piece contained two movements, but I could not tell when one stopped and the second began because there was no pause. While they played the flute was quicker, playing in short, fast, high pitched notes. ...

EMAIL PRIVACY Essay Example | Topics and Well Written Essays - 1000 words

EMAIL PRIVACY - Essay Example Currently, email dominates modern communication. In fact, the survey that was conducted by the Forrester Research Inc. shows that 98 percent of companies with over one thousand employees have internet access. All the companies with internet access use email as the main form of communication at the organization. Email is a very new concept in communication, and it is rapidly gaining popularity. According to Cliffon (2005), it is estimated that in America, up to 1.5 billion emails are exchanged annually. Email Privacy Most people are of the view that since the emails are more personal, they provide a good platform for people to discuss personal issues. This is never the case in most cases; in fact, emails have made communication to be less personal since privacy in communication through emails or telephones is easily compromised. It is always very hard to write personal things on the email because a third party may see them; hence, emails are greatly compromised in terms of privacy. Ac cording to Cliffon (2005), the hackers are able to crack passwords for emails and, therefore, get access to personal information of others. Hacking presents a very precarious situation because hackers may get access to critical information such as credit number of an individual or even password for an individual’s bank account thereby defrauding individuals of their lifetime investments. The internet is highly susceptible to malicious attacks. The process of composing an email to the time that it reaches the final user exposes information to several electronic dangers. Despite this reality, many people are usually oblivious of the many privacy flaws they are exposed to when dealing with email. Crawford (2008) says that most individuals tend to think that the one layer email protection by the use of password is always sufficient to guarantee email privacy yet the one layer password protection is not sufficient to protect the content of personal or business email. Privacy Risks Due to the apparent privacy hitches in email communication, users of email are exposed to a number of risks. The reason for this is that email is highly susceptible to both active and passive attacks. Passive threats vary from traffic analysis and release of message contents. On the other hand, active threats include replay, masquerade, and altering of the contents of the message. Currently, most emails are transmitted unencrypted and this presents the danger that some unscrupulous individuals other than the designated recipient can gain access to content of the email. Such unscrupulous individuals usually have some tools that they use to gain access to the contents of the email (Quigley, 2011). The idea of traffic analysis presents the danger of evading email privacy. Traffic analysis is a routine surveillance by government through monitoring of emails as a measure to counter terrorism as well a thwart any form of political eavesdropping or espionage. In as much as traffic analysi s is justified on security grounds, this approach compromises on the privacy of emails since through the process, access to the private email messages of individuals or corporate is gained. The other potential risk with regard to email privacy is the possibility of altering and modification of the contents of the email. Using spoofing tools, unscrupulous individual can intercept an email message on transit or storage and then modify the contents of such messages. Rao and Upadhyaya (2009) argue that the other potential risk of email privacy is the issue of masquerading; it is possible for an individual to send an email in the name of another person or any corporation. Moreover, it is worth noting that email messages can be resend to individuals more

Specimen Essay Example | Topics and Well Written Essays - 1000 words

Specimen - Essay Example Nobody can access it but him." The taller of the two men made a growling sound and took a menacing step towards Jason, "look here you little ." His partner pulled him back before he could continue and whispered something. They walked to the corner of the deck and began talking in urgent murmurs, with a great deal of hand movement and arm flaying. Jason strained his ears, trying to catch what their conversation but their voices were just too low. "The professor," Jason said, more as a confirmation than a question, "I don't know. Last night he told me that he was going to take the dinghy to shore at dawn to collect some specimens from the island and will be back around midday What's all this about," Jason asked fearfully. "No I mean yes, I don't know anything. Like I said, he locks himself up in the lab all day, only comes out for meals and ever so often, takes the dinghy to the island. I took this position as an assistant researcher but actually all I do is prepare the meals and clean up the yacht, and feed the specimens. I don't even know what the professor is working on or anything," Jason concluded desperately. They had to believe him, Jason thought to himself, they just had to. He really knew nothing. He had thought he was applying for a well-paying research position with the world famous marine biologist, James Farnsworth, and that this would be a career coup. However, ever since he boarded the Experian ten days ago, he'd only seen the professor at mealtimes and they had barely exchanged a few words. Jason had tried asking the professor about his research and what areas he would be assisting him in but Farnsworth had just glared at him beneath those bushy eyebrows of his and, in a surprisingly ferocious tone, had told him to mind his own business. Since that incident, which had happened the very first day he had boarded the Experian, Farnsworth had ignored Jason, barely acknowledging him with the briefest of head nods at mealtimes. If the truth be told, Jason didn't like the professor much. Certainly, he admired him as one of the greatest marine biologists of the age but he just did not like the man. He made him feel uncomfortable and a bit wary. "Look here," the taller of the two men said, breaking Jason's thoughts. "We're going to come clean with you. That boss of yours is onto some dangerous work and is involved with some very frightening people. We're not the criminals here and you really have no need to fear us if you're nose is clean. It's that boss of yours that you should be afraid of - very afraid of." A look of total confusion passed over Jason's face. He stared at the two men, open-mouthed and incredulous. "What! Farnsworth may not be a nice person but he's certainly not a criminal. The guy has been published in every single scientific

Being an effective primary school teacher

Being an effective primary school teacher Being an effective primary school teacher Introduction This essay discusses the question, â€Å"What do you consider to be an effective primary teacher?†. With reference to recent research, government initiatives and your own experience, the essay explores this question, based on my own educational principles and the ways in which these will underpin your professional practice in the future. The essay begins by reviewing the Government policies and initiatives that are relevant to the research question, discussing, in particular, the document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003) and the subsequent Primary Strategy framework for primary education. The essay then moves on to discuss the aims of these policies and initiatives and the implications these have had for schools and teachers. The assessment framework is discussed, and how this impacts on teacher effectiveness is also noted. The essay then moves on to looking at the qualities of effective teachers, and effective teaching in a primary setting, and concludes that some of the facets of Government policies and initiatives – such as continual assessments – run counter to my ethos of effective teaching and actually serve as little other than distractions from pure teaching time, through all the administration such assessments bring and the amount of time this takes away from lesson planning, for example. Recent policies and initiatives in primary education In terms of Government policy towards primary education, in 2003, the Government launched the policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  which set out a vision for the future of primary education built, formally, on the striving for higher standards through the formulation of a rich and varied curriculum which is aimed at developing children in a number of ways. As explained by the DfCSF (2008), the key to making this vision a reality lies in the need to empower primary school children to take control of their own learning, to be innovative and to develop their own character. The DfCSF (2008) also noted that the aims of the policy  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  should also be achieved through schools being able to set their own targets, based on challenging but realistic targets for the progress of each individual child, with LEA targets being set after this. In addition, the policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  encourages schools to network to learn from each other and to develop good practice, in partnership with parents in order to help children as far as possible and to forge links between schools and communities (DfCSF, 2008). The policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  was intended as an enabler, with leadership in schools being strengthened in terms of professional development of teachers towards the whole curriculum, and in terms of helping schools themselves design broad curriculum that links different areas of the curriculum and which thus provides children with as wide as possible a range of learning experiences (DfCSF, 2008). The policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  argues that the best primary schools are those that offer a broad and rich curriculum, and that, based on this it is fundamental that schools develop their own distinctive character through taking ownership of the curriculum, by being creative and innovative, using tests, targets and tables to help every child to develop his or her potential (DfES, 2003). Essentially, the policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003) urged the promotion of excellence in primary teaching through building on the success of the National Literacy and Numeracy Strategies, using the new Primary Strategies to extend this success in to other areas of the curriculum, including in foreign languages, sport and creativity, amongst other areas, measuring the success of this curriculum through assessments (DfES, 2003). The Assessment Process: its implications for teaching practice and childhood attainment There are many ways in which assessment activities can take place in the classroom, including monitoring normal classwork activities, using specific assessment tests designed by the teacher, designating assessment tasks as part of normal classwork, providing assessment tasks as part of homework assignments, and others, which are the domain of higher educational levels than the foundation stage, such as the use of standardized National Curriculum tests and/or formal examinations (Kyriacou, 1999; p.107). Kyriacou (1999; p.107-109) details each of these assessment protocols, showing, for example, how, although monitoring classroom activity is a part of the normal routine of a teacher, the monitoring, when it becomes investigative and active can become a form of assessment (Kyriacou, 1999; p.107; Kyriacou, 1997). In this way, the monitoring can inform teaching practice, through leading to suggestions for improvements in how learning is delivered, based on observations of areas in which t he children are failing to learn as quickly or as thoroughly compared to other areas, for example. In this way, monitoring and assessment can be a route through which teaching can be improved and teachers can become more effective. In terms of how the assessment is actually made (i.e., the actual process of assessment), evidence is collected through an ongoing process, via the teachers knowledge of the child, information from other contributors who are in regular contact with the child, anecdotes about significant moments in the child’s development, and focused assessments, based on observation where observation is understood to mean â€Å"the practice of watching and listening to a child as they engage in an activity and demonstrate specific knowledge, skills and understanding† (NAA, 2007). As pointed out by Kyriacou (1999; p.106), it is imperative that an adequate record of the child’s achievements, and their assessment, is kept, and that portfolios of children’s work are kept in order to exemplify the standards that are being sought, and so that teachers can use these records as a benchmark to build upon, through which improvements to teaching practice can be made and teacher effe ctiveness be improved. Teachers thus need to be competent in many areas in order to ensure that the assessment process goes smoothly for all concerned and that the assessment process is something that can be useful for teachers, in terms of improving teaching practices. The need for teachers to be competent in the assessment of children is reflected in the fact that the DfEE (2000) list of standards for teachers lists the ability to assess and record each pupils progress systematically as a competency (Kyriacou, 1999; p.106). In addition, it is fundamental that assessment judgements are agreed amongst all concerned, so that all those involved can make the best, fullest, use of the information. The Primary Strategies outlined in the policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  thus built on the National Literacy and Numeracy Strategies to lead to the development of the Primary Curriculum, with the National Literacy and Numeracy Strategies being embedded in the  Primary Strategy  (under the framework of the Primary Framework for literacy and mathematics that was launched in October 2006) (DfCSF, 2008). This new framework builds on the learning that has taken place since the National Literacy and Numeracy Strategies were launched in 2003, providing new structures and new impetus to the vision embodied in the policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003), extending, as it does, the support given only to literacy and to numeracy to other subjects (DfCSF, 2008). The overall ethos of the new Primary Strategy framework is that excellent education is an education that is tailored to children’s specific needs, allowing them to engage with the educational process and giving them the start they need to be able to succeed in the context of secondary education (DfCSF, 2008). In terms of the future education of primary children, and how assessments at the primary level affect children’s future educational development, it is well documented that the level of educational attainment of a child (as assessed through Key Stage 1 assessments) cannot – alone – be used as an indicator of how well a particular teacher or school has performed; it is the  relative  progress that needs to be considered in terms of making an assessment of how children’s future educational prospects are affected by the assessment process (Kyriacou, 1999; p. 106). Ways to do this include taking baseline measurements of achievement and comparing these with achievement following a certain time period of education, or taking value-added measurements (Kyriacou, 1999; p.106). In terms of tracking how children progress beyond the primary level, the relationship between Key Stage 1 assessments and attainment in terms of National Curriculum levels needs to be explored (AAIA, 2007). As discussed by AAIA (2007), however, Key Stage 1 attainments cannot be directly related to National Curriculum levels and any such attempts would result in spurious information (NAA, 2006). It is clear, however, that the higher the child’s assessment at Key Stage 1, the more likely it is that the child would attain high levels following the National Curriculum tests (AAIA, 2007). Models of good early years education Cohen  et al.  (2004) provides information on how to plan and organise classes, and shows how the Qualification and Curriculum Authority (QCA) has set out principles for early years education (QCA, 1999; 2000; 2001), on the basis that, â€Å"effective education requires both a relevant curriculum and practitioners who understand and are able to implement the curriculum requirements†¦building on what children already know and can do, encouraging a positive attitude and a disposition to learn and to protect against early failure†. As the QCA (1999, 2000, 2001) point out, early years education should be carefully structured, providing different starting points, depending on what the child can already do, should have relevant and appropriate content, matching the different levels of children’s needs and should provide planned and purposeful activities which provide opportunities for teaching both indoors and outdoors, with teachers who are able to observe and respo nd appropriately to the children under their care. This is on the basis that â€Å"parents are children’s first and most enduring educators† (QCA, 2000, p.9), and that teachers provide a series of stepping stones through foundation stages, through Early Learning Goals, through primary level, which articulates with the National Curriculum which all children from age five are legally bound to follow (Cohen  et al.,  2004; Parliamentary Office of Science and Technology, 2000). Cohen  et al.  (2004) show how key aspects of effective learning at the primary level are active, integrated, socially constructive, cognitively constructive and linguistically rich learning, beginning where the individual learner is at themselves, in terms of their learning process, so that the individual child is the agent of their learning, empowering the children to enable their own learning by casting learning as problem-solving (Morrison, 2000; Cohen  et al.,  2004). As Morrison (2000; p.122) states, â€Å"the intention (of learning) is to extend play, to empower students and to enable them to take responsibility for their own, active and autonomous, learning and to develop in all aspects of their learning†. This is conducted, generally, through four key elements: classroom arrangements (with such things as centres of interest), daily schedules of plan-do-review sessions, key curricular and learning experiences and content and assessments through observation, rec ording and sharing, using authentic assessment and portfolios (Cohen  et al.,  2004). By following such suggestions for enabling learning at the primary level,  continuity  and  progression  are ensured. Continuity  is  generally defined, and understood, as ensuring that the overall aims, values and beliefs that give direction to, and put boundaries around, the scheme of work are consistent, regardless of who is teaching or answering later questions (Fabian and Dunlop, 2002).  Progression  is defined, and understood, generally, as the process through which the schools planned activities gradually extend pupils’ thinking, their exploration of values and attitudes, enrich language, knowledge and strategies through increasingly demanding inputs and challenging explorations, matched to pupils chronological age, readiness and circumstance (Fabian and Dunlop, 2002). Through ensuring continuity and progression, children can be enabled to achieve the goals they want to achieve, within the frameworks that are set them. My personal teaching ethos This section takes one or two of my principles to explain how I intend to be an effective primary teacher, using examples from your my school experiences. In essence, I concur with Cohen  et al.  (2004) that, â€Å"effective education requires both a relevant curriculum and practitioners who understand and are able to implement the curriculum requirements†¦building on what children already know and can do, encouraging a positive attitude and a disposition to learn and to protect against early failure† and I agree with the overall stated ethos of the new Primary Strategy framework is that excellent education is an education that is tailored to children’s specific needs, allowing them to engage with the educational process and giving them the start they need to be able to succeed in the context of secondary education (DfCSF, 2008). Taylor and Hayes (2001) provide a discussion as to how education  should  be delivered, leading me to arrive at several conclusions as to how I should organize my time as a teacher in order to provide the most effective teaching possible to my pupils. I agree with the aims of the Primary Strategy as set out in the policy document,  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003), which  encourages schools and teachers to network to learn from each other and to develop good practice, in partnership with parents in order to help children as far as possible and to forge links between schools and communities (DfCSF, 2008). The dictates of the assessment processes and the Curriculum mean I have to teach within these boundaries, but this does not mean that lessons have to be rigid and that assessments and tests and Curriculum have to be frightening terms to primary age pupils. One of my responsibilities as an effective teacher is to prepare students, as well as possible, for the assessments and to teach the Curriculum in such a manner that the children’s sense of wonder is upheld (see Allen and Ainley, 2007) and that children’s awareness of themselves as part of a whole and as spiritual beings is also encouraged (Eaude, 2005). My aim as a primary teacher is to foster a sense of enjoyment in the learning process and, through this, to foster a love of learning that will continue well beyond the primary level, encouraging success at the secondary level and forging a lifelong love of learning in each individual pupil, based on a sense of wonder at the world, its contents and its processes. I, personally, agree with Cohen  et al.  (2004), who show how key aspects of effective learning at the primary level are active, integrated, socially constructive, cognitively constructive and linguistically rich learning, beginning where the individual learner is at themselves, in terms of their learning process, so that the individual child is the agent of their learning, empowering the children to enable their own learning by casting learning as problem-solving (Morrison, 2000; Cohen  et al.,  2004). It is my aim as a teacher, wishing to be an effective teacher, to foster the empowerment of children, through developing a sense of the wonder of learning and empowering the children to direct their own learning, within the context of the Curriculum, so that children feel they are capable of learning and are capable of achieving the standards they set themselves. The Success of New Labour’s Policy Towards Primary Education Tymms (2004) look at how successful the changes to primary education have been, following the introduction of the Numeracy and Literacy Strategies and finds that, whilst the introduction of these Strategies contributed to a rise in standards, independent tests of children’s attainment have shown that this rise in standards is not as widespread nor as high as claimed and that, as such, an independent body should be set up to monitor standards over time, with the purpose of testing how Government planning for education is actually being received on the ground, as it were. A recent Oftsted report (Ofsted, 2003) also shows that some of the aims of the National Numeracy and Literacy Strategy were not achieved (with weak subject knowledge being a common failure of schools), suggesting the Government’s approach to primary education needs to be looked at further. Allen and Ainley (2007) back this suggestion, through their analysis of education in the UK, presented in their book  Education make you fick, innit?  Allen and Ainley argue that as institutionalized learning has become more common-place in the Uk, through schools and work-based training programmes, possibilities have been foreclosed for emancipating minds, something that is increasingly being applied to primary level education, through the introduction of the Primary Strategy, for example, and the assessment-based curriculum this embodies, which, argue Allen and Ainley (2007) forces teachers to concentrate more on training children in the Curriculum for the purpose of attaining high scores on the assessments than on actually instilling a sense of wonder in learning. Allen and Ainley (2007) argue that this process is killing the sense of wonder in children, and that, even for primary school children, education, the process of going to school, has become little more than a daily g rind, rather than a joyous process the children are happy to undertake because they enjoy the process and because the process can bring them knowledge and enjoyment. Conclusion This essay has discussed the question, â€Å"What do you consider to be an effective primary teacher?†. With reference to recent research, government initiatives and your own experience, the essay has explored this question, based on my own educational principles and the ways in which these will underpin your professional practice in the future. The essay began by reviewing the Government policies and initiatives that are relevant to the research question, discussing, in particular, the document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003) and the subsequent Primary Strategy framework for primary education. The essay then moved on to discuss the aims of these policies and initiatives and the implications these have had for schools and teachers. The assessment framework was then discussed, and how this impacts on teacher effectiveness was also noted. The essay then moved on to looking at the qualities of effective teachers, and effective t eaching in a primary setting, and concluded that some of the facets of Government policies and initiatives – such as continual assessments – run counter to my ethos of effective teaching and actually serve as little other than distractions from pure teaching time, through all the administration such assessments bring and the amount of time this takes away from lesson planning, for example. The main conclusion to the essay is that effective teaching at the primary level should serve to instill a sense of the wonder of learning and should open children’s minds to the possibilities that learning, and the learning process, encompasses. I converge with Allen and Ainley (2007) that the current trend towards assessments, more assessments and yet more assessments is not healthy for children, because it causes stress and can initiate a sense of failure in children who do not achieve high scores on these assessments and also because managing these assessments takes time away from teaching, through all the administration that the tests generate. The argument that these tests do little than to confirm that the education policies the Government is espousing are correct seems valid, and it is, as has been seen, in any case questionable that the standards suggested by the Government, in the Primary Strategy are actually leading to rises in standards (see Tymms, 2004). That the overall stated ethos of the new Primary Strategy framework is that an excellent education is an education that is tailored to children’s specific needs, allowing them to engage with the educational process and giving them the start they need to be able to succeed in the context of secondary education (DfCSF, 2008) is thus a good basis to begin, as an effective teacher, but, in order to avoid boredom in the education process, and psychological problems, due to the huge amount of testing and assessment primary children are subject to, effective teaching not only needs to teach the Curriculum and prepare children for the battery of tests and assessments they will be subjected to, but also needs to foster the empowerment of children, through developing a sense of the wonder of learning and empowering the children to direct their own learning, within the context of the Curriculum, so that children feel they are capable of learning and are capable of achieving the standards they set themselves. Effective teachers are thus not only bound by the dictates of Government policy and teaching research which suggests  how  teachers should teach, but they are, in my opinion, also bound by a responsibility to children, to instill in children a sense of the wonder of learning. In my opinion, and something I will endeavour to achieve in my teaching practice, this sense of wonder can be best achieved through empowering children to realise their potential and to realise they can achieve their goals, through fostering a love of learning. These qualities not only make for an effective teacher but also an inspiring teacher, who will inspire their pupils to want to learn. References AAIA (2007). Assessing children’s attainments in the foundation stage: guidance produced by the AAIA. Available from  http://www.aaia.org.uk/PDF/FAQs%20-%20assessing%20children’s%20attainment%20in%20the%20foundation%20stage.pdf  [Accessed on 29th  February 2008]. Alexander, R. (2004). Still no pedagogy? Principle, pragmatism and compliance in primary education.  Cambridge J. of Education  34(1), pp.7-33. Allen, M Ainley P (2007).  Education make you fick, innit?  Tufnell Press, Reading. Brown, M.  et al.  (1998). Is the National Numeracy strategy research-based?  Brit. J. Educ. Studies  46, pp.362-385. Cohen, L., Manion, L. and Morrison, K. (2004).  A guide to teaching practice.  Routledge Falmer. DfCSF (2008). The National Strategies: Primary. Available from  http://www.standards.dfes.gov.uk/primary/about/  [Accessed on 29th  February 2008]. DfEE (1998).  Teachers: meeting the challenge of change.  London: DfEE. DfEE (2000). Curriculum guidance for K1 stage. Available from  http://www.standards.dcsf.gov.uk/eyfs/resources/downloads/5585_cg_foundation_stage.pdf  [Accessed 29th February 2008]. DfES (2003).  Excellence and enjoyment: a strategy for primary schools.  London: DfES. DfES (2004).  Department for Education and Skills: five year strategy for children and learners.  London: DfES. Eaude, T (2006).  Children’s spiritual, moral, social and cultural development.  Learning Matters, Reading. Fabian, H. and Dunlop, A-W. (2002).  Transitions in the early years: debating continuity and progression for children in early education.  Routledge Falmer. Higgins, S.  et al.  (2002).  Thinking through primary teaching.  Chris Kington Publishing, Cambridge. Kyriacou, C. (1997).  Effective teaching in schools. Nelson Thornes Ltd. Kyriacou, C. (1999).  Essential teaching skills.  Nelson Thornes Ltd. Kyriacou, C. (2005). The impact of daily maths lessons in England on pupil confidence and competence in early mathematics: a systematic review.  Brit J Educ Studies  53(2), pp.168-186. Morrison, G.S. (2000).  Fundamentals of Early Childhood Education.  Prentice Hall. NAA (National Assessment Agency) (2007). Additional guidance on completing foundation stage profile assessments. Available from  http://www.naa.org.uk/downloads/FSP_factsheet-_2007_Guidance_LA_Completing_Foundation_v042.pdf  [Accessed 29th February 2008]. Ofsted (2003). The national literacy and numeracy strategies and the primary curriculum. Parliamentary Office of Science and Technology (2000).  Report on early years learning.  London: Parliamentary Office of Science and Technology. Pollard, A (2002).  Readings  for Reflective Teaching Continuum. QCA (Qualifications and Curriculum Authority) (1999).  Early learning goals.  London: QCA. QCA (Qualifications and Curriculum Authority) (2000).  Curriculum guidance for the foundation stage. .  London: QCA. QCA (Qualifications and Curriculum Authority) (2001).  Planning for learning in the foundation stage. .  London: QCA. Siraj-Blatchford, I, Sylva, K, Taggart, B, Melhuish, E., Sammons, P, Elliot, K. The EPPE Project [1997-2003] Available from http://www.teachernet.gov.uk/teachers/  issue34/secondary/features/steppingup www.standards.dfes.gov.uk/schemes2/  ks1-2citizenship/cit1/2 [Accessed on 29th  February 2008]. Springate, D (2004).  Democracy in Schools: Some European perspectives. Springate, D (2006).  Empowering Children Through their own Research. Taylor, W. and Hayes, D (2004).  The RoutledgeFalmer Guide to Key Debates in Education.  RoutledgeFalmer. Tymms, P. (2004). Are standards rising in English primary schools?  Brit Educ Res J  30(4), pp.477-494. Webb, R.  et al.  (2004). A comparative analysis of primary teacher professionalism in England and Finland.  Comp Educ  40(1), pp.83-107. Webb, R. and Vulliamy, G. (2006). The impact of New Labour’s education policy on teadhers and teaching at Key Stage 2.  FORUM  48(2), pp.145-158. Wilce, H (2007).  Nurture Groups: Can they prevent bad behaviour in the classroom?