Sushi Digesting Genes Article Review Example | Topics and Well Written Essays - 1000 words

Sushi Digesting Genes Review - Article Example According to Ed Yong, microbes in their hundreds of trillion are found in Japanese bowels. He makes further findings that the cells are more than what humans have to the ratio of ten to one. Comparing ‘gut microbiome’ to an organ that aides the human body to breakdown molecules that the digestive system may not otherwise digest on its own. There is an observation that the molecules which are of carbohydrate nature are indigestible. He further comments that by consuming carbohydrates found in seaweeds and algae will help the digestive system to perform as they are rich in sulphur.Comparing the ability in the digestive tract to change genes, Ed Yong concedes that genes are not limited to the inheritance lineage. The human body has the capacity to change genes through transferring the horizontal gene. This involves to a large extent the genes kingdom that can be lent out to the preferred donor who receives Zobellia Galactanirorans a seagoing bacterium. In the Japanese cuisi ne, Nori which plays host to Zobellia is a common ingredient used in sushi wrapping and dish garnishing. The observation here is that upon consumption of the sushi, marine bacteria and algae are swallowed and become resident in the gut of the human body. The digestive system is tasked through genes to tackle the marine meals carbohydrates as well as the algae. There is an observation made that energy from an extra source prevails for the gut bacteria to break down the carbohydrates though there are some genetic remnants.

Nigerian Out Of Wedlock Births Health And Social Care Essay

Nigerian Out Of Wedlock Births Health And Social Care Essay The concept of childbearing, fertility and marriage house constantly been linked together in Nigeria. In the 1990s, out of wedlock birth was rapidly increasing despite Nigerians cultural influence on its population. Nigerians marry to have children, and marriage has meaning only when a child is born or in fact survives (Uche C. Isiugo-Abanihe, 1994). According to Olusanya(1982), marriage in Nigeria is so closely linked with childbearing that a change in the pattern of marriage necessarily influence birth rate and the rate of population growth. Data presented in this report are derived from the Demographic and Health Surveys conducted in Nigeria in 1990. This was done by Federal Office of Statistics, Nigeria, and IRD/Macro International, United States. This survey interviewed 8,781 women aged 15-49. All statistical data and sample in this project was obtained from this article. In this dissertation, we will focus on the high level of unwanted pregnancy and out of wedlock birth occurring in Nigeria as a result of low levels of contraceptive use among women in many parts of the country. This project will reveals wide variation in levels of contraceptive use among married and sexually active unmarried women. Both groups have a significant unmet need for family planning, but the reasons for their need differ. we will use old and previous data and surveys collected and conducted during the 1990s by the Nigerian federal office of statistics to explain and solve theoretically and statistically the purpose of this project which is to explain the out of wedlock birth per woman between 1950s and 1980s in Nigeria. All statistical element of this project will be done using sampling and standard error. Selection from the entire country to determine the fertility, determinants of fertility and fertility regulations that led to an increase in out of wedlock birth during t he 1970s to 1990s. Relatively, little empirical work has been conducted for out of wedlock birth in Nigeria. The statistical used in this project has been conducted by the NDHS(Nigerian Demographic Health Survey) mostly drawn from the National Master Sample for the 1987/1992 National Integrated Survey of Households (NISH) and the 1973 Nigerian census result. There is wide regional variation in the timing of marriage among Nigerian women. More than nine in 10 women aged 20-24 in the North East and North West had married by age 20, compared with half to three fourths of women in the three southern regions (The Alan Guttmacher Institute, 2005 series, No4). Nigeria is one of the largest countries in Africa and the most populated Black Country in the world with a population of over 100 million people, nearly twice the size of any other African country. The North East and North West regions are predominantly Muslim, the South East and South regions are mostly Christians, each with its own values and traditions regarding marriage, sexual behaviour, education and childbearing. There are major regional and educational differences in fertility. Women in the north have, on average, one child more than women in the south and women with no education have two children more than women who completed secondary or higher schooling. According to the NDHS survey, the fertility rate of a Nigerian woman between the ages of 15-49 from 1978-1990 moved from 5.9 to 6.0 significantly with an average of 6 children. Source: : Nigeria Demographic and Health Survey, 1990. Source: : Nigeria Demographic and Health Survey, 1990. The project reveals a big difference in levels of contraceptive use among married and sexually active unmarried women. Both groups have a significant unmet need for family planning, but the reasons for their need differ. The study directs attention toward far-reaching health policy and program responses that affect birth rate in Nigeria. The numerous ethnic groups found in Nigeria contribute considerable cultural diversity. In 1960s, Many article described the growth in Nigerias out of wedlock birth rate as a brief excitement amongst the Nigerian people that they had achieved independence finally, some presumed it to be illiteracy but a close study proved otherwise (study show that out of wedlock birth was more frequent among the most educated women (meekers, 1994b; Calves2000; Emina 2005), excitement of motherhood amongst teenage girls played a minor role, and also the brief civil war that began in 1967 and ended in 1970 played a bigger role in the whole analysis. The Nigerian ferti lity survey during 1981/82 put the average number of child birth per woman at 6.4 %( mostly out of wedlock). Although the data here suggest a slight decline from in the 1970s rate, the level is still relatively high.(www.onlinenigeria.com). During the civil war, many women were reluctant in getting married to prevent bearing the pain of being widows and war casualties. This effected their judgement and led to more pregnancies among women that are unmarried. According to some data analysed during that period by Donald Jonathan, Approximately 45% of children born among teenage women in Nigeria at that time were conceived outside of marriage; double the level recorded during the same period among women aged 18 and older (Donald 1979). This was a huge jump in the growth of the countries fast growing general population. The World Bank estimated Nigerias annual growth rate was rising during the 1950s. Although other sources differed on the exact figure, virtually all sources agreed that t he annual rate of population growth in the country had increased from the 1950s through most of the 1980s. The government estimated a 2% rate of population growth for most of the country between 1953 and 1962. For the period between 1965 and 1973, the World Bank estimated Nigerias growth rate at 2.5%, increasing to 2.7 percent between 1973 and 1983. Before 1970, the stigma of unwed motherhood was so great that few women were willing to bear children outside of marriage. Total fertility rate for the three years preceding the survey end mean number of children ever born to women age 40-49, by selected background characteristics, Nigeria 1990 Background characterises NDHS NFS Mean number Mean number of children of children Total ever born Total ever born Fertility to women fertility to women Rate age 15-49 rate age 15-49 Residence Urban 5.03 6.01 5.79 4.81 Rural 6.33 6.61 5.98 5.56 Region Northeast 6.53 5.75 5.95 4.34 Northwest 6.64 6.21 6.38 4.49 Southeast 5.57 6.99 5.72 6,53 Southwest 5.46 6.84 6.25 5.30 Education No education 6.50 6.41 6.14 5.45 Some primary 7.17 7,3 6.81 5,99 Completed primary 5.57 6.54 7.59 5.71 Some secondary 5.07 6.44 3.90 4.31 Completed 4.18 5.82 NA NA Total 6.01 6.49 5.94 5.41 Source: : Nigeria Demographic and Health Survey, 1990. Premarital sexual activity is most common among more educated women, who tend to postpone marriage the longest. In the southern regions, where educational levels are highest and the smallest proportions of young women are married, 41-69% of women aged 20-24 had had premarital intercourse by age 20. This compares with only 6-14% in the North West and North East, where educational levels are lowest and marriage before 20 is most common. The above diagram compares three-year total fertility rates as estimated by the NDHS and NFS. The two surveys, nearly a decade apart, yield almost the same total fertility rates (5.9 for the NFS and 6.0 for the NDHS. Both surveys do indicate that the fertility of uneducated women is fifty percent higher than the fertility of the most educated women. Reasons for increase in out of wedlock birth Three quarter of Nigerian women in the 1990s were married. Age at first marriage differed by region. In the north, women married early, at an average of 15 years of age. In the south, however, women are marrying later in life. Among younger women, the average age at first marriage is over 19 in the southeast and over 20 in the southwest. Women who marry later in life are more likely to have premarital sex which is a clear example of out of wedlock birth. Although the society does not approve of this behaviour, in regions where women stay in school longer and are, therefore, less likely to marry at a young age, premarital sexual behaviour is common. In the Southwest, where a great proportion of women aged 19-49 have completed secondary/ higher education and about one-fourth had not married by age 20, 69% had had premarital sex by this age. In contrast, in the less developed North West region, where only one in five women aged 19-49 have completed secondary/higher education, only a han d full said they had had premarital sex by age 20. These findings illustrate that in the northern regions, where most women in their early 20s have received no more than primary schooling, most sexual activity occurs within the context of marriage. In 1978-1982, Nigerias total fertility rate was 6.4 children per woman. By 1990, it had dropped to 6.0. The distribution of women by number of children ever born within the 1960s to 1980s is presented in the table below for all women and married women. This survey was conducted by the NDHS and documented statistically. The mean number of children ever born for all women increases rapidly with age, so that by the end of her childbearing years; a woman has given birth to almost seven children. The distribution of women by number of births indicates that almost one quarter of teens have already borne a child, and nearly one-third of women age 45 and over have borne nine or more children. Nationally and in all regions of the country, women aged 15-49 are having more children than he want. Source: Nigeria Demographic and Health Survey, 1990. Rural women have about one child more than their urban counterparts (6.1 vs. 4.9), and women in the less developed northern regions also have more children than women in the south. Yet women in the South South and South East regions have the largest gaps between their wanted and actual fertility rates, while women in the North West are nearly matching their fertility goals. Overall, women living in both rural and urban areas have more children than they want. Contraception Knowledge and Use: in the survey conducted by the NDHS, it indicates that less than half (46 percent) of all Nigerian women age 15-49 know of at least one method of family planning. This means that over half of the women reported that they did not know any method of family planning. Knowledge of methods was slightly lower among married women and higher among never-married. Although the level of contraceptive knowledge in Nigeria is low, there has been improvement over time. In the 1981/82 Nigerian Fertility Survey (NFS), only 34 percent of all women reported that they had heard of any method Thus, in the 10 years between the NFS and the NDHS, the level of contraceptive knowledge increased by 35 percent. There were also large increases in the proportion of women who knew and used specific methods. Contraceptive use among married and sexually active unmarried women aged 15-49 Married women sexually active Unmarried women % using % using a % using % using a An effective traditional an effective traditional Modern method modern method Method method Total 7 6 33 14 Region North Central 9 4 32 5 North East 2 2 10 3 North West 2 3 23 3 South East 12 10 20 27 South South 12 13 35 16 South West 21 11 53 13 Education â‚ ¬Ã‚ ¾7 years 16 11 38 17 Source: Nigeria Demographic and Health Survey, 2003.Contraceptive Use A small proportion of married women in Nigeria use a contraceptive method as seen on the above diagram. Contraceptive use in Nigeria is rare probably because of the preference for large families. In 2003, only 7% of married women aged 15-49 were using an effective modern method of contraception (implants, IUDs, the pill, the male condom, and female or male sterilization). Another 6% were relying on withdrawal, periodic abstinence, lactational amenorrhea or traditional folk methods. There are wide regional differences in overall levels of Contraceptive use: Only 2% of married women in the North East and North West regions are using effective modern methods, and 2-3% is using traditional methods. In the South West, in sharp contrast, 21% of married women are using effective modern methods, and an additional 11% are using traditional methods. In the remaining three regions, 9-12% of married women are using an effective modern method. It is noteworthy that overall contraceptive use is mo re than three times as high among married women with seven or more years of education as among those with less education (27% vs. 8%).(The Alan Guttmacher Institute, 2005 series, No4). Other case of ctraception Contraceptive use is much higher among sexually active unmarried women. In all regions of the country, probably because of widespread societal disapproval of out-of-wedlock pregnancies and births, sexually active unmarried women are more likely than married women to use a contraceptive method (47% vs. 13%-Table 2). In the South West region, 53% of sexually active unmarried women are using an effective modern method and 13% a traditional method, compared with 10% and 3%, respectively, in the North East region. And unmarried women with seven or more years of education are more than twice as likely to be practicing family planning as their less educated counterparts (55% vs. 22%). In addition, 46% of unmarried women who use contraceptives choose condoms, compared with only 15% of married users (not shown). Low awareness, disapproval and uncertain supply keep contraceptive use low. Various factors help explain the low level of contraceptive use among married Nigerian women. Foremost among these is that women generally want large families. Yet low awareness of family planning, conservative cultural attitudes and uncertain contraceptive supply are also important influences. More than 20% of women aged 15-49 have never heard of any method to prevent pregnancy, traditional or modern. The women who are most aware of contraception live in urban areas, have at least seven years of education, or listen to the radio or watch television regularly (about 90% of each group). Even if women have heard of family planning, many do not know where to obtain contraceptives: Of the 78% of women who are aware of any method, only half know where they can get it. In the North East and North West regions, only 28-36% of married women and 24 28% of sexually active unmarried women who are aware of family planning know where to go for contraceptive services. A much higher proportion of a ware women in the South West region know a possible source of methods-77% of married women and 82% of sexually active unmarried women. Low contraceptive use is also partly attributable to the fact that four in 10 married women disapprove of family planning. A data survey conducted by the NDHS shows the reasons for not using contraception given by women who do not intend to use a method. Of the 68 percent of married nonusers who say they do not intend to use family planning in the future, almost half say they do not intend to use because they want children (47 percent). Other reasons given are religion (12 percent), lack of knowledge (12 percent), and fatalism (6 percent), which encompasses responses that imply that there is nothing the woman can do about the number of children she will have. Women under age 30 are more likely to say that they do not intend to use because they want children, while those age 30 and over are more likely to cite reasons such as being menopausal or lack of knowledge. SAMPLE METHOD NDHS sample method used in this project is as a result of a two-stage stratified design, and, consequently, it was necessary to use more complex formulas. The computer package CLUSTERS, developed by the International Statistical Institute for the World Fertility Survey, was used to compute the sampling errors with the proper statistical methodology. The CLUSTERS treats any percentage or average as a ratio estimate, r = y/x, where y represents the total sample value for variable y, and x represents the total number of cases in the group or subgroup under consideration. The variance of r is computed using the formula given below, with the standard error being the square root of the variance: Sampling errors for the NDHS are calculated for selected variables considered to be of primary interest. The results are presented in this appendix for the country as a whole, for urban and rural areas, and for the four health zones: Northeast, Northwest, Southeast, and Southwest. For each variable, the type of statistic (mean or proportion) and the base population are given in Table B. 1. Tables B.2 to B.8 present the value of the statistic (R), its standard error (SE), the number of unweighted (N) and weighted (WN) cases, the design effect (DEFT), the relative standard error (SE/R), and the 95 percent confidence limits (R~SE), for each variable. In general, the relative standard errors of most estimates for the country as a whole are small, except for estimates of very small proportions. There are some differentials in the relative standard error for the estimates of sub-populations such as geographical areas. For example, for the variable EVBORN (children ever born to women aged 15-49), the relative standard error as a percent of the estimated mean for the whole country, fo r urban areas and for the Southeast zone is 1.5 percent, 2.3 percent, and 2.7 percent, respectively. The confidence interval (e.g., as calculated for EVBORN) can be interpreted as follows: the overall average from the national sample is 3.311 and its standard error is .051. Therefore, to obtain the 95 percent confidence limits, one adds and subtracts twice the standard error to the sample estimate, i.e., 3.311+.102. There is a high probability (95 percent) that the true average number of children ever born to all women aged 15 to 49 is between 3.209 and 3.413. 148 Conclusion: According to the NDHS, fertility remained high in Nigeria during the1980s. The total fertility rate may actually be higher than 6.0, due to underestimation of births. This is why out of wedlock birth has constant increased during these periods. In a 1981/82 survey, the total fertility rate was estimated to be 5.9 children per woman. One reason for the high level of fertility is that use of contraception is limited. Only 6 percent of married women currently use a contraceptive method (3.5 percent use a modem method, and 2.5 percent use a traditional method). Levels of fertility and contraceptive use are not likely to change until there is a drop in desired family size and until the idea of reproductive choice is more widely accepted. At present, the average ideal family size is essentially the same as the total fertility rate: six children per woman. Thus, the vast majority of births are wanted. The desire for childbearing is strong in Nigeria. Half of women with five chil dren say that they want to have another child. Another factor leading to high fertility is the early age at marriage and childbearing in Nigeria. Half of all women are married by age 17 and half have become mothers by age 20. More than a quarter of teenagers (women age 15-19 years) either are pregnant or already have children. National statistics mask dramatic variations in fertility and family planning between urban and rural areas, among different regions of the country, and by womens educational attainment. Women who are from urban areas or live in the South and those who are better educated want and have fewer children than other women and are more likely to know of and use modem contraception. For example, women in the South are likely to marry and begin childbearing several years later than women in the North. In the North, women continue to follow the traditional pattern and marry early, at a median age of 15, while in the South, women are marrying at a median age of 19 or 20 .Although fertility rates are declining as modernization is increasing, Many women are still experiencing unwanted and unplanned pregnancies, with consequences ranging from interruption of schooling to health risks and economic hardship, all of which hinder efforts to improve their socioeconomic status. By educating and empowering both married and sexually active unmarried women to make informed and responsible decisions about contraceptive use and their desired fertility, the Nigerian government can improve both the health and the economic productivity of its citizens. BIBLOGRAPHY REFERENCE: Federal Ministry of Health [Nigeria]. 1988. NationalPolicyonPopulationforDevelopment, Federal Office of Statistics [Nigeria]. 1963. Population Census of Nigeria, 1963 Combined National Figures. Lagos, Nigeria Frank Falkner and J.M. Tanner, Vol. 3, 241-262, New York: Plenum Press. NIGERIAN DEMOGRAPHIC AND HEALTH SURVEY 1990 -federal office of statistics. Lagos Nigeria Unity,Progressand Self-Reliance. Lagos, Nigeria: Department of Population Activities. London, Kathy A., Jeanne Cushing, Shea O. Rutstein, John Cleland, John E. Anderson, Leo Morris, and Sidney H. Moore. 1985. Fertility and Family Planning Surveys: An Update. Population Reports, Series M, No. 8. Baltimore, Maryland: Johns Hopkins University, Population Information Program. Martorell, R. and J.P. Habicht. 1986. Growth in Early Childhood in Developing Countries. In Human Growth: A Comprehensive Treatise, ed. by National Population Bureau [Nigeria] and World Fertility Survey. 1984. The Nigeria Fertility Survey 1981/82: Principal Report. Vol. 1: Methodology and Findings. Lagos, Nigeria: National Population Bureau. National Population Bureau [Nigeria[ and Institute for Resource Development/Westinghouse [1988]. National Demographic Sample Survey (NDSS) 1980: Nigeria National Report. Columbia, Maryland: IRD/Westinghouse. Ransome-Kuti, O., A.O.O. Sorungbe, K.S. Oyegbite, and A. Bamisalye, eds. [ 1989] Strengthening Primary Health Care at Local Government Level: The Nigerian Experience. Lagos, Nigeria: Academy Press Ltd. Rutstein, Shea Oscar and George T. Bicego. 1990. Assessment of the Quality of Data Used to Ascertain Eligibility and Age in the Demographic and Health Surveys. In An Assessment of DHS-I Data Quality, 3-37. Institute for Resource Development/Macro Systems. DHS Methodological Reports, No.1. Columbia, Maryland. REDUCING UNWANTED PREGNANCY IN NIGERIA BY the Alan Guttmacher Institute

Teacher-Student Interaction Essay -- Persuasive Education Learning Pap

Teacher-Student Interaction Being able to determine what teachers expect from students and what students expect from teachers is the key to creating positive classrooms that work. Teacher-Student interaction is a two way street; The students relate to the teachers, and the teachers relate to the students. If teachers develop and build upon self-esteem and mutual respect within their classrooms, the teachers will achieve positive relationships with the students. Many years ago, power relationships and authority figures in our society were clearly defined. Dad ruled the household; moms and kids complied. Bosses ruled the work-place, and the workers who were brave enough to challenge them would lose their jobs. Within this ranking order students were at the bottom. Students ideas and choices were unimportant, they were not heard. Today, all of this has changed, and every person in this society demands equality. Today we are able to speak up and have our needs and wants recognized. In many cases the college studen t is encouraged and expected to be candid in responding to the teacher's ideas, methods, or words. Teachers have to learn how to sidestep their power and allow student to exercise their own personal power in ways that enhance the classroom atmosphere while at the same time satisfying the students individuality. Teachers must allow the students to contribute to the class group in their own unique ways. A student should be encouraged and given the opportunity to participate in the classroom by voicing his /her ideas in a comfortable and non-pressured classroom. Marc Shachtman, a student from Ohio Oberlin College said, "In a course I took last year a maverick student said he agreed with a supreme court justice's view t... ... to get across, you must first let your message be known. Professors should be able to transmit trust to the students, they should create a comfortable and healthy atmosphere in their classroom by allowing the students to be both reactive and proactive in the classroom. This teacher-student interaction will contribute to a more fulfilling learning experience. Works cited Chenney,Lynne. "P.C:Alive and Entrenched" Lunsford Anfrea and Ruszkiewics John. In the Presence of Others.ed. New York: St. p.113,122 Hooks,Bell. "Keeping Close to Home: Class and education" Lunsford Andrea and John Ru S Ruszdiewics. In the Presence of Others.ed. New York: St. p.89,95 Postman,Neil. "The Word Weavers/The World Makers" Lunsford Andrea and John Ruszdiewics. In the Presence of Others.ed. New York St p.133 Hughes Mearns, Creative Power. New York: Dover Publications, 1958.

Classroom Management and Diversity Essay

Classroom management and diversity are two very important concepts to consider because classroom management in diverse environments can be a lot different than in less diverse environments. There is so much diversity going on now that everyone should be aware of the importance of classroom management inside the diverse environments. When I talk about diversity in this paper I am referring to ethnic and cultural diversity. There are many different strategies that can help students in more diverse classrooms feel more comfortable and be in a better learning environment. In my paper, I will be touching on five major strategies that help classroom management in more diverse classrooms. These strategies are building trust, engaging personal culture, confronting social dominance and social justice, transforming instructional practices, and engaging the entire school community. I will be talking about all of the advantages to these strategies. Another thing I will be touching on is the importance of classroom management in these diverse classrooms. I will also look at the differences between classroom management in less diverse environments and classroom management in more diverse environments. I will talk about my experiences observing classrooms and the differences between the classroom management strategies each teacher uses. Classroom management is a very critical part of teaching and having good classroom management in a more diverse classroom is a challenging task, but also a very important one. In more diverse environments especially, it is sometimes harder for teachers to have good classroom management. Mainly because the students in more diverse settings tend to act out more or disobey the rules. If students feel like they are in an open and trusting community at school they are more likely to succeed and listen to the teacher’s directions. Building trust, engaging personal culture, confronting social dominance and social justice, transforming instructional practices, and engaging the entire school community is five very important strategies that make classroom management easier. Building trust is one of the most important strategies that help classroom management in more diverse environments. Building trust entails being honest with students and having discussions about race and ethnicity with the entire class. Talking about students different cultures instead of just simply acting like they are not there. One teacher from the Apple Valley School District says, â€Å"I need to move beyond being color-blind. † The main idea of this strategy is to establish positive leaning communities in each classroom. If the students feel like their cultures and ethnicity are accepted they will feel more comfortable. Trust is such an important thing to have in a classroom in order to be able to have good classroom management. If the students feel like they can trust the teacher they will be more open and the teacher will have better control over his or her management (Howard, 2007). The second strategy is engaging in personal culture. This strategy is very important because it can be the difference between high school students dropping out of school or continuing on. The main reasoning of engaging in personal culture is to form authentic and effective relationships across differences. These relationships are very important to students who are going through school. If students feel that their teachers do not care about them they are more likely to drop out of school. Forming relationships with your students is important in order to maintain good classroom management. If the students feel like you enjoy getting to know them and that you respect them then they are more likely to listen and follow directions. If students feel like you do not respect them and could care less about them they are more likely to disobey and possibly even drop out of school all together (Howard, 2007). Confronting social dominance and social justice is the third strategy to better classroom management. This strategy is about making teachers aware of their surroundings and the issues that surround race and class. It forces teachers to think about race and class in a different way and causes them to better understand their students and what their students are going through. During this strategy teachers will come together and have discussions about race, class, gender, immigration, and other forms of diversity. They will open up and get a better consciousness about social dominance and diversity. This will help teachers teach their students better and make them more aware of what is going on around them (Howard, 2007). The fourth strategy is  transforming instructional practices. This strategy is crucial to having good classroom management. The main focus of this strategy is for teachers to shift their teachings to meet the diverse learning needs of students. Also, to use curriculum that honors each student’s culture. For example, if a teacher was working in a school district that was mainly a Spanish speaking area if the teacher had to send something home to the parents they could send one paper home in English and on the back have the same paper written in Spanish. This would make it a lot easier on parents and students of mainly Spanish speaking families. This would also help classroom management because it is very important that your student’s parents understand you (Howard, 2007). The fifth and last strategy is engaging the entire school community. This strategy talks about how if you want to have good classroom management in diverse environments you not only have to involve the students, but also their parents. If the students are not getting any support from their parents it is hard for them to succeed. Teachers can help parents get more involved by sending home news letters and letting them know about any activates going on around the school. Even though this might not always get the students parents involved it still good to try. It is a lot easier to have classroom management when the students feel supported by not only the teacher, but also by their parents (Howard 21). Also students in schools with a strong sense of community are more likely to be academically motivated (Schaps, 2003). I recently observed two different classrooms, one in a diverse environment and one in a less diverse environment. The classroom I observed that was diverse is in the Northeast school district in Reading and the less diverse classroom is in the Pleasant Valley school district in Brodheadsville. The way the teachers in each of these schools manage their classrooms is completely different because of the diversity differences. The biggest difference I came across while observing these two classrooms was how serious each of the teachers has to be. From observing I realized how much harder it is to have good classroom management in more diverse classrooms. For example, in the more diverse classroom the teacher had to be very serious and the teacher in the less diverse classroom joked around a lot. The teacher in the more diverse classroom had to be serious because the students were constantly acting up. The teacher did not have time to joke around because at every moment she had to keep her students on track of what they were supposed to be doing. They constantly needed guidance. When I was observing the less diverse classroom I saw that the teacher joked around a lot. He made funny references and was all around less serious and strict. This was because his students were better behaved. They did act up at certain times, but they were always quick to get back on topic. Another thing that I realized was that the teacher in the diverse environment used all of the strategies that help classroom management and the teacher in the less diverse environment only used two of the strategies. There were a few kids in the less diverse environment that were diverse but the teacher did not recognize them. He did not confront social dominance and justice, transform practices, or engage school community. He just acted as if everyone was the same ethnicity and ignored all differences. Which, is not always the best way to act. When a teacher acts this way even though they are teaching all of the students the same. Sometimes the students that are ethnically different can fall behind or feel as if they are not cared about. Where as the teacher in the diverse environment took advantage of her student’s differences and did all of the strategies, which helped her classroom management become better. By enforcing the strategies the classroom management becomes better because the students respect the teachers more and also usually listen better. The students and teacher benefit from using the five strategies. Keeping control of diverse classrooms is much more challenging than keeping control of less diverse classrooms. There is a big difference between diverse and less diverse classrooms, that is why classroom management is so important. If the teacher in the diverse environment did not use the five strategies I think it would have been very hard for her to have good classroom management in her classroom. The teacher in the less diverse environment however was able to get away with not using the five strategies because his classroom was less diverse so the students were not as hard to handle. Achieving classroom management in diverse classrooms is a very important and challenging task. Classroom management continues to be a serious concern for teachers and especially in urban and diverse learning environments (Milner 2010). Classroom management is so important in order to have a successful running class. It is easier to obtain classroom management in less diverse classrooms but there are five major strategies that help teachers achieve classroom management in diverse classrooms. I mentioned these strategies earlier, they are again building trust, engaging in personal culture, confronting social dominance and social justice, transforming instructional practices, and engaging the entire school community. Without these five strategies it would be almost impossible to gain good classroom management in diverse environments. If a teacher did not use the five strategies it is possible that his or her classroom would not have very good classroom management, depending upon if the classroom was in a diverse environment or not. Like I mentioned earlier in my paper, classrooms in less diverse environments can often get away with not using the five strategies. This is because the students are easier to manage. It is crucial however, for the teachers in the diverse environments to use the strategies. If in the future teachers decided not to use the strategies and instead decided to just ignore the differences between diverse and non-diverse environments it would cause major problems with classroom management. If a classroom had bad classroom management the students would suffer terribly. Some students would not care about their work, some would not listen, and some would just simply drop out. If teachers did not have control over their classrooms the students would not have anyone to listen to or pay attention to. That is why classroom management is so important. There is a way however, to help classrooms in diverse environments have good classroom management and it is to use the five strategies. If teachers in diverse settings continue to use the strategies it will help not only the teachers, by making good classroom management easier to achieve, but it will also help the students because they will learn more if they are listening and paying attention to the teacher. H. Richard Milner IV, B. T. (2010). Classroom management in diverse classrooms. Retrieved from http://uex. sagepub. com. ezaccess. libraries. psu. edu/content/45/5/560. full. pdf html Herbert Elizabeth, A. (1998). Design matters: How school environment affects children. Realizing a Positive School Climate, 56(1), 69-70. Howard Gary, R. (2007). As diversity grows, so must we. Responding to Changing Demographics, 64(6), 16-22. Schaps Eric. (2003). Creating a school community. Creating Caring Schools, 60(6), 31-33.

Boys vs. Girls

Commonsense beliefs about boys and girls are not arbitrary. According to Archer and Lloyd (2002), they are associated with coherent ways of understanding the world in which we live, which for many centuries have been presented to each succeeding generation in the form of religious truths. The following little experiment demonstrates one situation where girls have outdone boys. Three boys and three girls were asked to kneel on the floor with their legs together by their high school teacher.All of them were made to bend forward and put their elbows up against their knees. Lipstick containers were placed upright at the end of the six young people’s fingers. Then, they were made to kneel up straight with their legs still together, with hands clasped behind their backs above their waists. They were then told to keep their arms and legs in their position while leaning forward, knock the lipstick container over their noses and return to the kneeling-up position. The observation was t hat girls can do it while boys can’t.The reason that this happened is because girls tend to have more body weight in the lower half of their bodies than boys do so they can balance better. But this little story/experiment does not prove that girls are better than boys. There are just some things that girls perform better than boys, AND vice versa. For instance, boys are observed to do significantly better than girls at mathematics, and understand relationships in the physical world better than the opposite sex (Archer and Lloyd, 2002).Conversely, girls are better at processing language than boys, which goes a long way toward explaining why girls overall have better communication than their gender counterparts. All of these examples and the experiment stated above just means that girls and boys are different. Differences do not imply an order of rank. Oranges and apples are different, but that doesn’t mean oranges are better than apples. Ovaries and testicles are differ ent, but that doesn’t mean that one is better than the other. WORK CITED Archer, J. & Lloyd, B. (2002). Sex and Gender. (2nd Ed. ). New York: Cambridge University Press. Boys vs. Girls Boys and Girls had always been perceived to be greatly different from each other. It has been stereotypically observed that when the doctor shouted, â€Å"It's a baby boy,† the nurse will wrap him around a blue cloth while on the other hand when the doctor declares, â€Å"It's a baby girl,† a pink cloth will then be wrapped around her. But aside from the usual determining colors associated with boys and girls, what other factors set both genders apart and make them distinct? According to Armin Brott, baby boys are slightly heavier and longer than girls at birth.This is why many first-time mothers spend longer labor hours and it ultimately leads to higher birth trauma resulting to more irritable actions among the boys than the girls (Brott, 2008). He also adds that boys are more inclined in a more energetic and rough games as compared to the girls who like to pretend and mimic (Brott, 2008). In accordance to this perception, Leonard Sax, a doctor and a psychologist asser ts that boys and girls differ in their view of the surroundings and environment.In studying the outlook of the girls, he showed an image with â€Å"a girl, a dress, a pet, the sun, flowers, rainbow and all those colors,† which has been the same kind of drawing girls all over the world has drawn (Selliot, 2008). On the other hand, he presented an image of â€Å" bloody red battle scenes, gray rocket ships and black speeding vehicles,† all of which are the same content of a boy's painting (Selliot, 2008). Furthermore, Brott observed that the girls take in greater sensory than boys wherein they can taste more, and tend to exhibit a greater need to be touched.There are actually more differences associated to the two genders. However, it is really difficult to identify who is greater or more superior than the other because as observed in the above comparison, both have their own unique personalities and inclinations which help develop their skills and perception in the thin gs around them. It is therefore important to appreciate the characteristics and traits that set the boys apart from the girls and vice-versa and what makes them special in their own ways. References Brott, A. (2008). â€Å"The Difference Between Boys and Girls. † Retrieved May 20, 2008 from ht

International Criminal Law Example

International Criminal Law Example International Criminal Law – Coursework Example International Criminal Law The international criminal law prohibits some categories of conduct identified as grave atrocitiesand ensures that the perpetrators of criminals get accountable for their actions. The law principally covers matters relating to war crimes, genocide, aggression crimes, and crimes against humanity. It specifically deals with person subjects. The criminal law mostly includes the prohibitions addressed, and the penal sanctions for the violations of the prohibitions put in place by the different states (Schabas 7). The International Criminal Law came into being after the World War 1. After the war, the international crime tribunal envisaged the perpetrators of the war crimes. For instance, the Treaty of Versailles designed in trying Wilhelm of Germany. The Second World War signified the international tribunal’s move to try not only crime wars but also crimes against humanities. As a subset of the International Law, International Criminal Law developed und er the 1946 Statute, Article 38(1) of the Court of Justice. International law comprised of general principles of law, customary international law and the treaties (Bantekas and Nash 16). International criminal law developed to deliver justice to victims and to guide on the prosecution of serious crimes like crimes against humanity, genocide and war crimes (Schabas 12). Individual Criminal Responsibility is the liability associated with individual violations of the application of 1968 UN Convention and the Common Article 3. The Hungarian courts applied the international law in the prosecution of international offenses defined by the International Criminal Law. The three bodies are intertwined connected in advocating international human rights (Bantekas and Nash 27). The International Criminal Court is a permanent tribunal that prosecutes individuals for crimes against genocide, humanity, and war crimes. The court is significant in maintaining international justice and, therefore, gi ves authority to the bodies of the international law on treatment of individual regarding humanitarian law and human rights. It covers jurisdiction only where the subject is a citizen of a state party or when a crime occurs in the country of a member state party (Schabas 37). Bantekas, Ilias, and Nash, Susan. International Criminal Law. London: Routledge-Cavendish, 2007. Print.Schabas, William. International Criminal Law. Cheltenham, UK: Edward Elgar Pub, 2012. Print.

Hemingways Works Essays - Literature, American Literature, Fiction

Hemingway's Works Essays - Literature, American Literature, Fiction Hemingway's Works Ernest Hemingway pulled from his past present experiences to develop his own thoughts concerning death, relationships, and lies. He then mixed these ideas, along with a familiar setting, to create a masterpiece. One such masterpiece written early in Hemingway's career is the short story, Indian Camp. Indian Camp was originally published in the collection of in Our Time in 1925. A brief summary reveals that the main character, a teenager by the name of Nick, travels across a lake to an Indian village. While at the village Nick observes his father, who is a doctor, deliver a baby to an Indian by caesarian section. As the story continues, Nick's father discovers that the newborn's father has committed suicide. Soon afterward Nick and his father engage in a discussion about death, which brings the story to an end. With thought and perception a reader can tell the meaning of the story. The charters of Nick and his father resemble the relationship of Hemingway and his father. Hemingway grew up in Oak Park, a middle class suburb, under the watchful eye of his parents, Ed and Grace Hemingway. Ed Hemingway was a doctor who occasionally took his son along on professional visits across Walloon Lake to the Ojibway Indians during summer vacations (Waldhorn 7). These medical trips taken by Ernest and Ed would provide the background information needed to introduce nick and his father while on their medical trip in Indian Camp. These trips were not the center point of affection between Ed and Ernest, but they were part of the whole. The two always shared a close father-son bond that Hemingway often portrayed in his works: Nick's close attachment to his father parallels Hemingway's relationship with Ed. The growing boy finds in the father, in both fiction and life, not only a teacher-guide but also a fixed refuge against the terrors of the emotional and spiritual unknown as they are encountered. In his father Ernest had someone to lean on (Shaw 14). In Indian Camp, nick stays in his father's arms for a sense of security and this reinforces their close father-son relationship. When Nick sees the terror of death, in the form of suicide, his father is right there to comfort him. From this we are able to see how Nick has his father to, physically and mentally, lean on, much like Hemingway did (Shaw 11). Hemingway's love for his father was not always so positive though, and he often expressed his feelings about his situation though his literature. When Hemmingway was young, his father persuaded him to have his tonsils removed by a friend, Dr. Wesley Peck. Even though it was Dr. Peck who performed the painful operation, Hemingway always held it against his father for taking out his tonsils without an anaesthetic (Meyers 48). Hemingway saw the opportunity to portray his father in Indian Camp as the cold-hearted man who had his tonsils yanked out without anaesthetic. In a reply to Nick's question about giving the Indian woman something to stop screaming, his father states, No. I haven't any anaestheticBut her screams are not important. I don't hear them because they are not important. (Tessitore 18) Hemingway lashed out at his father one more time before the story ends. In Indian Camp, Hemingway uses the conversation between Nick and his father, concerning the suicide of the Indian, to show his distaste for his own father's suicide: 'Why did he kill himself, Daddy?' 'I don't know Nick.' 'He couldn't stand things, I guess.' 'Do many men kill themselves, Daddy?' 'Not very many, Nick' 'Is dying hard, Daddy?' 'No, I think its pretty easy, Nick. It all depends.' (Hemingway 19) Hemingway saw his father as a weak working man who served his wife, Grace, unconditionally. Ed worked a full day to come home to clean house, prepare food, and tend to the children. He had promised Grace that if she would marry him, she would not have to do housework for as long as he lived. Ill and depressed, Ed committed suicide in 1928. Hemingway later referred to the situation by stating: I hated my mother as soon as I knew the score and loved my father until he embarrassed me with his cowardiceMy mother is an all time all American bitch and she

10 Fascinating Facts About Dragonflies

10 Fascinating Facts About Dragonflies Prehistoric-looking dragonflies can be a little intimidating as they swoop about the summer skies. In fact, according to one dragonfly myth, the uncanny creatures would sew up the lips of unsuspecting humans. Of course, thats not even remotely true. Dragonflies are essentially harmless. Even better, these large-eyed aeronauts love to feed on pests like mosquitoes and midges for which we can be truly grateful- but those arent the only interesting qualities that make them so fascinating. 1. Dragonflies Are Ancient Insects Long before the dinosaurs roamed the Earth, dragonflies took to the air. Griffenflies (Meganisoptera), the gigantic precursors to modern dragonflies could reach lengths of nearly 30 inches and dotted the skies during the Carboniferous period over 300 million years ago. If you could transport yourself back a mere 250 million years, youd likely recognize the familiar sight of dragonflies similar to those of the present day. 2. Dragonfly Nymphs Live In the Water Theres a good reason why you see dragonflies and damselflies around ponds and lakes: theyre aquatic! Female dragonflies deposit their eggs on the waters surface, or in some cases, insert them into aquatic plants or moss. Once hatched, the nymph dragonfly spends its time hunting other aquatic invertebrates. Larger species even dine on the occasional small fish or tadpole. After molting somewhere between nine and 17 times, a dragonfly nymph is finally ready for adulthood and crawls out of the water to shed its final immature skin. 3. Nymphs Breath Through Their Anus The damselfly nymph actually breathes through gills  inside its rectum. Likewise, the dragonfly nymph pulls water into its anus to facilitate gas exchange. When the nymph expels water, it propels itself forward, providing the added benefit of locomotion to its breathing. 4. Most New Dragonfly Adults Are Eaten When a nymph is finally ready for adulthood, it crawls out of the water onto a rock or plant stem and molts one final time. This process takes up to an hour as the dragonfly expands to its full body capacity. These newly emerged dragonflies, known at this stage as teneral adults, are soft-bodied, pale, and highly vulnerable to predators. Until their bodies fully harden they are weak flyers, making them ripe for the picking. Birds and other predators consume a significant number of young dragonflies in the first few days after their emergence. 5. Dragonflies Have Excellent Vision Relative to other insects, dragonflies have extraordinarily keen vision that helps them detect the movement of other flying critters and avoid in-flight collisions. Thanks to two huge compound eyes, the dragonfly has nearly 360 ° vision and can see a wider spectrum of colors than humans. Each compound eye contains as many as 30,000 lenses or ommatidia and a dragonfly uses about 80 percent of its brain to process all of the visual information it receives. 6. Dragonflies Are Masters of Flight Dragonflies are able to move each of their four wings independently. They can flap each wing up and down, and rotate their wings forward and back on an axis. Dragonflies can move straight up or down, fly backward, stop and hover, and make hairpin turns- at full speed or in slow motion. A dragonfly can fly forward at a speed of 100 body lengths per second (up to 30 miles per hour). Using high-speed cameras, Scientists at Harvard University photographed dragonflies taking flight, catching prey, and returning to a perch, all within the time span of between 1 to 1.5 seconds. 7. Male Dragonflies Fight for Territory Competition for females is fierce, leading male dragonflies to aggressively fend off other suitors. In some species, males claim and defend a territory against intrusion from other males. Skimmers, clubtails, and petaltails scout out prime egg-laying locations around ponds. Should a challenger fly into his chosen habitat, the defending male will do all he can to chase away the competition. Other kinds of dragonflies dont defend specific territories but still behave aggressively to other males that cross their flight paths or dare to approach their perches. 8. Male Dragonflies Have Multiple Sex Organs In nearly all insects, the male sex organs are located at the tip of the abdomen. Not so in male dragonflies. Their copulatory organs are on the underside of the abdomen, up around the second and third segments. Dragonfly sperm, however, is stored in an opening of the ninth abdominal segment. Before mating, the dragonfly has to fold his abdomen in order to transfer his sperm to his penis. 9. Some Dragonflies Migrate A number of dragonfly species are known to migrate, either singly or en masse. As with other migratory species, dragonflies relocate to follow or find needed resources or in response to environmental changes such as impending cold weather. Green darners, for example, fly south each fall in sizeable swarms and then migrate north again in the spring. Forced to follow the rains that replenish their breeding sites, the globe skimmer- one of several species thats known to spawn in temporary freshwater pools- set a new insect world record when a biologist documented its 11,000 mile trip between India and Africa. 10. Dragonflies Thermoregulate Their Bodies Like all insects, dragonflies are technically ectotherms (cold-blooded) but that doesnt mean theyre at the mercy of Mother Nature to keep them warm or cool. Dragonflies that patrol (those that habitually fly back and forth) employ a rapid whirring movement of their wings to raise their body temperatures. Perching dragonflies, on the other hand, who rely on solar energy for warmth, skillfully position their bodies to maximize the surface area exposed to sunlight. Some species even use their wings as reflectors, tilting them to direct the solar radiation toward their bodies. Conversely, during hot spells, some dragonflies strategically position themselves to minimize sun exposure, using their wings to deflect sunlight.

The IRIS Center Module Essay Example | Topics and Well Written Essays - 750 words

The IRIS Center Module - Essay Example In the challenge provided about Maria, how her teacher Mr. Bennett and the school respond to her situation, is a practical example of cultural influence and ignorance. In this case, there is failure by the teacher and the school to address the problem at hand, which is Maria’s bilingualism and cultural influence. This is due to the fact that, despite the heavy influence that her cultural background has on her, the teacher continues using the same mode of teaching instruction as he uses on other students. There lacks a deliberate effort to understand and address her linguistic dilemma and cultural influence since she has lived in Mexico most of her life hence, this can create a communication barrier during learning. Moreover, the school has not taken any measure to improve her proficiency in the use of English as a mode of communication in both speaking and writing. This is in view of the fact that this is the language she is expected to use in learning and which plays a critic al role in her overall academic performance. Introducing a special programme for her and for other students with similar problems where they get to learn both written and spoken language so as to be at a level playing field with their language proficient colleagues would really assist in addressing Maria’s problem to a large extent. ... As a result, she lacks the necessary motivation to concentrate since she feels completely out of place. Secondly, language barrier may be a major factor affecting Maria. Since English is a second language to her, it is the dominant language in her school and consequently in her learning hence, she may experience problems if she is still in the early stages of developing proficiency in its usage. This is exhibited by the slow development of her reading and even participation in class. Concerning her ability to chat with other children in English, it is important to note at which stage she is at as an English learner. This is important because the various stages of learning stages lead to both Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP), which are two types of language proficiency. In this case, Maria may be having acquired the BICS type to be able to communicate only at a social level and therefore not able to exhibit the same aca demically (York, 2006). The perception that Maria’s parents may be indifferent to their daughter’s education may be misplaced. This is in light of the fact that they may have some personal reasons holding them back based on their culture or the school and the teacher have not used the appropriate forms of communication. A major personal reason why the may have not responded to Mr. Bennett’s instructions may include their limited language skills. Moreover, the notes sent to them via Maria may be in English or translated in formal writing that is hard for them to understand considering they just moved from Mexico. This only shows that there is lack of effective communication

Depend on the choosen activity and the topic Essay

Depend on the choosen activity and the topic - Essay Example The word ‘learning’ has been defined as â€Å"relatively permanent change in behavior resulting form experience† (Dworetzky, 1994). This essay, therefore, has the purpose of exploring the cognitivist approach of learning by examining its application to a particular learning task. The task chosen is the process of typing the keyboard of a computer. Firstly, an analysis of the types of knowledge required to undertake the chosen activity will be considered and the cognitive theory will be introduced with its main features followed by a discussion of the application of the theory in the process of typing the keyboard of the computer. The strength and weaknesses of the theory will be analyzed after that and the essay will be concluded. There are different steps or processes involved in the act of typing the keyboard of a computer. The person needs to have a plan of what he is going to type; he needs to have appropriate knowledge and skills such as placing the fingers at the right position, the aptitude of typing the material with appropriate speed and accuracy, being seated in a comfortable position in the chair so that he doesn’t strain his back, etc. Declarative knowledge is often described as the content of learning. In other words it caters to the what of the activity being learnt. Knowing a piece of information, that is, a concept, fact, idea or label would be considered to be in this category (Ehren & Gildroy). Knowing the history, characteristics or physical appearance, for example would be included here. Procedural knowledge explains the How of information that tells us rules to follow to accomplish a task (Ehren & Gildroy). In other words, knowing how to perform an action or sequence of actions is procedural knowledge. Conditional knowledge is knowledge about when to use a procedure, skill, or strategy and when not to use it; why a procedure works and under what

How Does Gender Bias Negatively Impact the Role of Men in Nursing Essay

How Does Gender Bias Negatively Impact the Role of Men in Nursing - Essay Example Gender bias negatively impacts the role of men in nursing by: Not all male nurses believe gender bias has had a negative impact on their career. But, fewer than 6% of the Registered Nurses in the United States today are men (U.S. Department of Health and Human Services). Considering approximately 49% of the population is male, the 6% figure indicates that bias may be impacting the entry and retention of men in the nursing field. Furthermore, Wilson (2005) in a study of Australian nursing students, found that in a three-year period, the average attrition rate for males in a university-based nursing program was 55.5% but only 45% for females. This, too, raises concerns about what is keeping men from entering or staying in the nursing field. One answer is gender bias. Gender bias, most succinctly defined by the higher education company McGraw-Hill, is "Behavior that results from the underlying belief in sex role stereotypes." (McGraw-Hill Education Company). Entire dissertations have been written defining sex role stereotypes. ... eotypes ("conventional, formulaic, and oversimplified conceptions, opinions, or images") ("Stereotypes") based on the roles ("characteristic and expected social behaviors of an individual") ("Roles") based on sex/gender, traditionally male or female. Vogel, Wester, Heesacker, & Madon's (2003) finding that women and men act in accordance with social roles which are often segregated along gender lines helps summarize how sex role stereotypes are perpetuated. They continue, "Popular culture has embraced the idea that women and men are different. Self-help books, talk shows, and magazine articles routinely acknowledge large gender differences" With popular culture stressing distinct differences and roles for men and women, it is understandable that a career traditionally considered female would not be considered attractive to some men. To assess biases and the status of Men in Nursing in 2005, the research firm of Bernard Hodes Group performed an on-line survey, open to male nurses and nursing students, from October until December 2004 and received almost 500 responses (N=498) (Bernard Hodes Group, 2005). Of note were the men's responses to the question regarding their perceptions about nursing before entering the field. The top four responses, with percentages responding, to what they had as perceptions of men and nursing: Traditionally female dominated field (85%) Other professions perceived "more appropriate" (62%) Nursing salaries are not competitive with other careers (33%) Nursing is not an autonomous, decision-making profession (27%) The next most popular response, "Nursing doesn't provide much upward mobility" garnered only 16% of responses. It is evident that the perception - or stereotype - of a subservient female is still in place. The media does not

United Nations and Israel Research Paper Example | Topics and Well Written Essays - 750 words

United Nations and Israel - Research Paper Example The adoption of this Resolution involved 13votes against none however, two countries never participated, and this included China and Iraq (Zunes 24). Resolution 452 by the UNSC This resolution came into existence in July 20 1979 and was concerned with Israeli settlements evident in Golan Heights, Jerusalem, Gaza Strip and West Bank, which, mainly focused on discussing the illegality of these settlements. The resolution further condemns the illegality of the settlements and is in violation of the 4th Geneva Convention that relates to ensuring civilian are protected, in times of War. The resolution further called on Israel to stop the construction of more settlements in the occupied territories; in essence, this resolution was passed by 14 votes, however; there was 1 abstention by the United States (Zunes 24). Resolution 465 by the UNSC This resolution was passed unanimously in March 1st of 1980 in regard to issues that concerned the Israeli settlements and how the territories occupied by the Arab is administrated and which, also included Jerusalem. The Arab territories as discussed in this resolution included areas such as, Gaza Strip where, the Israel state controls. As a result of reflecting on the report regarding Resolution 446 adopted in 1979, the Council criticized Israel for lack of co-operation and highlighted on concerns regarding settlement policy adopted by Israel within the Arab territories which, led to a recall of five resolution and further recalled on Israeli government and its civilians to dismantle illegal settlements. This resolution further c ondemned Israel for its act of issuing a travel ban for Hebron’s Mayor Know as Fahd Qawasma who, was supposed to travel to the Security Council. The Council requested Israel to lift the ban so as to allow the Mayor to present at the United Nations Headquarters. This resolution as adopted in 1980, and gave the commission a mandate to further assess the situation in particular, the occupied territories and monitor how the resolution is being implemented. This resolution further called on countries to avoid providing assistance to Israel and in particular, assistance that was directly channeled to the occupied territories (Gilland 27). Resolution 468 by the UNSC This resolution came into existence in May 8, 1980 following the recall of Geneva Convention. The Council was concerned about the act by Israel to expel Hebron and Halhoul’s Mayor, and the expulsion of Hebron’s Judge concerned with Sharia. This resolution asked Israel to stop enacting illegal measures and a ssist in returning the elected or appointed individuals to resume their duty. The Council further sought the indulgence of the Secretary-General to assist in monitoring and ensuring this resolution is implemented. This resolution sailed through after approval from 14 votes, but the United States did not vote in regard to adopting this resolution (Zunes 26). Resolution 487 by the UNSC Implemented in June 19, 1981 the Council convicted Israel for attacking a nuclear site in Iraq that was approved by the IAEA; therefore, this resolution articulated for a cessation in regard hostile activities. The resolution further approved Iraq’s claim for compensation and implored Israel to accept the IAEA safeguards for its nuclear facilities. In the 70s, Iraq acquired a nuclear reactor that

Leadership essence Essay Example | Topics and Well Written Essays - 3000 words

Leadership essence - Essay Example The trait theory postulates that leaders are born rather than made. It emphasizes nature over nurture. Most research on trait theory is coalesced around the qualities of distinguished leaders compared to non-leaders or followers. Trait approach focuses on the type of people that become leaders, and this process provides organizations with information on the qualities to look for when selecting leaders for different positions of leadership (Conger& Riggio, 2012, pp. 12). Style approach focuses on the behavior of leaders rather than personal traits of leaders. Style approach posits that since a leaders behavior can be changed, and; therefore, there is need to train leaders on the right leadership qualities. Stogdill et al worked on leadership style with a focus on consideration and initiating structure and define them two styles as follows: The consideration style is where leaders show concern for their subordinates so as to earn their trust and, as a result, improve response and promote camaraderie (Conger& Riggio, 2012, pp.14). Initiating structure is a style where leaders define closely and clearly their expectations of subordinates in accomplishment of designated schedules. Some researchers have suggested that a combination of both consideration and initiating structure was the best leadership style. Korman in his study observed that the two styles were plagued by inconsistent results. He suggested that the effectiveness of the two types of leadership behavior was situation wise contingent; that is, what worked well in some situations failed in others (Gill 2012, pp. 63). Proponents of the contingency approach emphasize on the situational factors when defining leadership. They tend to specify situational variables that moderate the effectiveness of different leadership approaches. The most prominent exemplar of the contingency approach is Fiedler’s

Time Management and Nursing Burnout Essay Example | Topics and Well Written Essays - 1750 words

Time Management and Nursing Burnout - Essay Example The time management techniques have been fairly well covered in the book chapter. We are exploring an article here which goes beyond just time management to relieve a person of stress and make his life more valuable. This article can be said to be of the type of self-care or self well being. This is absolutely an essential component in order to avoid a burnout. We will study some dimensions associated with the job of a person which should be satisfied for him to continue working. The absence of these dimensions can lead to burnout of the individual. We will initially review the article written by Matuska Christianen which has been attached in appendix A. This paper presents a proposed model of lifestyle balance that meets biological and psychological needs within the unique environment of individuals. The writer of the article claims that once the biological and psychological needs of the individuals are in alignment with the environment of the individual; the level of stress faced i n the work is reduced and the person is able to enjoy his job fully. This article claims well-being as the lack of stress during the work. ... are in alignment with the environment of the individual; the level of stress faced in the work is reduced and the person is able to enjoy his job fully. This article claims well being as the lack of stress during the work. The person should be satisfied with his work and look forward to do it every day to avoid stress and improve his well being. The article presents five factors, dimensions or conditions which need to be satisfied in order to achieve physical and mental well being. These 5 dimensions are essential for the well being of an individual and are thus key factors in preventing work related stress. The first dimension is biological health and physical safety. These can be said to be the most basic needs of the individual. If these are not satisfied it leads to a lot of stress and the person finds it extremely difficult to continue in the job as he faces a large amount of stress. The first dimension is the foundation upon which all other dimensions and the endeavors of the h uman being rest. The second dimension discussed in the article is rewarding and self-affirming relationship with others. This can be said to be the need for affiliation. A person wants his co-workers and those with which he works to appreciate the good work done by him. It can be easily seen in nursing that relatives of a patient might blame the nurses for any failure in health of the person. These accusations may not have any basis but increases the stress level of the nurse which leads to disillusionment with the job. Rewarding behavior discussed in this dimension need not be reward given by a third party. This may even by the reward which an individual decides to give himself for sticking to an action plan or achieving a target which was decided earlier by him. The third dimension

Leadership essence Essay Example | Topics and Well Written Essays - 3000 words

Leadership essence - Essay Example The trait theory postulates that leaders are born rather than made. It emphasizes nature over nurture. Most research on trait theory is coalesced around the qualities of distinguished leaders compared to non-leaders or followers. Trait approach focuses on the type of people that become leaders, and this process provides organizations with information on the qualities to look for when selecting leaders for different positions of leadership (Conger& Riggio, 2012, pp. 12). Style approach focuses on the behavior of leaders rather than personal traits of leaders. Style approach posits that since a leaders behavior can be changed, and; therefore, there is need to train leaders on the right leadership qualities. Stogdill et al worked on leadership style with a focus on consideration and initiating structure and define them two styles as follows: The consideration style is where leaders show concern for their subordinates so as to earn their trust and, as a result, improve response and promote camaraderie (Conger& Riggio, 2012, pp.14). Initiating structure is a style where leaders define closely and clearly their expectations of subordinates in accomplishment of designated schedules. Some researchers have suggested that a combination of both consideration and initiating structure was the best leadership style. Korman in his study observed that the two styles were plagued by inconsistent results. He suggested that the effectiveness of the two types of leadership behavior was situation wise contingent; that is, what worked well in some situations failed in others (Gill 2012, pp. 63). Proponents of the contingency approach emphasize on the situational factors when defining leadership. They tend to specify situational variables that moderate the effectiveness of different leadership approaches. The most prominent exemplar of the contingency approach is Fiedler’s

Investigation on how the language used in comedy affects the public's Essay

Investigation on how the language used in comedy affects the public's opinion of the comedian (comedians being investigated are Frankie Boyle and Kevin Bridges) - Essay Example Another important point to note is that comedy, in most cases, utilizes the attributes of the actors allegorically to represent the physical world (Robinson, 2008 p7). Comedians Kelvin Bridge and Frankie Boyle both leading comedians but each unique in their own style will be analyzed to show on how language used in comedy affects the public opinion of the comedian. Frankie Boyle is a Scottish comedian commonly known for his pessimistic and controversial sense of humor. On the other hand, Kelvin Bridge uses more culturally correct humor. In October 2008, Frankie Boyle made a joke about the Queen about her age and part of her body, which led to the Conservative MP David Davies, saying that the joke was â€Å"disgracefully foul comment.† Frankie Boyle was on it again in his 2010 tour when he made a joke about people with Down syndrome offending a member of the audience whose daughter had Down syndrome. Frankie Boyle refused to apologize and his comments were considered downright bullying. Frankie Boyle made a joke about Prices heavily disabled son Harvey during Frankie Boyle’s Tramadol Nights. Boyle made a joke that was sexual and derogatory, leading both Katie Price and Peter Andre condemning Frankie Boyle’s line of jokes. Frankie Boyle also made a joke on Olympic swimmer Rebecca Adlington that was considered offensive. In the joke, Boyle says that Rebecca Adlington looks like someone who is looking at herself in the back of a spoon. In addition, made sexual comments about the gold medalists’ love life, saying Adlington’s boyfriend looked like a male model continuing to say that from he had deduced is that Adlington is very dirty. On April 2010, the BBC was forced to apologize for a joke made by Boyle on a Radio 4 panel show. The made jokes on the Israeli-Palestine conflict. He likened Palestine to a cake being

Nurse Staffing: Job Satisfaction and Retention

Nurse Staffing: Job Satisfaction and Retention Elizabeth Campins Overview of Quantitative Article The study conducted by (Hairr, Salisbury, Jonansson, Redfern-Vance, 2014), entitled Nurse Staffing and the Relationship to Job Satisfaction and retention, will be the object of the article analysis for this assignment. We are going to evaluate the research question of the study, the study design, representativeness, and the result of the data analysis including strengths and weakness of the study. Research Question The problem that has been addressed in the study is if the nurse-patient ratios affect job satisfaction and retention. The research questions for this article are the following: Has the number of patients assigned to the nurse resulted in job satisfaction? Has the actual economic situation influenced nurse decision to stay in the current position? (Hairr, Salisbury, Jonansson, Redfern-Vance, 2014) The above research questions contain variables referred as predictors that can be measure. Those predictors are the staffing size of registered nurses, and number of the patients assigned to nurses. For the second research question the predictor is the actual economic situation which includes the numbers of layoffs and/or hiring, and costs-services reduction. The outcome of this study is nurse retention and job satisfaction. One we have the problem clear, the population of interest identifies, the interventions considered feasible, and the standard and future comparison established we are in the path to find the best evidence (Adams, 2012, p. 73). Study Design Nurse Staffing and the Relationship to Job Satisfaction and retention by (Hairr, Salisbury, Jonansson, Redfern-Vance, 2014) is a quantitative design study. It is valuable for explaining relationship, nursing measurement and quantification that conduct to conclusive results (Peters, 2012, p. 161). The specific design of this study is non-experimental. It describes the relationship between nurse staffing, job satisfaction, and nurse retention in an acute care environment. More specifically this article is a correlational design study because establish relationship among variables or better to say among predictors and outcomes (Peters, 2012, p. 176). The type of predictive correlational designs for this study is model-testing. For this model type it is probable that researchers hypothesize which variables can conduct to better outcomes. Sample Size and Representativeness The type of sample for this study is a non-probability sampling method. It is used when the sampling frame cannot be calculated. As a result, the threat of selection bias is increased and is less representative of the selected population (White, 2012, p.257). Among non-probability sampling, this article is a convenience or consecutive type where the participants are recruited as they become available (White, 2012, p.257). There were seventy subjects selected as they become available. The majority were female with ages between thirty three and forty five years old. In addition, data collection last over thirty days. The strategy for choosing the subjects were stablished before the selection. It requires RN licensed, with six months experience at bedside in an acute care institution. The level of education at the time of the collection, age, gender, was also required. In addition was asked if the subjects were employed in a Magnet hospital. Results of data analysis Procedures Quantitative method takes in consideration data analysis after the data collection is finished. The study used statistical analysis. The tool was IBM Statistical Package for Social Science (SPSS), version 20. For demographic and subscale variable was used descriptive statistics to determine if the predictive variable, that we mention at the beginning of the paper were related to the outcome nurse retention and job satisfaction. The following survey tools NWI-R (Nursing Work Index Revision) and COP (control over practice) subscales, which was taken from the NWI-R, were used to measure job satisfaction. A weak positive relationship between control over practice and nursing staff indicates that there is a relationship between workload and job satisfaction. One more retention variable was analyzed with frequency and percentage to get results about the actual economic situation affecting the decision to keep the current position. A moderately strong negative correlation shows that a nurse will consider leaving their actual position if the dissatisfaction increases. It Level (p) means a statistical parameter of the analysis. It was set at alpha equal to 0.05. The theme identified was nurse-patient high ratios work-load. It concluded that incrementing responsibilities during the shift put at risk satisfactory patient care, and raise nursing dissatisfaction and turnover. A common strategy mentioned for the participants to retain them in bedside nursing care was improving nursing-ratios. This strategy will decrease the cost of hiring and training new staff nurses, and it will retain experienced nurses. Improving the nurse to patient ratio is highly valuable to increase job satisfaction and retention. Summary of the Strengths and weakness The study major strengths were in data collection. The method of collection corresponds directly with the research question. It contains a variety of age groups and level of experience of the participants. An additional strength of the study is the use of control over practice subscale (COP) as an important survey mechanism to measure job determine the levels of job satisfaction and its impact on the nurse environment (Hairr, Salisbury, Jonansson, Redfern-Vance, 2014). The main weakness in the study was a sample size with only seventy participants as they become available during a thirty days period. For this reason is complicated to determine the generalizability of this research to the larger population (Hairr, Salisbury, Jonansson, Redfern-Vance, 2014). The study demonstrates that exist relationship between predictors and outcomes. This relationship does not show relevant threats in bias, history, maturation, testing or instrumentation. We are confident that the study has a relevant internal validity. On the other hand, it is not possible to conclude that the study can be generalized to other subjects or settings because of the limitations of the sample size (Hairr, Salisbury, Jonansson, Redfern-Vance, 2014). This study is not generalized to larger population, as a result, has a weak external validity. Summary of the Major Points of the Paper From Nurse Staffing and the Relationship to Job Satisfaction and retention by (Hairr, Salisbury, Jonansson, Redfern-Vance, 2014) we considered two important research questions for a quantitative study. It was reviewed the sample size and its representativeness of the population. After analyzing the data and procedures results we summarize the strengths and weakness of this study supporting our conclusion with (Peters, 2012, p. 150). Overview of a Qualitative Article The study conducted by (Lavoie-Tremblay et al., 2014), entitled Transforming care at the Bedside: Managers’ and Health Care Providers’ Perception of their Change Capabilities will be the focus of the article analysis for this assignment. We are going to evaluate the research question of the study, the study design, representativeness, and the result of the data analysis including strengths and weakness of the study. Research Question The problem that has been addressed in this study is the perceptions of managers and others healthcare providers about their change capabilities. The research questions are the following: Are the new strategies, that nurses are implementing, working to create better results in a way that make communication and teamwork easier and more efficient? Does the new project reduce wasteful work? (Lavoie-Tremblay et al., 2014). In the above research questions the research has interest in specific information from the person point of view and their inside about the subject studied (Mauk, 2012, p. 189). Participants that are knowledgeable on the researching theme are called key informants for the purpose of qualitative research. Study Design Transforming care at the Bedside: Managers’ and Health Care Providers’ Perception of their Change Capabilities by (Lavoie-Tremblay et al., 2014), is a qualitative design study. Among of the four types of qualitative research, our study is categorized as grounded theory where the main review of literature is examined when the research has being completed to compare the theory with other reviews, and create theories for other processes (Mauk, 2012, p. 199). There is not set of sample size at the beginning of the data collection. The researcher gets data until they are saturated with the information needed (Mauk, 2012, p. 200). The strategy used in our study is focus groups. The study involved three focus groups: pediatric medicine unit, an adult acute respiratory care unit, and an adult neurologic unit. Also was considered three individual interviews. The study was conducted for nine months (Lavoie-Tremblay et al., 2014). Sample Size and Representativeness As stated before, sample size in grounded theory is known at the end of the collection data. It relied on focus groups where the key informants where selected from managers and healthcare providers included in the transforming care at the bedside (TCAB) teams. It also includes recruited patient’s representation from the hospital’s committees whose members had been patients or had family members who were patient. The sample included sixteen women and three men for a total of nineteen participants. The demographic information (gender, age, education, job title) was collected to allow for an external assessment of the generalizability of the findings to a different setting (Polit Beck, 2012, p. 518). Results of data analysis Procedures Interviews were audio-recorded and transcribed using NVivo data analysis. This procedure facilitates a rigorous analysis of unstructured data (Miles, Huberman, Saldaà ±a, 2013). Data analysis was examined in three ways: Condensing the data or coding the transcripts, presenting the data for discussion with the research team, and verifying the data with an audit trail to keep a record of the data collection details throughout the study. Two outside researchers coded the transcripts to reduce the chances of biased interpretation. Some of the themes identified were: Learning skills, sharing leadership capabilities with other staff members, impact of the changes for the institution and personally, the perception of the team approach to lead change, among others. Summary of the Strengths and weakness The strengths of the research article were sustained in the fact that the motivation to work as a team develops change capabilities in participants. The study gave the tools and resources necessary to identify, implement and evaluate changes. The study was successful in developing most of the target elements to change. Participants mentioned how their unit’s mode of functioning went from working alone to teamwork style. Also, they mentioned that the TCAB project helped them develop new skills and capacities for change. This study has credibility (Mauk, 2012, p. 200). It has being confirmed through members check after researchers sharing the results with participants to make sure the finding reflected what they say during the interviews. The study limits the generalizability of the results because was only conducted in three units. Summary of the Main Points of the Paper Transforming care at the Bedside: Managers’ and Health Care Providers’ Perception of their Change Capabilities by (Lavoie-Tremblay et al., 2014) we considered two important research questions for a qualitative study. It was reviewed the sample size and its representativeness of the population. After analyzing the data and procedures results we summarize the strengths and weakness of this study supporting our conclusion with (Mauk, 2012, p. 194). References Adams, S. (2012). Identifying research questions. In N. A. Schmidt, J. M. Brown (Eds.), Evidence-based practice for nurses: Appraisal and application of research (2nd ed., pp. 67-87). Sudbury, MA: Jones Bartlett Learning. Hairr, D. C., Salisbury, H., Jonansson, M., Redfern-Vance, N. (2014, May/June). Nurse staffing and the relationship to job satisfaction and retention. Nursing Economic$, 32. Retrieved from http://web.a.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=3[emailprotected]hid=4212 Lavoie-Tremblay, M., O’Connor, P., Lavigne, G. L., Biron, A., Ringer, J., Baillageon, S., Briand, A. (2014, Nov). Transforming care at the bedside: Managers’ and health care providers’ perceptions of their change capacities. The Journal of Continuing Education in Nursing, 45(11), 514-520. http://dx.doi.org/10.3928/00220124-20141023-02 Mauk, K. L. (2012). Qualitative design: using words to provide evidence. In N. A. Schmidt, J. M. Brown (Eds.), Evidence-based practice for nurses: Appraisal and application of research (2nd ed., pp. 187-215). Sudbury, MA: Jones Bartlett Learning. Miles, M. B., Huberman, A. M., Saldaà ±a, J. (2013). Qualitative data analysis: A method sourcebook (3rd ed.). Retrieved from https://books.google.com/books?id=3CNrUbTu6CsCprintsec=frontcoverdq=Qualitative+data+analysis:+A+method+sourceboockhl=ensa=Xei=NZzOVMT_L6fPsQStvIDYDAved=0CDQQ6AEwAA#v=onepageq=Qualitative data analysis: A method sourceboockf=false Peters, R. M. (2012). Quantitative design: Using numbers to provide evidence. In N. A. Schmidt, J. M. Brown (Eds.), Evidence-based practice for nurses: Appraisal and application of research (2nd ed., pp. 165-185). Sudbury, MA: Jones Bartlett Learning. Polit, D. F., Beck, C. T. (2012). Nursing research: Generating and assessing evidence for nursing practice (9th ed.). Philadelphia, PA: Lippicott Williams Wilkins. White, A. H. (2012). Using samples to provide evidence. In N. A. Schmidt, J. M. Brown (Eds.), Evidence-based practice for nurses: Appraisal and application of research (2nd ed., pp. 247-271). Sudbury, MA: Jones Bartlett Learning.

Forbidden Knowledge in Digging for China :: Digging for China

Searching for Forbidden Knowledge in Digging for China In Richard Wilbur's poem, "Digging for China", he writes, " 'Far enough down is China,' somebody said. 'Dig deep enough and you might see the sky as clear as at the bottom of a well.'" (Lines 1-3) Wilbur was suggesting to his readers that if one looks at the world in a different way, they could find a totally different place. We can see this concept when we explore Wilbur's poem as a whole piece. He is talking about finding a paradise in one's backyard. He emphasizes a lot about prayer, and looking harder and digging deeper for this other world. He warns his readers that they must not loose the rest of their life by trying to change one thing. When we, the readers, break apart Wilbur's poem, we find the continuous acknowledgement of religion. The person in the poem works day and night trying to reach China. He/she was on hands and knees trying to dig this hole. "It was a sort of praying, I suspect." (Lines 12-13) This person is realizing that they have to look other places for their "paradise" they are trying to find, so they look to God. When they do this, they are covered in brightness. Wilbur uses the word "palls" to express this idea. The true definition is a black velvet cover that drapes over a coffin. If the person wouldn't have looked to God in prayer, then their "paradise" would be covered in this darkness, rather than the brightness they found. Another word that Wilbur used in reference to prayer was "paten". A paten is a plate that the Eucharist is carried on. The Eucharist is the body of Christ; his life. In the poem, the life that the person was looking for was growing before them, but they were still looking into the hole. The person then begins to realize that they are looking in the wrong place. We see this when Wilbur writes, "my eyes where tired of looking into darkness, my sunbaked head of hanging down a hole." (Lines 18-19) They realize that this idea of their "paradise" is taking away from their life and that they must take their head out of the darkness that it has caused. Wilbur brings up the sun because it shows that the person is coming back to consciousness.

Invisible Man - A Black Man in a White World :: Ralph Ellison, Invisible Man

Ralph Ellison’s The Invisible Man shows the conflict or struggle of one Black man struggling in a white culture. The most important section of this novel is that in, which the narrator joins â€Å"the Brotherhood†, an organization designed to improve the condition under which his race is at the time. The narrator works hard for society.   Ã‚  Ã‚  Ã‚  Ã‚  The narrator works hard for being rewarded society and his efforts named the representative of Harlem district. One of the first people he meets is Brother Tarp, a veteran worker in the Harlem district, who gives the narrator the chain link he broke nineteen years ago, while freeing himself from being imprisoned. Brother Tarp's imprisonment was for standing up to a white man. Therefore, he was sent to jail. Imprisonment made brother Tarp similar to invisible because, he lost part of his identity. However, he regained it by escaping the prison and giving himself a new name.   Ã‚  Ã‚  Ã‚  Ã‚  The chain plays an interesting part in the entire play. The chain symbolizes the narrator’s experience in college, where he was restricted to living up to Dr. Bredsoe’s rules. He feels that he too is trying to be an individual free of others people’s control. The chain functions as a link in several ways, between the two men, between the past and the present, as a symbol of opression, and eventually as a weapon for the Invisible Man as he uses it to fight in a street riot. It reminds the narrator significally of his grandfather, a man repressed by the system who went through his entire life trying to obey but at the same time hating all the men in power.   Ã‚  Ã‚  Ã‚  Ã‚  At the end of the novel, the narrator continues to fight for his community. He feels betrayed and now he wants to destroy â€Å"The Brotherhood†. His plan does not work out. He tells the people of Harlem to go on a riot. He falls down though, he gets into isolation. While in isolation he decides that he wants to go back to the society. He grows to understand what the brotherhood and what Mr. Bedsoe (mentor) could never understood, that individuality doesn’t exclude being part of a group. He learned to be an individual for himself.   Ã‚  Ã‚  Ã‚  Ã‚   I personally, enjoyed reading â€Å"The Invisible Man† by Ralph Ellison. The book I read was nonfiction, it was published in _______, copyright date _______.

IELTS Writing Task Essay

Line graph Tips for Line graph Line graphs always show changes over time. Here’s some advice about how to describe them: * Try to write 4 paragraphs – introduction, summary of main points, 2 detail paragraphs. * For your summary paragraph, look at the â€Å"big picture† – what changes happened to all of the lines from the beginning to the end of the period shown (i.e. from the first year to the last). Is there a trend that all of the lines follow (e.g. an overall increase)? * You don’t need to give numbers in your summary paragraph. Numbers are specific details. Just mention general things like ‘overall change’, ‘highest’ and ‘lowest’, without giving specific figures. * Never describe each line separately. The examiner wants to see comparisons. * If the graph shows years, you won’t have time to mention all of them. The key years to describe are the first year and the last year. You should also mention any ‘special’ years (e.g. a peak or a significant rise/fall). * Start describing details (paragraph 3) with a comparison of the lines for the first year shown on the graph (e.g. in 1990, the number of†¦). * Use the past simple (increased, fell) for past years, and ‘will’ or ‘is expected/predicted to’ for future years. * Don’t use the passive (e.g. the number was increased), continuous (e.g. the number was increasing), or perfect tenses (e.g. the number has increased). Internet Users as percentage of population The line graph compares the percentage of people in three countries who used the Internet between 1999 and 2009. It is clear that the proportion of the population who used the Internet increased in each country over the period shown. Overall, a much larger percentage of Canadians and Americans had access to the Internet in comparison with Mexicans, and Canada experienced the fastest growth in Internet usage. In 1999, the proportion of people using the Internet in the USA was about 20%. The figures for Canada and Mexico were lower, at about 10% and 5% respectively. In 2005, Internet usage in both the USA and Canada rose to around 70% of the population, while the figure for Mexico reached just over 25%. By 2009, the percentage of Internet users was highest in Canada. Almost 100% of Canadians used the Internet, compared to about 80% of Americans and only 40% of Mexicans. International migration in UK The chart gives information about UK immigration, emigration and net migration between 1999 and 2008. Both immigration and emigration rates rose over the period shown, but the figures for immigration were significantly higher. Net migration peaked in 2004 and 2007. In 1999, over 450,000 people came to live in the UK, while the number of people who emigrated stood at just under 300,000. The figure for net migration was around 160,000, and it remained at a similar level until 2003. From 1999 to 2004, the immigration rate rose by nearly 150,000 people, but there was a much smaller rise in emigration. Net migration peaked at almost 250,000 people in 2004. After 2004, the rate of immigration remained high, but the number of people emigrating fluctuated. Emigration fell suddenly in 2007, before peaking at about 420,000 people in 2008. As a result, the net migration figure rose to around 240,000 in 2007, but fell back to around 160,000 in 2008. (159) UK acid rain emission The graph below shows UK acid rain emissions, measured in millions of tones, from four different sectors between 1990 and 2007. I’ve made the following essay into a gap-fill exercise. The line graph compares four sectors in ______ of the amount of acid rain emissions that they produced over a period of 17 years in the UK. It is clear that the total amount of acid rain emissions in the UK ______ ______ between 1990 and 2007. The most ______ decrease was seen in the electricity, gas and water supply sector. In 1990, around 3.3 million tones of acid rain emissions came from the electricity, gas and water sector. The transport and communication sector was ______ for about 0.7 million tones of emissions, while the domestic sector ______ around 0.6 million tones. Just over 2 million tones of acid rain gases came from other industries. Emissions from electricity, gas and water supply fell dramatically to only 0.5 million tones in 2007, a ______ of almost 3 million tones. While acid rain gases from the domestic sector and other industries fell gradually, the transport sector ______ a small increase in emissions, ______ a peak of 1 million tones in 2005. Fill the gaps using these words: produced, reaching fell, responsible, saw, considerably, terms, drop, dramatic Water consumption The graph and table below give information about water use worldwide and water consumption in two different countries. The charts compare the amount of water used for agriculture, industry and homes around the world, and water use in Brazil and the Democratic Republic of Congo. It is clear that global water needs rose significantly between 1900 and 2000, and that agriculture accounted for the largest proportion of water used. We can also see that water consumption was considerably higher in Brazil than in the Congo. In 1900, around 500km ³ of water was used by the agriculture sector worldwide. The figures for industrial and domestic water consumption stood at around one fifth of that amount. By 2000, global water use for agriculture had increased to around 3000km ³, industrial water use had risen to just under half that amount, and domestic consumption had reached approximately 500km ³. In the year 2000, the populations of Brazil and the Congo were 176 million and 5.2 million respectively. Water consumption per person in Brazil, at 359m ³, was much higher than that in the Congo, at only 8m ³, and this could be explained by the fact that Brazil had 265 times more irrigated land. (184 words, band 9) Car ownership The graph below gives information about car ownership in Britain from 1971 to 2007. The graph shows changes in the number of cars ______ household in Great Britain ______ a period of 36 years. Overall, car ownership in Britain increased ______ 1971 and 2007. In particular, the number of households with two cars rose, while the number of households ______ a car fell. In 1971, ______ half of all British households did not have regular use of a car. Around 44% of households had one car, but only about 7% had two cars. It was uncommon for families to own three or more cars, ______ around 2% of households falling into this category. The one-car household was the most common type from the late 1970’s ______, although there was little change in the ______ for this category. The biggest change was seen in the proportion of households without a car, which fell steadily over the 36-year period ______ around 25% in 2007. In contrast, the proportion of two-car families rose steadily, reaching about 26% in 2007, and the proportion of households with more than two cars rose ______ around 5%. Fill the gaps in the essay with the following words: almost, to, figures, per, between, by, over, with, without, onwards Bar chart Marriages and divorces The ï ¬ rst bar chart shows changes in the number of marriages and divorces in the USA, and the second chart shows ï ¬ gures for the marital status of American adults in 1970 and 2000. It is clear that there was a fall in the number of marriages in the USA between 1970 and 2000. The majority of adult Americans were married in both years, but the proportion of single adults was higher in 2000. In 1970, there were 2.5 million marriages in the USA and 1 million divorces. The marriage rate remained stable in 1980, but fell to 2 million by the year 2000. In contrast, the divorce rate peaked in 1980, at nearly 1.5 million divorces, before falling back to 1 million at the end of the period. Around 70% of American adults were married in 1970, but this ï ¬ gure dropped to just under 60% by 2000. At the same time, the proportion of unmarried people and divorcees rose by about 10% in total. The proportion of widowed Americans was slightly lower in 2000. (174) Levels of participation The charts below show the levels of participation in education and science in developing and industrialised countries in 1980 and 1990. The three bar charts show average years of schooling, numbers of scientists and technicians, and research and development spending in developing and developed countries. Figures are given for 1980 and 1990. It is clear from the charts that the figures for developed countries are much higher than those for developing nations. Also, the charts show an overall increase in participation in education and science from 1980 to 1990. People in developing nations attended school for an average of around 3 years, with only a slight increase in years of schooling from 1980 to 1990. On the other hand, the figure for industrialised countries rose from nearly 9 years of schooling in 1980 to nearly 11 years in 1990. From 1980 to 1990, the number of scientists and technicians in industrialised countries almost doubled to about 70 per 1000 people. Spending on research and development also saw rapid growth in these countries, reaching $350 billion in 1990. By contrast, the number of science workers in developing countries remained below 20 per 1000 people, and research spending fell from about $50 billion to only $25 billion. (187 words) Consumer good The bar chart compares consumer spending on six different items in Germany, Italy, France and Britain. It is clear that British people spent significantly more money than people in the other three countries on all six goods. Of the six items, consumers spent the most money on photographic film. People in Britain spent just over  £170,000 on photographic film, which is the highest figure shown on the chart. By contrast, Germans were the lowest overall spenders, with roughly the same figures (just under  £150,000) for each of the six products. The figures for spending on toys were the same in both France and Italy, at nearly  £160,000. However, while French people spent more than Italians on photographic film and CDs, Italians paid out more for personal stereos, tennis racquets and perfumes. The amount spent by French people on tennis racquets, around  £145,000, is the lowest figure shown on the chart. (154 words) House prices The bar chart compares the cost of an average house in five major cities over a period of 13 years from 1989. We can see that house prices fell overall between 1990 and 1995, but most of the cities saw rising prices between 1996 and 2002. London experienced by far the greatest changes in house prices over the 13-year period. Over the 5 years after 1989, the cost of average homes in Tokyo and London dropped by around 7%, while New York house prices went down by 5%. By contrast, prices rose by approximately 2% in both Madrid and Frankfurt. Between 1996 and 2002, London house prices jumped to around 12% above the 1989 average. Homebuyers in New York also had to pay significantly more, with prices rising to 5% above the 1989 average, but homes in Tokyo remained cheaper than they were in 1989. The cost of an average home in Madrid rose by a further 2%, while prices in Frankfurt remained stable. (165) Table Tips for table Tables seem difficult when they contain a lot of numbers. Here’s some advice: * Try to write 4 paragraphs – introduction, summary of main points, 2 detail paragraphs. * Before you start writing, highlight some key numbers. Choose the biggest number in each category in the table (i.e. in each column and row). If the table shows years, look for the biggest changes in numbers over the time period. You could also mention the smallest numbers, but you can ignore ‘middle’ numbers (neither biggest nor smallest). * For your summary paragraph, try to compare whole categories (columns or rows) rather than individual ‘cells’ in the table. If you can’t compare whole categories, compare the biggest and smallest number. Write 2 sentences for the summary. * In your two ‘details’ paragraphs, never describe each category (column or row) separately. The examiner wants to see comparisons. Try to organise the numbers you highlighted into 2 groups – one for each paragraph (e.g. highest numbers for all categories together, and lowest numbers together). * Describe / compare the numbers you highlighted – include at least 3 numbers in each paragraph. * Use the past simple for past years, and ‘will’ or ‘is expected/predicted to’ for future years. If no time is shown, use the present simple. Rail networks The table below gives information about the underground railway systems in six cities. Full essay (band 9): The table shows data about the underground rail networks in six major cities. The table compares the six networks in terms of their age, size and the number of people who use them each year. It is clear that the three oldest underground systems are larger and serve significantly more passengers than the newer systems. The London underground is the oldest system, having opened in 1863. It is also the largest system, with 394 kilometres of route. The second largest system, in Paris, is only about half the size of the London underground, with 199 kilometres of route. However, it serves more people per year. While only third in terms of size, the Tokyo system is easily the most used, with 1927 million passengers per year. Of the three newer networks, the Washington DC underground is the most extensive, with 126 kilometres of route, compared to only 11 kilometres and 28 kilometres for the Kyoto and Los Angeles systems. The Los Angeles network is the newest, having opened in 2001, while the Kyoto network is the smallest and serves only 45 million passengers per year. (185 words) Poverty proportion in Australia The table below shows the proportion of different categories of families living in poverty in Australia in 1999. The table gives information about poverty rates among six types of household in Australia in the year 1999. It is noticeable that levels of poverty were higher for single people than for couples, and people with children were more likely to be poor than those without. Poverty rates were considerably lower among elderly people. Overall, 11% of Australians, or 1,837,000 people, were living in poverty in 1999. Aged people were the least likely to be poor, with poverty levels of 6% and 4% for single aged people and aged couples respectively. Just over one fifth of single parents were living in poverty, whereas only 12% of parents living with a partner were classed as poor. The same pattern can be seen for people with no children: while 19% of single people in this group were living below the poverty line, the figure for couples was much lower, at only 7%. (150 words, band 9) Daily activities The chart below shows average hours and minutes spent by UK males and females on different daily activities. I’ve made the following essay into a gap-fill exercise. The table compares the average ______ of time per day that men and women in the UK spend ______ different activities. It is clear that people in the UK spend more time ______ than doing any other daily activity. Also, there are significant differences between the time ______ by men and women on employment/study and housework. On average, men and women in the UK ______ for about 8 hours per day. Leisure ______ ______ the second largest proportion of their time. Men spend 5 hours and 25 minutes doing various leisure activities, such as watching TV or doing sport, ______ women have 4 hours and 53 minutes of leisure time. It is noticeable that men work or study for an average of 79 minutes more than women every day. By contrast, women spend 79 minutes more than men doing housework, and they spend ______ ______ as much time looking after children. Fill the gaps using these words: doing, up, over, spent, while, sleeping, sleep, twice, amount, takes Goods consumer The table below gives information on consumer spending on different items in five different countries in 2002. Percentage of national consumer expenditure by category – 2002 The table shows percentages of consumer expenditure for three categories of products and services in five countries in 2002. It is clear that the largest proportion of consumer spending in each country went on food, drinks and tobacco. On the other hand, the leisure/education category has the lowest percentages in the table. Out of the five countries, consumer spending on food, drinks and tobacco was noticeably higher in Turkey, at 32.14%, and Ireland, at nearly 29%. The proportion of spending on leisure and education was also highest in Turkey, at 4.35%, while expenditure on clothing and footwear was significantly higher in Italy, at 9%, than in any of the other countries. It can be seen that Sweden had the lowest percentages of national consumer expenditure for food/drinks/tobacco and for clothing/footwear, at nearly 16% and just over 5% respectively. Spain had slightly higher figures for these categories, but the lowest figure for leisure/education, at only 1.98%. (155) Pie chart Cam7, page 101 The pie charts compare the amount of electricity produced using five different sources of fuel in two countries over two separate years. Total electricity production increased dramatically from 1980 to 2000 in both Australia and France. While the totals for both countries were similar, there were big differences in the fuel sources used. Coal was used to produce 50 of the total 100 units of electricity in Australia in 1980, rising to 130 out of 170 units in 2000. By contrast, nuclear power became the most important fuel source in France in 2000, producing almost 75% of the country’s electricity. Australia depended on hydro power for just under 25% of its electricity in both years, but the amount of electricity produced using this type of power fell from 5 to only 2 units in France. Oil, on the other hand, remained a relatively important fuel source in France, but its use declined in Australia. Both countries relied on natural gas for electricity production significantly more in 1980 than in 2000. (170 words) Diet Fill the gaps with these words: constitutes, drops, amount, fifth, higher, make, one, relative, figure, up The pie charts compare the proportion of carbohydrates, protein and fat in three different diets, namely an average diet, a healthy diet, and a healthy diet for sport. It is noticeable that sportspeople require a diet comprising a significantly higher proportion of carbohydrates than an average diet or a healthy diet. The average diet contains the lowest percentage of carbohydrates but the highest proportion of protein. Carbohydrates ______ ______ 60% of the healthy diet for sport. This is 10% ______ than the proportion of carbohydrates in a normal healthy diet, and 20% more than the proportion in an average diet. On the other hand, people who eat an average diet consume a greater ______ ______ of protein (40%) than those who eat a healthy diet (30%) and sportspeople (25%). The third compound shown in the charts is fat. Fat ______ exactly ______ ______ of both the average diet and the healthy diet, but the ______ ______ to only 15% for the healthy sports diet. Map Village of Chorleywood The map shows the growth of a village called Chorleywood between 1868 and 1994. It is clear that the village grew as the transport infrastructure was improved. Four periods of development are shown on the map, and each of the populated areas is near to the main roads, the railway or the motorway. From 1868 to 1883, Chorleywood covered a small area next to one of the main roads. Chorleywood Park and Golf Course is now located next to this original village area. The village grew along the main road to the south between 1883 and 1922, and in 1909 a railway line was built crossing this area from west to east. Chorleywood station is in this part of the village. The expansion of Chorleywood continued to the east and west alongside the railway line until 1970. At that time, a motorway was built to the east of the village, and from 1970 to 1994, further development of the village took place around motorway intersections with the railway and one of the main roads. (174) Gallery The first picture shows the layout of an art gallery, and the second shows some proposed changes to the gallery space. It is clear that significant changes will be made in terms of the use of floor space in the gallery. There will be a completely new entrance and more space for exhibitions. At present, visitors enter the gallery through doors which lead into a lobby. However, the plan is to move the entrance to the Parkinson Court side of the building, and visitors will walk straight into the exhibition area. In place of the lobby and office areas, which are shown on the existing plan, the new gallery plan shows an education area and a small storage area. The permanent exhibition space in the redeveloped gallery will be about twice as large as it is now because it will occupy the area that is now used for temporary exhibitions. There will also be a new room for special exhibitions. This room is shown in red on the existing plan and is not currently part of the gallery. (178 words, band 9) House design The diagrams show how house designs differ according to climate. The most noticeable difference between houses designed for cool and warm climates is in the shape of the roof. The designs also differ with regard to the windows and the use of insulation. We can see that the cool climate house has a high-angled roof, which allows sunlight to enter through the window. By contrast, the roof of the warm climate house has a peak in the middle and roof overhangs to shade the windows. Insulation and thermal building materials are used in cool climates to reduce heat loss, whereas insulation and reflective materials are used to keep the heat out in warm climates. Finally, the cool climate house has one window which faces the direction of the sun, while the warm climate house has windows on two sides which are shaded from the sun. By opening the two windows at night, the house designed for warm climates can be ventilated. (162 words, band 9) 2 proposed supermarket The map below is of the town of Garlsdon. A new supermarket (S) is planned for the town. The map shows two possible sites for the supermarket. The map shows two potential locations (S1 and S2) for a new supermarket in a town called Garlsdon. The main difference between the two sites is that S1 is outside the town, whereas S2 is in the town centre. The sites can also be compared in terms of access by road or rail, and their positions relative to three smaller towns. Looking at the information in more detail, S1 is in the countryside to the north west of Garlsdon, but it is close to the residential area of the town. S2 is also close to the housing area, which surrounds the town centre. There are main roads from Hindon, Bransdon and Cransdon to Garlsdon town centre, but this is a no traffic zone, so there would be no access to S2 by car. By contrast, S1 lies on the main road to Hindon, but it would be more difficult to reach from Bransdon and Cransdon. Both supermarket sites are close to the railway that runs through Garlsdon from Hindon to Cransdon. (171) Process Tips for process diagram Process diagrams show how something is done or made. They always show steps/stages. Here’s some advice about how to describe them: * Try to write 4 paragraphs – introduction, summary of main points, 2 detail paragraphs. * Write the introduction by paraphrasing the question (rewrite it by changing some of the words). * For your summary, first say how many steps there are in the process. Then say where/how the process begins and ends (look at the first and last stages). * In paragraphs 3 and 4, describe the process step by step. Include the first and last steps that you mentioned in the summary, but try to describe them in more detail or in a different way. * You could describe the steps in one paragraph, but it looks more organised if you break the description into two paragraphs. Just start paragraph 4 somewhere in the middle of the process. * Mention every stage in the process. * Use ‘sequencing’ language e.g. at the first / second / following / final stage of the process, next, after that, then, finally etc. * Times (e.g. past dates) are not usually shown, so use the present simple tense. * It’s usually a good idea to use the passive e.g. ‘At the final stage, the product is delivered to shops’ (because we don’t need to know who delivered the product). Forecast in Australia The diagram below shows how the Australian Bureau of Meteorology collects up- to-the-minute information on the weather in order to produce reliable forecasts. The figure illustrates the process used by the Australian Bureau of Meteorology to forecast the weather. There are four stages in the process, beginning with the collection of information about the weather. This information is then analysed, prepared for presentation, and finally broadcast to the public. Looking at the first and second stages of the process, there are three ways of collecting weather data and three ways of analysing it. Firstly, incoming information can be received by satellite and presented for analysis as a satellite photo. The same data can also be passed to a radar station and presented on a radar screen or synoptic chart. Secondly, incoming information may be collected directly by radar and analysed on a radar screen or synoptic chart. Finally, drifting buoys also receive data which can be shown on a synoptic chart. At the third stage of the process, the weather broadcast is prepared on computers. Finally, it is delivered to the public on television, on the radio, or as a recorded telephone announcement. (170) Brick manufactuting Here are my 2 main paragraphs describing the steps: At the beginning of the process, clay is dug from the ground. The clay is put through a metal grid, and it passes onto a roller where it is mixed with sand and water. After that, the clay can be shaped into bricks in two ways: either it is put in a mould, or a wire cutter is used. At the fourth stage in the process, the clay bricks are placed in a drying oven for one to two days. Next, the bricks are heated in a kiln at a moderate temperature (200 – 900 degrees Celsius) and then at a high temperature (up to 1300 degrees), before spending two to three days in a cooling chamber. Finally, the finished bricks are packaged and delivered. Water cycle The diagram below shows the water cycle, which is the continuous movement of water on, above and below the surface of the Earth. The picture illustrates the way in which water passes from ocean to air to land during the natural process known as the water cycle. Three main stages are shown on the diagram. Ocean water evaporates, falls as rain, and eventually runs back into the oceans again. Beginning at the evaporation stage, we can see that 80% of water vapour in the air comes from the oceans. Heat from the sun causes water to evaporate, and water vapour condenses to form clouds. At the second stage, labelled ‘precipitation’ on the diagram, water falls as rain or snow. At the third stage in the cycle, rainwater may take various paths. Some of it may fall into lakes or return to the oceans via ‘surface runoff’. Otherwise, rainwater may filter through the ground, reaching the impervious layer of the earth. Salt water intrusion is shown to take place just before groundwater passes into the oceans to complete the cycle. (156 words, band 9)