Britian is a georaphically disunited kingdom Essay

Britian is a georaphically divided realm - Essay Example in 1801 when the Irish parliament was gotten together with the parliament for England, Wales and Scotland in London, and the entire of the British Isles turned into a solitary state. In any case, in 1922 the south of Ireland turned into the Irish Free State and in 1949 an autonomous republic.(Hamnett, p93) The individuals of United Kingdom are British and have British nationality. As a gathering they are generally alluded to as the British, instead of as Britons, however this name is utilized in the media. Old Britons were the individuals who lived in Britain before Romans came. Just individuals who originate from England can be called English. Individuals from Ireland are Irish, People from Wales Welsh, and individuals from Scotland Scots or Scottish, and they don't care for being called English. The term Brits is just utilized casually, regularly cleverly. Numerous individuals from Scotland, Wales and Northern Ireland have more grounded sentiments of Loyalty towards their own nation than they do the United Kingdom. English individuals who have come initially from Asia, Africa or the West Indies may likewise feel two arrangements of Loyalties. (Pugh, pp57 †60) Devolution includes the exchange of political force from a focal government to a provincial government. Scotland and Wales, for the most part through their patriot parties, the Scottish National Party and Plaid Cymru, both battled to have power declined from the parliament of the United Kingdom to their own political congregations. The two gatherings had just a couple of MPs in the British parliament. (Minister, p27) For some British individuals the perfect spot to live is town set in alluring open country. To those living around towns evoke pictures of harmony, a moderate pace of life, pretty cabins and a nation bar. Be that as it may, living in a town might be badly designed, particularly for individuals without a vehicle, the same number of town shops have been compelled to close and open vehicle administrations are constrained. A great many people presently live in towns, in city rural areas or in huge towns, which have become residence networks. For close by tows, a few

Boardman Management RFP Assesment Article Example | Topics and Well Written Essays - 1000 words

Boardman Management RFP Assesment - Article Example At the essential phase of examination, Boardman Management should explore the chance of utilizing lower-estimated materials. In the event that this is beyond the realm of imagination, the hierarchical structure will be upgraded to exploit lower-evaluated materials. Such a methodology will empower the organization to stay serious and, at times, beat the costs of its rivals. Also, the evaluation will be made in regards to the chance of putting away the cost information for in-process things on-line inside the automated data framework with the goal that cost information would consistently be modern. With the execution of such a methodology, the issue of outdated standard cost figures ought to never repeat (Burkun, 2006). The examination of the spending will be a significant advance for Boardman Management to assess and compute speculation choices. Financial plans are both arranging and control systems that, albeit basic to control (especially cost control), fill in as a harmony among arranging and control. They allude to future timeframes, and make an interpretation of organization plans into money related assets. They outfit a guide for future consumptions, and by assisting with directing real execution toward planned execution, aid the accomplishment of targets. Spending plans set up anticipated connections among various factors needing control, for example, costs for publicizing, item arranging, individual selling, and item improvement. They might be thought of as short-run parts of arranging (Burkun, 2006). The following stage is to examine the proposed structure of changes and their effect on the association. The assessment will reveal a significant issue that is excluded at first in the examination. The associate investigation will take a few bearings. The organization will examine costs required for usage and change the executives, and time plan. The cost control troubles brought about by rebuilding are not difficult for the accomplished outside evaluators to recognize. Be that as it may, creating proper proposals as cost control systems take somewhat more time. Such examination requires the improvement of various cost data, with cost orders typically provided by bookkeeping explanations. Yet, producing applicable cost data from bookkeeping explanations, however adroitly basic, is entirely confused. To start with, the issue of observing the expenses of various exercises isn't simple (Burkun, 2006). Second, the distribution of expenses among capacities and other control units includes emotional decisions. Bookkeepers arrange uses on a characteristic premise. Henceforth, expenses might be alloted to publicizing, individual selling, transportation, warehousing, and deals advancement. The genuine reason for these uses, be that as it may, is to accomplish different targets, for example, deals, advertise position, picture, and notoriety. The subsequent stage of reactions assessment is to dissect advantages and disadvantages of the proposed programming and its advantages for the organization. The viability of the executives and its staff in satisfying their alloted undertakings is assessed. Inside the following subsection, the capacity of R&D the board to apply the important initiative to achieve expressed destinations and direct R&D extends adequately is inspected. In a to some degree comparable way, the upward and descending progressions of data between various divisions and its staff

Aziz H And S Example

Aziz H And S Example Aziz H And S â€" Case Study Example > ClassUnitIdentify, and explain the significance of, the statutory duties that apply to the situation described (25)Under the law, the employer is expected to take responsibility for the employee health and safety management (Hughes and Ferrett 2011, 9). The employer is expected to do what is reasonably practical to protect employee health and safety welfare. In this situation, the employer was supposed to make sure that the worker was protected from any harm while performing her work duties. This is through effectively working to control risks and injury which may occur at the workplace. In this case, Mrs Erica Preston duty is visiting the service users. This is a work duty that the employer was expected to ensure the employee was secure and her health was catered for (HSE, 2016). According to the case, the housing estate she was visiting is situated in a socially deprived area. This work duty placed Mrs Preston in danger since the chances of crime were high. Another statutory dut y that appears in this situation is Mrs Preston health. At the time of the incidence, Mrs Preston was 23 weeks pregnant. This meant that she was more venerable to attacks which could have affected her health. Under the health and security laws, the employer is expected to assess the risks that can occur in the workplace. Risk assessment by the employer would have prevented Mrs Preston from vising an area prone to crime endangering her health. The employer was supposed to have informed Mrs Preston on the risks in her workplaces and trained her how to deal with them. The employer failed in ensuring health and safety for the employee was catered for (HSE, 2016). The employee suffered health harm while on employment due to employer negligence. The employer failed to ensure that the employee security was well catered for. The employer had exposed the employee to physical harm through understaffing and failing to follow the health and safety laws (HSE, 2016). Review the strengths and we aknesses of the proposed civil action, making reference to the possible defences to the claim that the Council may consider (40)The civil action is based on claim of damages for accident at work. The case document claims that the client (Mrs Erica Preston) was assaulted by unknown person while carrying out her work duty. The defendant claims that the employer is at fault since they failed to ensure that the client was protected from such kind of attack. The injuries suffered by the client are listed as; bruising in the left arm causing significant pain and psychological trauma which led to physical symptoms associated with premature birth leading to more distress to client. StrengthsIt is clear that the client suffered damage due to the employer breach of duty. This makes it reasonable for the client to bring a civil action towards the employer. The statutes are Cleary expressed and action is always recommended for the breach of statutory duty. Employers have a duty of care to the ir employees. This can be proved by the case of Wilsons and Clyde co ltd v. English (1937). On the case, Lord Wright explained that the employers have a duty to take reasonable care to the employees. In this case, the employer failed to take reasonable care for the employee health and safety (Cipd 2006, 6).

The Liberal Education And Education Essay - 1007 Words

Depending on subject and teacher s methods of education decide which method students will receive. However, the student does not have a choice to choose education which they will get. While students receive an education in a variety of ways, they find the most effective method of education for themselves. Which lead numerous opinions and debate with the different methods of education. Although there are advantages and disadvantages of each method, people conclude the liberal education is the most efficient way to give student clear understanding of the contents. Liberal education is an approach to methods of education that gives students chance to prepare and deal with complex problems and solve challenging questions. It can make students to develop the knowledge deeply, on various topics such as politics, culture, and society. Currently, many people define what liberal education is. According to The Great Conversation by Robert M. Hutchins, â€Å"nothing is to remain undiscussed† in liberal education. It means every single problem you have or question must be discussed in class in order to understand the concept of lesson fully. Moreover, he defined the aim of liberal education is human excellence and to lead human lives, in order to become as fully human by asking yourself. In Practicing Liberal Education written by Carol Geary Schneider, learning liberal education is intended to help today’s students to achieve the traditional benefits of liberal education. The themes ofShow MoreRelatedLiberal Education806 Words   |  4 PagesShould education be a liberal education or should it be more focused on vocational issues? A liberal education is a system in which education is acceptable for a free human being. It’s based on the medieval concept of liberalism of the Age of Enlightenment. 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The high scorer and average studentsRead MoreEducation And Liberal Arts Education1253 Words   |  6 PagesA study in general education (liberal arts) affects different aspects of my development both physically and mentally. A liberal arts education has shaped the form I conceive and return over individual circumstances. After attending class and reading all the benefits of a liberal arts education it has shaped the direction I held regarding a Liberal Arts education. A liberal arts education has shifted the way I study and the process I go about completing my school work. Furthermore, from the mannerRead MoreEducation Vs Liberal Education1328 Words   |  6 Pagesdiffer in many ways. A liberal arts college aims to communicate a vast general knowledge and create general intellectual limits, in comparison to a professional, vocational, or technical curriculum. 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Although others have noted liberal education is the new way of conducting business, they have overlooked the importanceRead MoreThe Value Of Liberal Education1457 Words   |  6 PagesValue of Liberal Education in Today’s Society There are many different things that we value. Someone Ã'€refers business as it sees its success, someone is trying to succeed in Ã'€olitics. Each Ã'€erson looks at things differently. But there is a grouÃ'€ that can not be severely criticized and is considered as a very imÃ'€ortant Ã'€art of our lives - it is education. Liberal education is one of the basic values of modern society and it Ã'€lays a very imÃ'€ortant role in our lives. Liberal educationRead MoreA Liberal Arts Education1448 Words   |  6 PagesA Liberal Arts Education A liberal arts education provides students with a broad spectrum of information enabling them to expand knowledge and to advance society in a positive direction. This universal education provides a strong foundation of knowledge in many subjects. The students can observe the strengths and capabilities, as well as the limitations of each field of study. This allows the students to find connections between diverse fields of study, to explore them, and to discover new

Essay I Will Use My God Given Talents in the Practice of Law

I Will Use My God Given Talents in the Practice of law Given an understanding of the scarcity and importance of time and the fleeting nature of existence, time commitment decisions are among the most important choices that an individual has to make. I believe that time is a gift from God and it is up to individuals to make wise decisions regarding how they will invest the time that God has granted them. My perception of time dictates, to a degree, how I chose to use it. I believe that time is linear - there is a beginning and an end - God, the creator of time. For this reason, I strive to use my time wisely. One day I will be unable to live like I do now, so I believe that it is important to make the most of what time I have.†¦show more content†¦I began to realize the importance of time commitments in high school. I stayed busy with athletics, homework, and part-time work and consequently set an early precedent for wise time management. I understood the immediate effect that my high school commitments would have on my future and accordingly dedicated myself to deserving activities so that I could continue to pursue my goals in college. I was willing to commit four years of my life to improving myself through further ed ucation with the hope of landing a desirable job and living a better life in the future. My high school time commitments paid their dividends when I received numerous academic and athletic rewards and was accepted to UNC-CH at the end of my senior year. During my years at UNC-CH I have continued to commit myself to several worthwhile activities that will undoubtedly affect my future and the future of others. I joined Heels to Heaven my freshman year. Heels is a student-run Christian choral group made up of a 60-member choir and an accompanying 5-piece band. Midway through their touring schedule in the spring of 1999, the group needed a replacement guitarist - fast. I excitedly joined and learned a years worth of songs in less than a week to prepare for the weekends upcoming concert. I have continued to play with the group since. This year I have taken a greater responsibility in organizingShow MoreRelatedWho Is The Duty Of Mankind?948 Words   |  4 Pagesfully coherent, and impactful body of people— to use the resources, talents, abilities, and skills at our disposal for the mutual benefit of each other. This can be done superficially, though; many people mean well but do not have Christ as a daily part of their lives. If we are to truly create a precedent of genuineness and love towards others, we must first love God the Father. Jesus Christ himself was asked by the Pharisees and experts in the Jewish law, â€Å"Teacher, what is God’s greatest commandmentRead MoreThe Healing Practices Of Jesus875 Words   |  4 PagesIn addition to helping improve self-worth, as a dentist I will be able follow the healing practices of Jesus by alleviating pain and healing the physical body of patients. Jesus was the great healer and there are roughly 31 individual accounts of His healings throughout the B ible. A few examples would be the leper in Galilee (Mark 1:40-45), Peter’s mother in law (Luke 4:38-39), the blind man at Bethsaida (Mark 8:22-26), and the paralytic at Capernaum (Mathew 9:2-8). In all these instances, theRead MoreEthical Dilemmas1304 Words   |  6 Pagesdilemmas have consequences. Our worldview determines how we deal with these dilemmas, and guides us to the right decisions. In this essay, I will examine an ethical issues through my Christian worldview. 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I think this assessment is reliable and trustworthy, because the result provided on the bases of my responses drew an accurate picture of my strengthsRead MoreEssay Music and Morality1472 Words   |  6 Pagesof the above Greek philosophers, society had the ultimate say in the influence of moral content in music. However, in the course of time, even up to present day, societies influence decreases as music makers continuously take more liberties in the practice of their art. In the early 400s B.C.E., Socrates, a well-known Athenian citizen, spent the majority of his time expounding his philosophy of life in the streets of Greece to anyone who cared to listen. His mission, which he explains in theRead MoreMy Personal Inventory Assessment Results1472 Words   |  6 Pageslook at my personal inventory assessment results and provide recommendations for growth in corporate, spiritual and personal areas. 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Sit back and relax while I take you on a journey to discover what my heart believes in I’m telling you that you might be in for a surprise but don’t worry only time shall tell. My lecturer Kobina Graham was a very interesting person and soRead MoreEssay on The Bible And Corporate Finance2064 Words   |  9 Pagesworld or the finance industry, nor do they think religion can guide the practice.   From a logical standpoint religion and a firms operations do not correlate. From a societal view people see good religious peoples businesses fail while godless industries thrive.   The question usually asked is how does the Bible apply to business world?   The real question should be how could the Bible and God guide me in my profession or my business?   Accounting, Finance, and Performance Making a profit is not bad;

How Being A Woman In The Nineteenth Century Could...

Unlike the modern medicine, during the nineteenth century when the story â€Å"The yellow wallpaper†, by Charlotte Perkins Gilman takes place postpartum depression was not even considered a viable affliction. As a result Gilman’s unnamed protagonist and narrator, a wife of a doctor named John, suffers unnecessarily with the common illness ultimately plunging into insanity. The lack of understanding in the mental health field at that time is a contributing factor; however it is not the only thing to blame for â€Å"Mrs. John’s† downward spiral. Mrs. John herself contributes in her own undoing merely by doing what is expected of her as a subservient woman in that era. When first introduced to Mrs. John, she is being taken to a colonial mansion her†¦show more content†¦Mrs. John believes John is a loving and caring husband, but the fact that John continues to work for the duration of their stay in the mansion suggests that he has taken Mrs. John the re to hide her away while she is ill. Mrs. John’s perceived malady may have been an embarrassment for John. Even Mrs. John believes she needs to give John a break from dealing with her stating, â€Å"I meant to be a help for John, such a real rest and comfort, and here I am a comparative burden already!†(Gilman, 381) John in fact does not believe that there is really anything wrong with Mrs. John and stays away from her for long periods of time leaving his sister Jennie to care for her. Mrs. John feels some â€Å"congenial work, with excitement and change† and â€Å"more society and stimulus† would do her good. John believes those things would be the worst thing for Mrs. John. So in being a good wife Mrs. John just goes against her better judgment and follows John’s orders. As the story progresses you can see the harmful psychological effects of the rest cure unfold in Mrs. John. Mrs. John gradually becomes more and more preoccupied with the ugly yellow wall paper in her room. Mrs. John spends hours tracing the lines in the wallpapers pattern trying to make sense of the design. Mrs. John begins imaging that the wallpaper is full of eyes staring at her. Then Mrs. John starts to see, â€Å"a strange, provoking, formless sort of figure that seems to skulk about† in the

Conductors in Conversation Individual Autonomy †MyAssignmenthelp

Question: Discuss about the Conductors in Conversation Individual Autonomy. Answer: Introduction: A democratic society is defined by individual autonomy to do whatever one wishes. Jazz has this principle of individual autonomy and the right to decide. This can be witnessed in each player having the freedom to play whatever he or she wish to play. In addition, musicians work together so that it can have a positive impact on the individual players (Gibbs et al., 2016). Much like the principles of democracy that espouses plurality and diversity, in Jazz each player can be of different color and play different music thus enhancing the diversity of Jazz. The rhythms section in Jazz support, complements the soloist, and in turn is inspired by the rhythm section management. Symphony can be understood as aligned to socialist principles because the symphony music players are into the art not because of money. It does not rely on the tried-and-the-tested formula and makes and continuously experiment and innovates. Symphony requires the musicians to delve deeper into their arts and take the route that may not generate immediate money. Symphony being a classical art has received more patronage from socialist countries (Chesterman, 1990). Much like socialism that espouses the production, distribution and means of exchange to be controlled by the community, symphony musicians have to play the music in an organized manner coordinating with the different players in the orchestra. This is in contrast to Jazz where the players have the discretion to choose their roles and play their parts. References Chesterman, R. (1990).Conductors in Conversation: Herbert Von Karajan, Sir Georg Solti, Carlo Maria Giulini, Claudio Abbado, Eugene Ormandy, Riccardo Muti, James Levine. Robson Brooks;[Canada]: Canadian Broadcasting Corporation management and R. Chesterman. Gibbs, M., Frisell, B., Vu, C., Bergman, L., Poor, T., Ham, N., ... Rahbee, D. A. (2016). Michael Gibbs Bill Frisell with the UW Symphony and Jazz Studies Faculty January 14, 2016.

Time And Fate In Romeo And Juliet Essays - , Term Papers

Time and Fate in Romeo and Juliet Romeo and Juliet, said to be one of the most famous love stories of all times, is a play anchored on time and fate. Some actions are believed to occur by chance or by destiny. The timing of each action influences the outcome of the play. While some events are of less significance, some are crucial to the development of this tragedy. The substantial events that inspire the conclusion of Romeo and Juliet are; the Capulet ball, the quarrel experienced by Tybalt and Romeo, and Friar John's plague. A servant to Capulet, who is incapable of reading the list of guests, asks for Romeo's assistance. Romeo notices that Rosaline, his lover, is among these names. Benvolio challenges Romeo to compare her with other "beauties." Benvolio predicts, "Compare her face with some that I shall show,/ And I will make thee think thy swan a crow." (I, ii, l 86-87) To show his appreciation, the servant asks for Romeo's presence at the ball. Romeo should have considered the servant's warning; if Romeo occupies the name of Montague, he shall not be permitted. Once at the ball, Romeo is searching for a maiden to substitute the unrequited love of Rosaline. Romeo happens to gaze upon Juliet, who charms Romeo. Romeo proclaims, " Did my heart love till now? Forswear it, sight!/ For ne'er saw true beauty till this night." (I, v, l 52-53) Since Romeo declares his love for Juliet, she feels the attraction also. They believe that they are in love and must marry. However, it is a genuine coincidence that Romeo and Juliet were at the same place, at the same time. Some days after the ball, Benvolio and Mercutio are conversing, in regard to the quarrelsome weather. Benvolio declares, "The day is hot, the Capulets abroad,/ And if we meet we shall not ?scape a brawl,/ For now these got days is the mad blood stirring." (III, i, l 2-4) At this point, Tybalt, who has challenged Romeo because of his appearance at the masquerade, enters, seeking Romeo. On Romeo's behalf, Mercutio struggles with Tybalt, while Romeo, who is filled with love for his new cousin, tries to end their boldness. Before escaping, Tybalt plunges his sword into Mercutio, causing death to fall upon him. Mercutio blames Romeo and the feud for his fate. Romeo kills Tybalt, who taunts Romeo, upon his return. Romeo fears he will be condemned to death if he does not flee before the arrival of the Prince. Benvolio recalls the events that have happened, with some embellishment. The Prince declares: And for that offence/ Immediately we do exile him hence./ I hav an in your hate's proceeding,/ My blood for your rude brawls doth lie a-bleeding;/ But I'll amerce you with so strong a fine/ That you shall repent the loss of mine./ I will be deaf to pleading and excuses;/ Nor tears nor prayers shall purchase out abuses;/ Therefore use none. Let Romeo hence in haste,/ Else, when he's found, that hour is his last./ Bear hence this body and attend our will./ Mercy but murders, pardoning those that kill. (III, i, l 185-195) Due to the disturbance of Verona's street and the losses of Tybalt and Mercutio, the Prince must penalize Romeo. However, the Prince agrees that Romeo was acting in self defense. Juliet, who desires not to wed Paris, asks for Friar Laurence's assistance. The day before the wedding, Juliet is to drink the poison, which will make her appear to be dead. In forty two hours she shall awake, with Romeo by her side. Romeo will then bring her to Mantua with him. In the meantime Friar Laurence will convey a message to Romeo in Mantua, telling him the plot. When she gains consciousness, Romeo and Friar Laurence will be there. Friar Laurence says, "Shall Romeo by my letters know our drift,/ And hither shall he come; and he and I/ Will watch thy waking" (IV, i, l 114-116) Following Juliet's intake of the poison, Romeo is anticipating news from Verona. Balthasar, a servant to Romeo, tells Romeo that Juliet has passed on. Romeo, who is told there are no letters from the friar, seeks

Free Essays on Sandra Day Oconnor

Who ever said women can’t do the job right? Well ever since 1981 when Sandra Day O’Connor became the first women to serve as a Supreme Court justice, a lot of citizen’s views have changed. Since then, as the years progressed more and more women were involved in the Supreme Court Justice system. The history of Sandra Day O’Connor has helped the United States develop into a culturally diverse society. Perhaps no other jurist could have come to the Supreme Court under greater expectations and disdain. â€Å"Then president Ronald Regan nominated Sandra Day O’Connor in 1981 to be the first women justice to sit on the Supreme Court, he did it so out of an obligation to keep a campaign promise† (Huber 1990) O’Connor’s nomination was quick to draw criticism from the political left and right. â€Å" Conservatives decided her lack of federal judicial experience and claimed she was lacking in constitutional knowledge.† (Huber 1990). Not only citizens but also politicians considered Sandra a waste of a nomination, and suspected her position she occupied on abortions. On the other hand, Liberals, on the other hand could not deny their satisfaction at seeing a women at the High Court, but they were dismayed at O’Connor’s apparent lack of strong support for feminist issues†(Huber 1990) â€Å"As a Supreme Court associate justice, Oâ€℠¢Connor has generally sided with conservative court members. But she has been sympathetic to liberal views on a small number of issues.†(Fiss 2001) In time, O’Connor has come to answer all these criticisms. â€Å"O’Connor has emerged from the shadow chief Justice William H. Rehnquist and the Court’s conservative bloc with her own brand of pragmatic and centrist-orientated conservatism.† (Holland 1997) Sandra believed in compromising on abortion rights in her early years. Even though most of the liberals called her a traitor now, for agreeing and appreciating â€Å"pro-choice†. Sandra Day O’Connor... Free Essays on Sandra Day Oconnor Free Essays on Sandra Day Oconnor Who ever said women can’t do the job right? Well ever since 1981 when Sandra Day O’Connor became the first women to serve as a Supreme Court justice, a lot of citizen’s views have changed. Since then, as the years progressed more and more women were involved in the Supreme Court Justice system. The history of Sandra Day O’Connor has helped the United States develop into a culturally diverse society. Perhaps no other jurist could have come to the Supreme Court under greater expectations and disdain. â€Å"Then president Ronald Regan nominated Sandra Day O’Connor in 1981 to be the first women justice to sit on the Supreme Court, he did it so out of an obligation to keep a campaign promise† (Huber 1990) O’Connor’s nomination was quick to draw criticism from the political left and right. â€Å" Conservatives decided her lack of federal judicial experience and claimed she was lacking in constitutional knowledge.† (Huber 1990). Not only citizens but also politicians considered Sandra a waste of a nomination, and suspected her position she occupied on abortions. On the other hand, Liberals, on the other hand could not deny their satisfaction at seeing a women at the High Court, but they were dismayed at O’Connor’s apparent lack of strong support for feminist issues†(Huber 1990) â€Å"As a Supreme Court associate justice, Oâ€℠¢Connor has generally sided with conservative court members. But she has been sympathetic to liberal views on a small number of issues.†(Fiss 2001) In time, O’Connor has come to answer all these criticisms. â€Å"O’Connor has emerged from the shadow chief Justice William H. Rehnquist and the Court’s conservative bloc with her own brand of pragmatic and centrist-orientated conservatism.† (Holland 1997) Sandra believed in compromising on abortion rights in her early years. Even though most of the liberals called her a traitor now, for agreeing and appreciating â€Å"pro-choice†. Sandra Day O’Connor...

Post-colonial liberation movement vs. Post-soviet resurgent Essay

Post-colonial liberation movement vs. Post-soviet resurgent nationalism - Essay Example Post-colonial liberation movement vs. Post-soviet resurgent nationalism Liberation movements have nevertheless seemed as struggles against impossible odds and are fought at an immense cost to everyone involved (Bill Ashcroft, 2006). The post second world war led to the rise of the developed west and the backward third world, where the problems of the population have often remained unattended to and are often accompanied with the coercive attitudes of the ruling governments. These are the initial seeds for armed struggle. On the other hand, the disintegration of the Soviet Union in 1990 was one of the most resounding events of the 20th century. Since then, the once assumed notion of fading nationalism has once again gained ground and has become one of the most powerful as well as an important decisive force towards nationalism. Nationalism has most often been based on ethnicity and can be witnessed most prominently in the former Soviet Satellite states apart from Russia and its neighbors. Nationalism and the new era politics based on ethnicity have gained momentum over the issue of rights for minorities, which are often victims of national politics. In this context, it is also interesting to compare this aspect with the western approach towards including minorities into the political equation, which could serve as useful models for nations that have recently emerged out of the Soviet grip.

Actively Engage in Evaluation of Own Performance Essay - 1

Actively Engage in Evaluation of Own Performance - Essay Example The reporter declares that "the overall experience, according to me, was good as I realized my mistakes and got a chance to overcome my weaknesses. It is nice to have a person who was there to guide me about the shortcomings and show me the path to improvement. The path that my teacher suggested was free writing classes at Humber. The information about your weaknesses helps you improve and eliminate them. I have experienced it when my teacher my teacher gave me feedback that my writing skills need improvements and I took immediate steps to improve my writing skills. I also actively engage in evaluation of my own performance and it helps me in the identification of personal strengths and areas of growth and development. According to the article Thematic analysis of written assignment feedback: Implications for nurse education ,†Feedback is now accepted as a key factor affecting learning and, in educational settings, the term feedback is used in the context of assessments, where its main function is to provide information about students current performance as well as constructive comments that enhances future earning†. So, it is very important to measure your performance and evaluate the areas that require improvement. Description: In this week’s group meeting we created a project named logic model for community outreach project. In the Project logic model, we discussed all the steps that are part of our final project."

Focuses of school based instructional supervision

Focuses of school based instructional supervision A further sub-problem in the study was to explore participants perceptions about the focuses of school-based instructional supervision. This section reports the findings regarding the focuses of school-based instructional supervision based on questionnaire and interview data. Questionnaire Findings Twenty-two statements describing the focuses of instructional supervision were listed in each questionnaire instrument (Appendices A and B). The statements addressed the following major aspects regarding instructional supervision focuses: (a) organization of lessons, (b) subject matter, (c) pupils academic development, (d) school curriculum, (e) lesson plan, (f) pupils individual inquiry, (g) teaching guides, (h) course objectives, (i) teachers personality, (j) pupils character development, (k) pupils progress records, (k) records of work covered, (1) teachers dress and appearance, (m) pupils sense of responsibility, (n) instructional course, (o) teachers questioning style, (p) classroom management, (q) extracurricular activities, (r) pupils performance in national examinations, (s) teacher self-evaluation, and (t) teacher-pupil relationship. For details about specific statements regarding supervision focuses, see Appendixes A and B. The respondents were requested to indicate their existing and preferred extent of examination of each aspect by making choices from given alternatives ranging from 1 (never examined) to 5 (very frequently examined). The percentage and frequency distributions as well as mean scores and standard deviations were determined for each of the focuses. The findings on teachers perceptions of the focuses of school-based instructional supervision are presented in this section in terms of existing and preferred frequency of examination of the focuses. I have included only the focuses that ranked highest and lowest in terms of frequency of examination as perceived by teachers. Teachers perceptions of the frequency of examination of existing and preferred focuses of school-based instructional supervision were explored (Appendix D, Table 3.1). The focuses have been ranked from highest to lowest frequency of examination based on mean responses for existing and preferred focuses of school-based instructional supervision (see Table 3.2). The data collected suggest that availability of properly organized pupils progress records ranked first in terms of existing frequency of examination, teachers concern with pupils performance in national examinations ranked second, and availability of up-to-date weakly record of work covered ranked third (Appendix D, Table 3.2). At the other extreme, three focuses ranked lowest in terms of existing frequency of examination: teachers dress and appearance, teachers use of teaching aids, and the manner in which the teacher asks questions in the class (Appendix D, Table 3.2). In terms of preferred frequency of examination, the focus that ranked first was teachers concern with pupils performance in national examinations, followed by availability of properly organized pupils progress records, and, finally, availability of up-to-date weekly record of work covered (Appendix D, Table 3.2). The focuses that ranked lowest in terms of preferred frequency of examination included preparation of an appropriate lesson plan, the manner in which the teacher asks questions in the class, and teachers dress and appearance (Appendix D, Table 3.2). Based on t-test analyses, there were significant differences at the 0.001 level between teachers perceptions of the frequency of examination of existing and preferred focuses of school-based instructional supervision. In general, teachers preferred that the focuses of school-based instructional supervision presented in this study be examined more frequently than was currently being done. Interview Findings Interviews with teachers, headteachers, and education officers indicated five major themes relative to focuses of school-based instructional supervision: (a) curriculum and instruction, (b) student success, (c) teacher performance, (d) teachers artifacts of teaching, and (e) human relations. Curriculum and Instruction Three headteachers cited three focuses of instructional supervision that are primarily concerned with curriculum and instruction: (a) teachers attendance to scheduled lessons, (b) teachers participation in extracurricular activities, and (c) syllabus coverage by the teacher. One teacher, in a general remark, stated as follows: I think it is important to check on attendance of teachers to their scheduled lessons or to their participation in extracurricular activities with pupils. Headteachers should also make sure that teachers cover the syllabuses in good time to prepare students for external exams. Student Success Two teachers agreed that instructional supervisors should endeavor to find out how teachers assess their pupils work. They argued that the various strategies that teachers use to assess students progress will determine how students are prepared for national examinations. As one teacher remarked, It would be helpful to know teachers assess their pupils academic work because this is important for students success in the national examinations. Teacher Performance Another area regarding the focuses of school-based instructional supervision cited by four interviewees was concerned with teacher performance in the classroom. These participants agreed that, to facilitate teaching and learning, the teachers level of preparedness and general effectiveness in teaching should be the major focuses of the supervision of instruction. As one education officer commented, The best thing to do is for supervisors to address areas like effectiveness of their classroom teachers and how they are prepared to teach. Teachers Artifacts of Teaching One headteacher observed that teachers teaching artifacts, such as examination and test papers, should be addressed during supervision process. This headteacher remarked, Instructional supervisors should check the quality of examination and test papers set by teachers because these are important teaching tools that would shape students success in the final examinations. Do they set high quality papers which can promote learning? Human Relations A final area relating to focuses of instructional supervision mentioned by some interviewees was concerned with human relations. One education officer noted that how teachers interact with students should be considered in the practices of instructional supervision and that the teacher-pupil relationship should be a major focus of instructional supervision. Another education officer commented, When you are supervising a teacher, for example in the classroom, you must look at how the teacher interacts with pupils. This interaction is important because it will affect learning. In general, the focuses of school-based instructional supervision cited by interviewees concur with high-ranking focuses relative to the existing and preferred extent of examination by the teacher from the questionnaire data. Synthesis and Discussion of School-based instructional supervision Focuses The findings relating to teachers perceptions of existing and preferred frequency of examination of the focuses of school-based instructional supervision revealed by questionnaire data indicate that three focuses received the highest ranking in both existing and preferred frequency of examination: (a) availability of properly organized pupils progress records, (b) availability of up-to-date weekly record of work covered, and (c) teachers concern with pupils performance in national examinations. Similarly, one focus-the manner in which the teacher asks questions in the class-received the lowest ranking in both existing and preferred frequency of examination as perceived by teachers. The findings from the interview data revealed the following focuses of school-based instructional supervision: (a) teachers attendance to scheduled classes, (b) teachers preparedness, (e) teachers methods of assessment of pupils academic progress, (f) quality of test papers set by the teacher, (g) syllabus coverage by the teacher, (h) teachers participation in extracurricular activities, and (i) teacher-pupil relationship. Indicators of Teacher Preparation The three focuses of school-based instructional supervision that received the highest ranking in terms of existing and preferred frequency of examination by the headteacher- availability of properly organized pupils records, availability of up-to-date records of work covered, and teachers concern with pupils performance in national examinations-were particularly interesting because, in Saudi Arabia, the three focuses are among the indicators of teachers preparedness for effective teaching that the Ministry of Education expects headteachers to ensure. As explained by Saudi Arabian Ministry of Education (1998) headteachers, as managers of approved school curriculum, are expected to ensure that teachers prepare comprehensive tools of work, such as lesson plans and weekly records of work done, and check periodically pupils exercise books, practical work, assignments, and continuous assessment to ensure regular marking and systematic use in guiding learners. Teachers Concern with Pupils Performance Teachers concern with pupils performance in national examinations is an important aspect of Saudi Arabias education system, which seems to put a great deal of emphasis on passing of examinations. As Babtain (2004) noted, the overloaded system of education imposes cut-throat competition among schools, where learners are pushed to cut down others in national examinations, and forces teachers to be busy all year round as they struggle to complete the curriculum. To facilitate students success in national examinations, as noted by Ibrahim (2000), teachers are expected to develop and transmit desired knowledge, skills, and attitudes to pupils, it is hoped, through instructional supervision. Teachers Attendance to Scheduled Classes Teachers attendance to scheduled lessons is an important focus in school-based instructional supervision because it facilitates curriculum implementation. Highlighting the role of the school head as a manager of the school, Hassan (1998) observed that the headteacher should ensure regular teaching of subjects to implement the school curriculum effectively. Teacher attendance to scheduled lessons is a major issue in the Saudi Arabian education system because numerous cases of student unrest in the recent past have been attributed to teachers failure to attend scheduled lessons. For example, Mahmoud (2004), commenting about student protest in one school cited lessons missing as one of the reasons for the student strike that paralyzed the school and led to its closure. Similarly, Attari (2005) cited teachers boycott of scheduled classes as a major reason for the indefinite closure of the school and the temporary removal of students from the school. Teachers attendance to scheduled classes is linked to six other related focuses of school-based instructional supervision revealed by the interview data: (a) teachers presence in the school, (b) teachers effectiveness in the classroom, (c) teachers level of preparedness, (d) teachers methods of assessment of pupils academic progress, (e) quality of test papers set by the teacher, and (f) syllabus coverage by the teacher, because they are all concerned with facilitating effective and quality curriculum implementation in the school. In the Saudi Arabian context, as explained in the Education Act (Saudi Arabia, 1980), curriculum means all the subjects taught and all the activities provided at school, and may include the time devoted to each subject and activity (p. 4), and syllabus means a concise statement of the contents of a course of instruction in a subject or subjects (p. 5). To facilitate curriculum implementation, in particular, Saudi Arabia Ministry of Education (1998) has unde rscored the role of the headteacher in supervising the school curriculum to ensure effective teaching and learning. And Mohammed (2002) has concluded that the quality of curriculum implementation and management may determine student performance in external and school-based examinations. Practices of School-based instructional supervision A further sub-problem in the study was concerned with the perceptions of participants regarding the practices of school-based instructional supervision. This section reports the findings relating to the practices of school-based instructional supervision based on questionnaire and interview data. Sixteen statements describing the practices of school-based instructional supervision as conducted by headteachers were listed in each teacher instrument (Appendices A and B). The statements covered the following major aspects relating to the practices of instructional supervision: (a) conducting teaching, (b) evaluating teachers work, (c) providing information about supervisory process, (d) reducing teachers anxieties regarding supervisory program, (e) collecting information about teachers, (f) pre-observation conferencing, (g) using examination results to indicate teacher performance, (h) interviewing students about teacher performance, (i) conferencing with teachers about classroom practice, (j) encouraging self-evaluation, (k) improving instructional quality, (1) writing supervisory reports, (m) providing supervisory feedback, (n) post-observation conferencing, (o) identifying areas of instructional improvement, and (p) rewarding deserving teachers. For details regarding specific statements about the practices of instructional supervision, see Appendices A and B. The respondents were requested to indicate their preferences for existing and preferred importance given to each practice by making choices from given alternatives ranging from 1 (no importance) to 5 (great). The percentage and frequency distributions, means, and standard deviations were determined for each practice. The data obtained from teachers, headteachers, and education officers relative to the practices of school-based instructional supervision are reported in Appendix D, Tables 4.1 and 4.2. This section reports the findings relating to teachers perceptions regarding the practices of school-based instructional supervision in terms of the importance they attach to the practices. Only the practices that received the highest and lowest rankings as perceived by teachers have been reported. Teachers responses relative to existing and preferred importance of practices of school-based instructional supervision were explored, as were comparisons between the existing and the preferred means and standard deviations of the practices of school-based instructional supervision as perceived by teachers (Appendix D, Tables 4.1). The practices have been ranked from highest to lowest based on the mean responses relating to existing and preferred practices (Appendix D, Table 4.2). Encouraging teachers to evaluate their own teaching (i.e., self-evaluation; n=256) ranked first in order of importance as existing practice, followed by using examination/test results as indicators of teacher performance (n=254; see Appendix D, Table 4.2). Setting up specific sessions with teachers to discuss how teaching should be conducted (n=256) and recognizing and rewarding excellent teachers (n=256) formed a cluster in third position in order of importance as existing practices. At the other end, the practices that received the lowest ranks as existing practices included (a) writing supervisory reports for different audiences (n=250), (b) conducting conferences soon after observing teachers (n=248), and (c) meeting with teachers prior to classroom observation (n=250; see Appendix D, Table 4.2). Regarding preferred practices, recognizing and rewarding excellent teachers (n=256) ranked first in order of importance, encouraging teachers to evaluate their own teaching (i.e., self-evaluation; n=256) ranked second, and providing teachers with an adequate amount of information to become familiar with the supervisory process (n=256) ranked third (Appendix D, Table 4.2). The least preferred practices in order of importance were (a) meeting with teachers prior to classroom observation (n=250), (b) writing different supervisory reports for different audiences, and (c) obtaining information from students about their teachers performance through face-to-face interview (n=252; see Appendix D, Table 4.2). Based on t-test analyses, there were significant differences at both the 0.05 and 0.001 levels between teachers perceptions of existing and preferred practices of school-based instructional supervision, except for one practice, holding face to-face interviews with teachers to obtain information about their classroom practice. In general, teachers preferred that more importance be attached to practices of school-based instructional supervision listed in the instrument than was currently the case. Interview Findings Teachers, headteachers, and education officers interviewed cited the following practices of school-based instructional supervision that they had experienced: (a) checking teachers professional tools of work or artifacts of teaching, such as schemes of work, records of work covered, lesson notes, lesson plans, lesson-focus books, mark books, daily preparation books, and part test papers; (b) examining students exercise books; (c) using students to obtain information about teachers; (d) holding conferences with teachers; (e) observing teachers in their classrooms; and (f) supervision by walking around. Frequency distributions of teachers, headteachers, and education officers regarding their mention of practices of school-based instructional supervision were also synthesized from the interview data (Appendix D, Table 4.3). Eleven teachers, four headteachers/deputy headteachers, and three education officers interviewed mentioned checking teachers tools of work or artifacts of teaching, especially schemes of work and records of work covered, as an important practice of school-based instructional supervision in the schools (Appendix D, Table 4.3). Also, six teachers, three headteachers/deputy headteachers, and two education officers agreed that holding conferences with teachers was one of the practices of school-based instructional supervision. Furthermore, two teachers, three headteachers/deputy headteachers, and two education officers identified observing teachers in their classrooms as one of the practices of school-based instructional supervision. However, a few teachers and headteachers interviewed reported that classroom observation, in particular, was not a common practice in their schools. As one headteacher commented: Visiting teachers in their classrooms to see how they teach is very difficult in our situation. And most teachers resent it so much, and personally I dont think I have done it. I dont think it is a practice. You know how it can be taken. In most cases, those who have attempted it have met with a lot of negativity. It is like you want to find faults from the teacher. Teachers fear it most. Three teacher interviewees concurred that there were no supervisory reports on teachers written by headteachers, to the best of their knowledge. As one teacher remarked, Once teachers have been supervised by the headteacher by whatever means, no supervisory reports are made, not at the school level. Maybe the headteacher would have his or her own reports. The interviewees also gave least emphasis to practices such as examination of students exercise books and using student leaders, commonly referred to as prefects, to obtain information about teachers. As one education officer stated, But I dont think we need children to write anything about teachers for us to know whether or not teachers are on duty. Synthesis and Discussion of Practices of School-based instructional supervision The findings regarding the practices of school-based instructional supervision based on the questionnaire data revealed that recognizing and rewarding excellent teachers was ranked highest by teachers as existing and preferred supervisory practice, whereas writing different supervisory reports for different audiences received low ranking as existing and preferred practice. The interview findings revealed six major practices of school-based instructional supervision: (a) checking teachers artifacts of teaching, (b) examining students exercise books, (c) using students to obtain information about teachers, (d) holding conferences with teachers, and (e) observing teachers in their classrooms. Recognizing and Rewarding Deserving Teachers That recognizing and rewarding excellent teachers ranked highest is noteworthy because it seems to be a viable strategy for motivating teachers, especially when the recognition is initiated by the headteacher as an instructional leader. This finding supports Sergiovannis (2001) belief that one of the school principals responsibilities is to build and to nurture motivation and commitment to teaching and that when teaching is rewarding professionally, teachers are likely to keep improving their effectiveness. The importance of recognizing and rewarding teachers has also been supported elsewhere. For example, Hallinger and Murphy (1985) observed that setting up a work structure that rewards and recognizes teachers for their efforts was an important part of the principals role in creating a positive learning climate. In the Saudi Arabian context, as explained by Saudi Arabia Ministry of Education (1998), the headteachers proper management, especially in recognizing excellent performance, may facilitate high morale, motivation, integrity, and appropriate work ethics. Artifacts of Teaching The practices of school-based instructional supervision revealed by the interview data were also observed. For example, checking teachers artifacts of teaching or tools of work is important in Saudi Arabian schooling because it is concerned with teachers preparedness to teach classes. Whereas the Ministry of Education (1987) expects classroom teachers to prepare artifacts of teaching, it is the responsibility of the headteacher and heads of departments, especially, to ensure that such items are actually prepared appropriately and to check their relevance to the intended subjects. Furthermore, as the Ministry of Education explained, heads of departments, in particular, are responsible for maintaining a record of work of the subjects to be completed weekly by all subject heads. Questionnaire and Interview Findings Compared A comparison of questionnaire and interview findings regarding the practices of school-based instructional supervision revealed some interesting similarities. For example, the practice that ranked lowest in both existing and preferred extent of examination as perceived by teachers-writing different supervisory reports for different audiences-was also viewed by some interviewees as being nonexistent Also, the practice of obtaining information from students about their teachers performance through face-to-face interviews, which received relatively low ranking in both existing and preferred extent of examination as perceived by teachers, was also considered inappropriate by some teachers and education officers interviewed. I can speculate that this practice was perhaps common especially in schools where feedback from students regarding teacher performance was productive. However, several views in the literature supported the involvement of students in evaluation of teachers. For example, Stronge and Ostrander (1997) argued that, because students are the primary consumers of teachers services and have direct knowledge about classroom practices on a regular basis, they are in a key position to provide information about teacher effectiveness. Whereas the questionnaire data indicated that meeting with teachers especially prior to classroom observation ranked lowest in order of importance as existing and preferred practice as perceived by teachers, the interview data indicated that holding conferences with teachers was prevalent in schools. I can speculate that conferencing with teachers was not a popular practice in many schools.

Sibling Rivalry :: Biology Essays Research Papers

Sibling rivalry (the slightly-less-amazing adventures of Professor Sanderson's Sociobiology discussion group) Why yes, it's... The slightly-less-amazing adventures of Professor Sanderson's Sociobiology discussion group! Today's topic: Sibling Rivalry ** Professor Armand Sanderson's Sociobiology lecture was not quite as popular as his brother Julian's Paleobio class. Partly this was because sociobio did not lend itself to psycho-Permian field trips; partly this was because he, unlike his Cosmopolitan brother, looked more like a lumberjack than a professor. In fact, the highest attendance he'd ever recorded occurred on the day he brought Julian in as a guest. This annoyed him. "Good morning," he addressed the sea of faces sourly. "As I'm sure you all know, today we have my brother Julian in as a guest." Julian waved cheerily. Fifty-seven eyelids batted. "He's here for today's discussion on the biological origins and implications of sibling rivalry among humans. I expect you all to participate." Despite his gruffness, he received only minimal acknowledgement. "Julian," he continued, noting with ire the sudden leap in his students' attention, "is here to provide a living example of the concepts we're about to discuss. He's also good with animal behavior, so he'll be starting you off today with some of the biological bases of sibling competition." He narrowed his eyes. "I expect you to pay attention to what he's saying." The threat was habitual, and, in this case (he again noted with ire) completely unnecessary. The class had no trouble obeying. As Julian stepped forward, all talk immediately ceased---though some of the students' comprehensive faculties ceased along with it. "Good morning, everybody!" Julian chirped. "Like Armand said, today we're here to discuss sibling rivalry. We don't have a lot of time, so I'll just jump right in. Now, how many of you here have ever fought with your brothers and sisters?" All but a few hands went up. Julian nodded, smiling. "Right. So you would say it's a common problem?" The class murmured agreement. "Well, you're absolutely right. This may come as a surprise to you, but humans aren't the only species who get ticked off by their siblings. In fact, sibling rivalry is ubiquitous in nature. ((5))" Leaning back, Julian lifted himself to sit on the edge of Armand's desk. Armand, typically, scowled. "For a good example, look at baby pigs," the younger professor explained. "They push each other out of the way so they can get at their mom's anterior teats---that's where the best milk is.

Discuss Concepts of Attachment in Human Development

Discuss concepts of attachment in human development. What implications does this have for a society in which the majority of Mothers are employed outside the home? Attachment is the bond and affection created by two people. It is a need developed in human beings since we are born to feel secure and safe. According to Bowlby, this theory is an emotion connection human beings generate when they are born where they get emotionally associated to caregivers, normally the mother, creating to an emotional reaction when this connection of attachment is in danger or gone. (Worden 1991) Lasing psychological connectedness between human beings† The caregiver is giving to the baby an emotional security needed for the development of the baby. (Hospice Slo) This attachment between baby and caregiver can be partially replaced when the baby grows and gets involved for longer periods of time during the day with other human beings but it is very important to keep the infant close to the main care giver to improve child’s chance of survival. Birth involves changes and adjustments, pain and joy and new beginnings (Kubler-Ross 1981) Key Features of Bolby’s theory of Attachment. Monotropy: Babies are strongly attached to the caregiver who is normally the mother, and this attachment takes its form on the first year of life. -If attachment with the mother has not taken place by age 2, it will be almost impossible to adjust it, even after 6 months of the baby’s life; it would make it very difficult. -Secure attachment to the caregiver is very important for a future emotional, social and intellectual development. -Once attachment is created, if it gets interrupted it can led to massive consequences on social, intellectual and emotional development. Reciprocal: The attachment is form in a two way. -Critical period. Between 6 months and 2 years is most important period where the baby and the caregiver should be close to creating a bond. -Maternal deprivation. As B owlby describes it, it is the serious developmental impairment caused by being separated from the mother in infancy. (Kubler-Ross 1981) Having in mind the theories of attachment according to Bowlby and the repercussions if interrupted, we can state the existence of a strong independence between mother and baby.We can understand that this bond between baby/toddler and caregiver cannot be eternally followed. In general, the mothers, after a giving birth, have created the attachment and get connected to the baby but at some point, most of them will have to go back to a productive life and join their job again if they had one, as most women will be obliged to contribute to the necessities of the family’s finances so she will be forced to assign the task of caring for the baby after just a few months of the baby’s life.That does not mean the attachment will be broken but the baby will spend some time during the day looked after by a second party. The baby will be responsive and create an emotional connection between the new caregiver once the caregiver is responsive and familiar. (Berger 1983) This is not a journey by choice most of the time. It would be greater if the mother could stay close to home and focus directly on what is right to be sure that her path is connected with the child. (Kornfield 1988)The task of looking after the baby while the mother is working could be given to a second party in the family, for example grandparents if they are able to take care of the child or any other relative. A nanny or infant day care are some other choices to achieve the right care for the baby. Once the task of carer has been assigned, the baby will be separated of his mother for most of the day and new attachments will be formed, but the main one will be the bond between mother and child.This change could be lived by the child in a very distressed way as new people or strange people will be caring for him and it could be upsetting for the mother if the b onds are too tight. As upsetting as it could be for the child this change in life and environment could be a crucial move for the child to start learning different things, interact with other people or children and start new discoveries. Mothers always think is safer to leave children with family relates, but depending the age, childcare could be a perfect option for a child.Once the infant is around 2 years old, being exposed to other children will help to develop and the start of relationships with other people or kids, so from being the main character in his house, children will learn to socialize with other children or people with the purpose of social growing. The father, who in a normal situation would have developed a bond with the child but in a smaller scale than the mother, he will make closer emotional connection with his child as he will have more responsibility sharing the tasks and caring for the baby. Cowan 1993) Having mentioned what attachment means for caregiver/mo ther and baby and the changes in modern life, we can question how this affects the working mother, the family and the child. Long-term study by University College London has studied the case and influence in young children when their mothers have to go to work and develop a professional career.The conclusions have been revealing that the kids exposed to this situation are not harmed emotionally or socially by being left with family, relatives or day care option and they would had the same behaviour so there were no changes with the absence of the caregiver. Some researches pointed out that there are no big difference between the time a working mother or a housewife dedicate to their children, as the working mothers compensate the attention to their children on the weekends to make up for the time they have been working and they have missed expending with their child.Psychologists’ point that it is more important the quality not the quantity of time spent with her children. Th e fact that the mother can develop a professional career can help to lift her self-esteem and that will be transmitted to the children instead the mother having to resign for the sake of her children which it can lead to a frustration and depression and these could also be transmitted to the children and affect their day life and their behaviour.This case study leaded to some other repercussions regarding children gender and different situations in the household which we can blame to some dysfunctional parental issues. (Meikle) The UCL Centre for Paediatric Epidemiology and Biostatics study states that children which are left in caring centres or looked after by relatives have poorer dietary habits, had more tendencies to drink sweet drinks between meals and they were an average of two hours a day in front of the TV or the computer than the children who were full time looked after by the mother.These statements link to appreciate that working parents have less time to provide their children with a balance diet and chances for physical activity leading children to a higher risk of obesity. (Journal of Epidemiology and Community Health) Another study by the University College London states that there were no detrimental effects for children if the mother goes back to work but that children’s health and emotional wellbeing could sustain if the detachment happens in very early life of the child.Dr Anne McMunn agrees with some of the statements above and she pointed that children looked after by the mother full time had the most behaviour difficulties. (Ross, T, Barker, C) She also stated that working mothers are more likely to have higher educational qualifications which would allow them to live in a higher class in society, with bigger incomes and have lower possibilities of getting depressed than non working mothers.These factors explain the levels of behavioural difficulties for males of non working mothers, but it would not be the same case for girls. ( McMunn, A) The American Psychological Association, in Washington, D. C has studied the case of families with low incomes and the benefits in children if mothers go to work. Children in a low class family will benefit more if the mother works as there will be a financial stability in the household and the mother will become a model role to follow for the family.Their case study was based in mothers returning to work at early age of the children (preferably almost straight away after giving birth) giving a result of benefits for the children and the family. On the other side, mothers who go back to work after her children turns 3 years old, these children will tend to have achievement problems in school, behavioural problems and conduct problems, believing that it was much better an earlier start for the mother to join work.Doing more research on middle and upper class families, children who were left in daycares were slightly more likely to see decreases in achievement, suggesting th at families with no financial problems may not see beneficial for the mother to go back to work while children are very young. These studies took place in USA and they agree there is no support for new mothers in terms of flexi time and maternity leave policies and that having more help to arrange more time with their babies could only have positive effects for children. Thompson, R. L) United Nations Children's Fund reported that children in UK are exposed to risk as mothers join work too soon having to leave babies in day care, nannies and they mentioned it reduces the emotional benefit and behaviourally if the mothers were able to look after the kids at home as maternity leave are not fairly paid and UK and it does not provide enough money for early childhood services.Unicef reckons by their research that the lack of contact between parents and children could lead the children to depression and withdrawn, performing poorly in school and developing behavioural problems stating tha t the younger the baby is, the greater the risk recommending that babies should be with the parents at least till they are 12 months old. (Beckford, M) We have had the chance to compare different studies and points of view in terms of the impact and implications for employed mothers who have to be away from their homes to bring an income to the house and leave their children in care of second parties.Some of this studies vary in opinions and we have pointed the main repercussions, but most of them agree there is no major repercussions in being absent from the household while they are working. In general, once the attachment mother-child has been established, the mother and the children will always be connected and it could be beneficial for the child for his on future development.In the old times, mothers were staying at home looking after the children and taking care of the house, but this society we are living now has made us change this tradition and our ways of behaving relating parental attachment have changed as we need the income to survive, but the success of our children in the future will not be measured by the material things received but the intensity and quality in the affecting relations parents have been able to provide since they are children.We need to bear in mind that most of the cases where the studies do not find any unbeneficial consequences are based in traditional families, mother and father together with no dysfunctional problems, which if these situation changes dramatically, and the consequences would be completely different. We also presume that the nanny, relative or care giver assigned for this task has experience or it is a high level institution where the children are not going to be in lack of caring of attention. References: – Beckford, M (2008) Unicef: English children at risk because mothers go back to work too soon [Online]. Available: http://www. telegraph. o. uk/news/uknews/3701376/Unicef-English-children-at-risk-b ecause-mothers-go-back-to-work-too-soon. html [Accessed 15 November 2011] -Berger, K. S, 6th ed. , (1983) The developing person through the life span. New York: Worth Publishers. – Cowan, P. A (1993) Family, self, and society: toward a new agenda for family research. New Jersey: Lawerence Erlbaum Associates, Inc. – Hospice SLO. Worden's 4 Tasks of Grief [Online]. Available: http://www. hospiceslo. org/helpful-info/82-wordens-4-tasks-of-grief. html [Accessed 15 November 2011] -Journal of Epidemiology and Community Health (2009) Children of working mothers have unhealthier lifestyles. Online]. Available: http://www. ucl. ac. uk/news/news-articles/0909/09092903 [Accessed 17 November 2011] -Kornfield, J (1988) A path with heart. New York: Rider. -Kubler-Ross,E (1981) Living with Death and Dying. How to communicate with the terminally ill. New York:Touchstone. -McMunn, A (2011) Working mothers and the effects on children. [Online]. Available: http://www. esrc. ac. uk/news-a nd-events/press-releases/16143/working-mothers-and-the-effects-on-children. aspx [Accessed 17 November 2011] – Meikle, J (2011) Working mothers do no harm to their young children, research finds. [Online]. Available: http://www. guardian. co. k/lifeandstyle/2011/jul/22/working-mothers-no-harm-children [Accessed 15 November 2011] -Ross, T, Barker, C (2011) New mothers told it's better to go back to work. [Online]. Available: http://www. telegraph. co. uk/family/8652948/New-mothers-told-its-better-to-go-back-to-work. html [Accessed 17 November 2011] – Thompson, R. L (2010) The Kids Are All Right: Few Negative Associations With Moms' Return to Work Soon After Having Children. [Online]. Available: http://www. apa. org/news/press/releases/2010/10/working-mothers. aspx [Accessed 17 November 2011] -Worden, J. W, 4th  ed. , (2010)  Grief Counselling and Grief Therapy: A Handbook

History of the Domestication of Sunflowers

Sunflowers (Helianthus spp.) are plants native to the American continents, and one of four seed-bearing species known to have been domesticated in eastern North America. The others are squash [Cucurbita pepo var oviferia], marshelder [Iva annua], and chenopod [Chenopodium berlandieri]). Prehistorically, people used sunflower seeds for ornamental and ceremonial use, as well as for food and flavoring. Prior to domestication, wild sunflowers were spread throughout the North and Central American continents. Wild sunflower seeds have been found in numerous locations in eastern North America; the earliest so far is within the American Archaic levels of the Koster site, as early as 8500 calendar years BP (cal BP); when it was precisely domesticated, is difficult to establish, but at least 3,000 cal BP. Identifying Domesticated Versions Archaeological evidence accepted for recognizing the domesticated form of sunflowers (Helianthus annuus L.) is the increase in the average mean length and width of achene--the pod that contains the sunflower seed; and since Charles Heisers comprehensive studies in the 1950s, the established reasonable minimum length for determining whether a particular achene is domesticated has been 7.0 millimeters (about a third of an inch). Unfortunately, that is problematic: because many sunflower seeds and achenes were recovered in the charred (carbonized) state, and carbonization can, and in fact often does, shrink the achene. In addition, the accidental hybridization of wild and domestic forms--also results in smaller sized domestic achenes. Standards to correct for carbonized seeds developed from experimental archaeology on sunflowers from DeSoto National Wildlife Refuge found that carbonized achenes exhibited an average of 12.1% reduction in size after being carbonized. Based on that, Smith (2014) proposed scholars use multipliers of about 1.35-1.61 to estimate the original size. In other words, measurements of carbonized sunflower achenes should be multiplied by 1.35-1.61, and if the majority of the achenes falls over 7 mm, you can reasonably surmise that the seeds are from a domesticated plant. Alternatively, Heiser suggested that a better measure might be the heads (disks) of sunflowers. Domesticated sunflower disks are significantly larger than wild ones, but,  unfortunately, only about two dozen partial or complete heads have been identified archaeologically. Earliest Domestication of Sunflowers The main site of domestication for sunflower appears to have been located in the eastern North American woodlands, from several dry caves and rock shelters of the central and eastern United States. The firmest evidence is from a large assemblage from the Marble Bluff site in the Arkansas Ozarks, securely dated to 3000 cal BP. Other early sites with smaller assemblages but potentially domesticated seeds include Newt Kash Hollow rock shelter in eastern Kentucky (3300 cal BP); Riverton, Eastern Illinois (3600-3800 cal BP); Napoleon Hollow, central Illinois (4400 cal BP); the Hayes site in central Tennessee (4840 cal BP); and Koster in Illinois (ca 6000 cal BP). In sites more recent than 3000 cal BP, domesticate sunflowers are frequent occurrences. Early domesticated sunflower seed and achene was reported from the San Andrà ©s site in Tabasco, Mexico, direct dated by AMS to between 4500-4800 cal BP. However, recent genetic research has shown that all modern domestic sunflowers developed from the wild eastern North American species. Some scholars have argued that the San Andres specimens may not be sunflower  but if they are, they represent a second, later domestication event that failed. Sources Crites, Gary D. 1993 Domesticated sunflower in Fifth Millennium B.P temporal context: New evidence from middle Tennessee. American Antiquity 58(1):146-148. Damiano, Fabrizio, Luigi R. Ceci, Luisa Siculella, and Raffaele Gallerani 2002 Transcription of two sunflower (Helianthus annuus L.) mitochondrial tRNA genes having different genetic origins. Gene  286(1):25-32. Heiser Jr. CB. 1955. The origin and development of the cultivated sunflower. The American Biology Teacher 17(5):161-167. Lentz, David L., et al. 2008 Sunflower (Helianthus annuus L.) as a pre-Columbian domesticate in Mexico. Proceedings of the National Academy of Sciences 105(17):6232-6237. Lentz D, Pohl M, Pope K, and Wyatt A. 2001. Prehistoric sunflower (Helianthus Annuus L.) domestication in Mexico. Economic Botany  55(3):370-376. Piperno, Dolores R. 2001 On Maize and the Sunflower. Science  292(5525):2260-2261. Pope, Kevin O., et al. 2001 Origin and Environmental Setting of Ancient Agriculture in the Lowlands of Mesoamerica. Science 292(5520):1370-1373. Smith BD. 2014. The domestication of Helianthus annuus L. (sunflower). Vegetation History and Archaeobotany 23(1):57-74. doi: 10.1007/s00334-013-0393-3 Smith, Bruce D. 2006 Eastern North America as an independent center of plant domestication. Proceedings of the National Academy of Sciences 103(33):12223-12228.