Affects of globalisation on children Essay Example | Topics and Well Written Essays - 2000 words

Affects of globalisation on children - Essay Example For a child a happy home is the heaven on the earth. It turns to the saddest part of life when they are left as orphans on the street for no fault of theirs. Parents are no able provide essentialities whether physically or mentally through all the corners of the world as the world is a small global village.The surrounding environment to which the child gets exposed could mould their attitudes. And this can be highly influenced by globalisation through various options. Their communication levels, their capabilities, their positive traits and their negative qualities can be monitored, and rectified with all the security.If a child has a special diseases and needs some group of blood or bone marrow or any thing else or any serious health query it can be placed on the net and it is a global news within no time and there is more than 90% of chance that the problem could be solved. An organization for drought hit children has opened site on the net to collect relief funds through email and it successfully collected lot of funds. But all this is possible only to those who are rich. What about the poor families who cannot afford a computer or have enough knowledge to help themselves to come out of the problematic situations So the globalisation is justifying only the rich and catering their needs. Health is wealth and the proverb is but for those who don't have wealth may die for medicine when seriously ill. Also World Health Organisation conducts health check-up camps and often helps out the needy. One thing can be appreciated; these camps have eradicated to a great extent as much as 90% the Polio among children by giving Polio drops freely to all. Present dreadful disease Aids, which is affecting children, are experiencing a very secluded life. The health camp organizations are providing them dormitories but still a global awareness is needed to protect children falling prey to such diseases that are infectious. Those who don't opt for family planning are providing very poor quality of life for their unlimited children. Education Standards Poor standard may result in a poor talent of the youth. So the young generation needs a good standard of education for them to shine in the fields that they are interested. They are kept in good disciplined and are imbibed good habits, a good friends circle and a good social life. But too much long hours of dedication towards school and study hours can be cause for their stress and strain that they don't deserve. Financial Access Those whose have a special interest for child's development can go for loans and other sources and schemes which are specially meant for children's education and marriage in insurance companies and trusts etc. and also some government policies for girl child's education and marriage. Modern technology Children use computers for video games with lot of interest and enthusiasm. And recently World Games Authorities, which conducts competitions annually. They also use Internet and many electronic toys, which needs some intelligence. Children are also given computer education right from the school days. Ideal childhood This is the period have no care and anxiety. They must get something to eat, something to wear and something to enjoy. Child hood is the best part of any ones life. One is the monarch and every one fall at the beck and call. The lovely tricks of childhood, the innocence, the obedient attitude, the devotion for parents, elders and gurus all come from a

Rooms Division Operations Management Essay Example | Topics and Well Written Essays - 750 words

Rooms Division Operations Management - Essay Example oup of customers of a Company, who are willing to pay distinct set of prices for that specific perishable and same resource owned by a Company, and thus, it can increase or maximize its overall revenue base   (Airlines, 2014). Moreover, a revenue management is quite different from yield management in a way that it specifically targets revenue expansion and its expansion with the effective management of Company’s inventory capacity, prices of its products and customer demands. However, a company with the help of revenue management, especially room divisions and operations management enterprises, on a consistent basis can lead to achieve their revenue targets in shortest possible time span. As, the basic component of revenue management is the understanding the wide variety of customer behavior related to the Companies product and then accordingly, applies the researched data of customers in such a way that the management could form a group of customers for their same range of products, in order to charge different rates and tariff for such products from them as per their set criteria and thus, in this manner not only the overall market of the business would be extended, but it will also able to enhan ce its revenue structure as well (Netessine and Shumsky, 2002). In addition, the perfect application of yield management and room management in room service industry could be applied with the help of introduction of some group promotional schemes on reservations of multiple rooms, offering discounts on repeat business from regular customer, and etc. All in all, with the help of yield management, the overall occupancy of rooms in a room’s service industry can be effectively managed, control and thus maximizes its overall revenue earning aspects. The room’s service and operations management enterprises could enhance their revenue earnings to the maximum level, with the help of following possible sales techniques to attract the wide range of customer; Welcoming the

Why Science is Difficult to Learn

Why Science is Difficult to Learn Johnstone (1991) confirms that science was once easy to learn and teach. This was a time before modern scientific advancements when everything was clearly defined and separated into distinct sections and no learner was asked to apply their knowledge to an abstract situation. But Johnstone asks: Was this science? There seems to be an inherent idea held within society that science is difficult to learn. This essay will highlight some of the barriers to learning science and address why the idea is held that science is difficult to learn; it will then progress to identify some strategies which could be used in order to lower these barriers and make science more accessible. Part One Why can science be difficult to learn? Through classroom observations and wider reading it is apparent that there are many different barriers to learning science. These barriers can be due to many different factors; cognitive development, practical, financial and psycho-social; especially motivation and relevance of the subject material. Appendix 1 shows the 10 hardest GCSEs ranking chemistry, physics and biology as 7, 8 and 9 respectively. The research shows that the sciences are difficult to learn when compared to other subjects studied at the same level; but why is this the case? Cognitive demand In 1956 Benjamin Bloom proposed a hierarchy of educational objectives which ordered cognitive processes from simple to higher order thinking skills (Capel et al, 2009, p.254). The taxonomic pyramid (Appendix 2) shows knowledge retention as the basic foundation for higher order cognitive ability with analysis, synthesis and evaluation shown as high level skills. It should be noted that within science, knowledge retention and understanding, although low on the hierarchy, can involve a great deal of information for learners to process. For example when learners start secondary school at 11 years old they are introduced to scientific equipment they have never seen before and have no idea what it is called. Yet they need to be able to recall the name of apparatus and understand their uses within a practical investigation. Science lessons in many secondary school settings aim to incorporate as much practical as possible in order to meet the requirements of the National Curriculum. This type of investigative learning requires the learners to access and use higher cognitive skills such as analysis and evaluation hence making the requirements of the lesson much more difficult. It is the conclusion and evaluation of investigative work that is the most valuable in assisting pupil progress yet inevitably the most difficult and challenging. From this it is evident that higher order cognitive skills are required and used much more frequently in science than in many other subjects hence making it more difficult. Jean Piagets cognitive development theory (1963) linked a childs maturation with cognitive ability. Capel et al (2009, p.254) states: He saw intellectual and moral development as sequential with the child moving through stages of thinking driven by an internal need to understand the world. In a secondary school science lesson, based on Piagets development theory, it would be appropriate for the teacher to assume that the learners would be in one of the final two stages: concrete operational or formal operational. You can see from the diagram in Appendix 3 that the concrete operational phase covers from 7-11 years old and suggests that learners can think logically; at 11 years old they can then apply their ideas to abstract situations and become concerned about the future. If you were to assume that all learners followed these stages in the rigid format implied, then it would be correct to assume that all learners in a year 7 class would be able to use logical thought processes yet their ability to apply their logic to new abstract situations and make hypothesises would still be quite limited. This causes problems with learning the Key Stage 3 (KS3) science curriculum as it is full of abstract ideas which do not follow the learners logical thought processes. There are more abstract ideas in science than in any other subject and if learners are not yet in the final stages of cognitive development suggested by Piaget, they are going to find the context very difficult indeed. Learners in the concrete operational stage of development are going to experience barriers to their learning when their logical cognitive abilities are challenged by new abstract ideas. This conflict between different thought processes and accepting that their logical reasoning is in fact incorrect can be damaging and prevent further progress in their immediate learning. It takes time to teach abstract ideas and this is even more of a challenge if your learners do not reach the final stage of development. Piagets stages of development are rigid and somewhat flawed when applied to a real classroom setting where you can have 30 year 7 pupils all at varying levels of cognitive ability. Teachers will always have learners in their class who have progressed through the stages very quickly and have their own ideas and thoughts about many different abstract situations. On the other hand there will be pupils in the class who may never fully complete the final stage of development. The use of correct scientific language is difficult as learners may, through their own life experiences, hold different meanings for scientific words. These are known as heteronyms; words that have a different meaning in one context and then another in a scientific context. These alternative meanings make understanding more difficult, especially for learners where English is not their first language. It also means that learners can struggle to accept the scientific meaning hence making their learning more difficult. Research carried out in America by Sruggs and Mastropieri (1993 cited by Sullenger, n.d) indicated that over 750 scientific words were introduced from kindergarten through to sixth grade, and the story is no different in Europe. Science is a subject of high cognitive demand; learners will struggle to be successful in the subject if they are unable to access higher thinking and communication skills. If learners lack the vocabulary to share their scientific observations and explain their ideas they are going to underachieve; not through lack of understanding but through poor literacy. When relating these ideas regarding literacy and language to Piagets theory it can be noted that learners should be able to use language to represent objects during the pre-operational stage which is experienced from 2-7 years old. The abundance of difficult words used in science means that learners need to have well developed language skills and could experience a setback in their cognitive development. They need to do this whilst teachers are also expecting them to think logically and apply ideas to abstract situations. It is a lot to ask of an 11 year old especially one who is already behind in terms of their cognitive development. Osborne (1996, p274 cited by Henderson and Wellington, 1998) says of learning physics that it is: more akin to the learning of a foreign language than it is to the learning of historical facts. This is equally true of the other sciences. Everyone it seems considers science to be a practical subject but fail to realise the complexity of the language which needs to be learnt in the first instance. Orey (2010) discusses the educational implications of Piagets theory. They stress the importance of the consistency between the content of the lesson and the developmental stage of the learner. They also state that opportunities should be provided to allow learners of different developmental stages to work together. I have seen this method used in secondary school; it is called challenge groups and works well to allow learners to scaffold each others learning. This idea is also given strong focus by the work carried out by Vygotsky. Vygotsky (1962) believes in the importance of a Zone of Proximal Development (ZPD) in order to develop higher level thinking skills. The ZPD is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers (Vygotsky, 1978 cited by Chaiklin et al, 2003 p.39). Please see Appendix 4 for a visual representation of Vygotskys theory. The work of Vygotsky highlighted the importance of talking, and research in the UK has highlighted its importance to learning (Capel, 2009). Communication is the essence of the socio-cultural experience when students are learning and problem solving. Through language and culture, teachers and students negotiate meaning (Connell and Charles, n.d). Vygotsky strongly believed that talking and socialisation facilitate higher order thinking skills; however the idea of requiring full social interaction in order to learn can become problematic when trying to apply the ideas in the average secondary school science lesson. Group work can easily take place in small, safe classrooms with small class sizes however when there is only one teacher to over 30 learners in a science lab this can become much more difficult. It can become even less practical during experiments and investigations where health and safety is of upmost importance. It is clear from the analysis of these three different learning theories that the content of the science National Curriculum requires learners to use higher level cognitive skills in order to learn and achieve in the subject. These skills can take a long time to develop and learners need a lot of practice before they become competent high level thinkers and have the language skills necessary to access higher cognitive skills such as analysis and evaluation. In is also clear that social interaction is very important however in practice it can be limited in a laboratory especially when class sizes are large. Practical and financial barriers Based on personal observations, and discussions with staff from various secondary schools, it is clear that some science departments are limited in their delivery of the National Curriculum based on the availability of equipment/ resources and their cost. This can have an impact on the quality of teaching and learning which can take place and therefore support the idea that science is difficult to learn. It is beneficial for learners to experience science within a laboratory not only for safety and practical reasons but also to help pupils put science into a real-life context and help with understanding of the relevance of the subject. It is not a surprise however that fitting laboratories is very costly as is replacing old equipment and replenishing resources for use in practical investigations. Laboratories not only require the usual resources provided in a normal classroom such as interactive whiteboards and a teacher computer, which are very costly, they also require specialist desks and stools, an isolated gas, electricity and water supply, fume cupboards and space; space for the equipment, space for the large class sizes and most of all space so learners can work safely. The question is can learners still experience an outstanding lesson and learn science when not in a laboratory. I would say that a huge amount of appropriate learning can take place outside of the laboratory if good technology is available; however learners need to experience scientific theories in context in order to develop and confirm their own ideas. For example it is very easy to teach the structure of the heart in an ordinary classroom and learners will be able to repeat the knowledge in an exam; but give a learner a heart to dissect and suddenly their understanding is much greater. Another barrier to learning in science can be the availability of specialist staff such as lab technicians. As with everything extra staff comes at a cost but it is essential to have well trained, experienced technicians if the department is going to deliver science in such a way that is conducive to learning. Technicians are of upmost importance when it comes to delivering practical lessons. Teachers would not be able to deliver their lesson effectively if it was not for the vital support offered by the technicians. If there is not enough money available to employ technicians then there would be a massive impact on learning. In these times of financial difficulty there needs to be a balance between where cuts are made in order to have the least impact on learning. A huge barrier to learning can be caused by the teacher themselves. If the teacher lacks confidence in their abilities, has poor subject knowledge and is not effective in their transmission of information then the content of the lesson is going to be even more difficult to learn. Teaching science is a demanding job with most teachers expected to teach across four disciplines at KS3 (biology, chemistry, physics and earth sciences) and at least 2 disciplines at KS4. To be competent in all these areas and to be competent in their delivery requires great cognitive ability and perseverance. Effective teachers in the future will need to deal with a climate of continual change (McBer, 2000, p.4). Research carried out by McBer (2000) on behalf of the DfEE found that there were 3 main factors linked to the effectiveness of the teacher which influenced learning and progress: teaching skills, professional characteristics and classroom climate. The research identified that effective teachers use their professional knowledge in order to use appropriate and effective teaching skills effectively and consistently, successfully apply subject knowledge and incorporate the use of the national numeracy and literacy strategies. It is again made clear from the research that science is a very difficult subject to teach consistently to an outstanding level; made more difficult than other subjects by its diverse nature and large content across the 4 disciplines. This raises the question: is science difficult to learn because of poor teaching, or because the teachers have so much content to cover with potentially little resources at their disposal? Psycho-social barriers Due to the continuous variation of social context within a classroom environment learners are frequently involved in unfamiliar learning situations (Boekaerts, 2002). In some learners this creates a sense of challenge; for others it causes uncertainty and some level of distress. Boekaerts (2002, p.8) states that: Students try to make sense of novel learning situations by referring to their motivational beliefs. Motivational beliefs refer to the opinions, judgements and values that students hold about objects, events or subject-matter domains. The research she carried out found that motivational beliefs can result from a range of different experiences: direct learning, observation, verbal statements by teacher, parents of peers and social comparisons. As a teacher you can have a vast range of different abilities within your class; ability can have a direct impact on the motivation of the learner. It is quite often found that higher ability students show greater self-motivation to learn than their peers who have special educational needs or struggle with certain subjects. It is important that as a teacher to know the motivational level of your students and encourage those who lack motivation to be more engaged in the lesson. It is important to know which learners have developed unfavourable motivational beliefs about a topic as this can greatly impact on their learning. Another barrier which contributes to a lack of motivation is the learners perception that the science topic is not of relevance to them. If a learner can see how the topic is of relevance to them or to their future aspirations or even if they just consider it useful they will definitely be more motivated to learn; therefore a teacher must consider the relevance of a topic to their learners and if necessary find an innovative way to make it relevant. Staver (2007, p17) states: Cognitive learning theory emphasizes the importance of learning something new by relating it to things that are already meaningful and familiar. Science teachers must remember that their own intrinsic motivation to learn science is likely not shared by many of their students, whose motivation is more likely activated instrumentally, by connecting science to things that are already familiar and important to them. It is especially important to motivate females in science as they often find it more difficult to find relevance in the topic especially when studying physics. It is important that teachers set high expectations for learning as this will directly influence that learning (Staver, 2007). It is important that expectations are high for all students regardless of their gender, background or cognitive ability; special educational needs or gifted and talented. Part 2: What can Science teachers do to help? Past surveys have found that Some 51% of teenagers think science lessons are boring, confusing or difficult (BBC News Online, 2005). This view has not changed and research is showing that if anything learners are finding science more difficult and do not recognise its importance or relevance to everyday life. Todays teenagers are the scientists of tomorrow so things need to change in order to make science more accessible and enjoyable for all. Lowering the language barrier The correct and appropriate use of language is important across the curriculum regardless of the subject. In Part One literacy and language were highlighted as a barrier to learning due to the complexities of its use in a scientific context. Henderson and Wellington (SSR. 1998 p.35) quote from the science national curriculum: Pupils should be taught to express themselves clearly in both speech and writing and to develop their reading skills. They should be taught to use grammatically correct sentences and to spell and punctuate in order to communicate effectively. This was interpreted and adapted by the QCA to state that pupils should be taught to use appropriate scientific vocabulary to describe and explain the behaviour of living things, materials, and processes. Vygotsky highlights the importance of talking and listening as part of socialisation to facilitate higher order thinking skills. It has been highlighted that it is important to let learners speak not only to the teacher but to each other, and learn through speaking (Henderson and Wellington, 1998). Learners must be provided with opportunities to communicate and collaborate with their peers in order to explore their own ideas on a certain topic (Henderson and Wellington, 1998) as well as develop their language skills. Discussion-based learning is important in developing the learner not only in a science lesson but also socially. This helps to lower the language barrier as learners gain a lot from their peers who can usually word complex scientific concepts in a simple way a teacher never could. Some learners will not like this style of teaching and will find it embarrassing to talk to their peers even if in small groups rather than to the whole class. It is important that the teacher facilitates the discussion and thinks carefully about the groups. It would be useful to group learners based on their abilities as mentioned in Part One using a method observed called challenge groups. A great deal of science teaching involves the teacher telling and there is little opportunity for pupil talk. How can we be sure that the class have understood the science if they are given no chance to discuss, exchange ideas, or interpret? (Henderson and Wellington, 1998 p.36). Grouping pupils of varying abilities in order to discuss different scientific concepts helps to scaffold the learning of weaker pupils and secure the knowledge of the more able pupils. It is important that the teacher ensures the correct terminology and language is used which can sometimes be difficult especially in a laboratory where seating arrangements are not always ideal for group/class discussions. For lower ability groups who struggle with literacy it is important to use other strategies to ensure they are able to fully access the content of the lesson. The teacher could use visual representations of the words in order to assist understanding. They could use diagrams to show methods rather than a list of words if the learners struggle to read and use wordmats and glossaries to help support the learners in their written work and spellings. It is important that the spelling of key terms is addressed consistently and is a cross-curricula responsibility for all staff. Developing thinking skills From reading and applying the learning theories in Part One and based on my observation in school it is apparent that many secondary school learners are behind in their cognitive development and will struggle to access higher cognitive skills in lessons. Focussing on methods to improve critical thinking skills and problem solving skills highlighted by Blooms Taxonomy is important in order for learners to gain confidence and competence in their scientific knowledge and understanding. Ideally these skills need to be written within the scheme of work for each topic and the best way to improve these skills is through investigation and problem solving tasks. This can have an impact on lesson time available to cover all of the content but is a crucial factor which needs to be accounted for. Without developing these crucial thinking skills at KS3 learners are going to struggle to access the more demanding content covered at KS4. It would be ideal if these skills were covered across all subjects however different departments may have different delivery techniques which could cause further confusion. In order to address the development of thinking skills a new initiative emerged in 1995 called Cognitive Acceleration through Science Education (CASE). The intervention was based partly on the theories of Piaget; it was designed to accelerate development so that pupils progress from concrete thinking to formal operational thinking by the end of the two-year programme (Jones and Gott 1998). The programme was aimed at year 7 and 8 pupils who were previously identified as vulnerable in terms of cognitive ability. Please see Appendix 5 which details the five stages of the CASE approach. The stages encourage learners to use discussion to resolve cognitive conflicts and reflect on their own thinking before applying their new ideas to abstract contexts. It is easy to see the influence of Vygotsky as well as Piaget in the application of CASE. A very important part of the intervention is giving learners time to think before they answer. All too often teacher expects an immediate answer therefore not allowing learners time to process any new information. The principles of CASE have also seen success in both English and Maths (Angus Council, 2001). The results clearly show an improvement in the attainment of pupils who received CASE intervention however the results also show that females benefit from an earlier intervention than boys (Shayer 1999); this could have huge implications for policy in mixed gender schools. The fact that this intervention appears to have been used in only the core subjects: science, English and maths, appears to reinforce the view that these subjects are more difficult to learn as they require higher order thinking skills and intervention to achieve them. Over the past 17 years CASE has helped learners to overcome the demands of the content of the science National Curriculum. In schools where CASE was applied up to 25% higher grades were seen in English, maths and science when compared with non-CASE schools (Shayer 2000). Conclusion It is clear that the teaching and learning of science is difficult due to the high cognitive skills which are required in order to understand the subject content and apply knowledge to answer questions on abstract situations. The language skills required in order to access these higher skills in science cause a barrier to learning along with other barriers such as a lack of motivation from learners who cannot see the relevance of science in their everyday lives. Applying the learning theories of Bloom, Piaget and Vygotsky can help schools to employ strategies to try to overcome these barriers. It is important that interventions such as CASE continue to be used as well as other strategies to encourage the uptake of science based subjects in further education especially by females. Science is difficult to learn; however this makes the sense of achievement, both as a teacher and a learner, even greater. Word Count: 3,999 References: Angus Council (2001) Cognitive Acceleration through Science Education. Monifieth High School, Angus. Last accessed on 28th December 2012 from http://www.cognitiveacceleration.co. uk/documents /ca_stories /secondary/developing_science_in_KS3.pdf Atherton, J. S., (2011) Learning and Teaching; Piagets developmental theory [Online] last accessed on 27 December 2012 from http://www.learningandteaching.info /learning/piaget.htm BBC News, 2005. Science dull and hard, pupils say. [Online] (Last updated 16th June 2005). Last accessed on 28 December 2012 from http://news.bbc.co.uk/1/hi/ education/4100936.stm. Boekaerts, M., (2002). Motivation to learn. Educational practices-10. International Bureau of Education. Available at http://www.ibe.unesco.org. Capel, S., Leask, M., and Turner, T., (2009) Learning to Teach in the Secondary School. 5th Ed. Oxon: Routledge Chaiklin, S., (2003) Vygotskys educational theory in cultural context, Chapter 2. Cambridge: Cambridge University Press. Henderson, J., and Wellington, J., (1998) Lowering the language barrier in learning and teaching science. [pdf] School Science Review, 79(288). Last accessed on 28th December 2012 from https://www.ase.org.uk/journals//1998/3//SSR288Mar1998p25.pdf Johnstone, A. H., (1991), Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning 7, 75-83. Jones, M., and Gott, R., (1998): Cognitive acceleration through science education: alternative perspectives. International Journal of Science Education, 20:7, 755-768. McBer, H., (2000) Research into Teacher Effectiveness, A Model of Teacher Effectiveness. DfEE Research Report No216. Last accessed on 27th December 2012 from https://www.education.gov.uk/ publications/ eOrderingDownload/RR216.pdf. Orey, M., (2010). Emerging Perspectives on Learning, Teaching and Technology. Switzerland: The Global Text Project. Retrieved from http://textbookequity.com/oct/Textbooks /Orey_ Emergin_Perspectives_Learning.pdf on 27th December 2012. Richardson, K., (n.d) Cognitive Development and Learning [online]. Last accessed on 27th December 2012 from midnightmelody.pbworks.com. Shayer, M., (1999) Cognitive acceleration through science education II: its effects and scope, International Journal of Science Education, 21:8, 883-902. Shayer, M., (2000) GCSE 1999: Added Value from schools adopting CASE intervention. Centre for the Advancement of Thinking, Kings College, London. Staver, J. R., (2007). Teaching Science. Educational practices-17. International Bureau of Education. Available at http://www.ibe.unesco.org Sullenger, K., (n.d) Fostering Higher Levels of Scientific Literacy: Confronting Potential Barriers to Science Understanding .University of New Brunswick. Appendix 1: Image taken from http://www.belfasttelegraph.co.uk/news/education/languages-are-the-hardest-gcses-research-finds-13423306.html Appendix 2: Image taken from http://www.bio.unc.edu/Courses/2009Summer/Biol202/ Appendix 3: Image taken from http://www.learningandteaching.info/learning/piaget.htm Appendix 4: Image taken from http://cadres.pepperdine.edu/omcadre6/BookProject/vygotsky.htm Appendix 5: Image taken from http://www.cognitiveacceleration.co.uk/documents/ca_stories /secondary/developing_science_in_KS3.pdf Bibliography Anon (1956) Taxonomy of Educational Objectives, Book 1, Cognitive domain [online]. Last accessed on 27th December 2012 from http://centeach.uiowa.Edu/materials/Taxonomy%20of%20 Education%20Objectives.pdf Cimer, A., (2012) What makes biology learning difficult and effective: Students views. Educational Research and Reviews Vol. 7(3), pp. 61-71. Last accessed on 27th December 2012 from http://www.academicjournals.org/ERR Jenkins, E. W., (2000) Changing science teachers work: a question of professionalism. School Science Review 81(297). Last accessed on 27th December 2012 from https://www.ase.org.uk/journals Palmer, A. J., (2001). Fifty Modern Thinkers on Education: From Piaget to the Present. London: Routlledge. Appendix 1 10 hardest GCSEs 1. Latin 2. German 3. Spanish 4. French 5. Statistics 6. Vocational engineering 7. Chemistry 8. Physics 9. Biology 10. IT Appendix 2 Appendix 3 Stages of Cognitive Development Stage Characterised by Sensori-motor (Birth-2 yrs) Differentiates self from objects Recognises self as agent of action and begins to act intentionally: e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise Achieves object permanence: realises that things continue to exist even when no longer present to the sense (pace Bishop Berkeley) Pre-operational (2-7 years) Learns to use language and to represent objects by images and words Thinking is still egocentric: has difficulty taking the viewpoint of others Classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of colour Concrete operational (7-11 years) Can think logically about objects and events Achieves conservation of number (age 6), mass (age 7), and weight (age 9) Classifies objects according to several features and can order them in series along a single dimension such as size. Formal operational (11 years and up) Can think logically about abstract propositions and test hypotheses systematically Becomes concerned with the hypothetical, the future, and ideological problems Appendix 4 http://cadres.pepperdine.edu/omcadre6/BookProject/images/vyg1.gif

Its Time to Stop the Censorship Music with Explicit Lyrics Essay

It's Time to Stop the Censorship Music with Explicit Lyrics Music with explicit lyrics or content started having black and white parental advisories on them in 1994 (http://www.riaa.org/Parents-Advisory-4.cfm). Are these labels necessary? Is controversial music molding our society and causing teenagers to turn to drugs? Is censorship necessary to protect the youth of our nation. Generally, younger people are against censorship on this issue. Music is an outlet and even an anti-drug for many teens; however, parents and society feel differently. Should parents censor their children or society, many parents would like to raise their own children. â€Å"Censorship, like charity should begin at home; but unlike charity, it should end there,† is a quote by Clare Boothe Luce (Fitzhenry, 84). Many believe that the â€Å"explicit† lyrics and content in this controversial music like Eminem will turn their children to crime and drugs. Music censorship started in the United States in the late fifties and continues till today. Will it ever go too far or stop? Society causes a lot of music censorship. Starting in the late fifties and early sixties members of society made efforts to censor R&B music(http://teenmusic.about.com/library/weekly/aa022301a.htm). They were concerned that the music endorsed wild living, promiscuous sex, and lewd dancing (http://teenmusic.about.com/library/weekly/aa022301a.htm). â€Å"During the late sixties and seventies, Jim Morrison’s dark and suggestive lyrics stirred up communities, and parents were appalled to see Elvis Presley’s hip-thrusting† (http://teenmusic.about.com/library/weekly/aa022301a.htm). Society censors music like this because they are afraid of it. They think it will alter the minds of their children and cause them to do things they would have never done if it were never suggested in a song’s lyrics. â€Å"Music mirrors the society that creates it† (http://teenmusic.about.com/library/weekly/aa022301a.htm). Some people believe this, while others believe that mu sic causes problems in our society such as crime and drugs. â€Å"For every person who believes certain lyrics portray a frightening world, there is another person who finds them deep and powerful because that world is all too real† (http://teenmusic.about.com/library/weekly/aa022301a.htm). A number of people believe there is a correlation between album sales and the parental adviso... ...ost, I believe that music censorship infringes our first amendment to the Constitution, freedom of speech. Saying that music artists may not use certain words is the same as saying a newspaper cannot print a certain article in my opinion. Yet it seems that music is an easier target because pro-censorship groups claim that they are helping the youth of America. Sources 1. â€Å"About R.O.C.† 11 February 2002. http://www.theroc.org/aboutroc/roc10.htm 2. â€Å"Controversial Music, The Beat Goes On.† 7 February 2002. http://teenmusic.about.com/library/weekly/aa022301a.htm 3. Fitzhenry, Robert I., ed. The Harper Book of Quotations. New York, New York: Harper Collins Publishers Inc., 1993. 4. Hoffman, Hank. â€Å"Wal-Mart Blues.† 18 February 2002. http://www.metroactive.com/papers/sonoma/01.09.97/walmart-music-9702.html 5. Record Industry Association of America. 7 February 2002. http://www.riaa.org/Parents-Advisory-4.cfm 6. â€Å"The 2 Live Crew.† 11 February 2002. http://music.lycos.com/artist/bio.asp?QW=2+Live+Crew&AN=The+2+Live+Crew&MID=66486&MH 7. Winfield, Betty Houchin and Davidson, Sandra, eds. Bleep! Censoring Rock and Rap Music. Wesport, Connecticut: Greenwood Press, 1999.

Effects of Global Warming on Animals Essay

In the United States, the Environmental Protection Agency (EPA) has initiated various environmental campaigns to gradually resolve the increasing impacts of climate change towards the environment (Silverstein et. al. , 2003 p. 5). The public’s increased attention to such problem is not anymore surprising as it threatens every creature with potentially devastating consequences. However, the subjects of animal health have received lesser attention compared to the economic, industrial and social impacts of climatic changes brought by global warming (Sherman, 2002 p. 204). According to Root, Price and Hall et al. (2003), the primary concern of ecologists is the rapid increase of climatic change consistently altering the natural ecology of wildlife in various ecosystems. Based on the annual measurement of atmospheric carbon dioxide (ACO) concentrations, two major signals depicting dramatic ecological patterns have been observed, namely (1) â€Å"seasonal cycle that reflects the metabolism of terrestrial ecosystems in the northern hemisphere†, and (2) â€Å"accelerating increase in tropospheric concentrations of ACO since 1957† (Vitousek, 1994). As supported by various studies (Root, Price and Hall et al. , 2003; Vitousek, 1994; Tylianakis, Didham and Bascompte et al. , 2008), global warming effects, namely (1) increases in temperature, (2) alteration of food chains, and (3) atmospheric gas imbalances, dramatically affect the conditions of animal kingdom. II. Literature Review a. Global Warming: Ecological Imbalance The basic principle of global warming consists of the accumulation of radiation energy from the sun resulting to the warming of the planet’s surface (Houghton, 2004 p. 14). Based on 688 published studies on global warming, the three major environmental impacts affecting the ecological systems of animals and plants are (1) temperature changes, (2) alterations of animal symbiotic relationships, and (3) imbalances in the atmospheric gases (Tylianakis, Didham and Bascompte et al. , 2008). Based on the study of Root, Price and Hall et al. (2003), global temperature has increased to approximately 0. 6 degree C since 1880s, and projected to increase consistently with the coming generations. The continuous alterations of climate may be due to the three following reasons: (1) sunspot cycles, (2) volcanic eruptions producing large quantities of fine ash in the air, and (3) the occurrence of El Nino Southern Oscillation (Gupta, 1998 p. 86). In the literary reviews of Root, Price and Hall et al. (2003) using 143 different studies, majority of the studies reveal the endangering situations of approximately 80% of species that are now gradually adjusting to various ecosystems due to the physiological constraints brought by ecologic changes. In fact, according to the study of Thomas, Cameron and Green et al. (2004), animal habitats and survival expectations have been altered by the effects of global warming increasing the projected extinction risks to approximately 20% among the sample ecosystems, namely Queensland, Mexico, South Africa, Amazonia and Europe. b. Increases in Temperature With the advent of modernization, auto engines, power plants, industrial mills, and residential heating systems burn coal, oil, or natural gas accounting to 98% of the carbon dioxide added to the atmosphere, while the other 2% id due to the increased deforestation and mining (Tomera, 2001 p. 113). According to Root, Price and Hall et al. (2003), rapid temperature increases and ecological stresses brought by the alterations of ecosystems are disrupting the natural communities of various species, which lead to forced adaptations of species, numerous extirpations and possible extinctions. As supported by the study of Pounds, Bustamante and Coloma et al. (2006), one example of massive animal extinctions occurred in the mountains of Costa Rica wiping 67% of the various 110 species of Atelopus, such as harlequin frog (Atelopus Sp. ) and golden toad (bufo periglenes) and pathogenic chytrid fungus (Batrachochytrium dendrobatidis), which are endemic to American tropical habitats. In a study conducted by Penuelas, Fillela and Comast (2002), life cycles in a Mediterranean environment (Cardedeu, NE Spain) has been observed from 1952 to 2000 in order to determine possible alterations in the ecosystems and increasing climate changes. With the temperature increase amounting to ? 1. 4 degree C (1952 to 2000), results reveal significant phonological alterations among the different species of animals (e. g. spring migratory birds arriving 15 days later in 2000 compared 1952, etc. ). Noting the mentioned temperature increase in the latter study, Hanson, Sato and Ruedy (2006) suggest that a relative increase of ? 1 degree C is likely to affect the sea levels and exterminate various species. c. Symbiotic Relationships: Predisposing Species Extinction Temperature, climate, and gas imbalances are the leading global warming effects altering the different levels of ecologic symbiosis. The rise of global temperature affects the geographical distribution of ectothermic animals, decomposers and mostly those with lesser thermal tolerance (Portner, 2001). For example, thermally intolerant metazoans and other decomposers have markedly shown increase mitochondrial oxygen demand parallel to the rise of temperature, which resulted to the reduction of their population (Portner, 2001). Using species-area and endemic-area relationships, Malcolm, Liu and Neilson et al. (2006) have identified the projected percent extinctions of sample biodiversities (Cape Floristic Region, Caribbean, Indo-Burma, Australia, and Tropical Andes, etc.) ranging from

Activities of Youth for Environment in Schools Essay

Background of the Study Pursuant to its promising mission and vision, the Department of Education (DepEd) for years, has been implementing and adhering numerous means and methods to improve and empower the quality of education in the Philippines: be it a new alternative teaching method or a new policy that shall formalize education or any possible way. One of the DepEd’s accredited organizations is the Youth for Environment in Schools Organization (YES-O) with the mission: to preserve and conserve our natural resources through environmental awareness of the community resulting in their active involvement on environmentally-related issues to achieve sustainable development and to protect mother nature; and vision: the Youth for Environment in Schools-Organization as an effective and respective school- based environmental organization linked with the agencies/ institutions for conservation and preservation of natural resources towards sustainable development. (DepEd Region V) Article XVIII: Mandated Projects and Activities of Youth for Environment in Schools-Organization’s Constitutions and By-Laws for School Year 2010-2011 includes the projects and activities that YES-O should implement through the School Year 2010-2011. The study aims to determine whether the activities and projects stated in Article XVIII of YES-O by-laws has been implemented throughout the school year 2010-2011. Specific Questions: 1. What is the mission and vision of YES-O in the Bicol Regional Science High School for the School Year 2010-2011? 2. What are the projects, programs and activities implemented by Youth for Environment in Schools Organization as indicated on their accomplishment report or year-end reports in accordance of Article XVIII: Mandated Projects and activities? 3. Which among their projects, programs and activities in accordance to the mission and vision indicated in the Article XVIII which is not implemented? 4. What are the factors affecting the implementation of Article XVIII of Mandated projects and Activities? Significance of the Study The Article XVIII: Mandated Projects and Activities which is stated in YES-O By-Laws states that the Youth for environment in Schools- Organization shall be required to implement, conduct or attend the following programs, projects, and activities; namely, clean-up drives, waste management, segregation and recycling, awareness campaigns, symposia or training, nursery establishment, tree planting activities, fun run and Youth for environment Summer Camp. Through this, the researchers will analyze the year-end report of YES-O in BRSHS school year 2010-2011 to determine whether all the mandated projects and activities stated in Article XVIII of YES-O by- Laws were implemented through the school year. Teachers, students, officers of Youth for Environment Schools- Organization and other organization will be benefited with this study through the improvements of their projects and activities. Also, through this study the researchers will be able to determine the factor that affects the implementation of the projects and activities. With this, other organizations including YES-O would have solutions to those factors and can have better improvements with their programs and activities. Scope and Limitations The study will only focus on the implementation of Article XVIII: Mandated Projects and Activities of Youth for Environment in Schools Organization (YES-O) of Bicol Regional Science High School (BRSHS) through the school year 2010-2011. The study aims to determine whether all the mandated projects and activities stated in Article XVIII was implemented by YES- O through the school year 2010-2011. Also, the study aims to determine the factors affecting the implementation of Article XVIII of YES-O by-laws. Conceptual Framework Article XVIII Mandated Projects and Activities The Youth for Environment I Schools- Organization (YES-O) shall be required to implement, conduct or attend the following programs, projects and activities; namely, clean-up drives, waste management, segregation and recycling, awareness campaigns, symposia or training, nursery establishments, tree- planting activities, fun run and Youth for Environment Summer Camp. Vision The Youth for environment in Schools organization as n effective and respective school-based environmental organization linked with the other agencies/ institutions for conservation and preservation of natural resources towards sustainable development. Mission To preserve and conserve our natural resources through environmental awareness of the community resulting in their active involvement on environmentally related issues to achieve sustainable development and to protect mother nature. Chapter 2 Review of Related Literature and Studies The Department of Education (DepEd), the Commission on Higher Education (CHED), and the Technological Education and Skills Development Authority (TESDA), in coordination with OCD, the National Youth Commission (NYC), the Department of Science and Technology (DOST), the Department of Environment and Natural Resources (DENR), the DILG- BFP, the Department of Health (DOH), the Department of Social Welfare Development (DSWD), and other relevant agencies, shall integrate disaster risk reduction and management education in the school curricula of secondary and tertiary levels of education including the National Service Training Program (NSTP), whether private and public, including formal and non-formal, technical-vocational, indigenous learning and out-of-school youth congress and programs. (Sandra C. Velacruz,2011) It is important to put a prime on disaster risk reduction and management. When our systems are efficient, it increases and enhances human security. Republic Act No. 10121 also known as the Philippine Disaster Risk Reduction and Management (DRRM) of 2010 strengthens the Philippine disaster risk reduction and management framework, institutionalizes the National Disaster Risk Reduction and Management Council (NDRRM), and appropriate funds for the use of its implementers. It calls for the development of a framework that taps the different sectors, agencies, and communities that will address disaster risk reduction and management concerns. (Sandra C. Velacruz, 2011) The Department of Education (DepEd), in partnership with the Department of Environment and Natural Resources (DENR), establishes the Youth for Environment in Schools Organization (YES-O) as the only recognized co-curricular environment club or organization in the school with the main and primary programs or projects for the environment on ecology in the said organization. (DepEd, 2003) The Youth for Environment in Schools Organization (YES-O) is the youth arm of both Department of Education (DepEd) and the Department of Environment and Natural Resources (DENR) to heighten pupils and students’ participation and action towards environment protection and conservation at the school level. As a co-curricular organization, it shall implement programs, projects, and activities that address various environmental issues and concerns such as global warming, climate change adaptation, deforestation, watershed protection, disaster risk reduction, among others. (Yolanda S. Quijano, 2010) The Regional and Division Education Supervisors in Science, as Regional and Division coordinator respectively, shall lead, coordinate and monitor the conduct of activities pertinent to the Youth for Environment in Schools Organization in the respective areas of jurisdiction. The Science Department Head/ Coordinator and Teacher, herein designated as School –based Moderator respectively, shall lead operate the Youth for Environment in Schools Organization (YES-O) activities in the school level with the guidance of School Head/ Principal. (Edilberto C. De Jesus, 2003) In view of the increasing global concerns for environmental action against threats to mother earth and consequent need to consolidate all efforts in safeguarding, protecting, and conserving the environment, and pursuant to the Department of Education order No. 72, s. 2003 on the establishment of the Youth for Environment in Schools Organization (YES-O), the Department of Environment and Natural Resources (DENR) is announcing the Thrusts and Activities of the Youth for Environment in Schools Organization (YES-O). (Vilma L. Labrador, 2007) The Youth for Environment in Schools Organization (YES-O) on its partnership with concerned government and non- government organizations undertake tree planting and growing, awareness campaigns and symposia on Environmental Issues and Actions, Outreach programs, Waste management, Segregation, Recycling and Entrepreneurship programs, watershed Protectin and Conservation, Environmental/ Science Camps. (Vilma L. Labrador, 2007) The Youth for Environment in Schools Organization (YES-O) which is one of the Department of Education accredited organization helps to strengthens the government program concerning global warming, climate change, adaptation, reforestation, watershed protection, and disaster risk reduction. The Youth for Environment in Schools Organization (YES-O) is advised to conduct the activities in increasing global concerns for environmental action against threats to our planet in partnership with the government agencies such as the Department of Environment and Natural Resources (DENR) . Chapter 3 Methods of Research and Procedures Methods of Research The method of research used in the study is the descriptive method, specifically the content analysis. Content analysis focuses on the documentary materials that shall be analyzed. The documents to be analyzed are the year-end report or the accomplishment report of the Youth for Environment in Schools Organization (YES-O) for the school year 2010-2011. The programs, projects, and activities which were stated in Article XVIII: Mandated Projects and Activities of Youth for Environment in Schools Organization will be the basis for the analysis of the year-end report. The year-end report of the YES-O contains the projects, programs, and activities which were implemented in the school year 2010-2011. Method of Collecting Data and Development of the Research Instrument The researchers will conduct interviews with selected members and non-members of the YES-O and its officers in Bicol Regional Science High School. Interview Schedule will be the instrument to be used during the interview. This will include specific questions on how the YES-O implemented the mandated projects and activities which are stated in Article XVIII of the YES-O Constitution and By- Laws. Sampling Design The study will determine if the programs, projects, and activities stated in Article XVIII of the YES-O Constitution and By-laws for the school year 2010-2011 are implemented through analyzing their year-end report or accomplishment report. The organization has forty-three members, twenty of them will be chosen through random or lottery sampling. This type of probability sampling is used so that everyone in the population has equal chance of being selected to be included in the sample. Since the population has no differentiated levels or classes, pure random sampling is used. The researchers will conduct three separate random samplings for the YES-O members and non- members. The size of the population for the YES-O members is forty- three (43) and the study population is twenty (20). For the non-members of YES-O, the size of population is one hundred thirty- one (131) and the study population will also be twenty (20) and for the officers, the study population is seven (7). Statistical Treatment The researchers conducted an interview with the members, non-members, and officers of the Youth for Environment in Schools- Organization (YES-O). With this, the researchers will use tables and other graphical forms for the interpretation of data as statistical treatment. Interview Schedule 1. Are you aware of the mission and vision of the YES-O? ____ Yes ____ No If yes, what do you think are the mission and vision of the YES-O? 2. What are the projects, programs and activities conducted or implemented by the YES-O that you are aware of? 3. How satisfied are you with the programs and activities of the YES-O for the school year 2010-2011? ___ Very satisfied ___ Satisfied ___ Poorly satisfied ___ Not satisfied 4. Do you think the projects, programs and activities implemented by the YES-O in the school year 2010-2011 would benefit the students, teachers, the school, and other organizations? ___ Yes ___ No 5. What do you think are the benefits of the students, teachers, the school, and other organizations from the implementation of the projects, programs, and activities by the YES-O? 6. What do you think are the factors affecting the implementation of the programs, projects, and activities of the YES-O? Chapter 4 Results and Discussions The study shows the implementation of Article XVIII: Mandated Projects, Programs and Activities of Youth for Environment in Schools Organization in the school year 2010-2011. The researchers had conducted interviews with the members, non-members and officers of the Youth for Environment in Schools Organization to determine if the programs, activities, and projects were implemented throughout the school year 2010-2011. The tables below show the results of the interviews: The interview shows that among the twenty selected members of the YES-O, three are aware of the mission and vision, while seventeen of them are not. On the other hand, four of the twenty non-members are aware of the mission and vision, and sixteen of them are otherwise. Ninety-five percent of the YES-O and non-YES-O members convey that the students, teachers, school and other organizations can be benefitted by the projects, programs, and activities implemented by the YES-O while 5% of the said that there is no benefit. On the other hand, 100% of the YES-O officers say that the students, teachers, school and other organizations can be benefitted by the projects, programs, and activities implemented by the YES-O. From the interviews with the YES-O and non-YES-O members, and the officers of the organization, environmental awareness is the most identified benefit with 15 responses from the members, eight responses from the non-members, and three from the officers. The budget for the projects of the YES-O has the highest number of responses from the members, non-members and officers, with 14, nine and five, respectively. Five YES-O officers also cited the factor of time and schedule. Article XVIII: Mandated Projects and Activities includes clean-up drives, waste management, segregation and recycling, awareness campaigns, symposia or training, nursery establishments, tree-planting activities, fun runs, and the Youth for Science and Technology Environment Camp (YSTEC). In the YES-O accomplishment report for school year 2010-2011, all projects and activities stated in article XVIII are included, except for the waste management, segregation and recycling and nursery establishments. The interview results show that the students are all aware of all the projects and activities stated in article XVIII. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary The main purpose of the study is to determine if the projects, programs and activities held by the YES-O is in accordance to Article XVIII: Mandated Projects and Activities of the constitution and by-laws of the YES-O. The method of research used is the descriptive method, specifically the content analysis. Based from the results of the interviews, all the activities stated in Article XVIII, except for waste management, segregation, recycling and nursery establishment are implemented. Conclusion With reference to the results gathered, it can be concluded that the clean-up drives, awareness campaigns, symposia or training, nursery establishment, tree-planting activities, fun run, and Youth for Environment Summer Camp stated in Article XVIII: Mandated Projects and Activities are implemented by the YES-O school year 2010-2011, while the waste management, segregation and recycling and nursery establishment are not implemented based on their constitution and by-laws. Recommendations The researchers recommend that researches on future YES-O year-end reports be conducted in order to strengthen the foundation of this study. The researchers further recommend conducting studies to answer why most students are not aware of the mission and vision of YES-O.

Writing reflection of the story called The poor man

Writing reflection of the story called The poor man Name: „ Ã‚ ¡Ã‚ ºÃ‚ ·ng Th ¡Ã‚ »Ã‚‹ Qu ¡Ã‚ »Ã‚ ³nh TrangClass: 13E4WRITING REFLECTION 1I was impressed by the story in the English class last week which was called "The poor farmer". In this reflection, I want to give a brief summary of the story based on my remembrance from last lesson.The story reflected the persistence of a farmer in asking Jade Emperor for the answers to the questions that he, a carp and a tree could not come up with. The three questions were why the farmer could not escape the poverty, why the carp could not turn into a dragon and why the tree could not bear fruits despite their hard effort. After a long and hard journey, in a dream, he met Jade Emperor and had a chance to ask the Emperor only two questions. Eventually, he decided to sacrifice his own question. Given the answers to their questions, the tree and the carp were very happy and expressed their gratitude towards the farmer by giving him a pearl and a chunk of treasure which were, according to the Emperor, the obstacles that prevented them from achieving what they wanted.English: ploughingSince then, the farmer had had his dream of being wealthy come true.The messages delivered in the story required us to think deeply in order to fully understand as they do not appear in the spoken words themselves. The first thing I learned from this story was the necessary, good qualities to achieve what we desire, which were mostly possessed by the farmer. Obviously, this man was so ambitious. He had an ambition of becoming rich and determinedly sought for the reason why he was still poor no matter how hard he worked. In his longest and hardest journey imaginable, the journey to the heaven, he appeared to be...

Definition and Examples of Copyediting in English

Definition and Examples of Copyediting in English Copyediting is the process of correcting errors in a text and making it conform to an editorial style (also called house style), which includes spelling, capitalization, and punctuation. A person who prepares a text for publication by performing these tasks is called a copy editor (or in Britain, a sub editor). Alternate Spellings:  copy editing, copy-editing Aims and Kinds of Copyediting The main aims of copy-editing are to remove any obstacles between the reader and what the author wants to convey and to find and solve any problems before the book goes to the typesetter, so that production can go ahead without interruption or unnecessary expense. . . . There are various kinds of editing.   Substantive editing  aims to improve the overall coverage and presentation of a piece of writing, its content, scope,  level  and organization. . . .Detailed editing for sense  is concerned with whether each section expresses the authors meaning clearly, without gaps and contradictions.Checking for consistency  is a mechanical but important task. . . . It involves checking such things as spelling and the use of single or double quotes, either according to a house style or according to the authors own style. . . .Copy-editing usually consists of 2 and 3, plus 4 below.Clear presentation of the material for the typesetter  involves making sure that it is complete and that all the parts are clearly identified. (Judith Butcher, Caroline Drake, and Maureen Leach, Butchers Copy-editing: The Cambridge Handbook for Editors, Copy-editors and Proofreaders. Cambridge University Press, 2006) How Its Spelled Copyeditor and copyediting have a curious history. Random House is my authority for using the one-word form. But Websters agrees with Oxford on copy editor, although Websters favors copyedit as a verb. They both sanction copyreader and copywriter, with verbs to match. (Elsie Myers Stainton, The Fine Art of Copyediting. Columbia University Press, 2002) The Work of Copy Editors Copy editors are the final gatekeepers before an article reaches you, the reader. To start with, they want to be sure that the spelling and grammar are correct, following our [New York Times] stylebook, of course. . . . They have great instincts for sniffing out suspicious or incorrect facts or things that just dont make sense in context. They are also our final line of protection against libel, unfairness and imbalance in an article. If they stumble over anything, theyre going to work with the writer or the assigning editor (we call them backfield editors) to make adjustments so you dont stumble. That often involves intensive substantive work on an article. In addition, copy editors write the headlines, captions and other display elements for the articles, edit the article for the space available to it (that usually means trims, for the printed paper) and read the proofs of the printed pages in case something slipped by. (Merrill Perlman, Talk to the Newsroom. The New York Times, Ma r. 6, 2007) Julian Barnes on the Style Police For five years in the 1990s, British novelist and essayist  Julian Barnes  served as the London correspondent for  Ã¢â‚¬â€¹The New Yorker magazine. In the preface to  Letters From London, Barnes describes how his essays were meticulously clipped and styled by editors and fact-checkers at the magazine. Here he reports on the activities of the anonymous  copy editors, whom he calls  the style police. Writing for  The New Yorker  means, famously, being edited by  The New Yorker: an immensely civilized, attentive and beneficial process which tends to drive you crazy. It begins with the department known, not always affectionately, as the style police. These are the stern puritans who look at one of your sentences and instead of seeing, as you do, a joyful fusion of truth, beauty, rhythm, and wit, discover only a doltish wreckage of capsized grammar. Silently, they do their best to protect you from yourself. You emit muted gargles of protest and attempt to restore your original text. A new set of proofs arrives, and occasionally you will have been graciously permitted a single laxity; but if so, you will also find that a further grammatical delinquency has been corrected. The fact that you never get to talk to the style police, while they retain the power of intervention in your text at any time, makes them seem the more menacing. I used to imagine them sitting in their office with nightsticks and manacles dangling from the walls, swapping satirical and unforgiving opinions of  New Yorker  writers. Guess how many infinitives that Limeys split  this  time? Actually, they are less unbending than I make them sound, and even acknowledge how useful it may be to occasionally split an infinitive. My own particular weakness is a refusal to learn the difference between  which  and  that. I know theres some rule, to do with individuality versus category or something, but I have my ow n rule, which goes like this (or should it be that goes like this?dont ask me): if youve already got a  that  doing business in the vicinity, use  which  instead. I dont think I ever converted the style police to this working principle. (Julian Barnes, Letters From London. Vintage, 1995)   The Decline of Copyediting The brutal fact is that American newspapers, coping with drastically shrinking revenue, have drastically reduced the levels of editing, with a concomitant increase in errors, slipshod writing, and other defects. Copy editing, in particular, was seen at the corporate level as a cost center, an expensive frill, money wasted on people obsessing with commas. Copy desk staffs have been decimated, more than once, or eliminated outright with the work transferred to distant hubs, where, unlike Cheers, nobody knows your name. (John McIntyre, Gag Me With a Copy Editor. The Baltimore Sun, January 9, 2012)

Changing In The Role Of Management Accountant Accounting Essay

Changing In The Role Of Management Accountant Accounting Essay Abstract This essay gives an overview of the changing role of management accountant and the management accounting practices. An idea of how these changes were developed and the factors behind the changes what were the reasons for implementing the changes, what were the main drivers and to what extent these changes are now being practice in the real business world? Introduction Over the few decades- many writers have pointed to the work of Johnson and Kaplan (1987) as an organ in this respect that there has been a shift in the expectation of management accountant. This essay is a brief overview of why, how, and to what extent there has been a change in the role of management accountant over the last three decades. In the past decades business environment has changed significantly, this is mainly because of the changes in technology and ever growing demands of business managers all around the globe. These changes have brought a significant level of change in economical factors of busi ness world and management accounting is no exception. And with these changes management accounting as a whole is effected, it has brought changes in accounting system and techniques and has been subject to various debates as to bring changes in the function of accounting. Nevertheless, there have been mainly two types of development: adoption of new tools and techniques which enhances accounting practice, and on the other hand change in the role of management accountant, which is towards acting more in decision making and advisory rather than solely focusing on providing information. In the following sections this essay will give a brief idea of the main reason behind the changes and how these changes effected the management accounting practices and to what extent these changes are adapted by the accounting sector. Reasons for the changes The ever changing environmental and technological factors has affected the global economy in past few decades, and accounting and finance is a key player in running any economy. And as being a major factor in running any economy accounting practices has suffered significantly. But the focus in this essay is on management accounting and its practitioner and why, how and to what extent there has been a change in their practice. Laboring under the shadow of financial reporting, auditing and taxation, on number of occasion’s management accounting has escaped the spotlight of critics. Often management accounting and the role of management accountant is relegated to the lower crust of accounting, and was limited to the role of organizational book keeping and budgeting and sometimes only to the extent of obligatory university or professional body courses. But if we look in this matter from historical point of view management accounting was and to some extent still considered as a dull profession. We can say that due to globalization of markets which have increased competition, and now markets are more volatile, where reaction time is very little for companies to act. Advancement in information and production technologies, which have reduce the time of information processing by accounting specialist and has enabled other organizational staff to take up tasks by themselves which were previously labeled for accountants.   [ i ]

Tanning Salons Essay Example | Topics and Well Written Essays - 1250 words

Tanning Salons - Essay Example As we become increasingly aware of the benefits associated with regular exposure to sunlight and of the importance of managing the risks that can be associated with sunburn and overexposure, more people are turning to indoor tanning facilities to help attain their tans in a controlled environment scientifically designed to minimize the risk of sunburn." (Tanning Truth). Tanning is divided into two groups, indoor tanning and outdoor tanning. As the name suggests, indoor tanning is done indoors in a tanning salon using different artificial methods to tan your skin. Outdoor tanning is when you expose your skin to the sun where your skin tans by exposure to natural rays of the sun which contain Ultraviolet rays which tan your skin. Naturally tanning your skin by exposure in the sun takes time and requires a lot of patience. While a tanning salon is a fast and easy way of tanning your skin. Tanning salons use different ways of skin tanning. It is a known fact that Ultraviolet rays have many harmful effects, like causing skin cancer, skin wrinkles, and skin burns. Tanning salons therefore moderate the way your skin is tanned. For example, the amount of time you spend in a tanning salon on the different ways of tanning is monitored. Indoor tanning in a tanning salon is considered and also called Smart Tanning. ... People are also taught on how their skin reacts to sunlight. It is safe to opt for tanning in a professional tanning salon today because the government regulates indoor tanning in Canada and the United States. In the United States of America, the exposure time for every tanning session is established by a schedule which is present on every piece of equipment, this takes the tanners skin type and the machines intensity to deliver sunlight, which is designed to minimize the risk of sunburns. This kind of controlled tanning is impossible in natural sunlight, where seasonality, weather conditions, altitude and time of the day make outdoor tanning very random and prevention of sunburns difficult. Studies have shown that people who opt for indoor tanning at a tanning salon are less like to harm their skin through tanning than people who opt for outdoor tanning. Tanning salons also teach their customer how to avoid sunburns and protect their skin when exposed to natural sunlight outdoors. It is important to know that while tanning, like in all other things you do in life, it is best to go the moderate way, so you can protect your body from any harmful affects of tanning in natural sunlight or at a tanning salon. There are different ways in which you can tan your skin artificially in a tanning salon. Tanning salons have different methods like, a tan booth, the famous tanning bed, tanning lotions and oils, tanning goggles, tanning pills, and sunless tanning. All these methods require professional guidance from a tanning salon. The most famous and popular way of tanning your skin at a tanning salon is the tanning bed. Tanning beds are light fittings that you lie down on to get your tan. These light emit Ultraviolet

Should the alcohol drinking age be increased or decreased Essay

Should the alcohol drinking age be increased or decreased - Essay Example In the modern world it is quite observant that teenagers consume more alcohol compared to an adult. There are strict laws in place regarding consumption of alcohol before attaining a minimum age still most of the college students have made consumption of alcohol a new trend in the society. Many people argue in favor of consumption of alcohol after attaining a certain age but the dangerous effects of alcohol consumption is significant. Alcohol consumption is highly dangerous for teenagers as well as adults because consumption of alcohol increases the flow of blood from the heart to other parts of the body (Johnston 5). Due to increase in blood circulation the pulse rate goes high and people become more exited compared to normal state. The high circulation in blood also results in extraction of other body hormones resulting in abnormal secretion of hormone. Excessive drinking results in high blood pressure and it can be dangerous for a person’s health if blood pressure always remains at a high state. High blood pressure can cause several neurological diseases. Due to high flow of blood in the brain and other parts of body the brain starts behaving abnormally. This abnormality reflects in a person’s behavioral characteristics. If a person consumes more alcohol he/she starts losing out control of anger. Adults who consume alcohol on a regular basis should remember that alcohol can cause serious health p roblems if consumed at a large scale. Teenagers attaining age 16 or above mostly have a tendency to consume alcohol with friends in unsafe places. Alcohol has many disastrous effects starting from stomach infection to kidney and liver failure. Alcohol is available in different compositions in market today. They are some medicinal effects of alcohol especially in case of heart problems. Since alcohol has a tendency to increase the flow of blood hence it can be used for proper blood circulations at times. However doctors strictly mention that

Discuss the classification of the leukaemias and how this can be used Essay

Discuss the classification of the leukaemias and how this can be used to help treat this group of disorders. Use specific types - Essay Example After they immigrate into the peripheral blood, through circulation, they infiltrate into other tissues (Wu, 2010). There are several types of leukemia and based on the lineage of cell that is involved, they can be classified as lymphocytic or myeloid. They can further classified as acute or chronic based on the natural history of the disease. Thus, there are basically, four common types of leukemia and they are (Wu, 2010): 1. Acute lymphocytic (or lymphoblastic) leukemia (ALL) 2. Acute myeloid (or myelogenous) leukemia (AML) 3. Chronic lymphocytic (or lymphoblastic) leukemia (CLL) 4. Chronic myeloid (or myelogenous) leukemia (CML) This classification of leukemias is very important from treatment point of view, because; presentation, treatment and prognosis for each group is different. Acute leukemias: ALL and AML ALL and AML share many clinical features and hence they are discussed under the same heading. The presentation of these leukemias is abrupt and within 3 months of onset of malignant changes in the bone marrow and lymphoid tissue. Clinical features of these leukemias is mainly related to malfunctioning of the malignant cells, pancytopenia and leukostasis. Leukostasis is a condition in which the microcirculation in the tissues can get occluded by leukemic blast cells. It mainly occurs when the blast cells counts exceed 100 x 109 per liter.. Decrease in red blood cell counts leads to anemia which manifests as pallor, dysnea on mild exertion and easy fatiguibility. When there is thrombocytopenia or decreased number of circulating platelets, the patient presents as easy bruisability, petechiae and excessive bleeding. More often than not, bleeding is seen from oral mucosa, especially gums and gastrointestinal bleeding. The latter manifests as hematochezia, malena or hematemesis. In girls who are menstruating severe blood loss can occur. When coagulation defects are also concomitant, bleeding is severe warranting hospitalization and blood transfusion. Sponta neous bleeding can also occur in the lungs, central nervous system and other organs. Decrease in the macrophage and granulocyte count can cause increased risk of infection,, especially of the perirectal tissues, skin, gingival tissue, gastrointestinal tract, urinary tract and lungs. Pathogens which frequently contribute to infections in these patients are gram positive cocci, gram negative bacilli and candida species (Wiernik, 2003). Infiltration of lymphnodes, liver and spleen by leukemic cells leads to lymphadenopathy, hepatomegaly and splenomegaly. Organ infiltration is seen more commonly in ALL than in AML. In advanced stages, even other organs can also get infiltrated wtih malignant cells leading to abdominal fullness, nausea, early satiety and loss of appetite. In those with T-cell variant ALL, anterior abdominal mass can be there. Testicular involvement can also occur in ALL. Soft tissue masses of leukemic cells, also known as chloromas can occur in any location in the body. More than 50 percent of patients with acute leukemia present with bone tenderness due to expanding malignant cell mass. Enlargement of the lymph nodes near ureters can cause ureteric obstruction. Other complications include pyelonephritis, nephropathy and renal hemorrhage. Infiltration of leukemic cells into the subarachnoid space may present as leukemic

Importance of psychology in nursing and how gender plays a role Dissertation

Importance of psychology in nursing and how gender plays a role - Dissertation Example With its over-arching knowledge and general applicability to various discourses, psychology has been successful in having an impact on the profession of nursing as well. The profession of nursing entails, â€Å"the use of clinical judgment in the provision of care to enable people to improve, maintain, or recover health, to cope with health problems and to achieve the best possible quality of life whatever their disease or disability until death† (Glasper & Richardson, pp. 95, 2006). As obvious from this definition, nursing is inevitably related to psychology and its inferences since it does not only deal with humans (patients) but also has a critical impact on how nurses deal with different patients, as well as on the element of care and strategies that focus on the stimulation of quicker recovery. Thus, in all aspects, psychology and nursing are highly interrelated with one affecting the performance of the other. However, there is more to it than just the element of care and its psychological underlying themes. What is particularly interesting, especially in the light of modern advancements in career planning and professional motivations is the issue of gender in nursing. Recently, what was considered to be only women’s profession, first of prostitutes and nuns and later on, by the virtue of Florence Nightingale, of decent educated and cultures young women, is now profession of young men. In specific, there has been a significant rise in number of male nurses in the past decade globally. Interesting to note; however, are the differences and similarities between these trends and behaviors of caring and treating the patients by male and female nurses individually (Miers, 2000). In this regard, this paper will attempt to discover these differences and trends and identify response patterns particular to each of them. Brief analysis of the literature indicated research of Kalisch & Kalisch (1987) who put efforts to explore change in the image of nurs ing profession all along the passage of time. In specific, concise description of their hypothesis is that perception of the female nurse as Angel of Mary in late 19th century evolved into that of Girl Friday prevalent in 1920’s. Subsequently, during World War II, the nurses played the role of Heroines followed by their image as Wives and Mothers in 1950’s and from mid 1960’s until 1980’s, they confronted their perception as sex objects (Kalisch & Kalisch, 1987). However, since after 1980s, the image of female nurses has changed radically. Nowadays, society look at the nurses as middle-aged, Caucasian, overworked and female representatives of the society. In addition, one can come across many reasons to evaluate how the femininity in the perception of nursing has accentuated. Specifically, nursing came about as a popular profession for women who wanted to step outside their homes and work. Therefore, since the very beginning, society perceived it as a fem inine profession. Several other researchers (Miers, 2000) noted that during the World Wars, this gender divide became all the more visible as the women took up the care-giving role and supported their male counterparts who went and fought in the battle. On the other hand, men were also discouraged as they confront rejection while acquiring admission in nursing schools.

Risk management Case Study Example | Topics and Well Written Essays - 750 words - 1

Risk management - Case Study Example The second part involves the liability insurance on liability related risks. It must be noted that liability insurance is meant to offer protection to a third party should there be any claim. The family can insure their dogs. That can certainly be under pet insurance from Progressive Insurance. That is because one of their dogs has been reported to be engaged in biting people. That can lead to a huge loss if the family is not careful. For that reason, taking an insurance cover for the two dogs is important in case of any accidents especially because they have allowed students of Perdue school to be passing by their fence. That even makes it more dangerous. On the other hand, the family may decide to enclose their yard and garden by fencing and prohibiting students from passing over the yard. That also possesses the family in danger of theft related cases. Jane is also working in a manufacturing plant and therefore needs to be covered under the company’s public liability insura nce due to accidents, injuries, death at work and many others. Jane may also insure her businesses against losses especially because the business is seasonal and sometimes funds are not available. Home related risk in the third part involves insuring the house. Homes are insured under the home insurance. The house though very old can still be insured. Progressive Insurance company offers certain categories depending on the perils. Jane can contribute an average annual insurance at $1,163 and monthly contributions at $96.92. That will be cheap while considering that her business is cyclic. Jane will be required to pay a $5000 deductible monthly insurance against flood. The maximum amount payable is $250,000 for house allowance. In future Jane would wish to move out of the old house since it has high risks rates that lead to high deductible amount. Jane would also be needed to insure his

Discuss the classification of the leukaemias and how this can be used Essay

Discuss the classification of the leukaemias and how this can be used to help treat this group of disorders. Use specific types - Essay Example After they immigrate into the peripheral blood, through circulation, they infiltrate into other tissues (Wu, 2010). There are several types of leukemia and based on the lineage of cell that is involved, they can be classified as lymphocytic or myeloid. They can further classified as acute or chronic based on the natural history of the disease. Thus, there are basically, four common types of leukemia and they are (Wu, 2010): 1. Acute lymphocytic (or lymphoblastic) leukemia (ALL) 2. Acute myeloid (or myelogenous) leukemia (AML) 3. Chronic lymphocytic (or lymphoblastic) leukemia (CLL) 4. Chronic myeloid (or myelogenous) leukemia (CML) This classification of leukemias is very important from treatment point of view, because; presentation, treatment and prognosis for each group is different. Acute leukemias: ALL and AML ALL and AML share many clinical features and hence they are discussed under the same heading. The presentation of these leukemias is abrupt and within 3 months of onset of malignant changes in the bone marrow and lymphoid tissue. Clinical features of these leukemias is mainly related to malfunctioning of the malignant cells, pancytopenia and leukostasis. Leukostasis is a condition in which the microcirculation in the tissues can get occluded by leukemic blast cells. It mainly occurs when the blast cells counts exceed 100 x 109 per liter.. Decrease in red blood cell counts leads to anemia which manifests as pallor, dysnea on mild exertion and easy fatiguibility. When there is thrombocytopenia or decreased number of circulating platelets, the patient presents as easy bruisability, petechiae and excessive bleeding. More often than not, bleeding is seen from oral mucosa, especially gums and gastrointestinal bleeding. The latter manifests as hematochezia, malena or hematemesis. In girls who are menstruating severe blood loss can occur. When coagulation defects are also concomitant, bleeding is severe warranting hospitalization and blood transfusion. Sponta neous bleeding can also occur in the lungs, central nervous system and other organs. Decrease in the macrophage and granulocyte count can cause increased risk of infection,, especially of the perirectal tissues, skin, gingival tissue, gastrointestinal tract, urinary tract and lungs. Pathogens which frequently contribute to infections in these patients are gram positive cocci, gram negative bacilli and candida species (Wiernik, 2003). Infiltration of lymphnodes, liver and spleen by leukemic cells leads to lymphadenopathy, hepatomegaly and splenomegaly. Organ infiltration is seen more commonly in ALL than in AML. In advanced stages, even other organs can also get infiltrated wtih malignant cells leading to abdominal fullness, nausea, early satiety and loss of appetite. In those with T-cell variant ALL, anterior abdominal mass can be there. Testicular involvement can also occur in ALL. Soft tissue masses of leukemic cells, also known as chloromas can occur in any location in the body. More than 50 percent of patients with acute leukemia present with bone tenderness due to expanding malignant cell mass. Enlargement of the lymph nodes near ureters can cause ureteric obstruction. Other complications include pyelonephritis, nephropathy and renal hemorrhage. Infiltration of leukemic cells into the subarachnoid space may present as leukemic

Risk management Case Study Example | Topics and Well Written Essays - 750 words - 1

Risk management - Case Study Example The second part involves the liability insurance on liability related risks. It must be noted that liability insurance is meant to offer protection to a third party should there be any claim. The family can insure their dogs. That can certainly be under pet insurance from Progressive Insurance. That is because one of their dogs has been reported to be engaged in biting people. That can lead to a huge loss if the family is not careful. For that reason, taking an insurance cover for the two dogs is important in case of any accidents especially because they have allowed students of Perdue school to be passing by their fence. That even makes it more dangerous. On the other hand, the family may decide to enclose their yard and garden by fencing and prohibiting students from passing over the yard. That also possesses the family in danger of theft related cases. Jane is also working in a manufacturing plant and therefore needs to be covered under the company’s public liability insura nce due to accidents, injuries, death at work and many others. Jane may also insure her businesses against losses especially because the business is seasonal and sometimes funds are not available. Home related risk in the third part involves insuring the house. Homes are insured under the home insurance. The house though very old can still be insured. Progressive Insurance company offers certain categories depending on the perils. Jane can contribute an average annual insurance at $1,163 and monthly contributions at $96.92. That will be cheap while considering that her business is cyclic. Jane will be required to pay a $5000 deductible monthly insurance against flood. The maximum amount payable is $250,000 for house allowance. In future Jane would wish to move out of the old house since it has high risks rates that lead to high deductible amount. Jane would also be needed to insure his

Patents And Trademarks Essay Example for Free

Patents And Trademarks Essay 1. What are the types of patents? There are basically three (3) types of patents that an individual can apply for.   The first type is called the Utility Patent.   This type of patent is given to any person who is able to invent or discover any novel and useful process, machine, and manufactured article or matter composition.   It also includes any new and useful improvement of such.   The second type of patent is the design patent.   This patent is given to anyone who is able to create an original and novel ornamental design for any manufactured article.    The third type of patent is the plant patent, which is given to anyone who invents or discovers any distinct new variety of plant. 2. How long does the patent review process take? The patent review process is handled by the United States Patent and Trademark Office.   It is tasked with the review and examination of patent applications.   It usually takes a period of 18 months from the time of filing before the patent is approved.   There is also an accelerated patent application examination process that allows the USPTO to advance an application due to special reasons and circumstances. 3. What is the so-called Madrid Protocol concerning the international registration of marks? The Madrid Agreement and Protocol is a procedure by which any state that is a party to the Paris Convention for the Protection of Industrial Property may invoke the international protection that is given to the patent.   Trademark and patent owners may now avail of international protection over their intellectual property rights without the need for filing a separate application in a foreign country.   Being a signatory to any of the agreements entitles the citizens of the signatory country to seek the intellectual property protection of any of the party states to the agreement.

The Good Governance In Public Sectors Politics Essay

The Good Governance In Public Sectors Politics Essay Principles of good governance in the public sector are very important because it builds a relationship with people in the community. These principles are based on support, respect, communication, fairness, predictability and competence. The first section of this essay will discuss all of them in detail because they all lead into each other. Support is a good principle because if you do not support the public they could turn on you and put someone else in power that will support them and listen to their needs. Support helps build confidence in the public sector by giving the people what they need and want. If the people are happy with you, you will gain their respect, which leads to my next point. Respect begets respect because without it, you could be put out of power, but if you respect the public, the public will respect you and the decisions you have made. You could also get ideas from the public if you listen to and respect their input, which helps you tend to their needs and wants. This could also help you in staying in power for a longer period because you are communicating with the public, which brings in my next point communication. Communication is the interaction of people, who create meaningful interaction together as a team. This is very important in the public sector because you need to communicate with th e public and receive feedback from them before you can make decisions on any matter. The reason for this is so you can make the right decisions. In this way, the communities are happy and know that they are being treated fairly. Fairness is my next point. Fairness is important because you have to treat everyone equally. You do this because it is right to give everybody an equal say in what is happening because they are the ones who have to live with the choices made. Furthermore, if the community gives an idea that you use, give the community the credit and recognition that they deserve. In this way, the community will say that you are fair in your decision-making processes. So, always consider what everyone has to say and be fair to all of them by giving everyone a fair chance. My next point is predictability. Predictability means that you know what someone is going to do before thy do it. In the public sector, it is good because if you know what problems are going to arise, you ca n have an effective plan to deal with the problem before it becomes severe. You can predict what the peoples needs and wants are and supply it to them without wasting any time. This leads into my final topic, which is competence. Competence is the ability to do something very well. It is important because you have to know what you need to do for your job and you need to do it right. If you are competent, the community will see that you know what you are doing and they will trust you and the decisions that you make because they will believe that you have their best interests at heart. There are three separations of powers in the government. They are legislative authority, executive authority and judicial authority. They all have different responsibilities and duties to the public and this section will discuss all of them. To start, legislative authority is going to be discussed. The legislative authority in a democratic society is responsible for the orderly conduct of that society. Legislative authority plays a leading role in the process of state administration, by means of the law of the country and the budget of the rising expenditure and revenue. Parliament is the legislative authority of South Africa. Therefore, the legislative authority has the power to create laws for the country in accordance with the Constitution. It consists of the National Assembly, the National Council of provinces and sittings are open to the public. These laws apply only in the boundaries of the province. The following are some of the functional domains with regard to which the prov inces can make laws: agriculture, environment and local government. The legislative authority at local government level is vested in the municipal council which has the power to make bylaws. Such bylaws may not be inconsistent with the provisions of the Constitution. (Van der Waldt and Du Toit, 1999:146) This ends legislative authority and continues with judicial authority. Judicial authorities main goal is to guarantee the rights and freedoms of the individual and to preserve the sovereignty of the lawà ¢Ã¢â€š ¬Ã‚ ¦Judicial authority of the Republic vests in the courts. The judiciary is independent, impartial and subject only to the Constitutions and the law. No person and no organ of state may interfere with judicial officers in the performance of their functions. (Van der Waldt and Du Toit, 1999:147) The judicial authority of the Republic vests in the courts, the Constitutional Court, Supreme Court, the Magistrates Court and other courts. The judicial authority has the power to give more rights to the people. Some of the rights they gave are the right to life, the right to human dignity, the right to privacy and many more. Judicial authority has a definite influence on the Public Protector. The executive authority is the next and final power. The executive authority consists of a variety of public executive institutions established by some law or government decision and which are financial either wholly or partly from state funds. These executive institutions are referred to as the public service. The public has to execute the laws of the country and function as part of the public sector. (Van der Waldt and Du Toit, 1999:153) All the powers are different and the have there own goal in mind but all are linked to one greater goal and that is to make South Africa a better place. Every government institution makes an indispensable contribution to the ultimate goal of the state, namely the advancement of the general welfare of society. For this reason, there is a relationship of interdependence between the respective government structures and institutions. This relationship of interdependence implies interaction between the respective government structures and institutions. (Van der Waldt and Du Toit, 1999:161) Coordination and liaison between the respective authorities and executive institutions, is of great importance. To date, a number of intergovernmental structures have been told to promote and facilitate co-operative government and intergovernmental relations between the respective spheres of government. (Van der Waldt and Du Toit, 1999:162) These include an Intergovernmental Forum (IGF), Ministerial Forums, Intergovernmental Forums and the Department of Constitutional Development. Approaches to governmental relations are Constitutional or legal approach , Democratic approach, Financial approach and Normative operational approach. Vertical intergovernmental relations can be divided into three. They are relations between the central government and provincial governments, relations between the central government and local governments and relations between the provincial government and local governments. Horizontal relations between government institutions refer to relations between institutions at the same level, and they are particularly important for public managers. At local government level, horizontal relations take place mainly through, among others things, municipal associations and cooperation agreements. (Van der Waldt and Du Toit, 1999:164) Extra-governmental relations are relations between government institutions and external institutions. (Van der Waldt and Du Toit, 1999:164) The categories of relations that can be distinguished are social, politics, economics and institutional. There are four factors that may influence go vernmental relations, they are organisation of government institutions, decentralisation, fiscal and financial variables and personnel and human resources problems. Public versus private management. The differences and similarities. Private businesses are run for a profit and public institutions are not, but they are run for the general welfare. In the private sector, the various businesses compete with one another but the public institutions are basically monoplies. Private businesses can become involved in any activity not prohibited by legislations, while public institutions may only carry out functions or exercise competencies expressly delegated to them by the laws of our country. The nature and scope of services or products provided by the public sector are smaller in extent than those provided by government institutions. The transactions of private institutions usually known only to the owner or shareholder and are not divulged to the public while the actions of public institutions should always take place in the open.(Southern Business School, 2007:73) The differences are that legislation plays a prominent role; it is financed by the pub lic funds and is not non profit-oriented; it is directed by politics; accountability to the public is of prime importance; the focus in the public sector; the principles of public administration plays an important role and the method of allocating functions in the public sector is frequently based more on political considerations that on pure efficiency. The similarities are both comprise people and fixed personnel regulations are therefore required, work programmes methods and systems are the same, organisational arrangements and structures for providing time and staff functions delegation of authority coordination and communication are more or less the same, management principals, techniques, functions and skills are generic to both sectors, both follow standard accounting principals and control measures are applicable to both to ensure that predetermined objectives are achieved. Those are the differences and similarities of public and private management. Although there is a broad spectrum of disciplines which can be involved with considerable success. We will focus only on those disciplines that seem more approachable. They are Political Science, Economics, Developmental Administration/ Management, Etnology, Management Science and Sociology. Political Science can be defined as the scientific study of politics. Fields and subfields of Political Science include political theory and philosophy, national political systems, international politics, public administration, political institutions and political behaviour. (Van der Waldt and Du Toit, 1999:61) Political Science studies the public or government sector in terms of its political context, as opposed to Public Administration, which concentrates on the internal functioning of executive government institutions (Cloete, 1986 in Van der Waldt and Du Toit, 1999:61). Economics studies individuals as economic entities and their behaviour in economic affairs that is how they use scarce resou rces (Cloete, 1986, in Van der Waldt and Du Toit, 1999:61). According to Cloete, Public Administration and Economics are inextricably linked. Development Administration developed as a specialised field of study from Public Administration. (Van der Waldt and Du Toit, 1999:61) Public Administration may well be concerned with the overall improvement of living standards. It implies development but a need nonetheless exists for a discipline specialising developmental principles and morals. Ethnology aims at creating a better understanding of developing communities. In this way, insight is gained into the way of life and institutions of different racial groups, including the way in which they conduct their public affairs. (Cloete, 1986 in Van der Waldt and Du Toit, 1999:61) According to Cronje, Neuland and van Reenen (1987 in Van der Waldt and Du Toit, 1999:62), management science studies private enterptises in the search for ways to improve their functioning. Sociology involves the study of numerous institutions and other phenomence encountered in human society. (Cloete, 1986 in Van der Waldt and Du Toit, 1999:62) There are various disciplines in Public Administration and new theories and approaches develop as a result of the interaction between academics and practitioners who study and practice the individual disciplines. Successful management of an institution is closely related to the way people are managed in that institution and it is important that managers understand the individuals in the institution. A manager has to be a psychologist, sociologist, anthropologist and political scientist all at the same time to understand and motivate your employees. There are three guidelines a manager needs to follow. They are guidelines from the body politic, guidelines from community values and prescribed guidelines. Guidelines from the body politic includes political supremacy which is ministers are the political head of public institutions and therefore have authority over the actions of officials, public accountability which includes the public responsibility of the legislative judicial an executive authorities with regard to service delivery and conduct which is in the public interest and tenets of democracy which implies that those who govern must not abuse the power vested in them in their personal in terest or in the interest of one population group only and that deliberations and consultations with the community must take place. Guidelines from communities values include religious doctrines and values systems, fairness and reasonableness, balanced decision-making, thoroughness, probity and honesty, and efficiency and effectiveness. Prescribed guidelines includes legal rules which is every action of a public official must be within the limits of enabling provisions of Acts and regulations, fundamental rights which are binding on all legislative and executive organs of state at all levels of government and it provide for equality, the right to life and respect for protection of dignity, Code of ethics or conduct which specialist unit within the public sector has a set of guidelines governing conduct, the conduct usually do not have any legal authority, but are simply guidelines that have been formed over time, right to information held by the state which is provided in terms of s ection 32 of the Constitution is also important with regard to internal ethical conduct, Just administration action is the normative principles of Public Administration. Measures to prevent unethical conduct are training and development of officials by means of courses, among other things, control measures and checkpoints, participation in departmental decision making, the elimination of excessive secrecy, media coverage of unethical conduct, politically dishonest officials can be removed during elections, the public service commission, the auditor general in his / her capacity, the public protector who looks after the interest of the public, administrative law and legal rules and a code of ethics or conduct for every profession, occupational group and field of activity. There are three different environmental levels in the public institution. The levels are macro-level or general level, the intermediate level and the micro-level or specific level. Micro-environment or internal environment is defined in more specific operational terms. Kast and Rosenzweig (1974 in Van der Walt and Du Toit, 1999:102) define the internal level as an attempt to classify and describe the focus that have an influence on the institution specifically. (Schwella 1983 in Van der Waldt and Du Toit, 1999:102) describes the micro-environment as that part of general environment that is potentially relevant for the setting of objectives. The specific environment is thus more concrete than the general environment. It may directly influence the availability of resources to be the organisational unit. The influences it may have include supplying, withholding, decreasing or increasing the recourse used by the institution (Van der Waldt, 1992 in Van der Waldt and Du Toit, 1999:102). Th e core components of micro environment is mission, goal, strategy, resources, institutional culture, inter regulars, external regulators and information. The intermediate environment or task or client environment induces al institutions, groups, individuals and influences with which the institution has direct outward interaction because public institutions are essentially providers of services. The community should be the most important component of the intermediate environment. Another intermediate environmental component is regulators that control and regulate the relationship between an institution, its suppliers, clients and competitors. Regulators include policy, laws, procedures and standardsà ¢Ã¢â€š ¬Ã‚ ¦Opportunities and threats in the intermediate environment pg102 have a direct implication for the functioning and management of an institution.(Van der Waldt and Du Toit, 1999:102) Intermediaries or facilitation acts as agents linking the macro and micro-environment. Another factor that plays a significant role in the provision of services is ethical norms and standards that are derived from the community. (Van der Waldt and Du Toit, 1999:102) According to Schwella (1991 in Van der Waldt and Du Toit, 1999:100) the macro- or general environment level consists of political, economic, legal, social, cultural and technological components. It includes influences outside the boundaries of the institution that is all factors external to the institutions micro- and intermediate environments that influence the functioning of both these environments. It is important to note that these environmental components are interdependent and that there are no absolute distinctions between them. Events in one environment can lead to changes in environments. (Van der Waldt and Du Toit, 1999:101) Before, public managers were expected to present good ideas about which director the state should take, to decide on courses of action or goals to be accomplished and to use their influence or control to sway the opinions and the views of the staff in that certain direction. A more modern approach indicates that the future leader will be someone who assists the organisation in understanding its needs and potential combines and formats the vision of the group and catalyses the occurrence of group action. The leader will also not just be the head, but will play out every ones roles. Future public managers will need to be able to do certain things by utilising, among others, the following skills and abilities: leadership, deliberation and the skills associated with it viz. mediation, teamwork, negotiation and problem-solving etc. in various cultural settings; communication skills such as written, graphic, oral, technological and foreign languages; the skill of gathering, analysing and evaluating information; being able to critically (using different views and opinions), creatively (having the ability to come up with different ideas) and ethically (not infringing on anyones rights and moral obligations) reason; human relations i.e. dealing with staff, clients etc., which is vital for attaining success in a world that is so diverse in culture and ever changing; commit themselves to their own physical, emotional and psychological wellness, as well as that of others around them; have the ability to appreciate the human experience as being diverse which includes activ ities that are aesthetic and creative; display behaviour that is in accordance with the ethical principals and civic virtues normally displayed by good and responsible citizens of the immediate community, the state or province, the nation and ultimately the world; thinking critically, creatively as well as ethically; interpersonal (with themselves), intra-group (within a specific group) and inter-group (amongst different groups) skills which are important for attaining success in a world so complex; etc. According to Fox et al. (1991) and McCurdy (1995), a public manager has to adopt some new attitudes, which go against the rigid and bureaucratic inclinations of the past. (Southern Business School, 2007:118 119) They suggest that a public manager should become a crusader, an organiser, a pro-active policy formulator, a social change agent, a crises manager, a humanitarian, an interest broker, etc. for this they will need to be critical and honest about themselves and their own positions and allow personal change.