Free Essays on Gladitorial Combat

Assess the significance of Gladiatorial battle to open amusement to Roman culture: Kathleen M. Coleman, a teacher of Latin at Harvard University, has composed broadly on the Roman field and trains a course called Roman Games. Gladiatorial battle at Rome originally showed up in the third century B.C. as a major aspect of funerary festivals. Slaves, or at times detainees of war, battled in battle out of appreciation for the perished. During the Late Republic gladiatorial battle started to step by step move out of the funerary scene. It turns into a record of the prominence of metro pioneers outside Rome or the sovereign in Rome. One key point is the sending of savagery as a fixing in open diversion. The Romans had confidence in physical boldness and its appearance in battle as a cardinal righteousness. What's more, at the same time they accepted that people of no status, especially people who had accomplished something incorrectly, merited physical discipline. The Roman field was utilized to rebuff scalawags. Lawbreakers were presented to the brutes. It took into account an impulse in human instinct that is pulled in by the torment and phlebotomy of others. What's more, this is unquestionably a component that is conveyed in the cutting edge diversion media. Additionally, the degree to which we are occupied from the genuine worries of society by the charm of open diversion figures and the spectacles of the film and sports field speaks to a profound situated human want, recognizable to the Romans, to be diverted from genuine and disturbing issues. What's more, it was a compelling apparatus to keep power in a c ouple of hands. We realize that mammoth presentations proceeded with well into the 6th century. In any case, from the get-go in the fifth century, gladiatorial shows at last appear to have finished all through the Roman Empire. Most likely because of a blend of components: they turned out to be amazingly costly, and conceivably the congregation may have had something to do with this, since the congregation fathers protested agnostic attractions and admonished their groups to at... Free Essays on Gladitorial Combat Free Essays on Gladitorial Combat Assess the significance of Gladiatorial battle to open amusement to Roman culture: Kathleen M. Coleman, a teacher of Latin at Harvard University, has composed widely on the Roman field and encourages a course called Roman Games. Gladiatorial battle at Rome originally showed up in the third century B.C. as a feature of funerary festivals. Slaves, or at times detainees of war, battled in battle out of appreciation for the perished. During the Late Republic gladiatorial battle started to bit by bit move out of the funerary scene. It turns into a record of the ubiquity of urban pioneers outside Rome or the sovereign in Rome. One key point is the sending of viciousness as a fixing in open diversion. The Romans had faith in physical boldness and its sign in battle as a cardinal ethicalness. Also, at the same time they accepted that people of no status, especially people who had accomplished something incorrectly, merited physical discipline. The Roman field was utilized to rebuff reprobates. Crooks were presented to the brutes. It took into account a sense in human instinct that is pulled in by the misery and phlebotomy of others. What's more, this is unquestionably a component that is sent in the cutting edge diversion media. Additionally, the degree to which we are occupied from the genuine worries of society by the marvelousness of open diversion figures and the spectacles of the film and sports field speaks to a profound situated human want, natural to the Romans, to be diverted from genuine and alarming issues. Furthermore, it was a compelling apparatus to keep power in a couple of hands. We realize that mammoth presentations proceeded with well into the 6th century. Be that as it may, right off the bat in the fifth century, gladiatorial shows at last appear to have finished all through the Roman Empire. Likely because of a blend of components: they turned out to be incredibly costly, and conceivably the congregation may have had something to do with this, since the congregation fathers questioned agnostic attractions and urged their herds to at...

Chicago Essay Example | Topics and Well Written Essays - 2000 words

Chicago - Essay Example From this investigation obviously the hypothesis of the focal spots has been reprimanded for illusion. Static hypothesis, not considering the transient perspective in the improvement of the focal spots was additionally scrutinized. Besides, the hypothesis is all around represented practically speaking, with regards to rural regions, however not for modern or post-mechanical regions because of the assorted idea of the different administrations and the appropriation of an assortment of common assets in them. Numerical investigations of the developmental model, which depend on the thoughts of Christaller indicated that even circulation is precarious. Little variances are sufficient so as to territories with a high grouping of action show up and cause a surge of populace and decrease of action in different zones.This article features thatâ the hypothesis of creation area (the hypothesis of area) considers setting of profitable powers as the distribution procedure on the domain of items and marvels; it is remembered for the subject of the local economy. The area hypothesis portrays the land position of the financial action; it has become an essential piece of monetary topography, territorial financial matters and spatial economy. The hypothesis looks at which financial movement is situated there, where and why. The hypothesis depends all in all settlement on microeconomics, on the presumption that specialists demonstration to their greatest advantage.

The Adventures of Flat Tim

The Adventures of Flat Tim Before I started working at MIT, I had never driven on the highway.01 Or freeway or expressway or interstate or autobahn or whatever regional term you use for a major road that you drive relatively fast on I grew up in Nashville, TN, a driving city, but I somehow avoided driving on the highway while I was in high school. Living in the Boston area for the past 10+ years, I have had no need for a car and have instead happily relied on public transportation to get around. Recruiting for MIT, however, has required venturing far beyond where the Massachusetts Bay Transportation Authority (MBTA) can take me, so 9 months into the job, I had to learn how to drive on the highway. I took a couple driving lessons for adults. Former Director of Admissions Matt forced me to practice driving as we visited high schools together in the suburbs of Boston, and he very kindly tolerated my expletives. “Maybe I’ll have a six-pack by the end of this,” I thought to myself as I clenched everything. After 5+ years at MIT Admissions, I’ve accumulated quite a lot of mileage. I’ve been fortunate to travel to over 35 cities and 20 states on behalf of MIT. I’ve driven through deserts, onto ferries, in downpours, over bridges, above swamps, past mesas, across time zones, under rainbows, and yes, on many highways. My favorite part of traveling is visiting high schools and community-based organizations. I love meeting students02 I should note that we dont track demonstrated interest, so whether or not you are able to meet an MIT admissions officer at your high school, in your hometown, or even on our campus has zero impact on your admissions decision. and seeing a slice of the worlds you walk in, even if only for an hour or so. My least favorite part of traveling is eating alone. Somehow, food doesn’t taste as good when I’m dining by myself. I think maybe the talking or affirming I do when feasting with company aerates my food such that the flavors are fuller and more vibrant. I don’t know â€" I’m not a scientist! I have, however, taken to traveling with a buddy: our mascot, Flat Tim. He’s not great company for those lonely dinners (hes not very chatty), but sometimes, when I am about to take a break from the constant movement of recruitment travel and sit in silence in my car or hotel room, I think to myself, “Would Flat Tim do it for the ‘Gram? Yes, he would.” Then I muster up the energy to go to see the local sights. So here is a sample of my adventures with Flat Tim. You might notice that hes undergone a couple makeovers03 Flat Tim 1.0 I made myself. Hes reinforced with a file folder and covered in packaging tape to protect him from the elements. Flat Tim 2.0 was distributed to all admissions officers. He was printed on card stock and laminated. I still use both Flat Tims, and I have sometimes used a Tim sticker, when I have forgotten to pack a Flat Tim. over the years, but I hope you enjoy! Sightseeing Philadelphia, PABernalillo, NMNew York City, NYEncountering a crocodile in Barataria, LAHouston, TXBaton Rouge, LASan Diego, CAConcord, MAAlbuquerque, NMNashville, TNAtlanta, GAMinneapolis, MNSouth Padre Island, TXChicago, ILAustin, TXSan Antonio, TXPortland, ORSeattle, WALake Tapps, WABetween Vancouver and Victoria, BCNew Orleans, LAMission, TXWashington, DCPhiladelphia, PAHonolulu, HI High Schools Community-Based Organizations04 I dont usually take pictures during my visits to high schools and community-based organizations, but I swear Im doing work and meeting with lots of students and families on these trips! Indian Island School, METEAK Fellowship, NYBurlington High School, MAAmerican Indian Science Engineering Society National ConferenceBenjamin Banneker Academic High School, DCOasis Center, TNMartin Luther King Jr Magnet High School, TNHenry W. Grady High School, GACalexico High School, CA Other Universities05 Students sometimes ask me if we talk to admissions officers from other schools about their applications, and rest assured, we don’t! However, we do often collaborate with other universities to broaden our reach and provide opportunities to more students than we would be able to by ourselves. Lawrence University, WIColumbia University, NYAmherst College, MATulane University, LAStanford University, CAPrinceton University, NJRoxbury Community College, MA But of course, there is no place like home! View of Boston from the MIT Sailing Pavilion MIT Killian Court ready for Commencement 2019! Or freeway or expressway or interstate or autobahn or whatever regional term you use for a major road that you drive relatively fast on back to text ? I should note that we don't track demonstrated interest, so whether or not you are able to meet an MIT admissions officer at your high school, in your hometown, or even on our campus has zero impact on your admissions decision. back to text ? Flat Tim 1.0 I made myself. He's reinforced with a file folder and covered in packaging tape to protect him from the elements. Flat Tim 2.0 was distributed to all admissions officers. He was printed on card stock and laminated. I still use both Flat Tims, and I have sometimes used a Tim sticker, when I have forgotten to pack a Flat Tim. back to text ? I don't usually take pictures during my visits to high schools and community-based organizations, but I swear I'm doing work and meeting with lots of students and families on these trips! back to text ? Students sometimes ask me if we talk to admissions officers from other schools about their applications, and rest assured, we don’t! However, we do often collaborate with other universities to broaden our reach and provide opportunities to more students than we would be able to by ourselves. back to text ?

The Issues with Bullying Essay - 1113 Words

Bullying; when a person is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending him or herself (OWLEUS, Paragraph 1). This topic is one that’s received extremes on both sides of its awareness, with some people thinking immediate harsh action needs to be taken, while others claim it’s just a kid game. Bullying is in no way a fun game that kids play among themselves; it is a very serious form of abuse that can lead children to skip school, drink alcohol, smoke, dropout, lead violent futures, and vandalize properties (HRSA, Page 3). As someone who used to bully other students in elementary school, I can understand the thirst for power brought on by feeling†¦show more content†¦Peer groups work fantastically since kids often trust each other more than they trust adults in cases like this (Berezdivin). Several schools have attempted several methods at cutting down bullying. The stat e of Georgia passed a three-strikes-and-youre-out policy; enacting that those three acts of bullying could have a child shipped to a school for troubled youths. Other states such as Colorado want to start younger by teaching kids in grades 2-4 how to walk past older kids speaking aggressively or â€Å"Be Cool† trainings to help kids learn between a â€Å"hot† or â€Å"cool† response (Healy, Hequet, McKenna-Parker, Paragraph 4). A useful program to implement, that I’ve personally dealt with and even conducted, were the Peer Mediation programs for high school kids. Peer mediation gains tremendous power from the fact that the students are the ones who both notice the bullying, and act upon it. A school with this program gives the victim children a powerful venue to have information submitted anonymously and taken into revue by specialists or adults. These programs can not only stop the bullying, but can bring the mental and physical conditions of the victim to the staff’s attention and have the proper aid given in time. (Berezdivin) Some sources believe that bullying is an exaggerated claim and that programs are both ineffective and unnecessary. Anti-bullying programs are forcing the Olweus’ anti-bullying curriculum on schools, costing thousandsShow MoreRelatedThe Issue Of Bullying And Bullying986 Words   |  4 PagesThe issue of bullying has become a continuing challenge in most schools. Bullying is something that continues to affect all schools throughout the United States. Bullying is defined as recurrent physical, verbal, sexual, or emotional attacks or pressure by one person who is viewed as being physically or mentally tougher than someone else (Raskauskas and Modell, 2011). Additionally, bullying is especially seen in or experienced by students in special education programs. Many students in specialRead MoreThe Issue Of Bullying And Bullying1401 Words   |  6 PagesGOVT 2305 4 Nov. 2014 The Issue of Bullying Did you know each year there are over 3.2 million students that are bullied? (11 Facts About Bullying ) Bullying has been a fundamental human demobilizing act for centuries; that has been woven into the crevices of non-physical cruelty and abuse. A simple meaning of bullying is the need for control. (contributors) It has always involved power, pain, persistence and premeditation. Emily Bazelon wrote an article, defining bullying as physical or verbal abuseRead MoreThe Issues Of Cyber Bullying946 Words   |  4 Pages Coastal Carolina University The Issues of Cyber-bullying Alyssa Staub CSCI 101 – D1 Professor Matthews October 23, 2017 â€Æ' Cyber bullying has been a topic for scholarly inquiry, political debate, and policy reform since the commercialization of the Internet. Pre-internet bullying involved socially marginalized children and teenagers picking on their friends and other marginalized children at school. Traditional discipline included detentions, phone calls to their parentsRead MoreBullying : A Social Issue1284 Words   |  6 PagesBULLYING: A SOCIAL ISSUE 2 Abstract Bullying is an issue that has been overlooked for many years because of students being frightened to tell that they are being bullied. Many teachers, administrators, and school counselors underestimate the amount of bullying that takes place within schools. The behavior of bullying has impacted so many students’ lives to the point of causing a student to want to cause harm to his or her self or others. Many students that bully threaten theirRead MoreBullying Is A Serious Issue852 Words   |  4 PagesOf the many issues we face in society, I strongly believe there is a serious issue that is commonly overlooked. This issue happens to be bullying. Many people would be led to believe that bullying is something that only takes place in schools, commonly among younger children. Contrary to what many may think, this is extremely inaccurate. Bullying takes place before our eyes each and every day. Bullying can take place at school, work, and online. This issue is something that sh ould be addressed byRead MoreThe Issue Of Bullying At School951 Words   |  4 Pagesassignment I am going to describe an issue that I passionate about it. Bully is an issue that destroys a family specialist the kid involve in the situation. Those children can experience negative physical, school, and mental health issues. Kids who are bullied are more likely to experience. Depression and anxiety, increased feelings of sadness and loneliness, changes in sleep and eating patterns, and loss of interest in activities they used to enjoy. These issues may persist into adulthood. Three actionsRead MoreBullying Is A Universal Issue1428 Words   |  6 PagesBullying is a universal issue that can be found in schools worldwide and it has become an increasing pressing issue within the current school system. It can be said that bullying begins during the earlier stages of primary school and then continues through to secondary schools. According to the NSPCC (2014), bullying is defined as â €Å"a behaviour that hurts someone.† This type of behaviour can involve an individual engaging in name calling, threatening another individual as well as physically abusingRead MoreThe Issue Of Cyber Bullying1997 Words   |  8 Pagesare face to face with peers and friends daily so their internet use would be most prominent whilst at home. With such frequent activity and easily accessible Internet access problems are bound to arise which is how the issue of cyber bullying is born. The definition of â€Å"Cyber Bullying is the act of using the Internet, mobile phones, video games, or other technology gadgets to send, text, or post images intended to hurt or embarrass another person.† (Friendlyschools 2015). The case study topic of cyberbullyingRead MoreBullying And The Victim And Understanding The Issues Essay1425 Words   |  6 Pages Bullying how to Protect the Victim and Understanding the Issues Rikkie Oree Johnson Way PSYC3520 Intro to Social Psychology Unit 9 Assignment 1 Capella University December ,2016 Stopping Victimology while Educating Others When interacting in a group environment what makes some individuals more prone to bullying behavior and others more likely to be the victim? These terms and actions once defined and understood can be itemized to break down the cycle of bullying. UnderstandingRead MoreBullying Is A Common And Serious Issue1218 Words   |  5 Pages What is teachers’ role in the school? Bullying is a common and serious issue in many schools these days and bullying is not only the United States’ but also in other countries’ problem. Basically, bullying prevents students from feeling safe in schools and also it prevents developing positive self-concepts. The longer bullying goes on, the more the students are affected. In handling bullying problems, teacher’s role is the most important to prevent bulling because teachers can directly interact

Handling Data Free Essay Example, 1000 words

Handling data cover all three learning styles and for this reason students should be enthusiastic to learn this topic. Rational and Literature Review Assessment Assessment can be done at various times throughout a year. There are various ways to assess students work. More importantly, assessment may be used for various purposes. Not only is assessment used to gauge the level of learning that a student gains, it can likewise be used to improve the way the student learns. When one considers this purpose, the term Assessment for Learning comes to play. According to the Qualifications and Curriculum Authority, a non-departmental public body sponsored by the DfES, Assessment for Learning, "Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there" (Assessment Reform Group, 2002). Assessment in this light is viewed as process aimed at improving student acheivement in the classroom setting. This purpose veers away from the conventional practice of considering assessment as the end and not a means to an end. We will write a custom essay sample on Handling Data or any topic specifically for you Only $17.96 $11.86/pageorder now With Assessment for Learning, student assesment is considered as a means by which teachers can assist students in furthering their achievement in school. Students are not judged but rather, they are provided with feedback from which they can gain insight from so as to help them perform better in the classroom. Looking through my professional studies lecture notes, â€Å"Assessment for Learning†, also handout for on â€Å"Assessment for learning† given during our visit to St Paul’s Catholic School on February 8th 2006 and reading â€Å"Learning and Teaching in Secondary Schools† by Ellis (ed) 2004, they all talk about peer, self, teacher, formative and summative assessments. This are the more traditional views or types of student assessment. "Inside the Black Box: Raising Standards Through Classroom Assessment", Black and William, (2001) provides evidence that classroom assessment (formative), is a better for improving student learning. In todays times, the use of standardized testing has oftenly been used in order to determine student accountability as well as to gauge the level of achievement of the student. Such standardized tests are considered a form of summative assessment. Basically, summative assessment is the method which attempts to summarizr what the student has learned at a particular time. More often than not, summative tests are given at the end of a stage.

Test Corrections Free Essays

2. John Wesley is associated with the founding of what religious sect? I chose to omit this question because I couldn’t remember with which â€Å"ism† John Wesley was associated. The correct answer is c. We will write a custom essay sample on Test Corrections or any similar topic only for you Order Now Methodism because in the â€Å"Impact of the Enlightenment† PowerPoint, a parenthetical mentions John Wesley in the description of Methodism. 6. Romanticism changed the direction of the Enlightenment by emphasizing†¦ I answered a. skepticism which is incorrect because skepticism was more of a defining characteristic for movements like the Scientific Revolution. The correct answer is c. emotion because Romanticism was a focus on the individual and nature which were ofter very emotional ordeals. 8. The Encyclopedia contributed to Enlightenment goals of social reform by†¦ I answered c. providing systematic plans for social reform that could be used by anyone who was able to read which is incorrect because the Encyclopedia itself was not about social reform, and even if someone could read, he or she wouldn’t necessarily be able to understand the Encyclopedia. The correct answer is a. romoting the spread of knowledge that would be used to make informed decisions about social problems because the Encyclopedia’s direct influence was its spread of knowledge, which, in turn, was used to make informed decisions. 13. â€Å"In every government, there are three sorts of power†¦when the legislative and executive are united in the same person or in the same body of magistrates, there can be no liberty because†¦the same monarc h or senate†¦(may) enact tyrannical laws. † The author of this passage was: I answered e. Rousseau which is incorrect because although Rousseau favored epublicanism as stated in his The Social Contract, he never really made the distinction between the three branches of government. The correct answer is a. Montesquieu because he made the distinction of dividing the â€Å"administrative† powers into executive, legislative, and judicial branches. 14. Voltaire’s statement â€Å"Ecrasez l’infame† (crush the infamous thing) refers to†¦ I answered a. the government of Louis XIV which is incorrect because Louis XIV died in 1715 when Voltaire was only 18 years old and hadn’t begun his writing career. The correct answer is b. igotry and intolerance because he thought that the royalty and the clergy bred â€Å"superstition and intolerance† within the people. 18. In his campaign for greater toleration, French Huguenot refugee Pierre Bayl e (1647-1706) published his Historical and Critical Dictionary, which†¦ I answered d. was an attempt to offer clear definitions of commonly used religious terminology that Bayle felt was too often misunderstood, a contributing factor to religious intolerance which is incorrect because Bayle’s Historical and Critical Dictionary wasn’t a literal dictionary in which terms were defined. The correct answer is c. listed the errors and delusions of an entire host of writers on religion in an effort to show that religions must be held accountable to reason because the word â€Å"dictionary† simply refers to the writers on religion, and rather that blaming religious terminology for religious intolerance, he wanted to express that religions should be held accountable to reason. 19. What is a major way that the Enlightenment in France differed from that in Germany? I answered a. The German government wholeheartedly supported its intellectuals, including Lessing and Kant, while France’s philosophes faced censorship or arrest which is incorrect because this answer has the trigger word â€Å"wholeheartedly,† and philosophes faced censorship throughout Europe. The correct answer is c. French philosophes were far more aggressive in their condemnation of church and state than were German scholars because France has a history of breaking from the church freely such as with the Papal Schism, while Germany, being consumed by the Holy Roman Empire was tied closer with the church. 1. The only enlightened ruler who ended the personal aspects of serfdom was†¦ I answered a. Catherine the Great of Russia which is incorrect because although the serfs under Catherine had limited rights, they were still bound to their nobles’ land, and were still owned by these nobles. The correct answer is b. Joseph II of Austria because his Imperial Patent of 1785 abolished serfdom. 25. The spread of Enlightenment ideals and the emergence of a more prosperous middle class in Europe were also reflected in music with†¦ I answered d. rejection of baroque and all older styles of musical composition in favor of continuous innovation and experimentation which is incorrect because this answer has the trigger word â€Å"all,† and music at this time didn’t completely reject baroque styles because old styles will always be the basis for new styles. The correct answer is b. the transition from complex polyphony to an emphasis on more popularly accessible melody because this reflects a prosperous middle class which was both popular and accessible. 26. The Gordon riots, which devastated much of London in 1780, served as an xample of the fact that†¦ I answered b. eighteenth-century governments, though aspiring to modern state management, were still far from their espoused goals which is incorrect because the Gordon riots rooted in p olitical grievances as much as they were in religious agitation brought about by the Protestants. The correct answer is d. popular demonstrations did not always support reforms because the riots’ most prevalent effect was that Britain’s reputation was damaged right when they needed allies the most in the American War of Independence. 30. Which of the following is INCORRECTLY matched? I answered c. Catherine the Great—Instruction which is incorrect because Catherine did in fact write this work whose full title was â€Å"Instructions for the Guidance of the Assembly. † The correct answer is e. Moses Mendelssohn—Confessions because Jean-Jacques Rousseau wrote this, while Moses Mendelssohn wrote works such as his Philosophical Conversations. 32. The most important contribution Catherine the Great made early in her reign was the†¦ I chose to omit this question because although I knew Catherine’s overall importance as an enlightened despot, I wasn’t sure on the specific contributions she made early on. The correct answer is a. stablishment of a legislative commission to review the laws of Russia because this was a real effort to share the power over Russia with a republican council in which the people could theoretically be represented. 49. Charlotte Corday assassinated Jean-Paul Marat in July 1793, in the belief that†¦ I answered d. Mara t had engineered the arrest and execution of Danton and his followers. which is incorrect because she wasn’t specifically concerned with avenging Danton’s death, but rather felt that she was avenging all of France. The correct answer is c. she was avenging innocent people executed because Marat had called for their heads. ecause even in her trial she claimed, â€Å"I killed one man to save 100,000,† showing her concern with the shear massiveness and unjustness of Marat’s Reign of Terror. 52. The fall from grace of Robespierre and the Committee of Public Safety came about when Robespierre†¦ I answered d. inaugurated a Cult of the Supreme Being, which many Catholics viewed as a brazen and blasphemous attempt to replace Christianity. which is incorrect because although anti-religious member of the Committee of Public Safety opposed this decree, they didn’t really do anything concrete about it. The correct answer is a. began to order the execution of members of the Convention itself. because the planned strike against Jean-Lambert Tallien and Marc-Guillaume Alexis Vadier who were members of the Committee of General Security really was what tore the Committee of Public Safety apart and led to the arrest of Robespierre. 54. During the era of the French Revolution, the Thermidorian Reaction†¦ I chose to omit this question because I couldn’t remember whether the Thermidorian Reaction led to the dissolution of the National Assembly or the Reign of Terror. The correct answer is a. terminated the Reign of Terror and led to the execution of Robespierre. because it was the month of Thermidor when Robespierre’s planned strike against members of the Committee of General Security led to his execution. 55. The Committee of Public Safety was established to†¦ I answered e. train a new generation of intendants who were more loyal to the bourgeoisie government in power in 1794. which is incorrect because the Committee of Public Safety was more of military establishment whose purpose was to protect the new republic rather than to ensure loyalty. Loyalty was mainly ensured by the threat of the guillotine to anyone who resisted the republic. The correct answer is b. combat the dual threat of internal rebellion/counter-revolutionaries and foreign invasion. because it was a wartime measure put into place to protect the new and fragile republic. 59. According to the video and the text, what role did Jacques-Louis David play in the French Revolution? I answered d. He edited a newspaper that called for the execution of the king. which is incorrect because he was a painter, not a newspaper editor. The correct answer is c. He was an artist who painted images of the Revolution and planned revolutionary festivals. because he organized various festivals beginning with a parade through the streets of Paris to bury Voltaire at the Pantheon, and he was a Neoclassical painter who strayed away from classical Rococo grandeur. 60. When French armies occupied an area, they†¦ I answered a. brutally repressed the people living there according to the dictates of the Terror. which is incorrect because the Reign of Terror described the death of many by the guillotine, not by military brutality. The correct answer is b. introduced the laws of the French Republic, such as the abolition of seigneurial dues. because the abolition of seigneurial dues, one of many Enlightenment ideals being implemented at this time, was enacted by the National Constituent Assembly in the â€Å"August Decrees. † 62. Which of the following did NOT lead to the attack on the Bastille? I answered c. The marching of thousands of troops toward Paris by order of the king which is incorrect because the French Army was in fact encamped on the nearby Champs de Mars. The correct answer is b. The massacre by Louis XVI’s troops of members of the National Assembly because although Louis had planned to march into the Salle des Etats where the National Assembly met, but he never did, and therefore, his troops never massacred members of the National Assembly. 63. The achievements of the Jacobins included ALL of the following EXCEPT†¦ I answered a. abolition of slavery. which is incorrect because the Jacobins did in fact abolish slavery when they abolished feudalism. The correct answer is e. edistribution of all land among the peasants. because under the Jacobins, peasants only received limited rights and did not actually receive redistributed land. 65. Women†¦ I answered b. took few leadership roles in revolutionary activities. which is incorrect because women did in fact hold important roles in the French Revolution like with the Women’s March on Versailles and with influential female writers like Mary Wollstonecraft and Olympe de Gouges. The correct answer is d. joined demonstrations, wrote petitions and tracts, and organized political clubs. ecause women were in fact important to the Revolution and did all of these named revolutionary acts. 68. The term September Massacres refers to†¦ I answered b. The bloodiest days of the Reign of Terror; also known as the Great Terror which is incorrect because the September Massacres occurred over a year prior to the Reign of Terror. The correct answer is a. mobs that slaughtered over 1100 prisoners they believed were traitors because after Louis XVI fled the Tuileries Palace, a scared group made up mostly by sans-culottes massacred over 1100 Parisian prisoners. How to cite Test Corrections, Papers

Shanghai free essay sample

Shanghai is the most populated city in the world with an immense population of 17. 8 million people. It is important because of its leading standing in media, finance and technology. In 2010 the city hosted the world expo, bringing itself to the attention of more people around the world. People from other parts of China and other countries come to Shanghai to pursue their goals. In the past two decades Shanghai has developed a new generation of talented youth, an imposing infrastructure and a prosperous economy. However at the same time the city is faced with many challenges. As Shanghai continues to advance and is branded with the name, the city of dreams China is seeing both the good and bad aspects of their development. Four-fifths of Shanghais population is between the ages of 15 and 64. They represent Chinas upcoming and talented people who are being successful in fields ranging from fashion and filmmaking to architecture. We will write a custom essay sample on Shanghai or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In the documentary China Rises they explore the new opportunities available to the young people of Shanghai. They interview upcoming art director Ma Liang. He said: Back then when I was a teenager I could never imagine what I would be like when I hit 30. The way the country was going I couldnt see that there was any future for me. But now I am always dreaming. The change in economy has not only opened up different career choices for this generation but has also very much changed their lifestyle. They are now living a more cosmopolitan lifestyle, which is very similar to the lifestyle of someone living in Toronto. The media, shopping and urban way of life consume the young people of Shanghai like Torontonians. This way of life could have many beneficial effects towards Shanghais economy however it has also greatly changed the younger enerations views of cultural societal traditions. For example women are more hesitant to get married and have children. Also younger people no longer have deep connections to their families. The Shanghai of today boasts world-class architecture and is arguably the third largest city in the world, measured both by people and tall buildings. Apart from the mere scale of Shanghai, there is also the commercial and cultural development that has taken place over the last four years which has transformed parts of the city into looking more like Hong Kong circa 1990. One of the ost striking aspects of life in the new Shanghai is the ease with which one can get everything done. Want a Chinese mobile phone number? No problem, Just buy a prepaid sim-card. Activate it and three minutes later the phone is working. Want to get an Internet connection? No problem, Just go to the computer centre and buy a prepaid Internet connection account and start surfing. This can be done in English, a sign that Shanghai like Hong Kong, is going truly bilingual. Sitting on top of the 88th floor bar at the Grand Hyatt Shanghai, it strikes one that what is happening is that Shanghai is in fact copying Hong Kong in almost every facet. The main shopping boulevard, Huahai Zhong Road, has been turned around by Hong Kong property developers into one of Asias largest department store zones. Further down the road, Shanghai BMW sits next to Starbucks, where Yale educated Chinese MBAs working for McKinseys sip frappucinos and read one of the cities three English language daily newspapers. So, is Shanghai the new Hong Kong, a freewheeling seaport open to the riches ot a newly emergen t Chinese middle class and the West? Not quite. arder one looks for old Shanghai and its connections with British Hong Kong, the more one realizes the glory days of the past were perhaps less glorious and certainly more past than present. Shanghai was once the worlds only open city, requiring no visa to live there and no reference checks to do business. In fact, Shanghai is not so much the new Hong Kong as it is the new China. Westerners have only a vague idea of the nature of most Chinese cities. From television and film records, we know that these cities tend to be crowded, that they range from what appears to be exceedingly odern structures and designs to the traditional, often in the same city, and that there is some difference to be noted depending on what part of China a city occupies. We know that most Chinese cities do not come up to the level of Hong Kong, soon to be a Chinese city once more and standing as an economic success story the Chinese would like to emulate, though they would like to do so without allowing the freedoms that made this success possible in the first place. A comparison of two Chinese cities will show the variety and the differences that mark these cities. Shanghai is a name well known to the west even though most people have little idea what the city itself is like. Shanghai is a very modern city by Chinese standards. It started as a small fishing village on a tidal creek near the mouth of the Yangzi River, and it has been transformed into a cosmopolitan trading city since the late nineteenth century. It is the third largest city in the world and the largest in China. It is also Chinas biggest port and largest manufacturing base. Shanghais position at the mouth of the Yangzi was the reason it was given so much attention by traders from the West.

Community and Public Health Reflection Essay Example

Community and Public Health Reflection Paper In the Young’s neighborhood the community is family and community centered. The community nurse and their partners and the individuals of the community come together for the greater good of the community. The neighborhood health clinic offers free immunizations as long as he individuals bring a copy of their shot records. The community also holds annual health fairs to update and provide any services needed. Various annual events are held and citizens participate, this allows them to better them-selves and the community. The community deals with cultural diversity on a day to day basis. A young mother’s 3-month old son dies after a week of suffering from pertussis. Due to her medical phobia, she has refused vaccinations for her child, because she had negative feelings toward them. She believed that certain vaccinations could cause her child to develop autism. Thimerosal is a vaccination that has been connected to the rising incidence of autism. That particular vaccination has been removed from vaccinations except the flu vaccine. Because of time constraints for obtaining a court order, to overturn her decision, her wishes had to be honored. If the mother had had a better understanding of the vaccinations her child could have had the chance to survive. During my investigations of the community there were no epidemiological influences evident within the Young’s’ community. According to Stanhope Lancaster (2012), Periodic health surveys as well as examinations are conducted periodically. Health status and behaviors of the population are provided by these surveys. We will write a custom essay sample on Community and Public Health Reflection specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Community and Public Health Reflection specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Community and Public Health Reflection specifically for you FOR ONLY $16.38 $13.9/page Hire Writer There are a variety of surveys, for example there is the â€Å"National Health and Nutrition Examination Survey (NHANES), the National Health Interview Survey (NHIS), and several National Health Care Surveys including the National Hospital Discharge Survey (NHDS), the National Ambulatory Medical Care Survey (NAMCS), and the National Nursing Home Survey (NNHS). The CDC also conducts or contracts for surveys such as the Youth Risk Behavior Survey (YRBS), the Pregnancy Risk Assessment Monitoring System (PRAMS), and the Behavioral Risk Factor Surveillance System (BRFSS)†. One Healthy People 2020 Leading Health Indicator (LHI) that relates to the Young’s community is Nutrition, Physical Activity, and Obesity. Obesity is a growing problem in the community. The community has put forth great efforts to assist its members in decreasing this problem. The neighborhood community has offered cooking class that will incorporate healthy eating that will be aimed at modifying diets as well as teaching them how to prepare the meals. Three community or public nursing diagnoses and there interventions that were developed to help the Young’s community combat the ever growing problem of obesity: Diagnosis and Intervention. 1. Nutrition: imbalanced more than body requirements A. Implement/review daily food diary, e. g. , caloric intake, types and amounts of food, eating habits. Rational: Provides the opportunity for the individual to focus on/internalize a realistic picture of the amount of food ingested and corresponding eating habits/feelings. Identifies patterns requiring change, and/or a base on which to tailor the dietary program (â€Å"Obesity Nursing Care Plan (NCP)-Nutrition: imbalanced more than body requirements,† 2012). B. Determine current activity levels and plan progressive exercise program (e.g. , walking) tailored to the individual’s goals and choice. Rational: Exercise furthers weight loss by reducing appetite; increasing energy; toning muscles; and enhancing cardiac fitness, sense of well-being, and accomplishment. Commitment on the part of the patient enables the setting of more realistic goals and adherence to the plan (â€Å"Obesity Nursing Care Plan (NCP)-Nutrition: imbalanced more than body requirements,† 2012). 2. Sedentary Lifestyle related to lack of knowledge of specific exercise needs A. Review necessity for and benefits of regular exercise. Rationale: Exercise promotes weight loss by reducing appetite, increasing energy, toning muscles, and enhancing cardiac fitness and sense of well-being and accomplishment (Enurse Careplan, 2011). B. Identify perceived and actual barriers to exercise. Rationale: Lack of resources, including proper apparel such as supportive shoes and comfortable clothing, a safe place to walk, or facility membership for water aerobics, reduces the likelihood of individual adhering to specific program. In addition, fear of discrimination or ridicule by others may limit client’s willingness to exercise in public (Enurse Careplan, 2011). 3. Risk for ineffective therapeutic regimen management, related to knowledge deficit A. Teach to keep a food diary to examine and change eating habits. Rationale: identifies behavior modification strategies to avoid overeating (Nursing Care Plan A Client With Obesity, n. d. ). B. Discuss lifestyle and behavior modification strategies to promote successful weight loss and control. Rationale: Identifies support systems and behavior modifications (Nursing Care Plan A Client With Obesity, n. d. ). According to Healthy People. gov (2012), the Community Health Center would be a good selection for a partnership. The community health center can hold meetings discussing the problem with obesity. Through such meetings educational strategies will be developed aimed at helping those in the community overcome this problem. The center will provide technical assistance with training programs, as well as planning and evaluation of those programs. Any funding needed is raised through community fund raisers. References eNurse CarePlan. (2011). Retrieved from http://www. enurse-careplan. com/2011/03/sedentary- lifestyle-nursing-care-plan. html Healthy People. gov. (2012). Retrieved from http://www. healthypeople.gov/2020/implement/BrainstormPotenial. pdf Nursing Care Plan: A Client With Obesity. (n. d. ). Retrieved from http://wps. prenhall. com/wps/media/objects/737/755395/obesity. pdf Obesity Nursing Care Plan (NCP)-Nutrition: imbalanced more than body requirements. (2012, March). RNspeak. com. Retrieved from http://rnspeak. com/nursing-care-plan/obesity- nursing-care-plans-nutrition-imbalanced-more-than-body-requirements/ Stanhope, M. , Lancaster, J. (2012). Public health nursing: Population-centered health care in the community (8th ed. ). Retrieved from The University of Phoenix eBook Collection database.

Pasteurized Milk Essay Essay Example

Pasteurized Milk Essay Essay Example Pasteurized Milk Essay Essay Pasteurized Milk Essay Essay Millions and 1000000s of people drink cow’s milk every twenty-four hours. Milk has become an evident necessity in an copiousness of peoples’ lives. Many people use milk for breakfast such as on cereal. seting in their java or merely as a glass of milk with toast. At most food market shops. the picks are fat free. one per centum. two per centum. and whole milk. It is believed that milk as a beginning of Ca leads to strong castanetss. but this belief has its disparagers and has become controversial. Ads such as â€Å"Got Milk† have brainwashed us into believing that we â€Å"need† it. But most of the clip this cow’s milk is contaminated with growing endocrines and pesticides. In add-on. pasteurisation destroys about all the nutritionary value in cow’s milk. The disadvantages to imbibing cow’s milk far outweigh the advantages. Drinking milk causes increasing wellness jobs. and may even take to an over-intake of Ca which can be merely every bit debatable as non plenty. In the late nineteenth century. a turning figure of influential people throughout the state believed that American metropoliss had a milk job. Newspaper articles exposed the dismaying conditions in which cattles were fed slop. The state of affairs was known as â€Å"the milk problem† . ( Group III ) Named after Louis Pasteur. pasteurisation is a procedure that requires heating the milk to kill bacteriums and prevent spoilage. It was introduced for safety grounds. but because of the manner it depletes the milk. pasteurisation has led to many wellness jobs throughout the universe. Pasteurized milk is said to be much safer than natural milk and bring forth less wellness jobs. But how could it be when rBGH is injected into cattles doing them to bring forth between 10s and 20 per centum more milk? RBGH-treated animate beings have a 25 per centum greater opportunity of developing mastitis ( a potentially deathly redness of the bag ) . an 18 per centum greater opportunity of going infertile. and a 50 per centum greater opportunity of going square. ( Debating the Safety ) And if one thinks about it. it is upseting to believe we drink the milk that comes from those cattles. Prostate and chest malignant neoplastic diseases have been linked to ingestion of pasteurised milk. chiefly related to additions in a compound called insulin-like growing factors. Milk ingestion can besides lend to important sums of fat and cholesterin in our organic structures. ( Markoff ) Statisticss have besides shown that low milk consumption during childhood was associated with a higher opportunity of low bone denseness taking to osteoporosis. But statistics have besides shown that excessively high milk intake during childhood increased the opportunity of low bone denseness! ( Kalkworf 257-265 ) Along with bone denseness. adult females in the U. S. are the biggest consumers of milk in the universe. yet have the highest degrees of osteoporosis. ( Karpf ) Children grow up imbibing cow’s milk as portion of their mundane life non cognizing that it is harmful to them and their future wellness. Cow’s milk can impair a child’s ability to absorb Fe. Combined with the fact that milk has virtually no Fe of its ain. the consequence is an increased hazard of Fe lack. Children can besides hold reactions to milk proteins that show up as respiratory jobs and skin conditions. ( Markoff ) Cow’s milk proteins are a common cause of gripes. and now the American Academy of Pediatrics has concluded that there is grounds that cow’s milk may good lend to childhood-onset diabetes. Equally good as diabetes. fleshiness has become a job in the United States. Consumption of pasteurized cow’s milk has contributed to this due to the high degree of concentrated fat in it. ( Kalkworf ) Osteoporosis can be caused by non adequate Ca. but besides by excessively much Ca. That is because one time bones become saturated with excessively much Ca the ability to absorb more is inhibited. As many kids grow they start demoing marks of osteoporosis and it is from unstable Ca degrees. Pasteurized cow’s milk is a really common nutrient beginning of Ca. But there are other nutrient beginnings than milk and dairy merchandises that provide Ca. Foods such as leafy green veggies. nuts. beans and seeds. fish and shellfish. and addendums all are a beginning of Ca. Calcium beginnings such as Spinacia oleracea. benne seeds and Prunus dulciss have even more Ca than milk. ( Jamerson ) Humans are the lone mammals that drink another animal’s milk. There are many other milk options such as soy. Prunus dulcis and coconut. One ground that cow’s milk is non every bit good as a bastioned option is that milk contains lactose doing it more acidic. Approximately 75 per centum of the world’s population is lactose intolerant. which means that they are unable to to the full digest dairy merchandises. Lactase is the enzyme needed to digest milk sugar. and most people stop bring forthing it around the age of 5. ( Calcium and Milk ) Another ground cow’s milk is non good is its nutritionary value. When cow’s milk is pasteurized it kills bacteriums but it besides destroys the healthful foods. increasing sugars and fats and transforming proteins into unnatural amino acids that are less than healthy. hence bring forthing less Ca. ( Mercola ) Ever since we were immature. we believed that milk was good for us and our parents ever told us. â€Å"Drink your milk. so you grow up to be strong and healthy. † It is true that Ca builds strong castanetss. but it doesn’t mean that the sum in cow’s milk needfully does. Due to pasteurisation. cow’s milk is said to hold less Ca. ( Mercola ) It is frequently argued that pasteurised cow’s milk is much safer than other milk due to the violent death of bacteriums and pesticides. Of class. many would see the benefits ; nevertheless. pasteurisation kills the good bacteriums and much of the foods to supply a healthful diet. ( Debating the Safety ) Opposing positions claim that cow’s milk helps cut down the hazard of osteoporosis. In fact. they go every bit far as claiming that it will wholly forestall osteoporosis and aid strengthen castanetss. On the other manus. statistics show that consumers of milk have a greater opportunity of osteoporosis. ( Karpf ) Cow ownership and the many resources cattles provide have been a portion of our history for centuries. Cow’s milk has been a pillar in the human diet. For most of this clip it was natural milk that was consumed. and it was non until the last hundred old ages that pasteurisation came into drama. By this clip. milk as a fundamental in our diet had been established. so doing it safer by killing harmful bacteriums seemed a great thought. However. imbibing pasteurised cow’s milk has led to a complex array of wellness jobs such as high cholesterin. diabetes. gripes. lactose intolerance. and osteoporosis. There is dissension over the sum of Ca really in cow’s milk. and whether or non ingestion of cows’ milk contributes to osteoporosis. Although doing milk safer to imbibe. pasteurisation is said to compromise the nutritionary value of milk. and hence alternate Ca beginnings should be considered. Cow’s milk genuinely does non supply the benefits that the â€Å"Got Milk† commercials would wish us to believe. â€Å"Calcium and Milk: What’s Best for Your Bones and Health? † Harvard School of Public Health. President and Fellows of Harvard College. n. d. Web. 22 Feb. 2013. . â€Å"Debating the Safety of Milk from rBGH-Treated Cows ( sidebar ) . † Facts on File Issues and Controversies. Facts on File. 12 Feb. 1999. Web. 14 Feb. 2013. . Group III. Edward F. . Dr. â€Å"Pasteurized V. Natural Milk: Which One Is Healthier for You amp ; Your Family? † Global Healing Center: Natural Health and Organic Living. Global Healing Center. 28 Sept. 2009. Web. 23 Feb. 2013. . Jamerson. Ann. â€Å"Sources of Calcium Other Than Milk. † Livestrong. Demand Media. 8 Sept. 2010. Web. 24 Feb. 2013. . Kalkworf. Heidi J. . Jane C. Khoury. and Bruce P. Lanphear. â€Å"Milk consumption during childhood and adolescence. grownup bone denseness. and osteoporotic breaks in US adult females. † The American Journal of Clinical Nutrition 77 ( 2003 ) : 257-65. Print. Karpf. Anne. â€Å"Dairy Monsters. † The Guardian. Guardian News and Media Limited. 12 Dec. 2003. Web. 11 Feb. 2013. . Markoff. Steven C. â€Å"Is Drinking Milk Healthy for Humans. † ProCon. N. p. . 6 Aug. 2009. Web. 11 Feb. 2013. . Mercola. Joseph. Dr. â€Å"Why You Shouldn’t Drink Pasteurized Milk. † Huffington Post. HuffingtonPost. 3 June 2010. Web. 21 Feb. 2013.

How do you view the unification of women on campus, and how would you Essay

How do you view the unification of women on campus, and how would you improve it - Essay Example Hence, it is essential for women to come together on campus and address the issues that are affecting them both in the school and the outside world. This paper will assess the issue of women coming together on campus, illustrating its benefits and ways of improving this unification. As mentioned above, the unification of women on campus is a positive event for many reasons. Firstly, it enables the preparation of young women for life after college. When women come together they should use this opportunity to teach the younger girls about their rights and empower them to stand up for themselves. Women would not have the opportunity to learn about such situations in detail and unification enables this educational procedure to occur. Unification of women is also a supporting mechanism for women as they are able to encourage each other in a world that places them at an unjustified disadvantage (Boswell, n.p). Unification on campus also trains women to be more expressive. The voice of a group of people is much louder than that of an individual; hence the women can work together towards achieving a common goal. Unification is also good in the sense that it enables the women at the college to form stronger ties with one another, and create both friendships and professi onal connections which will help them in the future. Unification of women is also good from the sense that it enables them to strategize and create new ideas that improve their lives in college and beyond. The more women that are present, the higher the chances that more problems facing women will be vocalized and therefore rectified. In addition, when working together the strategies being implemented to improve certain issues have a higher level of success (Boswell, n.p). I feel unification of women can be improved by formalizing the unions that are created by women on campus. This will give a better

U.S. Government Bailouts Essay Example | Topics and Well Written Essays - 1750 words

U.S. Government Bailouts - Essay Example The transport industry, for example, is the American economic backbone. The industry sustains trade and the travel of people throughout the fifty-two states. The country therefore requires an efficient and elaborate transport industry that does not face any serious financial challenges, which may weaken its operations (Muolo 41). To ensure this, the government provides tax reliefs and financial incentives to bigger corporations in the transport industry, which include oil companies, airlines among other stakeholders in the industry. The bailout is a maritime term inferring to the process of removing water from a sinking ship using smaller buckets. The term is used in the financial sectors therefor to refer to the nature in which the government gives financial aid to its major corporations during difficult financial times. Bailouts are often formulated and implemented through acts of parliament; the lawmakers discuss the economic situation and therefore determines the appropriate amount of money capable of ensuring that a corporation stays operational despite the financial challenges at the time. The government gives out the money in a form of a loan, which the company pays later after it stabilizes its operations. Additionally, the government gives out the bailouts in the form of grants or through the purchase of shares of a poorly performing corporation. The different methods of providing the bailout depends on the nature of the financial crisis and the size and importance of the corporation among others. Bailouts have consequences; the government draws its funding from the taxpayers. This implies that the government uses the taxpayers’ money in salvaging poorly managed corporations since every organization should have an effective emergency management strategy, which ensures it never becomes bankrupt. Bankruptcy is often a result of poor management of the public corporation, ineffective market surveys and projections. The use of the government money in bailing out such companies have serious economic consequences since he government operates on a tight budget annually. It therefore compels the government to replace certain economic activities to save the money for bailing out such failing companies. The redirection of the government money therefore results in inadequate management of certain government ministries, which had to reduce their spending (Shaanan 31). Additionally, the government may try to raise the money within a short period by increasing the rate of taxation. This results in the increase of price of some of the most essential commodities such as fuel at the expense of the citizens . The United States of America has often used bailouts as an effective method of revamping the economy thereby maintaining its position as the strongest economy in the world. In the last century alone, the country has faced five major financial crises, which prompted the initiation of expansive bailout plans to some of the leading corporations in the country. The five financial crises include the Great Depression, which affected the entire world following the end of the First World War. During this period, countries shied away from one another thereby paralyzing international trade. Additionally, the intense conflict that lasted years prevented any major economic activity such as agriculture and countries that had relied on agriculture but served as battlegrounds such as the Japan, Italy and Germany faced the worst. The slow economic activiti

A Study on Libya and its Education System

A Study on Libya and its Education System Libya is an Arabic country located in North Africa on the Southern coast of the Mediterranean Sea. The economy of Libya is highly dependant on oil as it has many reserves of oil. The total area of the country is approximately 1,759,540 square kilometres (i.e. 679.182 sq miles). It also has the longest coastline among the littoral states of the Mediterranean Sea with a length of approximately 1.955 km. Libya is surrounded by a number of countries: Egypt in the east, Sudan in the south-east, Chad and Niger in the south, Algeria in the west and Tunisia from the north-west, and it is a member state in a number of organizations, regional groups and international organizations such as the United Nations, the African Union, the Arab Maghreb Union, League of Arab States, Non- Aligned Movement, the Organization of the Islamic Conference and OPEC (Oxford Business Group, 2008; The Peoples Committee for Education, 2001). Libyas population is approximately 6,310,434 which is considered a small nu mber compared with the countrys area. This number also includes tens of thousands of non-citizens who migrated to the country in search of work opportunities, particularly after the discovery of oil and the attractive offers provided to foreign professionals, especially at the universities and higher education institutions (Hanley and Mayfield, 2001). 1.1.2 Education in Libya: The Libyan Government has embarked on a developmental program aiming to the expansion, upgrading and modernisation of its fundamental infrastructure, where education is of high priority (Hanley Mayfield, 2001). The Libyan secretary of education (2000) stresses that education, health and social services are the highest priority for Libyas infrastructure development programme. According to Hanley Mayfield (2001), The Gaddafi Development Foundation has taken the responsibility for developing education system and infrastructure in Libya, accordingly 5,000 existing schools and colleges directed to be modernised and enhanced. This enhancement requires various equipment and expertise at all levels to create model educational establishments for the future Libyan generation. In addition, their agenda will include the following points: Improvement of the curriculum in schools and universities including the scientific journals, periodicals and books. Opening the door for merging Libyans with the global community through many programs, such as providing a great number of young Libyans the opportunity to continue their studies abroad and to gain international qualifications. The initiation of an 18 month plan to provide one million computers to one million Libyan children. The initiation of a program to connect Libya with global educational community through broadband Internet. Every major hospital will become an educational hospital managed by an already established international hospital that will provide training of hospital management and process etc for the next five years with 20 hospitals currently targeted for this purpose. Initiation of one million companies for one million Libyans. To do this, our young entrepreneurs need to be trained and enabled to help them be successful in their new ventures. The establishment of e-government where registering a new company will not take more 30 minutes to complete. Opening the door for cooperation between local universities/educational interests and international educational interests through cooperative contracts and memorandum of understandings. Gaining funding for the educational development of Libya through donations, and various forms of foreign investment. Offering full scholarships to the top students in the country to 990 students for undergraduate and postgraduate studies. Most scholarships are in the medical and engineering field. The major countries considered are mainly the UK, North America (Canada and the USA), Malaysia, Egypt and Australia. In academic year 1975/76 the number of university students was estimated to be 13,418. Today, this number has increased to more than 200,000, with an extra 70,000 enrolled in the higher technical and vocational sector. The rapid increase in the number of students in the higher education sector has been mirrored by an increase in the number of institutions of higher education. Since 1975 the number of universities has grown from two to nine and after their introduction in 1980, the number of higher technical and vocational institutes currently stan From its inception the revolutionary regime placed great emphasis on education, continuing and expanding programs begun under the monarchy. By the 1980s, Libya had made progress, but the country still suffered from a lack of qualified teachers and enrolments in vocational and technical training lagged. Both of these shortcomings have resulted in a reliance on foreign-born professionals to fill teaching posts, technical positions in many sta te industries and service sector jobs in fields such as health care (Secretariat of Education, 2000). In 1980, to redress the balance, Libya enacted what was known as the New Educational Structure. School curriculums were restructured in favor of technical subjects and, in the humanities, Arabic language and Koranic education were particularly emphasized. The study of English from the seventh grade was also initiated. At the high school level the plan enabled the creation of specialized vocational and technical schools in addition to traditional academically oriented schools. The new structure also required the establishment of technical and vocational education at the tertiary level, which has led to the creation and strong growth in the number of higher technical and vocational institutions In March 2000, the General Peoples Committee for Education and Vocational Training was dissolved and all of its responsibilities transferred to the regional peoples committees (Secretariat of Education, 2000). 1.1.2.1 General education: According to the Economist (2009), most of the governments of the Arab countries are well aware that their university and school systems were and still doing badly, Arab governments including Libya have been struggling to improve their education infrastructure and facilities. In 1996, students were estimated to constitute 27% of the Libyan population, where the number of university students was 13,418, a considerable number of those students are immigrant learners who entered Libya with their families, or as employees and then joined the education institutions. Currently, the numbers of students in primary and secondary education are rapidly increasing driving the number of university students to exceed 200,000, in addition to about 70,000 who joined the technical and vocational sectors. The strategy to redress the balance which called the New Educational Structure, has been implemented in 1980, consequently, the schools curriculum was reformed in order to introduce and emphasize tec hnical subjects in addition to Arabic language and Qurans studies and humanities. The strategy intervention at the secondary education emphasised the launch of vocational and technical schools beside the traditional academic schools. This strategy also emphasised the initiation of technical and vocational institutions in different regions of the country which has contributed considerably to the development of these regions (Country Review 2006; and El-Hawat, 2003). The previous educational system in Libya was following a 6-3-3 pattern for the primary, technical and pre-university education (i.e. primary stage begins at age 6 and continues for six years, followed by three years of preparatory school and three in secondary school),while the current system follows 2 nursery, 9 basic education and 3 or 4 secondary education according to the specialisation (Clark, 2010). Eventually, successful candidates get General Secondary School certificates or alternatively, in the case of technical school a diploma. In addition, there is a training/vocational branch that follows the preparatory cycle and lasts for two or four years. Those who successfully pass with sufficient high marks can proceed into higher education that is provided by sixteen institutions, nine universities and seven advanced learning institutions (Al Gaamatti, 2005). Moreover, in our time, and according to Sophie (2009), the Libyan government is working on one of the biggest projects in the country. The government is embarking on the worlds largest university building programme for the purpose of motivating the next generation of education seekers to choose to study and work at inside Libya rather than travelling to other countries. Another reason for this project is to reduce the large number of intelligent Libyan students who have left the country in the last few decades in order to gain higher university degrees oversees. As part of this project, and in 2006, the Education Ministry created a five-year strategic plan running from 2008-13 to upgrade the countrys educational facilities and infrastructure. In addition in 2007, the Organisation for the Development of Administrative Centres, which is a state department that manages strategic infrastructure projects, declared its intention to build or enlarge 25 Libyan universities. New strategic joint venture and partnerships between a number of Libyan universities and well-recognized foreign universities were made in order to enhance education. For example, the partnership that was created between Sebha University in Libya and Edinburghs Heriot-Watt University in the UK, which offers high-level teaching and experience from its Institute of Petroleum Engineering. 1.1.2.2 Higher Education in Libya: As mentioned earlier in this report, and according to Sophie (2009), the rapidly growing numbers of students at all levels of education required an expansion in the numbers of education institutions, especially the higher education institutions. For example, the number of universities has increased from two universities in 1975 to nine in 2003, while, the number of higher technical and vocational institutes has reached 84 since their initiation in 1980. The first university initiated in Libya in 1951 after the countrys independence, in Benghazi. It had only one college of Arts and Education, until the Faculty of Science was established in Tripoli in 1957. The main objectives behind initiating universities at that time was not more than providing teachers of intermediate and secondary schools with training, and building the capacities of the government employees (Peoples Committee for Education, 2000). These colleges were followed by the initiation of the college of Economics and Commerce in 1957, followed by the College of Law in 1962, the College of Agriculture in 1966. By 1967, the Libyan higher education witnessed a significant expansion when the College of Advanced Technical Studies and the Higher College of Teachers Training. The expansion continued with the initiation of the College of Medicine in 1970, Al-Bayda Islamic University in, and with the flourish of oil production, the Faculty of Oil and Mining Engineering was founded 1972. The Libyan University was divided into two universities in 1973: Tripoli University and Benghazi University. Currently, these universities have been expanding and named El-Fateh University in Tripoli and Gar-Yunis University in Benghazi. But, since 1981 the number of universities has been increasing in order to serve the growing number of students enrolling in higher education, the universities were subject to new educational management policies and accordingly the number of universities increased to 13 in 1995. These successive expansions of higher education in Libya required the country to encourage the migration of skilled and intellectual people to migrate to Libya and join its education institutions (Al-Shapani, 2001). As such, higher education in Libya is offered in both public and private universities, as well as higher institutes, and since 2000 the peoples committees, have been responsible for the management of education in the Libyan regions, where the overall management of educational policies in the country is the responsibility of the General Peoples Committee (El-Hawat, 2003). Higher education in Libya is managed by the Higher Education Peoples Committee, while each university is managed by its own University Peoples Committee with a secretary assigned to manage the university and deans as head of faculties and departments, each head department is a member in the Peoples Committee of faculty, while the secretaries of the faculty peoples Committee are automatically members in the university Peoples Committee, where as there are Peoples Committees for the students established to manage the students affairs and activities (Secretariat of Education, 2000). Higher education institutes and unive rsity colleges were introduced by the private sector and local public administration (Shabiat), were the higher education policies in Libya permitted that in order to handle the growing number of students at the age of university, however, to the local public administration sponsors of these private higher education institutes were responsible to mobilise their financial resources from local community sources, while the government had no any obligations towards the private sector. As a result, more than five private universities were built by the local administration authorities during 1997-2000 (Al falugi, 2008). 1.2 The learners of immigration: 1.2.1 The global context: Migration all over the world has become a distinguished feature and characteristic of globalization (IOM, 2003). That flows of immigrants are in most cases a response in one hand to the low income offers and limited employment opportunities at the countries of origin, and on the other hand to better opportunities and attractive offers at the countries of destination (Kuptsch and Pang, 2006). Thus the process of migration is thought to have joint benefits for both the sending countries of the migrants and the receiving countries; these benefits include sharing the capacities of the innovative migrants and disseminating knowledge among nations, while on the other hand the financial contribution of those intellectual migrants to their countries of origin is no doubt a considerable contribution to the national income, however those migrants themselves and their children achieve further benefits when they settle in the country of destination and become part of its social and education sys tem, as such they become learners of immigration. These flows of immigrants have enforced the receiving countries to adjust their educational management regulations and laws from being restrictive and hindering to become flexible for the immigrants to integrate. (Kuptsch and Pang, 2006). These attempts of integrating the immigrants in the education systems of the receiving countries include some programmes designed by the receiving countries specially to facilitate the immigrant students in learning the language and become totally integrated in the society (Winzhen, 2000). Recently, immigration is best used by several countries to enhance various public and private sectors, to build the capacities of the local labour force, to share knowledge and experience, to learn from successful and best practices, and to produce new generations of intellectual and skilled citizens. However the trend of learners of immigration is prominent in several countries of the developed world, supported by the immigration schemes launched some developed countries for various political, economic, demographic and other reasons. Several countries have utilised their repute status in different aspects such as the rich economy, educational reputation, etc to attract the most intelligent people in the world, where the integration of their children in the educational system of the receiving countries is a big incentive and attractive offer, where the new trend in this regard is to utilise the incentives instead of affording easy procedures and limiting the restrictions (Kuptsch. an d Pang, 2006). In this regard, in 2002 Norway implemented a scheme which provided high skilled foreigners three months permit to stay as job seekers, so that they can enter Norway to seek for job, and whenever they have found job and decided to settle they may bring their families to settle with them and then join the education in Norway (Kuptsch and Pang, 2006). Among these schemes, the trend is more obvious in the United Kingdom, where its Programme of Highly Skilled Migrant launched in November 2006 witnessed a major amendment, so that a new point system was implemented to select those applicants of the most highly qualifications, who can contribute to the countrys national economy, this programmes has provided the highly skilled migrants permit to enter and seek job or establish their own business in a period of two years (HSMP, 2009). The highly skilled migrants system has also been adopted by Canada where it was significant to stimulate the highly skilled and talented in the developing countries to immigrate to Canada. Other developed countries have implemented similar different policies to encourage immigration, such as The United States and Australia. However, although the components of these systems and their procedures of implementation are different, they show sound success in attracting the most qualified people (Winzhen, 2000) an d in integrating their children in the education systems without being hindered by linguistic or cultural barriers. 1.2.2 The Libyan context: The term learners of immigration used in this study refers to the immigrants to Libya who then decide to study in the country. This include the children of immigration that then enter the school system, as well as the adults who move to Libya as migrants whether they are social migrants or economic migrants, and then may be work or may not be working. They then decide to enter University education as full time or part time students. No doubt it needs to understand the challenges that the educational system and the educational management may face when various people from various cultures join the same educational system. Educational managers who are involved in planning and development of managerial thoughts and knowledge production should be aware of such challenges and how to manage and organise through official channels in a framework that is a part of an existing system structures such as colleges and universities. These channels provide studies for academics and allow them to go for further research which seeks to achieve and acquire skills by examining the output field in order to help to determine the shape and nature of the theory for enhancing the effectiveness of the educational system in order to link between the real local life options and intellectual work taking into consideration the dynamics of the corporate strategies that could facilitate the integration of the immigrant learners in the educatio n system (Gunter, 2003). In this trend of learners of immigration, Libya is not an exception; as such, the period of the oil boom in 1963 witnessed a significant augmentation in educational expenditure, and in the period between the seventies and eighties, the Department of Education in Libya stimulated skilled and intellectual migrants to come with their families and settle in the country through offering attractive contracts (Al gaamatti, 2005). In this regard, as suggested by The Libyan General Peoples Committee for Education (2005), The Libyan policy to stimulate intellectual migrants is supported by a number of pulling factors that is capable to stimulate professionals and talented migrants to enjoy comfortable life and settlement in Libya. These pulling factors which may distinguish Libya and encourage the intellectual migrants to prefer from other countries of the region may first include proximity of the Libyas location to Europe and the enormous opportunities there, alongside with the offered relati vely high income and competitive contracts, minimum to exempted taxes, simple procedures of visa and travel procedures, efficient network of telecommunication, high levels of security and safety for the migrants and their families, and low risk of racism and social discrimination as well as the easy integration in the education. The Libyan government implemented a policy in the early 1980s that encouraging intellectual immigrants and professionals from the region and from all over the world, so as to improve the capacities in different sectors of the government, with special consideration to the education sector which is believed to be the potential producer of intelligence and prosperity through the production of intensive knowledge and the achievement of an improved educational management. Beside the attractive offers provided to the intellectual immigrants, that policy aimed to ease the employment visa procedures for those who acquire the targeted skills and experiences. The policy of open doors implemented by Libya in the 1980s alongside with the oil boom at that period attracted vast investments to the country and large numbers of migrants stimulated to immigrate to the country by the employment opportunities created and the competitive offers afforded, and the education opportunities provided for them and their families. It is obvious that, the Libyan Government didnt adopt any of the aforementioned schemes, however the Libyan Ministry of Education and the Immigration Authorities implemented a policy in early 1980s to encourage foreigners to enter Libya and work in its different sectors, with special consideration to the education sector, this policy has a significant impact on the flows of immigrants attracted to Libya at that time, whereas these flows continued until the beginnings of this decade where the international political and economic embargo took place and the subsequent sanctions affected these flows and reduced its level (Al falugis, 2008). 1.3 Educational management 1.3.1 The concept of educational management: No doubt, management is an essential requirement for every human activity. It comprises the scientific research methods in all domains such as planning to achieve revenue with reliance on talent and intellectual creativity. Also, the concept of management is not different from the concept of control in terms of the general framework of the management process. But this difference can obviously be noticed in the application and practice. In the literature, there seems to be many definitions for management. For example, Druker (1974) described management as one of the most significant innovations of the 20th century, even though the roots of disciplines of management go back 150 years. Management is a multi-purpose function that aims to manage a business, manages managers and work. Management is also tasks, people and discipline. The field of educational management, according to Gunter (2002) and Bush (1995), is an area of study and practice that is mainly related to the operation of educational organizations and mainly concerned with the aims and objectives of education. These aims and objectives provide the crucial sense of direction to underpin the management of educational institutions (Bush, 2006). The field of educational management is also a term that is used to describe and understand intellectual work. This field of study was basically developed from what was known in the UK and internationally as Educational administration. Management of educational practice is as old as the human being. However, it has been growing gradually with the development of knowledge of human beings until it became a science in its own which has its theories and practice. In the past thirty years, however, the field of education management has grown rapidly in many countries especially in England and Wales, with members pos itioning themselves in all parts of the education system (Gunter, 2000). Elements of educational management may include but not limited to the following subjects: planning; management; coordination; routing; follow-up and calendar (Angus, 1994). In addition, education management focuses on a number of aspects such as: developing female talents in the field of educational management; understanding the purpose of competition; identifying the differences between leadership and management; thinking of what and how directors of education do; trying to understand the school as one way of educational management; and focusing on values and the basics of developing educational management. During the 1950s, there was no evidence for formal educational management structure; nevertheless, there were a president, deputy president and a secretary of mystery. This was the norm until 1956 when Burnham established the hierarchy of management and created all other managerial positions. It was believed that management includes the following aspects: understanding; empowerment; identification of what could be better and change (Gunter, 2002). Management was not identified as a science until the late 19th century. Bush (2003) stated that Educational management as a field of study and practice was derived from management principles first applied to industry and commerce, mainly in the United States. Theory development largely involved the application of industrial models to educational settings. As the subject became established as an academic discipline in its own right, its theorists and practitioners began to develop alternative models based on their observation of, and experie nce in, schools and colleges. By the twenty-first century the main theories of education management have either been developed in the educational context or have been adapted from industrial models to meet the specific requirements of schools and colleges (Bush, 2003). In addition, Bush (2003) classified the main theories of educational management and identified six major models: (formal, collegial, political, subjective, ambiguity and cultural) which have been subject to a degree of empirical verification in British education (Bush, 2003). Whereas, his classification may differ with other scholars views. However, his models remain significant in the literature of educational management. Moreover, Educational leadership and management has progressed from being a new field dependent upon ideas developed in other settings to become an established discipline with its own theories and significant empirical data testing their validity in education. This transition has been accompanied by lively argument about the extent to which education should be regarded as simply another field for the application of general principles of leadership and management or be seen as a separate discipline with its own body of knowledge (Bush, 2003). 1.4 Education management and learning diffusion In general, and according to Gunter (2003), any inquiry into learning diffusion and knowledge production requires interaction with, a description of, as well as understanding of the different people who receive the learning. Knowledge workers both use and produce knowledge creation and development of thoughts and knowledge could be managed and organised through official channels in a framework that is a part of an existing system structures such as colleges and universities to suit the diversity of cultural backgrounds among the learners. These channels provide studies for learners and allow them to go for further to achieve and acquire similar skills by examining the output field in order to help to determine the shape and nature of the theory for enhancing the effectiveness of the educational system in order to integrate both the native learners and those who joined the education system recently taking into consideration the importance of implementing the dynamic appropriate strate gies. Many people focus on management before moving into higher education which looks for the forms of activity by reading a magazine or a book and then understanding what is happening. Then allowing new insights to open the way for alternative practices since the academic perception is concentrated on the ability to analyse and become creative before the ability to train (Gunter, 2003). Based on the abovementioned discussion, it can be concluded that: there is a need to consider the link between development and emerging phenomena; such as learners of immigration and educational management; evolving relationship between theory and analysis in the field of educational management; follow the management approach that takes into consideration the changing culture and emerging phenomena; what knowledge and skills those have the potential to be improved via migration; and the role of field experiences and views of academics on the effect of migration on the improvement of educational management. 1.5 Migration and educational management in Libya The interest in management has led to the expansion of educational management and the educational improvement in Libya (Al Jiar, 2007). Migration has a significant impact throughout the Libyan history, the origin of the term Libya which was used to describe the region of North Africa which is located between Egypt and Tunisia, was derived from the Libyan tribes Lebo that inhabited this region for thousands of years, emigrated from Crete, the Greek islands around the 8th century BC. The Greeks founded the major cities in Libya which were the most prosperous cities in Africa in that era. The main ethnic groups in Libya are the Arabs and Berbers, who make up about 97% of the population, the rest belong to various ethnicities. However, historical records indicate that Libya was inhabited by ancient tribes of the Phoenicians who migrated from the coast of the western Mediterranean. In the 5th century AD, Libya was concurred by the Vandals and then the Byzantines, while in the 6th century AD, Libya became a Muslim territory. In the 7th century AD, the capital city of Tripoli was occupied by the Spaniards and then the Knights of St. John and was then liberated by the Ottoman Turks. The significant and noticeable impact of migration on the Libyan education was evident during the beginning of the Ottoman Empire occupation to Libya in 1865 which updated and developed many aspects of life both at the headquarters and the rest of the Caliphate. Moreover, the Knowledge Act was promulgated in 1869, to be a regular approach in schools which relied mainly on charity contributions of parents for the purpose of educating their children; bearing in mind that the curricula used both Arabic and Turkish languages and the le ngth of study was only three years. Afterwards, the Italians occupied Libya, changing the medium of education from Arabic to Italian. On the other hand, there were the Quran schools initiated by the Arab migrants, which concentrated on the Arabic language and religious studies. This instability of education resulted in high levels of illiteracy in Libya (UNESCO, 2002). Although, no accurate estimates are available about the numbers of immigrant learners in Libya, however, it is known to be considerable number in different educational level (Al falugi, 2008). Thus this study will attempt to provide an estimation of those immigrant learners, and its focus will be on the universities and higher education. Nasser Nations University was established in to accept the foreign students especially from the African and Arab countries, and then in it was opened for the Libyan students as well. The University has a special office to supervise the universitys cultural program that is concerned with the Universitys relations with educational institutions and follow-up agreements with universities outside Libya. Cultural and scientific agreements were held with: 1. University of Nouakchott and the

Bag Lady

â€Å"Bag Lady' Life's ups and downs come to all walks of life. When life gives you lemons, make lemonade. Baggage in life comes in all forms. Time heals all things, but people have to let go of the baggage in their lives that keeps them from moving on. They hold the keys to the doors in their lives and no one can turn the key but them. In the song â€Å"Bag Lady', Eureka Baud gives a wake up call for women to know what bags to hold on to, what bags to let go of, and what bag has the ticket for the bus that will move them on to bigger and better things In life.Eureka Baud said â€Å"bag lady, you goon hurt your back,' dragging all them bags Like hat. ‘ I guess nobody ever told you/ all you must hold on to is you, is you, is you. † This verse says to let go of all the disappointment people find in their lives and put them- selves first and make it all about them. The second verse says â€Å"One day all them bags goon get in your way/ one day all them bags goon get in y our way†¦ So pack light. † The second verse Is emphasizing the fact that women must learn how to let go of the excess baggage that pulls them down in order to survive.The third verse in â€Å"Bag Lady† says â€Å"Bag lady you goon' miss your bus/ you can't hurry up coos you've got too much stuff. This excerpt from the song tells women that by holding on to all the negative disappointment in their lives, they will end up missing out on opportunities to Improve themselves, that will move them on to bigger and better things in life. In â€Å"Bag Lady. † Eureka Baud mentions different types of women with different types of baggage that they hold on to that keeps them down.Baud is saying that bag ladies come from all walks of life. They are or have been at one point in time been the woman in the mirror and they have the power to change who they are or who they have become. The empowering keywords in† Bag Lady† are â€Å"Bet way love could make it be tter. † All Eureka Is saying Is to know your self-worth, and open the door to self-esteem; without It you have no chance at love, peace, Joy, power, and a sound mind.Accord ring to Leo Bogie, of Hawaii. Dude â€Å"Without self-worth, doubts and fears about our very existence will persist until they invalidate our dreams and vision, and undermine our greatest accomplishments†. Monica Poole English 102 Mr.. Green Bag Lady By Englishmen â€Å"Bag Lady† on to bigger and better things in life. Eureka Baud said â€Å"bag lady, you goon hurt your back/ dragging all them bags like hem bags goon get in your way†¦ So pack light. The second verse is emphasizing the The third verse in â€Å"Bag Lady' says â€Å"Bag lady you goon' miss your bus/ you can't missing out on opportunities to improve themselves, that will move them on to bigger In â€Å"Bag Lady,† Eureka Baud mentions different types of women with different types have become. The empowering key words in† Bag Lady' are â€Å"Bet way love could make it All Eureka is saying is to know your self-worth, and open the door to self-esteem; without it you have no chance at love, peace, Joy, power, and a sound mind.

Relationship Of Religious And Citizenship Education Education Essay

I have been asked to compose an essay critically analyzing the relationship of spiritual and citizenship instruction. I will measure whether both topics will help each other, or if one of them will be in danger, and devour one another. I will include the followers in my essay: the history of spiritual instruction and citizenship instruction. I will discourse, for and against statements on spiritual and citizenship instruction. I will demo some statistical and authorities studies ; on how good these lesson are making. I will advert some appropriate resources to be used in the schoolroom to learn these lessons. Furthermore more I am traveling to compose about the positions of those learning these topics in schools. Definitions of spiritual instruction Watson 1992 p.12 ‘Religion is particularly concerned with what one worships which is in bend connected with what one thinks one ought to be in awe of, experience low towards, fear, and so forth. Which are non concerned with any of them ‘ . Another definition of spiritual instruction Thompson and Watson 2006 p.65 ‘pupils are taught that faith involves: narratives ; belief ; rights and incorrect ; community ; rites ; feelings ‘ . These definitions suggest that spiritual instruction is linked to idolizing, esteeming other civilizations and beliefs, and cognizing right from incorrect. Religious instruction could besides halt racism in society, by kids cognizing about different beliefs of people. Broadbent and Brown study 2002 p.173 relate to the swann proposing that ‘bringing about a greater apprehension of diverseness of faiths nowadays in Britain today can besides therefore we believe play a major function in disputing and get the better ofing racism ‘ . In my sentiment spiritual instruction is to make with spiritual and moral values in different faiths or religions. Definitions of Citizenship Education ( the kink study 1998, p.9 ) ‘In the political tradition stemming from the Greek metropolis provinces and the Roman democracy, citizenship has meant engagement in public personal businesss by those who had the rights of citizens: to take portion in public argument and, straight or indirectly, in determining the Torahs and determinations of a province. Another definition of citizenship ( Collins 2008 p.1 ) ‘citizenship instruction is about assisting immature people to understand their rights and duties, to understand how society works, and to play an active function in society ‘ . A different definition of citizenship instruction ( Skelton, Francis and Smulyan 2006 p.286-287 ) ‘tends to intend that school pupils are taught about representative democracy and parliamentary political relations ‘ . From these definitions I can see that the chief countries that are involved in citizenship instruction are political relations and the individual ‘s function in society. On the other manus citizenship takes on more political point of position and it is more argument based. History of spiritual instruction started in 1811 when the national society promoted spiritual instruction, to supply instruction for the hapless kids in the established church schools. In the 1870 Education Act new schools were established, run by local governments with their course of study to include spiritual instruction. In 1931 a study was released called the Hadow study which fundamentally said that spiritual instruction is critical for larning. Thompson and Watson 2007 p.54 ‘the instruction of faith is at the bosom of all learning ‘ . There was a study written on secondary schools, in 1938 called the spens study which was stating, all kids need to be taught about faith. Thompson and Watson 2007 p.54 province that ‘no male child or miss can be counted as decently educated unless he or she has been made aware of the being of spiritual reading of life ‘ . The Education Act of 1944 required that all schools should supply ‘religious direction ‘ , while leting both instructors and parents on behalf of their kids the right to retreat. The Education Reform Act 1988 introduced the National Curriculum to schools in England and Wales. This gave the instructors a undertaking which was to educate kids about faith, the chief topic which is Christianity, depicting some of the other spiritual patterns and non teach them. Thompson and Watson 2007 p.54 mentioned that ‘religious instruction should reflect the fact the spiritual traditions of Great Britain are, in the chief, Christian whilst taking history of the other rule faiths represented in Great Britain ‘ . SACRE ‘s ( Standing Advisory Councils for R.E. ) chief responsibility is to rede the LEA on spiritual instruction to be taught in conformity with the Agreed Syllabus in Community and Voluntary Controlled schools. Agreed course of studies are developed out of the national guidelines contained in the non statutory national model for RE. The advantages of these are it provides guidelines for non specializers in RE besides it will help RE co-ordinators in planning every bit good as appraisal. Corporate Worship is lawfully required to take topographic point every school twenty-four hours, it is by and large accepted that Collective Worship, should supply students with infinite for contemplation and/or should be disputing. I think this is a critical portion of a school twenty-four hours because all staff and kids gather together in the hall, say prays, sing vocals besides they can make category assemblies on different festivals: Christmas, Diwali and Eid assemblies this will give cog nition to the kids and staff hearing. RE is non portion of the National Curriculum, but must be taught in schools by jurisprudence. By jurisprudence, all province schools must learn the topic RE, except to pupils withdrawn from categories by their parents. History of citizenship, in 1964 the Association for Teaching the Social Sciences ( ATSS ) was founded at the Institute of Education, University of London, which was to advance societal scientific discipline learning in schools. The topics included in this were sociology, economic sciences and political scientific discipline. During this clip Bernard Crick was interested in discoursing ways of acquiring political relations in secondary instruction and the benefits of this for the students. Cairns, Gardner and Lawton 2004 p.11 have looked at this farther ‘At some phase all immature people. . . should derive some consciousness of what political relations is approximately. Crick subsequently became active in a course of study undertaking financed by the Hansard Society called the Programme for Political Literacy that produced a study Political Education and Political Literacy ( Hansard, 1978 ) ‘ . Due to a alteration in authorities at that clip prevented this study from being published and we could hold seen citizenship instruction in the course of study. Cairns, Gardner and Lawton 2004 p.11 ‘unfortunately, the alteration of authorities in 1979 prevented any immediate action: most Conservatives were so leery of political instruction – ‘citizenship instruction ‘ might hold been more acceptable ‘ . In the 1990 ‘s there was a concern over deficiency of involvement towards political relations by the young person, so the authorities had to step in and make something to work out this job. They introduced citizenship instruction to give kids more consciousness of political activities. Some statistical information, demoing grounds for why first clip electors, do non vote during elections. The Crick study 1998, p.15 ‘A MORI study for the News of the World in March 1997 on first-time electors found that 28 per cent said they would non vote or were improbable to, 55 per cent said that they were non interested or could non be bothered, 17 per cent said that it would non do any difference, and 10 per cent said they did non swear any politicians ‘ . I agree with this statement that people do n't vote. Not many immature people vote, to be honest I have n't voted myself. The lone people whom ballot are the older coevals. The importance of spiritual instruction is that it will assist kids, to larn about different civilizations e.g. what different people belief and their manner of life. Learning about God, how he helps and the kids ‘s ain perceptual experience on life. RE Non statutory model, 2004, p.7 ) ‘provokes ambitious inquiries about the ultimate significance and intent of life, beliefs about God, the ego and the nature of world, issues of right and incorrect and what it means to be human. It develops students ‘ cognition and apprehension of Christianity, other chief faiths, other spiritual traditions and other universe positions that offer replies to inquiries such as these. It offers chances for personal contemplation and religious development. It enhances students ‘ consciousness and apprehension of faiths and beliefs, instructions, patterns and signifiers of look, every bit good as of the influence of faith on persons, households, communities and civilizations ‘ . All these values will do a individual good and caring in society ; cognize what is right and incorrect such as ; drug dealing is incorrect. If people learn these values, it will profit the society, by doing it a safer topographic point to populate in, without offense. The intent of citizenship instruction in schools is critical because, the kids can larn about political relations, rights the kids are entitled to such as the right to instruction and how to be a good citizen in society. The crick study 1998, p.40 examined the benefits of citizenship instruction ‘in schools and colleges is to do secure and to increase the cognition, accomplishments and values relevant to the nature and patterns of participative democracy ; besides to heighten the consciousness of rights and responsibilities, and the sense of duties needed for the development of students into active citizens ; and in so making to set up the value to persons, schools and society of engagement in the local and wider community ‘ . The three chief strands of survey in citizenship suggested by Bernard kink in his crick study are as follows: foremost Social and moral duty – Children larning from the really get downing assurance and socially and morally responsible behavio r both in and beyond the schoolroom, both towards those in authorization and towards each other ( this is an indispensable pre-condition for citizenship ) . Secondly Community engagement – Students larning about and going helpfully involved in the life and concerns of their communities, including larning through community engagement and service to the community. Third Political literacy – Students larning approximately and how to do themselves effectual in public life through cognition, accomplishments and values. The authorities published the National model on Religious Education in October 2004 but it is non-statutory. It encourages schools to learn students about Christianity and the five other major faiths represented in the state. I think this is a good model for RE because it will assist instructors to learn RE to pupils, furthermore it will give them guidelines in learning this topic ; along with giving them thoughts to what to learn. It is non a compulsory model so it is n't extra work for instructors to include in their planning. The Crick study outlined the principle and indispensable purposes of instruction for citizenship ( QCA 1998 ) . The crick Report 1998, p.13 provinces that it is a â€Å" critical and distinguishable statutory portion of the course of study, an entitlement for all students in its ain right†¦ Citizenship instruction can be enhanced by and do important parts to – every bit good as draw upon – other topics and facets of the course of study. † In the Crick Report ( 1998 ) there is merely a brief reference of RE and how it can be used to research moral and societal concerns. There has been some unfavorable judgment on the crick study this has been examined by Faulks,2006, p.60 suggest that ‘The chief failings of the Crick Report can be understood in footings of its abstract construct of citizenship. The Crick Report fails, in peculiar, to give due consideration to the institutional and societal constructions that form the context of citizenship and which, if ignored, must needfully restrict the effectual bringing of an inclusive citizenship instruction ‘ . In August 2002 primary schools citizenship instruction, is non statutory but it is still taught in primary schools. However for secondary schools citizenship instruction is statutory for Key Stage 3 and 4. This is a separate topic to PSHE. It besides has its ain capable content of survey farther more current appraisal at Key phase 4 GCSE short class. In September 2009 citizenship will be a full GCSE and A degree to be introduced. But alterations in new primary course of study will be statutory in 2011. Their will be a capable similar to citizenship instruction in the course of study. The name of this topic will be Historical, geographical and societal apprehension. This will be influential for citizenship in secondary course of study, because the students will hold more understanding of citizenship instruction. QCA provinces that ‘helping kids make sense of our topographic point in the universe and is cardinal to their development as informed, active and responsible citizens. T hey see how societies are organised and shaped by people ‘s values and actions, and how communities can populate and work together ‘ . Ofsted 2005-2006 found that ‘RE no longer stands out as a topic giving cause for concern in footings of instruction, larning and accomplishment. At Key Stages 3 and 4 one in five schools have raised students ‘ accomplishment from satisfactory to good and at Key Stage 4 RE is the 3rd most improved topic in footings of instruction and larning ‘ This is really good statement for spiritual instruction instructors because the betterment of RE will assist spiritual instruction to remain in instruction. On the other manus the instruction of citizenship is bettering, and there are now better chances for preparation, but in about 25 % of schools inspected in 2005/06 the proviso was found to be unequal. Many schools have non yet implemented full programmes of citizenship across Key Stages 3 and 4, and that misconceptions remain about what should be included in citizenship instruction. Ofsted 2005 – 2006 Religious instruction can be taught in a figure of ways such as, the spiritual surveies approach which is to make with assisting kids to understand a scope of spiritual positions and to hold an apprehension for them. Another attack that is used in schools is ethical and religious attack, which is referred to as the survey of moral development. Activities you can make with spiritual instruction: storytelling about God, taking pupils to different topographic points worship. Activities you may see set about on this subject: comparing the differences and similarities between different topographic points of worship, discourse something from pupils ain experience that relates to being inside a particular, holy topographic point, and ask pupils to bring forth a short questionnaire or set of interview inquiries to be used during the visit. Citizenship can be taught in a figure of ways depending on the school cross curricular activity, suspended timetable yearss, coach or tutorial times, distinct lessons combination of all. Activities you can make with kids ‘s during citizenship lessons ; arguments on current issues, a choice of newspaper articles can be examined, people who can assist us the chief activity the kids can pull a image of themselves and make a insight authorship who helps them. The trade game this is where kids represent different members of the community for illustration mill worker and foremans and so forth so you will be given a budget and you need to happen ways on apportioning the money. Political election this can be done by the instructor explicating how local and national elections take topographic point, explain the democracy in this state so you choose three or more persons to stand for the chief political parties so these kids will make a address for the category. Resources are available f or learning citizenship instruction, they have been given the resources but they do non utilize them really good. ( Ofsted 2006, p.37 ) province that ‘citizenship has good resources in copiousness, but frequently they are non used ‘ . Arguments for spiritual instruction, holding good apprehension of spiritual instruction and cognize equal sum of information, about all the different faiths. Furthermore kids who want to larn about the different faiths for RE. Ofsted, 2006-2007, p.80 provinces that ‘Pupils in the schools visited understood better the significance of faith in people ‘s lives than has been the instance in the yesteryear ‘ . Arguments against RE is that the staff at schools do non learn the topics in relation to politically prosecuting the modern universe. Ofsted 2006-2007 p.80 ‘the course of study and instruction in RE did non put sufficient accent on researching the altering political and societal significance of faith in the modern universe. As a consequence, the topic ‘s possible to lend to community coherence, instruction for diverseness and citizenship was non being to the full realised ‘ . Arguments for citizenship instruction the kids can derive cognition of h ow to be good a citizen in society. Arguments against the citizenship instruction, it will be excess work for the school and staff to make be aftering for the topic. Besides some instructors do n't hold adequate cognition on this lesson to present to kids. So they will necessitate to travel preparation to develop their accomplishments on citizenship. There will be arguments on execution of citizenship instruction, how you are traveling to learn citizenship because, the course of study is overloaded and other topics may be dropped to do clip for this lesson. The chief argument environing this will be who ‘s traveling to learn the topic in schools. Ofsted 2010 p.18-19 suggests that the failings in citizenship instruction include ‘weakness in instructor capable cognition ; hapless planning, misconstruing about the topographic point of citizenship in the course of study ‘ . Another failing found in the study ‘weak capable cognition ; usage of inappropriate learni ng methods ‘ . Another factor that affects citizenship instruction was ‘lack of understanding and assurance to learn citizenship ‘ . The positions of those learning spiritual instruction are that the adding another lesson such as citizenship in the course of study, will give less clip for spiritual instruction to be taught to pupils this is backed up by Broadbent and Brown 2002 p.174 ‘concerns expressed by instructors of spiritual instruction that the inclusion of distinct lessons of PSHE and citizenship instruction might badly infringe upon curriculum clip hitherto allotted to RE ‘ . Citizenship instruction will non consequence the position spiritual instruction in the course of study this was back up by David Blunkett who stated ‘religious instruction ‘s place in the course of study would stay unchanged ( Watson 2004, p.260 ) . The positions of those learning citizenship in schools they think that it is of import for kids to understand and esteem themselves and others. Trusting others and have high ego assurance when making treatments or arguments. Worried it could turn into a civic lesso n. Some wanted citizenship to replace spiritual instruction because we can learn these values in citizenship of being a good citizen in society. The other side of the argument could be acquiring rid of spiritual instruction for citizenship instruction. Watson, 2004, p.260 provinces that ‘the replacing of spiritual instruction with citizenship instruction in province schools ‘ . In decision I believe that schools should learn more, spiritual instruction to pupils because the kids will be more cognizant and have relevant cognition about other civilizations around the universe. I think both topics should remain in the course of study because they both have benefits in kids ‘s instruction, such as citizenship will learn the political side of the position point and about society. On the other manus spiritual instruction will learn kids how to esteem other civilizations. They both work in favor of each other because they can learn different things to kids. Watson 2004, p.267 argues that ‘religious instruction, by enabling students to meet different religions and each other through duologue, makes critical part to citizenship instruction while educating for citizenship in its ain right by developing apprehension of our society and peculiar parts spiritual argument can do to the development of the active citizen ‘ .