Australian Concepts: the Merry Go Round in the Sea

Australia during the wartime. The concept of Australia from the viewpoint of six year old Rob Coral at the start of ‘The Merry-Go-Round in the Sea', is not actually about the country itself, but one that Is solely based upon his Immediate surroundings. The security of his family and of the land that Is his home, are the things that provide him with safety and identity. ‘He thought, often, of himself, of who he was, and why. He would think: I am Australian, and wonder why. How had he come to be Rob Coral, living in this town? This quote is taken from the beginning of the book. Here Rob is cost and often struggles to define his own Identity. The continual presence of the large Nameplates clan that he belongs to is very important, as it signifies, what Rob comes to believes, is his place in the world. This quote is an example of the shelter and protection Rob feels with family. ‘After that, the boy stopped listening to his mother's warnings of doom. But because no cata strophe was possible which she would not have foreseen, he felt secure with her, he felt that she could thwart any danger, except the one danger he really feared, which was made up of time and change and fragmentary talk of war.Rob is engrossed in Geraldine, his home. The single connection with the outside world he has Is of the war, which links to him simply because of his cousin and Idol, Rick, and having to move homes every now and then. The importance and value of close family bonds is a fundamental Australian belief that is still held today. Family is where we draws our base set of values and beliefs, and the frequent visits and gatherings Rob shares with his tens of aunts, uncles, grandparents and cousins Is one of the elements that define his world.Australia is depicted in hundreds of literary texts by images of the ‘bush' and outback. The landscape portrayed in most of the novel is set in more rural areas of Australia. Randolph Stow, the author, goes into a large amoun t of detail describing the scenery with Its sights, smells and sounds, as demonstrated by the following quote: ‘In the summersets along the dry creek that wound almost to the river at Install, cockatoos swirled like torn paper, catching the light. Rising from one tree, they flashed and screeched across the tiger striped sky to another, a quarter of a mile away.They Infested the tree like migratory fruit-blossom, flapping, tearing, and relining. ‘ Almost all of the descriptions are positive, planting the land In a beautiful and attractive light. The frequent mention of native animals and plants, FIFO together Walt ascriptions AT ten vastness Ana emptiness AT ten eternal Is unleaded Australian. Rob's life throughout the novel revolves around school, the beach and most importantly, his cousin Rick. It is the relationship between the two that supports the entire novel.The effect of Rick's character is complicated, as we see him largely through Rob's point of view. Being abse nt for half the book, his character can be official to grasp. While Rob adores and dollies Rick, the adults in the family are continually criticizing him after his return from the war. ‘Rick was immature. He was lazy. He was a narcissist. He used dirty language. He had stayed at the very bottom of the army. He refused to be a farmer. He talked like Hitler about the Bomb. He looked bored and miserable when he was with people Rob liked†¦ Before leaving for War, Rick had been a golden boy, but he never lived up to the family's expectations in the end. Although the war had a shattering effect on Rick, both physically and psychologically, it was this that lead to the development of his character; his loss of innocence and carefree attitude. He came home a changed man. While Rick's best friend Huge, whom he meets in the War, has managed to put the impressions of the War and its impact behind him and move on with life, memories of War continue to haunt Rick long after he returns home.Although this change in Rick's character is obvious to young Rob, he continues to admire his cousin. Quotes from the end of the book Justify this. ‘Rob's love for Rick was like an ache in his body,' and ‘He (Rob) seems o be trying to turn himself into a carbon copy of Rick,' Margaret Coral said. † Towards the end of the novel, Rob's perception of the world, his concept of Australia, has changed. ‘The world the boy had believed in did not, after all, exist. The world and the clan and Australia had been a myth of his mind, and he had been, all the time, an individual. In Rick's words, ‘Families and countries are biological accidents. ‘ Rob is forced to question the idea that although everyone comes from a family and country, it doesn't provide us with any identity, and everyone is an individual. As the novel progresses, Rob starts to doubt the beliefs of his family, beliefs that he had never challenged before, mainly due to Rick's actions and reactions after experiencing life so close to death, and his decision to leave Australia forever. ‘Look, kid,' Rick said, ‘Eve outgrown you. I don't want a family, I don't want a country.Eve grown up, and I'm on my own. ‘ Rick was turning his back on his home and as Rob's idol, forcing Rob to consider a life outside of what he had always known. While a great deal of ‘The Merry- Go- Round in the Sea' goes into detail featuring and ascribing the landscape, ‘Summer of the Seventeenth Doll', another popular Australian story, does the opposite. Being a play, the dialogue is the main thing that drives the plot, but with the novel, a variety of different scenes and settings is easier to portray. Setting in the play consists of only two locations, both indoors.The time periods of both stories are different, with ‘The Merry- Go- Round in the Sea' set during the wartime and depression, while ‘Summer of the Seventeenth Doll', a few years after. This co ntributes to the different behaviors and way of life of the harassers in the stories. The main similarity between the two texts is the symbols of the kepi doll and merry-go-round. Both are recurring motifs in their own stories. The kepi doll is a representation of the relationship between Olive and ROR, two main characters in the play.Unmarried, and taking the chance to see each other for only Twelve months every year, tenure Is never any progress In tenet relations anon t doll signifies the fragility and artificial bond between them. Olive wants to keep their relationship the way it is, like a teenage romance. The doll is flawless, but its refection is fake. The merry-go-round has similar significance. It too, is a symbol of perfection, of Rob's ideal world. At the beginning, it is one of Rob's greatest desires to learn how to swim to what he believes is the ‘merry-go-round in the sea', which is really the mast of a sunken shipwreck.When Rob asks his mother, ;Why? Why can't w e go there? ‘ , she answers with, ‘Oh- because of the war. ‘ This leads him to dislike the war, in addition to it also taking Rick away and causing change in Rob's life and home. He imagines that when the war is over, he will swim to the merry-go-round, Rick will return, he'll move home, and things will be perfect. However, this is not the case. The last sentence of the novel reflects the change from start to end of the story, and Rob's growth towards maturity. He thought of a windmill that had become a merry-go-round in a backyard, a merry-go-round that had been a substitute for another, now ruined merry-go-round, which had been itself a crude promise of another merry-go-round most perilously rooted in the sea. ‘ The major themes of time and change are shared in both stories. ‘The world would revolve around him (Rob), ND nothing would ever change. He would bring Rick to the merry-go-round, and Aunt Kay, and they would stay there always, spinning and di ving and dangling their feet in the water, and it would be today forever. This quote demonstrates Rob's aversion to change and time's unceasing forward momentum. He wants everything to be the way it was before Rick went to war, and this is also symbolized by the merry- go-round in the sea. This fear of change is identical to Olive's feelings in ‘Summer of the Seventeenth Doll'. Even after seventeen years of no change and progress, Olive is tuck in a time warp, wants to keep things the way they are and continue acting like a young adult.She is afraid of commitment and not feeling youthful anymore, causing her to cling on to her young and innocent kepi dolls for security and comfort. ‘Olive (to ROR): ‘l want what I had before. You give it back to me; give me back what you've taken. ‘ When things start to change in the seventeenth summer, Olive doesn't react well and by the end of the play, she is left with nothing. The tradition of metathesis, although frequent in other countries as well, is a very rage part of Australia and the bond between its men.The ‘outback man' is a famous Australian icon that is incorporated into thousands of movies, poems, novels and songs. The strong, very masculine impressions they exude of power, pride and being ‘one' with the land is a famous and commonly used Australian stereotype. Both Rick and ROR in the texts radiate the ‘outback man' persona. They are strong, much more physically than mentally and both are very tough. The metathesis between Rick and Huge is very deep, largely because of what they shared through the war.When in a fife and death situation, the trust and loyalty between the men had to be strong, and the experiences they went through together is something neither will forget easily. ‘The skeleton of Hugh McKay lay on the floor. ‘Rick,' Hugh said, breathing painfully. ‘I drank your water. ‘ ‘That's all right. ‘ ‘No, no- bastard of a t hing to do. ‘ ‘Don't be stupid,' Rick said. What's a mate for? ‘ This quote reveals how meaningful are on the verge of death. This metathesis is similar to that of ROR and Barneys in ‘Summer of the Seventeenth Doll'.Although their bond may not have been as deep, hey still relied on each other a lot during the cane season up North where they worked as cutters. ROR and Barney have the same loyal and ‘got your back attitude, which, even though it comes into question, proves to be strong by the end of the story. While ‘Summer of the Seventeenth Doll' is similar to ‘The Merry Go Round in the Sea's' themes, symbols and characters, the poem, ‘My Country by Throated Mackerel is comparable to the novel through images of Australia's landscape. Depictions of its beauty and magnificence are plentiful in both texts.The book concentrates on a mall area of Australia because it is where the action takes place, whilst the poem gives a picture of Austra lia as a whole. Mackerel's attitude in ‘My Country is enthusiastic and positive, while Stows is more restrained. There is similar imagery between the two texts in some descriptions. ‘l love a sunburns country; a land of sweeping plains' refers to Australia's vast, brownish-red land, and its sun drenched weather. A vision like this is also expressed in the novel. ‘The hills and soils were red- brown and stony, brownish purple in the distance. Australia is often represented by TTS landscape and so it is not common to find that different texts have described the country in comparable ways. Stow has masterfully captured the atmosphere of growing up in Australia in the sass's. The concept of Australia explored by the novel has reinforced my perceptions of the land. Its conception of the landscape, what it means to be Australian and whether it is possible to outgrow your country has broadened my outlook and even question a few of my own values. It raises profound issues that cause readers to stop and consider what it really means to be Australian.

Literary Criticism to: Little Red Riding Hood

All childhood stories have some origin and most have lost their way. Catherine Orenstein has discovered the original plot of Little Red Riding Hood. This original version teaches the reader lessons about life. Using the formalist approach I intend to show the reader how this old time fable can be informative to the reader and inspirational when making a decision that you only get one chance to make. The author starts out by capturing the reader’s attention he opens with, â€Å"Once upon a time there lived in a certain village a little country girl, the prettiest creature who was ever seen. Her mother was excessively fond of her; and her grandmother doted on her still more. This good woman had a little red riding hood made for her. It suited the girl so extremely well that everybody called her Little Red Riding Hood.†(Orenstein, 2004) during the initial paragraph the author allows the reader to make up a beautiful girl in their mind to focus the story around. The plot of this story was intriguing because you have a beautiful girl walking through the forest all alone on a mission to visit her sick grandmother. The surprise of the story was she was approached by a wolf. This wolf presented his self as a curious traveler who seemed to be friendly making conversation. This simple conversation that she carried out with the wolf would prove to be the most important lesson in the story. All parents always tell their children not to talk to strangers and never give personal information out. The wolf inquired several times information little red riding hood should not have afforded him for example, He asked her where she was going. The poor child, who did not know that it was dangerous to stay and talk to a wolf, said to him, â€Å"I am going to see my grandmother and carry her a cake and a little pot of butter from my mother.† â€Å"Does she live far off?† said the wolf. â€Å"Oh I say,† answered Little Red Riding Hood; â€Å"it is beyond that mill you see there, at the first house in the village.† (Orenstein, 2004) The author gives the wolf personification; he describes the wolf as a mysterious, dangerous character. He was presented as a clever hunter, who should be feared. He allows the wolf to actually mock being a human to hunt. This is shown in line 16 â€Å"The wolf cried out to her, softening his voice as much as he could, â€Å"Pull the bobbin, and the latch will go up.†Ã¢â‚¬  (Orenstein, 2004). He had gotten into the bed and was pretending to be her grandmother. Little Red Riding Hood was described as a beautiful, sweet, naà ¯ve young girl. The writer presents her as a gullible child with no teaching of stranger danger. This story is written in third person it gives the reader insight of all things going on. It’s going into details about the mother of the young girl, her sick grandmother, the environment with the wood choppers, and the deceitful hunting wolf. The most fascinating detail about this old time fable is knowing that this story referenced a young girl losing her virginity. The text states that the original story meaning was â€Å"According to the plot, she has just stripped out of her clothes, and a moment later the tale will end with her death in the beast's jaws—no salvation, no redemption. Any reader of the day would have immediately understood the message: In the French slang, when a girl lost her virginity it was said that elle [a] và » le loup—she'd seen the wolf.†(Clugston, 2010). There was some use of ambiguity; it could be perceived that little red riding hood lost her virginity to a pedophile. The wolf inquired about her destination, arrived there and staged waiting for her and then took her. In addition the grandmother was eaten to which can be perceived as her losing her virginity late. Not many people know the original origin of the old story Little Red Riding Hood. Knowing that there was a serious message behind this story allows your mind to think a little more in-depth about other popular folktales you grow up reading and loving as well. Catherine Orenstein made an old tale make a little more sense.

College Speech Artifact Essay

I. Introduction: A. Quote: â€Å"Take a risk, be a rebel, ignore the conventional wisdom, take a stand and make a change, if something is wrong say it and say it loud, you have no idea what a difference you can make. Today you have earned your degree. Congratulations to class of 2013 † B. These were the bittersweet words I heard as I moved my tassel from the right to left. My name is Taylor Carson and I am a Gaucho! C. Some of you may not know what that means to be a Gaucho and when I am finished I think you will have a better understanding. June 13th 2013 marked a day in my life that I would never forget; it was not just an ending to an amazing chapter, but also just the beginning. II. Body: A. Background information 1. The UCSB/Isla Vista bubble is one of the weirdest places in America and to think I had the privilege of living there for four years. UCSB is its own little paradise and in that paradise I had to figure out how to balance my academic life with my social life. 2. As you can see this graduation cap represents all the hard work that I have done to earn my degree and all the embellishments represent all the fun memories I have had, the exciting people I have met, and the memorable experiences I spent in Santa Barbara. B. In this speech I hope share with you my experiences at UCSB and my transformation I underwent in working towards earning my degree from starting off as the a) Freaked out freshman b) Becoming the scholastic sophomore c) To having the mentality of â€Å"Wow, I go to an awesome school like this, this is a joke† junior d) And finally into a smooth sailing senior ready to embark on a new venture. 1. Looking at my first year in college I was that very confused stereotypical freshman who was walking on the bike paths because I didn’t  realize that pedestrians no longer had the right away in, bicyclists do. Finding it nerve racking when trying to figure out what classes are just right to take, as well as trying to navigate around a campus that may have well been like a foreign country to me. I was always freaking out and felt pressure from everyone around me who seemed to know exactly what they wanted to do while I was still undeclared and had no plan. I defiantly went through many trials and tribulations but my freshman experiences and memories are priceless. 2. During my sophomore year I really over-committed myself†¦ a lot. If any of my professors could hear this, I’m sure that they would agree. I was taking 5 courses each quarter, doing lab research, switching my major multiple times and trying to maintain a job all at the same time. There are a few nights that I can recall where I would sleep in our 24 hour study lab just so I can wake up the next morning to study and avoid all the distractions. Unfortunately, I did not end up with the all A’s in some of the core classes that count now as I apply to grad schools. I personally can recount many nights I contemplated dropping out. Hell, if Jobs, Gates and Zuckerburg did it why couldn’t I? Something about staying in a place that evokes progress and meaning meant that I would have to work hard to earn this privilege of graduation so I spent my that whole summer taking a year of bio along with organic chemistry all so that I could graduate on time. 3. As junior year rolled around I realized I was at half way mark to graduation. All the work I did my sophomore year really paid off. I was more confident then ever. For once I had direction and a declared major that I loved; Biopsychology. I couldn’t believe I went to such an amazing school where it is summer all year long, and my backyard was literality the ocean. I was fortunate to live under one roof with 12 of my best girl friends where beachside activities were an everyday necessity. I enjoyed many late-night Freebirds run, the fun cab rides down town, the embarrassing karaoke performances at OTT and country line dancing at Creekside. I was embracing the everyday t-shirt, shorts and flip-flop kinda weather, the brezzy walks along the beach in between classes, constant learning and as a result newfound wisdom. 4. Finally senior year was here and there is nothing I could ask for in exchange for the things I have both learned and been through here at UCSB. Throughout my four years I found new perspectives, new friends, new ideas and new places to explore. III. Conclusion: A. And there I was on June 13th 2013, graduation day. I did it! I survived four amazing years at UCSB and undoubtedly changed and became better through my collegiate experience. My graduation cap is important to me for it represents my transformation from who I was to who I am today. My mistakes and successes are equally a part of who I have become. I have learned not to settle and do what makes me happy; and that way I will never regret following my dreams. B. So I will say to all of you, as the chancellor said to my graduation class â€Å"treat your life serendipitously. Stop taking the path that you feel has been assigned to you, and create you own journey from here on out.†

Australian Economy Assignment Example | Topics and Well Written Essays - 2000 words

Australian Economy - Assignment Example The government, on the other hand, utilizes fiscal policies to ensure the economy grows at stable rates. The Reserve Bank and the government have ensured stability in the economy of Australia using fiscal and monetary policies since November 2011. The fiscal policy is in form of taxation and government spending; while the monetary regulation is in form of the cash rate and open market operations. The government and the Reserve Bank have succeeded in stabilizing prices and economic growth through the policies. The bodies have not managed to achieve full employment and balance of payment. Performance of the Australian Government and the Reserve Bank in running the economy from November 2011 to November 2013 Price Stability Price stability is achieved when the annual rate of inflation in a country is zero. However, it is hard for a country to achieve a zero rate of inflation because of price and wage rigidities. Price and wage rigidities refer to those charges that do not decrease below certain levels, for example, salaries of executive officers in organizations. The Reserve Bank of Australia set an inflation target of two to three percent (Reserve Bank of Australia, 2013); after taking into account price rigidities in the economy in 2010. Other countries that target the same figure include Hungary, Mexico, Spain, Japan, and Canada among others. This means that the rate that Australia set is favorable and it is widely accepted in the world. The Reserve Bank set the low inflation rate target to avoid the undesirable consequences of high rates of price instability, which include uncertainty, unfair distribution of wealth, and increasing tax benefits for businesses (Reserve Bank of Australia, 2013). These effects, consequently lead to low annual economic growth rate. The bank has managed to maintain the target inflation rate since November 2011. Year January -March April-June July-September October-December Annual 2013 2.5% 2.4% 2012 1.6% 1.2% 2% 2.2% 1.7% 2011 3.3% 3.5% 3.4% 3% 3.3% Quarterly inflation rates since January 2011. (http://www.rateinflation.com/inflation-rate/australia-historical-inflation-rate) The above figures show the rates of inflation in Australia since January 2011. The study, however, aims at determining the average rates from November 2011 to 2013. These include all the quarters of 2013 and 2012, and the last section of 2011 whose rate was 3%. The rate has remained within the 2-3% range in all the relevant quarters of the study. This means that the Reserve Bank has managed to stabilize prices in the country by use of monetary policies. Unemployment Unemployment is the inability of a qualified person to fail to secure a job at the prevailing wage rates. The unemployed people are willing to take jobs at the given wage rates, but they fail to find jobs in the market. Unemployment leads to undesirable consequences in the economy, for example, it lowers the per capita income, increases dependency, and leads to theft and prosti tution among others. The government and the Reserve Bank have failed to ensure low rates of unemployment in the country since 2011 because of the instability of some sectors in the economy. Long term unemployment has remained above 5% in the country since October 2011; whereas the velocity was below that amount before this period (Chua, 2013). This means that the management of unemployment has been inefficient, and this pulls down the economic growth

Review of Diabetes Mellitus Essay Example | Topics and Well Written Essays - 3750 words

Review of Diabetes Mellitus - Essay Example Diabetes is a third leading cause of death in United States of America, next only to heart disease and cancer. In the present article, the clinical presentation, diagnosis, evaluation, current treatment modalities with specific emphasis on the newer therapeutic approaches for diabetes will be reviewed. Introduction. The condition called â€Å"Diabetes† is so prevalent in modern day societies that it would be impossible to find a person who does not know some one with this condition. Statistics of diabetes confirm this validity of this statement. An estimated 20.8 million people, constituting about 7% of the population, live with diabetes in United States (CDC report, 2007). The question arises why is diabetes a bane of the modern society. The answer to this query lies in a large number of epidemiological studies showing that obesity and sedentary life style is a risk factor for developing diabetes. Individuals with a good Basal Metabolic Index (BMI, less than 21) have the lowest risk of diabetes occurring to them and increasing incidence of the condition seen in obese people (Coditz, 1990; Carey, 1997). Similarly there is an inverse correlation between the level of physical activity and the risk of developing diabetes (Manson, 1991,1992). In order to understand the clinical presentation of diabetes mellitus, diagnosis, and therapeutic options it is imperative to understand the regulation of Glucose levels (or Homeostasis) in normal human beings (Figure 1). Many diseases result from the perturbation of the homeostasis, a condition known as homeostatic imbalance. Several factors including aging lead to the loss of this regulation leading to disease. Diabetes is also a chronic metabolic disorder caused by the disturbance in the homeostasis of glucose. Classification of diabetes mellitus. As per the American Diabetes Association publication (ADA report, 2006) vast majority

War and The Role of Photography and the Media Essay

War and The Role of Photography and the Media - Essay Example The Spanish Civil War offered one of the most enduring images of all, caught by the camera of the legendary Robert Capa - a Republican soldier at the instant of death, the moment of truth, the bitterest truth of all. And now we see again how potent a picture can be. Not long ago it seemed certain that the lasting image of war in Iraq would be Saddam's toppled statue. Instead, for millions, it is now a grinning 21-year-old girl holding a dog lead attached to the neck of a naked, cowering Iraqi. That the mass media grew in importance during the twentieth century cannot be doubted. The late Victorian period witnessed an enormous expansion of the press, stimulated by improved technology and by the mid-century removal of the so-called 'taxes on knowledge', the stamp and paper duties which had raised the price of newspapers. By 1901 there were 21 major daily newspapers being produced in London. Although this number was to fall in the next few decades, as a result of closures and mergers, the press would remain a power in the land, courted and feared by politicians of all parties. After the First World War new media came to rival the press in their capacity to reach a mass audience. The cinema came into its own in the inter-war period, providing newsreel images which enabled the public at large to gain its first visual appreciation of the country's political leaders. The establishment in the 1920 of the BBC made possible the supply of radio, followed later by television, directly to voters' homes. From 1955, with the emergence of independent television, the BBC's monopoly of broadcasting was challenged by the rise of commercial channels. The appearance of satellite and cable television from the late 1980s further extended the variety of media available to the public. The role of the media in politics remains an area of intense debate. Although the press and broadcasting have rarely, if ever, been direct causes of political change, arguably they have done more than merely reflect their environment. The historians James

Explain the Legal Framework for the Bank of England's Monetary Policy Essay

Explain the Legal Framework for the Bank of England's Monetary Policy - Essay Example except where clearly quoted and referenced. has been copied from material belonging to any other person e.g. from a book. handout, another student. I am aware that it is a breach of UEL regulations to copy the work of another without clear acknowledgement and that attempting to do so renders me liable to disciplinary proceedings. SECTION B: (to be completed by the tutor marking assignment) Assessment Criteria: Weightings Criteria based Feedback Mark Achieved Logical Sequence and Development 10% Evidence of Background Reading 20% Appropriate Depth of Analysis 30% Critical Evaluation of Issues/Results 25% Referencing Technique 5% Presentation including Language and Grammar 10% TOTAL MARKS 100% Good practice demonstrated: Aspect to consider for improvement: Tutor's Name: Date Received: PROVISIONAL MARK Explain the legal framework for the Bank of England’s Monetary Policy and discuss the effectiveness of central bank independence in times of financial crises. Module Code:FE3011 Mo dule Title: Monetary Economics Student Number:0843375 Table of contents 1. Introduction 3 2. Bank of England – monetary policy 3 2.1 Overview of Bank of England’s monetary policy 3 2.1.1 Monetary policy, elements and effects 3 2.1.2 Monetary policy of Bank of England 4 2.2 Legal framework for the Bank of England’s Monetary Policy 5 2.3 Effectiveness of central bank independence in times of financial crises 7 3. Conclusion 8 References 9 Appendix 10 1. Introduction In most countries, the standardization of the economy is considered as a challenging task, even when the level of national resources, as combined with commercial activities, is characterized as quite satisfactory. The development of an effective monetary policy can help a country to secure its position in the international community; at the same time, a successful monetary policy can help a country to keep the control on its industries and resources, ensuring the availability of capital required for th e completion of local government’s plans. This paper focuses on the examination of the legal framework for the Bank of England’s monetary policy; furthermore, the effectiveness of the Bank’s independence in times of financial crises is discussed referring to the literature and the empirical evidence developed in the specific field. It is proved that, in the UK, the monetary policy is influenced by a series of factors; for this reason, the legal framework for the Bank of England’s monetary policy is not standardized. In its current form, the legal framework for the Bank’s monetary policy is quite flexible, incorporating rules for regulating all aspects, as possible, of the national economy. In the future, particular emphasis should be given on the valuable role of Bank of England in securing payments across the country, regulating the monetary policy of the country and controlling the activities of bank institutions (HM Treasury 2008, p.86). 2. Bank of England – monetary policy 2.1 Overview of Bank of England’s monetary policy 2.1.1 Monetary policy, elements and effects In order to understand the characteristics and the effectiveness of Bank of England’s monetary policy, it would be necessary to refer primarily to the elements of monetary policy, as part of a country’s economic life. According to Ruddock (2008), the monetary policy of each country is set and monitored by the country’

Diversity and Leadership Assignment Example | Topics and Well Written Essays - 500 words

Diversity and Leadership - Assignment Example right to express his concerns, however if people get to chose the members based on people of their orientation and inclination, it would result in a negative impact over the organizational working and would set precedence for a gulf in the atmosphere. What needs to be done both in case of Sandra’s handling of situation and that of Bob is the fact that personal orientations should be kept aloof from professional objectives. Clearly defining who one would want to work with and whom one might want to avoid, it would create a bridge unnecessary and reduce the scope of overall performance achievement. Carol Bartz’s style of leadership has bit of both, task oriented and relationship oriented pattern. For it includes participation as well ensuring that the tasks are being done. With certain considerations such as in time reporting, and keeping away extra gadgets off the meeting halls, speak for the task orientation, however when she asks for people’s take in the process and put them in to her shoes, that is reflective of her relationship oriented leadership style. These two if implemented in a contained and suitable manner, they allow for effective outcome and the blend of two enables achieving what may not be possible to achieve otherwise. Such an approach allows participation, and task completion in time. Different leadership models are available and many people adopt them in different manners to extract the outcomes. Some would follow an achiever’s strategy, others would go for a strategic approach and some would go for an engaging approach (Bluman). The model and style adopted by Carol Bartz is that of engaging and achiever’s policy and model. This is visible and extractable from the fact that she during the meetings asks the members how they would go about the tasks if they were in her shoes, and also with fixed target and limit of target accomplishment, she is fully determined to extracting the output hence an achiever’s strategy. She adopted a dual

Germany's holocaust memorial Essay Example | Topics and Well Written Essays - 250 words

Germany's holocaust memorial - Essay Example Besides, the foretold memorial is situated near to the underground secret chamber of Adolph Hitler, the mastermind behind Jewish Holocaust. In my opinion, the best possible way to pay tribute to the victims of the Holocaust is to construct a memorable monument. Mark Godfrey makes clear that the German government paid respect to the Holocaust survivors by inviting them to the inauguration of Holocaust Memorial in Berlin (Godfrey 239). The Holocaust Memorial is helpful for the younger generation in Germany and the whole world to remember the cruelty faced by Jewish population in central Europe. Besides, a solid symbol (say, a memorial monument) of genocide is most effective to cultivate the feeling of universal brotherhood in human minds. I consider that the initiative taken by German citizens like Lea Rosh and Eberhard Jaeckel is symbolic of the German culture of remembrance. But in 1980s (exact year: 1989), Berlin was in East Germany. The fall of German wall accelerated the effort to construct a memorial for the victims of the Holocaust. So, I consider the construction of Holocaust Memorial as the German culture of remembrance and historical consciousness. As pointed out earlier, the unification of Germany ignited national feeling among the people. For instance, the opening of Holocaust Memorial in the year of 2005 is symbolic of a unified Germany. Besides, the expenditure of the foretold memorial was around 20 Million Pounds. But this did not distract the Germans from paying apt tribute to the victims of Holocaust. Now, the Holocaust Memorial is open to all visitors without any discrimination and entrance fee. So, I consider that the Holocaust Memorial in Germany is symbolic of the German culture of honoring the victims of genocide, remembrance, nationalism and

Workers Compensation Essay Example | Topics and Well Written Essays - 750 words

Workers Compensation - Essay Example The employees are assured that their employer is concerned about their well-being, and this makes them be devoted to working in order to meet the organizational goals. Workers Compensation is the most ancient form of social insurance, and it was introduced in the United States close to a hundred years ago to provide medical services and money grants to employees who are hurt at the workplace, and still avoid cases of misuse of the compensation. This paper will provide a brief history to Workers Compensation by explaining the Code of Hammurabi and the current state laws pertaining to Workers Compensation. The Code Of Hammurabi was written in the 18th century, and it was a law made by an ancient king of Babylon. It is still in practice today because its main basics of law are applicable in today’s world. King Hammurabi’s laws insisted on the eye for an eye way of dealing with situations, and this is applied in compensation procedures. The law of Hammurabi provided fiscal reimbursement for injuries, and it consisted of compensation schedules that would mean that a specific injury was compensated with specific rewards or payments. This procedure is applied in today’s compensation of workers since when they are injured in the workplace they are compensated based on the intensity of the injury.

The Plight of the Mentally Ill Homeless in the US Essay Example for Free

The Plight of the Mentally Ill Homeless in the US Essay Introduction The issue of homelessness in the US has been of serious concern since the 1980s when the problem first became apparent. Budget deficits, brought about by massive diversions to military spending, forced a cutback on most social services. Today, approximately 7% of the population has been homeless at least once in their lives. Estimates place the number of people who experience homelessness each year at 3 million, more than half of which are families with children. (Donohoe, 2004) Of that number, roughly 25% have serious and chronic mental problems. (Mental Illness and Homelessness, 2006) The purpose of this paper is to provide a historical and social context to homelessness in the US, with particular focus on the mentally ill. Current statistics and demographics for the mentally-ill homeless will also be presented followed by an analysis of programs currently being undertaken with regards to this sector of the population. The Numbers The homeless population can be divided into three types based on how long and often they are homeless. About 80% are temporarily homeless, those who experience a single, short period (about two weeks) of homelessness that is not repeated. The episodically homeless (approximately 10% of the homeless population) are also short-term spells of homelessness but may be repeated at unpredictable intervals over a period of time. The chronically homeless, 10% of the population, request the use of homeless assistance facilities and services over a protracted period at frequent intervals. (U. S. Department of Health and Human Services, 2003) Overall, 39% have reported mental illness of which 25% are considered seriously ill. Among the last group, 50% are mentally ill or with substance abuse problems. This translates to approximately 150,000 chronically homeless, mentally ill people at any given time, and the mentally ill homeless have the most difficulty in relinquishing assistance programs. Of this population, 23% are veterans. (National Mental Health Information Center, 2003) Characteristics of the homeless mentally ill The mentally ill are often have been institutionalized at some point in their lives, and may have been involuntarily committed or have received treatment unsuitable for their condition. Since they are not completely functional because of their disability and poor hygiene, they tend to be prone to physical ailments, such as respiratory disease, HIV, and tuberculosis, that remain untreated until an advanced stage, if not death. They are usually members of a community that have become alienated from friends and family because of their disability and institutionalization, losing whatever support system they may have had. Many have been charged with misdemeanors, and their life expectancy is approximately 45 years. (National Mental Health Information Center 2003) Causes of homelessness among the mentally ill The 1960s saw an initiative to reduce the number of mental hospitals in the US because of reports that patients were receiving indifferent treatment, and to transfer the institutionalized to community-based treatment centers. However, practically all states where unable to provide adequate facilities for the accommodation of the released patients. Many were reduced to becoming homeless. (Peirce, 2001) In the 1980s, budget constraints forced even more premature releases from managed care of people suffering from schizophrenia or manic depression, overburdening an already bogged-down system. In a study of 187 released patients from Metropolitan State Hospital in Massachusetts, 27% had been homeless for more than 6 months, 66% of whom having no access to proper medication. There are more untreated mental cases in the population than the 90,000 receiving treatment in hospitals. In Berkeley, California, as many as 500 mentally ill people wander the city on any given night. (Homelessness: Tragic Side Effect of Non-Treatment, 2003) Federal assistance programs are often inadequate to provide housing for this disabled population, and rising housing costs make it difficult even for mentally stable people to obtain suitable housing. Mentally ill people are less likely to obtain steady employment and, though having no need for long-term institutionalization, are in need of regular access to treatment and rehabilitation services in order to function independently. The paucity of community-based health centers and suitable housing facilities increases the risk of homelessness for the mentally ill. (National Coalition for the Homeless, 2006) Homelessness is mostly associated in urban areas (Armour, 2003), 71% in cities, 21% in the suburbs and 9% in rural (National Mental Health Information Center, 2003). It is therefore mainly for city officials to address the problem of homelessness, especially the mentally ill who are most vulnerable to chronic homelessness and most in need of city social services. However, the response of most cities is to make it a crime to be homeless, and many of the mentally ill homeless are incarcerated in conditions that will only worsen their condition. In the Twin Towers jail in Los Angeles, commonly referred to as the biggest jail in the world, 2,000 of the inmates are mentally ill, some imprisoned for many years for minor transgressions. Police authorities often have no other place to put them but in jail. (Campbell, 2003) Homeless people with mental disorders are not only more likely to die from poor physical health as a consequence of their disability, they are more likely to be raped, die from accidents and exposure to the elements, and murdered. There is a tendency for the general population to shun the homeless because of fear and intolerance for perceived laziness, and the mentally ill homeless are regarded as dangerous and unpredictable. Many treat the mentally ill homeless as sub-humans. (Homelessness: Tragic Side Effect of Non-Treatment, 2003) Initiatives Undertaken for the Mentally Ill Homeless The U. S. Department of Veteran Affairs has provided one of the largest percentages of public health care in the US, accommodating more than 8% of inpatient psychiatric care. Since 23% of the homeless mentally-ill population is veterans, the provision of such targeted psychiatric services to an at-risk population is a positive factor in the fight against the increase of the homeless mentally-ill. (Gamache, Rosenbeck and Tessler, 2000) However, for the other sectors of the homeless population, the Veterans Affairs program does not apply. In efforts to provide a more comprehensive blueprint for address the issue of the homeless mentally ill, several studies have been undertaken. A two-year University of Pennsylvania study published in the Housing Policy Debate of 5,000 homeless with serious mental problems in New York stated that it cost the same amount in public dollars to provide supportive housing, health services and employment assistance to the mentally ill as to provide social services to homeless people for the same period. (Franzen, 2001) The Department of Housing and Urban Development (HUD) initiated the federal Continuum Care Program to combat homelessness, the core of which is called the Continuum of Care Initiative, which began a study of 4,000 homeless people in 1996 aimed at identifying factors that pertain to homelessness in the US. The HUD released the report entitled â€Å"The Forgotten Americans Homelessness: Programs and the People They Serve† in 2000. It was reported that 39% of the subjects were mentally ill. The report identified the primary goal of the homeless (find employment) and how much of the population reacted favorably (76% who lived as families and 60% who lived alone ended homelessness) to access to housing, health care and other needed services. The report outlined strategies that resulted in a US$45 million additional funding for homeless programs in 2000 and helped finance housing, employment and other self-sufficiency programs for 300,000 homeless people. (Tyler, 2002). In 2003, the U. S.Department of Health and Human Services (HHS) followed up on the HUD initiative and submitted a report that showed that health care costs of a homeless medically-ill person was US$ 11,000 more a year than that of the same person after being provided with suitable housing. The Needs of a Chronically Homeless Person Cross Many Service System Boundaries Source: U. S. Department of Health and Human Services (2003). Ending Chronic Homelessness: Strategies for Action. Retrieved February 1, 2007 from http://aspe. hhs.gov/hsp/homelessness/strategies03/ch. htm#ch2 In response to these studies, the following services were identified as necessary for ending homelessness among medically ill people: information and referral; outreach and engagement; mental health and counseling services; inpatient services; income management and support; residential treatment services; discharge planning; life skills services; education and skills training; and employment services. With a time frame of 10 years, the HHS outlined three goals of the initiative: 1. Provide easier access for at-risk populations to treatment and support services by simplifying document requirements, increasing outreach programs and extending the period of eligibility for benefits. Strategies to assist service providers in carrying out the objectives of the assistance programs, such as inter-agency collaboration for data sharing, in-service training for mainstream service providers as well as a marriage of homeless-specific and mainstream service providers working in tandem to provide services for eligible patients are also suggested. 2. Promote efficiency and flexibility in allocating funds that address chronic homelessness by encouraging cooperation between concerned departments in the federal, state and local levels in terms of programs and service delivery. Incentives are to be formulated to encourage such collaboration, especially when it comes to mainstream and homeless-specific funding sources. The need for a coordinating body was pinpointed. 3. Reduce the number of the homeless population by identifying populations at risk (i. e.veterans, deinstitutionalized mental patients) and providing programs that would ensure the ability to acquire decent housing such as employment assistance and regular health monitoring. (U. S. Department of Health and Human Services, 2003) The response at the city level, where the issue of the homeless is most pressing, has been mixed. Some cities still handle homelessness using punitive measures. In Sarasota, Florida, a person can be arrested for having no other place to live. Business leaders in Lawrence, Kansas, pressured city hall to curtail social services and pass ordinances targeted at the homeless. The anti-panhandling law in Atlanta, Georgia was imposed on a Hurricane Katrina evacuee after he was caught selling wares in an upper-class mall. Supportive housing was also banned within the city limits. In Little Rock, Arkansas, homeless people are not allowed on buses even if they have tickets, simply because they are homeless. (National Coalition for the Homeless, 2006) Other cities are more constructive. The Ft. Lauderdale police department and The Taskforce for Ending Homelessness, Inc.have teamed up to form the Homeless Outreach Team to provide social services and place the homeless in shelters in Broward County, Florida, cutting down the arrest record of the homeless by 2,400 annually in the 5 years of the program’s operation. The Homeless Outreach Psychiatric Evaluation Team in Pasadena, California is a partnership of the Pasadena Police Department and the Los Angeles Department of Health to provide mental health services to the homeless population. A tri-city cooperation in Ohio fund programs that provide social services at during off-hours to people ineligible for state assistance. The Homeless Court Program formed in 1989 in San Diego, California assists the homeless in resolving misdemeanor charges that prevent their access to benefits such as housing and employment. In Washington, D. C. , business owners solved the problem of the homeless wandering the street during the day when shelters are closed by establishing a day center that can accommodate 260 people where they can get a meal, shower and do laundry. (National Coalition for the Homeless, 2006) Proposed Plan for Community-Based Assessment Program. The following is a generic plan and timetable for a community-based program composed of volunteers in collaboration with local police authorities based on needs assessment criteria designed to assess the level of intervention required for a population of 5,000 residents. Recruitment and orientation of potential members through flyers and announcements at the community or city hall 1 month Data gathering on the homeless population based on arrest records and field research 3 months Tracking down identified homeless people and conducting interviews to identify perceived needs 6 months. Analysis of interviews by trained professionals for recommendations on the services needed for the target population 1 month Submission of results and recommendations of the study to the concerned city and community departments to acquire funding and other assistance 1 month The above plan will address the needs of a specific population with particular demographic and social factors that will determine the type and scale of social services, health management, housing and employment assistance that would most effectively eliminate the homeless mentally ill population. The smallness of the target population will make it more manageable, especially for volunteer organizations, and easier to acquire and manage funding for whatever needs that are identified. Conclusions Studies have shown what police authorities and social organizations have been pointing out for some time: the costs of incarcerating and treating mentally ill homeless people would be greatly reduced if they receive regular treatment and medication and provided with the ability to take themselves off the streets. (Campbell, 2003) This would mean more funds for more people receiving community-based health and housing privileges. The proposed plan for needs assessment is only the initial stage for providing for the homeless mentally ill at the community level for small populations. Many studies deal with the needs of a large population that may not be applicable in the micro-level, especially if the community in question has particular cultural and social issues unique to that community. It may also serve as a model to identify other subgroups of the homeless such as those substance abuse problems. It must be brought to the next level, actual service and support delivery. Many of the initiatives in all levels of public social service access are headed in the right direction, mostly as a result of recommendations from comprehensive studies of the issue. Inter-agency collaborations are providing good models for all communities to follow, but they are a handful compared to the magnitude of the problem at hand. More cooperation is needed to make effective use of funds, mainstream and homeless-specific service providers, law enforcement agencies and volunteer organizations. Moreover, the homeless mentally ill are still victims of public ridicule and loathing. People of the community must acknowledge that the most effective way to assist the homeless mentally off the streets and into productive lives is by providing social services, mental health access, employment assistance and supportive housing at the community level. In the long run, the most cost-effective way getting rid of them is to make them productive, functioning citizens. References Armour, S. (2003) Homelessness grows as more live check-to-check. USA Today.Retrieved February 2, 2007 from http://www. usatoday. com/money/economy/2003-08-11-homeless_x. htm Campbell, D. (2003) 300,000 Mentally Ill in US Prisons. Common Dreams. org. Retrieved February 2, 2007 from http://www. commondreams. org/headlines03/0303-09. htm Donohoe, M. (2004) Homelessness in the United States. Medscape Ob/Gyn Women’s Health. Retrieved January 31, 2007 from http://www. medscape. com/viewarticle/481800 Franzen, H. (2001) Housing Mentally Ill Homeless People Makes Economic Sense. Scientific American Inc. Retrieved January 31, 2007 from http://www.sciam. com/article. cfm? articleID=000EF22A-AA04-1C5E-B882809EC588ED9F Gamache, G, Rosenbeck, R. and Tessler, R. (2000) Factors Predicting Choice of Provider Among Homeless Veterans With Mental Illness Psychiatric Services. Retrieved February 1, 2007 from http://www. psychservices. psychiatryonline. org/cgi/content/full/51/8/1024 Homelessness: Tragic Side Effect of Non-Treatment (2003) Treatment Advocacy Center. Retrieved February 1, 2007 from http://www. psychlaws. org/generalResources/fact11. htm Maleque, S. and Brennan, V. (n. d. ) Homeless Mentally Ill. Factline: Tracking Health in Undeserved Communities. Retrieved February 1, 2007 from http://www. meharry. org/Fl/Mental_Health/Homeless_Mentally_Ill. html#mh%20disab National Coalition for the Homeless (2006) Mental Illness and Homelessness. Retrieved January 31, 2007 from http://www. nationalhomeless. org/publications/facts/Mental_Illness. pdf National Coalition for the Homeless (2006) Report accuses US cities of criminalizing the homeless. City Mayors Society. Retrieved February 1, 2007 from http://www. citymayors. com/society/homeless_usa2. html. National Mental Health Information Center (2003) Homelessness Provision of Mental Health and Substance Abuse Services. Retrieved February 2, 2007 from http://mentalhealth. samhsa. gov/publications/allpubs/homelessness/ Peirce, N. (2001) Help for the Mentally Ill Homeless: Rectifying a 30 Year Old Problem. Stateline. org. Retrieved February 2, 2007 from http://www. stateline. org/live/ViewPage. action? siteNodeId=136languageId=1contentId=14273 Tyler, R. (2002) Homeless in America. NewsHour Extra. Retrieved January 31, 2007 from http://www. pbs. org/newshour/extra/features/july-dec02/homeless.html U. S. Department of Health and Human Services (2003) Ending Chronic Homelessness: Strategies for Action Chapter 2. Retrieved February 1, 2007 from http://aspe. hhs. gov/hsp/homelessness/strategies03/ch. htm#ch2 U. S. Department of Health and Human Services (2003) Ending Chronic Homelessness: Strategies for Action Chapter 5. Retrieved February 1, 2007 from http://aspe. hhs. gov/hsp/homelessness/strategies03/ch. htm#ch5 U. S. Departmentof Veterans Affairs (2006) Overview of Homelessness. Retrieved February 1, 2007 from http://www1. va. gov/homeless/page. cfm? pg=1.

Organic Food Market Ghana Essay Example for Free

Organic Food Market Ghana Essay Main international trade partners| South Africa, Netherlands, India, United Kingdom, Malaysia, Switzerland, United States, France, Nigeria, Burkina, China, Spain, Italy, Turkey, Germany and etc. | Macro-economic opportunities and risks The World Bank’s Ease of Doing Business rankings placed Ghana at 63 place among 183 countries in 2012 (1 = best ranking), just behind Poland (62) and ahead of the Czech Republic (64). Ghana’s performance is defined as especially poor in â€Å"obtaining construction permits† and â€Å"resolving insolvency†. Nevertheless, Ghana is among the top five countries in sub- Saharan Africa. Economic risks in Ghana include a relatively high inflation rate of 10. 4% estimated in 2013. Consistently high unemployment over the years is another negative factor keeping the country in poverty. About 28. 5% of the total population is living below the poverty line. Other urgent challenges in Ghana are the inadequacies in education and health care that limit social development in the country. It also must address crime. Underdeveloped infrastructure, poor management of natural and human resources, and lack of a fully conducive and cordial business environment in the country also require public sector attention. According to the knowledge portal Global EDGE, Ghana’s strategic goals focus on future economic growth, improving quality of life by boosting employment and decreasing poverty, increased private investment and overall social and rural development. With such plans, international companies can expect incentives for initiating business in Ghana. Low corporate taxes, low equity requirements, custom duty exemptions forplants, machinery, equipment and parts, and relief from double taxation are some of the incentives and guarantees that the government presently offers to encourage future foreign investment. Coca-Cola Co. and Heinz have already been operating successfully in Ghana while companies like Caterpillar, Unilever, IBM, ATT, to name a few, are undertaking new investments. Companies are encouraged to establish themselves and operate in the country’s many potentially lucrative markets including hydro-power projects, pharmaceuticals and information technology. Subsequently, as African countries consider fully implementing the African Economic Community (AEC) established in 1991, Ghanas trading access to other African nations could increase significantly in the coming years. Ghana is a member of the World Trade Organization and has quota-free access to United States and European Union markets. The country has export free zones where goods can be traded without customs duties. The government is putting forth efforts to improve infrastructure to ensure hassle-free movement of goods and produce. While Ghana faces difficulties, all these factors make Ghana a promising market for foreign businesses. Organic food market data General Market size | n. a. | Market growth rate | n. a. | Domestic production | n. a. Exports (US$, 2006)| $75. 64 million| Imports | n. a. | Shares/sizes of market segments| Fresh fruits, vegetables, palm oil, cocoa, bananas, cashews, culinary herbs, cereals, cotton, shea butter and etc. | Number of producers, names of big producers, important brands| Benrod Group (producer and exporter), Ibrahim Jalilu Adventure (producer of spices), Botim Farms (group of cashew farmers), Joansspiceworld (producer of spices), Mercydan (black soap, red palm oil, coconut oil), Eagle Gold Company (gold, diamond), Best Organic Fodd Venture (organic food) and etc. Smallholder farms dominate the agricultural sector, accounting for about 80 percent of total production. (organic agriculture in general is well suited to small-scale farmers because usually small-scale farmers do not have much cash to purchase external inputs, chemical inputs, pesticides, or chemical fertilizers)| Typical distribution channels| The Ghana Organic Agriculture Network, Afrikeco Organic Products Ltd, Andea-African Network for Development of Ecological Agriculture, Armajaro Ghana Limited, Black Volta Organic Society, Ebenut, Ecasard-Ecumenical Ass. For Sustainable Agr. And Rur. , Eloc Farms Limited, Ghana Bio Network, Ghana Export Promotion Council, Ideal Providence Farms Accra, Integrated Tamale Fruit Company, Natures Best Fruit Ltd. , Quin Organics, Tracs Farms Ltd. , TOFA (Traditional Organic Farmers Association), Wad African Foods Ltd, Yayra Glover Limited| Characteristics of the organic food market Supply: Mainly from the domestic market Production: Fresh fruits (mainly pineapple, bananas, watermelon), vegetables, palm oil, cocoa, cashews, culinary herbs, cereals, cotton, shea butter and etc. Distribution: Just over 28% of the organic producers in Ghana export their production and the remaining 72% do not export their production, but possibly sell it domestically. With regards to exports, virtually all organic products (85%) are exported to Europe. The data is taken from a survey16 made in 2009 among 688 producers, marketers and consumers. Consumption: Worldwide sales of organic chocolate produced in Ghana increased to $304 million in 2005 from $171 million in 2002. However, the total market share of organic cocoa accounted for less than 0. 5% of total cocoa production in the same period, possibly because conventional cocoa yields more and is more profitable than organic cocoa. When a conventional producer converts to organic production, there is an immediate yield loss. Organic cocoa production has an estimated 30% lower yield than inorganic production. Additionally, a producer must wait three years for the organic certification that will allow him or her to be compensated with an organic price premium. Therefore a sufficient and stable organic price premium is needed. The current premium price of organic cocoa is far below the estimated premium needed to entice producers to switch to organic production. Information on yield loss and price premium trade-off is very important to cocoa producers to determine whether organic production is sufficiently profitable to be adopted. For manufacturers, the information indicates the price premium necessary to secure a reliable supply of organic cocoa. Opportunities and risks in the organic food market for DEG’s clients There are not many opportunities for import of organic food, because the organic market in Ghana is still relatively undeveloped. However, there are opportunities for export of organic agriculture, because about 19,132 hectares of land are under organic cultivation, which accounts for 0. 13 % of the total agricultural area in Ghana (IFOAM FiBL 2006). The risks are definitely big. Additional information Ghana has had little exposure to the global economic recession and will continue on its growth path. It is experiencing significant growth in 2011 and 2012 due to the start of oil production. Macroeconomic stability and ongoing reforms have contributed to economic expansion, which is helping the country to raise incomes and reduce poverty. There has been limited exposure to the global financial crisis, as banks rely on domestic funding. Case examples n. a. [ 1 ]. http://www. ghanaembassy. org/index. php? page=population [ 2 ]. http://www. tradingeconomics. com/ghana/gdp [ 3 ]. http://www. tradingeconomics. com/ghana/gdp-growth [ 4 ]. http://www. indexmundi. com/ghana/gdp_per_capita_%28ppp%29. html [ 5 ]. http://www. tradingeconomics. com/ghana/inflation-cpi [ 6 ]. http://www. tradingeconomics. com/ghana/unemployment-rate [ 7 ]. http://www. indexmundi.com/ghana/gdp_composition_by_sector. html [ 8 ]. http://ageconsearch. umn. edu/bitstream/95955/2/54. %20Market%20potential%20for%20organic%20fruit%20in%20Ghana. pdf [ 9 ]. http://countries. bridgat. com/Ghana_Trade_Partners. html#. UXRcpMo-mE0 [ 10 ]. http://www. globalatlanta. com/article/25667/ghana-overview-of-economic-risks-rewards/ [ 11 ]. http://ageconsearch. umn. edu/bitstream/95955/2/54. %20Market%20potential%20for%20organic%20fruit%20in%20Ghana. pdf [ 12 ]. http://www. intracen. org/exporters/organic-products/country-focus/Country-Profile-Ghana/ [ 13 ]. http://gh. tradeford. com/suppliers/organic-spices [ 14 ]. http://www. organic-bio. com/en/advanced-search2/? prgrp1=0prgrp2=0prgrp3=0prgrp4=name=certification=0city=prodgrp1=0country=63prodgrp2=0 ®ion=0prodgrp3=0phone=contact=service=0fair=0 [ 15 ]. http://www. intracen. org/exporters/organic-products/country-focus/Country-Profile- Ghana/ [ 16 ]. http://www. ifoam. org/about_ifoam/around_world/aosc_pages/pdf/Status-of-Organic-Agriculture-in-Ghana-Baseline-Survey-2009. pdf [ 17 ]. http://www3. ambest. com/ratings/cr/reports/Ghana. pdf.

Context Based Approaches in Teaching of Primary Science

Context Based Approaches in Teaching of Primary Science This chapter provides a theoretical rationale for creating technology-rich, constructivist learning environments that use context-based teaching strategies in classrooms and engage students in student-centered, personally meaningful, authentic, and collaborative learning. It also provides examples of schools that have experimented context-based teaching in science in classrooms, and a curricular example that teachers can modify to increase student understanding of any curricular area. Finally, it provides online resources and a podcast that provide teachers with additional ideas for making their lessons more interesting and engaging, empowering, and enlightening classrooms. There have been many studies that indicate context-based approach is essential in order for student learning to take place. Research reveals that teaching Strategies are necessary in schools for teachers to effectively increase student achievement. The focus of this research study is to examine effects of context-based approaches in teaching science in Classroom. The review of literature will look at several factors related to teaching strategies. Those factors include the Traditional view of teaching science, problematic questions that arise in this research, importance of context-based teaching, in classroom. The review of literature will also include a discussion about how teachers can encourage character and social development of students, and the current brain-based research, which suggests and encourages context-based teaching, which promotes success of students, teachers, and improves communication standard among them. Context-based approaches to teaching science in primary school have become widely used over the past two decades. They aspire to foster more positive attitudes to science while, at the same time, provide a sound basis of scientific understanding for further study. One of the most distinct trends of the last two decades in science curriculum development across a number of countries has been to use contexts and applications of science as a means of developing scientific understanding. Teaching in this way is often described as adopting a context-based approach. The trend toward the use of context-based approaches is apparent across the whole age spectrum from primary through to university level, but is most noticeable in materials developed for use in the secondary age range. Traditional Teaching Style of Science Over the last two decades reports have traced students increasingly negative attitudes to Science in Australia over the primary years of schooling, and the associated decrease in student participation in post-compulsory science (Goodrum, Hackling, Rennie, 2001; Tytler, 2007). This decline in interest in Science in the early years of primary education is of particular concern, since it is in these years that attitudes to the pursuit of science subjects and careers are formed (Speering Rennie, 1996). A number of studies have explicitly linked this decline in student interest with the nature of the traditional science curriculum and its inability to make science meaningful and interesting to students (Fensham, 2004; Lyons, 2006). By making Science more relevant to a broader audience we can prepare prospective science degree students and professionals, as well as contribute to improved scientific literacy for all students. Context-Based Approach Context-based approaches are approaches adopted in science teaching where contexts and applications of science are used as the starting point for the development of scientific ideas. This contrasts with more traditional approaches that cover scientific ideas first, before looking at applications. But literature has a different meaning for context-based teaching. Whitelegg and Perry (1999) say that context-based learning can have several meanings, at its broadest, it means the social and cultural environment in which the student, teacher and institution are situatedà ¢Ã¢â€š ¬Ã‚ ¦a narrow view of context might focus on an application of a physics theory for the purposes of illumination and reinforcement. (p. 68) In the classroom, the use of context-based approaches might mean, for example, that students study medical diagnostic techniques in order to develop their understanding of electromagnetic radiation and atomic structure, or look at a range of different fabrics and their uses to introduce ideas about materials and their properties. A further feature of context-based approach is that, due to the nature of the material being studied, they tend to employ wider range of teaching strategies (e.g. small-group discussions, role-play, student presentations) than is normally associated with conventional science courses. How do you and your friend get to school this morning? You probably used various forms of transport between you Speed is the rate of change of distance moved with time. (Judith Bennett, 2003) These two pieces came from the opening lines of chapters on forces and motion in two different books of secondary level course, one written in 1970s and the other in 1990s. They provide good enough example to illustrate a major turn over in approaches to teaching science in that period. This turn over sheds light on the use of context-based teaching and applications as the beginning for developing scientific knowledge, understanding and comprehending it. The question arises that where this concept of context-based writing does came into being? The term context-based appeared to have been applied to some of the scientific activities in classroom for around fifteen years ago when such activities were described as an attempt to make science relevant and understandable to the young ones. They were used for young students to links between science and their daily life. So this is how context-based approaches in teaching science were originated, to make students understand, create relevance with their everyday life, and comprehend the meaning more easily. So the origin of context-based approaches was desired by teachers to make the lessons they were teaching interesting and easily understood by their students. But the research reveals that the strongest factor was the active engagement they desired from their children. Context-based approaches have also emerged in response to the concern of many countries over the teaching of physical scien ce subject. One of the characteristics of curriculum development in recent years has been an increased emphasis on using contexts and applications as a means of developing scientific understanding. Nationally and internationally, context-based programs have been implemented in an attempt to engage students in science through connecting the canonical science with the real world. The study found that by providing students with the opportunity to write, fluid transitions between concepts and context were an outcome of context-based learning. Many schools using context-based approach report positive effect on students. The context-based approach in teaching science is gaining popularity day by day. Holman and Pilling concludes that such a method seems to be successful in enhancing students interest in science, and understanding of science though they expressed some doubts over how successful it is in developing students abilities in problem-solving (Holman and Pilling, 2004). Examples of Context-Based Teaching New approaches to the teaching of Science have been tried in the last ten years and research has been undertaken to look at ways of improving the way in which we teach school Science (Millar, Leach, Osborne, 2000; Roth, 1995; Tobin McRobbie, 1995). Examples of Context-based teaching can be found everywhere now. In particular, chemistry teaching is one area that has undergone significant reform in an attempt to make Science more relevant for all students (Barber, 2000; Beasley Butler, 2002; De Vos, Bulte Pilot, 2002; Gabel Bunce, 1994; Gutwill-Wise, 2001; Ramsden, 1992, 1997; Tobin McRobbie, 1995). Context-based Science has been implemented in international Science programmes (e.g. Chemistry in Context in the USA, Salters in the UK, Industrial Science in Israel, Chemie im Kontext in Germany and Chemistry in Practice in The Netherlands) throughout the last decade and has been trialed more recently in Victorian and Queensland classrooms in Australia. This new context-based approac h to teaching science was designed to address issues such as students lack of engagement in science and decreasing participation rates. In Queensland, the new Chemistry syllabus using the context-based approach has been on trial in schools since 2002, and the trial-pilot syllabuses in chemistry and physics were published in September 2004 by the Queensland Board of Senior primary School Studies. Despite recent changes, with the current syllabus mandating the inclusion of only one context (or one Extended Experimental Investigation (EEI)) in the Queensland chemistry syllabus, teachers may choose to continue to teach all science units in context. Context-based approaches represent a significant change in the teaching of chemistry. Problem Questions Many people involved in curriculum development and teaching believe that there are considerable benefits associated with context-based approaches. However, it raises a number of interesting questions: Does teaching science through the use of everyday contexts help school students understand science any better? Does teaching science in context improve school students attitudes to science? Are there differences in the effects on girls and boys, or on students of different ability? This chapter examines in detail the research evidence on the effects of context-based approaches to the teaching of science. In particular, it looks at the effects on students understanding of science and on their attitudes to science. Positive and Negative Effects of Context-Based Teaching Primary Science teaching around the world has been undergoing radical changes over the past decade. As most states move towards a context-based secondary syllabus, there is a danger that tertiary science teaching will be left behind. Although there are drawbacks to contextual teaching in the tertiary environment (such as lack of preparation time, the breadth of physics concepts covered, and stretching the boundaries of ones own understanding as a teacher), the benefits for students interest and motivation, as well as their learning outcomes are significant. Over the last decade, the syllabi for primary school science around Australia have been evolving from an approach based around set conceptual content to one in which the concepts are taught using a contextual approach. The advantages of contextual teaching are that students can link science to their lives in the real world, and are usually more motivated. In the US, school students taking a context-based course outperformed those students studying more traditional courses. This success was attributed, at least in part, to higher levels of interest and motivation amongst the students, together with their perception of the relevance of the topics (Sutman and Bruce, 1992; Gutwill-Wise, 2001). However, there can be an apparent mismatch between the teaching styles that school students experience (and their prior knowledge) with expectations of tutors in universities, and this has been identified as a possible cause of students difficulties in understanding thermodynamics (Carson and Watso n, 1999). Whitelegg and Parry (1999) discuss the advantages of teaching physics in context, both by applying previous knowledge to real life situations, and by initially learning physics through analyzing these situations. Although the latter option has obvious advantages for student perceptions of the relevance of a course, it is pointed out that there is an inherent danger that students will be unable to generalize their knowledge outside the context in which it was initially learned. Conclusion Teachers can create technology-rich, constructivist learning environments that engage students in student-centered, personally meaningful, authentic, and collaborative learning that is inquiry-based, requires informed decision-making, views mistakes as opportunities for growth, and values information exchange among all learners. One plausible way to achieve this goal is to use context-based teaching in classrooms. This article provided a theoretical rationale for such an approach. It also provided specific examples of context-based approaches being used in different schools these days, specific steps a teacher should take to create similar curricular lessons, as well as examples a student could use in understanding of any curricular area. Finally, it provided numerous positive and negative effects it has on pupils and teachers as well and online resources that provide teachers with additional ideas for making context-based teaching studies usable in their engaging, empowering and enl ightening classrooms. It is also claimed that the approach can enhance or, at least, not adversely affect students understanding of science ideas. Work Cited Abell, S. K., Bryan, L. A. (1999). Development of professional knowledge in learning to teach elementary science. Journal of Research in Science Teaching, 36(2), 121- 139 Angus, M., Olney, H. Ainley, J. (2007). In the balance: The future of Australias primary schools. Canberra: Australian Primary Principals Association. Biggs, J. (1999) What the student does: teaching for enhanced learning. Higher Education Research and Development 18(1), 57-75. Carson Watson, (1999). Chemical education: Towards Research-Based Practice. Accessed: April 16, 2010. From: http://books.google.com.pk/books?id=- 23VbCeM17QCpg=PA350lpg=PA350dq=Carson+and+Watson,+1999source=bl ots=Bd051tQtOrsig=JWZeYuupeInjdaIze5aUysoHRYIhl=enei=2o_IS92lMpWjO LjI7LgNsa=Xoi=book_resultct=resultresnum=10ved=0CCQQ6AEwCQ#v=one pageq=Carson%20and%20Watson%2C%201999f=false Fensham, 2004; Lyons, (2006). Context-based chemistry: creating opportunities for fluid transitions between concepts and context. Accessed: April 16, 2010.From: http://findarticles.com/p/articles/mi_6957/is_4_55/ai_n45557673/ Gutwill-Wise J.P., (2001), The impact of active and context-based learning in introductory chemistry courses: an early evaluation of the modular approach, Journal of Chemical Education, 78, 684- 690 Goodrum, D Rennie, L 2007, Australian School Science Education: National Action Plan 2008-2012, Volume 1, The National Action Plan, Department of Education, Training and Youth Affairs, Canberra. Goodrum, D, Hackling, M Rennie, L 2001, The status and quality of teaching and learning of science in Australian schools: A research report, Department of Education, Training and Youth Affairs, Canberra. Accessed: April 15, 2010. From: http://cmslive.curriculum.edu.au/leader/default.asp?id=25011issueID=11579 Holman J. and Pilling G., (2004), Thermodynamics in context: a case study of contextualised teaching for undergraduates, J. Chem. Educ., 81, 373-375. Hackling, M. W. (2006a). Research Report 1: Case study teachers experience of Primary Connections. Canberra: Australian Academy of Science. Judith Bennett. Teaching and Learning Science. Context-based Approaches to the Teaching of Science. Accessed: April 17, 2010. From: http://books.google.com.pk/books?id=CiaFobS- Cn0Cpg=PA99lpg=PA99dq=context- based+approaches+in+teaching+primary+sciencesource=blots=eZSJG0iC7csig=z3 Ml8P_Hdvo4_fg4s1KdotSE518hl=enei=aqnIS- 75HoevOKqWgNcMsa=Xoi=book_resultct=resultresnum=4ved=0CBoQ6AEw Aw#v=onepageq=context- based%20approaches%20in%20teaching%20primary%20sciencef=false Lubben F, Campbell B, Dlamini B (1997) Achievement of Swazi students learning science through everyday technology. Journal of the Southern African Association for Research in Mathematics and Science Education 1: 26-40. Ramsden JM (1997) How does a contextbased approach influence understanding of key chemical ideas at 16+? International Journal of Science Education 19: 697-710. Speering Rennie, (1996). Deakin Research Online. Primary students perceptions of mathematics and science. Charles University Education Faculty. Prague, Czech Republic. Accessed: April 15, 2010. From: http://www.deakin.edu.au/dro/view/DU:30008215 Whitelegg, E., and Parry, M. (1999) Real-life contexts for learning physics: meanings, issues and practice. Physics Education 34(2), 68-72.

We Must Protect Animals from Needless Experiments Essay -- Argumentati

We Must Protect Animals from Needless Experiments Picture this: Researchers place a dog in a device called a â€Å"shuttlebox† which consists of a box divided into two compartments separated by a barrier. Hundreds of intense electric shocks are delivered to the dog’s feet through a grid floor. At first the dog is able to escape the shock by jumping across the barrier, but then the barrier is replaced by a piece of plate glass. The dog is tested again and, as expected, tries to jump over the barrier, but instead he smashes his head into the glass. The researchers observe that the dog’s reaction to his situation includes such symptoms as â€Å"defecation, urination, yelping and shrieking, trembling, and attacking the apparatus.† After ten or twelve days the dog ceases to resist the shocks. The conclusion of this experiment is that a combination of the plate glass barrier and foot shock was â€Å"very effective† in eliminating jumping by dogs (Singer 36). No medical benefits emerged from this experiment, yet this same experiment continues to be carried out by other researchers. In fact, every 24 hours in this country, about 200,000 creatures die in the name of medical and scientific progress, some in experiments like the one just described (Satchell 4). Many of these experiments are repetitive and unnecessary. Congress needs to pass a law preventing cruel and unnecessary experimentation on animals. The Animal Welfare Act was passed in 1966, the only Federal law that directly defines the rights of animals. The act sets standards for lab animals’ living conditions but sets no regulations on actual experimentation. The act was amended in 1970, setting standards for the transportation, housing, and handling of animals sold as p... ...ce 14 October 1988: 185-186. Huges, Jane. â€Å"Raining Cats and Dogs.† National Review 23 July 1990: 35-38. Marcus, Erin. â€Å"New Research Methods Seem Unlikely to Eliminate Animal Testing.† Washington Post 28 August 1990: A3. Morrison, Adrian R. and Dominick P. Pupura. â€Å"Legislative Shift on Animal Research.† BioScience March 1990: 172. Rosenberger, Jack. â€Å"Whose Life Is it Anyway?† New York 15 Jan 1990: 30-31. Satchell, Michael. â€Å"Do They Have Rights?† Parade 13 January 1985: 4. Scharmann, Wolfgang. "Ethical Aspects of Animal Experimentation." Fox 89. Singer, Peter. Animal Liberation. 2nd ed. New York: New York Review of Books, 1990. United States. United States Codes. 7:2131, 1988. Weiss, Rick. â€Å"Test Tube Toxicology.† Science News 16 January 1988: 42. Wright, Robert. â€Å"Are Animals People Too?† The New Republic 12 March 1990: 20-22, 26-27.

Comparing the Role of Women in Emma and Jane Eyre Essay -- comparison

  Ã‚  Ã‚  Ã‚  Ã‚   Throughout history women have played important roles in society. Women have gone through much adversity to get where they are today.   Jane Austen and Charlotte Brontà « are some the pioneers of women's literature. Each shows their different aspects of a women's role in society in their books Emma by Austen and Jane Eyre by Brontà «.   In both of these books the author shows how a woman deals with societies' norms, values, and manners.      Ã‚  Ã‚  Ã‚  Ã‚   Jane Eyre is an orphaned daughter of a poor family.   She is brought up by her aunt Sarah Reed.   Where she is teased and tortured by the aunt and the family.   She is not very pretty and is barely on the social structure. On the other hand Emma Woodhouse is a beautiful girl and is financially sound.   She is raised by her maternal father.      Ã‚  Ã‚  Ã‚  Ã‚   In Emma, Emma Woodhouse is in search of finding the appropriate man for herself is the main theme.   As the reader goes deeper into the text Emma slowly progresses into a self-deception.   Having since childhood been obliged to manage her father, she still likes to manage things,   and particularly people.   She manages to manipulate everyone except Mr. George Knightley.      Ã‚  Ã‚  Ã‚  Ã‚   In Jane Eyre, Jane demonstrates a strong need to be herself, to take responsibility for her action.   She is put to the test by her daily teasing and abuse from her cousins. When she is brought to a boarding school she soon distinguishes herself through her classes.   Eventually ends up in Thorn... ... finds out the Bertha Mason Rochester set it on fire and jumped off the roof.   Austen in a way showed this as a rebirth for Rochester and Jane Eyre.   Jane returns to Rochester even though he suffered an amputated hand and is blinded by the fire.  Ã‚  Ã‚   Eventually they marry and Rochester regains his sight in one eye and produces a son.      Ã‚  Ã‚  Ã‚  Ã‚   In both of these books the author shows how a woman deals with societies' norms, values, and manners.   Jane and Emma endure harsh realities in life.   Jane had to be a strong character to go through what she did.   Emma not as strong but the determination in find a spouse.   Even though Jane and Emma had different hardships the had similar characteristics.   They both had wisdom, imagination, and character.

A Comparison of Two Advertisements :: Adverts, Compare and Contrast

A Comparison of Two Advertisements I am going to compare the two advertisements l have been given, one is 'Save the children' and one is 'Barnardo's'. The points I am going to discuss are logo and contact information, slogan use of emotive language, use of repetition, pictures, use of 'you', message, appeal and target audience. The logo in the 'Save the Children' leaflet is the upper half of a body reaching upwards. It is encircled by a thick line with a gap before it reaches the body. The contact information is not clearly seen, it is in small print, in white writing, against a grey background below one of the logos and slogans. It is in a clear font style and states all of the necessary information. It includes the 'Registered Charity Number'. The logo is usually blood red on either a grey, white or black background. It is placed a lot throughout the leaflet but on the last page it is placed next to the contact information in a clear place so that the contact information follows the solution having a bigger impact on YOU making a donation. The logo on the 'Barnardo's' advertisement only appears once. It is three people holding hands; they are positioned so that they look like they are running. Two of them are bigger than the middle one, which looks as if it is running and being lifted by the adults. It looks as if the one having fun and as it they are free. It is in a light colour, most probably white (I have a black & white copy) and the background is black. The contact information is clearly stated in an 'easy read' font size and it is strategically placed at the bottom of the page so you see it last and it becomes the last thing on your mind so you remember it. The contact information is clearly stated in an 'easy read' font size and it is also placed at the bottom of the page. The sentence 'Make a donation' is placed just before the phone number.

Experiences of Families of Child/Children

The researcher wants to know the struggles, trials, loopholes and problems that families experience and encounter with regards to their child with the case of Emotional Disorder. The researcher notice that this disorder has different categories and types, and it is according to the type and level of severity. i. e. Bi polar syndrome, oppositional defiant, anxiety disorder and the obsessive compulsive disorder. These four kinds are also iincluded in the two major types of the disorder, the externalizing or what we call acting out, and the internalizing which we call acting in.In addition the researcher wants to know how the families of these children handle the situation of their kids. The hurdles and the trials that they are facing as they continually experience the problems that this disability brought not only to the child, but also in their families. The researcher also want to find some ways to help the families of these children on how to prevent or to help their children to go out in this battle of disability, what supports, interventions, treatment and other related services that will really help them to intervene the disability.The researcher believes that different psychological treatment will prevent the disorder to be broad to the children and it will lessen the different problems and factors that will trigger the disability to become more active. More so, families of these children can be also a big help to prevent the disability that their son or daughter is experiencing. This research will help us see the problems and experiences of the families who has a member with emotional behavioral disorder, and how wee can prevent this disability. B. Conceptual FrameworkChild/ Children with Emotional Bbehavioral Disorder ( EBD) Problems and Interventions vv Families and Society * Insults * Teasing * Neglect * Rude comments * Offensive remarks v The paradigm discusses the experiences and effects of Child/children with Emotional Bbehavioral Disorder to the fa mily and society where they belong. The problems encountered by these children, and the possible interventions that could be made to help families with this kind of disorder. C. Statement of the Problem 1. What is Emotional Bbehavioral Disorder? 2.What are the effects of Emotional Bbehavioral Disorder to growing child/children to the family/society where he/she belong/s 3. What are the possible interventions to be made in order to help families with Child/children with Emotional Bbehavioral Disorder. D. Hypotheses 1. Null hypothesis – There is no great impact and problem on the family and society of children with emotional behavioral disorder. 2. Operational Hypothesis – There is a great impact and problem on the family and society of children with emotional behavioral disorder. E. Significance of the studyThis study will focus on the experiences of families of child/children with emotional behavioral disorder; it will focus to the different experiences that emerge to their family, the life, the different situations and events happening to their child/children. And as parent's, what are the things that they consider, what are the preventions that they made in order for their child/children to act in manner that will give them satisfaction. This study would help the following: * To the parent's/families, they would greatly understand that having a child with Emotional Bbehavioral is not a problem, instead it is a test of patience.They will help them understand the difference of their child so they can do interventions and could give support to them. * To all the sstudents taking SPED, so they would greatly understand on how to handle situations, and could show more patience, love and understanding to children with Emotional Disorder. , that the existence of these children makes their profession and job worthwhile. * To educators, so that they would greatly appreciate dealing with Child/children with Emotional Bbehavioral Disorder. To the governmen t, so they would probably make government programs to help families of child/children with Emotional Bbehavioral Disorder. F. Scope and Delimitations The researcher will conduct interviews to the different families who have a childchildren with emotional behavioral disorder. The researcher will prepare 20 survey questions for the 25 respondents. The researcher will use the descriptive survey. Questions will focus for what are the difficulties, what are the struggles and what are the advantages and disadvantages.These following questions will help the researcher to know what the problems that the parent's are facing and experiencing. G. Definition of Terms 1. Emotional Bbehavioral Disorder – a condition exhibiting one or more of the following characteristics over a long period of time and to mark a degree, which adversely affects educational performance. 2. Internalizing Bbehavior – one of the two general categories of Emotional Bbehavioral Disorder, internalizing behav ior mearns that it acts in, examples are: anxiety, fearfulness, withdrawal and other indications of an individual’s mood or internal state. . Externalizing Bbehavior – one of the two general categories of Emotional Bbehavioral Disorder, externalizing behavior mearns acting out examples are: aggressive, disruptive behavior and directed toward others. 4. Oppositional Defiant Disorder – it go against in every situation. 5. Conduct Disorder – the mod and the attitude is persistent. 6. Obsessive Compulsive Disorder – it is an anxiety disorder, fearful of rejection. 7. Bipolar Disorder – it mearns that the mood has its episodes; it goes to positive to negative, and even vice versa.Chapter II REVIEW OF RELATED LITERATURE Characteristics of sstudents with Emotional Bbehavioral Disorder Children with emotional behavioral disorder are not a new problem in our society. It happens most of time among children during the pre-adolescent and adolescent age. There are countless victims of this kind of aggression and some people believe that this problem is a serious problem with long lasting consequences, not only to the children with Emotional Bbehavioral Disorder, but also to the families in which these children belong. https://donemyessay.com/early-childhood-four-types-of-aggression/Compared with sstudents who have other educational disabilities, sstudents with Emotional Bbehavioral Disorder experience the lowest levels of academic success. A total of 51% of those identified with Emotional Bbehavioral Disorder drop out of school (U. S. Department of Education, 2002), and only one in five will attend a postsecondary school (Wagner, Kutash, Duchnowski, Epstein, ; Sumi, 2005). After high school, people with Emotional Bbehavioral Disorder experience instability in employment and challenges with their mental health.Social alienation for sstudents is highly related to anxiety, depression, and conduct problems, and sstudents who are at risk for Emotional Bbehavioral Disorder may be seen as lonely, unlikable, provoking, and lacking in social competency. These negative characteristics and outcomes may be avoided or minimized with early identification and intervention. Internalizing and Externalizing Bbehavi ors Emotional Bbehavioral Disorder is often identified in internalizing or externalizing categories.Internalizing behaviors are associated with problematic internal feelings, such as anxiety, sadness, reticence, fearfulness, and oversensitivity. Sstudents with externalizing behaviors tend to show outward behavioral problems that include aggression, unruliness, forcefulness, and oppositional behaviors. A few sstudents may display both internalizing and externalizing behaviors (e. g. , a student with aggressive behaviors who also displays some depressive or anxious feelings), but usually sstudents can be identified as primarily externalizing or internalizing.Screening for both internalizing and externalizing behaviors is important because sstudents with internalizing problems are easily overlooked: they typically create few discipline problems and maintain good grades, although some may have attendance problems. Teachers who are aware of sstudents who are withdrawn, anxious, fearful, and unassertive can help school teams identify them so that early interventions can be put in place. Sstudents with externalizing tendencies are more readily noticed by teachers.Such behaviors as getting out of one’s seat, provoking peers, acting aggressive and refusing to stay on task occur frequently in sstudents with Emotional Bbehavioral Disorder, and those behaviors often require the teacher’s attention or disciplinary actions. Sstudents with Emotional Bbehavioral Disorder tend to have high numbers of office referrals for behavioral offenses. Sstudents who commit one to three behavioral offenses in sixth grade are more likely to have continued behavior problems in eighth grade and are less likely to be on track for high school graduation (Tobin ; Sugai, 1999).Gender Issues Most sstudents identified as at risk for or as having Emotional Bbehavioral Disorder are male. Surprisingly this prevalence occurs in both the external and internal categories, although male sst udents are more likely to display external behaviors than internal ones. This may be seen when adolescent males express depressive feelings externally through negative interpersonal interactions. Females are identified as being at risk less frequently, but when they are identified, they are more commonly identified as internalizes.Because males are much more likely to be identified as Emotional Bbehavioral Disorder or as at risk for Emotional Bbehavioral Disorder, teachers and administrators must be sure that they are not overlooking the needs and behaviors of adolescent females in the screening process (Young, Sabbah, Young, Reiser, ; Rich-ardson, 2010). Environmental Factors Teachers often notice environmental factors. When sstudents appear hungry or tired, teachers may view them as being at risk. In addition, teachers notice sstudents who appear to have less-involved parent's or familial stress.One group of researchers determined that nontraditional family structure, low socioeco nomic status, multiple school changes, urban school atmosphere, and paren'tal dissatisfaction with the school were all predictors of school exclusion (expulsions and suspensions) for sstudents with Emotional Bbehavioral Disorder (Achilles, McLaughlin, ; Croninger, 2007). Those findings suggest that heightened EBD indicators as measured by school exclusion may be influenced by a student’s environment. Quality of life issues or other environmental factors may influence the manifestation of.Emotional Bbehavioral Disorder When sstudents completed a quality of life survey, those identified as having Emotional Bbehavioral Disorder demonstrated lower feelings of self competence and reported negative relationships with others. These quality of life scores did not differ significantly across ages or between the sexes of sstudents with Emotional Bbehavioral Disorder. (Sacks ; Kern, 2008). Practical Issues School teams should determine who might manage the screening process and summariz e its results. Further, schools should also consider what resources are available for intervention.If they have inadequate resources, screening may be inadvisable; identifying sstudents who are at risk but not providing the reasonable interventions could be considered an impractical and inappropriate use of resources. Another important issue to consider is what permissions are needed to conduct school wide screening. Typically parent's must grant permission for their child to complete a survey or any type of measure that could identify him or her as being at risk. But if a teacher completes a measure, such as a teacher nomination form, it could be considered a typical Child Find aactivity—a normal educational process.If the teacher completes an individualized form (i. e. , the SDQ or BASC-2 BESS) for all sstudents, paren'tal permission is probably needed. Consulting with district administrators and attorneys about this issue is prudent. Confidentiality, including how the data will be stored and who will have access to the data, must be discussed before screening takes place (Young, Caldarella, Richardson, ; Young, in press). Chapter III Methodology This research uses student-made questionnaire. The research is purely a descriptive research with 20 respondents chosen randomly.The data gathered are tabulated and analyzed by finding its frequency ppercentage. A. ResearchMethod/ Design This research employs descriptive method of research. Descriptive method is used in order to find facts about Emotional Bbehavioral Disorder which is adequate in this research. The method of collecting data was the normative survey, which is looking to the commonality of the responses of the respondents using the student-made questionnaire, prepared and made by the researcher. B. Subject/Respondents/ParticipantsThis research uses 20 respondents taken from the population or families of Barangay DBB-1, Barangay DBB-F ( City of Dasmarinas) and families from Anabu II-F, City of I mus. The respondents of the study were chosen randomly. C. Statistical Tools/ Treatment/Instruments The instrument used to collect data was the questionnaire. For validation purposes the questionnaire was distributed to the twenty respondents for them to fill up. The respondents were chosen randomly. The data are collected or gathered, tabulated and analyzed by finding the mean and frequency.In analyzing the data, the researcher used the Frequency Ppercentage . Using the frequency ppercentage, the researcher will be able to determine the most number of occurrences in a certain aspect of research. D. Data Analysis The data in this research were analyzed using the following treatments: Frequency and Ppercentage. The frequency of particular observation is the number of times the observation occurs in the data. The frequency of each value or class interval is expressed as a ppercentage of the total number of observations. A ppercentage is a way of expressing a number as fraction of 100.