Essay on Economic Growth and Development - 894 Words

Economic growth is a necessary but not sufficient condition of economic development. There is no single definition that encompasses all the aspects of economic development. The most comprehensive definition perhaps of economic development is the one given by Todaro: ‘Development is not purely an economic phenomenon but rather a multi – dimensional process involving reorganization and re orientation of the entire economic and social system. Development is a process of improving the quality of all human lives with three equally important aspects. These are: 1. Raising peoples’ living levels, i.e. incomes and consumption, levels of food, medical services, education through relevant growth processes. 2. Creating†¦show more content†¦Amartya Sen defines economic development in terms of personal freedom, freedom to choose from a range of options. While economic growth may lead to an increase in the purchasing power of people, if the country has a repressed economy, there is lack of choice and hence personal freedom in restricted. Hence once again growth has taken place without any development. While economic growth may result in an improvement in the standard of living of a relatively small proportion of the population whilst the majority of the population remains poor. It is how the economic growth is distributed amongst the population that determines the level of development. Taking into consideration the trickle-down theory of economics by Lewis, if the growth in economy is not sufficient to satisfy the needs and wants of the upper sections, nothing or very little shall trickle down to the lower sections in the hierarchy of society. Thus, the gap between the rich and poor widens and though economic growth has impacted a certain section of society, this cannot be considered development. Another example is an increase in the defence output of a nation, which accounts for an increased GDP but does not in any way contribute to economic development. Economic growth is not enough in itself to measure economic development as even if there has been a leap in the income of people in a particular nation,Show MoreRelatedEconomic Development And Economic Growth915 Words   |  4 Pagesagenda? High and sustainable economic growth is the main condition for the sustainability of economic development and increase prosperity. As the population increases each year, the consumption is also increasing. Further more, demand, supply and population growth also require employment growth as a new source of income, because if not so then economic growth will lead to poverty. Many economics literatures review the correlation between income inequality and economic growth and the results show thatRead MoreEconomic Growth And Economic Development1177 Words   |  5 PagesEconomic growth and Economic Development is of the highest priority in regards to a well-functioning sovereign state. Economic growth powers an economy through the stability ensured by equilibrium in the circular flow of money accompanied by: growing international competitiveness in a globalised market, increase in real GDP through the appropriate allocation of resources most suited to the expansion of the economy, increa se in aggregate demand and increased efficiency in the economy. Stagnation orRead MoreEconomic Growth and Development1547 Words   |  6 Pagesï » ¿ECONOMIC DEVELOPMENT AND GROWTH Economic development and growth may not be the same thing depending on how growth rate is affecting the countrys socio-economic development. However important and well known theories of macro-economic suggest that if markets are left on their own, people will improve their socio-economic wellbeing automatically as the result of better economic growth rate of the country. In other words, financial liberalization automatically leads to socio-economic uplift as suggestedRead MoreEconomic Development And Economic Growth1664 Words   |  7 PagesEconomic development has the potential to transform regions as it creates an enabling environment for economic growth. Economic development is also associated with expanding the capacity of individuals and communities to maximize the use of their available resources. The extent of economic growth depends on the type of the additional products that the economy produces from its investment projects. It has been an instrumental aspect in the growth of Cincinnati. Cincinnati is comprised of a diverseRead MoreEconomic Growth And Economic Development915 Words   |  4 PagesEconomic development is the development of economic wealth of countries, regions or communities for the well-being of their inhabitants. From a policy perspective, economic development can be defined as efforts that seek to improve the economic well-being and quality of life for a community by creating and/or retaining jobs and supporting or growing incomes and the tax base. Overview There are significant differences between economic growth and economic development. The term economic growth refersRead MoreEconomic Growth and Development2951 Words   |  12 Pagescountry? Surveys are made and reports being churned out that state the economic growth of a nation. Does the rate of this economic growth a true indicator in this regard? If that is true why is it then that even in the 21st century decades after the industrialization and years after globalization the proportion of developed countries to under-developed countries is still wide enough? The answer lies in the economic development of these countries. If the gross domestic product or national incomeRead MoreEconomic Growth And Economic Development2287 Words   |  10 PagesIn Asia, the economic growth has been phenomenal and the deepening of economic integration and larger trade volumes have led to both developed and developing nations to experience steady economic growth, especially at 10.1% in 2007 (ADB, 2015). Nevertheless, especially with China’s economic slowdown, the Asian region is facing problems such as decrease in labor force, labor productivity, and overall trade growth (ADB Report, 2015). In order to consolidate economic integration of the region, the ASEANRead MoreEconomic Growth and Development1990 Words   |  8 PagesECONOMIC GROWTH AND DEVELOPMENT Introduction Economies grow and develop, they expand and advance, and they progress and prosper. There are phases when they decline too, and there are economies that experience continuous decay. If one considers long stretches of human history, one knows that economies (civilizations) disappeared altogether. We will not take into account such long stretches of time. We shall not consider too distant a past either. We will leave them to historians, may be, economicRead MoreThe Economic Growth And Development864 Words   |  4 PagesCurrently, the economic growth and development is improving the performance of the New Zealanders that has over the past 30 years made them part of the global market. This requires that Lush improve its performance in relation to standardisation. This demands that it balances its character of its products to maintain a local and international consumer appeal. This is important based on evidence from firms selling luxuries in the Chinese market where maintaining brand c onsistency has been core (LiuRead MoreEconomic Growth And Development Of Development6644 Words   |  27 Pages In this write-up, I examine the idea of development and briefly looked at its historical development until the age of neo-liberal and market propelled development we are current witnessing with a view to proposing directions for future development. As I do these, I will examine the of this importance development for Africa. Development can be seen as the study of the causes and consequences of economic change in society. Development can mean different things to different people depending on the

Observation Paper On Preschool Observation - 1829 Words

Preschool Observation Paper Jacqueline Larsen Brooklyn College Abstract This paper contains observations of a preschool classroom in Bay Ridge, Brooklyn. The observation was conducted in a Pre-K classroom with approximately ten students present. Observations are presented with regard to dramatic play, the presence of gender roles, and themes that emerge during preschool play. Peer relationships and levels of friendship between students will also be discussed. Relationships with adults in the classroom with in terms of attachment styles and general interactions involving teachers and parents will be reviewed. Observations are also described in relation to self-control, self-regulation, aggression,†¦show more content†¦I listened in on the two boys whose play evolved into various themes throughout the play period. In response to the teacher’s question on what he was making, one child responded: â€Å"It’s a mission cruiser from Paw Patrol.† There was dispute among the two on who should be which character. One boy empha tically stated â€Å"I’m not Chase, I’m the little boy!† The other child appeared reluctant to accept this change in roles but gave in rather quickly, likely to appease his classmate. After the roles were settled, the boys began their play by imitating the apparent motifs of this particular television show, mostly involving emergency situations in which people or animals were in need of rescue. After the pair grew tired of this scenario, one of the boys morphed his manipulatives into a weapon shape while saying to the other: â€Å"let’s shoot you.† The teacher was quick to abort this idea with a calm but firm â€Å"no thank you, nothing that hurts other people.† Overall, the play between these two boys did contain largely gender stereotypic themes involving action and adventure and, towards the end, stemmed from potentially violent ideas. Research suggests that children often prefer playing with toys consistent with those typical for their gender (Goble, Martin Hanish 2012). However, they will adjust theShow MoreRelatedPreschool Observation Paper3113 Words   |  13 PagesSETTING The date of my observation was April 27th, 2010. It was about 9:30 in the morning when I began my study. I went to Grossmont College’s Child Development Center. The first thing I began looking for was if the child-teacher ratio was correct. The child ratio was 2 teachers to about every 8 children. The ratio was good. As I entered there was one large room that almost looked as if it could be two rooms they way it was set up. One half consisted of a large bookshelf with numerousRead MoreMy Observation Of My Preschool Observation1108 Words   |  5 PagesThe purpose of my â€Å"Preschool Observation† is to observe the behavior of a three year old toddler in a head start school setting. The child’s name is Adam Johnson, he is three years old, I do not know the child. I knew that if I did not know the child it would be a better observation. My purpose is to objectively observe the two year old toddler without bias responses of my observation in full descript ive details. My observation of the three year old preschool is to explain the domains of developmentRead MoreIntervention : Overview On The Classroom1439 Words   |  6 Pagesgood behavior. This strategy â€Å"includes a teacher praising or giving attention to students who behave appropriately. This allows other students in the class, particularly those in need of extra behavioral support, to learn or be reminded, through observation, of the behaviors that are appropriate and that will lead to praise and attention from the teacher,† (p 182 ) In com-bination of proximity praise I will also use guided compliance. This involves the teacher giving the student a command with clearRead MoreEarly Childhood Observation Paper624 Words   |  3 PagesObservation Paper #1 Environment Setting: During my observation at the preschool here at Harper, I looked around and realized a lot of similarities and differences it has; compared to other daycare and preschool centers. The age of children in the room I observed was ages 3-5 with one lead teacher, and depending on the ratio of how many kids showed up on that day, about three or four helping teachers. The program was set up to a very open, happy and overwhelming setting. Every furniture and objectRead MoreMajor Connections Between Young Children s Development And Learning And Their Later Attainment And School Achievement1554 Words   |  7 Pagesconnections between young children’s development and learning and their later attainment and school achievement. In addition, negative courses for children who begin kindergarten behind their peers have been reported. These results make it necessary that preschool children have the basic foundation for upcoming school success and are ready when they enter kindergarten. In the past it was expected that children were ready for kindergarten if they were healthy and well-nourished; thoughtful of other’s emotions;Read MoreCognitive And Perceptual Development Of Children1517 Words   |  7 Pagesopportunity to improve and learn new skills from manipulating different objects as well as can practice intertrial variability from playing with others. In order to better understand the concept of motor development in children, a naturalistic observation can be performed. Depending on the environment, certain motor skills can be refined, while others can be repressed. Haywood and Getchell (2014) suggest that in order to better understand motor development in children, cognitive and perceptual developmentRead MoreOccupational Therapy And Speech Therapy Essay996 Words   |  4 Pagessensory integration, and fine motor skills. During this semester the determination and the selection of this internship, ensures me that this outpatient facility was truly a p rovision that will assist me future endeavors for a lifetime. Obtaining the observation of these two professions has been a pleasurable experience. Each day was filled with enjoyment and determination. Each of the therapist were willing to surpass what was expected, to ensure that a goal was met daily. Some of the things that I observedRead MoreJean Piaget s Influence On The Way We Understand Children1609 Words   |  7 PagesOnlooker play, Parallel play, Associative play, and Cooperative play. Like Piaget and Parten, I conducted my own observation at a local preschool to get a better understanding of how children interact and behave. The preschool went by Maywood Child Development Center and it’s located at the very back of the park right behind a pool and a baseball field. On the day of my observation I arrived fifteen minutes before the kids went out to recess, which was perfect because I would be exposed to how theRead MorePersonal Statement On Child Development1373 Words   |  6 Pagesdevelopment because preschool age children are eager to learn and a joy to teach. I enjoy creating developmentally appropriate activities for children. They enjoy a variety of activities and need to be guided through play. The qualities most preschoolers share are they love to take on roles such as a mommy, teacher, or other grown up role, they want to please the adults and they are learning to communicate their needs. Early childhood education research shows children who attend preschool programs are moreRead MoreSociocultural Theory And Social Interaction1258 Words   |  6 PagesMethod Aven is a female who is two years and ten months old. She is middle class Caucasian. She has attended pre-pre school at Gymboree two days a week for two hours for the last six months. Pre-preschool is a form of preschool that prepares children who are not yet old enough to attend regular preschool. They base their instruction and learning through the concept â€Å"learn through play†. Prior to her attending pre school at Gymboree she would attend classes there with her mother. Attending these classes

Cold Morning free essay sample

The cold mornings are like a walk in freezer because my nose gets as red like Rudolph the red nosed reindeer. Waiting outside for the bus during the cold mornings make me stiff and I feel like I can almost freeze. Having to take the bus is a must; the reason is because both my parents work. I also work which affects me on going on the bus to. Working, I have to be at work 1 hour after school and I don’t get out until night almost midnight at times. The only reason I work is to help my parent out with financial problems. Working gives me no time to study which really affects me in school. With work I have really gave up lots things for example studying, school activities, and things I used to do for fun. Back then when I had no job I used to be in lots of sports and I would stay after school for extra help, but now I have no time for all that. We will write a custom essay sample on Cold Morning or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Waking up every morning at 5 am is a struggle when working late. Waking up at 5 am really affects me how I do in school, because when I am in class I’m half asleep, which means that I am not really listening and paying attention. Waking up late is a bigger problem for me because then I miss the bus, which means I have no ride to school because both of my parents leave early to work and I have no other way to get to school. Not going to school really affects me. Whenever I don’t go I can’t turn in work that was due that day or do the work that was done in class. Every day I don’t go I just lose those point, which really effects my grade in every of my class. Every time I don’t go to school because I miss the bus I feel bad. The reason why I feel bad is because if I don’t go to school my grades will go down and that really disappoints my parents. Both my mom and dad depend on me going to school every day and having good grades and a perfect education. The reason why my parents want the best for me is because they didn’t have the same choices as me of going to school, and also because they want to see my dreams true and have a bright future. Every morning I’m outside in the cold waiting for the bus I feel stupid. Reason is because sometimes I wait half an hour out in the dark morning waiting for the bus. After more than an hour I figure that the bus has passed and I missed it once again. Being outside during the winter at 5 am in the mornings is the most horrible thing I have ever experienced because I feel I can freeze to death. After all working and going to school pays off no matter what. Even though sometimes it can be difficult I have to suffer because in the future I know that I will have to go through difficult problems, and this is just a lesson. When finishing high school and I go off to college I know that will make my parents really proud and for me that all that counts.

French Classical Menu free essay sample

A potage is usually pureed and is often thick, well-seasoned meat or vegetable soup, usually containing barley or other cereal or a pulse (e. g. lentils). Today, the words soupe and potage are often used interchangeably. On good-class a la carte menus, a fish soup is also usually offered for selection, the two most common being â€Å"Bisque d’Homard† or â€Å"Bouillabaisse. † 3) Oeufs Oeufs are the dishes made from egg. The omelette is the most popular item, but there are other styles of cooking and preparation of eggs such as boiled, en cocotte, poached or scrambled. This course is not included in the dinner menu. Some examples are omelette, Espagnole, Oeuf en Cocotte a la crime, Oeuf poche florentine. 4) Farineux This is Italys contribution to the courses of the menu. It includes different kinds of rice and pasta. Pasta dishs are spaghetti, lasagne and gnocchi. Pasta is made from durum wheat semolina or milled durum wheat to which water is added to form a dough. It can be coloured and flavoured in various ways. There are more than 200 varieties of pasta. The ingredients, size, shape and colour determine the type of pasta. Some examples include Spaghetti Bolognaise, Lasagne Napolitaine and Macaroni au gratin. 5) Poisson Poisson are the dishs made from fish. Fish, being soft-fibred, prepares the palate for the heavier meats that follow. Deep-fried or grilled fish dishes do not generally occupy a place on the â€Å"classical dinner menu,† but are freely offered on the shorter-coursed luncheon menu. This also applies to the coarser members of the fish family, and the dinner menu is usually comprised of the finer fish prepared and cooked in the more classical manners. Ideal fish for dinner menu compilation are: Sole, Salmon, Halibut, Escallops, etc. Rarely seen on a menu for the evening meal are: Cod, Bass, Haddock, Brill, Hake, and Plaice. One deep-fried fish dish, which normally finds itself on the dinner menu, however, is â€Å"Blanchaille†, and this only because Whitebait are so light and in no way too filling for the comfort of the guest. 6) Entree This is the first of the meat courses on a menu. It is always a complete dish in itself. It is despatched from the kitchen garnished and sauced in the manner in which it is intended to be served. The â€Å"entree† is always cooked and garnished in an artistic manner and usually served with a rich sauce. The â€Å"entree† can be devised of almost anything light. This course consists of all the small cuts of butcher’s meats, usually sauteed, but never grilled. Grilled steaks, cutlets and chops invariably replace the joints as the roast (roti) course. The following items, with their appropriate garnishes and sauces, can be successfully served as entrees.  · Brains (Cervelles)  · Liver (Foie)  · Oxtail (Queue de Boeuf)  · Kidneys (Rognons)  · Calves Head (Tete de Veau)  · Trips (Tripes)  · Rump, Entrecote and Tournedo Beefsteaks  · Lamb Chops and cutlets Noisettes and Filet Mignons  · Pork Chops and cutlets Escallops, Granadins, Medallions, and Cotes of Veal  · Sweetbreads (Ris de Veau / Agneau)  · Hot Souffles or Mousses  · Bouchees  · Pilaws and Rizottos  · Small cuts or portions of poultry, individually cooked, are also served as entrees In first-class hotels and restaurants, all entrees are cooked, garnished and presented for service by th e sauce cook (saucier). 7) Releve This is the main meat course on the menu, and is commonly known as the â€Å"piece de resistance. † It may consist of joint of any of the following: Lamb (Agneau) Chicken (Poulet) Beef (Boeuf) Duckling (Caneton) Veal (Veau) Fowl (Poulard) Ham (Jambon) Tongue (Langue) Pork (Pore) These joints would be cooked by the sauce cook in a firstclass hotel or restaurant, by any method except roasting. They are usually cooked on casserole, braise or poele. Generally cooked in a sauce and served with it. 8) Sorbet This course is a rest between courses. It counteracts the previous dishes, and rejuvenates the appetite for those that are to follow. Normally served between the releve/remove and the roti, it is a water and crushed ice slush flavored as a rule with champagne and served in a glass. A frozen dessert made primarily of fruit juice, sugar, and water, and also containing milk, egg white, or gelatin. Some examples are Sorbet Italian and Sorbet creme de menthe. Russian or Egyptian cigarettes are often passed around during this course. 9) Roti Roast This course normally consists of game or poultry and is often included in the entree. Each dish is accompanied with its own particular sauce and salad. Some examples are Roast chicken, Braised duck and Roast quail. 10) Legumes These are vegetable dishes that can be served separately as an individual course or may be included along with the entree, releve or roast courses. Some examples are Cauliflower mornay, Baked potato and Grilled tomatoes. 11) Entremets Entremets on a menu refers to desserts. This could include hot or cold sweets, gateaux, souffles or ice-cream. Some examples are Apple pie, Chocolate souffle and Cassata ice-cream. 12) Savoureux A dish of pungent taste, such as anchovies on toast or pickled fruit. They are seved hot on toast or as savoury souffle. Welsh rarebit, Scotch woodcock, Canape diane are some of the examples. Fromage (Cheese) is an alternative to the outdated savoury course, and may be served before or after the sweet course. It is usually served with butter, crackers and occasionally celery. Gouda, Camembert and Cheddar are some examples of cheese. 13) Desservir Dessert is a course that typically comes at the end of a meal. The French word desservir mean to clear the table. This is the fruit course usually presented in a basket and placed on the table, as part of the table decor, and served at the end of the meal. All forms of fresh fruit and nuts may be served in this course. Common desserts include cakes, cookies, fruits, pastries and candies.

Advantages and disadvantages of Web

Introduction The ArcGIS Server technology is an important innovation, which has enhanced geographical activities. ArcGIS server technology offers a suitable platform for delivery or sharing of GIS resources to users in different locations. Resources like maps can be efficiently delivered to a wider community by using this technology.Advertising We will write a custom essay sample on Advantages and disadvantages of Web-based electronic maps specifically for you for only $16.05 $11/page Learn More Users can access and view the maps either using the internet or ArcGIS Desktop. This essay will discuss the advantages and disadvantages of Web-based electronic maps delivered to end users using ArcGIS server technology. Electronic maps shared using ArcGIS are advantageous in the sense that they can be shared across an enterprise through the web. The issue of convenience is greatly enhanced by ArcGIS technology, thus making the end users to access or receive the maps at their own convenience. The maps are centrally managed and offer users with up-to-date information. From another perspective, web-based maps delivered using ArcGIS supports multiple users. This is because a common platform is used, where the maps can be accessed by different users simultaneously. Maps delivered through ArcGIS are beneficial in the sense that the user is able to gain access to the GIS functionality. The user is able to interact with the map, like finding the closest restaurant, school, hospital, or bank (Esri.com 1). Fig 1. Web based electronic maps Advertising Looking for essay on it? Let's see if we can help you! Get your first paper with 15% OFF Learn More (Esri.com 1). ArcGIS server technologies enable Virtualization in delivery of web-based maps. This reduces costs of ownership, thus making the maps relatively cheaper. The technology facilitates faster application delivery of the maps. The availability of the maps is higher since they are sh ared under a common platform where users have access. It should be noted that the maps have inexpensive disaster recovery options, since the security levels of the storage is high. The issue of quality cannot be underestimated, whereby web-based maps delivered through ArcGIS have of higher quality. Finer details can easily be seen in the maps thus making them more relevant to users. The level of flexibility in using the maps is high, whereby new machines can be added for more clients as well as change of system configurations to adapt to new demands. The maps can easily be customized and are robust in regards to data loss or system crash (Taylor 6). Fig 2. Web based electronic maps (Esri.com 1).Advertising We will write a custom essay sample on Advantages and disadvantages of Web-based electronic maps specifically for you for only $16.05 $11/page Learn More On the contrary, Web-based electronic maps delivered through ArcGIS are sophisticated and not us er friendly. People who are computer and internet illiterate may face challenges in using the maps. With the rising cyber crimes and terrorism, the maps are not secure and can be easily vandalized. This is because they are easily available on the internet, thus unauthorized users may interfere with them (Esri 7). Fig 3. Web based electronic maps (Esri.com 1). Conclusion ArcGIS server technology is a great revolution in the geographic field, which has facilitated the delivery and access of web-based electronic maps to a wider community. These maps are easily accessible from different locations, hence boosting convenience. The issues of quality, customization, Virtualization, multiple users, central management and provision of up-to-date information are possible with ArcGIS. Nevertheless, the maps are sophisticated due to the ArcGIS platform used thus making them challenging to different users. The maps should hereby be embraced for their far reaching advantages. Works Cited Esri 201 0, ArcGISÂ ® Server and Virtualization. PDF File. 24 Oct 2012. https://www.esri.com/library/whitepapers/pdfs/arcgis-server-virtualization.pdfAdvertising Looking for essay on it? Let's see if we can help you! Get your first paper with 15% OFF Learn More Esri.com. 2012, ArcGIS Server Help. Web. http://webhelp.esri.com/arcgisserver/9.2/dotNet/ Taylor, Amanda 2012, ArcGIS Server: A Complete and Integrated Server GIS. PDF File. 24 Oct 2012. https://www.esri.com/library/brochures/pdfs/arcgis-server.pdf This essay on Advantages and disadvantages of Web-based electronic maps was written and submitted by user Isaac Vincent to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Indie Authors Guide to the Top 10 Self-Publishing Companies for 2019

Indie Authors Guide to the Top 10 Self-Publishing Companies for 2019 If youre a writer who wants to become a published author, chances are, youve done some research on the topic. Or, perhaps youre a seasoned pro at the writing and querying process. If thats the case, youve more than likely met that terrible foe all authors hate: rejection.Rejection is a part of life in general, and, unfortunately, a big part of the publishing world. Authors have described amassing hundreds of rejection letters from agents and publishers alike. Famously, Harry Potter author J.K. Rowling was rejected (a mere) twelve times before finding mind-blowing success with her series.J.K. Rowlings first Harry Potter novel was rejected twelve times before finding mind-blowing success with her series. Photo by Rae Tian on Unsplash.Writers once sought traditional publishing for the hopes of big advances, wide distribution, and generous marketing dollars. And while a number of writers have had tremendous success in this arena, many going on to become household names and best-sellers t ens of times over, many other writers find themselves facing rejection over and over, until giving up on the book theyre querying becomes the next step.However, what many writers dont realize is that rejection oftentimes has little to do with the quality of the authors work. Rejection can happen simply because the project is no longer a hot trend, or its not yet a trend. Additionally, agents may reject a project they might have otherwise accepted simply because theyve already signed a similar book. After so many rejection letters and emails, its often advised the writer move onto a different project.But Instead of tucking away those hard-wrought stories, these days, authors are finding ways to bring them to light by self-publishing. Self-publishing is a fantastic avenue for writers who are natural entrepreneurs and/or want to retain sole control over their projects. At traditional houses, authors may be asked to make significant changes to their work. They receive little say in the cover, and can often be asked to change the title to suit marketing trends. On top of that, only a select few authors receive generous marketing budgets. Most traditionally published authors are still expected to the heavy lifting where marketing is concerned, exactly as self-published, or indie, authors do.Writers may have many different reasons for wanting to self-publish, but it all comes down to this: self-publishing is for everyone! And those authors who are particularly savvy can find great success with self-publishing and turn them into extremely lucrative careers.Whether you want to be in control of your book from inception to publication, or you simply want to gift the world with a story the traditional publishing world rejected, consider self-publishing as a viable path for your dreams.Here, weve detailed ten of the best self-publishing companies for you to research and choose from as you take the next step in your writing career.Happy writing!AmazonLets start with the kin g of self-publishing companies. Amazons platform, Kindle Direct Publishing, or KDP, is the worlds largest seller of eBooks. In 2015, around 74% of of all eBooks purchased in the U.S. were from Amazon, with an estimated 3.4 million books available. Its only increased since then. Authors can create digital books (eBooks) as well as paperbacks, and its free to upload. The royalty percentages depend on the books pricing, but if an eBook is priced at $2.99 or above, the author receives a 70% royalty (it goes down to 35% if the book is priced under $2.99). The royalty split is different for paperbacks. There are also a number of user-friendly how-to guides on the KDP site itself. Once learned, the process is quick and easy.Barnes Noble PressLongtime brick-and-mortar bookstore chain Barnes and Noble jumped on the digital bandwagon, and created its own indie publishing platform, Barnes Noble Press (formerly known as NOOK Press). Like Amazon, it is free to upload, and offers many of the sa me features. The royalty split is, also like Amazon, based on book pricing. For an eBook with a price of $2.99 and up, the royalty is 65%. For eBooks below $2.99, the royalty is 40%.IngramSparkWhile KDP is the titan of eBook/digital book publishing, IngramSpark, owned by Ingram Book Group, is the largest book distributor and wholesaler in the United States. It distributes digital books and hardcopy books to Amazon, Apple Books, Barnes Nobel, Follett, and Booktopia, to name just a few. However, while publishers like KDP and BN Press are free to upload, there is a cost associated with IngramSpark- $49 to set up, $25 to make changes to an already published book, and then authors have to purchase an ISBN if they wish to make print copies. The upside? IngramSpark distributes to libraries, and you have the option to make a supercool hardcover book, something KDP does not offer at this time.Apple BooksIt seems like Apple is everywhere, and most people own at least one Apple product, from iPhones to iTunes. It makes sense it founded a self-publishing platform called iBooks back in 2010. While it has remained eclipsed by Amazon giant KDP, Apple books still get hundreds of millions of downloads per year.Kobo BooksKobo, a Canadian company owned by Rakuten, sells digital books, audiobooks, and e-readers. Its self-publishing platform, Kobo Writing Life, launched in July of 2012. Due to its Canadian headquarters and affiliation with the Japan-based Rakuten, Kobo has a major international audience. Similar to the above/under $2.99 eBook price point of other self-publishing companies, Kobo offers royalties of 70% and 45%, which are better than KDP and BN Press.Draft2DigitalFor authors who are only focused in self-publishing digital books, Draft2Digital is a powerhouse. This platform is considered an aggregator, meaning it pushes your book to multiple retailers, rather than you having to upload it to multiple places and keep track of multiple reports. All your information is one place. Additionally, the royalty is a whopping 90% of your books retail price, so no worries about managing your royalty percentage if you decide to put your book on sale, or take it off sale. D2D retains just 10% of each copy sold.SmashwordsSmashwords is another aggregator, like Draft2Digital. The major thing to note about Smashwords is that it does not distribute to Amazon. So if you decide to use Smashwords but also want your book sold on Amazon, you will have to also upload it to KDP. That said, Smashwords does have an even large distribution pool than Draft2Digital. Smashwords retains 15% of the retail price of your book on its own platform, and then takes 10% on other platforms, per copy sold. Stuck between Smashwords and Draft2Digital? Check out this article that discusses the differences between the two aggregators to better help your decision.StreetLibBased in Italy, StreetLib is the only aggregator with a multi-language dashboard, including English, Italian, Hindi, and Spanish- to name a few! It distributes to all major Western stores, and has a strong presence in European stores, which include Amazon, Google Play, iBooks, Barnes Noble, Kobo, Scribd, Baker Taylor, Indigo, and many, many more. The pricing structure is such that StreetLib retains 10% of your books retail price per copy sold. Interested in publishing a print edition of your book? Theres an up-front cost of $49 and you get a free ISBN.BookBabySimilar to IngramSpark, BookBaby is a print-on-demand self-publishing company thats excellent for first-time self-publishers, because its a full-service, one-stop shop that offers editing services, cover design, book formatting for digital and print books, and marketing plans to help indie authors be as successful as possible. Prices vary depending on the services the author is looking for, but their most popular package, The Complete Self-Publishing Package, costs $1,699, which includes cover design and formatting, eBook conversion, 25 print books, international distribution, a Facebook ad campaign, and several other things (note: it does not include editing services).PublishDriveA relatively new aggregator, PublishDrive is on the rise, distributing to over 400 stores and 240,000 digital libraries, offering four tiered subscription pricing options to fit authors and publishers at every level. Their plans range from free (with limited distribution) to $99.99 a month (for the priced options available). They also offer a full distribution package but authors must submit a more detailed inquiry for pricing.Screenshot of PublishDrive, one of the newer self-publishing websites now available for indie authors.If youre a newer author, or new to the indie world, self-publishing can seem like an insurmountable beast. But there are so many resources available to help you through the process of uploading your book, and many self-publishing companies who serve as one-stop shops, like BookBaby, where you can get editing, formatting, and cover design services all in one place. Theres a lot to learn about indie publishing, but getting your story out there is the most important first step! And remember, even though traditional publishers might have passed on your work, that in no way determines its quality. The world needs your story. So use our guide today to get started!

Position Paper (Health Law M7) Assignment Example | Topics and Well Written Essays - 500 words

Position Paper (Health Law M7) - Assignment Example In my position paper I look at how a balance can be stricken between rights of patients and the often necessary practical needs of the medical community. One well documented practice where abuse of patients may arise yet is very necessary for the practical training of medical surgeons is ghost surgery. In ghost surgery, the contracting physician is not the actual one performing the procedure on the patient and sometimes procedure may be performed by physicians who are students of surgery. The phenomenon takes place in other settings of medical care provision to patients such as radiology and laboratory testing. The patient may or may not suffer as a result of ghost surgery but the fact remains his contract was violated as the service was offered a person different from whom the contract was signed with. Training needs of medical doctors are also an equally important element for the sake future surgeons and physicians. In the Tunki cases, the court ruled California court ruled in favour of the Regents of University of California largely on the grounds of the important research work that the university is engaged in through its medical centre. By the mere fact the patient knowingly submitted himself to the facility understanding it selectively accepts patients from the public for medical care as part of their research efforts and thus waiver of negligence was the appropriate ruling. Ruling in favour of the complainant would have diverted funds meant for research into payment of claims. In this case the bigger research needs override that single patient’s rights to care and in effect life. In the case of Shorter her death was largely due to her faith with is supposed to be respected by the doctor yet it posed risk to her own life and buy the doctor not abusing her rights it amounts to negligence. Her best interest in the circumstance was

The Mexican American War (Polk's War) Research Paper

The Mexican American War (Polk's War) - Research Paper Example They also had an ambitious desire on the Mexican lands in the West and this brought conflicts which later led to the eruption of the Mexican-American war. This war was very important to the United States for land expansion; they wanted to expand their territories by acquiring huge masses of land from Mexicans. Many people lost their lives during this war. It is estimated that, around 30,000 lives were lost during the conflicts.1 The Mexican-American war was a very short war but it left behind long lasting effects that are always remembered up to date. Causes of the Mexican-American war The Mexican-American war had several causes, some major and others minor, here are some of them: The Annexation of Texas The major cause of the Mexican-American war was the annexation of Texas. The root of the conflicts that led to the eruption of the Mexican-American war is traced back to the time Texas got its independence. The outcome of the revolution was the annexation of Texas into the United Sta tes. Primarily, Mexico had promised to wage war against the U.S. if they were to manage annexing Texas and when Texas broke up from Mexico, they stopped regarding it as an independent city but as a corrupted city2. Mexicans had believed that the annexation of Texas called for war. ... The Westward movement of the U.S. citizens to the Mexican territory The United States citizens were relentlessly searching for land for farming and also to sell to the incoming farmers. Through their search, they found that Texas had easily accessible and available land for farming and so they started moving into the lands. Mexicans made an effort to stop them; nevertheless, they still moved into Texas and started to undermine the Texans and Mexican government’s authority. They farther went ahead to disobey the set Mexican laws and regulations especially the anti slavery laws. Due to these misbehaviors, the Mexican law makers and officials started disapproving the U.S. citizens and this led to the escalation of the Mexican-American war. The Ideal Manifest Destiny This was an American ideal whereby the United States was to extend its territories from coast to coast as one huge nation. Through the ideal manifest destiny, many U.S. citizens were able to advance as citizens into t he west of the Mexican territory. They travelled across Mexico searching for economic gain that is why they infested the Mexican’s lands. This can be seen where the United States forcefully desired to acquire California to serve as an economic base for them and in order to establish markets. This led to the Mexican-American war because the Mexicans did not want to let go off California and wanted to fight against their invasion into their lands. Actions of the presidents in office at that time The presidents in office during the time of the tension between the Mexicans and the Americans provoked the war. Their motions highly contributed to the war. For example, President

-High school graduates should take a year off (a gap year) before Essay

-High school graduates should take a year off (a gap year) before entering university - Essay Example This makes them appreciate cultural diversity, and as a result, they are able to interact with other students from different cultural backgrounds (Griffith 220) b) Some of the students get a chance to travel to other foreign places which provides them an opportunity to learn different cultures that are different from their own. The travelling also offers a chance to earn money and learn new languages. 3. a) It provides an opportunity to save money. In this economic crisis, the high-school graduates engage in income-generating activities that provide money to pay college tuition and offset other expenses (White 54). b) The students save money in the form of having a clear objective in what courses to take in college. This enables them to avoid four or more years of wasted money and time spent on aimless drifting from one course to another. 4. a) The gap year increases the chance of a student admission to college of choice. The break-off year gives one a chance to take part in other extra-curricular activities that give leverage to ones admission chances. During college admissions, a lot of factors are considered besides the student’s score and teacher recommendation (White 53). b) The factors may include volunteering for a cause or organization, or learning of a foreign language, for example, for two student applicants with high student’s score and appropriate recommendations from the teachers, the one with extra experience in matters non academic stands a high chance of being admitted compared to his counterpart. III Conclusion: As I conclude, it is evident that the year gap does more good than harm to a high-school graduate. Students with the experience of a year gap bring a different aspect to classes. Majority of the students who have taken a year gap, are of the opinion, that they learned more during the one year compared to the total time they have spent in a college class.

Benefits of Picture Books for Children

Benefits of Picture Books for Children Picture books are intended to show children how to derive pleasure from reading. They fuse humorous plots with captivating illustrations in order to hold the attention of the child. The addition of pictures can increase the longevity of a books interest; they are designed to be read over and over again and thus the child needs to be provided with something more than a simplistic storyline. Picture books also encourage verbal interaction and reading aloud with a parent in order to develop a childs confidence before the inevitable ‘reading aloud lessons at school. Verbal dexterity is an important skill to develop and compliments literacy. The role of illustrations in this medium is mainly to provide extra stimulus although, like music and lyrics, they each become as important as the other. Some authors are synonymous with illustration styles such as Roald Dahl and Quentin Blake who form a cohesive force in stimulating literature for older children. It is in this very stimulation that the role of picture books in the development of literacy can truly be seen. Art and literature are effective forms of expression, which can be combined to great effect to improve understanding, and as E.M. Forster pondered â€Å"How can I know what I think until I see what I say?† The opposition to picture books, a seemingly inoffensive artistic endeavour to the untrained eye, is surprisingly vehement. Protheroe (1992, p.7) considers picture books the â€Å"banner at the head of the present relentless progression towards educational failure† which originated to suppress the vocabulary of the working classes. She voices concern that by providing children with pictures they are being discouraged to visualise things for themselves; their imagination is stunted. Yet, a John Vernon Lord explains in his lecture, the majority of his images are born from his imagination rather than from life so how could something so innately imaginative dissuade similar thought? In addition, even with the most seemingly basic of picture books, such as Rosies Walk, there is always something else to add. For example, Rosies Walk, has seemingly little plot (it is a matter of pages long and simply accounts a hen walking through a farmyard) however, the pictures provide a whole new realms of possibility for the imagination. Although Rosie does not interact with any other animals, she passes several, many of whom witness the tribulations of the fox. As a child studies the pictures they can invent reactions and entire lives for the sub-characters. The frogs are sent flying as the fox fumbles and plunges into the pool did the frogs think this was rude? Did the fox apologise? The goat who grazes by the hayhock is seen in the background of a later scene, watching the fox get struck by the descending flour was the goat amused? Concerned for Rosie? Vernon Lord and Burroway demonstrate a keen eye for detail and provide the child with an opportunity to think outside the information with which they are initially presented. This is especially true of a brief story like Rosies Walk as the child will almost certainly grow accustomed to the plot after several readings and look for other stimulus in the tale. In direct contrast to Protheroes concerns, it seems that pictures, used skillfully, could in fact encourage a higher level of perspicacity from a child who would have long become tired of the few words in Rosies Walk if it lacked pictures. However, to presume that a picture book may be entirely simplistic or patronise the potential of a child perhaps underestimates the author. For example, in Rosies Walk, the child is placed in a senior position of knowledge in comparison to the protagonist. Hutchins credits the reader as the omniscient being while Rosie remains blissfully unaware of her pursuer. The comedy of this story also provides many levels. On the surface, there is the classic slapstick comedy as the fox collides with a rake. Slapstick creates the instantaneous humour and appeals to child-like love of clowning in both child and adult. But it is not simply physical comedy. The closing line â€Å"and got back home safely† creates humour out of anticlimax as well as relief. The story is tension built upon tension with the successive predicaments reminiscent of the subsequent Wile E. Coyote and Roadrunner cartoons created by Warner Brothers in which a ravenous coyote pursues a fast paced bird with increasingly elaborate stunts in each episode but to no avail. However, this structure seems more suited to the picture book as even the action of turning the page drives the story and dictates a slower pace. The pages serve as a divider, creating small succinct scenes which help build the layers before the climax. The interesting structure is rooted in this unity of sever al dangerous scenes married with the closing line which, like Rosie, seems unaware that there was ever any danger. Similarly, John Vernon Lord explains the importance of the collaboration between text and picture placement in his lecture regarding The Giant Jam Sandwich: when text and picture are describing the same episode in the story I prefer to enforce their physical relationship by placing them on the same page wherever possible. The breaks in the text and the pictorial presentation on each page need to follow the natural stages of the storyline. The pacing of the illustrations with the narrative is of the utmost importance This demonstrates how the story, text and picture intertwine, complimenting one another in both style and pace, to create a whole. This will be explored in greater depth later. The most basic principle of picture books is to promote literacy by making books more appealing to children. By making the books not only visually enticing, but by providing pictures to aid less able readers, literature is made all the more accessible. Cullingford (1998, p.12-13) recognises that those children who struggle with reading initially can feel like failures at a very young age which can effect their relationship with reading for life. They can start to view literature as exclusive. By providing children with familiar picture stories rather than disconcerting wedges of text, they can slowly build the foundation for a love of reading which, as their confidence improves, will motivate them to approach more â€Å"unreliable†, challenging tomes in later life. Bettina Hurlimann expresses her view that pictures are the universal language and thus encompass all children regardless of academic ability or language: by optimizing accessibility children will have a healthier re lationship with books. Protheroe (1992 p.111) accepts the premise of the picture book to advertise reading a pleasurable but also accuses this particular avenue of denying the potential of books and language by suggesting that words only have one meaning. This, however, seems a little dramatic. Picture books aimed at 0-5 year olds learning to read do often only have one meaning, any more than that is usually directed at the adult. For example, in The Giant Jam Sandwich the town of Itching Down is described as â€Å"not a very waspish town†. As they have just rid themselves of thousands of wasps, the child will take that section to mean that the town did not appreciate being overrun by wasps; they were not pro-wasps. It is unlikely that a child under five would be familiar with the â€Å"petulantly spiteful† definition of waspish but the adult might derive some pleasure from the word play. Hunt (1991, p.175) accepts and admires the simplicity of the language but feels that â€Å"much of the c omplexity is expressed by the visual elements†. He suggests that literary techniques such as metaphor can be much more effectively demonstrated through the use of pictures although, like Protheroe, he does acknowledge the subsequent risk that it â€Å"fix[es] words into a restrictive, mundane interpretation† leaving the child no room to impart their own meaning onto words; there is no room for manoeuvre. The Very Hungry Caterpillar by Eric Carle, in which a caterpillar munches his way through a veritable smorgasbord of tasty treats, eats two pears. The play on the word â€Å"pair† and â€Å"pear† was almost certainly not intended for the three year old but rather the person helping them to read. In addition, this particular volume can be seen to incorporate not only verbal dexterity but mathematical and elements of natural science. The caterpillar eats an increasing number of foods, which employs basic numeracy, and subsequently transforms into a chrysalis, then into a butterfly as is the natural order. It seems that without pictures, this might be a hard concept to explain to a very young child. The vocabulary required with no visual aid might be quite taxing and alienating (not least due to the word chrysalis!) and thus the pictures make it a more accessible notion. As Hunt (1991, p.176) aptly notes, it allows us to â€Å"cross the boundary between the verbal and the pre-verbal†. It allows children to advance in other subject areas at a younger age. However, Protheroe (1992, p.74) would argue that children need to learn to cope with â€Å"uncertainty and accept ambiguity† as it allows them to practise inference. Hunt (1991, p.181) seems to feel that there is a happy medium, however, in which meaning is limited but not prescribed. He feels that this is applicable to both pictures and words as each form can be used in a way which is stilted or one that opens the floodgates of interpretation and creativity. As Hunt (1991, p. 185) attests the â€Å"absence of words would have provided a ‘gap which takes intelligence and imagination to fill† as would the absence of pictures; working together, both serve their purpose. Jane Doonan expresses the importance that pictures talk for themselves and not simply reinforce the words and this notion is the idea of the picture book versus that of the illustrated story. Moebius (1986, p.132) articulates that â€Å"in the picture book, we read the images and text together as the mutually complementary story of consciousness† with the â€Å"story ‘behind the image often supplied by the illustrator. He expresses certainty that picture books are like any form of literature: â€Å"[the structure] is not accidental or fortuitous phenomena†. Every word and every brush stroke have a purpose. Edmund Evans pioneered the total design of the picture book, making it a single cohesive mechanism rather than simply some text with some pictures. This duality can be seen in The Giant Jam Sandwich in which most of the scenes depict the entire town. The moral of the story is less to do with the nuisance of wasps and more about community spirit and working together. For this reason, John Vernon Lord has ensured that the majority of the colourful scenes incorporate most of the town, each doing their job: from the small girl with pigtails heaving one small jar of jam along; to the man crouching, trying to get a photograph of the bread transportation for posterity. It is these tiny details that engage the child time after time as well as the adult. John Vernon Lord criticises his own work in his lecture, however, claiming â€Å"with hindsight I feel that the colour scheme adopted for these pictures is too similar throughout the book† and it is with constant variation and bustling images that a child becomes entranced. However, the pictures do not have to be busy to be stimulating. Rosies Walk employs seemingly simplistic illustrations and, although attention is paid to the background action, the focus is far more on the fox and the hen. These two characters are at the forefront of most of the scenes with the occasionally cameo from characters, such as the goat, who hover in the background. This, like in The Giant Jam Sandwich, mimics the content of the piece which is very self-contained about Rosies movements. She does not engage with the other characters and neither does the text. The style is also much more fantastical with the large exaggerated ears of the fox and the bold use of colour contrasts. The vibrant yellows and pinks clash in the most aesthetically pleasing way which provides visual stimulation for the child. They are unusual colour combinations, new and intriguing. Similarly, the bulbous trees are decorated with apples in regimented lines rather than the natural sporadic scattering; the fine line between faithful interpretations of familiar images with fantasy has been beautifully encapsulated. Furthermore The Sick Cow, by H.E. Todd and Val Biro, adopt all the muted browns of a bucolic paradise. Of the three books, this is the most ‘realistic in style as The Giant Jam Sandwich shies from too much facial detail with the concentration being on large, busy scenes. Biro specializes in detail from the tread of the tractor tyres to the mane of the horse although allows the background foliage to blur into rural tranquility. Strangely, however, despite being the most visually ‘naturalistic, its content is perhaps the most unorthodox covering, as it does, the ailments of a barking cow who is cured by sitting in some nettles. However, in The Sick Cow, although the pictures beautifully capture the provincial scenery, they do essentially illustrate the text. There is no sense, as Moebius (1986, p.137) demands, of the â€Å"unseen over the seen† as with Rosies Walk. The same could, perhaps, be said of The Giant Jam Sandwich; the difference being that, in the latter, t here is simply lots to see. Fisher (2005, p. 192) rallies the benefits of exposing children to pictures as â€Å"art can help assimilation by developing perceptual sensitivity and discrimination through the study of form, colour, shape and texture†. This suggests that the blurring in The Sick Cow or the vibrancy of The Giant Jam Sandwich could provide stimulation which specifically develops the academic capacity of the child. Pat Hutchins, author of Rosies Walk, is also responsible for The House That Sailed Away and Im the King of the Castle: and Other Plays for Children which are far wordier examples of childrens literature, set out as plays. Blythe (2005, p.82) notes that encouraging children to articulate is crucial for development as vocal experience supports learning by incorporating language into the self. Similar encouragement can be seen in the direct speech in The Giant Jam Sandwich as well as the animal noises in The Sick Cow. Learning is believed to be received through the senses and thus books which encourage verbal interaction are beneficial as are picture books which engage the visual sense. In addition to art and vocal experience, music is considered to be a powerful tool in mental well being and learning demonstrating that stimulus is not restricted to literature alone. It can be found in a number of artistic pursuits. Tame (1984) outlines Dr. Tartchanoffs scientific studies into the effect of music noting that â€Å"music exercises a powerful influence on muscular activity sounds are dynamogenic† and the tempo of rock music, for example, can be detrimental to the digestive system. This physical manifestation is seconded by Blythe (2005, p. 82) who covers the neurological changes when people sing or speak as a group: the central nervous system activity becomes synchronous stress hormones decrease, muscle tension decreases, more oxygen enters the system. They feel high; have a certain clarity of mind and sometimes physical vision Taking into account the ‘reading aloud together aspect of picture books which, according to this research, stimulates the brain for physical well-being as well as the work on sensual learning, the picture book is potentially an essential learning tool. Taking this idea further, the lyrical nature of many picture books should also be noted. For example, The Giant Jam Sandwich employs strict couplet rhyme scheme: Bap gave the instructions for the making of the dough. â€Å"Mix the flour from above and yeast from below. Salt from the seaside, water from the spout. Now thump it! Bump it! Bang it about! Even if this technique is not directly mentioned to the child, it is instilling knowledge of rhythm into their subconscious. This could influence a love of music which, according to Dr. Tartchanoff, could be beneficial depending on the genre. If it developed into a passion for group singing then Blythe certainly notes the increased potential for learning, molding the mind to a relaxed state of peace and readiness. If nothing else, the verse makes the story flow and engages the senses which child would not enjoy joining in with those imperatives? In the pursuit of sensual stimulation, The Very Hungry Caterpillar can be seen to attack the visual sense and that of touch. The thick pages display the holes through which the caterpillar has eaten. The child can poke fingers through the gap and feel as if the story is unraveling before their eyes. This is a very tame example compared to the modern books which employ sound effects and fluffy bits. Where does it end? Books on which the child can have a nibble? Perhaps the sight of reading itself is being lost in favour of instant gratification as is the nature of our society. One must question if this matters as long as children are being engaged in literature in some way. And whose face did not light up at the sight of a pop-up book? Making learning fun and interactive is no new phenomena and should not necessarily be seen as threatening. Peter Hollindale (1997, p.75) has faith that â€Å"children take from a story what they want and need† so perhaps our constant manipulation of sensual stimulation is futile. Some children may simply be predisposed to reading and others not regardless of whether books have pictures. It may simply be a case of nurturing existing talent by tailoring learning to the demands of the individual child. Protheroe (1992, p.48-49) has further concerns that picture books can be detrimental to the development of a childs memory. She argues that it has â€Å"long been established that in human language lexical usage involves a link between a symbol and a concept, not a symbol and referent† (p.73). She cites that Bower and Winzenz conducted tests which linked memory to active discovery and depiction. Although there is a school of thought which rejects the idea that picture books stunt imagination, Bower and Winzenzs findings cannot be dismissed. Picture books work on the principle of memory association. One of the aims, as well as general stimulus, is to provide the child with a word and an image which they can link in their brain so that the word and its meaning will be easier to retain. Bower and Winzenz suggest that by depriving the child the personal image creation, the link with their memory will be broken. Word and picture association is a common way to strengthen memory rete ntion as is repetition or the use of active imagination: applying a personal image to what the word signifies to you. There are many recommended revision techniques because memory works differently from person to person and thus Protheroe may be right in some cases but it seems prudent to assume that picture association will also help some children when learning to read. After such lengthy discussion about the importance of stimulating and advancing the knowledge of a child comes Alfred Adler (1998, p.181) and his opinion to embrace the simplicity of childrens books. He recognises that to try and accelerate the learning of a child at a young age can be counter-productive: â€Å"All mentally indigestible pulp ought to be kept out of childrens reading until they have reached a certain age of maturity. Unsuitable literature may either be misunderstood, or it may throttle developing social interest†. While Protheroe flies the flag for interpretation, Adler highlights the potential pitfalls of such a stance: the risk of misunderstanding leading to fear or alienation. And perhaps Adler highlights an interesting point about the aging process. Betty Friedan (1993, p. 50 p.74) explains that social research has indicated that those who show the most tenacity in holding on to the values they developed in childhood were most susceptible to mental instabi lity later in life. This links with Freuds theories of the importance of childhood and the in which people develop much of their personality very rapidly in childhood and subsequent changes in adulthood are often no more than superficial. By speeding up this process even more by presenting children with increasingly complex literature before they have reached that â€Å"certain age of maturity† that Adler alludes to, children might develop too quickly before they are ready to understand the ramifications thus putting them in a vulnerable psychological position in their adult years. Conversely, if Freuds theories about the importance of childhood development are to be subscribed to, it would also be dangerous to stunt a childs knowledge and understanding at such a crucial time in their psychological growth. As Moebius (1986) notes, the picture book should be preserved as â€Å"the last frontier of innocence† and, as such, should not be corrupted by being held under exce ssive scrutiny. In the pursuit of literacy the importance of stimulus must be stressed. An active brain will promote literacy or, at least, a thirst for education whether that is artistic, mathematical or scientific. Literacy is achieved through developing children with a healthy relationship with books, whether they grow up to read Crime and Punishment or with a penchant for Mills and Boone; to implement a literary hierarchy would be a demonstration of snobbery and artistic ignorance. Literacy is independent from the literary canon. Denying children colourful pictures also seems to suggest that visual art is not as valuable as literature which is similarly unbalanced. Children should learn that art is about equality and, although they can embrace their preferred medium, they should not discount other forms of expression or consider them inadequate. Combining literature with pictures demonstrates the way in which art forms can effectively interact. Art forms are not exclusive. Furthermore, if employing pictures to captivate a child also inexplicably entwines their mind with the text then, what is the harm? Many adults reserve a special place in their hearts for their childhood favourites: from Noddy to The Very Jolly Postman; from The Mr. Men books to The Velvetine Rabbit: their love of reading may be pinpointed to these very affairs. It seems unfair to deny young readers of today these warm, fuzzy memories of bright funny pictures and exciting colours for fear of patronising them. Children should be allowed to be children before the age of five rather than constantly pushing them to develop more rapidly if they are ready to advance then that could be nurtured on an individual basis. The fact is, with children, with people even, the way in which a mind works varies from person to person so it seems futile to prescribe an overall right or wrong on picture books. The marriage of text and pictures will spark the imagination of some children while others will derive stimulation from constructing mud pies in the garden. Modern children should not be robbed of the colours of innocence; even if the modern colours of innocence come in the form of The Tweenies.

Henri Cartier-Bresson :: essays research papers

Henri Cartier-Bresson   Ã‚  Ã‚  Ã‚  Ã‚  Henri Cartier-Bresson is one of the world’s most influential photography Masters. With his small hand camera he unobtrusively photographed people’s lives around the world. He was solely responsible for bridging the gap between photojournalism and art. He has published more than a dozen books of his work. The greatest museums in the world have shown his work.   Ã‚  Ã‚  Ã‚  Ã‚  From my start as a photographer, I was always drawn to taking photographs of people. I feel it was only instinct that made me interested in this type of photography. Other people pushing their ideas on me would come much later. For a few years I made photographs on my own, exploring a whole range of imagery from sports to still life, but I always felt images of people were my strongest. Then I went to college at a very intensive school for photography. From the start I was pushed into the world on Cartier-Bresson and his style. I started concentrating on this documentary style of photography and began to pull away from experimenting in other genres. This was fine with me because I was fairly successful with documentary photography and was being praised be my professors. After a while I became stuck in my ways and found it very hard to shoot in any other manner. At the present my portfolio is based solely on black and white documentary photography. I still am very proud of working in this manner, but I am quite frustrated with finding work as a documentary photographer.   Ã‚  Ã‚  Ã‚  Ã‚  My ties to Cartier-Bresson and his work start from the beginning of my career as a photographer. He was totally responsible for bringing photojournalism into the mainstream art world. Just for this accomplishment alone Cartier-Bresson has made it possible for many documentary photographers to work today.   Ã‚  Ã‚  Ã‚  Ã‚  Cartier-Bresson along with David Seymour and Robert Capa started the cooperative photo agency known as Magnum. Magnum was born because of a struggle between photojournalists and magazines. Magazines were constantly taking advantage of photographers. Magnum was established to end this by having its members band together as a group and establish strict guidelines for magazine payment and usage rights. Magnum represents only its members and its members stand behind one another. Over the years Magnum has evolved into kind of an elite club. I believe it only allows one new member per year; this is done by votes cast by all Magnum members.

Employment Rights and Responsibilities Template Essay

Information about Employment Rights and Responsibilities ERR is a compulsory part of all Apprenticeship programmes to show that the Apprentice has had a full induction to the company or training programme, and are aware of those right and responsibilities that are essential in the workplace. Apprentices may be in the first job or be experienced in their role or industry, but this does not affect their ability to cover the knowledge required. How should it be delivered? The ERR knowledge has been presented in a similar format as the NOS and NVQ units so that it has the same flexibility as the NVQ. There are a number of evidence sources for ERR and these can include: †¢ Referencing evidence showing knowledge of the in-house company induction against the ERR requirements (e. g. Copies of induction handbook, with explanation from the apprentice where necessary) †¢ Collecting a portfolio of evidence, integrated with NVQ and Key Skills portfolios to prove knowledge. †¢ Some technical certificates include an externally tested ERR module, which will cover the ERR. How much evidence should I provide? We advise that the Apprentice should provide evidence showing their understanding of the company procedures and how these relate to the laws and regulations. However, the Apprentice should not be expected to provide large paper documents regarding any parts of legislation; we, therefore, suggest that evidence (e. g. company procedures, websites etc. ) should be sign-posted wherever possible and practical. What is included in this document? The document includes the required standards in the same layout as the National Occupational Standards are produced. This can then be re-formatted in to the same delivery method used by providers for the relevant NVQ. This also includes helpful resources, mainly in the form of website addresses for apprentices and employers to research any information that is not currently included in the company induction. What proof is required by e-skills UK? Once the candidate has completed the ERR, then the candidate, employer and training provider should sign the final page, and send with the Certificate Request form to e-skills UK. Please be aware that while this Unit appears in the same format as an AOC or Unit, it does not need to be assessed or verified in the same way as the NVQ part of the Apprenticeship. Anyone with the appropriate technical knowledge on the subject can be responsible for judging the evidence provided by the candidate. What is the difference between Apprenticeship and Advanced Apprenticeship ERR? While the knowledge requirements are the same for both levels, the Advanced Apprentice will be expected to have a broader knowledge of the ERR, and the employer’s responsibility in this. This should be in line with the greater depth of knowledge required for both the NVQ and Technical Certificates for Advanced Apprentices. Links to qualifications in the Apprenticeship frameworks The Employment Rights and Responsibilities links to other parts of the Apprenticeship frameworks and can be delivered alongside the other qualifications in an integrated approach. For example: †¢ The ERR includes areas that can be cross-referenced with parts of the NVQ, varying depending on qualification and units chosen †¢ Areas of the Technical Certificate will also cover parts of the ERR †¢ Key Skills can be integrated with an area of ERR or the NVQ to show knowledge of the subject (this will be particularly applicable to the Communication Key Skill) Employment Rights and Responsibilities These are the rights and responsibilities required for Apprentices, covering the relevant areas of employment law and workplace practices and procedures. There will be rights and responsibilities standard to all job roles and industries, and in addition, industry specific requirements. |The competent person can: |This will involve applying knowledge and |Evidence reference: | | |understanding of: | | |Rights |What should make up a contract of employment |During my induction into the course I was | |Show knowledge of your rights as an| |made aware of the terms and conditions of | |employee, and work in accordance | |working at Zenos and I signed a contract | |with them | |to accept and agree to the conditions. | | | |There is also a description at | |Responsibilities | |www. acas. org. uk which states | |Show knowledge of your | |†A contract of employment is an agreement | |responsibilities as an employee, | |between employer and employee and is the | |and work in accordance with them | |basis of the employment relationship. † | | | |This must conform to the The Employment | | | |Rights Act of 1996 | | |Anti-discrimination laws and the bodies that |I have written about the EO presentation | | |enforce them |and test in Induction and explained how I | | | |have discussed anti-discrimination/EO in | | | |formal progress reviews. | | |Your working hours and holiday entitlement. |Found in learners handbook (9 to 5 Monday | | | |to Friday, fixed holiday period). | | |Your company’s policy on Sick and Maternity Pay |Sickness is covered in the learner | | | |handbook. Issues discussed in progress | | | |reviews. Not entitled to maternity pay. | | |Your rights as an Apprentice |Detailed in learner handbook. Turn up on | | | |time, wear appropriate clothing, follow | | | |contract of employment. | | |Your company’s grievance and disciplinary |This was detailed in the learner handbook,| | |procedures |covered in Induction | | | The health and  safety legislation relevant to your|Received a health and safety presentation | | |role, and your role |covering the main health and safety points| | | |and concerns. | | |Your roles and requirements in maintaining health |This was detailed in a health and safety | | |and safety |presentation covering the main health and | | | |safety points and concerns. (i. e. ensure | | | |my own safety and others, report incidents| | | |to first aider). | | |Your responsibility in adhering to data |The importance of data protection was | | |protection. |covered in presentations and tasks (also | | | |covered in learner handbook). | | |Knowledge of industry laws and guidelines |The main laws and guidelines are covered | | | |in my learner handbook, available on the | | | |internet and were detailed in a | | | |presentation. | | |NOS and external sources of representation in your|The main laws and guidelines are covered | | |industry |in my learner handbook, available on the | | | |internet and were detailed in a | | | |presentation. | | |Your role in your team and effective team-working |I have taken part in a few tasks involving| | | |a team. So I am familiar with the | | | |essentials of team work. | | | | | Knowledge and understanding components |Health and safety rights and responsibilities | |What your rights are and what you must do to follow company procedures | |Rights |What employers should do in order to protect you at work | | |What responsibility a training provider for your Health and Safety (including the Safe Learner project) | |Responsibilities |Your responsibilities in maintaining health and safety in your workplace | | |The laws and company procedures that you must be aware of at work (including Health and Safety at Work | | |1974, Manual Handling, DSE and any other laws relevant to your role) | |Contract of Employment | |What a contract of employment must include and the laws relating to them. | |Rights |When you should be issued with a contract of employment | | |What the contract should include (e. g. Salary, annual leave, working hours etc. ) | | |What should be done when changes in the contract are needed (e. g. changes in salary, job role, working | | |hours) | | |The relevant areas of the Employment Law Act, particularly Statement of Particulars (Contracts) | |Responsibilities |Adhering to the Contract of Employment | | | The differences for self-employed workers | |Anti-discrimination laws | |What discrimination (e.g. gender, race, disability and age) is and the laws that protect against it. | |Rights |Your right to not be discriminated against on any grounds (e. g. gender, race, disability and age) | | |The laws that protect you from discrimination, such as: | | |Equal Pay Act 1970 | | |Race Relations Act 1976 | | |Disability Discrimination Act 1995 | | |What to do if you are being discriminated against, (including internal and external procedures) | |Responsibilities |Examples of what would constitute discrimination against others | | |The difference between direct, indirect and positive discrimination. | | |How to avoid discriminating against potential employees when recruiting. | |Working hours and holiday entitlement | |Your working hours and holiday entitlement, and the regulations and procedures that control these. | |Rights |What the Working Time Regulations 1998 are and the maximum working hours allowed, particularly for Young | | |Workers (aged 16-17) | | |Any exceptions to the Working Time Regulations 1998 (e. g. Seasonal workers in busy times, such as | | |Christmas) | | |. What your  working hours and holiday entitlement are (see also Contracts of Employment) | | |Who enforces the Working Time Regulations | |Responsibilities |Your company’s procedure for booking holiday (annual leave) and why it is important that you follow it. | | |What to do if you need to change or adjust your working hours. | |Sick and Maternity Pay | |Your rights to Sick and Maternity Pay and your responsibilities in communicating with your employer regarding these. | |Rights |What Statutory Sick Pay is and your company’s sick pay policy | | |The right to Maternity Leave, and the minimum number of weeks of entitlement under Ordinary Maternity | | |Leave (OML) | |Responsibilities |The company procedures for reporting sick days. | | |Procedures to follow regarding Maternity Leave. | |Rights and responsibilities of an Apprentice | |As an Apprentice you have some specific rights and responsibilities | |Rights |Your role as an Apprentice and the similarities or differences from other employees in your company | | |How the National Minimum Wage applies to Apprentices. | |Responsibilities |Your commitment to the training and qualifications in the Apprenticeship | |Grievance and disciplinary procedures | |The laws and internal procedures relating to grievance and disciplinary procedures | |Rights |The process that employers must follow for disciplinary procedures. | | |Your rights during the disciplinary procedures. | |Responsibilities |The procedures you must follow to report a grievance | | |The procedures to follow to appeal a disciplinary decision. | |Data Protection | |The key areas of data protection and how they affect you as an individual and an employee | |Rights |Your right to personal information held by an organisation (either your employer or another company) | | |Who has rights to your information and how it can be used. | |Responsibilities |What information you can and cannot give out, and who can have access to that information | |Team working | |Working effectively as part of a team (from Develop Personal Effectiveness Unit) | |Rights |See responsibilities | |Responsibilities |communicating effectively in a team setting | | |contributing to team activities |. |Industry laws and guidelines | |The laws and guidelines that affect your industry (IT, Telecoms or Contact Centres) | |Rights |None | |Responsibilities |What and how different industry activities are affected by laws and guidelines, such as storing names and| | |address, downloading images from the Internet or sending inappropriate e-mails. | | |The laws that are relevant to your role in ICT or Contact Centres, for example: | | |Telecoms: The Wireless Telegraphy Act; IT: The Computer Misuse Act and the Electronic Communications Act | | |2000 |. |NOS and external sources of representation | |The information relating to IT that is relevant to your job role | |Rights |The organisations that represent you and your employer (e. g. e-skills UK, trade unions, Intellect, | | |British Computer Society, Call Centre Association) | |Responsibilities |What National Occupational Standards are, how they can be used and who sets them for your industry. | Useful Resources |Organisation |Role/ Areas covered |Website | |ACAS (Advisory, |Advice on employment matters |www. acas. org. uk | |Conciliation and | | | |Arbitration Service) | | | |Citizen’s Advice Bureau |General source of advice on a range of topics |www. adviceguide. org. uk | | |covering your rights as a citizen | | |Department for Education |Overall responsibility for education in England |www. dfes. gov. uk | |and Skills | | | |Directgov |Website covering almost all areas of employment |www. direct. gov. uk | | |rights and responsibilities, contracts etc. | | |Disability Rights |Disability Rights and Disability Discrimination |. www. drc-gb.org | |Commission |Act 1995 | | |e-skills UK |Sector Skills Council for IT, Telecoms and Contact|www. e-skills. com | | |Centres | | |Equal Opportunities |Equal Pay. Sexual Equality. |www. eoc. org. uk | |Commission | | | |Federation of |Trade association for the mobile and |www. fcs. org. uk | |Communication Services |telecommunication services industry | | |Health and Safety |Regulators of Health and Safety |www. hse. gov. uk | |Executive | | | |Information | Data Protection and Freedom of Information |www. informationcommissioner.gov. uk | |Commissioner’s Office | | | |Learning and Skills |Responsible for funding 16+ training in England |www. lsc. gov. uk | |Council | | | |Safe Learner |Specific Health and Safety information for |www. safelearner. info | | |Apprentices | | |Trade Union Council |Information about trade union and search for you |www. tuc. org. uk | | |trade union | | |The Commission for Racial|Race Relations Act and racial equality |www. cre. gov. uk | |Equality | | | |Tiger |National Minimum Wage and Maternity Leave |www. tiger. gov. uk |. If you have any comments or queries regarding this workbook, please email ben. sweetman@e-skills. com. Declaration This declaration should be completed by the Apprentice, the employer and the training provider and then attached with the Apprenticeship Certificate Request Form. |Apprentice | |Name: | |Date of Birth: | | |Signature: | |Date: | | |Employer | |Name: | |Organisation: | | |Signature: | |Date: | | |Training Provider | |Name: | |Training Provider: | | |Signature: | |Date: | | Please record details of any alternative knowledge specifications below:

Walkabout essays

Walkabout essays In the novel Walkabout, the writer, James Vance Marshall, wants us to understand accepting differences. He shows us this idea through the character of Mary. Throughout this book, Mary overcomes this idea and accepts the culture that is not familiar to her. At the beginning of the book Mary did not appreciate the Bush Boy for helping out Mary and Peter. Mary did whatever she can to avoid the Bush Boy and even tried to get her brother from getting near him. The girls first impulse was to grab Peter and run, but as her eyes swept over the stranger, her fear died away. Mary at first thought the Bush Boy was a threat to her, giving her fear and curiosity on whether she should trust the Bush Boy or not. She gradually became familiar with the Bush Boy and realized that he was not as bad as she thought he was. Still Mary could not become friendly with him like her brother is. The one thing that was blocking their friendship was the nakedness of the Bush Boy. Yet his nakedness still appalled her. She felt guilty every time she looked at him. She told herself that it wasnt his fault he was naked, that his nakedness was due, purely and simply, to his primitive way of life. But this didnt make it, for her, any more acceptable. Altho ugh she could not accept this feature of the Bush Boy, Mary still followed him and trusted in what he did for Peter and Mary. As they continued their voyage Mary still showed no sign of care for the Bush Boy. When Peter told Mary that the Bush Boy is going to die, Mary said that it was just a cold and that it would go away. I think hes sick, Mary. He looks O.K to me. Hes got a cold, Pete. Like you had. Nothing to bother about. Mary never really cared about the Bush Boy as much her brother, Peter did. Mary went on throughout the journey without really caring about the Bush Boys health. Later in the book, the Bu...

Word Choice Who, Whom, Whose and Who’s - Proofread My Paper

Word Choice Who, Whom, Whose and Who’s - Proofread My Paper Word Choice: Who, Whom, Whose and Who’s We all regularly use the word â€Å"who in speech. Nevertheless, many people feel confused about when to use variations of this term, particularly â€Å"whom,† â€Å"whose† and â€Å"who’s.† In our daily lives, this might not be a major issue (only pedants like us worry about getting â€Å"who† and â€Å"whom† the right way round in casual conversation). But in academic writing, you’ll want to avoid mistakes in order to maximize the clarity and impact of your work. Who or Whom? Mixing up â€Å"who† and â€Å"whom† is a classic grammatical error. Both are used when identifying or asking about a person, however, so what exactly is the difference? The key is discerning between the â€Å"subject† and â€Å"object† of a sentence. To illustrate this, we’ll introduce Laurel and Hardy to the situation. Subject Verb Object Olly†¦ †¦tripped†¦ Stan. Here, the subject of the sentence is Oliver Hardy, since he’s performing the action (i.e., tripping Stan). Stan Laurel, meanwhile, is the object of the sentence, since the action is being performed upon him. Here, by contrast, Olly is the recipient of action (i.e., his bottom is being blow-torched). (Image: Dennis Amith/flickr) The key thing here is that â€Å"who† always applies to the subject of a sentence, whereas â€Å"whom† refers to a person when they are the object of a sentence. Thus, we use â€Å"who† if talking about the person performing an action (the subject) and â€Å"whom† for the person being acted upon (the object). For instance: Who tripped Stan? Olly is the person who tripped Stan. Whom did Olly trip? Stan is the person whom Olly tripped. In the first example above, we’re asking about (and subsequently identifying) the subject of the sentence â€Å"Olly tripped Stan,† so â€Å"who† is used. In the second, we’re focusing on the object of the sentence, so â€Å"whom† is the correct term. Remember: Who = Subject Whom = Object It’s worth keeping in mind that both â€Å"whom† and â€Å"him† are object pronouns and both end in an â€Å"m.† Associating the â€Å"m† at the end of these words with being the object of a sentence can make it easier to tell â€Å"who† and â€Å"whom† apart. Whose or Who’s? The distinction between â€Å"whose† and â€Å"who’s† is a little simpler, despite the fact they’re pronounced identically. It’s just a matter of the difference between a possessive and a contraction. The possessive is â€Å"whose,† used when referring to or asking about something that belongs to someone, such as Stan Laurel’s hat: Whose hat is that? It’s Stan’s hat. And a jolly nice hat it is, pip pip. â€Å"Who’s,† meanwhile, is a contraction of â€Å"who is,† so can only be used when we would otherwise use both words: Who’s the heavier of Olly and Stan? Olly is the one who’s heavier. Contractions like this generally aren’t used in formal writing, though, so it’s usually better to avoid them in college papers. The reason people get these terms confused is that we sometimes indicate a possessive with an apostrophe. In this case, however, the apostrophe indicates the missing letter in â€Å"who is.†

The Role of the Internet and Crime Research Paper

The Role of the Internet and Crime - Research Paper Example Such information attracts criminals. Moreover internet is the fastest way for information transfer. It is very important for criminals. Also such types of criminal activity as computer viruses and malicious codes, cyber stalking and information warfare can damage our personal information. All these criminal activities are greatly influenced by the Internet, because it is the world of a great amount of information, in many cases unprotected information, and it is the place where person can stay incognito (Johanna Granville). Let’s take a closer look how the Internet aids criminal activity. â€Å"Work-at-home† schemes. In this scheme victim finds a job opportunity or receive an e-mail from fake company. The job is part-time and has a generous salary. The main â€Å"job† responsibilities are to rewrite articles or translate texts or to be middleman for charity organization that collects donations for victims of a natural disaster. Then the scammer asks the person for her personal information such as bank account numbers, Social Security number and date of birth. As the fraudsters says all these personal information is needed for hiring process, but in fact with these information they can monitor the victim’s account balances. When a big amount of money appears, the fraudster drains the account. Drug trafficking is another example of the Internet influence on criminal activity. Cyber world has become very popular among drug dealers. They use the Internet cafes to arrange their deals and courier web sites to track the drugs. They even create chat rooms with restricted access in order to swap recipes for amphetamine. One more example worth of remembering is changing information among terrorists through the Internet. They can easily plan their actions no matter where they are. It is better than phone, because you can stay incognito longer and it is harder to find such kind of information. As the Internet is World Wide it

Jeffrey Dahmer Research Paper Example | Topics and Well Written Essays - 1250 words

Jeffrey Dahmer - Research Paper Example Most of his killing activities were happened between 1978 and 1991. He has conducted his murdering activities in a brutal manner. Most of his victims suffered rape and torture before they were being killed by Dahmer. One of the strange habits of Dahmer was that he was addict of cannibalism. Dahmer was beaten to death on November 28, 1994, by an inmate at the Columbia Correctional Institution. This paper analyses history and murder activities of Jeffrey Lionel Dahmer Dahmer was born on May 21, 1960 in a fundamentalist family in Milwaukee, Wisconsin. At age eight, his family moved to Bath, Ohio, near Akron. He was always painfully shy and suffered from low self-esteem. As a child he was molested by a neighbor. First his father left the home. Then after a bitter divorce, his mother took his brother, and left Dahmer with his father (Burns) Like in the case of many other criminals, nature and nurture played an important role in the making of Dahmer as a fierce serial killer. His early life was not good enough to make him a good citizen when he was grown up. The absence of mother’s love and care made him extremely frustrated and he has developed an antisocial attitude gradually. Added to the woes, he was molested by a neighbor during his childhood which created a revengeful attitude in him. He disliked everything and has not established any social tie up with others. People who watched the shish nature of Dahmer never felt anything bad about it. Even though Dahmer appeared as an innocent and silly guy to others, he was not so internally. He was gradually developing revenge towards the society which denied him normal living conditions. Even at his young days he had a habit of killing animals and stabbing at the heads of the animals he killed. He was never afraid of seeing the blood or killing of animals. He was initially releasing his revengeful energy by killing animals. Nobody found anything unusual in it as many young children of

Animal Rights Research Paper Example | Topics and Well Written Essays - 2000 words - 2

Animal Rights - Research Paper Example Studies suggest that, in the last century or so, almost every medical breakthrough that is relevant to both the animal and human world has had significant contributions from animal research. Such breakthroughs range from antibiotics, chemotherapy, blood transfusions, and organ transplants among others (Jessen). These experiments have contributed significantly towards the quality and length of human life by handling some of the most difficult moments in human life known as disease and health conditions and complications. The above is due to the potential use of animal research in treating heart diseases and cancer, where it has contributed by bringing chemotherapy as an option in controlling and getting rid of cancer in humans and some animals. Due to animal testing and research, there are numerous lives saved from pain and loss since the research conducted provides an avenue to clear any anguish caused by disease. In addition, research on animals allows humans to come up with new vaccines or means of preventing diseases and some conditions that cannot be handled through any other means. This is especially so for the military, where animal research allows them to protect themselves from infection with malaria, Japanese encephalitis and Ross River fever (McGregor). The use of animal research, therefore, implies that without animal research, it would be virtually impossible beat the spread of some of these diseases or even receive treatment for them. In addition to health, animal research has allowed humans to wipe out some of the suffering that humans face across the world. This is following the use of animals in experiments, where humans are not used to find cures for painful diseases and conditions such as arthritis. This ensures that humans do not have to go through the same pain when suffering from the condition. As such, animal research

Sex education in school Essay Example for Free

Sex education in school Essay A big topic in todays society is whether or not a child should have sex education in school. Almost everyday you hear about how the numbers of teens having sex and the rates of teenage pregnancy is skyrocketing. Can this somehow be prevented by encouraging that sex education be included in the curriculum in school? Dont we send our children to school to learn and get an education? Than why should schools not educate our children about sex and help stress that abstinence is best? Sex education is not helping to promote that a child go out and engage in sexual activity, it merely educates them on the consequences of having sex and makes them aware of ways to protect themselves if they do choose to engage in sexual activity. It is important to educate our children on sex and how to protect themselves. Many parents agree that sex education should not be taught to children in school. Are these parents willing to take time out of their busy schedule to sit their children down and have a one on -one conversation with their child about sex? Do they themselves know all there is to know about sex and are up-to-date on STDs and contraceptives? A child may not feel comfortable talking to their parents about sex leading them to rush their parents through the conversation and not fully grasping the ideas on information their parents are trying to get across to them. If they were in school being taught, amongst friends, they would be forced to listen plus they might feel comfortable enough to ask questions pertaining to things they may not understand. Teachers went through college to get a degree in teaching; parents didnt unless they themselves are a teacher. Parents would be more likely to tell their children information that is not correct or is outdated. The point of sex education is not to promote kids to go out and engage in sexual activity, it is to promote abstinence and educate kids on STDs and how to protect themselves if they do decide to engage in sexual activity. If a child is going to have sex should they not be educated on the consequences of having sex and informed on how to protect themselves and their partner from such things as pregnancy and STDs? Should they not be told of the contraceptives that are out there specifically to protect them from certain  diseases that might someday lead to their death? If a child is going to engage in sexual activity we should at least take the liberty and help educate them so that they know what the consequences are and how to avoid certain problems. Its better to be safe then sorry, no parent wants to see their child suffer from a Std, get pregnant and possibly have to have an abortion, or contract a fatal disease such as Aids which in the end will lead to their death. Kids today are not as comfortable as they used to be about talking with their parents on such topics as sex or drugs. So where are they suppose to learn about these important topics? The streets? From friends? On T.V? Dont we send our children to school to learn and get an education? What better place, other than with their parents, is there to learn about such an important topic? Kids are going to be kids and go out there and experiment with things they know nothing about. It would be best if both the school system and parents teamed up to teach their kids about sex, but some kids are just not comfortable talking to their parents and may try to avoid the whole conversation completely. They may take what they learn from T.V or other friends about sex and apply it when they are engaged in sexual activity, which can lead to many outcomes that are not wanted. In a classroom atmosphere a child would be forced to learn about sex, abstinence, and ways to protect themselves. Most likely they would even be tested on the material, which would ensure that they know the material. Parents dont test kids on what they learned from their lectures. Kids are going to be kids, they are also our future and we need to educate them on the importance of abstaining from sex while also educating them how to be safe if they do choose to engage in sexual activity. Sex education is not promoting our kids to go out and have sex, its purpose is to inform and educate our children on the consequences of having sex while also making them aware that there are contraceptives out there to help protect them if they do choose to engage in sexual activity. Parents arent always the easiest or most update people to talk to about sex, at least in school atmosphere child would be forced to learn the information while also feeling more comfortable since they are around friends.