Wednesday, September 2, 2020

The Importance of the Logical †Mathematical Intelligence in Mathematics Teaching

Howard Gardner gives various insight which can be abused by an educator in an instructing †learning condition. Gardner’s approach essentially advocates for the alteration of instructional strategies so as to provide food for singular needs (Brualdi, 2001). While showing arithmetic, instructors should focus on intelligent †scientific insight. Publicizing We will compose a custom report test on The Importance of the Logical †Mathematical Intelligence in Mathematics Teaching explicitly for you for just $16.05 $11/page Learn More This sort of knowledge communicates the capacity of a student to recognize an outline, structure motivation to a particular numerical answer, and at last utilize sensible considerations in any sort of reaction (Brualdi, 2001). Scientific intelligent insight is obvious in small children when they include themselves in arranging and re-sorting out things (Brualdi, 2001). As time passes by, youngsters can do straightforward figurings without t he guide objects. With movement of this sort of knowledge, a few students access unique world therefore recording an accomplishment in science field. This class of students is efficient in thinking mind boggling and coordinated scientific methods. They in this way structure the foundation of a homeroom where different students can depend on for direction. Additionally, understudies with theoretical thinking are quick in ascertaining numerical inquiries. These highlights are apparent right off the bat in a child’s life. Math and science are co-related yet in addition different in nature. While arithmetic adventures the theoretical world, science works with authenticity. Researcher applies logical devices and systems in an offer to confirmation fact. Then again, mathematicians are progressively worried about examples. An educator is under exacting commitment to find understudies with capacity to frame designs and along these lines incorporate them into bunches with different so rts of understudies so as to accomplish better. This structures a purpose behind the improvement of numerical †coherent insight. Educational plan configuration Integrated educational program configuration is material to disciplines like science in light of the presence of its sub †units involving geometry, polynomial math, insights, number juggling, analytics, likelihood, and normal respectful conditions. Other sociologies including humanism, geology and political theory can likewise be coordinated to shape social studies.Advertising Looking for report on instruction? We should check whether we can support you! Get your first paper with 15% OFF Learn More The advantage connected to coordinated educational program is that information and ability picked up is increasingly helpful to a student. Accordingly, an instructor can grow the decision of topic for example geometry or variable based math (Webb, 2009). On a higher note, incorporated educational plan permits mix of vario us zones of study like science and arithmetic to frame advanced which is progressively gainful to a student. Since an instructor readies an understudy for future life’s challenges, there is requirement for an increasingly enhanced information and aptitudes. Coordinated educational program configuration is broadly utilized at a lower level of realizing where a blend of subjects like craftsmanship and music can be instructed simultaneously for a brief timeframe. To additionally create numerical †legitimate insight at a higher learning level, subject †focused structure is generally suitable since it recognizes the significance of the subject being developed of acumen. This likewise shapes a purpose behind experiencing the training framework. Webb (2009) states obviously that ‘Notwithstanding the way that subject †focused educational plan has been in presence for a considerable length of time, it is upheld by essentialist and perennialist instructive theories ’. For this situation, essentialist keeps up that the educational plan must speak to the information and aptitudes basic in a general public. This is the reason science is introduced from a subject †zone educational program plan where a subject is instructed in order to spread the standards and estimations of a general public. The plan is utilized at a propelled examination level for example a college or some other foundation of higher learning. Reference List Brualdi, A. (2001, April 16). ‘‘Multiple Intelligences: Gardner’s Theory.’’ Eric Digest. V33 (4), P48-53. Webb, D., Metha, A., Jordan. F. (2009). Establishments of America Education. Upper Saddle River, New Jersey: Prentice Hall. This report on The Importance of the Logical †Mathematical Intelligence in Mathematics Teaching was composed and put together by client Landry Barton to help you with your own examinations. You are allowed to utilize it for exploration and reference purposes so as to compose your own paper; be that as it may, you should refer to it in like manner. You can give your paper here.

Saturday, August 22, 2020

Fogbusters inc Essay Example | Topics and Well Written Essays - 500 words

Fogbusters inc - Essay Example The region to examine and give an advancement proposition and choose a separating decision is the collecting and gracefully benefits A portion of the things changed by FOGBUSTERS Inc system fuse Goslyn. This is an immiscible liquid separator which works under hydro static weight and doesn't have any moving parts. Imaginative (patent pending) advancement has the capability to continually and forever evacuate Fats, Oils and Greases from squander spouting. It keeps discharges completely liberated while executing the necessity for absurd sprinkling structures or oil trap siphoning. It moreover removes the solid junk that move past void wicker canister. It is commonly these solids, mixing with the fats, oils and oils that cause the lions portion of channel blockages. FOGBUSTERS Inc System is out and out greener than the elective structures centered around different acceptability ideal conditions, It gets water cleaner (progressively level ppm of FOG), basically lessens the usage of synthetics and diminishes the period of oil overflow that general obliges trucking costs. Likewise, it diminishes landfill use, decreases the glitch of downstream wastewater medication systems, and energizes reusing of waste FOG for biodiesel age and various occupations. Most biofuel feedstocks (corn, canola, oil palm and other oil items) possess cropland and various resources from food arrangement (the sustenance versus fuel circumstance) come as a bi-consequence of Fogbuster. A business’s mechanical headway assumes a colossal job in picking where to find a business. A very much created web, correspondences, and innovation makes working together across fringes simple. It resembles evacuating all limits that exist whether physical or fanciful. Most organizations have built up their innovative foundation consequently significantly facilitating the method of doing

Friday, August 21, 2020

Marketing Philosophy and Strategy Research Paper

Advertising Philosophy and Strategy - Research Paper Example The exploration ends declare that while, innovative progressions, for example, the Contemporary Marketing Practice (CMP) structure, Hybrid Distribution Systems and Demand Change Remediation have essentially helped the viability of promoting rehearses, moral and legitimate issues, for example, concerns with respect to customer online protection and focusing on youngsters by means of advertising endeavors despite everything should be tended to. The paper additionally surveys the item dispatches of Sony BetaMax, Colgate Kitchen Entrees and Pepsi-Kona to decide the difficulties in new item improvement in the advertising scene of today. Showcasing Philosophy and Strategy The dynamism of the advertising scene requires a far reaching comprehension of the issues and concerns identified with the advancement of new items and the effect of the worldwide economy on the promoting reasoning and procedure of a business. The motivation behind this examination paper is to utilize the discoveries of e arlier writing and insightful articles to look at the difficulties that are associated with the improvement of new items along these lines, evaluating the effect of mechanical progressions in helping the exertion of new item advancement. Besides, the paper conducts broad investigation into earlier writing to satisfy the target of tending to the lawful and moral ramifications of showcasing endeavors. ... items is exceptionally persuasive, with the end goal that the unpredictability of the overall business condition reaches out to the individual attributes of buyers including examples of utilization which increment the requirement for associations to take part in rehearses that empower the making of items that can interest the particular tastes and inclinations of the objective market. In their article, Ogawa and Piller (2006) feature the difficult that is related with the commercialization of new items that has prompted the stunning disappointment of over half of new item dispatches. Absolutely, the critical test being looked by organizations in the economy of today is an inability to perceive the requirements of clients (Chaturvedi and Rajan, 2000; Ogawa and Piller, 2006). Examination into the disappointment of Pepsi-Kona, the dispatch of which was basically roused by Starbuck’s triumph in resuscitating the declining interest for espresso proposes that Pepsi didn't attempt po werful promoting testing and proceeded with the dispatch of the refreshment despite the fact that underlying outcomes didn't foresee a fruitful item dispatch (D. Pitta and E.Pitta 2012). Ogawa and Piller (2006) note that creating deals figures and expected deals volume for new items is turning into an exceptionally testing task, this thought basically affirms that the exactness and accuracy of deciding client needs and making deals estimates during the all-inclusive period that is preceding the advancement of new items is a fundamental test. As per Jhang et al. (2012), broad item advancement during the procedure of new item improvement and choices in regards to mark expansion must be finished once the item is lined up with the customer item class desires, items such Colgate Kitchen Entrees and Cosmopolitan Yogurt

Tuesday, May 26, 2020

Effects of Technology on Food Production Essay - 550 Words

Effects of Technology on Food Production (Essay Sample) Content: EFFECTS OF TECHNOLOGY ON FOOD PRODUCTION2Name:Institution:Course:Date:The gradual but steady increase in population has led to more demand for food and extra agricultural land to produce the food. Subsistence farming is slowly getting done away with due to the increase in demand of food. In order to cultivate enough food for this population, it has become necessary to incorporate all forms of technology in the field of agriculture to boost both plants and animals health as well as production. This remarkable feat of increasing food production is not easy in itself given the wide barriers that farmers and scientists face during technological advancements in any field. The impact of technological application on agriculture has been one of the best that mankind has ever taken to ensure the survival of its own race.Food insecurity has always been a thorny issue for a lot of countries globally CITATION Wor13 \l 1033 (World Health Organisation, 2013). Thanks to the introdu ction of genetically modified food in the market, the issue is finally put to rest. The technological advancement in the production of genetically modified food has not only led to the increase in food production but also the development of plant species that are resistant to diseases and are drought tolerant CITATION Wor13 \l 1033 (World Health Organisation, 2013). GMO as they are popularly known have been able to single handedly turn the issue of food security into a thing of the past. Despite the numerous public outcry on code of ethics surrounding the fortification of different types of food with different kinds of nutrients, the effect of this marvelous leap in technological research is only felt in the third world countries where sufficient balanced diet meal is not common.Livestock production is one of the most important source of food and a source of income for the numerous farmers rearing livestock. Major technological advancement in the field of biotechnology has led to the development of better breeds of animals that are able to produce high quality products and are resistant to diseases CITATION Ani13 \l 1033 (Animal Frontiers, 2013). One interesting technological innovation is the introduction of artificial insemination popularly known as A.I, this is one of the most remarkable steps in the field of animal husbandry.It allows the farmer to choose a specific breed that is productive and commercially viable. This gives the farmer an edge in competition and also a big step towards his economic independence. The beef industry is estimated to have grown annually in the past 40 years into a whooping 40$ billion annual industry. These kind of massive profits are witnessed due to the intervention of technology CITATION Ani13 \l 1033 (Animal Frontiers, 2013).Fresh and well preserved food is the joy to every consumer in the world. This simple and cherished fact is always made possible with the help of technology. The science in food preservation and pro cessing is the main reason as to the constant smiles on the face of the consumers. The ability of food to remain fresh long after it is harvested is very important in order to conserve the nutrients found in the food. Food Preservatives and humectants such as nitrates, benzoic acid and polydextrose are very important in the preservation of food so as to prevent nutrient loss CITATION wik03 \l 1033 (wikipedia, 2103). Without technology all this will not be possible. Deep freezing technology is also vital in the preservation of food. Fishermen in deep seas are able to bring their catch back to shore to the consumers when the fish is still fresh and fit for human consumption.This in itself is a clear indication as to the positive effect that technology has had on our food industry. To assert the point of food preservation, in economies that emphasize on the use of technology in agriculture, virtually 100% of the food reaches to the consumers compared to economies that are lagging tech nologically.Lastly greenhouses used in the in food production enable the production of food all year round regardless of the season or the weather conditions. They have revolutionized farming and made it a reliable investment both in terms of food delivery and in terms of it being a source of economic empowerme...

Saturday, May 16, 2020

Eastern Food Restaurant Products and Related Services Free Essay Example, 2500 words

Eastern Food restaurant will offer a beverage and food menu that carries a distinctive image. The restaurant s products can be bought in 3 ways; restaurant table service, restaurant take away, and office or home delivery. Eastern Food Restaurant s menu will be moderate to low priced as well as moderate sized and will offer a collection of British and ethnic items all having a common theme: healthy, familiar, and flavourful. The restaurant aims to create an image of nutritious and light satisfying food. Increased awareness of health and nutritional concerns has been witnessed in the last few years, with people who eat desire this cooking style being a growing market. Production and assembly of the food will occur in the restaurant kitchen. Most of the dishes will be prepared from scratch using vegetables, dairy products, and meat, all fresh. There will be strict standards of presentation and packaging, quality production, and sanitation assured by the Chef of service and kitchen staf f. A customer can purchase food in three ways at Eastern Foods Restaurant. They may sit in the dining room on one of the 60 seats and be served by the waitperson, from the takeout counter whose orders will be prepared from communication over the fax or telephone, and delivery for a limited area over a certain time. There exists a market segment, which prefers eating at home even though they do not possess the time to prepare a homemade meal. We will write a custom essay sample on Eastern Food Restaurant Products and Related Services or any topic specifically for you Only $17.96 $11.86/page Though located in an urban downtown setting, the area is populated by tourists and people who eat out. The area is well known for and caters to the group that the restaurant is targeting.

Wednesday, May 6, 2020

Bullying A Common Image Of Bullying - 1397 Words

Grace Kim Professor Lore English 1A 28 October 2015 Bullying Growing up I have always been the easy target to be picked on. I remember times in middle school where I would just cry myself to sleep because girls that I called my friends would pick on me. After growing some confidence I realized no one should ever have to feel less than what they are. Bullying is everywhere we go and I have no idea why it is constantly going around. Even today it is hard to go on without getting small forms of bullying. Bullying is a behavior that happens throughout each and every person’s lifetime, whether it be as the victim, the bully, or the bystander. A common image of bullying might be physical: an intimidating boy beating up a smaller child during recess for his lunch money, or verbal which can be as simple as name calling. Bullying is not healthy regardless of what form it happening. Many children do not realize that bullying can really affect someone’s life and they way someone views himself. Besides being emotionally hurt, the big issue with bullying is that people are bullying until the point in which the victim considers suicide as a solution. Suicide is the third leading cause of death among our youth. Over fourteen percent of high school students have considered suicide, and almost seven percent have attempted it. Someone’s life is irreplaceable, but we can take preventative measures and lower bullying rates by bringing it to the youth s attention. If we do notSho w MoreRelatedCyber Bullying : Bullying And Bullying1290 Words   |  6 PagesModern Literature 5 May 2014 Bullying Bullying is like a disease, it stays within the schools, and community and people are trying to stop it. It destroys the victims that get bullied. Bullying has always been around and there are people trying to prevent it from happening. Bullying is being prevented by clubs and by people taking action. Bullying damages the victims and the computers can cause cyber-bullying also the victims have problems after being bullied. Cyber bullying and it keeps people hookedRead MoreCyber Bullying : A Deep Seated Psychological Problem1359 Words   |  6 Pages Cyber Bullying Introduction Cyber bullying among teen occur when the teenagers harms or harass their peers over the information technology network. Cyber refers to any form of information technology and is not limited to social networks such as Facebook, blogs, twitter, SMS. It is important to note that an action can only be considered as bullying if it is repeated and conducted deliberatelyRead MoreBully Report Bshs 325861 Words   |  4 Pagesand Development BSHS/325 August 11, 2014 Erick Lear Bully Report Bullying is a situation where one person abuses power over another. Bullying is about power, control and abuse. Bully’s come in all shapes, sizes and forms. Bullying occurs throughout a human’s life span. 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In taking this very public stance against bullying, she attacks the institutional mentality that makes public shaming permissible andRead MorePersuasive Essay On Bullying1259 Words   |  6 PagesThroughout my childhood, I was bullied. This bullying left physical and mental scars, as well as me lacking self-confidence. Whenever I attempted to defend myself or tell someone of the situation, it never worked. Either I would get bullied more by both students and teachers, or be ignored completely. This is when my father grew tired of me coming home sad and injured, he consulted the school, but they suggested settling it out with the bully’s parents. T his resulted in my father meeting the parentsRead MoreEffects Of Bullying On Kids : Do Actions Speak Louder Than Words? How Much Harm?1620 Words   |  7 PagesEffects of Bullying on Kids Do actions speak louder than words? How much harm can a word produce? Loser. Fatty. Nerd. Nobody. Worthless. Bullying has always been an issue in childhood and high school, but it isn t until this decade that the spotlight has really focused on the damage it produces in a child s life. In the past, adults just thought bullying was an innocent way kids expressed their feelings but now we have seen the true darkness in this problem. In 2007, almost a third of kids inRead MoreBullying Is A Massive Issue Around The World Essay1390 Words   |  6 PagesBullying essay for US 22750 Bullying is a massive issues around the world. In our communities and especially in our schools. As a community we need to understand the meaning of bullying, what is the definition of bullying? The different types of bullying, understanding exactly what action causes bullying to be defined as bullying. Understanding the concept of bullying is important to try and understand what the victims had to endure and struggle through and the consequences of being bullied. BecauseRead MoreWhy Bullying Is Bad Or Bad?1391 Words   |  6 Pageslike having the power that bullying has on others. Not only does bullying affect many throughout the world, but there is many different types of bullying that affect many people. There are commonly four different types of bullying. These include physical bullying, in which is when one hits, punches, kicks, or pinches another person. Also there is verbal bullying, that is when any type of rude remark is made upon another. Another type of bullying is social bullying, in which it results to one trying

Tuesday, May 5, 2020

An Interview About the Fall of Communism Essay Example For Students

An Interview About the Fall of Communism Essay Communism collapsed in 1989 and one after another, Poland, Hungary, Germany, Czechoslovakia replaced the former communist regimes by democratically elected governments. In December 1989, protest erupted in the communist Romania and the events turned violent. People started protesting on the streets and Ceausescu ordered the police and the army to crush the protest. 1142 people were killed and more than 3000 were injured. Ceausescu and his wife were captured. They were found guilty by a people’s court and executed on the Christmas Day. At that time, my mother was living in Bucharest and she took part of those events. A good reason for me to interview her regarding what happened. Luca: Mum, I need some information regarding the Romanian revolution. Do you have time to answer me some questions? MB: Yes. Let me take a coffee and we can seat on the living. 4 minutes later we were sitting on the comfortable grey sofa in the living. Luca: How old were you at the time of Revolution? MB: I was 21 years old. Luca: I know that before Romania, other countries changed the communist leaders. Was that the reason why the revolution started in Romania? MB: Im not sure. The Romanians did not have a lot of information about what was happening outside the country. People listened to clandestine radio stations Radio Free Europe and Voice of America that broadcasted from other countries. But we could only listen late at night with the fear that the national security will ring at our door and arrest you. Luca: Then why do you think the protests started? MB: I think people had reached their limits of waiting. The people had everything they needed: they had homes, they had food, a job, but one thing was missing: freedom. The freedom to think, the freedom to say what you think, the freedom to visit other countries. We were like birds kept in a cage. We dreamed about freedom. Luca: I heard that it started on the 16th of December in Timisoara. MB: Yes, first was Timisoara. Some people gathered near the pastors home of Là ¡szlà ³ T? kà ©s who had been removed from his post by Ceausescu. Many passersby spontaneously joined in. People started to chant anti-government protests â€Å"Down with Ceausescu†, â€Å"We are the people†. And Ceausescu ordered to stop them. Do not forget that Timisoara is a small city in the west side of Romania; meaning it was simple to close the city and to send army to stop them. Luca: But after Timisoara, people from other towns started to protest. MB: Yes, the revolt spread to the center of the country, yet every time the army was sent the people would return home. 5 days was this go-return but Bucharest seemed asleep. Increasingly was to be heard on the streets the current Romanian national anthem â€Å"Wake up Romanian† which contains a message of liberty and patriotism. On December 21st, Ceausescu addressed from the balcony of the Central Committee building to people in Bucharest to condemn the uprising in Timisoara. He promised to raise the salaries and student scholarship. After a few minutes some people started chanting â€Å"Timisoara! Timisoara! †. Ceausescu raised his right hand having a stunned face. The speech was live on Romanian television and probably more than 70% of the nation was watching. The live video was cut and replaced with communist song and pictures with Ceausescu. People realized that something was happening. It was the start of the end for Ceausescu. Luca: Where were you when the revolution began? MB: I was a student at this time and I was working 4 hours/day to get my pocket money. .ue84c3257e0a70050a91a59541e23e811 , .ue84c3257e0a70050a91a59541e23e811 .postImageUrl , .ue84c3257e0a70050a91a59541e23e811 .centered-text-area { min-height: 80px; position: relative; } .ue84c3257e0a70050a91a59541e23e811 , .ue84c3257e0a70050a91a59541e23e811:hover , .ue84c3257e0a70050a91a59541e23e811:visited , .ue84c3257e0a70050a91a59541e23e811:active { border:0!important; } .ue84c3257e0a70050a91a59541e23e811 .clearfix:after { content: ""; display: table; clear: both; } .ue84c3257e0a70050a91a59541e23e811 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue84c3257e0a70050a91a59541e23e811:active , .ue84c3257e0a70050a91a59541e23e811:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue84c3257e0a70050a91a59541e23e811 .centered-text-area { width: 100%; position: relative ; } .ue84c3257e0a70050a91a59541e23e811 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue84c3257e0a70050a91a59541e23e811 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue84c3257e0a70050a91a59541e23e811 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue84c3257e0a70050a91a59541e23e811:hover .ctaButton { background-color: #34495E!important; } .ue84c3257e0a70050a91a59541e23e811 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue84c3257e0a70050a91a59541e23e811 .ue84c3257e0a70050a91a59541e23e811-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue84c3257e0a70050a91a59541e23e811:after { content: ""; display: block; clear: both; } READ: Very powerful character EssayI was at work when the Revolution started. We were obliged to look to the speech on television and we have seen when the video was cut off. The place where I was working is placed in an industrial platform of Bucharest. After 40-60 minutes we started to hear people shouting outside â€Å"Come with us! †, â€Å" Timisoara! †, â€Å" Have no fear, Ceausescu is falling†. Bucharest woke up. The people started to gather together and go towards the center of Bucharest. Luca: And? Did you left? MB: Yes, I left. We were waking towards the subway, but the police had stopped the subway, buses and trams. We continued to walk towards the center of the city between TABs (armored personnel carriers), tanks, the army and police. Our trip lasted 2 hours. Luca: What was the moment that impressed you the most in those days? MB: The most? The moment when walking on Magheru boulevard, we arrived in front of the shopping center â€Å"Eva†. On the left side of the boulevard was one tank with soldiers around having shotguns directed toward the other side of the street. And on the other side of the boulevard, where the shotguns were directed, were simple people, like me, shouting: â€Å" You cannot fire! You are our brothers! The army is with us! †. For some long minutes I was stuck between them, looking to one and other and crying. I could not understand how some people could have the courage to stand in front of the shotguns and how soldiers had the â€Å"soul† to stay with their guns pointed at us. The powers were not equal, ordinary people with bare hands against army’s weapons, tanks and shields. It was terrible. And after they started shooting, I ran like all others. Luca: Werent you afraid? MB: Of course I was. Everybody was afraid and maybe unconscious. But we felt that if we wanted a different life, it’s time to do something. Our grandparents have hoped for a better life, our parents the same. We thought it’s better to do something than to sit and hope. Everywhere people waved the Romanian flag without the communist coat of arms, expecting they would be fired upon. Everywhere you could hear the song â€Å"Wake up, Romanian! †. We were afraid, but it was our time to write the history. And our desire for freedom gave us the courage. Luca: If you could turn the clock back, knowing that a lot of people would be killed and injured, would you do the same? MB: Yes, I would do the same! And if I were to be killed my only regrets would be that I would not be able to see the changes in the country and you wouldnt be born. Luca: Do you remember something else important which you would like to add? MB: No, only the moment when in that day I returned home (my parents were desperate as they didnt knew anything about me since lunch time – well, mobile phone were not at this time). I remember I entered in our flat and my father was coming to me saying, â€Å"we are free†. My mum came and we were all three hugged and cried. Luca: Ok, if you have nothing more to add, thank you very much.

Thursday, April 16, 2020

Platos Republic Essays - Philosophy, Platonism,

Plato's Republic ?the having and doing of one's own and what belongs to one would be agreed to be justice.? (The Republic 434a) In other words the above statement means that justice, according to Plato, is doing only the tasks assigned to them by nature. This is the fundamental notion for his creation of an ideal city. It is both knowing what true justice is and where one belongs in the city that the ideal can be achieved. What this means to politics in the ideal city is that only a certain class of person has the ability to engage in politics, just as only a certain person has the ability to engage in carpentry. Those who engage in politics would be the philosophers because just as the ideal individual searches for universal truth so must the ideal city. This is a concept that would make sense to a philosopher such as Plato, but it assumes that those who do not or cannot seek the truth, need it, or to be ruled by it in order to live in an idealistic city. It is necessary for Plato to define what true justice means in order for it to be prescribed in his city . Justice in a city, according to him, can be found in an individual as well because it is a concept that is universal; it is found within the individual and outside the individual. Thus, it is essential to the founding of a city. Justice in a city is when a division of labour takes place amongst its residents. As an individual uses his or her minds for thinking and hands for making and fighting, the ideal city classifies people into what they do best. Those with an arete (an excellence) for artistry would be artisans, or money-makers, those that could go beyond mere materialism, those that could seek the truth, would be the rulers. As the ideal individual naturally conducts himself or herself by placing reason as the guide to their conduct, the ideal city will allow those with the most reason- the philosophers- to guide the city's conduct and act in the cities collective interest. A third class, auxiliaries, would be in charge of carrying out what the philosophers, guardians of the city, decided. However, Plato does admit that this system is a hierarchy with the philosophers at the top, but he allows this because they are the only ones who can find universal truths and pass it on to those who cannot see it. To Plato the above is his vision of a justice. Within his idea of justice, Plato also has three other virtues to help categorize those within the city and find justice in the city itself- wisdom, courage, and moderation, all ideals that would sustain the city and nurture it. Wisdom is found in the philosophers, courage in the auxiliaries, and moderation found in all classes. Philosophers need wisdom and the need to know what justice is. The auxiliaries, say soldiers, need courage to protect the interests of the city. Finally, all classes need to demonstrate moderation so as not to develop injustices through excess luxury, the only luxury that a city can have is philosophizing. These virtues, if found in a city, can also help one to distinguish it as a just city. Therefore, within Plato's definition of a division of labour making a city just, he also identifies other components of it. But, for the ideal city to be nurtured, all the divisions listed must be followed to avoid injustice. Plato goes on to discuss examples of how to define this division of labour into what is just and unjust. This he states in 434a-d. If members of the same class, such as a shoemaker and a carpenter, decide to switch titles and tools there is no injustice. However, if a craftsmen tries to become a guardian of the city, this is an injustice. For if he cannot be nurtured to become a guardian or auxiliary through education and the ability to know the truth, his authority as a guardian would be illegitimate and he would bring about the obvious decay of the ideal city. What is at stake in all

Friday, March 13, 2020

Titanic Outline,Paper& Essays - Canada, United Kingdom, Free Essays

Titanic Outline,Paper& Essays - Canada, United Kingdom, Free Essays Titanic Outline,Paper& Bibliography Outline In retrospect, blame for the sinking of the Titanic can be placed on the inferior materials used by the ship builder, the misled motivation of Captain Smith and the White Star Line, and the poor emergency provisions and procedures. I. Situations surrounding the sinking of Titanic A. Who operated the Titanic B. Events of April C. Extent of loss II. Titanic sets sail A. Description of ship 1. Ship builder 2. Materials used 3. Outfitting the ship B. The maiden voyage III. The iceberg A. False sense of security by crew B. The sighting C. The correction D. The hit IV. Saving the passengers A. Women and children B. First class passengers C. Other class passengers V. In retrospect A. Causes of the disaster Titanic - The Ship of Destiny The Royal Mail Ship Titanic, better known as the RMS Titanic, was the second Olympic-class ship built by the White Star Line. She was built between the years of 1909 and 1911 and was touted as unsinkable by her owners and the press because of her watertight compartments. The RMS Titanic left Great Britain on her maiden voyage on April 10, 1912 under the command of Captain Edward J. Smith. On the night of Sunday, April 14, at 11:40 p.m., the ship struck an iceberg. Of the 2,227 passengers on board, only 705 survived. The White Star Line was owned by J.P. Morgan, an American financier, at the time of the Titanic disaster. Morgan purchased the company in 1902 from J. Bruce Ismay who retained the titles of Directorship and Chairman and Managing Director of the company. When J. Bruce Ismay . . . picked out her name, he had no idea how famous it would become. He named the ship Titanic. (RMS Titanic) What was to be the greatest ship in the world would become one of the greatest tragedies the world had seen. In retrospect, blame for the sinking of the Titanic can be placed on the inferior materials used by the ship builder, the misled motivation of Captain Smith and the White Star Line, and the poor emergency provisions and procedures. The White Star Line contracted with a ship building company named Harland and Wolff to build the grandest ship in the world. The ship was designed by the White Star Line to be a marvel of modern of safety technology. Titanic was 883 feet long, 92 feet wide, and weighed 46,328 tons. She was 104 feet tall from keel to bridge, almost 35 feet of which were below the waterline. She had four smoke stacks, one of which was a dummy stack simply used to increase the impression of her gargantuan size. She had a double hull of one-inch-thick steel plates and a system of sixteen watertight compartments, sealed by massive doors that could be instantly triggered by a single electric switch on the bridge. Electric water sensors could also activate these doors. Her accommodations were the most modern and luxurious on any ocean. The Titanic's amenities included electric lights and heat in every room, electric elevators, a swimming pool, a squash court, a Turkish Bath, a gymnasium with a mechanical horse and mechanical camel to keep riders fit, and staterooms and first class facilities that would rival the best hotels in the world. A six-story, glass-domed grand staircase led first class passengers to a sumptuous dining room where they would enjoy the best cuisine. Even the third class (steerage) cabins were more luxurious than the first class cabins on some lesser steamships. The original design of the Titanic called for 32 lifeboats. The White Star Line management felt that the boat-deck would look cluttered and reduced the number to 20, which would provide a total lifeboat capacity of around 1,178. This actually exceeded regulations of the time, even though Titanic was capable of carrying over 3500 passengers. On April 10, 1912, the Titanic set sail for New York on her maiden voyage. She would stop at Cherbourg, France and Queenstown, Southern Ireland before heading across the Atlantic Ocean. Over the next three days, it was a regular voyage with passengers of all classes enjoying the luxury of the Titanic. Captain Smith, Bruce Ismay of the White Star Line, and Thomas Andrews of Harland and Wolff walked around the ship noting any flaws. Titanic's maiden voyage was to be Captain Smith's

Tuesday, February 25, 2020

Marketing Plan Term Paper Example | Topics and Well Written Essays - 1250 words

Marketing Plan - Term Paper Example The organization has selected Stockholm as their business operation area. Stockholm is one of the leading historical area enrich with numerous business hubs and colleges. The city is famous for its emerging wine and food market. Most significantly several popular restaurants and wine bar are operating within this competitive and potential market place. Seeing these favorable factors, the organization is trying to establish their business in Stockholm. Moreover, several favorable aspects like high disposable income of people, favorable social tradition, economic development, political stability, availability of advanced technology and resources have encouraged the organization to enter in the business field. The organization is trying to achieve competitive advantages through effective product differentiation strategy and sustainable business operation. The aim of the study is to reveal the potential business opportunities for the particular business venture. The marketing plan includ es situation analysis, business objectives and goals, target market analysis, a marketing mix frame work. The strategic plans have implemented in this study to achieve the business objectives. Finally, the study will locate implementation and control of the stated objectives. Situation Analysis An internal situation analysis has been provided in this study. SWOT Analysis This strategic analytical tool will determine Finch Wine Bar’s internal strengths, weaknesses and external opportunities, threats. A summarized table of SWOT analysis has been provided in the appendix part. Strengths The business operation place is the most crowded place in the country. Skilled management team and differentiated product range will help the organization to create a potential customer base. Availability of several international and domestic wines will increase the core competency of the wine bar. Effective customer service and closed-line product and service technology will bring efficiency in the business process. Significant waste management system and water recycle facility are the most significant strengths of this organization. It will help to increase the brand reputation of the organization. Weaknesses Lack of brand awareness in the mind of the customers is one of the greatest weaknesses of the organization. Lack of sufficient resources at initial stage of business operation will limit the organization to achieve significant business output. Lack of effective relationship with distributors and suppliers can affect the supply chain management process of the organization. Opportunities The Swedish market is potential for wine bar business. Recently Sweden has joined WTO that will increase the business activities. Festive seasons and favorable location will help the organization to more number of customers. High disposable income of people and technological development of the nation will encourage the organization to undertake aggressive business strategy. Threats The Swedish wine bar market is highly competitive due to presence of several potential Organizations. Several political threats including licensing problem can affect the business Process of Finch wine bar in near future. Recent economic recession and European financial crisis has affected restricted the buying decision of middle class people. Now-a-days, the tendency of Swedish people is changing towards the healthy drinks and green tea consumption. Focus and Goal Settings Business

Sunday, February 9, 2020

Cheyenne Native Americans Research Paper Example | Topics and Well Written Essays - 750 words

Cheyenne Native Americans - Research Paper Example The paper tells that the Cheyenne comprise of two tribes i.e. the Tsà ©tsà ªhà ©stà ¢hese and the Sà ³'taeo'o. Members of the Algonquian family had a common territory (present-day Saskatchewan province) and language.   However, in the mid 16th century, they began their southwestward migration in pursuit of buffaloes and game. However, prior to this, the Cheyenne resided alongside the Missouri River in Minnesota. There is evidence that they were ardent farmers who also made ceramics and artifacts. After losing a battle with the Hidatsa and Mandan tribes, they were driven off to the plains. This is when they took up buffalo hunting and occupied the area that comprises of modern-day Wyoming, Kansas, Colorado, Nebraska and South Dakota. Consequently, their housing units changed from earthen lodges to ‘tipis’, temporary houses made of buffalo hide. This tribe was further subdivided into ten bands and four leaders were appointed from each band. In addition, there was a council of elders that comprised of forty-four elected men. The council convened on a regular basis to deliberate on tribal affairs. Authority was deeply centralized, and the Cheyenne people were united by ritual ceremonialism and the famous ‘Sun Dance’ was the main climax. ‘Sacred arrows’ was another ceremonial ritual and this was undertaken whenever the Cheyenne people waged tribal war. The Cheyenne have a rich cultural heritage which is characterized by religious beliefs, ceremonies, religious practitioners, traditional medicine and veneration of the dead. Aside from the sun dance and arrow dance, there are three other significant ceremonies. These include Mahut renewal, Isiwun and animal dance. Death and life are deemed a spiritual process. A good life automatically results in a good death. Conversely, an evil life leads to malevolent spirits who are bound to torment the living. Hence, the Cheyenne really advocate for a good life. Indian tribes includin g the Cheyenne welcomed the European settlers into America and even taught them survival tactics. Unfortunately, this cordiality was short-lived and the White settlers began to acquire their land. Initially, this was done via treaties but with time the Cheyenne were forcefully evicted from their territories. They were driven off to barren land that was unwanted by the European settlers. As stated above, treaties were the initial means of acquiring Native American territorial land. One famous treaty is the 1851 Laramie Treaty. The Cheyenne were represented in this treaty between US government representatives and Native American tribes. Several resolutions were made and they include the following. First, a truce was reached between warring rival tribes. Secondly, each tribe was to receive $50,000 per annum for 10 years as compensation for their land. Third, the US government gained the right to build infrastructure on native land. The white settlers were also assured of peace when the y traveled along the Overland Trail. Fourth, maps were demarcated to show areas where the tribes were allowed to hunt and fish. Subsequent treaties had well-established reservations for Indian tribes. The mid-seventeenth century was characterized by massive immigration of European settlers into America.

Thursday, January 30, 2020

Market Segmentation Essay Example for Free

Market Segmentation Essay A definition of market segmentation is groups of potential buyers that have two things in common, similar needs and a reaction to the marketing strategy. (Kerin, 188) There are four different segments to the market. They are geographic area, demographic focus, psychographic referring to lifestyle and behavioral which refers to where the person makes purchases, what they are looking for, how often they shop, and their reason for purchasing. Kerin, 193) A definition of target market is one or more groups of consumers that a company uses for purposes of market focus. The five criteria for selecting a target segment are, market size, growth expectation, competitive position, cost associated with reaching the segment, and compatibility with the objectives and resources of the organization. (Kerin, 198-199) where a target market is groups selected for company focus, market segmentation is used to divide potential buyers into more specific groups. The statement, â€Å" Sometimes a firm can achieve a key differential advantage by simply emphasizing how its offering satisfies existing consumer demands/desires and needs better than its competitors† can be very true in that a company can use what is already known about their customer base to identify their products best focus group. Companies can use this advantage to instill positive feeling about their products to their already existing customer base as well as competitor clientele. A marketing strategy called product repositioning can help a company to change the importance or usefulness of a product in a consumers mind in comparison to a competitor product. A company will use head to head positioning (pg. 202) in order to compete with suppliers of similar products. An example of this type of positioning is Pepsi vs. Coke. These two companies sell soda that the attempt to convince theirs and the opposing companies customers of buying. An example of a company, product, and positioning strategy is Splash Lagoon Water Park in Erie, PA. This company operates as an indoor water park resort type facility and serves mostly families with young children. They offer entertainment such as water slides, a wave pool, arcade, and laser tag. Their value to the consumer is advertised through television, internet, direct mailings, and word of mouth. They have nearby a competitor in Castaway Bay Water Park, which is owned by Geauga Lake, located in Ohio. Both of these companies offer similar product offerings and amenities. Splash Lagoon uses a head to head marketing approach in offering competitive rates, coupons, group discounts, and hotel accommodations much like that of its Castaway Bay competitors. Referring to the concept called managing the product life cycle, the statement, â€Å"Sometimes demand patterns must be modified for consumers to perceive a firms product differentiation as worthwhile. † This is seen in a variety of products offered from many different companies. Many companies will attempt to re-gain a consumers interest in a product or line by changing the formula or offering a different look for the packaging. Often times the familiarity of a certain product to a customer can cause them to overlook it when new and more appealing products enter the market. Many companies also add other products from their line in combination with a product to increase brand recognition. An example of a modification in managing the product life cycle is the Mr. Clean Magic eraser. The product has a very large consumer popularity. There are now many other companies manufacturing the same type of product and offering it for a lower cost. The Magic Eraser was improved by the company by giving several different options available. The original brand product is still available in addition to larger versions of the same product, multi pack options, and recently marketed a bathroom specific eraser product containing Febreeze cleaning solution to increase consumer interest.

Wednesday, January 22, 2020

Developing an eBusiness :: GCSE Business Marketing Coursework

Developing an eBusiness Our Service PittsburghModel.com ( www.andrew.cmu.edu/~jrahimi/start.html ) is a database of men, women and children who are interested in modeling assignments in the Pittsburgh and surrounding areas. Some are professional models and others are either looking to make some extra money doing promotional work or are hoping to be discovered. Pittsburghmodel.com serves as an intermediary between agencies and aspiring models. The actual service we are selling works both ways. We are providing aspiring models with a hassle-free approach to becoming discovered while providing local modeling agencies with access to aspiring models, thus granting them more exposure. Referral fees and contract negotiations will be our major sources of revenue, and advertising on our web site will be our secondary source of revenue. PittsburghModel.com is the only web site of its kind in the Pittsburgh Area. Although there are thousands of modeling web sites on the Internet where one can submit pictures and profiles in order to be considered for modeling, PittsburghModel.com is different. We take into account that modeling is a very personal process, thus, our services are targeted for a local market, where we can build lasting relationships with our models and agencies. The fact that we are only working with aspiring models in the Western Pennsylvania area will make our business and services very exclusive. Models that submit their profile onto our web site will be treated as individuals, not statistics, and since we are putting forth a personal approach with our models, they will have confidence and trust in PittsburghModel.com. We generally accept men and women of all weights and heights as well as children of all ages. What most people don't realize is that there are modeling opportunities for everyone. Our potential customers are men, women, and children that are either professional models looking for more exposure, or aspiring models that want to give a shot at modeling. The fact that this is a hassle free environment, our primary customers will be aspiring models. On the other side of our business will be the local modeling agencies. We will work with all of the major agencies in Pittsburgh and guarantee them more exposure and access to models, in return for a referral fee and future contract negotiation fees. Each model has at least one picture and a profile which includes all of the model's vital information as well as other information about availability, experience and interests.

Tuesday, January 14, 2020

Harmonizing Research, Practice

Harmonizing Research, Practice, and Policy in Early Childhood Music: A Chorus of International Voices (Part 2) Lori A. Custodero & Lily Chen-Hafteck a b a b Music and Music Education program at Teachers College, Columbia University Music Department, Kean University, New Jersey Version of record first published: 07 Aug 2010. To cite this article: Lori A. Custodero & Lily Chen-Hafteck (2008): Harmonizing Research, Practice, and Policy in Early Childhood Music: A Chorus of International Voices (Part 2), Arts Education Policy Review, 109:3, 3-8 To link to this article: http://dx. doi. org/10. 3200/AEPR. 109. 3. 3-8PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www. tandfonline. com/page/terms-and-conditions This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publis her does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources.The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Copyright  © 2008 Heldref Publications Harmonizing Research, Practice, and Policy in Early Childhood Music: A Chorus of International Voices (Part 2) LORI A. CUSTODERO and LILY CHEN-HAFTECK Editor’s note. Lori A. Custodero and Lily Chen-Hafteck served as guest editors for both Part 1 and Part 2 of the special issue International Policies on Early Childhood Music Education: Local and Global IssuesRevealed. n the November/December 2007 issue of Arts Education Policy Review, readers were introduced to e arly childhood music policies in Brazil, England, Kenya, Puerto Rico, South Africa, and the United States. In this collection, a second ensemble of experts from Australia, China, Denmark, Korea, Israel, and Taiwan joins them. Like the previous issue, these authors presented papers or workshops at an International Society for Music Education, Early Childhood Music Education Seminar in Taipei in 2006 and wrote new articles for inclusion here.They responded to the same charge as the previous authors to answer the following questions: †¢ What policies currently exist in your country for early childhood music education? †¢ To what extent do these policies meet the needs of children in your country? †¢ How are teachers prepared to teach early childhood music in your country? †¢ In what ways do local and global cultures figure into the policies and practices of early childhood music in your country? Additionally, we offered the following questions, to be addressed at th e author’s discretion: †¢ Do different musical cultures require different instructional approaches?And, conversely, are certain music instructional approaches culture specific? How does this impact policy and practice of early childhood music in your country? †¢ What are the potential risks and rewards of mandating multicultural musical experiences for young children? Finally, we asked authors to address any issues specific to their regions and to make concrete suggestions regarding policy for their countries. Salient themes emerged addressing what was taught and who was responsible for that content.In many ways these two conditions are inseparable, interrelated through the social nature of musical experiences. In these accounts, we also see ways in which content and delivery shape reception and how that process, in turn, defines and is defined by culture. Examining these geographical contexts raises questions about atti- I tudes, practices, and policies concerning early childhood music education that have significance for many of us. We chose three threads of inquiry from the many that weave these single texts into a textual fugue: (a) ensions between child and adult culture; (b) competing influences by global, regional, and local agencies on standards and curricula; and (c) expectations for teacher knowledge and preparation. Competing Cultures: Child and Adult The existence of a musical culture in early childhood, which is distinctly different from the adult culture, is based on studies showing similarities of vocal contours used in communication between infants and mothers across cultures (Papousek 1996), as well as research regarding the differences between music made by children and adults (e. . , Bjorkvold 1992; Campbell 2007; Littleton 1998; Marsh 1995; Moorhead and Pond 1941). Sven-Erik Holgersen’s article on early childhood music in Scandinavia describes practices in Denmark, Sweden, and Norway that are sensitive to the childâ €™s culture. The cultural clash in those regional systems exists between programs that favor an elemental or natural approach to education for the young based on the free play aesthetic and those that see music Vol. 109, No. 3, January/February 2008 3 as a mode of artistic expression requiring learned skills.Lily Chen-Hafteck and Zhoyua Xu and, separately, Jennifer Chau-Ying Leu found preschools in Chinesespeaking countries to have a strong sense of adult culture. Most parents and teachers believe school should stress academic learning rather than play, so that children can achieve high scores on tests and examinations. Chinese culture also stresses study and hard work as important for academic success. In Korea, Nam-Hee Lim and Shunah Chung found that adults believe young children need close supervision and guidance from teachers and parents in their development.Therefore, children’s natural tendency to be playful and creative is not recognized as a core value in school; potential for future success drives decisions. These cultural differences are interactive with and reflective of current conditions and regional history. In China, for example, books were printed with movable type as early as the eighth century, whereas in Europe copies were still drawn by hand until the 1400s. Such a long history of text accessibility elevated reading and writing to a valued skill that was recognizable and sought (Smith 1991).Societal values may offer another lens to interpret early academic emphasis, such as those espoused by Confucius, for whom morality and caring for others, especially family, were primary. In terms of contemporary conditions, Louie Suthers of Australia notes that in her varied country one can see differences in starting ages of pre-primary education. In Denmark, the children start at three years of age and continue for four years. In China, pre-primary education starts at four years of age and continues for three years, although care is availa ble in each country mentioned from birth.Also of note, the average student teacher ratio in China is 28:1, differing from Hong Kong’s average ratio of 16:1. The older starting age in China may perpetuate (or reflect interest in) the schooling culture. Leu’s discussion of the importance of family context is relevant to this point, inasmuch as it may provide the space for child culture 4 Arts Education Policy Review to flourish while adult culture is operating at school. Claudia Gluschankof writes about the purposeful creation of materials for the child culture with the development of the New Hebrew Culture in the Israeli territories during the early 1900s.Preschools were created based on the Froebel playcentered model and provide an unusual case in the concentrated production of children’s music in a language that had no such repertoire prior to the kindergartens establishment. The conscious choice to provide young children with cultural tools for understanding a t the earliest stages of a community is reminiscent of Sheila Woodward’s discussion concerning the importance of children in nation building in South Africa, featured in the previous issue of this journal.In her conclusion, Gluschankof raises important questions concerning this created canon of songs and the lack of repertoire for Arab-speaking children. Using the idea of child culture as a lens for viewing cultural and educational policies provides a useful way to understand differences and similarities in political systems that define the worlds in which we teach, research, and cohabitate. Such understanding may lead to more focused and meaningful questions that may reveal inequities or alternative directions in music education worthy of exploration.Considerations of these policies regarding conceptions of adulthood and childhood lead directly to curricular influences that we view from a related dialectic: the local and global. Local and Global Influences: Child and World I n the first part of this symposium, we focused on the tension between small and large scaled views of what should be taught, each serving a different societal need. In the second part, we speak more specifically to the notion of a national curriculum because it is mentioned in each of the articles collected here.We are interested in questions dealing with how these personal and collective influences affect children’s music education: â€Å"Does governmentmandated standardized curriculum limit possibilities or insure access of quality to all children? † and â€Å"What is the exemplar to which music education should be standardized? † The first question is meant to generate critical thinking regarding what and how policymakers might send messages about music education in the early years; the second is meant to question assumptions we might have surrounding best practice and the cultural nuances that shape it.Suthers, discussing Australia’s situation, is min dful that there is no national music curriculum for pre-primary school and points to a recent reform movement in music education that excluded early childhood experiences. She notes that this leaves teachers feeling isolated and that their work is undervalued. Alternatively, Gluschankoff discusses the children’s music written in Hebrew as somewhat ideological and makes suggestions for addressing the inclusion of additional materials to meet the needs of a multicultural society.One of the ways in which the national curriculum may become nationalistic is in the mandates or recommendations around singing repertoire. The role played by singing in socialization is significant and has been used for centuries to transmit cultural values, to teach language, and to establish qualities of rhythmic energy that typify a way of being; Dissanayake (2000) makes the case for mutuality and belonging as ways the arts are meaningful to us.Inasmuch as collective singing creates a sense of belong ing, we have a responsibility to monitor the ways in which we look at the child and the world (see Leu’s article describing ecological systems and Lim and Chung on the supportive role of adults). Chen-Hafteck and Xu also write about the importance of family singing and the differing role of school music. When local knowledge is replaced by chauvinism, music can be decontextualized. Because musicality is deeply rooted in shared experience, (Trevarthen 1999) we need to guard the personal and not expose children’s vulnerability to politicization.Our concern regarding global trends also involves the perception that globalization means movement toward Downloaded by [Macquarie University] at 14:58 28 March 2013 Western ideals. Attention to the local, once again, is necessary to adequately implement any change. In China, for example, although the new educational policies follow the global trends rhetorically, espousing learning through play and stressing personal expression a nd creativity, its usefulness is severely hampered by conflicting views in the local tradition regarding a deep belief in academic success as the consummate benchmark.Holgerson considers a similar dissonance between local needs and governmental responsibility to all children through the philosophical lens of Bildung, a generative model that keeps the questions about such disconnections at the forefront of practice. Downloaded by [Macquarie University] at 14:58 28 March 2013 Teacher Knowledge: Child and Music Practice policies are perhaps best viewed vis-a-vis teacher preparation— what do we value as knowledge? For most of us, early childhood musical practice involves understanding as much as we can about children while keeping the cultural context in mind.This might include individual experiences that contribute to their uniqueness and developmental trends that might give indications about what to expect in terms of maturation. What knowledge do we need of music? In this issu e, the authors discuss the importance of a diverse and culturally responsive repertoire, singing range, quality of recordings, appropriate use of instruments, and sound sensitivity. In this collection of articles, the authors suggest that these two knowledge areas are rarely considered together and that they exist in bifurcation, at least conceptually.Across the globe, there are those who are considered to have knowledge of the child in context (families or generalist teachers) and those who have knowledge of the child in music (specialists). Holgersen describes this dichotomy in practical terms—music activities and music teaching. The goals of using music are indeed varied and the complexity of music leads to multiple possibilities worthy of exploration. Among the authors there is a consensus concerning the need for collaboration between the two areas of expertise with several concrete recommendations.Reasons for this common phenomenon center on the systems in place for teac her preparation and the institutional divisions of disciplines; authors advocate for more carefully structured professional development to help bridge the disciplinary divide. Knowing the body of work of these authors, we are familiar with their efforts to form partnerships with local child care specialists and have been involved with such partnerships at our universities. Child and Adult It is noteworthy that many of the responses are about memories of musical adults who were influential in their music education.Graham Welch (pers. comm. ) offers: I was educated in a Church of England Primary school in London . . . where we sang, often with the local Vicar leading on the piano. I can remember his enthusiasm, quick tempo and intensity of keyboard playing. F or most of us, early childhood musical practice involves understanding as much as we can about children while keeping the cultural context in mind. We believe them to be some of the most meaningful opportunities for our own teach er knowledge.Policy and Personal Voice In addition to the authors featured here, to inform our sense of the historical significance of current situations regarding early childhood music and the breadth to which our profession defines policy, we asked our colleagues involved in international musical education about their memories of early childhood music education and their relationship to policy with the following questions: 1. Reflecting on your childhood before age eight, what were the influences of policy on your music education? . How does this compare with today’s situation for young children? Responses were varied and provided insight through a self-reflective lens. We looked at the seven responses regarding their relatedness to our three topics and to how policy can reach us as individuals in a long-lasting way. Alda Oliveira (pers. comm. ) from Brazil also reflected on a teacher: The first time I went to school I was seven years old. At this age I choose to take piano lessons with a private piano teacher.She was a marvelous teacher since her method included not only playing by reading and singing the notes, but also playing by ear and some popular songs. Family members had a strong musical presence in June Boyce Tillman’s (pers. comm. ) childhood in England: â€Å"My music was regularly singing with and listening to the playing of my paternal grandfather who was the village dance band pianist. † Margre van Gestel (pers. comm. ) of The Netherlands also wrote of related experiences: I had the privilege to be surrounded by a musical family.We had a piano in our home and I spent lots of time behind the piano in my grandmother’s house. My uncles and aunts could play the piano and as a child I enjoyed listening to them. One of my aunts was the ballet teacher in the village and from the age of four I was in her dancing classes. It was normal in my family to sing and play. My father had a good voice and was a soloist in the church c hoir when he was young; he played the clarinet and was a folkdance Vol. 109, No. 3, January/February 2008 5 teacher during scouting activities.I guess my days were filled with (live) music, not in courses but just all day long. Van Gestel shared a record of family influence: In my baby dairy, when I was 8 months old, my mother wrote: â€Å"Today she clapped her hands. She probably learned that from her grandmother! When you sing Clap your hands she reacts immediately. † One year old: â€Å"When we sing Oh my daddy (a popular song in the sixties) she sings along, ‘daddy, daddy. ’† In South Africa, apartheid led to decisions about schooling for Caroline Van Niekerk (pers. omm. ) that indirectly influenced her musical education by removing her from the direct influences of the national educational system of that time. She also spoke of a contemporary situation in which fighting governmental policies was necessary and of the strength we have to overcome questi onable decisions: I had a desperate call just yesterday from someone with a story of how their education faculty, in training teachers for the Foundation Phase, wants to remove music as an optional area of specialization for students.We are now all doing everything in our power to protest such a prospect loudly. But I have also seen what I regard as a promising development, and similar to the situation I witnessed in California when we lived there, more than twenty years ago—as parents of young children realize that the formal education system is not necessarily going to provide their children with what they believe is important, and especially as regards the arts, including music, they start to take responsibility for those things themselves. ntil I was about [age] five) could not get my lessons paid for. Had the place still be in that county I would have been entitled to a bursary to pay for lessons and I would have been able to learn a second instrument. But without that m y parents could only afford piano lessons. I am still sad about this, which was simply a matter of geography and the local control of resources. Child and Music The same issues featured authors raised are apparent in the additional professionals’ responses: the lack of resources and teachers. Gary McPherson (pers. comm. links personal memories with policies, of which he sees little change, from his Australian childhood: I have a vague memory of singing in a school choir that was [led] by a general classroom teacher when I was about six or seven, but the group was nothing special so it had no impact on my subsequent musical development. . . . I went back some years ago and had a look at the way music was described in the school curriculum (particularly primary school curriculum). There were all sorts of aids and resources for general primary teachers to use but music wasn’t typically taught well in schools.To be honest, I’m not sure the status of music in the cur riculum is any different. Downloaded by [Macquarie University] at 14:58 28 March 2013 These testimonies to strong and positive adult influence suggest that family education is important, as Leu and others advocate in this symposium, with the caveat that the experiences described are with adults perceived as musicians. This suggests we need to exercise caution in defining people in terms of limited musicality and that music education of our children means their children will be better educated.It is interesting that teachers were remembered for the affective qualities they conveyed and through a curricular stance that was relevant to the child. Child and World The relationships among local, state, and global influences are also reflected in these personal accounts. Many of these music professionals took private music lessons and considered their experiences to be nonpolicy driven. Oliveira (pers. comm. ) mentioned the involvement of musicians in music education policy—specific ally, the Canto Orfeonico policy under the leadership of composer Villa-Lobos.She recalls that this policy influenced her school education, which included â€Å"group singing and elementary level music theory. † As already discussed, group singing is a common vehicle for politicization. Like Gluschonkof’s report of Israeli songs contributing to nation-building, Boyce Tillman (pers. comm. ) noted that: At [age] seven I went to a school where we had massed singing in the Hall when we sang British folksongs, many of which I still know by heart. We had a book called the New National Song book, which was a deliberate attempt after the war to restore a sense of nationhood.This was used throughout my school career. 6 Arts Education Policy Review Welch wrote of intersecting influences of church and state: I discovered later that the London County Council was very supportive of music in schools generally, although my local experiences as a child were as much to do with the link to the Church and the established ethos of including singing as a natural part of the school day. Ana Lucia Frega (pers. comm. ) describes a similar situation in her native Argentina. Early childhood music courses were not always taught by a specialist . . . his means that some problems arose: some of the K-general teachers [choose materials that] do not really fit the [appropriate] children range of voices, and which tend to create vocal difficulties. He notes the longevity of such a workable match: â€Å"On returning to the school many years later for my first teaching post, I discovered that the school’s policy toward music had continued, with the same range of events and activities in place. † In the previous issue, Young discussed the unprecedented commitment England has made to the arts—specifically music, a commitment Welch reiterates.Boyce Tillman recalls a time when the resources from the national government were in local hands, resulting in inequitabl e opportunity: At [age] seven I started piano lessons but because the place we lived in was then in Southampton and not in the County of Hampshire (to which we are very close and in which we had been Although our policymaking systems move slowly, and are not always moving in the direction we would like, there is hope in the growing numbers of people who care about music education. Oliviera writes: â€Å"at least we can feel the difference between my generation and today’s generation. Perhaps our aim is to prepare children who grow up to be like von Gestel, with the same rich resources at hand for creating meaningful experiences: Music (and especially making and teaching music) was and is a part of my everyday life, and really I can’t imagine a life without singing together and making music. It makes my life worth living. References Bjorkvold, J. R. 1992. The muse within: Creativity and communication, song and play from childhood through maturity. Trans. W. H. Halverso n, New York: HarperCollins. Campbell, P. S. 2007. Musical meaning in children’s cultures. In International handbook of research in arts education, ed.L. Bresler, 881–94. Dorderecht, The Netherlands: Springer. Dissanayake, E. 2000. Art and intimacy. Seattle: University of Washington Press. Littleton, D. 1998. Music learning and child’s play. General Music Today 12 (1): 8–15. Marsh, K. 1995. Children’s singing games: Composition in the playground? Research Studies in Music Education 4:2–11. Moorhead, G. E. , and D. Pond. 1941. Music of young children. 1 Chant. Santa Barbara, CA: Pillsbury Foundation for the Advancement of Music Education. Papousek, H. 1996. Musicality in infancy research: Biological and cultural origins of early musicality.In Musical beginnings: Origins and development of musical competence, ed. I. Deliege and J. Sloboda, 37–55. Oxford, England: Oxford University Press. Smith, D. C. 1991. Foundations of modern Chinese e ducation. In The Confucian continuum, ed. D. C. Smith, 1–64. New York: Praeger. Trevarthen, C. 1999. Musicality and the intrinsic motive pulse: Evidence from psychobiology and human communication. Musicae Scientiae (Special Issue: Rhythm, Musical Narrative, and Origins of Human Communication), 155–211. Lori A. Custodero is an associate professor and program coordinator of the MusicDownloaded by [Macquarie University] at 14:58 28 March 2013 and Music Education program at Teachers College, Columbia University, where she has established an early childhood music concentration that integrates pedagogy and research through both theory and practice. She served on the International Society for Music Education’s Commission for Early Childhood for six years and is involved in research and teaching projects in a variety of countries. Lily Chen-Hafteck is an associate professor of music education and assistant chair of the Music Department at Kean University, New Jersey.Ori ginally from Hong Kong, she has held teaching and research positions at the University of Pretoria in South Africa, the University of Surrey Roehampton in England, and Hong Kong Baptist University. She serves on the editorial board of the International Journal of Music Education, Asia-Pacific Journal for Arts Education and Music Education Research International. She is the chair of the International Society for Music Education Young Professionals Focus Group. Vol. 109, No. 3, January/February 2008 7 Downloaded by [Macquarie University] at 14:58 28 March 2013 ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Sunday, January 5, 2020

Human Rights and Islamic Countries - 636 Words

INTRODUCTION: Some countries are called islamic states as they are based upon the shariah laws-here the religious laws are the laws of the state and it is applied on everyone, regardless of their religion. Shariah means straight path and provides both rules and punishment. It is based on the quran and sunnah that its believe to be relevant for life time. Some times there are times when secular laws have been wrong that is when the basic human rights are not met. Sometimes secular laws and religious laws conflict and then it is left for the individual to think through their conscience and make a decision. Often religious leaders have been in the front line campaigning for those who do not have the basic human rights, or who face serious discrimination and prejudice. AUTHORITY: Authority is the body whose mission is explicating judgements, as we as rulings, of the divine Islamic doctrine. Such as expliacation must not be attained by supposition and conjecture. It must be attained by such a way of certitude and conviction that it must be identical to the divine intendment. Applying so the believers will be accepting this explication of the doctrinal authority as an intellectual or invariable fact that can be taken as a conceptional base or a path upon which ideas are strucuted or march is commenced. In this lifetime the propher peace be upon hum and his family is the authority of the muslims to whom they refer in the doctrinal affairs, and whose words are the decesiveShow MoreRelatedUnited Equality: The Failures of the United Nations Humans Rights Laws850 Words   |  4 Pagesguidelines meant to be applied in every area of the world; one of which is the policy of human rights, created in 1948. The United Nations’ set of human rights values should be in place in every nation in the world. Unfortunately, women in Islamic countries such as Iran and Indonesia are violations of the human rights laws set down by the UN. 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