General Omar Bradley in World War II

General Omar Bradley in World War II General of the Army Omar N. Bradley was a key American officer during World War II and later filled in as the primary Chairman of the Joint Chiefs of Staff. Moving on from West Point in 1915, he served stateside during World War I before progressing through the positions during the interwar years. With the start of World War II, Bradley prepared two divisions before serving under Lieutenant General George S. Patton in North Africa and Sicily. Known for his downplayed nature, he earned the epithet the G.I. General and later told the First U.S. Armed force and twelfth Army Group in Northwest Europe. Bradley assumed a focal job during the Battle of the Bulge and coordinated American powers as they crashed into Germany. Early Life Conceived at Clark, MO on February 12, 1893, Omar Nelson Bradley was the child of teacher John Smith Bradley and his better half Sarah Elizabeth Bradley. In spite of the fact that from a poor family, Bradley got quality training at Higbee Elementary School and Moberly High School. After graduation, he started working for the Wabash Railroad to win cash to go to the University of Missouri. During this time, he was exhorted by his Sunday teacher to apply to West Point. Sitting the passage tests at Jefferson Barracks in St. Louis, Bradley set second yet made sure about the arrangement when the primary spot finisher couldn't acknowledge it. West Point Entering the foundation in 1911, he immediately took to the academys trained way of life and before long demonstrated skilled at games, baseball specifically. This adoration for sports meddled with his scholastics, anyway he despite everything figured out how to graduate 44th in a class of 164. An individual from the Class of 1915, Bradley was colleagues with Dwight D. Eisenhower. Named the class the stars fell on, 59 of the class individuals at last became commanders. World War I Appointed as a subsequent lieutenant, he was presented on the fourteenth Infantry and saw administration along the US-Mexico fringe. Here his unit bolstered Brigadier General John J. Pershings Punitive Expedition which entered Mexico to stifle Pancho Villa. Elevated to first lieutenant in October 1916, he wedded Mary Elizabeth Quayle two months after the fact. With the US passage into World War I in April 1917, the fourteenth Infantry, at that point at Yuma, AZ, was moved to the Pacific Northwest. Presently a chief, Bradley was entrusted with policing copper mines in Montana. Urgent to be doled out to a battle unit making a beeline for France, Bradley mentioned an exchange a few times yet without any result. Made a significant in August 1918, Bradley was eager to discover that the fourteenth Infantry was being sent to Europe. Sorting out at Des Moines, IA, as a feature of the nineteenth Infantry Division, the regiment stayed in the United States because of the truce and flu plague. With the U.S. Armys after war retirement, the nineteenth Infantry Division was remained down at Camp Dodge, IA in February 1919. Following this, Bradley was point by point to South Dakota State University to show military science and returned to the peacetime rank of skipper. Quick Facts: General Omar N. Bradley Rank: General of the ArmyService: U.S. ArmyBorn: February, 12, 1893 in Clark, MODied: April 8, 1981 in New York, NYParents: John Smith Bradley and Sarah Elizabeth BradleySpouse: Mary Elizabeth Quayle, Esther BuhlerConflicts: World War II, Korean WarKnown For: D-Day (Operation Overlord), Operation Cobra, Battle of the Bulge Interwar Years In 1920, Bradley was presented on West Point for a four-year visit as an arithmetic teacher. Serving under then-Superintendent Douglas MacArthur, Bradley gave his spare opportunity to considering military history, with an exceptional enthusiasm for the crusades of William T. Sherman. Intrigued with Shermans battles of development, Bradley presumed that a large number of the officials who had battled in France had been deceived by the experience of static fighting. Therefore, Bradley accepted that Shermans Civil War battles were more applicable to future fighting than those of World War I. Elevated to major while at West Point, Bradley was sent to the Infantry School at Fort Benning in 1924. As the educational program focused on open fighting, he had the option to apply his speculations and built up an authority of strategies, landscape, and fire and development. Using his earlier exploration, he graduated second in his group and before numerous officials who had served in France. After a concise visit with the 27th Infantry in Hawaii, where he become a close acquaintence with George S. Patton, Bradley was chosen to go to the Command and General Staff School at Fort Leavenworth, KS in 1928. Graduating the next year, he accepted the course to be dated and deadened. Withdrawing Leavenworth, Bradley was appointed to the Infantry School as a teacher and served under future-General George C. Marshall. While there, Bradley was intrigued by Marshall who supported giving his men a task and letting them achieve it with insignificant impedance. In depicting Bradley, Marshall remarked that he hushed up, unassuming, proficient, with sound good judgment. Outright constancy. Give him a vocation and overlook it. Profoundly affected by Marshalls techniques, Bradley embraced them for his own utilization in the field. Subsequent to going to the Army War College, Bradley came back to West Point as a teacher in the Tactical Department. Among his understudies were the future chiefs of the US Army, for example, William C. Westmoreland and Creighton W. Abrams World War II Begins Elevated to lieutenant colonel in 1936, Bradley was brought to Washington two years after the fact for obligation with the War Department. Working for Marshall, who was made Army Chief of Staff in 1939, Bradley served asâ assistant secretary of the General Staff. In this job, he attempted to distinguish issues and created answers for Marshalls endorsement. In February 1941, he was elevated straightforwardly to the transitory position of brigadier general. This was done to permit him to accept order of the Infantry School. While there he advanced the arrangement of reinforced and airborne powers just as built up the model Officer Candidate School. With the US passage into World War II on December 7, 1941, Marshall approached Bradley to plan for other obligation. Provided order of the reactivated 82nd Division, he managed its preparation before satisfying a comparable job for the 28th Division. In the two cases, he used Marshalls approach of rearranging military regulation to make it simpler for recently enlisted resident officers. Likewise, Bradley used an assortment of procedures to ease draftees change to military life and lift confidence while additionally actualizing a thorough program of physical preparing. Thus, Bradleys endeavors in 1942, delivered two completely prepared and arranged battle divisions. In February 1943, Bradley was appointed order of X Corps, yet before taking the position was requested to North Africa by Eisenhower to investigate issues with American soldiers in the wake of the annihilation at Kasserine Pass. <img information srcset=https://www.thoughtco.com/thmb/g5phvxBlCAyx8duNBzHussjKS_g=/300x0/filters:no_upscale():max_bytes(150000):strip_icc()/80-G-86325-b28c0ec1daf6466ea065ebb328c0304a.jpeg 300w, https://www.thoughtco.com/thmb/yyILmEdP8BTYV75QRXiRgMwKgZI=/515x0/filters:no_upscale():max_bytes(150000):strip_icc()/80-G-86325-b28c0ec1daf6466ea065ebb328c0304a.jpeg 515w, https://www.thoughtco.com/thmb/r3hivGEpVkOmj9gsS2ELZWEsaSg=/730x0/filters:no_upscale():max_bytes(150000):strip_icc()/80-G-86325-b28c0ec1daf6466ea065ebb328c0304a.jpeg 730w, https://www.thoughtco.com/thmb/6FNGap2ZTDModewCXTtASq-4-8E=/1160x0/filters:no_upscale():max_bytes(150000):strip_icc()/80-G-86325-b28c0ec1daf6466ea065ebb328c0304a.jpeg 1160w information src=https://www.thoughtco.com/thmb/G5nvF-2wQrRBP3U0VYYQxqLIhIM=/1160x926/filters:no_upscale():max_bytes(150000):strip_icc()/80-G-86325-b28c0ec1daf6466ea065ebb328c0304a.jpeg src=//:0 alt=Bradley on the way to Sicily class=lazyload information click-tracked=true information img-lightbox=true information expand=300 id=mntl-sc-square image_1-0-32 information following container=true /> Lieutenant General Omar Bradley on the route scaffold of USS Ancon (AGC-4), in transit to the attack of Sicily, 7 July 1943. With him is Captain Timothy Wellings, USN. US Naval History and Heritage Command North Africa Sicily Showing up, Bradley suggested that Patton be provided order of the U.S. II Corps. This was done and the tyrant leader before long reestablished the units discipline. Turning out to be Pattons delegate, Bradley attempted to improve the battling characteristics of the corps as the crusade progressed. As a consequence of his endeavors, he climbed to order of II Corps in April 1943, when Patton withdrew to help in arranging the attack of Sicily. For the rest of the North African Campaign, Bradley capably drove the corps and reestablished its certainty. Filling in as a feature of Pattons Seventh Army, II Corps led the assault on Sicily in July 1943. During the battle in Sicily, Bradley was found by writer Ernie Pyle and advanced as the G.I. General for his unprepossessing nature and proclivity for wearing a typical troopers uniform in the field. D-Day In the wake of the achievement in the Mediterranean, Bradley was chosen by Eisenhower to lead the primary American armed force to land in France and to be set up to consequently assume control over a full armed force gathering. Coming back to the United States, he set up his base camp at Governors Island, NY and started amassing staff to help him in his new job as officer of the First U.S. Army. Returning to Britain in October 1943, Bradley partook in the getting ready for D-Day (Operation Overlord). <img information srcset=https://www.thoughtco.com/thmb/5oLb-uaemuixJn6F6SAZ7YaxU3s=/300x0/filters:no_upscale():max_bytes(150000):strip_icc()/80-G-252940-667b654f5b5f49999998471463cb4cf1.jpeg 300w, https://www.thoughtco.com/thmb/V4LxdUS5rJDONLLISc

Tesco Advertisement Analysis Free Essays

Promotion investigation â€Tesco’s 1097 We people are modified or brought into the world with the innate want to satisfy our requirements. Freud discussed this crude moxie, this natural need of humankind to need (maybe for self-conservation eventually. ) Freud contended about the significance of the oblivious brain in understanding cognizant idea and conduct . We will compose a custom exposition test on Tesco Advertisement Analysis or then again any comparable point just for you Request Now Promoting has taken advantage of this crude human drive or need want. Sponsors utilize the oblivious psyche to foist understood and unequivocal signs and signifiers, applying social undertones, utilizing avoidance as much as consideration, the advertiser’s aim is to increase an expansion of positive consideration for their item. I have chosen a notice made for Tesco’s ‘Fair-exchange fortnight’, found in The Guardian’s weekend supplement. We read adverts in general, unwittingly engrossing the entirety of the components, signs, verifiable and unequivocal, that are intended to work as one. The psychological short-hand we use for unraveling pictures and words to interpret them, which is particularly appropriate to publicizing, quickly illuminates us that the commercial isn't for delight, however for our consideration; to urge us to pick one brand over another, and to devour. Tesco’s advert verifiably infers nature’s abundance with its visual decision of hessian and wicker organizing, the utilization of cardboard for the valuing tickets reminiscent of organization morals saturated with moral high-ground. The frontal area is inundated with pictorial recommendations of far away fields and cultivating, with sound, working age, apparently loosened up laborers, making the most of their errands in the sun. The advert presents what we in the West would think consistently extravagances. The visual signifiers of consumable joy: bananas, espresso, chocolate, nuts; these are all food stuffs that can't be created in Britain. Freud’s hypothesis of the Id would take advantage of our need of these extravagances. The future purchaser, having seen the item, may recognize the need, and convert it into a reality, extinguishing (Freud’s hypothesis of) the Ego. Using this need the advert derives that by means of reasonable exchange, the purchaser can go further away from home for this produce, empowering the need without moral censure; not exclusively can the human have what it wants, yet it can accomplish it without blame, soothing (Freud’s hypothesis of) the Superego and its undertones of the correctional. Tesco’s advert plays on this desire satisfaction that drives the human as its continued looking for controlling want. In huge sort, mirroring penmanship, he title of the advert screams Every little helps, playing on the devoted fan bases need to spend nearly nothing, yet likely, (with the reasonable exchange subject of the advert) to be an unequivocal allurement for a progressively wealthy client encountering money related strain, to change from the more top of the line general stores to an increasingly essential and moderate one. The primary body of the advert is genuinely utilitarian; certainly implying this is a need pu rchase, an advert with a progressively spectacular look is regularly focused on the support or incitement of utilization of an extravagance buy. An optional heading of Fair-exchange fortnight utilizes similar sounding word usage to make it an essential slogan. The advert has a (generally little) mark symbol, entreating the purchaser to flaunt their name. This gives the capacity of mooring the inferred ethic with symbolism, recommends that while enjoying wish satisfaction we can improve the predicament of our third world neighbors. This is optional to the promoters point however, the aim is to sell. This commercial appears focused on a dominatingly white populace, it nearly romanticizes the territories of food creation that have, as of not long ago, been outwardly and deliberately disguised. Tesco’s unique ‘pile it high and sell it cheap’ position had influences somewhere else on food makers further down the chain, obviously these were quiet until moderately as of late and the general population are presently starting to perceive that a little money related expense to purchase, prompts abuse in concealed social orders somewhere else. Tesco’s has picked an exceptionally regular bundling style for this advert, shunning its standard less expensive less natural partner. Desire is spoken to inside the advert and the bundling, as the morals of food supposedly is grounded in the white collar classes, (a non need, along these lines first grabbing hold inside the wealthier residents). It’s outstanding that embellished in red, 20% off in a disproportionally enormous circle, the advertiser’s ace card, using the subconscious; people notice red for clear physiological reasons. Underneath it additionally wrapped in red an unwaveringness gadget, Keep procuring club focuses, advancing another purchasing propensity for leftover clients, and planning to hold new and progressively well-to-do buyers. As food creation mindfulness assembles force the organization needs to divert its way to deal with keep on thriving. To supplant Tesco’s old persona with another all the more morally mindful substitute, perhaps a genuinely necessary new PR technique. Straightforwardly introducing their expanding mindfulness and backing for reasonable exchange, yet veiling the entrepreneur procedure, behind the advancement should most likely be measurable proof that reasonable exchange buys Britain are on the expansion. Tesco’s might be watching these changing retail patterns and thinking it is a generally excellent time surely to advance a progressively moral persona. Tesco’s has as of late been hauled through the politicization and higher open attention to the food business, its beginnings and morals. This elevated mindfulness finished in a strategy by protestors, taunting the Tesco’s logo, duplicating it onto shirts, however supplanting Tesco with Fiasco. In the open space there exists such proselysatizations as a Face Book gathering, effectively reassuring the general population to blacklist Tesco’s stores. Gillian Rose says that ‘the rendering [of an image] is rarely blameless. She examines whether the implications of a picture might be introduced ‘explicitly or certainly, intentionally or consciously’ . Our response to a picture is probably going to be educated by the social ramifications related with that picture, and the undertone it invokes inside our comprehension. In Fyfe and Law’s work they express that we should enquire into a visualisation’s provenance, and note its standards of co nsideration and avoidance all together get it. Hence I end my piece about Tesco’s battle with this reality from Tesco’s PLC (site). In the multi year synopsis report the diagram obviously shows that every representative creates ? 14,303 million pounds, (2010). This reality isn't publicized by Tesco’s, and is as inexplicit as could reasonably be expected. It would be a reasonable examination to state, ought to Tesco’s clients be deliberately mindful of the net revenues they might be less happy with shopping there. List of sources Sigmund Freud, The Interpretation of Dreams Gillian Rose, Visual Methodologies Jonathan Bignell, Media semiotics http://www. tescoplc. com/plc/ir/, got to 20-03-11 8 June 2010 20. 13 BST, got to 10-03-11 , got to 16-03-11 Instructions to refer to Tesco Advertisement Analysis, Essay models

December Horoscopes and Book Recommendations

December Horoscopes and Book Recommendations Looking for the next book to add to your TBR? Let the stars be your guide with our December horoscopes and book recommendations! Find your astrological sign below for your December horoscope, perfectly paired with a newly released book. AQUARIUS (JANUARY 20-FEBRUARY 18) While December may be a difficult month for your family relationships, it will be a great time for your career and ambitions. It’s the perfect time to pursue a new goal or start a new business, but be sure your new pursuits are compatible with your spiritual needs. Read Djinn City (The Unnamed Press, November 28) by Saad Z. Hossain, where Bangladeshi kid Indelbed learns his father’s wizardry has put him in the center of an ancient Djinn war. You’ll see how family conflict can lead to an unexpected new world. PISCES (FEBRUARY 19-MARCH 20) December will be all about success for you, Pisces. You’ll find yourself challenged, but your natural intuition along with a little luck will help you overcome those challenges. The planets forecast special growth in your career. Try The Girl in the Tower (Del Rey, December 5), Katherine Arden’s sequel to The Bear and the Nightingale. Russian heroine Vasilisa has been condemned as a witch and driven from her home by frightened villagers, but she chooses to meet the challenge and set off on a grand adventure to protect Moscow. ARIES (MARCH 21-APRIL 19) This month you will find yourself invested in spiritual growth. Aries can often be intellectual and curious; you will see that manifested in philosophy and religion in December, perhaps encouraging you to explore overseas travel opportunities for 2018. You might enjoy Three Daughters of Eve (Viking, December 5) by international bestselling author Elif Shafak. The novel takes place at a dinner party in contemporary Istanbul, where Turkish woman Peri reflects on faith, love, and the effects of time in an unpredictable world. TAURUS (APRIL 20-MAY 20) Some may call you stubborn, but your persistent nature will pay off for you in December. You’ll see resolution to long-standing conflicts and rewards for your hard work in 2017. Remain grounded as you see your labors rewarded. Check out The Last Black Unicorn (Gallery Books, December 5) by comedian and actress Tiffany Haddish. It’s a hilarious and brutally honest memoir of how Haddish made it from foster care in one of the poorest neighborhoods in Los Angeles to the big screen as a breakout star in movies like Girls Trip. GEMINI (MAY 21-JUNE 20) This month, you’ll find your career and professional goals taking precedence over your family. This will be challenging during the holidays. While you may see great career growth in December, don’t forget to consider the needs of the important people in your life as well. Try In the Fall They Come Back (Bloomsbury USA, December 12) by Robert Bausch, where an idealistic English teacher fresh out of graduate school becomes so devoted to “saving” his most challenging students that he finds himself in complicated territory. CANCER (JUNE 21-JULY 22) The December Mercury Retrograde will cause confusion for you in major decisions, Cancer. I’m sorry to say that you’ll experience some pandemonium this month. Remain adaptable and be open to compromise, and you’ll make it through to 2018. Read Year One: Chronicles of the One (St. Martin’s Press, December 5) by Nora Roberts, a fantasy novel where a sudden sickness and governmental collapse lead to chaos. In a world of survivors, magick and witchcraft shape a new social order for those who remain. LEO (JULY 23-AUGUST 22) Your creativity will be running wild in December, Leo. The stars show great opportunities for growth and exploration this month. Look for places to express yourself in your work and your hobbies and you will reap the benefits. Check out Improv Nation: How We Made a Great American Art (Houghton Mifflin Harcourt, December 5) by Sam Wasson, which explores the rise of improv in the U.S., including the history of improv groups like Second City, the Upright Citizens Brigade, and SNL. Wasson argues that improv deserves to be recognized as the most influential American art form of today. VIRGO (AUGUST 23-SEPTEMBER 22) This month will be all about family and relationships for you, Virgo. It is holiday season, after all! Your professional aspirations will have to take a back seat as you focus on communication and compromise with your loved ones, especially with the December Mercury Retrograde adding a degree of unpredictability. I recommend Mother of All Pigs (The Unnamed Press, November 14) by Malu Halasa. It follows the Sabas family, three generations of women in a small Jordanian town, as they navigate the everyday realities of life in the Middle East. LIBRA (SEPTEMBER 23-OCTOBER 22) December will be a chaotic month for you, Libra. You’ll find yourself challenged to balance your independence and your reliance on others to address your problems. Lucky for you, you’re masterful at balancing acts! There might also be love for you in the stars. Try A Hope Divided (Kensington, November 28) by Alyssa Cole, a romance novel set during the Civil War where scientist spy Marlie and philosopher soldier Ewan are thrown together in their search for hope, freedom, and love. SCORPIO (OCTOBER 23-NOVEMBER 21) You will find yourself pulled in many directions by demands from career and family this month, Scorpio. Everyone wants something from you, but you’ll find that you still have the autonomy to meet these demands your own way. Remember to say no when needed and practice self-care. Try reading The Only Girl in the World (Little, Brown and Company, December 12) by Maude Julien, a dark yet magical memoir of a traumatic childhood. Julien’s fanatical parents subjected her to endless drills to “eliminate weakness. However,  she taught herself to survive through inner compassion and love. SAGITTARIUS (NOVEMBER 22-DECEMBER 21) Happy Birthday, Sagittarius! This month will be all about love and relationships, old and new. While the December Mercury Retrograde brings a little chaos, it also brings an opportunity for you to explore your feelings and choose to live life on your own terms. Read The Chaos of Standing Still (Simon Pulse, November 28) by Jessica Brody, where Ryn finds herself stranded overnight at the Denver airport on New Year’s Eve. This twist of fate leads her to Xander, a stranger who helps her overcome personal challenges and embrace adventure. CAPRICORN (DECEMBER 22-JANUARY 19) As the year comes to a close, you’ll find yourself in your head often in December. This will be an analytical and emotional month for you. Use this time to find harmony in the family and career segments of your life and prepare for growth next year. Check out No Time To Spare: Thinking About What Matters (Houghton Mifflin Harcourt, December 5), an essay collection from acclaimed author Ursula K. Le Guin. Now aged 88, Le Guin reflects on aging, belief, the state of literature, and the state of the nation. Check out your November 2017 horoscope and book recommendation here.

December Horoscopes and Book Recommendations

December Horoscopes and Book Recommendations Looking for the next book to add to your TBR? Let the stars be your guide with our December horoscopes and book recommendations! Find your astrological sign below for your December horoscope, perfectly paired with a newly released book. AQUARIUS (JANUARY 20-FEBRUARY 18) While December may be a difficult month for your family relationships, it will be a great time for your career and ambitions. It’s the perfect time to pursue a new goal or start a new business, but be sure your new pursuits are compatible with your spiritual needs. Read Djinn City (The Unnamed Press, November 28) by Saad Z. Hossain, where Bangladeshi kid Indelbed learns his father’s wizardry has put him in the center of an ancient Djinn war. You’ll see how family conflict can lead to an unexpected new world. PISCES (FEBRUARY 19-MARCH 20) December will be all about success for you, Pisces. You’ll find yourself challenged, but your natural intuition along with a little luck will help you overcome those challenges. The planets forecast special growth in your career. Try The Girl in the Tower (Del Rey, December 5), Katherine Arden’s sequel to The Bear and the Nightingale. Russian heroine Vasilisa has been condemned as a witch and driven from her home by frightened villagers, but she chooses to meet the challenge and set off on a grand adventure to protect Moscow. ARIES (MARCH 21-APRIL 19) This month you will find yourself invested in spiritual growth. Aries can often be intellectual and curious; you will see that manifested in philosophy and religion in December, perhaps encouraging you to explore overseas travel opportunities for 2018. You might enjoy Three Daughters of Eve (Viking, December 5) by international bestselling author Elif Shafak. The novel takes place at a dinner party in contemporary Istanbul, where Turkish woman Peri reflects on faith, love, and the effects of time in an unpredictable world. TAURUS (APRIL 20-MAY 20) Some may call you stubborn, but your persistent nature will pay off for you in December. You’ll see resolution to long-standing conflicts and rewards for your hard work in 2017. Remain grounded as you see your labors rewarded. Check out The Last Black Unicorn (Gallery Books, December 5) by comedian and actress Tiffany Haddish. It’s a hilarious and brutally honest memoir of how Haddish made it from foster care in one of the poorest neighborhoods in Los Angeles to the big screen as a breakout star in movies like Girls Trip. GEMINI (MAY 21-JUNE 20) This month, you’ll find your career and professional goals taking precedence over your family. This will be challenging during the holidays. While you may see great career growth in December, don’t forget to consider the needs of the important people in your life as well. Try In the Fall They Come Back (Bloomsbury USA, December 12) by Robert Bausch, where an idealistic English teacher fresh out of graduate school becomes so devoted to “saving” his most challenging students that he finds himself in complicated territory. CANCER (JUNE 21-JULY 22) The December Mercury Retrograde will cause confusion for you in major decisions, Cancer. I’m sorry to say that you’ll experience some pandemonium this month. Remain adaptable and be open to compromise, and you’ll make it through to 2018. Read Year One: Chronicles of the One (St. Martin’s Press, December 5) by Nora Roberts, a fantasy novel where a sudden sickness and governmental collapse lead to chaos. In a world of survivors, magick and witchcraft shape a new social order for those who remain. LEO (JULY 23-AUGUST 22) Your creativity will be running wild in December, Leo. The stars show great opportunities for growth and exploration this month. Look for places to express yourself in your work and your hobbies and you will reap the benefits. Check out Improv Nation: How We Made a Great American Art (Houghton Mifflin Harcourt, December 5) by Sam Wasson, which explores the rise of improv in the U.S., including the history of improv groups like Second City, the Upright Citizens Brigade, and SNL. Wasson argues that improv deserves to be recognized as the most influential American art form of today. VIRGO (AUGUST 23-SEPTEMBER 22) This month will be all about family and relationships for you, Virgo. It is holiday season, after all! Your professional aspirations will have to take a back seat as you focus on communication and compromise with your loved ones, especially with the December Mercury Retrograde adding a degree of unpredictability. I recommend Mother of All Pigs (The Unnamed Press, November 14) by Malu Halasa. It follows the Sabas family, three generations of women in a small Jordanian town, as they navigate the everyday realities of life in the Middle East. LIBRA (SEPTEMBER 23-OCTOBER 22) December will be a chaotic month for you, Libra. You’ll find yourself challenged to balance your independence and your reliance on others to address your problems. Lucky for you, you’re masterful at balancing acts! There might also be love for you in the stars. Try A Hope Divided (Kensington, November 28) by Alyssa Cole, a romance novel set during the Civil War where scientist spy Marlie and philosopher soldier Ewan are thrown together in their search for hope, freedom, and love. SCORPIO (OCTOBER 23-NOVEMBER 21) You will find yourself pulled in many directions by demands from career and family this month, Scorpio. Everyone wants something from you, but you’ll find that you still have the autonomy to meet these demands your own way. Remember to say no when needed and practice self-care. Try reading The Only Girl in the World (Little, Brown and Company, December 12) by Maude Julien, a dark yet magical memoir of a traumatic childhood. Julien’s fanatical parents subjected her to endless drills to “eliminate weakness. However,  she taught herself to survive through inner compassion and love. SAGITTARIUS (NOVEMBER 22-DECEMBER 21) Happy Birthday, Sagittarius! This month will be all about love and relationships, old and new. While the December Mercury Retrograde brings a little chaos, it also brings an opportunity for you to explore your feelings and choose to live life on your own terms. Read The Chaos of Standing Still (Simon Pulse, November 28) by Jessica Brody, where Ryn finds herself stranded overnight at the Denver airport on New Year’s Eve. This twist of fate leads her to Xander, a stranger who helps her overcome personal challenges and embrace adventure. CAPRICORN (DECEMBER 22-JANUARY 19) As the year comes to a close, you’ll find yourself in your head often in December. This will be an analytical and emotional month for you. Use this time to find harmony in the family and career segments of your life and prepare for growth next year. Check out No Time To Spare: Thinking About What Matters (Houghton Mifflin Harcourt, December 5), an essay collection from acclaimed author Ursula K. Le Guin. Now aged 88, Le Guin reflects on aging, belief, the state of literature, and the state of the nation. Check out your November 2017 horoscope and book recommendation here.

Learn About the Many Varieties of Quartz

Quartz  is an old German word that originally meant something like hard or tough. It is the most common mineral in the continental crust, and the one with the simplest chemical formula: silicon dioxide or SiO2. Quartz is so common in crustal rocks that its more notable when quartz is missing than when its present.   How to Identify Quartz Quartz comes in many colors and shapes. Once you start studying minerals, though, quartz becomes easy to tell at a glance. You can recognize it by these identifiers: A glassy lusterHardness 7 on the Mohs scale, scratching ordinary glass and all types of steelIt breaks into curved shards rather than flat-faced cleavage fragments, meaning it exhibits conchoidal fracture.Almost always clear or whiteAlmost always present in light-colored rocks and in sandstonesIf found in crystals, quartz always has a hexagonal cross-section like that of a common pencil. Most examples of quartz are clear, frosted, or found as milky-white grains of small size that dont display crystal faces. Clear quartz may appear dark if its in a rock with a lot of dark minerals. Special Quartz Varieties The pretty crystals and vivid colors youll see in jewelry and in rock shops are scarce. Here are some of those precious varieties: Clear, colorless quartz is called rock crystal.Translucent white quartz is called milky quartz.Milky pink quartz is called rose quartz. Its color is thought to be due to various impurities (titanium, iron, manganese) or microscopic inclusions of other minerals.Purple quartz is called amethyst. Its color is due to holes of missing electrons in the crystal in combination with iron impurities.Yellow quartz is called citrine. Its color is due to iron impurities.Green quartz is called praseolite. Iron impurities account for its color, too.Gray quartz is called smoky quartz. Its color is due to holes of missing electrons in combination with aluminum impurities.Brown smoky quartz is called cairngorm and black smoky quartz is called morion.The Herkimer diamond is a form of natural quartz crystal with two pointed ends. Quartz also occurs in a microcrystalline form called chalcedony. Together, both minerals are also referred to as silica. Where Quartz Is Found Quartz is perhaps the most common mineral on our planet. In fact, one test of a meteorite (if you think youve found one)  is to be sure it doesnt have any quartz. Quartz is found in most geologic settings, but it most typically forms sedimentary rocks like sandstone. This is no surprise when you consider that nearly all the sand on Earth is made almost exclusively from grains of quartz. Under mild heat and pressure conditions, geodes can form in sedimentary rocks that are lined with crusts of quartz crystals deposited from underground fluids. In igneous rocks, quartz is the defining mineral of granite. When granitic rocks crystallize deep underground, quartz is generally the last mineral to form and usually has no room to form crystals. But in pegmatites quartz can sometimes form very large crystals, as long as a meter. Crystals also occur in veins associated with hydrothermal (super-heated water) activity in the shallow crust. In metamorphic rocks such as gneiss, quartz becomes concentrated in bands and veins. In this setting, its grains do not take their typical crystal form. Sandstone, too, turns into a massive quartz rock called quartzite. Geological Significance of Quartz Among the common minerals, quartz is the toughest and most inert. It makes up the backbone of good soil, providing mechanical strength and holding open pore space between its grains. Its superior hardness and resistance to dissolution are what make sandstone and granite endure. Thus you could say that quartz holds up the mountains. Prospectors are always alert to veins of quartz because these are signs of hydrothermal activity and the possibility of ore deposits. To the geologist, the amount of silica in a rock is a basic and important bit of geochemical knowledge. Quartz is a ready sign of high silica, for example in rhyolite lava. Quartz is hard, stable, and low in density. When found in abundance, quartz always points to a continental rock because the tectonic processes that have built the Earths continents favor quartz.  As it moves through the tectonic cycle of erosion, deposition, subduction, and magmatism, quartz lingers in the uppermost crust and always comes out on top.

The Civil War Was A Tragedy Essay - 1504 Words

The Civil War was a long hard-fought battle between the Union and the Confederate states from the year 1861-1865. The war was a tragedy, but the battles of the American Civil War caused many changes in America and in a good way, such as the abolishment of slavery and uniting the two sides together. Slavery was the main cause, but the north and south did not agree with each other on ideas, so it sparked the beginning of a war. A devastating blow to the Union, from Brig. Gen. Pierre G.T. Beauregard of the Confederate, caused Major Robert Anderson to begin a war. Conflicts between the two sides changed America for good. It is still one of the most bloodiest and affecting wars to date. It all started when a missile stroke a shore. At 4:32 a.m., on April 12, 1861, a fort in Charleston, South Carolina, Fort Sumter, was bombed. Threats were made to Federal troops occupying forts in the South. Major Robert Anderson was with the Union and asked the War Department for more reinforcements. He w as in command of Fort Moultrie on Sullivan Island, not to far from Charleston. Anderson’s play was to move him and his men to a more secure fort, which were either Castle Pinckney or the unfinished Fort Sumter. However, Francis Pickens, governor of South Carolina, did not like that idea and wanted Anderson to stay at Fort Moultrie. Anderson was already on his way to Fort Sumter. Pickens demanded Anderson to surrender but of course he did not want to. On March 1, Brigadier General P. G. T.Show MoreRelatedWhat The American Public Always Wants Is A Tragedy With A Happy Ending1345 Words   |  6 PagesHistory. Every time we go through a tragedy or something we aren’t specifically proud of we try to see the positive side of it in order to not be ashamed of ourselves just like Blight’s prologue states a quote by William Dean Howells, â€Å"What the American public always wants is a tragedy with a happy ending.† Moreover, through the Civil War and the years it follow we see how the idea of what the Civil War means is revolutionized. At the beginning when the Civil War broke out many thought that they wereRead MoreThe Civil War1295 Words   |  6 PagesIt is quite obvious that there were many goals to achieve during the Civil War. But discovering the true meaning and vision of the Civil War is the concept that is still researched today by the people of America. In the prologue of Blight’s Race and Reunion he states: (Three overall visions of the Civil War memory collided and combined over time: one, the reconciliationist vision †¦ two, the white supremacist vision †¦ and three, the emancipationist vision†¦) All three of these visions are extremelyRead MoreAnalysis Of O Captain My Captain702 Words   |  3 PagesAbraham Lincoln and was written to honor his short life and his work while in office. While initially reading the text, it seems as though the essay is referring to a captain on a ship, who has suddenly passe d away. However, looking at the historical context when this was written, and Whitmans position as a staunch Unionist, one can decipher the true meaning of the poem. Through the use of extended metaphor and mood, the ultimate message of the poem is conveyed, which is what a tragedy Lincolns deathRead MoreParallels Between The Syrian Civil War And Romeo And Juliet1197 Words   |  5 PagesParallels between the Syrian Civil War and Romeo and Juliet When people say history repeats itself, they are not lying. A modern conflict in today’s world can relate to the events that happened in a play written in the 1500’s. The play, The Tragedy of Romeo and Juliet, by William Shakespeare, can relate to the ongoing Syrian Civil War. In both circumstances, people not anticipating the consequences of their actions made decisions. It resulted in devastating tragedies, all started by an ancient grudgeRead MoreThe Civil War : A Bloody Time For Everyone Alive1541 Words   |  7 Pages If the Civil War could be described in only one word, that one word would be tragedy. Such a bloody time for everyone alive in what is now know as The United States of America. The Civil War took pace in the years of 1861-1865 there were multiple reasons as to why the Civil War broke out but the number one reason for the Civl War was, the diverse opinions on the issue of slavery. Slavery was such a horrific thing going on at this time in history, bu t not all people who owned slaves treated themRead MoreThe Assassination Of Robert F. Kennedy1048 Words   |  5 Pagestactics, assassinations, and violent civil rights movements were the defining characteristics of 1968. Despite the few good things that came out of that year, much of 1968 was dedicated to rebuilding the country, tragedy after tragedy. The assassination of Robert F. Kennedy, involvement in the Vietnam War, and escalating civil rights movements are a few of the quintessential events that contributed to the tumultuousness of 1968. On June 5th, 1968, Robert F. Kennedy was assassinated in Los Angeles, CaliforniaRead More Captain Corelli’s Mandolin Essay873 Words   |  4 Pageshorror of war, international and then civil, comes home to all the characters, then is swept away by the tide of history. Pelagia and Corelli are apart and destined to remain so for half a lifetime. Pelagia thinks Corelli is dead, Corelli, visiting Pelagia secretly every year, thinks she is married. Then, in 1953 a new horror hits the island – the earthquake. The events of that time replace the war in the islanders’ collective memory. In some ways, they are more shocking than those in the war, becauseRead MoreThe Second Inaugural Address By Abraham Lincoln852 Words   |  4 Pagesdelivered his address as the Civil War was drawing to a conclusion and the final ends towards slavery. His address was to thousands of spectators, but was intended for a national and international audience. Some of the conspirators involved with Lincoln’s assassination such as John Wilkes Booth, George Atzerodt, and John Surratt were present in the crowd during the inauguration. Abraham Lincoln was the 16th President of the United States. Abraham most importantly led the Civil War into victory. He preservedRead MoreThe Life of Geroge Armstrong Custer884 Words   |  4 PagesSynopsis: George Armstrong Custer was a West Point graduate who attained military promotions to brigadier ge neral and major general in the regular army on March 13, 1865 and major general of volunteers April 15, 1865 during the American Civil War. Later in 1870’s, Custer moved to the west to fight in the Indian Wars. On June 25, 1876, a battle at Little Bighorn against Lakota and Cheyenne warriors was fought where he led 210 men. Custer and all of his men were killed in the battle. The battle, alsoRead MoreThe Civil War: Bloodiest War in American History Essay782 Words   |  4 Pagesof the bloodiest war in American history, there were two men who had a bond that was much stronger than this all-consuming war. These men had enough faith in each other and in themselves to help them through the war. Both men were fighting for what they solely believed in and even with their different opinions, they still had each other’s back when they didn’t have each other. The friendship of Lewis Armistead and Winfield Hancock shows that even one of the strongest forces, war, is sti ll weaker

Business Structure Of The United States - 1493 Words

Throughout the history of the United States, one salient aspect of business is the corporation, as evidenced by the formation of the first successful English colony, Jamestown, through the Virginia Joint Stock Company. Early restricted corporations and small businesses built a society and a new world, while later corporations crippled their employees and communities. Using Clare International from Richard Power’s Gain as a case study, this paper will establish the status quo of early internal business structures and the significance of capital in community-business relationships. Then, it will explore how incorporation and growth correlates to a loss of community in internal firm organization and a loss of shared capital between the company and society. In the late 18th century, production in America came primarily in the form of small business enterprise. Each business owner had a strong personal connection with the personnel and trade associated with their business. Owners of the shops had strong control over their hiring process, and employed individuals known as apprentices to work for them. These apprentices would work their way up in the trade shop, until finally moving on. Throughout the process, the apprentices and owners often bonded intimately, with the apprentice keeping all the master’s secrets while the business owner would often ask the apprentice to eat (and sometimes even board) in their own residence. While not as intimate in the 19th century, the firm stillShow MoreRelatedThe Business Structures Of The United States1729 Words   |  7 Pagesthroughout the span of the seventeenth century. Today within the United States there is a market economy that has thrived as a successful form of free trade in which the producers and the consumers of various products determine how the market will progress. All of this has lead to the modern day business structures which are utilized by all producers in order to obtain a successful and profitable business. The most popular business structures in today’s market economy are sole proprietorship, partnershipRead MoreBusiness Structure Of The United States1178 Words   |  5 Pagesowning a business and achieving financial stability. However, to achieve this American dream, one must create a business plan that involves the consideration of appropriate business structure. In the United States there are several business structures offered for consideration. Sole proprietorships, partnerships, corporations, and limited liability companies have their advantages and disadvantages. Any new business must evaluate the available business forms to determine which structure will be theRead MoreBusiness Structures Within The United States908 Words   |  4 Pagesbest suited for your business. Each country has different legal business entities under its regulatory framework. According to Dewhurst (2014), the most common types of business structures within the United States are: proprietorship, partnership, corporation, limited-liability company, and cooperative. Additionally, there are other types of legal entities derived from the association of different corporations, such as joint ventures. A proprietorship is the most basic business entity (Dewhurst, 2014)Read MoreThe United States Steel Industry1242 Words   |  5 Pagesmarked the modern society’s genesis. During that time, the United States Steel Corporation dominated the steel industry. Today, the steel industry sees competition not only from native business but from abroad as well. Steel is used in almost every major commercial load bearing structure. Combined global competition and mixed uses has increased the need for civil engineers to conduct specialized research. A Brave New World The United States steel industry has a rich history. America started its loveRead MoreThe Small Business Administration ( Sba )1236 Words   |  5 PagesAbstract The Small business administration (SBA) was created on July 30, 1953, by President Eisenhower with the signing of the Small Business Act. When it was created, there are some presidents want to stop it and some presidents want to develop it. Therefore, we also can see it active in the United States government on today. In this paper, I will through the background of The Small Business Administration (SBA) to introduce what type of organization is it? What does the organization do? WhoRead MoreGdp Growth And Other Economic Indicators1408 Words   |  6 PagesGDP growth and other economic indicators Average per capita income in the United States has the increasing trend that covers a period of 1990 to 2014. The GDP per Capita reveals relationship in economic performance and population growth of a country. An increase in Gross Domestic Production per Capital shows development in economic leading to improvement in living standards. On the other hand, Australia GDP has shown a positive increase over last decade (Babihuga, 2007). The economic level has improvedRead MoreConcept Of Enterprise Architecture ( Ea )960 Words   |  4 Pagesunderstanding the nature and business composition is fundamental. There is need for business processes to represent and understand the operations of the company. According to Goethals (2006), to help your businesses to meet these challenges a concept called enterprise architecture was created, which emerged at the beginning of the 90s. Basically, EA is a holistic approach for the handling and management of an organization, which adopts a comprehensive view that covers from their business processes, informationRead MoreThe United States And International Business Transactions1513 Words   |  7 Pages The United States is a leader in international business transactions. As a result the law surrounding international business structures and business dealings has flourished in the United States. Companies around the world who have no ties to the United States use this country in forum selection clauses because they want the efficient structure of our legal system and alternative dispute resolution options. For being so advanced in most other areas of international business transaction law, oneRead MoreThe Uneasily Defined Organizational Stru cture of Apple Essay1180 Words   |  5 PagesThe Uneasily Defined Organizational Structure of Apple Anna Windust MGT/230 January 20, 2013 Christi Monk The Uneasily Defined Organizational Structure of Apple Organizational structures have been used for centuries to help people within organizations to understand who holds authoritative roles and how it is ordered, who has certain responsibilities and how they are organized and executed, and how communication flows between the tiers of management (â€Å"BusinessDictionary,† 2013). There areRead MoreThe Illegal Drug Business1361 Words   |  5 PagesThe Drug Business Paper Introduction The smuggling of drugs has been a part of the society for over a century in most parts of the world. This form of business has flourished mostly in the developed countries such as the United States of America, where the demand for drugs is high while there is no or very small production in the country. The production in the countries where drugs such as cocaine, heroin, cannabis, etc are supplied is banned mostly under the respective local laws, and therefore

Early Childhood Education Culture and Social Interaction

Question: Discuss about the Early Childhood Education Culture and Social Interaction. Answer: Play in early childhood The "play" is a crucial factor in children's daily life and early childhood learning. Many oppose the concept of play in early life education as it seems vague and invalid to them. However, play is an essential element in early childhood education program, and it is necessary to have a valid policy or thorough rationale for incorporating play into the indoor or outdoor environment (Johnson et al., 2013). As an early childhood professional, I have to educate the group of Singaporean parents who have no idea about the importance of children's play in the development of infants and toddlers. As parents have different perception and ideas about play, it is necessary to engage them in a conversation and educate them about cultural practices that may affect the play. Hence, the focus of this report is to explain the Singaporean parents about the importance of culture in play. It also highlights the five specific ways by which family practice can affect childrens play. Different concepts of play in early childhood There are different concepts of play in early life and their role in children development. Bretherton (2014) mentions that play activities that children in engaging in childhood center should be regarded as work activities because it gives a child the opportunity to explore and construct basic thought and get exposed to the most basic form of problem solving. This is because each activity in the early childcare center is included in the curriculum after analyzing it benefit on social, emotional and intellectual development. According to Piaget who proposed the theory of cognitive development in children, intellectual growth in children occurs through the process of assimilation, accommodation, and equilibration. Equilibrium is achieved in learning when a child's schema easily understands new information through the assimilation process (Shaffer Kipp, 2013).Hart, (2013) expanded Piagets view by stating that explorative and imitative play is response oriented which ease the assimilati on and accommodation process in children. Hence play helps a child to adapt to experience and learn along the process. Importance of culture in young childrens play Currently, with the rise of internet and other technology, parents are engaging children mostly in outdoor activities. Culture also plays an important role in childrens play, and parents seem to engage their infants and toddlers in different play activities according to their cultural preferences. The cultural norms and family values are also reflected in the type of play that a child engages in daily life (Greene, 2013). As a childhood professional, I can say that type of play can differ according to culture and socioeconomic status and hence parents must clearly analyze what aspects of the culture they want their child to acquire through early childhood play. The main advice for parents to understand the importance of culture in young children's play is to understand the dynamics of their culture and its influence on children's play. From the opinion of the group of Singaporean parents regarding children play, it is evident that the type of play differs according to culture and socioeconomic status of parents. People from the different culture may interpret children's play in different ways. Different cultures shape the personality of a person. For example, a person born in a nuclear family develops the attitude of individualism and such parents may engage children in lone play or expose them to computer games or latest gadgets so that they remain confined within themselves (Boyette, 2016). Hence, the cultural mindset of each individual will have an impact on the parent's approach and description of play phenomena. It is this mindset which helps parents interacts with children during play. On the other hand, a child born in an extended or multigenerational family is more likely to engage in participative play which influences their learning process in a different way altogether (Milteer et al., 2012). Hence influence of culture in children play will lead to a development of individual values and perception of autonomy in children. Therefore with the change in culture, the categories of childs play with differ and it will lead to different social maturity in children. It is necessary that parents understand the cultural dynamic in play to develop their child effectively in the early phase of life. Five ways by which cultural (including family) practices affect very young childrens play Young childrens play may be affected by cultural practices in many ways. These are as follows: Play gives the chance to recreate the cultural environment and values: Play has been an important part of every society, and different cultural values interfere differently with play. It gives the child the opportunity to recreate their cultural environment. This can be demonstrated through play activities in different cultural context. It also has the impact on the frequency and nature of children's play. For example in rural society, children play without any supervision and tend to engage in pretend play with stones and plants. On the other hand, urban children in cities tend to play more with manufactured toys or in small activities in kindergarten. The theme of play also tends to change for girls and boys according to the different culture. Many parents tend to classify the appropriateness of play for girls and boys according to different cultural preference and gender roles in society. Hence, social environment affects the frequency and the nature of play activities in children . Time spent in play differs according to different cultural context In low-income families; children spent less time in play activities compared to financially stable family. Less time in play affects the degree of realism in children. Children in the poor family are often exposed to the different age group of children during play activities. However, children in urban cities mainly get to interact with same age children in early child care center only. Hence, they have limited access to active and free play activities (Buckingham, 2013). Impact on parent-child bonding due to play: Play is critical to social, cognitive and physical development in very young children. It helps them to develop resilience and learn the ways of negotiating and cooperating with others. Play activities also expose a child to some form of challenges and let them develop the skill of overcoming challenges in life (Richter, 2015). It also gives the parents the opportunity to develop bonding with the child and to see the world according to the vision of the child. This may also help in identifying any negative thought process in child and removing those thoughts through play learning. A study investigating specifically on the importance of play in children in poverty showed that socioeconomic obstacles in parent's life impede such children of the chance to have adequate play time in life (Milteer et al., 2012). As a child care educator, I would advise all parents irrespective of their financial status to understand the importance of the life-long benefits of play and engage them in minim um play activities as far as possible (Dixon et al., 2014). The impact of cross-cultural perspectives on childrens play: Different culture interprets child's play in different ways. For example, ethnic culture families tend to separate play from academic activities, and they do not regard play as part of learning process. This kind of thinking pattern in parents means that children spent very little time in learning through play. On the other hand, in western culture families such as in Italy and US, little distinction is made between play and other activities of a child. Parents of such culture are of the opinion that experiences in play lead to an intellectual and physical development of the child and hence, it has the impact on acquiring other academic skills in life. Therefore a child born in such family is likely to engage more in learning through play and gaining new knowledge in the process (McBride, 2015). The impact of engaging in different nature of play according to cultural practices: Some parents and early child care settings often engage parents in digital play. The motive behind this differs according to cultural context. They are of the opinion that this kind of exposure to digital technology and video programs expose a child to the new way of perceiving and analyzing the activities in society. Child care center experts have demonstrated that video observations in children help in creating new demands and orient their thought according to the different situation. It helps in recollection of memories of thoughts and helps a child to distinguish between imaginary situation and real world situation. This gives the child the opportunity to develop concrete thoughts and idea (Fleer, 2014). On the other hand, outdoor play for children has been found to lead to the better expression of feelings and action in children. A parent who wants to their children to be socially interactive and develop good communication skill engages child in such play activities. By family p ractices, parents determine the safety and the level of supervision to be given to a child. Outdoor activities lead to the motor development and risk-taking attitude in children. Many parents also engage the child in outdoor activities to remove habits of excessive TV use in children and develop healthy habits (Sugiyama et al., 2012). References Boyette, A. H. (2016). Children's play and culture learning in an egalitarian foraging society.Child development,87(3), 759-769. Bretherton, I. (Ed.). (2014).Symbolic play: The development of social understanding. Academic Press. Buckingham, D. (2013).Beyond technology: Children's learning in the age of digital culture. John Wiley Sons. Dixon, S., Tronick, E., Keefer, C., Brazelton, T. B. (2014). Mother-infant interaction among the Gusii of Kenya.Culture and early interactions (psychology revivals), 149-169. Fleer, M. (2014). The demands and motives afforded through digital play in early childhood activity settings.Learning, Culture and Social Interaction,3(3), 202-209. Greene, S. (2013). Old themes and new directions.The infant and family in the twenty-first century, 173. Hart, R. A. (2013).Children's participation: The theory and practice of involving young citizens in community development and environmental care. Routledge. Johnson, J., Celik, S., Al-Mansour, M. O. N. I. R. A. H. (2013). Play in early childhood education.Handbook of Research on the Education of Young Children, 3rd ed. New York: Routledge, 265-274. McBride, C. (2015).Children's Literacy Development: A Cross-cultural Perspective on Learning to Read and Write. Routledge. Milteer, R. M., Ginsburg, K. R., Mulligan, D. A., Ameenuddin, N., Brown, A., Christakis, D. A., ... Levine, A. E. (2012). The importance of play in promoting healthy child development and maintaining strong parent-child bond: Focus on children in poverty.Pediatrics,129(1), e204-e213. Richter, L. (2015). The importance of caregiver-child interactions for the survival and healthy development of young children: a review. Shaffer, D. R., Kipp, K. (2013).Developmental psychology: Childhood and adolescence. Cengage Learning. Sugiyama, T., Okely, A. D., Masters, J. M., Moore, G. T. (2012). Attributes of child care centers and outdoor play areas associated with preschoolers physical activity and sedentary behavior.Environment and Behavior,44(3), 334-349.

5 Magic Marketing Words to Keep Customers Engaged - EssaySupply.com

5 Magic Marketing Words to Keep Customers Engaged 5 Magic Marketing Words to Keep Customers Engaged Magic marketing words are powerful words and phrases that you can use in your advertisements and content   to catch customer's attention, evoke emotional responses, and get customers primed to answer your call to action. When you add these magical words and phrases to your content, you can significantly increase the likelihood that your audience will convert, and the likelihood that they will share your content with others. There are hundreds of power words and phrases that you can use to make your content more engaging, however we have decided to focus on just a few that we feel are particularly powerful for content marketing efforts. Check out our 5 magic marketing words and phrases, then let us know what you think. Insider Information People love secrets, and they love to feel like they are part of an exclusive group. The promise of insider information appeals to both of these desires. If you are looking to collect email addresses, this is a great phrase to employ in a blog post. For example, you can invite readers to provide their email addresses in order to sign up to access 'insider information'. In return for their email address, you provide them with access to an email subscription list where they will receive content that other users do not. Offer Expires in 7 Days This is a phrase that creates a sense of urgency. The reader knows that they will miss out if they don't act quickly. Adding an expiration date to an offer often results in an increased number of people answering the call to action. Scammed Nobody wants to get ripped off. The very idea of it makes them angry. When you evoke that feeling, you get the reader's attention. They are ready to learn how your pricing, products, and services are a better deal than the other guy's. If your argument is convincing enough, they will want to learn more about what you have to offer. Just be sure that your delivery remains powerful throughout the rest of your post. Double Your Savings This is another great phrase to put into use if you want to get customers to convert. The idea of saving money is a perfect motivator for getting people to take a certain action. If you've already used a coupon or other discount to drive a customer to your landing page, why not sweeten the deal with an additional savings offer in return for them performing a simple task. This could be providing a referral email address, or agreeing to complete a short survey. Sensuous It's true. Sex sells. Anything that evokes thoughts or feelings of lust, sensuality, and physical attraction is a useful marketing tool. Believe it or not, words like this boost customer engagement even if you are offering products or services that have little or no direct connection to sensuality. Marketers have used sex appeal to promote everything from cosmetics, to website hosting, to food.

The Cold War essays

The Cold War essays The Cold War was an extremely long war that last from 1945 until 1990. It did not clearly start until 1945, but strained relations remained between the United States and the Soviet Union since 1917. The ending of WWII and the struggle between Communism and Capitalism, led to this unique war. This unparalleled war was between the Capitalist countries, including the United States, or the Eastern bloc and the Communist countries, including the Soviet Union, also referred to as the Western bloc. It was a unique war because it was not exactly declared war of battles, advances, and retreats. It was a war of ideas between the Free World and Communism (Lucas, P 1). Suspicion, mutual distrust, and misunderstandings between the United States, the Soviet Union, and their allies characterized the war. These conditions almost led to a Third World war at certain times. The United States and the Soviet Union both accused each other their ways because the United States wanted a free world wit h independence and democratic parties while the Soviet Union tried to control most of Eastern Europe, which was considered crucial to the country's interest. The United States was angered with the Soviet Union for wanting to expand Communism across the globe, and the Soviet Union was angered by the United States trying to stop revolutionary activity in other countries and practicing imperialism. In 1917, the Soviet Union became communist and established a Communist dictatorship. Throughout the 1920's and 1930's, the Soviet Union wanted the destruction of capitalism and world revolution, which was totally against the United States ways. Because of this, the United States would not even give the Soviet Union diplomatic recognition. These reasons made strained relations between the United States and the Soviet Union, and it led to the Cold War. The Cold War started in Europe after the Soviet Union lengthened its control throughout Central and Eastern...

HOW TO DEVELOP THE ESTREN FOOD IN THE UK Assignment

HOW TO DEVELOP THE ESTREN FOOD IN THE UK - Assignment Example 2012). Also the skills related to its job position should be set, so that hiring for these positions to be developed with no delay (Gilmore and Williams 2012). The HRM issues of the restaurant are analyzed further in section 2 of this paper. Another organizational sector that should be carefully reviewed in advance is accounting. Chapman et al. (2011) notes that in all firms accounting can result to important challenges mostly because of the following facts: a) it is difficult for managers to choose in advance the accounting strategy on which the business operations will be based; for example, emphasis will be give on re-investing profits or using profits for covering operational costs, so that the borrowing is fully avoided (Chapman et al. 2011, p.709), b) the level of profitability of a business and the market performance cannot be predicted in advance, a fact that it is quite common in new businesses; in this context, Eastern foods should not adopt a strict accounting strategy but rather short-term accounting plans should be applied, so that alterations and replacements are feasible in case of market changes or low profits. At the same time, Al-Hakim (2007) explains that managers in new businesses should emphasize on the introduction of effective knowledge management systems. These systems can secure high speed and accuracy in regard to the knowledge transferred; under these terms the success of a firm’s accounting system is guaranteed (Al-Hakim 2007). In addition, managers in Eastern Foods have to face a series of operational issues, such as: a) would the operational framework of the business be the same as in the mother company, in India? B) Should innovative practices be introduced in order for the restaurant’s operations to be more aligned to the Western culture (Barnes 2008)? c) Which will be the exact form of the firm’s

The life of Harry Truman in the context of civil Right Era Essay

The life of Harry Truman in the context of civil Right Era - Essay Example This was the true picture as well as impression depicted by Harry Trumann in the context of Civil Right Era (Gardner, 2002). It is of crucial significance to note that Harry Truman led America in gaining victory over World War II. However, tied to this are several of my major impressions relevant to his life in the Civil Right Era. Harry Truman was a leader of dignity, in-depth understanding, humanness as well as vast of wisdom. This was so conspicuous in the way he made his decisions on the context of civil rights. He championed of equality rights for all Americans, including the Whites and the Blacks. This was quite impressive since it enabled for equal consideration of people regardless of race, ethnicity as well as socio-political classes (Truman Legacy Symposium and Geselbracht, 2007). In defiance to the issue of racial discrimination, Truman employed racial integration within the USA military. This was a clear indication that Truman was considerate and wise in decision-making. He considered the pains both the Whites and Blacks underwent in the wars, thereby championing for the spirit of inclusion an d equality amongst all the American citizens (Gardner, 2002). As a leader of humane character, Truman espoused in his campaigns that he believed in the spirit of brotherhood and unity amongst all people in the face of law. He stressed the fact that any form of racial, political, social or economic discrimination could likely cause a state of political unrest as well as insecurity (Truman Legacy Symposium and Geselbracht, 2007). Such could easily disrupt peace and safety to all the citizens. This is quite impressive of Truman since he showed that as a leader, he valued peace, safety and equality amongst all the

The Ethics Of Dark Tourism

The Ethics Of Dark Tourism The Anne Frank Organisation (2006) states that in 2004, 936,000 visitors visited the house that used to be Anne Franks, a Jewish girl who among other Jews were murdered in the time of Hitlers fascism. Among this timeframe, Auschwitz, a concentration camp based in Poland which became a symbol of genocide, annually receives 750,000 visitors (Yuill, 2003) coming close to the annual 900,000 visitors to Dachau (Lippard, 1999). All these sites and many more which are similar, are what are called sites for dark tourism (Lennon and Foley, 2000), also known as Thanatourism (Seaton, 1996 cited in Ryan et al, 2005) and Black Spots (Rojek, 1997). This form of tourism is what Seaton (1999) defines as sites and attractions that are associated with deaths, acts of violence, scenes of death and crimes against humanity. With the popularity of this form of tourism growing within the horror tourism market (Tunbridge and Ashworth, 1996), the ethical issues surrounding it will need to be questioned. With the consumers and providers taking part in this growth of dark tourism, both their potentially contrasting ethical views towards dark tourism may be different. Whereas a providers means of preserving history is to charge people to maintain its upkeep, the consumers may see it as money making scheme in the expense of the deceased lives of the site. Whereas the providers means of letting people know its history is through interpretation of vulgar images, may seem unethically distasteful for consumers. Therefore, using Stone (2006)s shades of darkness spectrum as a tool for measuring different levels of dark tourism sites, these two main issues will be critically examined in depth, and in both the consumers and providers point of views to further understand the ethical dilemma of dark tourism. Dark tourism has often raised ethical debates about the ways in which leisure and pleasure are mixed with tragedy (Kempa and Strange, 2003), as many people think some sites for dark tourism is too sensitive to present it for the world to see. However, although this may be the case, it actually varies depending on the shade the site is supplying. This has been supported by Stone (2006) in which he believes that not all dark tourism sites and its supplies have the same degree of darkness and ethics. Stone (2006) believes that each site and what it supplies has its own degree of darkness, and depending on its criteria; it can be placed on what he refers as a darkest-lightest spectrum. On one side of the spectrum is what he termed lightest side of dark tourism. Sites belonging to this side of the spectrum tend to be fully commercial providers such as the London Dungeon, which Stone (2006) also term Dark Fun Factories, as its main aim may be more financial than educational. Stone (2006) further explains that although sites belonging to this side of the scale will be associated with death and suffering, it is not OF death and suffering. Therefore, sites at this lightest side will most likely be purposeful and entertainment based, with a lower degree of ethics surrounding it. However, on the other end of the spectrum are the darkest side of the spectrum, in which its criterias are completely the opposite of those on the lighter side. Stone (2006) explains that sites on the darkest side will be sites of death and suffering and its orientation will be to educate. Examples of these darker sites are which Wight (2005) class as primary sites, such as holocaust camps to sites of celebrity deaths, as sites on this side of the scale will be seen as authentic and non-purposeful, leading to a higher degree of ethical issues surrounding the sites at this side of the scale. One of these ethical issues is the notion of whether consumers should be charged to enter a site of death and with so much history. In novices and consumers eyes, it could be seen as unethical as they may see it as a means for providers to make profits in the expense of the deceased lives and history. Although this may be the case on sites within the lighter shade of the spectrum as it may be purely commercial, it is not always the case within the darker sites. Sites from the darker shade such as Auschwitz, the Gallipoli Anzac (Slade, 2003) and Robben Island prison (Shackley, 2001) are normally sites which are old and need continuous up keeping and staff. With this continuous maintenance, sites will need money to be able to continue to run its site and its historical contents. However, this also leads to the issue of how much. If a site charges just enough to afford the upkeep, then it may seem fair and ethical to do so. For example, according to Shackley (2001), the prison in Robben Island which Dann (1998) elaborates as a Dungeon of Death attraction, employs local people as tour guides, and their average weekly wage is  £10, which is the same amount as the entrance fees. However, if the entrance fees were to double, it will then be seen as profit making, thus, unethical as it is money making in expense of the past. By charging its consumers, it may also be a means of controlling how many consumers enter the site, as mass consumption of the site may lead to deliberate sanctification and loss of original identity of the site. Strange and Kempa (2003) agrees with this and further states that the commodification of history for mass consumption frequently leads to the trivialization of the site, and in turn causes deliberate sanctification of its history, as well as the loss of original purpose of why the site was built. An example of this happening is shown in the site of Machu Picchu. Johnston (2006) explains how ever since Machu Picchu was named a World Heritage Site in 1983, over 500,000 visitors started visiting the site every year, and to prevent deliberate sanctification, an entrance fee of $20 was put up. This in turn not only did not limit the number of foreign consumers from visiting, but also pushed the local people out of its own heritage site as they could not afford the entrance fees. Johnston (2006) continues to explain that this has contributed to the mass replacement of indigenous people with tourists around the site, causing sanctification and trivialisation of the site, as the original culture of Machu Picchu was gone. Despite all the motives that the providers have for charging its consumers, its clearly shown that it needs to be managed efficiently in order for it to work. Consumers who are consuming the product as experience and integration (Ryan et al, 2005) may agree with the notion of charging as it may feel like they are giving back to the deceased lives and the history of the site. Lippard (1999) explains this as guilt tripping in which consumers of this typologies may feel guilty of what happened in the past and may want to contribute towards the history in order to feed their conscience. Consumers consuming as experience and integration (Ryan et al, 2005) may be more sentimental than consumers that are consuming as play (Ryan et al, 2005), as the typology of play consumers will come from a Psychocentric (Novelli et al, 2005) background in which they may visit frequently to lighter shades of dark tourism sites but rarely to sites of a darker shade. Elaborating from this, it could be possible that consumers consuming as play may not be used to the dark history of the sites and may be shocked of its contents and backgrounds surrounding the darker sites, thus, may welcome the sanctification of the sites but not the notion of charging. Frequent happenings of this emotion tend to happen in what Ryan et al (2005) called Grey tourism supply, in which Ryan et al (2005) explains this theory as consumers with low, or no interest and knowledge in death and tragedy visits an intended dark tourism site. In this situation, a consumer may not be aware of the dark historical contents of the site as they would not have previous knowledge due to its lack of interest, but upon arriving to the intended site and knowing its gore details, they may instantly be repulsed and shocked. However, this is rare as Seaton (1999) believes that dark tourism is consumer demand rather than attraction demand, explaining that if it was not from the high interests and demand from the audience, there will not be the dark sector of tourism. To some extent, Seaton (1999) may be correct and that the main reason for the existence of dark tourism could be from the high demands for dark tourism. However, for this to happen, the presentation of the sites may also be blamed for the high popularity of dark tourism. This is because Walter et al (1995) explains that even when consumers are interested in death and tragedies, for tragedies to be given a real meaning, it needs to have a context by explanation, and sometimes through the personal stories of those people who has been caught up in it. This has been previously mentioned using an example from one of the darker sites of Robben Island. Shackley (2001) states that the prison site in Robben Island located in South Africa, employs ex prisoners that used to be held there. These ex prisoners are now acting as tour guides for its consumers, repeatedly telling each group of consumers their own personal experience of when they were held in the cells. Shackley (2001) continues to ex plain that the emotional welfare of the guides had not been considered and many of the guides felt obliged to continue with its employment due to lack of employment elsewhere. Although Walter et al (1995) did explain that consumers are interested in personal story telling, but ethically, should stories as sensitive as this be told repeatedly and personally from the own mouths of the ex prisoners? This may not only be ethically wrong, but also morally wrong. Blom (2000) agrees with this and states that interpretation as personal as this should be interpreted though technology such as information points within the sites. However, despite this, providers within the darker sites may not see it in the same way. Providers could argue that employees such as ex prisoners are getting paid and that they decide to be employed in this job role voluntarily. Providers could also argue that story telling from the mouths of people who have been caught up within the history of the sites are more rel iable and feasible than technology. This may be because stories that will be told from someone who has actually experienced and been there, may infact reduce the exaggeration of the contents of the history and stories, as well as being less biased than if technology was to tell it. By interpreting using technology, there could be a high chance that the information recorded into the technology is from someone with no relations to the site, thus, gives consumers wrong information. Also, this method of tour guides for interpretation may actually further benefit both the providers and consumers, as if the consumers had to ask a question about the site and its history, it can be answered immediately by the tour guides, delaying the time in which the consumers may form its own answers and judgements about the site. The views of the darker site providers in employing tour guides may also be the same for the views for providers of the lighter shade of dark tourism, as it may be required and expected by consumers to have someone to guide through the lighter sites, e.g. the fun factories (Stone, 2006). However, an implication that can arise from this is that within the lighter shade of dark tourism, the tour guides may exaggerate the actual history and stories behind the site in order to manipulate the consumers attention and encourage repeat business. Manipulation of consumers attention can also be done by the movement of original objects. For lighter shades of tourism sites to do this may be accepted, as previously mentioned before; Stone (2006) explains that sites of a lighter shade tend to promote any materials in order to attract business, thus, attracting profits. However, if a site of a darker shade decides to do this, the circumstances will change and it will become unethically wrong. For example, Wight (2005) states that in Auschwitz, the famous signage that read Work will set you free was moved from its original position to a location near the end of the tour to create a high point for consumers to reach a controversial conclusion to the experience. This can be a form of manipulation as Carnegie (2006) states that some sites do intentionally move objects in order to interpret the displays to contain central, recognisable, emotional and generic truths to the local audiences. This raises an ethical dilemma, as although prov iders may see nothing wrong with this as controversial conclusion may leave its consumers feeling the pain and tragedies of the past, but the ethics of this makes it unfair and unauthentic for its consumers. The main purpose in why consumers visit places of dark tourism in the first place is because they may want to experience the real truth behind the sites first hand, and thus travelled to the site to get this experience. However, when providers moves objects around to help stimulate consumers minds, it is made unreal as it is not how the history says it was, but how the providers want it to be. By moving objects, bits of history gets moved as well, and as time moves on and nobody moves it back to its original place, the origin and bits of history of it are forgotten, hence the deliberate sanctification of some sites and the movement of sites within the shade spectrum. The phenomenon of dark tourism is a difficult and delicate field to understand, but one aspect of it that is most understood is that it is increasingly growing in popularity, with thousands of consumers flocking worldwide to see these sites of tragedy. However, the ethics of visiting sensitive sites such as these are also growing, as questions such as whether to show or not to show, and whether to charge or not to charge are often questioned in both the providers and consumers point of views. To show these sites of tragedies may cause exploitation of local people as well as deliberate sanctification of the sites and its history, but to not to show, our history may be denied to us. By understanding the ethicalities of dark tourism, it will help in preserving its history and sites, so that it can then be better managed and better preserved and presented for the future. This in turn reduces the risk of exploitation of the sites and the way different typologies of consumers think. However, ethical issues do not stop at the grounds of the consumers and its providers, the sensitivity of the tour guides are also needed to be explored. As discussed previously, tour guides such as ex prisoners are sometimes obliged to relive their experience repeatedly in order for consumers to know the history. Although this may be one of the effective methods of telling history, it is important to consider the welfare of these tour guides, as the repetitive telling of their own experience may in turn contribute to further unethical dilemmas. Therefore, maybe to finally conclude on the ethics of dark tourism, it may be possible to state that ethical issues will always continue to exist around dark tourism, as long dark tourism itself exists too. However, the importance of the consideration of the ethicalities of dark tourism cannot be understated, and both consumers and providers may want to work together, if in the future, we still would like to know about our history through the form of tourism instead through textbooks and education.

Leadership Essay -- Communication, Accountability

REVIEW OF THE LITERATURE In this section of the paper, I will discuss current relevant literary articles that are related to ineffective leader skills, effective leadership skills, and inadequate communication skills. These scholarly references will show how others are dealing with the issues of ineffective leadership skill. It will also illustrate what can be done to improve poor leadership behavior. By reviewing these references, I will be able to help my organization become more successful. First, Allen and Dennis states leadership and accountability go hand in hand. This study shows that nurses are incompetent because they lack sufficient leadership skills. They do not have the ability and skills to manage with compassion and/or competence. Also, they do not empower their team to be sufficient. So why were they hired in the first place if they lacked the necessary skills to perform their jobs? Sometimes, organizations fill the opening because they are desperate to get help. But this causes hospitals to fail. When managers are ineffective, there is overall failure. Managers and nurses alike lose sight of their purpose because they are overworked and lack guidance from senior management. They are told to work harder and smarter but do not have the necessary tools to perform their jobs successfully. By providing efficient training and tools, these nurses were able to provide better care and became more sufficient (Allen and Dennis, 2010). Another problem is ineffective communication. According Herman Aguinis, managers should listen to others, process the information and communicate effectively. They should also instill trust and provide proper direction to their team. As leaders, they should guide, develop and motivate to im... ...s fail to change their culture, they are bound to be unsuccessful (Want, 2006). Finally, according to Wilkins there are more than 11 million employees working in the field of healthcare services. To retain these employees, leaders should be equipped to keep these employees motivated. A national study was done in 2003 through 2004 by Healthcare@Work showed healthcare employees have the lowest level of commitment to their job. The study indicated that healthcare managers are lacking the necessary leadership skills that keep employees committed and motivated. The study also showed that healthcare organizations should look deeper into its management culture and rethink the effectiveness of its current leaders. Healthcare@Work found that challenges in the workplace if ineffective leadership and what steps needs to be done to improve this problem (Wilkins, 2004).

Higher Education Essay

The report is based on information and impressions which the delegation obtained during the study tour. Information was also gathered from sources such as the websites of the organisations and institutions visited and from agencies including the National Office of Overseas Skills Recognition (NOOSR) in Australia, World Education Services (WES) in the USA, IAU and UNESCO/IAU among others. At several places in the text, sources have been specifically mentioned. An additional list of sources can be found in the appendices. 3 The report describes the system of education in India and the quality assurance system. Chapter 1 introduces the administration of the school system and the organisation of primary, secondary and higher secondary education, while Chapter 2 provides information about technical and vocational education. Chapter 3 outlines the system of higher education by reviewing the institutional structure with a discussion of both public and private education. Information on degree structure and grading systems is included, as well as examples of some bachelor degree programmes. In Chapter 4, teacher training at higher secondary level and at university level is described. Chapter 5 presents India’s response to globalisation in the higher education sector. The last chapter deals with the quality assurance work in education, both at secondary and higher level. Impressions and reflections about the education system and how it functions are incorporated into the report in frames where appropriate. Country Profile India is one of the world’s oldest civilisations, dating back to 2,500 B. C. Aryan tribes from the northwest invaded the country in about 1,500 B. C. ; their merger with the earlier Dravidian inhabitants created the classical Indian culture. Arab incursion starting in the eighth century and Turkish in the twelfth century were followed by those of European traders, beginning in the late fifteenth century. By the nineteenth century, Great Britain had assumed political control of virtually all Indian lands. Mohandas Gandhi and Jawaharlal Nehru helped end British colonialism through non-violent resistance. India achieved independence in 1947. The Republic of India was established in 1947 and comprises 32 states and Union Territories, the latter controlled by the central government. The country covers about 3. 3 million square kilometres with a population of 1. 029 billion and dominates southern Asia. It is slightly larger than one-third the size of the United States. India is home to 17% of the world’s total population, accommodated in an area that is 2. 4% of the world’s total area. India has the world’s twelfth largest economy and the third largest in Asia behind Japan and China, with a total GDP of around $570 billion. Services, industry and agriculture account for 50. 7%, 26. 6% and 22. 7% of GDP respectively. The United States is India’s largest trading partner. Bilateral trade in 2003 was $18. 1 billion. There are some 16 official major languages and 844 dialects. Among these languages, English enjoys associate status, but is the most important language for national, political, and commercial communication. Hindi is the national language and primary tongue of 30% of the people. The other official languages are Bengali, Telugu, Marathi, Tamil, Urdu, Gujarati, Malayalam, Kannada, Oriya, Punjabi, Assamese, Kashmiri, Sindhi, and Sanskrit. Hindustani is a popular variant of Hindi/Urdu spoken widely throughout northern India but is not an official language. Hinduism (80. 5%), Islam (13. 4%), Christianity (2.3%), Sikh (1. 9%) are the major religions in the country. The literacy rate is 52% (of the total population of age 15 or older). 4 Chapter 1 General Education Administration of Education The central and the state governments have joint responsibility for education, with freedom for the state governments to organise education within the national framework of education. Educational policy planning is under the overall charge of the central Ministry of Human Resource Development which includes the Department of Elementary Education and Literacy and the Department of Secondary and Higher Education. The Ministry is guided by the Central Advisory Board of Education (CABE) which is the national level advisory body. The education ministers of all the different states are members of the board. The National Council of Education Research and Training (NCERT) (1961) defines the National Frame Curriculum for classes I – XII. It also functions as a resource centre in the field of school development and teacher education. State Councils of Educational Research and Training (SCERT) are the principal research and development institutions in all the states. At secondary level, school boards at state level affiliate schools and set examination standards in accordance with the national framework. The Central Board of Secondary Education (CBSE) and Council for Indian School Certificate Examinations (CISCE) cover all India besides the National Institute of Open Schooling (NIOS). National Policy on General Education Under the national constitution, education was a state matter until 1976. The central government could only provide guidance to the states on policy issues. In 1976 the constitution was amended to include education on the concurrent list. The initial attempts of designing a National Education Policy were made in 1968 but it was only in 1986 that India as a whole had a uniform National Policy on Education. The National Policy on Education 1986, modified in 1992, defines the major goals for elementary education as universal access and enrolment, universal retention of children up to 14 years and substantial improvement in the quality of education. The National Policy of Education of 1992 also aims at vocationalisation of secondary education and greater use of educational technology. The policy has been accompanied by several programmes such as the District Primary Education Program (DPEP) launched in 1994 and the National Campaign for Education for All (Sarva Shiksha Abhiyan) launched in 2001/2. A proposed bill on the right to education (draft, November 2005) stresses the right of all children from age 6 until their 15th birthday to receive elementary education either in school or non-formal education (NFE). The Indian government is preparing the universalisation of secondary education (USE). The main aim is to provide high quality secondary education to all Indian adolescents up to the age of 16 by 2015, and senior secondary education up to the age of 18 by 2020. 5 Crucial problems in India are teacher absenteeism, noted by UNESCO in 2005; high teacherpupil ratios; and inadequate teaching materials and facilities, particularly in rural areas. At the other end of the scale, children attending urban schools, especially middle and upper class children in private schools, are subjected to extreme competition from a very early age in order to qualify for admission into the best schools. In 1979-80, the Government of India, Department of Education launched a programme of Non-Formal Education (NFE) for children of 6-14 years age group, who cannot join regular schools – drop-outs, working children, children from areas without easy access to schools etc. The initial focus of the scheme was on ten educationally backward states. Later, it was extended to urban slums, and hilly, tribal and desert areas in other states. Source: – UNESCO: India, updated August 2003 and Annual Report 2004/5, Ministry of Human Resource Development, India (overview). – Newsletter, October-December 2005, International Institute for Educational Planning, UNESCO. Learning without Burden, NCERT, 1993, reprinted 2004. – Annual report 2004/5, Ministry of Human Resource Development, India (annexes). School Education A uniform structure of school education, the 10+2 system, has been adopted by all the states and Union Territories (UTs) of India following the National Policy on Education of 1986. Elementary school, Class I – VIII, is recognised as the period of compulsory schooling, with the Constitutional amendment making education a fundamental right. A majority of the states and Union Territories (UTs) have introduced free education in classesI-XII. In states/UTs where education is not free for classes IX and above, the annual fee varies considerably. The pre-school covers two to three years. The elementary stage consists of a primary stage comprising Classes I-V (in some states I-IV), followed by a middle stage of education comprising Classes VI -VIII (in some states V-VIII or VI -VII). The minimum age for admission to Class I of the primary school is generally 5+ or 6+. The secondary stage consists of Classes IX-X (in some states VIII-X), and a senior secondary stage of schooling comprising classes XI-XII in all states. In some states/UTs these classes are attached to universities/colleges. The number of working days of school education in a year is generally more than 200 days in all the states/UTs. Participation in primary and secondary education The Gross Enrolment Ratio (GER), which indicates the number of children actually enrolled in elementary schools as a proportion of child population in the 6-14 years age group, has increased progressively since 1950-51, rising from 32. 1% to 82. 5% in 2002-03, according to statistics published by the Ministry of Human Resource Development in India. The rate of increase in GER of girls has been higher than that of boys. The dropout rate at the primary level (Classes I-V) declined from 39% in 2001-02 to 34. 9% in 2002-03. However the GER only covers 61% of children from classes VI to VIII. 6 In 2002/3 the dropout rate was estimated at 34. 9% at the end of lower primary classes and 52. 8% at the end of upper primary. The dropout rate was 62. 6% at the end of secondary school (Class X). There are wide disparities among the different states in the number of children completing primary and secondary school from less than 20% to more than 80%, according to the central statistics from the Ministry of Human Resource Development. Source – Selected Educational Statistics 2002-03. Provisional. Ministry of Human Resource Development, India – Annual Report 2004/5. Ministry of Human Resource Development, India – Secondary Education. Department of Secondary and Higher Education, Ministry of Human Resource Development, India (information on the Department’s website) National Curricula. The National Council of Education Research and Training (NCERT) formulated the first Curriculum Framework in 1975 as a recommendation to the individual states. NCERT was accorded the responsibility of developing a binding National Curriculum Framework through the National Policy on Education (NPE) (1986). NCERT reviews the curriculum every five years on the basis of consultations within the whole school sector. The core areas of the curriculum are common. Teaching of English is usually compulsory in classes VI-X in most of the states/UTs. NCERT published a New National Curriculum framework in 2005. The New National Curriculum will be introduced in textbooks in three phases: Phase one, 2006-07: classes I, III, VI, IX and XI. Phase two, 2007-08: classes II, IV, VII, X and XII Phase three, 2008-09: classes V and VIII NCERT has gradually been changing the curriculum from traditional information provision to be more learner-oriented and competence-based. National Curriculum Framework 2000 The National Curriculum Framework 2000 operates with the concept of the Minimum Levels of Learning (MLLs) identifying certain essential levels of learning for each stage of school education. Pre-primary education The National Policy on Education defines the objective of early childhood care and education (ECCE) as being the total development of children in the age group 0-6 years. Early Childhood Education (ECE) or pre-primary education (2 years), part of the ECCE, shall prepare children for school. Teaching at this stage, according to the National Curriculum Framework, comprises group activities, play–way techniques, language games, number games and activities directed at promoting socialisation and environmental awareness among children. Formal teaching of subjects and reading and writing are prohibited. However, NCERT strongly criticised the actual pre-school programmes for exposing children to structured formal learning, often in 7 English with tests and homework, in the introductory notes to the new National Curriculum Framework 2005. The competition for the best education starts at a very early age. Newspapers from September 2005 in India report of tremendous pressure on three-year old children being prepared by their parents for nursery interviews and competing with a huge number of other children for places in the most prestigious private pre-schools. The newspapers report on private persons/institutes that offer help to parents in preparing their children for nursery interviews. Other newspapers report the need for psychological support for children having developed speaking difficulties after having been exposed to onerous preparation by their parents for nursery interviews. Primary education At the primary stage, emphasis is on the process of understanding, thinking and internalising. The National Curriculum contains the following subjects: Subject Language(s) Lower primary Classes I-II The mother tongue/regional language. Lower primary Classes III-V The mother tongue/regional language Upper primary Classes VI-VIII Three Languages — the mother tongue/the regional language, a modern Indian language and English All kind of creative activities including the child’s own creations Essentials of mathematics for every day activities, including geometry – Art education Mathematics Art of healthy and productive living Woven around the world of the learner Creative education, health and physical education, work education, value inculcation Integrated approach Environmental studies – Health and physical education – Science and technology Social sciences – Work education – Integrated approach to music, dance, drama, drawing and painting, puppetry, health and physical education, games and sports, yoga and productive work Experiences to help socio- emotional and cultural development with a realistic awareness and perception of phenomena occurring in the environment Games and sports, yoga, NCC and scouting and guiding Key concepts across all the disciplines of science, local and global concerns Social, political and economic situation of India and the world, including Indian cultural heritage. Academic skills social skills and civic competencies Agricultural and technological processes including participation in work situation Source: National Curriculum Framework 2000 8 In all language education programmes, the stress is placed on the ability to use the language in speech and in writing for academic purposes, at the workplace and in society in general. The duration of a class period may be around 40 minutes and, according to NCERT, the school year should be a minimum of 180 days, and â€Å"†¦A primary school should function for five hours a day out of which four hours may be set aside for instruction. For the upper primary and secondary schools, the duration of a school day should be six hours out of which five hours should be kept for instruction and the rest for the other routine activities. † Secondary education (2 years, grades IX-X) In grades IX-X the scheme of studies should include the following subjects: three languages (the mother tongue/the regional language, a modern Indian language and English), mathematics, science and technology, social sciences, work education, art education, health and physical education. Foreign languages such as Chinese, Japanese, Russian, French, German, Arabic, Persian and Spanish may be offered as additional options. The curriculum in mathematics should take into account both the learning requirement of learners who will leave school for working life, and of students who will pursue higher education. According to the NECRT Secondary School Curriculum 2002-2004 (Vol.1, Main Subjects) the suggested number of weekly periods per subject in grade X is as follows: Subject Language I Language II Mathematics Science and technology Social science Work education or pre-vocational education Art education Suggested number of periods in grade X 7 6 7 9 9 3 + 2 to 6 periods outside school hours 2 The boards, however, according to NCERT, often offer limited or no optional courses: two languages (one of which is English), mathematics, science and social sciences are the typical examination subjects. A few boards encourage students to choose an optional course from a range that includes economics, music and cookery. Higher secondary/Senior secondary education (2 years, grades XI–XII) The curriculum at this stage is divided into an academic stream and a vocational stream. Academic stream The objectives of academic courses are to promote problem-solving abilities and convey higher levels of knowledge. The curriculum at this stage comprises foundation courses and elective courses. Foundation courses consist of (i) language and literature, (ii) work education, and (iii) health and physical education, games and sports. The study of language prepares a student to both learn and use language in the classroom, the community and the workplace. The choice of the language to be studied is decided by the learner. Work education includes e. g. developmental projects in a village or city. Generic Vocational Courses (GVC) aim at developing employment-related generic skills regardless of the persons’ occupations. The student should choose three elective courses out of the subjects 9 prescribed by the boards. Elective courses may include bridging courses between the academic and vocational streams. The list of courses may include modern Indian languages, Sanskrit, classical European languages and their literatures, English (academic and specialised), other foreign languages, subjects in the sciences and mathematics, computer science, accountancy, business studies, engineering, political science, history, sociology, psychology, philosophy, fine arts and others. NCERT prescribes that courses should be listed together without dividing them into mutually exclusive groups. Nonetheless, several boards restrict the combinations in the form of a ‘science stream’, ‘arts stream’ and ‘commerce stream’. Some schools tailor their classes to medical and engineering courses. Universities restrict admissions based on the subjects and combinations of courses studied in the +2 stage. Sixty percent of the instructional time is devoted to the instruction of elective subjects and forty percent to the foundation course. Vocational stream The introduction of the vocational stream was recommended by the central Kothari Commission (1964-66). The National Policy on Education, 1986 (revised 1992) set a target of twenty-five percent of higher secondary students in vocational courses by 1995. So far, enrolment is far below this. The courses for the vocational stream consist of: †¢ A language course †¢ A general foundation course †¢ Health and physical education, and †¢ Elective vocational courses Vocational education covers areas like agriculture, engineering and technology (including information and communication technology), business and commerce, home science, health and para-medical services and humanities. Language courses are organised to cover the grammatical structures and additional vocabulary particular to the trade or vocation. The general foundation course for the vocational stream comprises general studies, entrepreneurship development, environmental education, rural development and information and communication technology. Vocational electives are organised according to employment opportunities. Practical training is an essential component of the vocational courses, according to the National Curriculum Framework, with seventy percent of time devoted to vocational courses. The certificate issued should mention the competencies acquired and the credits earned. Organisation The organisation of teaching is based either on an annual or semester system. In most cases, a year’s course is divided into two parts to be covered in the two halves of an academic session in the annual system. Marks are accorded to a certain number of periods; the total mark is an average of marks accorded to the different parts of curriculum in an annual or semestrial examination (e. g. a paper corresponding to a 3-hour written examination). 10 The example below copied from the Senior School Curriculum 2007 (Central Board of Secondary Education) illustrates a typical curriculum (in history) and the maximum marks accorded to the different parts of the curriculum. History/Class XI Paper One Unit Part A – Ancient India 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. †¦Ã¢â‚¬ ¦. 30. Total Introduction Paleolithic Cultures and Beginning of settled Life Harappan Civilization The Early Vedic Period Later Vedic Phase and Iron Age South and North-East India Religious traditions Mahajanapada Mauryas Society, Economy and Culture during Mauryan period Post-Mauryan India The age of India from Guptas and after The Society and Culture in the age of Guptas and Harsha †¦ Project Work 100 marks 8 4 8 8 5 2 10 4 10 6 6 8 8 †¦ †¦. 5 8 9 5 2 7 7 Time: 3 Hours Periods 100 Marks Marks. In the semester system, recommended by NCERT, students take a number of credit hours corresponding to their requirements and capacity, and at their own pace. However, only a few institutions have adopted the semester and credit system. National Curriculum Framework 2005 The National Curriculum Framework 2005 points out the need for plurality and flexibility within education while maintaining the standards of education in order to cover a growing variety of children. The Framework recommends that learning shifts away from rote methods and that the curriculum reduces and updates textbooks. Peace education is included as a dimension in education. The new curriculum proposes a broader spectrum of optional subjects, including the revalorisation of vocational options. Courses may be designed to offer optional modules, rather than trying to cover everything and overfilling courses too much. The National Curriculum Framework 2005 also proposes changes within the examination system (examinations for classes X and XII) allowing reasoning and creative abilities to replace memorisation. The children should be able to opt for different levels of attainment. Textbooks 11 Most states have legislated to create bodies for the preparation of syllabi and textbooks. The states have established various mechanisms for the preparation and approval of textual materials. However, a study in 2005, undertaken by the Central Advisory Board of Education (CABE), of textbooks used in government schools (not following the CBSE syllabus) and in nongovernment schools (including social and religious schools) showed that many textbooks reinforce inequalities and neglect rural, tribal or female realities. According to NCERT’ Newsletter, in 2005, CABE proposed the institution of a National Textbook Council to monitor textbooks. Source: – National Curriculum Framework 2000, National Council of Education Research and Training (NCERT), India – National Curriculum Framework 2005, National Council of Education Research and Training (NCERT), India – Newsletter July 2005, National Council of Education Research and Training (NCERT), India – Senior School Curriculum 2007, Central Board of Secondary Education (CBSE), India, 2005 Examination and Assessment In all the states and Union Territories, public examinations are conducted at the end of classes X and XII by the respective State Boards of Secondary and Higher Secondary Education. Ministry of Human Resource Development has published a list of recognised state boards for secondary and higher secondary education. The minimum age for admittance to the Secondary School Examination generally varies from 14+ to 16+. The minimum age for Higher Secondary School Examinations varies from 16+ to 18+ years. Some states/UTs do not have an age restriction. The Central Board of Secondary Education (CBSE), established by a special resolution of the Government of India in 1929, prescribes examination conditions and the conduct of public examinations at the end of Standard X and XII. The Council for the Indian School Certificate Examinations (CISCE), Delhi, was established in 1958 by the University of Cambridge, Local Examinations Syndicate as a self-financing national examination board. The Council conducts the Indian Certificate of Secondary Education (Standard X) and the Indian School Certificate (Standard XII) examinations. CISCE affiliates schools using English as a medium of instruction. The title of the final qualification varies depending upon the examining body. The titles used by the central examining boards are: CBSE: †¢ All India Secondary School Certificate (Standard X). †¢ All India Senior School Certificate (Standard XII). 12 CISCE: †¢ Indian Certificate of Secondary Education (ICSE Standard X). †¢ Indian School Certificate (ISC Standard XII). †¢ Certificate of Vocational Education (CVE XII). Information from the procedure of the All India Senior School Certificate (Standard XII) (extract): The Board conducts examination in all subjects except General Studies, Work Experience, Physical and Health Education, which will be assessed internally by the schools based on cumulative records of students periodical achievements and progress during the year. In all subjects examined by the Board, a student will be given one paper each carrying 100 marks for 3 hours. However, in subjects requiring practical examination, there will be a theory paper and a practical examination as required in the syllabi and courses. A candidate may offer an additional subject that can be either a language at elective level or another elective subject as prescribed in the Scheme of Studies, subject to the conditions laid down in the Pass Criteria. A candidate will get the Pass Certificate of the Board, if he/she gets a grade higher than E in all subjects of internal assessment unless he/she is exempted. Failing this, result of the external examination will be withheld but not for a period of more than one year. In order to be declared as having passed the examination, a candidate shall obtain a grade higher than E (i. e. at least 33% marks) in all the five subjects of external examination in the main or at the compartmental examinations. The pass marks in each subject of external examination shall be 33%. In case of a subject involving practical work a candidate must obtain 33% marks in theory and 33% marks in practical separately in addition to 33% marks in aggregate in order to qualify in that subject. A candidate failing in two of the five subjects of external examination shall be placed in compartment in those subjects provided he/she qualifies in all the subjects of internal assessment. A candidate who has failed in the examination in the first attempt shall be required, to re-appear in all the subjects at the subsequent annual examination of the Board. A candidate who has passed the Senior School Certificate Examination of the Board may offer an additional subject as a private candidate provided the additional subject is provided in the Scheme of Studies and is offered within six years of passing the examination of the Board. A candidate who has passed an examination of the Board may reappear for improvement of performance in one or more subject(s) in the main examination in the succeeding year only; however, a candidate who has passed an examination of the Board under Vocational Scheme may reappear for improvement of performance in one or more subject{s) in the main examination in the succeeding year or in the following year provided he/she has not pursued higher studies in the mean time. He /she will appear as private candidate. Candidates who appear for improvement of performance will be issued only Statement of Marks reflecting the marks of the main examination as well as those of the improvement examination. Central Board of Secondary Education Central Board of Secondary Education (CBSE) is one of the three national boards of secondary education in India. CBSE has affiliated around 8,300 schools including government and independent 13 schools. It also affiliates schools in some 20 African and Asian countries. About 200 new schools are affiliated each year. Study teams conduct regular inspections of the affiliated institutions. CBSE has a central office and 6 regional offices. Permanent affiliation is obtained after a number of years. Affiliation is granted according to strict criteria. A list of affiliated schools can be found on CBSE’ s website: http://www. cbse. nic. in. The major objective is to prescribe conditions of examinations and conduct public examinations at the end of Classes X and XII and to grant certificates to successful candidates of the affiliated schools. All affiliated schools follow the national scheme of 10+2. Here is an example of testimonial for All India Senior School Certificate Examination from 2000: CBSE is regulated but not financed by the central government. Financing is assured by fees from the affiliated schools. CBSE accepts private candidates. CBSE develops its curriculum on the basis of the national curriculum framework. The curriculum is revised every 5 to 10 years. Two of the front line curriculum subjects are revised every year. According to CBSE, it strives notably to adapt current teaching methods and content of teaching to an innovative and creative society in the form of subjects such as functional English, bio-technology, entrepreneurship, life skills education, and disaster management. An important objective is the destressing of education, including no homework or examinations in grades I and II and only achievement reports in grades III-V. Information technology is compulsory in grades IX +X. Language studies include a possible 27 different languages besides Hindi and English. One teacher may teach four subjects up to grade X. The board uses the term learner (for student) with emphasis on the learner’s role in learning. Two subjects undergo a performance analysis (marks, questions, learning) each year to cope with poor performance. 14 Examination is monitored and organised to avoid fraud. CBSE issues duplicates of certificates under certain conditions. CBSE also organises in-service training of teachers and special programmes for new principals. Grading Both Standard X and XII are normally marked on a percentage basis. The minimum passmark varies depending upon the subject. According to the UK NARIC, the following marking scheme is used in most states for the Standard XII examinations, in comparison with that used by the central boards. Performance CBSE assessment 85%+, 80-85%, 70- Excellent, Superior, Very A1-A2, B1 80% good 60% – 70% Good B2 50% – 60% Satisfactory C1 40% – 50% Average C2 35% – 40% Pass D Percentages Source: India, International Comparisons, UK NARIC CISCE One, two, three Four Five Six seven Documents The pass-document is issued by the relevant Board of Secondary Education. It shows the type of programme (academic or vocational), the subjects passed and the marks obtained out of total marks as well as the aggregate marks, percentage obtained, and result as well as the overall grade/division. National Institute of Open Schooling (NIOS) National Institute of Open Schooling (previously known as the National Open School) was established in November 1989 as an autonomous registered society. The institute provides basic programs such as secondary education courses and senior secondary education courses on an open education basis. NIOS conducts examinations twice a year and candidates can appear in one, two or more subjects. Credits are accumulated until the certification criteria are fulfilled. NIOS has at its disposal a network of accredited study centres all over India providing support to learners. Source – India, International Comparisons, UK NARIC (Website) – Secondary Education. Department of Secondary and Higher Education, Ministry of Human Resource Development, India (information on the Department’s website) 15 Islamic Education India also has a system of Islamic education. Several different sects have their own schools where they teach Islamic subjects and Arabic to mainly (but not only) Muslim children.