Academic Response Essay Example | Topics and Well Written Essays - 1000 words

Academic Response - Essay Example In Rodriguez’s case, when his sibling started communicating to him in English at home in order to help him gain public confidence by learning a bit of English, the whole family underwent changes as the parents and the relatives were no longer at ease with him as marked by the silence spell in the house especially at dinner time. English transforms the entire family therefore limiting the intimacy they had with Spanish. This is a disadvantage to young children as supporters of bilingual education assert that children should first be taught in their first language. Rodriguez also argues that the ability of a bilingual person to speak two languages especially a language spoken by most people in public makes him more comfortable when speaking in public. The use of the first language only impedes social growth as one cannot communicate in English effectively thereby causing alienation from the public. When Rodriguez mastered English, he started viewing himself and his family as part of the American society as he could now fit in the public. He learned that Spanish is something that was not socially acceptable and appropriate in public and he got the feeling that he has the obligation and the right to communicate in English. This made him feel like a complete fully-fledged and worthy member of the American society. He says, "At last†¦I was an American citizen." Rodriguez also implies that speaking a language different than his private language in public makes the person lose a part of his identity. This is because bilingual education requires that the largest part of the first language is neglected thereby intensifying the separation among cultures. Rodriguez asserts that there must be a sacrifice in order to gain the acceptance and worthiness of being an American. His philosophy is that learning English requires that the native language is buried and forgotten in the mind of the students like the way he

Human resources - Expatriate Compensation Research Paper

Human resources - Expatriate Compensation - Research Paper Example This paper will seek to discuss about the different compensation options offered to expatriates as well as what they should expect in those compensation packages. Additionally, it will also include the hidden costs and other life costs that expatriates should consider as they could affect their compensation. Compensation options offered to expatriates Tax Many companies offer expatriates several compensation options. These compensation options can be in the form of taxes whereby a foreigner working in a particular country can be exempted from taxation. This means that, that employee has a compensation option, which is tax, and he or she can choose to be exempted with reference to this option (Froymovich, 2011). In this case, an employee becomes eligible for things like foreign tax exclusions. In addition, he or she can still eligible for extra compensation options that include credits and deductions that help protect the employee from double taxation particularly on the same amount o f income he or she generates after a given period. Therefore, it is advisable that if an employee is going to be paying for his or her local taxes, hiring a qualified and eligible international tax expert who can help understand the kind of exclusions and credits an employee can qualify for in that specific country (Aenlle, 1996). For instance, in some countries such as Belgium, temporary international workers have the eligibility to claim for deductions that locals cannot. In tax preparation, employees tend to include what they commonly refer to as the tax equalization contract in expat packages. In this kind of situation, a company pays for an employees’ international or foreign taxes while the employee essentially pays for taxes in his or her home country as if he is still living in that country (Froymovich, 2011). However, noting that there are number of pitfalls in this case is crucial. An employee can end up owing the company he works for if that company’s accoun tants calculate the employee’s tax burden and establish it exceeds the total amount of money the employee has in his accounts especially if the employee is an American (Kwoh, 2012). Moreover, despite the point that the company may promise to pay for an employee’s tax preparation so that the employee complies with the US regulations, it may fail to inform the employee of any other local charges that the employee is responsible for in due time making it hard for the employee to comply immediately. A clear outlook into this situation indicates that the article provides evidence that there are hidden charges that an employee may fail to be aware of resulting to ambiguities. In this case, the hidden charges are the local charges needed to take care of the required paperwork and in the US, it can cost up to $1000 or more (Aenlle, 1996). Apart from this case, there are others where an employee may be responsible for his or her local taxes without prior preparation knowledge o r assistance as per what date will the exemptions or deductions will be available. According to the senior portfolio manager, Maxim Global Wealth Advisors, Portland, Ore,

Green Walls: Benefits in the Contemporary City

Green Walls: Benefits in the Contemporary City INTRODUCTION Green wall and its necessity The living, organic systems characterized by green walls, are integrated with the inorganic and lifeless structures are dominating modern architecture and holds the promise of a new type of living architecture. Green walls are generally walls that are part of the Building covered with vegetation. They are like vertical garden mostly formed with creeper system on the exterior wall with the roots on the ground or with free standing vertically framed wall with different native plants grown on the surface. They are also termed as bio walls or living walls since they act as natural air-conditioner as they purifies and cools the ambient air to a large extent creating a healthy environment. The deepest threat of global warming is the rapid urbanization and deforestation. There is a considerable increase of co2 emission and heat transfer. This impact is extreme in the urban condition where the vegetation/ greenery are sparse. Also in the urban conditions mostly all the buildings are glazed and air-conditioned with out any ways of neither thermal insulation, nor are they shaded with thick surrounding landscape. This is basically due to the space constraints and optimization. In such challenging cases Green wall is the best alternative which acts as a good shading device against heat gain and energy losses, pollution etc. Hence, Green walls are must in urban conditions. Economic and Environmental benefits of Green walls The economic and environmental benefits are many. They result in substantial energy savings, extension of building life, CO2 capture, acoustics and Aesthetics. Energy Conservation: Vegetation on walls can assist in cooling buildings in summer and insulating them in winter. Reduction of thermal loading to buildings results lower heating and cooling costs which in turn lowers carbon emissions. Jacklyn Johnston and John Newton (2004) Health: These climbing plants on green walls filter out dust and other pollutants. Jacklyn Johnston and John Newton (2004) Reduction of heat island effect results in less reflected heat. Air purification: plants filter pollution especially when used inside buildings. Noise attenuation: It acts as sound barrier resulting in quieter buildings and streets. Green walls can collect over 30kgs per m2 of rainwater. Increased urban biomass. Jacklyn Johnston and John Newton (2004) clears the fact that There is a widespread belief that plants are inimical to built structures, ripping out mortar and prising apart joints with their roots. The evidence suggests that these problems have been greatly exaggerated, except where decay has already set in and then plants can indeed accelerate the process of deterioration. There is little evidence that plants damage walls. In fact in most of the cases the exact opposite is true, with plants covering the wall helps in protecting the wall from harmful elements, solar radiation which in turn reduces the thermic tensions within the structure. Indigenous sustainable elements and their benefits Indigenous sustainable elements are the simple elements which are locally available and considered as waste or least prioritized. For example, the coconut shells in the country like India which are available in abundance are just disposed or burnt to ashes even though they have high thermal coefficient and suitability for insulation/ acoustics. Similarly, materials like Clay, Bamboo, Jungle/ Pine/Rubber wood, Cork etc carry untarnishing effect in the field of sustainable Architecture when used appropriately. Apart from their interesting characteristic they are also economic. RESEARCH QUESTION/OBJECTIVE: Does green wall need to be green? The realistic objective of this research is to create more enjoyable greener cities which in turn bring numerous benefits to the surrounding environment. In the almost all the Urban locations of the world where the CO2 emission is extremely high due to various factors have hardly any good vegetation to control environmental pollution. Unfortunately, in such locations the concept of sustainability like Green wall gets relegated to the second spot due to construction and maintenance cost. The idea is to address to these areas and also to enhance the benefits of Green walls with some medicinal value. This needs to be achieved by identifying native herbal plants and also, to study and innovate in the area of low cost indigenous elements like coconut shells, bamboo, cane, Jute, cork, ect as construction materials to supplement to sustainable design. LITERATURE REVIEW: Green walls are slowly gaining value and are considered valuable for cooling the Urban space than green roofs in countries like Japan. But the green wall is still new to countries like India and china. Jacklyn Johnston and John Newton (2004) states that This is a great pity, because even in those cities relatively well endowed with greenspace many areas can justifiably be regarded as deserts in biological terms. Nigel Dunnett and Noel Kingsbury (2004) Green wall is widely practiced in Europe and it is quite common in France and Germany to see house covered in Virginia creeper or vines which are influenced by Mediterranean climate. Jacklyn Johnston and John Newton (2004) states that We need appropriate development which incorporates an ecological approach to building and landscape. This means that the land lost in the construction of buildings and roads should be replaced with a layer of plants on the hard surfaces. By this way green skin can be strategically added to create a new net work of vegetation linking roofs, courtyards, walls and open spaces. Different types of green walls There are two different types: Green facades and Living walls Green faà §ades: are wall systems where plants cover supporting structures rooted at the base of the structure. Supporting structure can either be a existing wall or built as freestanding structures. Living walls: (also called bio walls or vertical gardens) composed of pre-vegetated modular panels that are fixed to a structural wall or freestanding frame. Modular panels comprises of polypropylene plastic containers, geotextiles, irrigation system, growing medium and vegetation. Living walls can be installed on the exterior of a building in full sun, shade, and interior of a building. They grow well in both tropical and temperate climate. Due to huge variety of plants used, living walls require more intensive maintenance than green facades like regular watering, adding nutrients and fertilizers. Different types of green faà §ade support structures The two primary types are Modular trellis systems: Panels which are rigid and lightweight are installed vertically as wall-mounted or freestanding. They can also be used on tall buildings along side with intermediate planters. Modular trellis systems are essential where the physical growth of climbing plants is restricted. Freestanding structures: are rigid panels such as green columns or canopy forms that can be placed on either on building walls where either the space is limited or load is restricted. The panels can also be used as shading devices for a open parking area. Cable and rope wire systems: this system consist high-tensile steel cables, wire trellises, spacers, and additional equipment. Vertical and horizontal wires are connected through cross clamps to form a trellis system of desired sizes and patterns. Stainless steel wire-rope net is supported on flexible or rigid frames to cover large areas. Best plant types to use for green walls Jacklyn Johnston and John Newton (2004) Considering the relationship between the types of plant used and the aspect of the walls where they will grow is also a very important aspect. Deciduous plants are the most suitable on the south side of a building. In the summer their dense foliage shields the building from sunlight and creates cooling effect. In winter leaves are shed, allowing sunlight to reach the surface of the wall so helping to warm the interior of the building. Similarly on a west-facing wall it is sensible to use evergreens to protect the building from rain and provide a cushion of air to help insulation. North facing walls are best for supporting native herbs and wider ranges of plants. East walls may fall into either category. Plants used on exterior building walls are exposed to harsher climactic surroundings than those of indoors. Hence for building that intend to reach great heights, more hardy species of plants should be selected. Similarly, for less plant friendly climates, climbers that are tolerant for wind and heat should be selected. Nigel Dunnett and Noel Kingsbury (2004) On wooden walls and other structures, species with very heavy growth or a thick branching habit should be avoided, as the structure may not be able to support the weight. Plant selection will have major impact on the design of the supporting system. For instance, a denser and faster growing plant will require a larger space between supports than less aggressive plant species. The density of plant life further impacts the underlying structure. Greater the leaf surface area, the more impact rain will have on the weight of the system. Green wall installation and maintenance Jacklyn Johnston and John Newton (2004) Small herbaceous species are able to grow on walls by taking root in the substance of the wall itself. But other species are naturally adapted to climbing up and over obstacles such as rock faces, trees and shrubs. Some kind of support structure is essential for these plants to grow successfully. For example, climbers such as hops support themselves by spiralling upwards around an object. They will require timber battens, trellis work, steel cables or plastic ropes. Although some creeper can cling directly onto walls by their roots, they require a rough surface to enable them to do so. Rambling plants such as bramble and climbing rose need wide-meshed grid structures to which they can be attached. A 50x50cm latticework of treated timber mounted on wooden posts (or an equivalent structure using cables, rope or netting) will provide an adequate support for a range of species. Whenever possible it is sensible to leave little gap between the faà § ade of the building and the supporting structure to maximise the effects of summer cooling and winter insulation. The structures help in distributing the weight of the plants across the supporting structure and wall. In cable and rope wire systems, anchors and turnbuckles have to be installed at the end of each cable for tightening and adjustments as and when required. Jacklyn Johnston and John Newton (2004) Polypropylene cladding tiles incorporates waterproof membranes and their own irrigation system. Plants could be established on these and then hung on the outside of a building. Depending on species, climbing plants generally require a good supply of water and occasional pruning. Supporting structures require less maintenance, with only occasional monitoring of the supporting structure. Jacklyn Johnston and John Newton (2004) For climbing plants the ground should be prepared just like for any tree or shrub by creating a pit and adding in some compost to the top 30cm.Pre-grown panels for living walls needs 6-12 months for plants to grow prior to delivery and installation. The panels are grown horizontally until it is shipped to the site after which it can be mounted vertically. Climbing plants should be selected that do not provide a food source for unwanted pests and insects. Excessive growth or dead wood should be removed periodically and standing water should be avoided. LEED points for using green walls LEED has several credits for green walls when used in buildings. Sustainable Sites Credit 7.1: Landscape Design that Reduces Urban Heat Islands (1 point). Solar reflectance of a building is greatly reduced by exterior green walls, thus reducing the urban heat island effect. Water Efficiency Credits 1.1, 1.2: Water Efficient Landscaping (1 to 2 points). Harvested stormwater can be used for watering the plants of the green walls. Usage only collected, recycled, or nonpotable water may also add on to this credit. Water Efficiency Credit 2: Innovative Wastewater Technologies (1 point). Green walls can act as a medium for utilizing wastewater treatment. Energy and Atmosphere Credit 1: Optimize Energy Performance (1 to 10 points). Buildings mechanical systems usage can be reduced greatly by green walls which acts as additional insulation for the structure and also provides natural cooling. Innovation in Design Credits 1-4: Innovation in Design (1 to 4 points). Green walls can contribute to innovative wastewater management or ventilation systems. KNOWLEDGES AND GAPS What is the awareness on Green walls in the countries like India? Green Building Movement in India Catalysts and Course India is witnessing incredible growth in infrastructure and construction sector. The construction industry in India happens to be one of the largest economic activities. As this sector is growing speedily, preserving the environment poses lot of challenges and at the same time presents opportunities. The construction sector therefore needs to contribute towards environmental responsibility. Green wall concepts are at emerging stage in India primarily due to high initial cost and lack of a native product to address the same. But still it offers great potential which asks for greater understanding and evolving an indigenous product by Indian Architects/ Landscape designers. How cost conscious developed countries are and how it is important? Most of the developed countries are focused on the technology of future and the art of modern architecture plays vital role where the value of simple indigenous elements gets neglected. In that case, even in the name of modernization most of the developing countries are also getting inspired by the developed countries. Cost effective design always carries value at the time of crisis and recession. It also speaks its untouched charm as they are formed mostly with natural elements. INNOVATION: An Indian based Agriculturalist who tried organic farming elunkathir pannai with the protection of bio fence created with the native herbals and plants. The result proved to be astonishing and achieved good yield. The interesting secrete behind it is, all the air born pests are filtered and killed by naturally available herbal predators. This inspires and even strengthens the concept of Green walls for the urban spaces also. And that is one of my initiative and part of the research using native herbals to achieve medicinal benefits. Sustainability is largely being practised in various fields. But in most of the cases they are not cost effective. The other part of my innovation is to adapt low cost sustainable design with simple indigenous elements like Coconut shell, Clay plaster, Cork, Bamboo, Jungle/pine wood etc. at appropriate areas. DATA AND INFORMATION TO BE COLLECTED: Details of Green wall construction/installation Supports and frames Plants species for indoor and out door Irrigation system details Lighting details Maintenance Samples How to collect data and How to analyse it? Already gathering information from the service providers of various places on green wall construction and maintenance aspects. In the process of getting associated with a Horticulturalist/ Agriculturalist to get details on the plants species and their behaviour. Apart from the above, I have collected sufficient literature to move forward. Also, analysis of each element will be carried out through models and tools by collecting all the required samples from the mentioned resources. PLANNING The concept of green wall has to be incorporated in design and the same will be detailed and fine-tuned towards the research topic as a study model. As part of innovative design the usage of indigenous sustainable elements will also be adopted. Characteristics of the indigenous elements available in the developing countries like India are enormous. Will plan them appropriately in design specification based on their characteristics and also, complying with ergonomic standards. POSSIBLE OUTCOME Considering all the urban spaces which are completely responsible for the curse Global warming on this mother earth, as a responsible Architect would work towards through my dissertation to manifest and prove Green walls and other simple indigenous materials as affordable solution for all the Urban conditions and justify the usage of green wall for a space which is non-Air-conditioned. The other issue which is threatening the world is the recession which also calls for innovative cost effective practise in the construction and specification. Initiative to achieve the same with cost effective indigenous materials is a challenge yet it will be proven possible. It is always better to plan and protect, rather than repent and repair Bibliography: Property World- August 2009 The Hindu-Elunkathirpannai- Arunachlam-Thursday,2008 The Architects Journal, Building Library Starting with Plants-Dougherty, David Green walls Austrialia Pvt ltd. www.greenscreen.com http://www.greenscreen.com/home.html http://www.bdcnetwork.com/article/379033-6_Things_You_Need_to_Know_About_Green_Walls.php Green Building Movement in India Catalysts and Course Was the League of Nations a Success or Failure? Was the League of Nations a Success or Failure? In what ways was the League of Nations a predecessor to the UN? Was the League successful in its goal of protecting minorities throughout Europe in the wake of WWI? While the League of Nations was created after the end of World War One to prevent war from ever breaking out again, a few years later World War Two broke out shocking the world with its lack of response to defuse the situation. Though many people only discuss the epic failure of the League of Nations it is important to realize that the League of Nations was semi-successful in its goal of protecting minorities throughout Europe after World War One and was a predecessor to the United Nations. To understand the League of Nations it is important to go over the reasons why it was created and its organizational structure. Based on President Woodrow Wilsons, 1918 address to the United States Congress, where he spoke of his desire to create a world dedicated to justice and fair dealing(Wilson 1918) which later became the Fourteen Points program. This program included explicit references to the rights to self-determination and statehoods for nations seeking freedom (Wilson 1918). The League of Nations was created after the end of World War One to prevent war from ever breaking out again. After the turmoil, the Versailles Treaty in 1919 established the League of Nations to bring stability to the world. The world was horrified by the slaughter that had taken place in what was meant to be in the civilized part of the world. The only way to avoid having such atrocities to repeat, a need for an international body whose sole purpose was to maintain world peace and sort out internation al dilemmas when and if they ever occurred again was needed (Clapham 2007). Other than the United States, who was too busy with the root of isolationism, support for the League of Nations was strong. The League of Nations was to be based in Geneva, Switzerland as it was a neutral county and had not been involved in World War One. With its establishment the League of Nations and its Covenant, addressed the rights of minorities, workers rights, right of women and children, refugees and slavery (Freeman 2005). Also according to the League of Nations Covenant there were three things that could be done to resolve a dispute. One way it states to resolve this dispute is to have the states in the dispute sit and discuss their problems in an orderly fashion in the Leagues Assembly, which is similar to a parliament or the current United Nations parliament. If there is an aggressor then the League would and can verbally warn the aggressor nation. If nothing came from the Assemblys decision then the League of Nations could propose to introduce economic sanctions against the aggressor nation (Covenant 1919). The logic behind this action was to financially aggravate the aggressor country so th ey would follow and give into the League of Nations and their requirements. The League of Nations could order other League Members to not trade with an aggressor nation and if this failed as well then militarily force would be used to put the aggressor nation into place. The only problem with this concept was that the League of Nations did not have a military force that they could use and no member of the new League of Nations was required to provide any military help under the terms of joining which is different from the current United Nations where if joined with the United Nations military help is a requirement. This lead to the League not being able to carry out any of its threats. Due to the atrocities and severe depletion of many major armies it was hard for even first world nations such as Great Britain and France to provide military strength to help the League of Nations. Another weakness that the League of Nations had was the lack of support from the founding fathers country; the United States. Though Woodrow Wilson came up with the the foundation of the League of Nations with his Fourteen Points speech, he refused to join the League of Nations as the United States was fulling its desire for isolation. This was a serious blow to the prestige of the League. A few other problems with the League of Nations was that Germany was not allowed to join because it had started World War One, according to the Versailles treaty. This was a great low point for both the League of Nations and Germany, as they both could not help each other out again other aggressor nations such as Russia and Japan. Russia was not allowed to join because in 1917 there was a communist government that created fear in western Europe. This also created a hole in the League of Nations because this depleted them of another potential military power to help keep order in the world. Though the weaknesses were mentioned earlier in the paper is it important to remember the successes that the League of Nations also had. The League aimed to promote international cooperation in economic and social affairs. Under the League of Nations the council was active in the protection of workers rights. Their goal of fair and humane conditions of labor for all men, women and children (Covenant 1919) became the central focus of the International Labor Organization (ILO) which still continues to be one of the United Nations specialized agencies (Clapham 2007). Workers rights were to be recognized and protected even though they were in place by governments for their own state interests rather than individual interests. Some governments feared their population would turn communist and thus recognized workers rights. The League of Nations was also successful in setting up a commission on slavery and adopted the 1926 Slavery convention, putting an end to slavery. They also developed conventions on the traffic of women and children (Clapham 2007) A few of the League of Nations decisions protected the rights of minorities in Europe while it was in existence. In the Aaland Islands, 1921, near Finland and Sweden, most of the islanders wanted to be governed by Sweden even though traditionally it had always been governed by Finland. Neither Sweden nor Finland could come to a decision as to who owned the islands and in 1921 they asked the League to adjudicate. The Leagues decision was that they should remain with Finland but that no weapons should ever be kept there. Both countries accepted the decision and it remains in force to this day. Though the minorities did not get as they wanted they were given the opportunity to speak up to the League and help make a decision peacefully. The face that the decision is still in force today is a wonderful concept. Though the League of Nations was a political failure it established a groundwork for the current United Nations and its strong commitment to Human Rights. Turkey (1923) The League failed to stop a bloody war in Turkey (see League failures) but it did respond to the humanitarian crisis caused by this war. 1,400,000 refugees had been created by this war with 80% of them being women and children. Typhoid and cholera were rampant. The League sent doctors from the Health Organisation to check the spread of disease and it spent  £10 million on building farms, homes etc for the refugees. Money was also invested in seeds, wells and digging tools and by 1926, work was found for 600,000 people. A member of the League called this work the greatest work of mercy which mankind has undertaken. Greece and Bulgaria (1925) Both these nations have a common border. In 1925, sentries patrolling this border fired on one another and a Greek soldier was killed. The Greek army invaded Bulgaria as a result. The Bulgarians asked the League for help and the League ordered both armies to stop fighting and that the Greeks should pull out of Bulgaria. The League then sent experts to the area and decided that Greece was to blame and fined her  £45,000. Both nations accepted the decision. The failures of the League of Nations Article 11 of the Leagues Covenant stated: Any war of threat of war is a matter of concern to the whole League and the League shall take action that may safe guard peace. Therefore, any conflict between nations which ended in war and the victor of one over the other must be considered a League failure. Italy (1919) In 1919, Italian nationalists, angered that the Big Three had, in their opinion, broken promises to Italy at the Treaty of Versailles, captured the small port of Fiume. This port had been given to Yugoslavia by the Treaty of Versailles. For 15 months, Fiume was governed by an Italian nationalist called dAnnunzio. The newly created League did nothing. The situation was solved by the Italian government who could not accept that dAnnunzio was seemingly more popular than they were so they bombarded the port of Fiume and enforced a surrender. In all this the League played no part despite the fact that it had just been set up with the specific task of maintaining peace. Teschen (1919) Teschen was a small town between Poland and Czechoslovakia. Its main importance was that it had valuable coal mines there which both the Poles and the Czechs wanted. As both were newly created nations, both wanted to make their respective economies as strong as possible and the acquisition of rich coal mines would certainly help in this respect. In January 1919, Polish and Czech troops fought in the streets of Teschen. Many died. The League was called on to help and decided that the bulk of the town should go to Poland while Czechoslovakia should have one of Teschens suburbs. This suburb contained the most valuable coal mines and the Poles refused to accept this decision. Though no more wholesale violence took place, the two countries continued to argue over the issue for the next twenty years. Vilna (1920) Many years before 1920, Vilna had been taken over by Russia. Historically, Vilna had been the capital of Lithuania when the state had existed in the Middle Ages. After World War One, Lithuania had been re-established and Vilna seemed the natural choice for its capital. However, by 1920, 30% of the population was from Poland with Lithuanians only making up 2% of the citys population. In 1920, the Poles seized Vilna. Lithuania asked for League help but the Poles could not be persuaded to leave the city. Vilna stayed in Polish hands until the outbreak of World War Two. The use of force by the Poles had won. War between Russia and Poland (1920 to 1921) In 1920, Poland invaded land held by the Russians. The Poles quickly overwhelmed the Russian army and made a swift advance into Russia. By 1921, the Russians had no choice but to sign the Treaty of Riga which handed over to Poland nearly 80,000 square kilometres of Russian land. This one treaty all but doubled the size of Poland. What did the League do about this violation of another country by Poland? The answer is simple nothing. Russia by 1919 was communist and this plague from the East was greatly feared by the West. In fact, Britain, France and America sent troops to attack Russia after the League had been set up. Winston Churchill, the British War Minister, stated openly that the plan was to strangle Communist Russia at birth. Once again, to outsiders, it seemed as if League members were selecting which countries were acceptable and ones which were not. The Allied invasion of Russia was a failure and it only served to make Communist Russia even more antagonistic to the West. The invasion of the Ruhr (1923) The Treaty of Versailles had ordered Weimar Germany to pay reparations for war damages. These could either be paid in money or in kind (goods to the value of a set amount) In 1922, the Germans failed to pay an installment. They claimed that they simply could not rather than did not want to. The Allies refused to accept this and the anti-German feeling at this time was still strong. Both the French and the Belgiums believed that some form of strong action was needed to teach Germany a lesson. In 1923, contrary to League rules, the French and the Belgiums invaded the Ruhr Germanys most important industrial zone. Within Europe, France was seen as a senior League member like Britain and the anti-German feeling that was felt throughout Europe allowed both France and Belgium to break their own rules as were introduced by the League. Here were two League members clearly breaking League rules and nothing was done about it. For the League to enforce its will, it needed the support of its major backers in Europe, Britain and France. Yet France was one of the invaders and Britain was a major supporter of her. To other nations, it seemed that if you wanted to break League rules, you could. Few countries criticised what France and Belgium did. But the example they set for others in future years was obvious. The League clearly failed on this occasion, primarily because it was seen to be involved in breaking its own rules. Italy and Albania (1923) The border between Italy and Albania was far from clear and the Treaty of Versailles had never really addressed this issue. It was a constant source of irritation between both nations. In 1923, a mixed nationality survey team was sent out to settle the issue. Whilst travelling to the disputed area, the Italian section of the survey team, became separated from the main party. The five Italians were shot by gunmen who had been in hiding. Italy accused Greece of planning the whole incident and demanded payment of a large fine. Greece refused to pay up. In response, the Italians sent its navy to the Greek island of Corfu and bombarded the coastline. Greece appealed to the League for help but Italy, lead by Benito Mussolini, persuaded the League via the Conference of Ambassadors, to fine Greece 50 million lire. To follow up this success, Mussolini invited the Yugoslavian government to discuss ownership of Fiume. The Treaty of Versailles had given Fiume to Yugoslavia but with the evidence of a bombarded Corfu, the Yugoslavs handed over the port to Italy with little argument The social successes of the League of Nations At a social level the League did have success and most of this is easily forgotten with its failure at a political level. Many of the groups that work for the United Nations now, grew out of what was established by the League. Teams were sent to the Third World to dig fresh water wells, the Health Organisation started a campaign to wipe out leprosy. This idea of wiping out from the world a disease was taken up by the United Nations with its smallpox campaign. Work was done in the Third World to improve the status of women there and child slave labour was also targeted. Drug addiction and drug smuggling were also attacked. These problems are still with us in the C21st so it would be wrong to criticise the League for failing to eradicate them. If we cannot do this now, the League had a far more difficult task then with more limited resources. The greatest success the League had involving these social issues, was simply informing the world at large that these problems did exist and that they should be tackled. No organisation had done this before the League. These social problems may have continued but the fact that they were now being actively investigated by the League and were then taken onboard by the United Nations must be viewed as a success. In order to promote international cooperation and to achieve international peace and security by the acceptance of obligations not to resort to war, by the prescription of open, just and honourable relations between nations, by the firm establishment of the understandings of international law as the actual rule of conduct among Governments, and by the maintenance of justice and a scrupulous respect for all treaty obligations in the dealings of organised peoples with one another, Agree to this Covenant of the League of Nations.

Tennessee Williams A Streetcar Named Desire :: A Streetcar Named Desire Literature Essays

Tennessee Williams' A Streetcar Named Desire The play, ‘A street car named desire’ was written by an author named Tennessee Williams. His real name was Thomas Lanier. He assumed the name ‘Tennessee’ in 1938 because he said, â€Å"the Williams fought the Indians for Tennessee.† Tennessee was born on March 26th 1911 in Columbus Mississippi. When he was a teenager he realised the life of a young writer was going to be something similar to the defence of the stockade against a band of peasants. A description reminiscent of Blanches battles with Stanley in the street car named desire is what Tennessee was trying to refer to his own life. The play was set in New Orleans which is named Elysian Fields and runs between the L&N tracks and the river. Elysian Fields is quite a poor and run down area but unlike most other American cities, it has a raffish charm. The houses mostly have a white frame, have a weathered grey colour with rickety outside stairs In scene 1-3 it is all about Blanche getting used to New Orleans. She finds it difficult to like and fit in because it is much different to where she lived before (Belle Reve). This is because Belle Reve was a very upper-class area where as New Orleans is more average, run down and has a mixed community. Blanche doesn’t like New Orleans or where Stella is living. She is very snobbish and thinks it is a dump. â€Å"I thought you would never come back to this horrible place.† this shows that Blanche does not approve of, or likes where Stella is living. Blanche is also implying that she is more superior by the way she is talking. â€Å" I didn’t mean to say that I meant to be nice about it and say – Oh. † this shows that Blanche knows it is a horrible place, but she didn’t want to be rude, so she was meant to say â€Å" Oh † to make it sound as if she likes the place that Stella and Stanley are living in. In scene 2 Stanley starts demonstrating his dislikes for Blanche. He does this because he thinks Blanche sold Belle Reve and kept the money for herself. â€Å"I think you have been swindled.† In scene 2 there is an argument between Stanley and Blanche about Belle Reve. Stanley is angry because he wants proof on paper that Belle Reve was not sold by Blanche for herself. Blanche ends up wining the argument by proving Stanley wrong about Belle Reve, that it was infact lost and not sold by Blanche.

Speech Class Topic Proposal

Informative Speech Outline 1. Intro 2. 1 Attention Step: Wouldn’t it be cool to know how to do some stunts in Tekken? 2. 2 Involvement Step: The video game Tekken consists of many martial art disciplines like jeet kune do, street fighting, taekwondo, ninjitsu, sumo wrestling, aikido, judo, karate, and many more. These are the most common martial art disciplines people would think about when you say the word Tekken. But why don’t we focus on 2 certain characters namely Eddy Gordo and Christie Monteiro. These 2 characters are doing some martial art discipline that looks a lot like they are dancing it rather than martial arts.So did you know that the martial art disciplines Christie and Eddy are doing is called Capoeira. 2. 3 Indication Step (thesis statement): Capoeira is considered as a martial art discipline because it used for fighting, acrobatics, dancing, playing, and tradition. 2. Body 3. 4 Major point 1: Fighting, dancing, and tradition 3. 5. 1 Supporting detail: I t is considered one of the most comprehensive forms of physical conditioning and is an integrated balance of mind, strength, rhythm, poetry, agility, and harmony (Escola Brasileira de Capoeira Philippines, 2012). 3. 5. Supporting detail: It is the maximum expression of liberty and keeps the art of the ancestors alive, being part of Brazilian and now, world history (Escola Brasileira de Capoeira Philippines, 2012). 3. 5 Major point 2: Acrobatics, and playing 3. 6. 3 Supporting detail: The roda is the center of Capoeira (Rensselaer, n. d. ). Being the center of Capoeira, the roda has always been considered as the playing grounds of the Capoeiristas. It is where they practice their moves, styles, and forms. While two Capoeiristas play in the middle of a roda, everyone else watching them play is making music.Some will be in-charge of playing the instruments, while the rest will enjoy singing until it’s their turn. 3. 6. 4 Supporting detail: Capoeira is kind of similar to acrobati cs because of the movements involved in the martial art. Au de Cabeca  movement is essentially a cartwheel done on your head. We recommend you are comfortable with queda de rins and au before you try au de cabeca. Learning au de cabeca will be easier and quicker to learn and you will be equipped with the right skills needed in perfecting this specific au (Capoeira Universe, 2011). 3.Conclusion Capoeira is like any other recreational sports that help build our bodies and keep us healthy. So why not give it a try? References Capoeira Universe. (2011, June 11). Basic Capoeira Moves List. Retrieved from Capoeira Universe: http://capoeirauniverse. com/capoeira-moves/basic-capoeira-moves-list/ Escola Brasileira de Capoeira Philippines. (2012). Capoeira. Retrieved from EBC Philippines: http://www. ebcphilippines. com/index. php/capoeira/ Rensselaer. (n. d. ). The Roda. Retrieved from Rensselaer: http://capoeira. union. rpi. edu/roda. php

Is Internet Better Than Teacher?

Is internet better than teacher? Today we are living in a modern world where science and technology are being used in every aspect of our daily life, which makes our life safe and comfortable. Internet is one of the key elements of our modern life. We use internet for communication, banking, entertainment, buying-selling, trading, tickets booking and for many other countless reasons. Most of all youngsters often use internet as a source of information for their educational purpose. Now a question arises if internet is better than teacher or not.Obviously internet is a great medium of learning or magnificent resources of teaching, but yet it no way equals to a living teacher. If we take internet as a medium of education, it can be called an ocean of information. Whatever we need in our school work or any assignment, all we need is a few strokes in the keyboard and in a second millions pages appear. Notes, lectures, video learning, audio assistance, dictionary and almost everything are available in the internet, is fairly sufficient to appease any inquisitive mind.In comparison to human teacher, internet is absolutely free, there is no time bound and different views for the same topic that provides us with more choices and give us an opportunity for broader analysis. Nowadays, it is possible to take exam or test on the internet, and with a digital checking system we can know our score almost immediately. This allows people to have college or even university degree from home. Some people claim the internet as to be a virtual teacher for many students.Although internet has been proved as an important factor in education system, but it can not be the alternate to a human teacher. It can be called merely a virtual teacher but not the real living teacher. Internet is like one way learning system, it is totally depends on the learner what or how he or she would learn. Unlike a human teacher there is no check and balance. So the possibility of exploitation is much great er.It is like a teacher who has no ears nor any emotion, that is to say internet is not interactive for dynamic and real teaching system. It can check a paper's spelling and grammar, but they cannot teach someone style or help clarify an idea. A real teacher interacts with students with their individual level of intelligence and their respective ability of learning. Some students are keen to learn whereas some are slow in progress, some are inattentive or some may have a tendency to despise the importance of education.Only a real human teacher can addresses these variations among the students by judging their attitude and he can take appropriate measures accordingly. Internet can enhance our knowledge, but it can not play the role of a teacher. During the schooling we not only learn the theories of science, mathematics or history but also learn discipline, morality, behavior and exchanging our views by improvising ideas, which is impossible in the virtual world of internet. Therefor e for the complete education, a teacher can not be replaced by internet

Free Essays on Salvador Dali’s

Salvador Dali, who lived from 1904 to 1989, is a well known twentieth century artist. To say Dali was a great painter would not give him the justice he deserves. Dali was a painter, sculpture, film maker, and also dabbled in jewelry and furniture making. He lived a life of adventure through his art. He started his art as a Surrealist and changed his views to a more Classical art during 1949. Dali joined the Surrealist group along with Andre Breton in 1928 and helped with the Surrealist Movement. Surrealism had more influence on twentieth century art than any other movement except Cubism. Dali's importance for Surrealism was that he invented his own 'psycho technique', a method he called 'critical paranoia'(1). The method has been described as â€Å"irrational knowledge based on a delirium of interpretation† (2). In 1934 he was expelled from the surrealism group. Then in 1949 Dali became known as a Classical Painter and turned his art into a more traditional artwork. The painting I enjoyed most while looking though Dali’s surreal time artwork was an oil painting named Swans Reflecting Elephants, 1937. When first looking through Dali’s artwork I was not sure if his art work was right for me. Then this painting came up and it was wonderful and made sense. The technique of critical paranoia is used to express hallucinatory forms, double images and visual illusions. Using this technique to paint Swans Reflecting Elephants Dali used the reflection in a lake to create the double image seen in the painting. â€Å"The three swans in front of bleak, leafless trees are reflected in the lake so that the swans' heads become the elephants' heads and the trees become the bodies of the elephants.† (1) In the background of the painting a landscape of fall colors helps to develop a contrast with the cool stillness of the water. The swirls of the cliff are made with a brush stroke technique to give depth to the picture. Swan’s Re... Free Essays on Salvador Dali’s Free Essays on Salvador Dali’s Salvador Dali, who lived from 1904 to 1989, is a well known twentieth century artist. To say Dali was a great painter would not give him the justice he deserves. Dali was a painter, sculpture, film maker, and also dabbled in jewelry and furniture making. He lived a life of adventure through his art. He started his art as a Surrealist and changed his views to a more Classical art during 1949. Dali joined the Surrealist group along with Andre Breton in 1928 and helped with the Surrealist Movement. Surrealism had more influence on twentieth century art than any other movement except Cubism. Dali's importance for Surrealism was that he invented his own 'psycho technique', a method he called 'critical paranoia'(1). The method has been described as â€Å"irrational knowledge based on a delirium of interpretation† (2). In 1934 he was expelled from the surrealism group. Then in 1949 Dali became known as a Classical Painter and turned his art into a more traditional artwork. The painting I enjoyed most while looking though Dali’s surreal time artwork was an oil painting named Swans Reflecting Elephants, 1937. When first looking through Dali’s artwork I was not sure if his art work was right for me. Then this painting came up and it was wonderful and made sense. The technique of critical paranoia is used to express hallucinatory forms, double images and visual illusions. Using this technique to paint Swans Reflecting Elephants Dali used the reflection in a lake to create the double image seen in the painting. â€Å"The three swans in front of bleak, leafless trees are reflected in the lake so that the swans' heads become the elephants' heads and the trees become the bodies of the elephants.† (1) In the background of the painting a landscape of fall colors helps to develop a contrast with the cool stillness of the water. The swirls of the cliff are made with a brush stroke technique to give depth to the picture. Swan’s Re...

Sydney Business School

Sydney Business School School Description University of Wollongong is situated in the south coastal city of Wollongong. This is a few kilometers from Sydney. The main campus of the Sydney Business School is located in Wollongong. Apart from the campus at Wollongong, Sydney Business School has a campus at the heart of the city of Sydney.Advertising We will write a custom report sample on Sydney Business School specifically for you for only $16.05 $11/page Learn More The school offers various postgraduate courses in business related fields. It also offers specially tailored courses to individuals outside campus through its external study program. The school encourages research in various business fields (Sydney Business School, 1). Sydney Business School has many supply chain interactions. It focuses attention on universities and colleges that offer undergraduate courses. This is where they get their clients. In supply chain terms, it can be described as the downstream part of the s upply chain. The university, through its various programs, educates professionals who enter into the job market. This preparation of entry into markets must be coordinated by the various players (Sydney Business School, 5).Therefore, it forms part of a long supply chain that involves input and analysis from the various stakeholders. This includes business organizations, the university research departments and the government. Although the government is the engineer of all the syllabuses offered in Australia, the school is majorly involved in its initial phase of contribution (Haag, 45). When post graduates come out of the school and enter the job market, they must portray the relevant quality of education that the university offers. Other areas that engage supply chain is the various purchases that the university makes for sustenance. This includes books purchases, food purchases and other relevant learning materials. The schools hiring team, which involves number of players, makes s ure that the university has qualified staff. This includes lecturers and other staff. These people are the determiners of the quality dimensions of the services offered and hence the outcome (Halldorsson, 6).Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Strategies Used To Fulfill Supply Needs Sydney Business School has a number of supply needs. This includes food, books and replacements of staff. If not well managed, the supply needs may bog down operations at the school (Kouvelis, 34). Therefore, the university has come up with strategies that ensure proper and uninterrupted supply of the required materials. The school meets its supply needs through proper engagements with both the upstream and downstream members of the supply chain. By ensuring that students pay school fees, the university is prepared to meet other obligations. These are met through contracts. The school ent ers into contracts to meet its daily needs. This includes important supplies like food and stationery (Oliver, 6). The school has to make sure that it meets the required threshold of the teaching staff. By engaging with professionals and consultants in the field of business, the school is easily able to indentify people who can easily fit in its teaching world. This is sufficiently done by its personnel/human resource department. This is to make sure the school has graduates who have a feel of the practical world. The school also forges important liaisons with organizations the world over. This is because of their research and student placement programs. These programs that require realistic application of theory need such organizations, hence the need to have proper association. It also forms the employer base of the post graduates at the schools (Larson, 23). Efficiency and Effectiveness of the Supply Chain There are many factors that determine the success of a supply chain. Effec tiveness and efficiency of a supply chain are a measure of the satisfaction that is registered on everyone’s faces at the end of the whole process. Sydney school is a service provision organization. Most of its graduates are market leaders in employment circles. Research shows that the university is rated among the best in Australia. It also falls within 2% of the most successful universities in all fronts (Sydney Business School, 5). This includes research, student adaptability and take-ability in the job market and quality teaching. All these are a depiction of success in the supply chain from the downstream to upstream (Nagurney, 4).Advertising We will write a custom report sample on Sydney Business School specifically for you for only $16.05 $11/page Learn More Importance of Supply Chain Management Supply chain management is crucial in all organizations. In Sydney business school, that need is even bigger. It ensures that all departments that for m the whole of the organization work well and are coordinated. It also plays a major role in overall reduction of costs associated with its operations. This is because it is formulates a road map that easily makes operation less costly. Proper and well managed supply chains ensure that there is value addition to the end products. This is realized in Sydney Business School because of the nature of post graduates that emerge from the school (Sydney Business School, 10). Without proper supply chain management, the school may find it hard to easily coordinate its operations. This is detrimental; in any organization as it leads to lost business. To have a competitive edge in its field of operations, the university must employ proper supply chain management. It also ensures organization focus and scope. The schools admission and vision can only be realized if there are proper supply chain strategies to realize them. Effective supply chains are also critical in monitoring of suppliers. The y form the basis from which the schools success is based. Hence, their operations must be monitored to ensure they are up to standard. This includes lecturers, especially, who are at the center of provision of education to the larger student population (Sydney Business School, 12). The university has many strategies. These strategies are coordinated and linked by proper supply chain management. One of the strategies in this case is customer satisfaction. This is one of the frontiers from which the success of Sydney Business School is visible (Simchi-Levi, 3). Features of the School Just like any other college, the school ahs a vibrant student population. This community is unified by a single purpose of education. However, it may not be written in the schools mission and vision statement, but definitely the school has a business mind attached to its operations. This is motivated by profits. In every stage of any supply chain there is notable value addition.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is true in Sydney business school. The school has upstream and downstream features that are common in any supply chain. The down stream is characterized by colleges that offer graduate courses and middle level colleges. This is the source of ‘raw material’ for the school. The upstream is made of the organizations that will require the services of the end product: the student (Ketchen, 5). The university has various departments. This includes the marketing, finance, human resource and administrative department. All these departments work towards provision of a single service: education. Therefore, if proper results are to be realized, these departments must be in harmony at all times. Supply chain management is critical to all these features and hence they are depiction of its common practices (Hines, 43). Resourcing Availability The schools operations are centered towards continuous progression. This is in line with any organization whose goals are to remain in bus iness for a long time. This means that it has to look for a way to ensure that this need is met. The university has come up with strategies that ensure this continuity. It has forged partnerships with various institutions of higher learning that continue to meet the standards that are required for a possible entry to the school. These partnerships ensure that they will have students that enter the school at any time (Chen, 34). To service its other requirements like in student catering, the school has contracts with suppliers who constantly supply them with materials. This is made easy by the regulations that govern any contract. It also has agreement with institutions that offer student placements after university. This has worked magic. It has formed a two pronged success as employers are satisfied with the nature of employees that they get and students want to join the university so as to get placements later on (Misiura, 4). Areas of Improvement Generally, the Sydney business sc hool’s operations are working well. Its supply chain is quite successful. It adheres to simple rules that govern supply chain management. However, there is room for improvement. The school can out source some of its operations in catering for students (Lavassani, 34). This will offload a burden that does not form the core business of the organization. Hence, it will give the school more point of focus and will improve its services to the students. The school can also forge more alliances with organizations that take students after university. The school will also reduce costs and hence increase effectiveness and efficiency if they cut unnecessary costs (Boyer, 12). Process Map Boyer, Kelly. Operations Supply Chain Management for the 21st Century. Mason, OH: South-Western Cengage Learning, 2010. Chen, Ian. Towards A Theory of Supply Chain Management: The Constructs and Measurements. Journal of Operations Management, 22.2 (2004): 119-150. Haag, Samuel. Management Information Systems for the Information Age. Canada: McGraw Hill Ryerson, 2006. Halldorsson, Anne. Complementary Theories to Supply Chain Management. Supply Chain Management: An International Journal, 12.4 (2007): 284-296. Hines, Tony. Supply Chain Strategies: Customer Driven And Customer Focused. Oxford: Elsevier, 2004. Ketchen, Junior. Bridging Organization Theory and Supply Chain Management: The Case of Best Value Supply Chains. Journal of Operations Management, 25.2 (2006): 573-580. Kouvelis, Peter et al. Supply Chain Management Research and Production and Operations Management. Review, Trends, and Opportunities. In: Production and Operations Management, 15. 3 (2006): 449–469. Larson, Peter. Logistics versus Supply Chain Management: An International Survey. International Journal of Logistics: Research Application, 7.1 (2004): 17-31. Lavassani, Kyle. Developments in Theories of Supply Chain Management: The Case of B2B Electronic Marketplace Adoption. The International Journal of Kno wledge, Culture and Change Management, 9.6 (2009): 85–98. Misiura, Sharp. Heritage Marketing. London: Elsevier, Burlington, 2006. Nagurney, Anna. Supply Chain Network Economics: Dynamics of Prices, Flows, and Profits. London: Edward Elgar Publishing, 2006. Oliver, Richard. Supply-Chain Management: Logistics Catches Up With Strategy. London: Outlook, Booz, Allen and Hamilton Inc., 1993. Simchi-Levi, Daniel. Designing and Managing the Supply Chain. New York: McGraw Hill, 2007. Sydney Business School. Sydney Business School. 2011. February 25, 2011. Web. https://www.uow.edu.au/student/uowx/regional-metropolitan-campuses/sydney-business-school/

Beer Wars Essay Example for Free (#3)

Beer Wars Essay Essay Topic: War , Dogfish Head Brewery Choose cite format: APA MLA Harvard Chicago ASA IEEE AMA company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints Beer Wars is documentary about the American beer industry and how the 3 largest US breweries try to drive out the competition. This documentary covers how lobbyists are used to control the beer market and drive out smaller breweries such as Dogfish Head Brewery, Stone Brewery, and Moonshot: all producers of craft beer. The documentary describes how a 3 tier system was put into place to separate the powers of selling beer and prevent a monopoly but the laws that were put into place to prevent the monopoly, infact, promoted the size and strength of the largest beer corporations. An oligopoly was formed and maintained between Anheuser Busch, Coors, and Miller. Porter’s Five Forces Model is a business strategy that was covered in Beer Wars. Anat Barron described how difficult it was for small craft beer makers to be new entrants to the beer industry. When Anheuser Busch felt the least bit threatened, they had the capital and access to distribution channels that the smaller breweries did not have. The craft breweries found it greatly difficult to compete with the big 3 because they were not a substitute for the Big 3’s product, they were a small competitor. Anheuser Busch controlled the bargaining power because they were able to keep prices down due to their size and pockets while small craft breweries had to be more expensive because of the quality and care that went into it on top of having to pay a higher rate for ingredients compared to the other large corporations. To cite an example of the deep pockets that the big 3 had, Anheuser Busch came out with beer with caffeine in response to Moonshot beer, which was a craft beer (and the first of it’s kind). It can be viewed as theft but they had the pockets to Moonshot out. They targeted the bars and stores that carried Moonshot and gave them free cases of Anheuser Busch’s version of Moonshot beer. Though illegal some bars took it because it was free and busch had better prices to drive moonshot out. The intensity of competitive rivalry was at an all-time high when it came to Anheuser Busch trying to weed out the smaller breweries. The big 3 breweries managed to control the market share through advertising on tv , sponsorships, and on the store shelves through strategic placement of their product. The three tier system that separates the powers of selling beer delves into how lobbyists are used to control the beer market. Anheuser Busch uses their deep pockets to get rid of competition from small craft beer makers and control consumer choice. They purchase other beer corporations. Although only touched upon briefly towards the end of the film, Anat touched upon how Coors and Miller had to go into a 50/50 joint venture to compete with Anheuser Busch. Coors and Miller scanned the beer environment and realized that they could not keep a myopic view and hope for things to turn around. They knew that in order for each to survive, they needed to join forces. They were easier for Anheuser to take out individually but stronger as a whole. Beer Wars. (2017, Mar 04).

Implementation of Online Contract Regulations in Turkey Dissertation

Implementation of Online Contract Regulations in Turkey - Dissertation Example 28 2.2 Why does EU require such Distance Selling Directive and EC Regulations? 30 2.3 Are these Regulations up to date? 30 2.4 Are there any international conventions or Cases regarding Online Contracts and Terms & Conditions? 2.5 Are the articles of regulations protective enough for consumers and Tradesmen? 30 3 Conclusion 32 4 Bibliography 33 List of Case Laws Appliance Zone LLC v. Nextag, Inc Baillie Estates Ltd v DuPont (UK) Ltd C R Smith Ltd v Toolcom Supplies Ltd and F Hines v. Overstock.com, Inc Dailymotion v Nord Quest Production Dailymotion v Ronald Magdane, eBay v L’Oreal Fisher v Bell Frank Peterson v YouTube, Google France v Louis Vuitton Malletier SA Hadley v Baxendale Hines v. Overstock.com, Inc Mackenzie Patten & Co v. British Olivetti Ltd, PDC Laboratories, Inc v. Hach Co Pharmaceutical Society v Boots Photo Production Ltd v. Securicor Transport Ltd Salvage Association Salvage Association v. Cap Financial Services Ltd Saphena Computing Ltd v. Allied Collection Agencies Ltd Scherillo v. Dun & Bradstreet St. Albans City St.Albans City v. International Computers Ltd Telecom Italia v Dargaud Lombard Thorton v. Shoe Lane Parking Ltd Youtube v Telecinco List of Statutes International Laws The United Nations Conventions on Contracts for International [Sale of Goods (CISG) UN Convention on the Use of Electronic Communication in International Contracts, 2005 UNICITRAL (United Nations Commision on International Trade Law ) UNIDROIT Principles of International Commercial Contract Vienna Convention on Contracts for the International Sale of Goods (UNCITRAL, 1980) UK Laws Consumer Protection (Distance Selling) Regulation 2000 Consumer Protection Act 1987 Contracts (Applicable Law) Act 1990 Sale of Goods Act, 1979 The Data Protection Act 1998 Regulations Unfair Contract Terms Act 1977 Unfair Terms in Consumer Contracts Regulations 1999 Unfair Trading Regulations 2008 EU Directives and Laws Consumer Rights Directive (EU Directive 2011/83/EU) EU Council Directive on Unfair terms in contracts EU directive 2000/31/EC EU Directive of Electronic Commerce 2000 2000 EU Services Directive, 2010 EU’s Unfair Commercial Practices Directive The Consumer Protection ( Distance Selling) The Electronic Commerce (EC Directive) Regulations 2002 The European Directive on Distance Selling (Directive 97/7/EC) 1. Rules relating to incorporation of Terms & Conditions for Online Contracts in the UK 1.1. â€Å"What is Online Contract?† In this era of e-commerce and the internet, online contract has become very common. Now, people from any part of the world can buy a product or service from the supplier from another part of the world like Amazon.com or e-bay. Online contracts are those that are being entered through a technological medium or through the internet. The terms and conditions of online contracts are almost analogues to that of offline contracts. Online contracts are also referred as e-contracts or electronic contracts. Online cont racts must cater the same fundamental needs of a valid contract like offer, acceptance, valid agreement, price or consideration, capacity to contract and legality. The same obligations have to be

Drugs used in ischemic heart disease and congestive heart failure Essay

Drugs used in ischemic heart disease and congestive heart failure - Essay Example Along with beta blockers, ACE inhibitors can also be used since they retard progression of coronary artery disease. These drugs act by inhibiting the activity of the enzyme which decreases the production of angiotensin II. They must be used in caution while using with other drugs because of their potential to increase potassium levels. Statins are used to control hypercholesterolemia. These include atorvastatin, simvastatin, pravastatin, lovastatin and fluvastatin. Their use leads to significant improvement in endothelium-dependent dilation of coronary and peripheral arteries in patients with hyperlipidemia. They also have the advantage of stabilizing atheromatous plaques in coronary arteries and may even contribute to regression of coronary atherosclerosis (Zevitz, 2006). The cornerstone of medical treatment in both patients with symptomatic and those with asymptomatic myocardial ischemia is antianginal medications. The drugs which fall in to this category include beta blockers, calcium channel blockers such as nifedipine, felodipine, and amlodipine, and nitrates. These drugs act by increasing blood supply into the coronary arteries. Long-acting nitrates are effective in the treatment of myocardial ischemia and are frequently used in combination with both beta-blockers and calcium channel antagonists. Short-acting nitroglycerin is the agent of choice in the treatment of acute symptomatic myocardial ischemia (Zevitz, 2006). The antiplatelet drugs which may be used are aspirin, clopidogrel, ticlopidine, or dipyridamole. Of these, aspirin is most effective in reducing risk for MI. These drugs act by decreasing platelet aggregation and inhibiting thrombus formation. They are effective in the arterial circulation, where anticoagulants have little effect. The goal of pharmacotherapy in CCF is to achieve a PCWP of 15-18 mm Hg and a cardiac index >2.2 L/min/m2, while maintaining adequate blood pressure and perfusion to

Managing Behaviour in the Classroom Essay Example | Topics and Well Written Essays - 2500 words

Managing Behaviour in the Classroom - Essay Example Few of them are private or public schools that are attended by minority of the children. Other than this, there are schools that are operated by charities and the children’s fee is paid by local authorities. (Cameron, 1998) Due to the range of types of pupil that are enrolled in schools all over the state it becomes difficult to adopt a specific strategy for all of them. Therefore, the class behaviour has become a challenge for the administration. The challenging behaviour of the students in the class is considered the most stressful part of the teaching. It is the one and only aspect of school life that most likely becomes a challenge for most of the teachers. The fact to be considered is that great teaching is all about the relationship that is built between a teacher and a student. This means there is no magical formula that can transform the poor behaviour of the class into a class that holds a proper decorum and sophistication. However, if the management improves this problem then there would be widespread benefits not only on small scale, for schools and colleges, but also on the massive level i.e. the society. The problematic behaviour in the classroom affects a very wide variety of people. It also varies in a wide range from threatening the security and attainments of the other students to the source of stress for staff as well. Some of the behavioural problems can be unhealthy for the learning experience for a particular person of the group. Also, there are few misbehaviour types that the professionals have to go through while teaching post graduate students. For instance, attention-seeking behaviour is the type in which students usually interrupt others while speaking. Another misconduct type is the inappropriate conversations that include topics like alcohol, drugs, and sex etc. The next type is defiance in which students tend to challenge the authority by not refusing or not complying with their commands. Other than this, inappropriate

Writer's choice Essay Example | Topics and Well Written Essays - 250 words - 26

Writer's choice - Essay Example The theme of the program revolves around love, music, and friendship both in school and outside. Relationship building is one thing that I struggle with on a daily basis. Issues such as betrayal by a friend are some of the challenges that people of my age get every day and having a program that illuminates such is very important. I feel like the situations. What I go through is also experienced by others. The norms and values portrayed in Make it Pop are exactly those that real youth culture provides. There is a specific ay in which different genders are supposed to behave or respond to certain situations in the environment. For example, the program shows how young ladies typically behave in the presences of men and vice versa. The program, as seen, profoundly serves to magnify me as a young adult whose behaviors corresponds those that are shown. It goes beyond and provides some healthy tips on how to maneuver certain

The Effect of Media on Audience Essay Example | Topics and Well Written Essays - 1250 words - 1

The Effect of Media on Audience - Essay Example I will use the subject to the subject model in comparing how the two articles answer to the effect of video gaming to the individuals playing them and to the whole society at large. In the first article, most research studies show that playing anti-social video games for instance; violent ones lead to violent behaviors and aggression by the individuals who play such games. This is because in playing these video games, one is actively involved in it and hence will tend to behave in the manner in which he plays. Another reason is that individuals who play violent video games normally identify with the violent character and so they will also behave aggressively. The violent games also reward violent behaviors as those who are violent in playing are rewarded by points, are allowed to move to the next stage or through spoken praise for instance ‘Great shot!’ after murdering the opponent. This reward ensures there are increases in the frequency of violence. This is proven thro ugh a study in which boys were seen to be more aggressive after playing an intense video game. For instance, â€Å"In a study published in the Journal of Experimental Social Psychology this year, participants played either a violent or non-violent video game for 20 minutes per day over 3 days. After playing the game, they then played a competitive task in which, if they won, they could blast their opponent with an unpleasant noise. The researchers found that participants who played violent games blasted their opponents in the secondary task for longer, which was interpreted as an increase in aggressive behavior† (Silvia 54). According to Clay Routledge, a psychologist, if violent games can cause aggression and violent behavior then it goes without saying that prosocial video games such as tit for tat games can lead to prosocial behavior. Prosocial means behavior that will have positive effects on the society.

Managing Behaviour in the Classroom Essay Example | Topics and Well Written Essays - 2500 words

Managing Behaviour in the Classroom - Essay Example Few of them are private or public schools that are attended by minority of the children. Other than this, there are schools that are operated by charities and the children’s fee is paid by local authorities. (Cameron, 1998) Due to the range of types of pupil that are enrolled in schools all over the state it becomes difficult to adopt a specific strategy for all of them. Therefore, the class behaviour has become a challenge for the administration. The challenging behaviour of the students in the class is considered the most stressful part of the teaching. It is the one and only aspect of school life that most likely becomes a challenge for most of the teachers. The fact to be considered is that great teaching is all about the relationship that is built between a teacher and a student. This means there is no magical formula that can transform the poor behaviour of the class into a class that holds a proper decorum and sophistication. However, if the management improves this problem then there would be widespread benefits not only on small scale, for schools and colleges, but also on the massive level i.e. the society. The problematic behaviour in the classroom affects a very wide variety of people. It also varies in a wide range from threatening the security and attainments of the other students to the source of stress for staff as well. Some of the behavioural problems can be unhealthy for the learning experience for a particular person of the group. Also, there are few misbehaviour types that the professionals have to go through while teaching post graduate students. For instance, attention-seeking behaviour is the type in which students usually interrupt others while speaking. Another misconduct type is the inappropriate conversations that include topics like alcohol, drugs, and sex etc. The next type is defiance in which students tend to challenge the authority by not refusing or not complying with their commands. Other than this, inappropriate

The Effect of Media on Audience Essay Example | Topics and Well Written Essays - 1250 words - 1

The Effect of Media on Audience - Essay Example I will use the subject to the subject model in comparing how the two articles answer to the effect of video gaming to the individuals playing them and to the whole society at large. In the first article, most research studies show that playing anti-social video games for instance; violent ones lead to violent behaviors and aggression by the individuals who play such games. This is because in playing these video games, one is actively involved in it and hence will tend to behave in the manner in which he plays. Another reason is that individuals who play violent video games normally identify with the violent character and so they will also behave aggressively. The violent games also reward violent behaviors as those who are violent in playing are rewarded by points, are allowed to move to the next stage or through spoken praise for instance ‘Great shot!’ after murdering the opponent. This reward ensures there are increases in the frequency of violence. This is proven thro ugh a study in which boys were seen to be more aggressive after playing an intense video game. For instance, â€Å"In a study published in the Journal of Experimental Social Psychology this year, participants played either a violent or non-violent video game for 20 minutes per day over 3 days. After playing the game, they then played a competitive task in which, if they won, they could blast their opponent with an unpleasant noise. The researchers found that participants who played violent games blasted their opponents in the secondary task for longer, which was interpreted as an increase in aggressive behavior† (Silvia 54). According to Clay Routledge, a psychologist, if violent games can cause aggression and violent behavior then it goes without saying that prosocial video games such as tit for tat games can lead to prosocial behavior. Prosocial means behavior that will have positive effects on the society.

Mangrove Analysis Report Essay Example for Free

Mangrove Analysis Report Essay Introduction Coastal mud flats throughout the tropics carry a vegetation of mangrove swamp, which is particularly luxuriant in the wet tropics, such as Cairns itself. These evergreen trees and shrubs share similar habitat preferences, and a similar appearance to the untrained eye. This report will explain my findings in this biological topic, and describe the adaptations the mangroves have developed in order to survive the harsh location of estuaries and wetlands; the typical layout of mangrove communities through an original transect; representative specimen samples and descriptions; and also the typical state of the water and thus the environment through regular water samples. Adaptations The estuaries, salt marshes, swamps and wetlands mangroves live in represent hostile environments to mainland vegetation and have forced upon mangrove evolution a few peculiar adaptations such as tolerance of salty water, the development of pneumatophores (breathing roots), and a marked tendency to germinate their seeds on the tree. These features have consequently enabled mangroves to dominate the muddy coasts, leaving few competitors and only a small percentage of non-mangroves surviving in the harsh conditions, most of the non-mangroves, as you will find, being part of the myrtle family. Because of salt water and oxygen-deficient soil, many mangrove trees have roots growing above the ground. The names of these roots are: prop roots, buttress roots, pneumatophores or knee roots, and surface roots. These  project above the mud and have small openings (lenticels) through which air penetrates and oxygen is absorbed through the spongy tissue to the roots beneath. Estuaries and swamps impose very high water salinity. In fact salinity percentages can stand on average 3%s as high as seawater! For this purpose, mangroves have acquired three ways to survive with high and variable quantities of salt in their environment. Some trees absorb the salt then secrete it through a gland at the indented apex of the midrib. The Lumnitzera Racemosa is only an example. Other mangroves absorb the salt, then direct it to old leaves or bark that are soon to be lost from the plant, while others actually exclude salt entirely from their tissues by filtering all input in the roots. The sap of these types of species is therefore almost of the same salinity as common mainland plants. Examples of these organisms are the Ceriops Tagal and the Rhizophora Stylosa or Red Mangrove, part of the very common Rhizophoraceae family. Another particular adaptation of many mangroves is seed and fruit dispersal by water. The swamp plants have waterborne seeds, which are buoyant being enclosed in air-containing fruits, like all species of Rhizophoraceae. For some, the seeds are dispersed by water, making the buoyancy of the fruit crucial. They lie horizontal in seawater, and on reaching brackish water, turn vertically roots down and buds up. The fruit then lodges itself in the mud along the trip, and quickly produce additional roots, and begin to grow as a shoot. But in other cases, the seed produces roots while still attached to the parent tree. This long embryonic root emerges from the seed and grows rapidly downward, still hanging from the parent. This ensures that when the seed falls, the root is in the correct position to be driven into the mud, and send up new shoots. This germination method is called viviparity, or more accurately, viviparous seedling. Hostile Environment As observed in the table opposing, salinity records are extremely high, ranging from 3.3% to 3.65%. This causes the mangroves to have trouble  regulating water/salt input, although they are better adapted to the conditions than non-mangroves and mainland plants. The average pH level is 6.25, which remains fairly stable. Average salt density is 1.023 grams/cm3, and is just as representative as the salinity percentages. Common Mangroves The most common mangrove trees in the estuaries visited in personal and school time trips were as following, in decreasing order of estimated frequency:  ·Rhizophora stylosa  ·Grey Mangrove (Avicennia marina)  ·Orange Mangrove (Bruguiera gymnorrhiza)  ·Lumnitzera racemosa  ·Milky Mangrove (Excoecaria agallocha)  ·Myrtle Mangrove (Osbornia octodonta) Amongst others, these species will be presented and analysed on the following pages, giving specific labelling, descriptions, and adaptation discussion for each specimen. Excoecaria agallocha Analysis:  ·Leaf description: The leaves are alternate, simple, oval, and shorter than 10 cm; they have a shiny surface and a pointed tip. Some can have slightly toothed edges.  ·Stem description: round, brown, flexible; with brown, rough bark.  ·Sap description: Poisonous white sticky latex is exuded from broken surfaces.  ·Root type: surface root.  ·Flower type and description: Male inflorescence hangs narrow and furry, while the female inflorescence is green, beady, 1-4 cm long.  ·Fruit description: three-lobed fleshy capsules, green to brown.  ·Seedling type: viviparous seedling. [By Nathania Burrie] [User: TaniaSmartTwit] [[emailprotected]] [March 2002] This species of mangrove has developed horizontal rows of corky-brown air pores on the trunk, which are called lenticels. These aid oxygen input by allowing air to enter the plant tissues on a higher part of tree, that has less risks of clogging by soil or oils, than the roots. Indeed, the root system used by this mangrove is the surface root, which only allows oxygen to penetrate at low tide, when the roots are revealed to the air, if they are even emerged from the mud. On a reproduction point of view, the seeds are live and enclosed in three-lobed shells that contain air, and are therefore buoyant. The shell is then carried away with the incoming tide and under the factors of water salinity and temperature, will deteriorate more or less quickly, until the buds anchor onto an ideal shore. This particular mangrove also secretes a blinding poison from any injured surfaces to protect itself from external aggressors. This sap is irritating to the skin, and some derivations of the genus can even cause blisters. However, this defence mechanism is only effective against aggressors once they have learnt a lesson. Ceriops tagal Analysis:  ·Leaf description: The leaves are a waxy yellow-green, shorter than 8 cm, opposite, simple, oval; they have a pointed apex, and occur in clusters at the end of the branch.  ·Stem: average.  ·Root type: buttress root, and knee roots.  ·Flower description: small green to brown buds with five green petals.  ·Fruit description: small viviparous fruit enclosed in small, brown, beady capsules.  ·Seedling type: viviparous seedling. [By Nathania Burrie] [User: TaniaSmartTwit] [[emailprotected]] [March 2002] Just like the Bruguiera and the Rhizophora, this species of mangrove uses a different type of viviparous germination from the Excoecaria agallocha. Embryonic roots emerge from the seeds and grow downward. When the seeds fall, they are driven into the mud, and send up new shoots. To prevent burning, the leaves are often orientated straight up in the air to avoid strong midday sunlight. Osbornia octodonta Analysis:  ·Leaf description: 2-3cm long, opposite, simple.  ·Stem: red tinge to the base of the leaves, grey and stringy bark.  ·Root type: surface roots.  ·Flower description: roundish white flowers with a red nucleus, usually 1cm wide.  ·Fruit description: a bit larger than the flower, similar shape.  ·Seedling type: non-viviparous. [By Nathania Burrie] [User: TaniaSmartTwit] [[emailprotected]] [March 2002] Being both of the Myrtaceae family the Myrtle mangrove and the eucalyptus tree share the very same fresh smell when the leaves are crushed. The seeds of the Myrtle mangrove are not viviparous, so the species cannot  spread to a vast surface area using the water-dispersed viviparous propagules as mentioned earlier. Interestingly, however, the crushed leaves can be rubbed on the skin as an insect repellent! Acrostichum speciosum Analysis:  ·Leaf description: Exceptionally, the leaves of this mangrove are fronds, and are known to reach up to 2m long! The smaller leaflets, though, are up to 15cm long. Leaves are alternate.  ·Stem description: yellowish-green, supple.  ·Root type: normal fibrous root.  ·Flower type and description: Ferns do not produce flowers, but have spores on the underside of the leaf instead.  ·Fruit description: Ferns do not produce fruit either. The Mangrove fern is the only fern that inhabits the mangal forest floor. In fact, all other ferns found in the mangroves are epiphytes (see definition chapter). Characteristically of ferns, this species does not have any flowers or fruit, but spores instead. Rhizophora stylosa Analysis:  ·Leaf description: simple, opposite, usually 10cm long or more, the undersides are of a lighter green dotted with brown speckles. They are gathered in clusters at the end of the branch.  ·Bark description: rough, brown, and red when scraped (thus the common name Red Mangrove)  ·Root type: prop roots or stilt roots (thus the name Spider Mangrove)  ·Flower type and description: small white, four-lobed flowers that are pollinated by wind or insects.  ·Fruit description: viviparous propagules, generally measuring 30cm or up to 40cm.  ·Seedling type: viviparous seedling. [By Nathania Burrie] [User: TaniaSmartTwit] [[emailprotected]] [March 2002] The Rhizophora stylosa has also developed lenticels on the trunk, just like the Excoecaria agallocha. This helps to allow air into the plant when the prop roots are submerged at high tide or in the anaerobic mud. The Red mangroves reproductive mechanism is viviparous, which represents a strong advantage compared to the majority of mangroves presented in this report. Avicennia marina Analysis:  ·Leaf description: simple, opposite, green, epileptic leaves of roughly 10cm, with a silver underside, and salt secreting glands.  ·Bark description: dull, grey-white bark (thus the common name Grey mangrove and White mangrove)  ·Root type: pneumatophores.  ·Flower type and description: tiny golden, four-petalled flowers.  ·Fruit description: The fruits measure from 1 to 2cm in length, are green, and faintly furry.  ·Seedling type: non-viviparous. Pneumatophores are air vessels; a type of mangrove root that grow above the substratum or mud, and perpendicular to the main root underground. They transport oxygen, which is vital, into the tissues of the plant. But pneumatophores are just as susceptible to clogging as other pores in the other types of roots when the tide is high, or when parasites feed into the pores of the root. Bruguiera gymnorrhiza Analysis:  ·Leaf description: simple, opposite, large leaves (10 to 20cm), with a slightly curled side and a pointed tip, occurring in clumps at the end of branches.  ·Bark description: The Bark is of a very dark brown, with a coarse, rough texture.  ·Root type: knee roots.  ·Flower type and description: 8 to 16-lobed red flowers, approximately 4cm long and 3cm diameter.  ·Fruit description: green, wide viviparous propagules, average 15cm long.  ·Seedling type: viviparous seedling. The viviparity of this species is surely an advantage, and obviously a way to adjust to the harsh environment the travelling seeds would otherwise perish in. Indeed, the propagules are nourished on the tree, accumulating the carbohydrates and other compounds required for later independent growth. The pre-germinated seeds benefit from the achievement of a structural complexity that will help it acclimate to extreme physical conditions that might otherwise prevent normal seed germination. Any other mangrove that uses this reproductive mechanism benefits from the same advantages. Knee roots are simply another type of root channels that emerge from the substratum to absorb oxygen through lenticels. Lumnitzera racemosa Analysis:  ·Leaf description: simple and alternate. Small (up to 7cm), fleshy, spatulate. Indentation at the apex of the leaf, where a salt-secreting gland is visible.  ·Bark description: grey, fissured.  ·Root type: small knee roots.  ·Flower type and description: small white flowers (~2cm).  ·Fruit description: green, capsule-shaped fruit.  ·Seedling type: non-viviparous. [By Nathania Burrie] [User: TaniaSmartTwit] [[emailprotected]] [March 2002] One way the Black mangrove has adapted to the brackish water is by using a particular salt mechanism: excretion. (See pages 1-2) The leaves are very fleshy and rigid to feel. This is because the plant stores more moisture in the leaves than ordinary mangroves. Definitions Aerial root roots grow from high branches downwards, sometimes without reaching the ground. Buttress root close, tightly curved roots dividing from the trunk. Compound leaf The blade is divided into two or more distinct leaflets. Epiphyte a plant that uses another plant (usually a tree) for support but not for water or nutrients. Some are able to trap their food and water in their leaves and roots. Knee root root emerging suddenly from the ground, in a triangular shape. Lenticel is a loosely packed mass of cells in the bark of a woody plant, visible on the surface of a stem as a powdery spot, through which gaseous exchange occurs. These are inactive during high tide. Lichen an organism consisting of a fungus and an algae or bacterium living in symbiotic association. Lichens can be crust-like, leafy, scaly, or shrubby in form. (Many lichens are extremely sensitive to atmospheric pollution and have been used as pollution indicators!) Pneumatophore is an air vessel; a type of mangrove root that grows above the substratum or mud, and is perpendicular to the main root underground. It transports oxygen, which is vital, into the tissues of the plant. Prop root straight roots often well visible from the ground, dividing from the trunk to the ground Simple leaf not divided into leaflets. Viviparous seedlings are seeds that sprout while still attached to the parent tree. Viviparity and the long-lived propagules allow the mangroves to spread over wide areas. It is a way to adjust to the harsh environment the travelling seeds would otherwise perish in. Indeed, the propagules are nourished on the tree, accumulating the carbohydrates and other compounds required for later autonomous growth. These pre-germinated seeds benefit from the achievement of a structural complexity that will help it acclimate to extreme physical conditions that might otherwise prevent normal seed germination. Transect  ·Dominant species: Non-mangroves (26%)  ·Dominant mangrove species: Orange mangrove (21.7%)  ·Tallest species: Eucalyptus non-mangrove (~11.5m)  ·Tallest mangrove species: Orange mangrove (~10m)  ·Tallest species by average heights: Rhizophora Stylosa (9m), Orange mangrove (8.8m), Black mangrove (8m)  ·Highest substrate scale: 3.5 (sink mid calf / knee)  ·Lowest substrate scale: 1 (firm)  ·Estimated average substrate scale: ~1.5 (soft to walk on)  ·Highest light scale: 5 (most open area)  ·Lowest light scale: 1 (mud completely shaded)  ·Estimated average light scale: 3 (dappled patches of light) Approximate Species percentages Pie Graph The transect is a linear cut through the mangroves directly from the shore to the woodlands. This transect was taken at Trinity Park Estuary, and can obviously not be drawn as an exemplary model for the standard zonation of mangroves. But the transect is, however, accurate and a representative sample of the mangal region it was taken in. The most common mangrove species of this region is the Orange mangrove or the Bruguiera Gymnorrhiza, representing over 21% of the mangal population. The height of the mangroves ranged from 0.75m to 10m for the Mangrove fern Acrostichum Speciosum to the Bruguiera gymnorrhiza respectively. The average height of the mangroves was 6.4m. Logically, the most open area within the transect was at a regrowth area (2.5m to 7.5m distance from shore) where very small viviparous seedlings were making their way through the anaerobic mud. This patch of mud was probably caused by regular incoming tides washing away young seedlings, making it difficult to cover itself with vegetation. Also, the regular marching of visiting fishermen and excursion students surely didnt help Mangrove swamps used to be regarded as smelly, muddy, mosquito-filled crocodile environments. They were avoided and many were replaced by rubbish tips or drowned in soil for new construction sites. The result is that today, mangrove swamps are lacking. They have finally been recognised as crucial to the ecosystem they represent, and are valued for primary resources in exportation. Ironically, us excursion students were visiting the mangroves to learn about the mangal environment and the way these plants work, although we were also, as a group, contributing to damaging the site by stepping on young growths, ripping samples from the trees etc. The damage caused to the plants was trivial but symbolic. It is important that the new generation learns about the fragility and importance of mangroves throughout the world, for their many significant purposes. They are in fact vanishing in many countries, while it has been learnt over the years and still should be taught to value these places instead of taking them for granted.

Primary Education In The UK And Spain

Primary Education In The UK And Spain Primary Education is an important topic to be discussed and analysed, since it is the basis of our societys formation, being thus decisive for our childrens future. This essay is entitled Primary Education in the U.K. and Spain: a comparison and it focuses on explaining some of the main matters concerning both systems. It is first of all focused on explaining some topics related to primary education in the United Kingdom including two paragraphs. The first one a historical background, proves to be the base of todays structure which may help us clarify todays structure, which the topic of the second paragraph. This is followed by two clone paragraphs applied to Spanish primary education. The last two paragraphs concentrate on the use and importance of ICT in primary education in both systems. The essay is concluded establishing an overall comparison between both systems. According to Denis Haye in his book Primary Education: the Key Concepts, British primary education and its structure find its roots deep in history, in the middle ages. It has been stated by some historians that English education began in AD 597 with the establishment of the cathedral of Canterbury by St Augustine. In the end of the seventeenth century education belonged to the church which promoted Christian knowledge, by creating its own schools. At the same time there were pioneers such as Robert Raikes, Charles Gordon and the welsh Charles of Bala, who believed in a connection between social action and education. The first publicly funded schools appeared in the mid-nineteenth century and aimed to offer Christian education to poor children. From this time on, the control of education starts switching little by little from the church to the state. Furthermore, between 1846 and 1848 in Wales, the Welsh Education Committee and the Cambrian Society both evolving into national schools , were formed. In the nineteenth century it is important to highlight the education act of 1872, since it lead to many advances in primary education, not only affecting the labouring classes as was happening in other parts of the country. The 1944s education act was decisive because from this time on, education was free of charge and relied on voluntary provision. It is known by the introduction of three kinds of schools: grammar schools, modern schools and Technical schools. The year 1988, saw the introduction of the nation curriculum including a selection of subjects such as maths, science English and religious education. From 2010, teaching foreign languages is also a compulsory part of the curriculum. In order to explain the base of todays primary education in the UK, it is necessary to go back to the twentieth century, when there were many important changes in primary education. Among these, stands out the introduction of the national curriculum in English mainstream schools. In this author words, during the twentieth century, it was also thought to be decisive an agreement about the need for a general education for children up to the age of 11, this being followed by a subject-specific teaching up to the age of 16 and a selection of specialist subjects thereafter. Due to the national curriculum, from the beginning of the 21st century most primary schools in the UK currently accept children from 5 to 11 years old. As Denis states, there is also a tiny number of schools designated deemed middle (ages 8 to 12 or 9 to 13) and first when they educate children from 5 to 8 or 9. To explain todays structure it is also important to focus on the types of schools that can currently be found in the UK. As the Department of Education reports, they can be divided into 3 main groups: mainstream state schools, specialist schools, state schools with particular characteristics and independent schools. To the first group belong Community schools, which are often run by a local authority and aim to develop strong links with the local community, providing services  like childcare and adult learning classes. Trust schools as well as Voluntary-controlled and voluntary-aided schools are owed by a charitable foundation, which employs the staff and sets the admissions criteria. Academies, faith schools, city technology colleges, community and foundation special schools, grammar schools and maintained boarding schools can be found in the second group. The third group is formed by Independent schools which have their own admission policies and curriculum. Spanish primary education, as the rest of the developed nations, it finds its roots in the XIX century. Many factors can be identified as those which influenced the rise during this century of specifically educative establishments aiming to reach a growing proportion of the population. The Apparition of the national states is indeed the most notorious factor, since it puts the Old Regime to an end while at the same time instruction is seen as a mean reinforcing its unity. Thus, education is considered to be from this time on, a public affair that has to be organised and controlled by the state which regulates its legal and administrative processes. To understand the current Spanish primary education, it is important to focus on three relevant education laws, well-known for their impact on the system. The commonly referred as the Moyano Law was decreed in 1857 in a context of socio-economic crisis, This law consisted on a legislative initiative carried out by the politician Carlos Moy ano whose main aim was to improve the deplorable condition of education at that time, decreasing thus the analphabetism average in the country. Education was divided in two stages: elementary (6-12 years old) and superior (9-12). Primary education was compulsory until the age of 12 and free of charge for those who could not afford it. According to the web page State Univeristy.com, it also marked the foundation of privet schools in Spain at that time owned by the Catholic Church. Just one year after the 1944s British education act, the 1945s law was decreed in the historical context of post-war and in the ideological context of national Catholicism. Its main objective was to orientate the student in accordance with their aptitudes to the working life. Born in the context of democracy, the 1990s law of education aimed to impart an equal instruction in order to allow pupils to acquire basic cultural elements, to wit: oral expression, reading, writing and arithmetic calculi. It divided education into tree periods: the first stage (from6 to 8 years old), second (8-10) and third (10-12). To explain the structure of todays primary education in Spain, it is important to go back to the year 2006, when the fundamental law of education also known as LOE or Ley Organica de Educacià ³n was decreed. This law established a compulsory education from 6 to 16 year-old children. While in the UK children start their primary education at the age of 5, Spanish children start going to school at the age of 6. Also it is important to mention that most pupils attend pre-schools from 3 to 5 years of age. Most of these nursery schools in most cases belong to the same centre of education. According to the famous online encyclopedia known as Wikipedia, primary education in Spain can be divided into three cycles: the first cycle includes pupils from 6 to 7 years of age, the second 8-9 and the third 10 to 11. Focusing on the Spanish national curriculum, compulsory subjects are: Spanish language and Literature, Art, Mathematics, Physical Education, Natural and social sciences both included in a subject called Conocimiento Del Medio and English or French. Many state schools have an agreement with the British Council making the study of English compulsory from the age of 6. Although in the United Kingdom there a several types of schools, in Spain most of them can be grosso modo divided into three groups: public or state schools, privet schools or semi-privet schools also referred in Spanish as concertado schools. As happens in the UK, state schools are funded by the government and therefore they are free for those living in the country. These cannot be freely selected, as the children are allocated the closest school to their home. According to Maurice Hamlin in his web page practicalspain.com, semi-privet or concertado schools are similar to the Britishs grant maintained schools since they receive subsidies by the government being education thus, provided free of charge. Most of them are run by a religious order e.g. the Salesians of Don Bosco, and pupils usually wear un iforms. Privet and International schools in Spain are becoming more popular. According to the Article Living and Working in Spain they provide a more relaxed environment offering a wider range of subjects and an international approach. Another important aspect to be analysed, is the use of the information and communication technologies in British and Spanish Schools. According to the British Department of Education, information and communication technologies (ICT) in schools can improve the quality of teaching, learning and management in schools and so help raise standards. In order to evaluate the use of ITC in primary schools The Education and Training inspectorate published in 2002 a report in which some of the main strengths of the use of new technologies are highlighted. As this report states, integrating the ICT in the national curriculum supports both teaching and learning. The quality of planning for ICT is proved to be satisfactory or better in 70 % of the schools inspected and in most schools the quality of teaching and pupils experiences are proved to be satisfactory, including a wide range of ICT applications among which stands out the use of word processing. Learning to use Microsoft Words spell check, digital cameras, create an maintain a web page, sending a forwarding e-mails, burning a cd, as well as learning how to control multi-media and database software are indeed but a few other applications in schools. As this study proves, ICT has also a very positive reaction on children by increasing their motivation towards learning in general; as the report states children have high levels of interest and enthusiasm in their work in ICT being motivated by the inclusion of ICT in their lessons. It is a fact that there are an increasing number of schools that are incorporating ICT not only as a subject in the national curriculum but as a way to make the other lessons lighter and more amusing to children. According to an article written by Sophie Borland and published in the newspaper The Daily Mail there are even some schools in the UK who have decided to turn a P.E. lesson into a Wii class in order to motivate and boost their enthusiasm for sport. To do this, Borland says, the newly approved by Department of Health Wifit Plus is used in the class involving a variety of fineness activities. Even though this article received very positive reviews there are some people like the spokesman of the Department of Children, Schools and Families who states there is always a place for innovative exercises if they do not replace traditional ones. Another school in the UK, according to the education editor Graeme Paton, is to include the use of the so-called social network Twitter as pa rt of their curriculum. All children, the author states, will be taught how to use webcams, podcasts as well as blogs. Pupils in this school will be expected develop an understanding of different ways to communicate online. Improving keyboard skills, using websites such as the online dictionary Wikipedia and learning how to employ spell-checkers will also form part of the biggest overhaul of lessons for 20 years. As happens in the United Kingdom, Spanish new generation of children are marked by the information and communication technologies which are gaining each year a greater importance in the education policy. The inclusion of the ICT in Spanish education system finds its roots in the European initiative e-Europe which motivated the creation of the Special committee of study for the Development of the Information Society in Spain (CDSI) by the Ministry of Science and Technology. Some of the conclusion of the CDSI can be applied to education. According to this committee the use of the new technologies should be present in all subjects as part of the national curriculum and in the relationship between teachers and pupils and all the members of the educative community. The presence of ICT in Spanish primary schools can be clearly perceived in the autonomous community Extremadura which is considered to be a pioneer in this field. According to the secretary of ICT in the education polity of the autonomous government of Extremadura Junta de Extremadura, this region started the project of including the information and communication technologies in education in the year 1999, when the Strategic Plan for the development of technology in society was presented and the educational sector was considered to be the main pillar of that development. This moment marks the appearance of ICT in Extremaduran classrooms. What is probably the most outstanding fact is that, this region decided to develop free software equally configurable and adaptable. A new operative system called gnu/LinEx which would offer an enormous variety of applications in order to fulfill the necessities of all kind of users and a great diversity of tools for its use inside the classroom. Furthermore, in the academic year 2002/2003, an initiative was carried out in all Extremaduran high schools which consisted on transforming regular classrooms into technological classrooms by introducing a computer for each two s tudents. Also, todays schools in the region have at least one electronic blackboard, together with a projector, a computer and an interactive pad. The creation of the specific operative system LinEx must be adapted to a didactic and pedagogical extent. This is why a new variation of this operative system has been installed in all the schools of Extremadura. According to the autonomous communitys government LinEx Schools as it is called, offers the pupil an friendly and motivating environment adapted to their intellectual development. Together with LinEx, it is important to highlight the development of the educative platform Rayuela. As if it was a social network, this platform is an advanced system of information that allows a real-time communication between teachers and parents by using the Internet. It also has a database with allows all Extremenian students to have a single Digital Academic Record until they finish high school. Thus, teachers are able to access all the informatio n about the educative course of their pupils (calcifications, assistance and observances) in order to offer them an individualized treatment. To conclude this essay, I must say that as both educational systems belong to a globalised world and concretely to the European Union, they share indeed some similitudes and the two last paragraphs are an example of this statement. Among other minor differences British primary education probably differs from the Spanish one in what in my opinion, is its main strength: the diversity of schools offered which allows parents to have a greater choice. 2.500 words.