658 week 10 Essay Example | Topics and Well Written Essays - 2000 words

658 week 10 - Essay Example As it grows, it continues the learning process through these two fundamental methods. Through experience and instruction, an individual learns to acquire his needs from the environment. Since what a person learns is a function of their environment; the culture, society, or politics of the day will have a huge bearing on what a person can learn, unlearn, or relearn. All previous cultures and civilizations that have been experienced throughout the ages have had massive bearing on the populace behavior. The ancient Roman civilization was a republic complete with representative from every corner of the civilization. The concept of a republic complete with democratic institution was a reality. Our current civilizations borrow hugely from the Romans. This work will endeavor to interpret influences that create an individual and the social and political influence of our classrooms today. In the ancient Roman civilization, both during the Roman Republic and the Roman Empire, culture, society and politics played a huge role in the education system. The ancient Roman civilization political elite such as Julius Caesar, the Senate, Emperor Augustus, Constantine etc. were constantly involved in campaigns and conquest that had huge implication on the education system of the day (Zumbusch, 2014). These conquests and campaigns brought many slaves to Rome, some of whom played a role in the education system of the Roman civilization. Romes education system borrows massively from the Greek culture. Many Greek slaves and freemen acted as tutors. Livius Andronicus, a Greek captive from Terentum provides a classic example. As a slave, Andronicus tutored his masters children while as a freeman, became the first private tutor in Rome (Zumbusch, 2014). Ancient Rome society was composed of rigid social structure, which included the elite and the commoners. The elite were mostly successful merchants, rulers, priests and nobles. The commoners were mostly composed of farmers and laborers.

Cultural Geography of the Navajo Tribe Essay Example for Free

Cultural Geography of the Navajo Tribe Essay The Navajo Community represents some of the native Indian tribes in the United States of America. This group just like other Apachean tribes residing in the Southwest is part of the Athabaskan speakers. Originally, they migrated from Western Canada to occupy the largest reservation in the United States. The Navajo tribe practiced nomadic gathering and hunting living a sedentary life in the rugged expansive terrain in the Southwest. Their residences were small and scattered over the land. The date of settlement of the Navajo community in the Four Corners Area is not known with certainty but archaeological findings and researches projects settlement around 13th century.             Surprisingly, a majority of Native American tribes diminished in population with modernization, civilization and assimilation. However, the Navajo tribe has witnessed ballooning population going well over 300,000 people. A duo of Geographers from the Los Angeles’ University of California postulates the growing Navajo population to over 300,000 members to date is as a result of culture and geography. This paper sets out to delineate the cultural geography of the Navajo tribe and what significance this has had on the community.          In Human Geography, cultural geography concentrates on the interactions and patterns of material and non material human culture with the natural environment as well as the human-structured space (Cosgrove, 1994). There are three branches of cultural geography, namely: traditional, new and the more than representational cultural geographies (Lorimer, 2012). In American studies, traditional cultural geography is studied and links to the works of Berkeley University Geographer, Professor Carl Sauer. According to him, the interaction between communities and â€Å"natural† landscape nurtures â€Å"cultural geography†. Researchers following this convention concentrate on the various arrays of human interventions in changing the â€Å"natural† landscape. Therefore, they were mainly interested in validating material culture such as architectures/buildings, industries and agricultural technologies.         Indeed, cultural geography has greatly influenced the increased population of the Navajo community. This is particularly so because the geographical location of the Navajo is isolated. Besides, the prevalence of cultural flexibility in which the Navajos regard themselves as the Dine, blended well with their expansion long after 1492 (Cosgrove, Daniels, 1994). It was around this time that the Europeans started to trickle into North America. Besides, the Navajos cultural flexibility has enabled the tribe to resist assimilation into the larger white United States Culture, four centuries down the lane. Incidentally, most Native American tribes and communities became decimated in population, lost their language, homeland and cultural identity or even disappeared. However, the Navajos are strikingly exceptional. They have retained their homeland, culture, identity and the population continues to thrive.             The exceptionality of the Navajo Community is benignantly evident in their population. The community is arguably representative of the largest Indian tribe in the United States of America. Certainly, the Cherokee Nation, which is an entirely different membership demanding diverse requirements, may contest this acclamation. Nonetheless, the burgeoning Navajo reserve has grown from 3.3 million acres in 1868 to over 17 million acres covering the three states of New Mexico, Utah and Arizona (Goode, 2002).            So what has precipitated this meteoric success?             In their article on the November 18 issue of the Science Journal, geographers Arthur and Diamond postulate that the mere isolation and remoteness of the Navajo Reservation in the southwestern United States played a major role. The extreme outlier of this zone cushioned the community against aggressors such as the Mexicans, the U.S armies and the Spanish. However, it can be remembered that the United States armies rounded up a majority of the Navajo Indians in 1864 and detained them in New Mexico State at Fort Sumner for four years. Still, the extreme outlier and isolation of the Navajo reservation filtered association and interdependence between the Navajo tribe and American and Spanish settlers.          Notwithstanding, the Navajo reservation, featured a rugged, dry and dusty terrain which inhibited white settlement. It was too dry and undesirable for farmland and agriculture making white settlers seek and establish settlements elsewhere. Moreover, the absence of essential mineral resources such as oil and coal at the time of European invasion and settlement of the U.S made the region undesirable much until the 20th century when the minerals were discovered.             Moreover, the Navajo tribe precipitated cultural geographical factors and adopted flexibly while still retaining their cultural identity, thereby circumnavigating the pitfalls of other native tribes (Jackson, 1982). The Navajo tribe changed into new practices in their expansion and occupation of the Navajo reservation. Besides, their inclusive, incorporative attitude of clans, individuals and spouses afforded them cultural identity amidst assimilation threats. For instance, they interrelated cordially with neighbors such as the Apache and the Pueblos, thereby eliminating friction and derailing wars.            There are other historical perspectives in cultural and geographical coverage of the Navajo tribe that has led to their population increase, as well as the acreage of the Navajo Reservation. The tradition of the Navajo tribe is told as a tragic story of victimization as evidently presented in most publications on the American Indian history (Parry, 2011). Peter Iverson, a history professor at the Arizona State University posits the insufficient detail with which the Navajo are regarded. He counters that much more scholastic research must be carried out to reveal the imminent cause of their prolonged stay in power in spite of the massive cultural threats.            Peter Iverson postulates that the federal government’s initiative to rupture the Indians land to derail communal land ownership for individual ownership marked the onset of disappearance of native tribes (Parry, 2011). The Navajo tribe reacted by successfully resisting the government’s capitalism agenda to split their land. This unified the community and ensured that it retained its cultural and geographical identity. Besides, the tribe set on acquiring additional land to expand their reservation resulting to a dramatic expansion of their dynasty. Peter Iverson emphatically chirps in that with the onset of the 19th century the tribe realized that their stay in the reservation was a long run.             The Navajo’s cultural and social adaptations with regard to their topography were flexible. Initially, they resisted the American government’s sponsored education. This is because the education was varied on the extreme and went against the beliefs of the Navajo tribe (Jett, 1992). For instance, the boarding schools were savagely hostile to the Navajo schooling kids. Indeed, this was ingeniously tailored to help rehabilitate the Navajo young scholars into the white American culture (Parry, 2011). However, various cultural, social and geographical developments in the region led to the tribe to flexibly accommodate and adopt new practices. For instance, the 1930 federal program decimated the pastoralist, nomadic and sedentary life in which the Navajo led by taking away their livestock. In countenance, the Navajo adopted the new engagements but yet retained their cultural identity.             Another cultural geographic factor that has led to the meteoric growth and expansion of the Navajo tribe over the years, in spite of cultural assimilation threats is their rich cultural vitality. According to the dual, over a half of the population in the Navajo tribe speaks perfect native language (Jones, 2012). The large population of Navajo members speaking their native language has enormously contributed towards cultural vitality. Nevertheless, the culture is more fragile at present that it has been projected. This is because; with the government sponsored schooling the younger Navajo members cannot speak their language fluently.            Besides, the Navajo tribe is more probable to external influences at present than before. This is because the Navajo reservation has witnessed the construction of railroad and modernized roads skirting through their lands. Consequently, the region is opening up and awakening from isolation well after 1920 (Parry, 2011). Moreover, in spite of the Navajo confrontations with the government in the 1880s, the present influence of Christian Missionaries has actively influenced their culture.            The Navajo tribe pride in their flexibility to adopt and incorporate new features into their culture. This characteristic is well illustrated in their architectural designs, weaving, silverwork, craftsmanship and drawings. For example, among the commonly featured designs in the Navajo arts is the squash blossom pattern. It involves a crescent shaped pendant which is native to the Islamic countries. It is believed to have arrived in the Navajo reservation with the Spanish.             Today, the Navajo culture constitutes a blended old tradition with adapted practices and technologies. The adapted practices are traceable to ancient times and reflect in the tribes mythology. Their oral traditions posit a semi nomadic life integrated with hunting and gathering. As a result, the oral traditions foreshadow perpetual travelling by their ancestors before settling in their current Navajo Reservation. The Navajo today practice farming as an adopted practice to ensure their survival. This practice just like so many other cultures was adopted from the Spanish settlers who settled in their reservation (Parry, 2011). They learn to rear animals such as sheep herding and weaving blankets from wool. Their adaptation tactics have seen the Navajo tribe become dexterous and perfect their skills. Most of the intricately weave patterns in blankets across the world traces top the American Indian Navajo tribe.             In the nineteenth century, the Navajo tribe conducted conventional raids in their neighbors for animals, food and captives a trait that earned them the noun ravage (Parry, 2011). This lifestyle was quite common amongst traditional communities implying that the Navajo tribe merely adopted the practice from their neighbors. In spite of the cultural adaptations, the Navajo tribe reclined to maintaining their traditions. According to James F rooks, the Navajo assumed those practices that enhanced their survival and protection.             Increased settlement of white settlers in the Dine coupled with transcontinental railroad developments stirred a hostile, brutal and violent resistance from the Navajo tribe in their reservation. Consequently, the U.S armies were called upon to quell the situation and detain the agitators. This led to the rounding up of Navajos and their eventual incarceration at Fort Summer, New Mexico. The U.S army applied ruthless combat methods such as the scorched earth policy aimed at weakening the Navajo. For instance, they reduced the Navajo livestock which was their main source of income and livelihood. The army barraged the Navajo out of their reservation striking their most hideous cavern, the Canyon de Chelly. Peter Iverson states categorically that the number of Navajo clansmen arrested and incarcerated as at 1864 totaled to about 8,000. These people had surrendered to the American soldiers due to hunger and thirst. In fact, Iverson posits that they endured the  "Long Walk† along the Pecos River to the fort. Nevertheless, a boisterous and poignantly adamant Navajo population totaling to about 5,000 Navajo members sought refuge in the Gray Mountain, Black Messa, Grand Canyon and the Wupatki hideous points (Parry, 2011).             The long annexation of Navajo led to the 1868, peace treaty signed by chief Manuelito and other clansmen with the federal government of the United States. This allowed the release and return home of the arrested and detained Navajo members. In addition, the Navajo acquired an expansive Navajo reservation stretching over 3.5 million acres of land. It straddles the entire New Mexico and Arizona border line through Utah and on to Colorado (Parry, 2011). The annexation and detention of the Navajo did not alter their cultural practices and identity. The continued herding their sheep and their craftsmanship weaving more and more blankets. In addition, they brought with them additional practices such as silversmithing earlier adopted from their neighbors, the Spaniards. The Navajo jewelry is known across the world and over and especially the turquoise and silver jewelry.             The discovery of an underneath mega oil reserve in Navajo Reservation, in the 1920s, did not assail the tribe. The tribe organized the Navajo Tribe Council to provide strategic and organized leasing of contracts. This council operated independently until 1991 when the federal United States government intervened and reorganized the council to accommodate a trilateral government (Parry, 2011). It constituted of an executive, a legislature and a judiciary similar to the federal American government. This depicts another one of Navajo community’s cultural adaptability and flexibility. The council is duly constituted by a delegation of 88 people representative of 110 communities.          Moreover, the Navajo council and government constitute a Navajo Nation Flag. The colorful emblem depicts the topography of the Navajo reservation represented in copper. In addition, the flag features the native reservation border of 1868 presented in a dark brown color. Still, the flag bears a quad composure of the sacred mountains at their cardinal directions while an enveloping rainbow illustrates the sovereignty of the Navajo nation (Parry, 2011). The solar captured above two animals and cornstalks depict the Navajo indigenous economy. Moreover, an oil derrick featured between a modern house and a Hogan is indicative of another feature of their economy.          In conclusion, cultural geography as a branch of human geography postulates the In Human Geography the interactions and patterns between human culture and the natural environment. This involves the study of the material and non-material associations between the external environment and the people who live in that environment, that is the human-structured space. Culture geography manifests acutely in the Navajo nation. It trails the Navajo tribe explaining their stoic existence, burgeoning and inflationing population amidst occasions that threaten their cultural identity (Parry, 2011). This native community has managed to survive primarily because it practiced flexibility in its culture. The community adopted new elements and practices into its way of life, enriching, safeguarding and advancing its culture and vitality. The Navajo reservation topography has shied potential threats and invasions keeping and retaining the tribe’s identity. References Cosgrove, D. E., Daniels, S. (1994-1988). The Iconography of landscape: essays on the symbolic representation, design, and use of past environments. Cambridge [England: Cambridge University Press. Goode, S. (2002, October 29). Powwow Blends Sacred and Secular: Thousands Attended the First Powwow on the National Mall to Celebrate the National Museum of the American Indian and to Immerse Themselves in Cultural Traditions. (Nation: American Indian Culture). Insight on the News, 8, 13-22. Jackson, J. (1982). Navajo Architecture: Forms, History, Distributions And , (Tucson: University Of Arizona Press, 1981. Pp. Xx+289. $37a50 And $14a95 Softback). Journal of Historical Geography, 8(4), 428-429. Jett, S. C. (1992). An Introduction To Navajo Sacred Places. Journal of Cultural Geography, 13(1), 29-39. Jones, L. (2012). Geography and memory: explorations in identity, place and becoming. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan. Parry, W. (2011, November 17). Tribal Fates: Why the Navajo Have Succeeded. LiveScience.com. Retrieved November 30, 2013, from http://www.livescience.com/17086-navajo-tribal-fate-jared-diamond.html Source document

Essay --

Throughout The Awakening, water the main motif serves as a catalyst to the metamorphosis of Edna. During the length of the story Edna goes through a process of changes that coincides with the presence of water. Water serves as a conduit for liberation and empowerment that facilitates the rebirth and even death of Edna. In this essay I will argue that the motif of water represents the continual transformations that occur within Edna throughout the story. The story opens on the Grand Isle off the coast of Louisiana, completely surrounded by water with the Gulf of Mexico to the South. Here the protagonist Edna and her family often stay for summer vacations. The Grand Isle separated by other landmasses by water represents the independence and solitude the body of water provides in comparison to the other settings of the story such as, New Orleans. It is here on the Isle that Edna begins to discover her independence. The waters around the Isle have seduced Edna during her stay. â€Å"The Gulf, whose sonorous murmur reached her like a loving but imperative entreaty† (Chopin 32). Even from the land in the safety of her summer home, the sea has enticed and attracts her towards it. The presence and embrace of the sea is a constant acquaintance to Edna. In contrast, her husband frequents the club and children who are unattended by her. The continual presence of the sea allows Edna to reflect on her life such as seeing her image on the surface of water. â€Å"The voice of the sea is seductive; never ceasing, whispering, clamoring, murmuring, inviting the soul to wander for a spell in abysses of solitude; to lose itself in mazes of inward contemplation. The voice of the sea speaks to the soul. The touch of the sea is sensuous, enfolding the body ... ...he presence of water as the motif in this story facilitates these transformations for Edna. On the Grand Isle, the constant presence of the ocean begins a metamorphosis within Edna that alters her perspective of herself in relation to others. She begins to fulfill her desires and abandon her responsibilities as a wife and mother to her family, in order to pursue a life of independence. Allowing her to fulfill her desires to be a painter and be with Robert. Critical moments of self-reflection for Edna occur in the presence of the ocean. It is at the ocean where she first realizes her desire to be independent. Also the empowering force of the ocean allows Edna to be a dictator of her fate. She ultimately decides to take her life and be free from other’s wants and expectations from her. The water was the catalyst that allowed Edna to be liberated and obtain her desires.

Darvin and Evolution – Lesson Plan

Time constraints meant I couldn't cover everything I wanted to cover during ‘Topic'. Other investigations that may have been included are: Artificial Selection Why are cows and sheep not extinct? Why are there so many kinds of dog? Where do red, blue and black roses come from? What are yellow bananas? Sexual Selection Why do peacocks -and many other birds – have such beautiful plumage?A predator can find them easily, so why have they evolved that way? A festive' example (cough): Why do reindeer have antlers? 1 Do Mammals Have Emotions? Do mammals experience fear, happiness, sadness, grief? I hope to address these and other questions during Science. In the meantime, here is a collection of books which you may or may not find useful: Richard Adkins' book is a hardcore response to all who question evolution as scientific fact. Chris Stringer works at the National History Museum and is often called upon by the media to explain the origins of modern humans.His The Origin of o ur Species is a popular and engaging read which sets out to answer all the big questions in the debate about our origins. The graphic adaptation of Origins by Keller and illustrator Nicolle Rage Fuller is a marvelous version of Darning's seminal work. The illustrations are drawn from Darning's own words, including his diaries and letters. The book is brought up to date with a graphic account of recent breakthroughs in evolutionary science. It would make a wonderful gift for teenagers and adults with an interest in evolutionary theory. I love it. The nutty looking book by Murphy is funny, informative and perfect for Yr 5/6 +.I would highly recommend it for use when planning the ‘Life' units in the Science SOW. The final book would be enjoyed by Yr/6 and anyone requiring a gentle introduction to Darwin and his ideas. The first lesson is a look at the Genesis account and other creation myths, but don't let that fool you into thinking this plan is creationism or so-called ‘i ntelligent' design in disguise, it most definitely isn't! It is a celebration of Charles Darwin and evolutionary theory. I believe Darning's â€Å"dangerous idea† is one of the most important topics we'll ever teach our kids. I hope you enjoy teaching it. Kind regards,Lou Armor Darwin, Evolution and the Origins of Life L 1/2 – All Things Bright And Beautiful Success Criteria I can write a creation myth. Intro Entry song: Sing the first verse of All Things Bright And Beautiful. What is the hymn about? Why do you think it was written? Does anybody know of any other songs, rhymes, etc that describe the rich diversity of life found on earth? Show: How God created the world. Http://www. Youth. Com/watch? V=7_Acquiesced=related What is the little girl attempting to explain? Where did she get the explanation from? Display the relevant Genesis passage as a timetable.What do you think about the Genesis story as an explanation of life? Are there any oddities about the Genesis ac count? How old do you think the world is according to Genesis? (Creationists believe the world is only 6000-10,000 years old). Activity Entry question: All cultures have creation myths. Do you know of any? Greek, Egyptian, Norse? Rudyard Kipling? How many creation myths do you think there are? Is there any reason why any one story should be the ‘correct' one? Part 1 Story Telling Task Show the clips, complete with a brief discussion of their story features/structure between each.Record the features, etc on the board for later use. How elephant got his trunk http://www. Youth. Com/watch? V=bishop_ICQ How Zebra got her stripes http://www. Youth. Com/watch? V=Mississippi=related Why Bat flies at night http://www. Youth. Com/watch? V=pedophilia pop=related LA – Referring to the board prompts and pictures children plan and write their own story book from ONE of Elephant, Zebra and Baboon, Koala or Bat. MA/HA- + those LA who wish to do so – work in pairs and write an o riginal and creative story for ONE of the following: How Tiger got her stripes How Peacock got his feathersLeopard got his spots How Kangaroo got her pouch How Tortoise got his shell How bear got her stumpy tail How Encourage children to act out their story as a means of composing it and telling it. Inform HA children that they will be telling their story during ‘Myth Time'. Activity continues overleaf. Part 2 Outdoor Task: Critical Thinking entry: a) Observation and discussion walk around the top field/Dingles Dell/flower beds, etc. Ask critical questions – lots of why and how – about ‘supernatural design', leaf structure, complexity, etc without straying into Darwin and evolution. ) Inform hillier that scientists estimate the world to be about 5. 1 billion years old. Create the ‘The Lo Roll Timeline'. Say, Wow! ‘ Discuss. Take photos. C) Uri-peg two of the lines, remove their post-its and add them to the Zero end of one of the other lines so t hat you have one long line made up of three of the original lines. Line 1 (with it's post-its in place) + Line 2 + Line 3 = The Age of the Universe. Now take a look at the red edge! So where would the Genesis 6,000 – 10,000 years be now!!!!? Microscopic! Assessment and Look Forward IQ: Did anybody notice anything odd about Day 1 and Day 4? E below) What are your thoughts about the Genesis story in light of making the ‘Lo Roll Timeline? Why would an all powerful, caring and gentle God create a wasp which seeks only to burrow into the bodies of living caterpillars with the intention of eating them from the inside? What is the point of it? For the next lesson: Ask children to bring in as many toy animals and small world vegetation as they can carry. Ask children to begin making a list in their Diaries of the types of living things they see day to day and to bring it in next lesson. Onto been – Those Diaries may have a use after all.Talking with friends and family Do es science have anything to say about life on earth? Can anyone think of any really old things that have been found, in a rock or on a beach, say? Scientific evidence tells us that the earth is over 5 billion years old. Life first originated in the oceans 3. 4 billion years ago. The dinosaurs died out 65 million years in the past. The first modern humans (Homo Sapiens) appeared 100,000 yr ago but the recorded history of humans stretches back only 10,000 years in time. Find out more about these things. Talk about these things with a friend for next time.Begin making your own Evolution Journal at home (It could be a combination of literacy homework and voluntary work, so there could be an incentive of some sort I. E. Credits). Lesson Resources Writing and drawing materials. Lo rolls, tents pegs, knitting needles, long nails, post-it notes. Teaching Support Creation myths: http://www. Magical. Com/creationism. HTML AY: God supposedly creates light and separates light from darkness, and day from night, on the first day. Yet he didn't make the light producing objects (the sun and the stars) until the fourth day.So how could there be â€Å"the evening and the morning† on the first day if there as no sun to mark them? Myth Time: Split the children into groups for ‘Myth Time' on the carpet and around tables, etc. HA children read/act out their story to their group. On completion – if time allows – children move to another story teller. Further stories, including, Elephant, Zebra, Bat, can be told at the end of each day over the course of the week. L 3-4 Endless forms most beautiful and most wonderful None as such. The aim here is to inspire awe and wonder. Learning about classification is a bonus! 3 Introduction Endless forms most beautiful and most wonderful. Entry activity: Children place their toys and small world materials on their tables. Entry phrase: Write the above phrase on the board and read it aloud using an dramatic voice to inje ct a sense of wonder. Ask the children if they can figure out what this exquisite phrase refers to. Ask: If forms' means ‘kinds of, what do you think is being described? (The above phrase is taken from the conclusion of Darning's On The Origin of Species By Natural Selection, 1859).Entry Sq: How many kinds of living organisms exist upon on the earth? 4 How many have been made extinct? 5 Task 1: Using toy animals, small world vegetation and large whets of paper children to begin to make a (HUGE! ) list of living organisms (use this term repeatedly throughout term). Prompt children for as wide a variety of living organisms as possible. Can children see any similarities or differences between the organisms listed/shown? Task 2: Using toy animals, small world vegetation and large sheets of paper: How can living organisms be grouped into different things?Children use their own grouping criteria to group them. What discoveries have they made? What problems ensue? Help by providing p rompts: weeds, trees, flowers, insects, micro-organisms, marine, land and air life. How far can children keep going with the groups? Would a Venn diagram help? (MA/HA math children especially). Do any of the living things live and exist in 2 or 3 environments? (amphibians, flying insects, seabirds, otters, turtles, etc) Outdoor Competition: Teams fill a matchbox with as many different living organisms as possible.Discuss the results. Tell me something about the lists and diagrams we have made. Help children to develop a sense of awe and wonder at the diversity of life. Finish with Where do these endless forms most beautiful and most wonderful come from? ‘How is such diversity possible? Inform children that they will be learning more about the classification of living organisms during Science. For the next lesson: Ask children to bring in: a toy dinosaur, animal or doll, a box for the toy, a simple gardening tool for digging e. G. A small fork or trowel.Darning's pod: Charles D arwin loved listening to music and dancing with pretty ladies – I know, I know but that's because people only ever see the photos of him as an old man – so we are going to begin a collection of music that Darwin would have on his pod were he alive today. Who would like to be the collector of the pod music? You will be responsible for overseeing the downloading of any requested amp track and recording the name of it's contributor. To be a contributor you will have to pay its cost – via my Amazon account – which will probably be between 50-app per track.For example, I will pay for Louis Armstrong's What a wonderful World', price app. At the end of the topic we shall celebrate Darwin and have his pod playing in the back ground whilst we do so. Collectors and contributors – in role biz. The great man – could present Charles Darning's ‘Galapagos Island Discs' to parents during our class- based assembly. Ask children to think about these and other questions and to discuss them with their friends before the next lesson. Ask the children to wonder what they might be learning about next time? Large sheets of paper, post-its, card for labels and drawing materials.The scope for CIT use in every one of these lesson is enormous – interactive timeliness, natural selection games, movies, etc but the notebook are too small, too unreliable, and too few in number for all classes to be using simultaneously. And ‘1 between 2' tends to cause more problems than it solves? Perhaps Joy could ad many of the links to our lass web pages so kids can explore them at home? Http://en. Wisped. Org/wick/Charles_Darwin See also the resources I have put on the R:drive. In addition I have several books about Darwin and evolution which people may wish to borrow. L 5/6 – Darning's great adventure.I know what fossils are, how they are made and what they can tell us. I can describe what Darwin saw on his voyage aboard the Beagle and some of the difficulties he faced collecting his specimens . Charles Darning's great adventure. Entry question: Hold up a Ole note and ask: Who is this? What is she famous for? Turn it over and ask Who is this? What is he famous for? Explain that he is probably the most important scientist who ever lived. And he's British! Explain that Charles Darning's theory of evolution was the first scientific theory to explain the appearance of not Just some, but all living species.Darning's theory told us how all living things are related. It also explained the origin of new species, why some species became extinct and the reason for the great variety of life on earth, why there are so many â€Å"endless forms most beautiful and most wonderful†. Entry Sq: Who was Charles Darwin? Give children a potted history of his early life. See below) Display pictures of the young Darwin – he was only 25 – the map of Beagle's Journey and tell the story of the Beagle's voyage and of th e many wonderful things Darwin observed. Talk about Darning's fossils finds.Do you know what fossils are? Do you know where they are found? Http://www. Youth. Com/watch? V=KxDQwBZJ908=related Show fossil pictures and discuss. What are fossils? What do they tell us? What do marine fossils tell us when they are found at the top of a mountain? Describe and illustrate Darning's fossil finds. It may help yr to remind them of their ‘Mountains' epic and mountain rock layers are formed. Display the Homologous Structures picture. Chi work with a friend to solve the puzzle illustrated. What are the skeletons evidence of? What can be inferred from them? Remind chi about inferring from a text). Outdoor Task: Play at being paleontologists and fossil hunters. Children make fossils outdoors. (A day or two later they again play at being paleontologists and dig up another's fossil, taking care not to damage it, Just as real scientists do). Take photos. Part 2- Darning's observations caused him to think very deeply about Evolution. Evolution is about change over time. Specifically, it is about how species change over time. Emphasis the excitement, wonder and scientific endeavourer of observation in such weird and wonderful environments.What practical and/or scientific problems do you think Darwin faced? Watch the clip and answer these questions: How did such a wide variety of living organisms first appear on the Galapagos? After arriving what did many species begin to do? Http://science. Discovery. Com/videos/Galapagos-beyond-Darwin-Charles- Darwin. HTML What does ‘adapting mean? Can you give me an example from the clip? How do some of the organisms survive? Http://science. Discovery. Com/videos/ Galapagos-beyond-Darwin-creatures-of-Galapagos. HTML The things that help an organism survive are called traits' and they can be passed on.Most traits are inherited (but not all), a bit like passing on hair and eye color. Show photos of a family if it helps clarification. A sk children to think about what the fossil record and the Genesis account tell us about the age of the earth and all that live upon it. What do they make of the fact that both geology and the fossil record tell us that the earth is billions of years old, et the bible says the earth was created only 6000 years ago? Which account is based on evidence and which account is simple belief?Help children to distinguish between scientific facts based upon other facts and overwhelming evidence, and stories which require only belief. A detective's Who done-it' puzzle may help (Sherlock Holmes was incorrect: it's inductive not deductive reasoning). For the next lesson: Ask children to bring in a yoghurt tub, tongs, pegs, ladles and anything else that can be used as a pretend bird beak. The wider the range of implements the better. We also need plastic cups cut in half, very thin milk straws remind me to get some from Nursery and Reception waste bins! , long balloons, Jelly beans, smarmiest, a c ouple of tins of fruit cocktail, soft fruits, berries, fruit Juice, chick peas, peas, seeds, etc for food and at least one washing up bowl and a cereal or fruit bowl per 4 children. Ask children to bring in handfuls of the food stuff and can chuck it in a class box ready for the lesson. Talk about fossils. Find more clips and videos about fossils and the Galapagos Islands and watch them together. Make one at home and put a photo of it in your Journal. Draw pre-historic fossils such as Trilobites, too. Plaster of Paris or similar.Toy dinosaurs and dolls (undressed). Digging implements. Small brushes. A cardboard box for each toy brought in. A tent peg or nail. Post-it notes. Why are there no transitional fossils? Is a question a parent may ask. Here is an answer put in terms of a family photo album. Http://www. Youth. Com/watch? V=QywH7FOeKJO=mfu_in_order=UL This one shows evolutionary theory being used to predict which fossils should be found. Fabulous examples shown. It also explai ns why a crop-duck fossil (half crocodile, half duck) will never be found?The crocodile is a favorite line of ‘criticism' by creationists and dim celebrities). Http://www. Youth. Com/watch? V=l_Dad_Eight=autoplay=ULQywH7FOeKJO=5=1 Re: Science: Children will be learning more about the variation, adaptation and habitats of living organisms during Science. However, their intellectual Journey will travel beyond the dreary diet of tautologies and soporific science found in the CA sow. L 7/8 – Evolution, Natural Selection and â€Å"the struggle for survival†. I can describe/explain how species change over time.I can describe/explain how inherited traits enable a species to survive. Natural Selection and â€Å"the struggle for survival†. Entry Joke Two friends are in the woods when a bear starts chasing them. The first friend begins to run. The second shouts, Mimi can't outrun a bear! † The first friend looks over his shoulder and replies, â€Å"l don't ha ve to. I only have to outrun you. † Is there anything we can learn from this Joke? Entry Quotation It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change. Display the above.Can children illustrate its meaning with an example? Polar bears? Brown hares? Cactus? Explain that organisms have adapted to survive in many different environments. The question of how they evolved (changed) was Darning's gift to the world. Ask: What does ‘evolution' describe? Recall that evolution is about change. Explain Darwin was not the first to propose that species evolve (change) but he was the first to explain it. At least the first to explain it in a way that made sense and held up to scientific evidence. How does change occur? Darning's explanation is called natural selection.It is such a simple (but profound) incept that we can describe it in one sentence: Those living things born with traits that giv e some advantage in survival and reproduction, will tend on average to leave more offspring that have those very traits. That's it. That's why species evolve (change). That's why large amounts of time can result in large amounts of change. So what might ‘advantages' look like? Display and explain Darning's finches using the picture from the Natural Selection PPTP. Slide. Inform children that they are about to take part in the ‘Bird Beak Struggle'. Task 1: In groups of four, children play ‘Bird Beak Struggle'.Ask: Some of your ‘beaks' were more successful at obtaining food than others. Why was that? What were the advantages of having beak X? What were the disadvantages of having beak X?

Important Element in the Story Essay

In the two short stories, â€Å"Little Things† by Carver and â€Å"The End of Something† by Hemingway, both authors make the title significant to the story’s message. The title â€Å"Little Things† is somewhat ironic in that the word ‘little’ could refer to the baby or could in fact be calling their argument petty, even though the child that they are fighting over is a major issue. This irony is significant to the story because even though the parents appear passionate about their infant, the argument clearly lies deeper. The title â€Å"The End of Something† could also refer to a number of things. In this story many things are coming to an end. The end of the mill and the town at Horton’s Bay, the end of Nick and Marjorie’s relationship, the end of their fishing trips and the end of their day. Both stories are about the end of relationships however, in â€Å"Little Things† the breakup is angry and violent whereas in â€Å"The End of Something† the breakup is calm and brief. The story â€Å"Little Things† is about the violent breakup of two parents. It is implied that they are married but Carver does not explicitly state this. The opening paragraph describes the weather and the time of day, which reflects the mood of the piece, the darkness of the evening mirroring the dark mood inside the house, â€Å"it was getting dark. But it was getting dark on the inside too. † This shows that although the mood was dark, it was not completely pitch black outside implying that there may still be a slight glimmer of hope for the young couple that is soon introduced. As the fight and the emotions become more reckless and brutal the light begins to fade, showing that all hope is lost. The characters in the story are not named. This gives their predicament a deeper sense of urgency and immediacy. This is used to great effect as when we first meet the man and women, the absence of names throws us directly into the middle of their quarrel. In this piece there is no need to build up the characters with a descriptive foreplay as it is not important to the story, making it more urgent. However in â€Å"The End of Something† we feel more sympathy for the characters as we have learned about them in more detail. From the line â€Å"he was in the bedroom pushing clothes into a suitcase when she came through the door,† we can deduce from the subtext that these people are in some kind of long-term relationship, and the second line of the same paragraph draws attention to the fact that they are having a heated argument. It is extremely common that in short stories a lot of information is insinuated rather than being clearly stated and so the reader must draw a meaning from the subtext. The woman is the first to speak. Carver does not use speech marks at all during the story in order to draw more immediacy to the article. The first line of speech â€Å"I’m glad you’re leaving! I’m glad you’re leaving! Do you hear? † shows that although the woman appears to be angry at her partner and glad that he is moving out it is easily noted that she in fact feels exactly the opposite. This is illustrated by the repetition of the line â€Å"I’m glad you’re leaving† showing that she is trying to reassure herself that she doesn’t need him. This shows irony. The woman continues to barrage the man with slurs, â€Å"son of a bitch†, obviously in an attempt to provoke his attention and convince him to stay. When she states â€Å"you can’t even look me in the face can you? † it is blatantly obvious that the man has had some kind of affair. The woman fails in catching the man’s attention and therefore when she spies the baby’s picture on the bed she takes it, out of spite. The man follows her; turning off the bedroom light as he leaves symbolising the end of their relationship, â€Å"looked around the bedroom before turning off the light. † The baby is also not named showing that although it is the child that they are fighting over, the battle about more and the baby is merely a pawn in their game of spite or revenge. The man states â€Å"I want the baby. † This immediately provokes maternal instincts from the mother who rushes to keep her child. The infant is continuously referred to as ‘the baby’ or ‘this baby’ showing that their child is solely an object that the couple are focusing their anger on. The man’s request for the baby is not because he necessarily wants the child from love but more because he sees it as a prize that he can win over the woman. Gradually their battle becomes more physical and violent as the man tries to take that baby from the woman, â€Å"in the scuffle they knocked down a flowerpot. † The baby senses the tension in the room and starts to cry which adds to the anxiety and desperation in the mood of the text, â€Å"the baby had begun to cry. † Throughout the rest of the story Carver intensifies the atmosphere by using urgent and effective words such as â€Å"screaming,† â€Å"red faced,† â€Å"gripped† and â€Å"hurting†. Nearing the end of the story the light is involved again, â€Å"the kitchen window gave no light,† this line exemplifies that there was no hope left for the couple and the baby. The lines become shorter to add to the fierce battle that the couple is suffering. The man and the woman both grab the child and pull it in different directions in a hope that one will triumph but we do not know the victor. The last line â€Å"in this manner the issue was decided,† leaves us pondering a number of possible out comes. The man or the woman may have succeeded in snatching the infant for themselves or they may have pulled their baby in two. If so the story appears to be a parody of the biblical story ‘The Two Women and Solomon’, in which a man offers to cut a baby in half to settle a quarrel between two woman as to who the mother of the baby is. In this story we are left with an ambiguous end. It is very common in short stories that the resolution of the story is left undecided, again leaving the reader to make their own conclusion from the clues given. The second short story â€Å"The End of Something† is also about the end of a relationship, however it is handled in a calmer and less violent manner. The first paragraph sets the scene of a calm deserted bay, once a busy lumbering town, now reduced to a citizen-free ghost town. The couple, Nick and Marjorie, are rowing through this bay in a calm fashion â€Å"they were trolling along the edge of the channel bank,† but they soon head towards â€Å"dark water† which shows that they are heading towards trouble. They are rowing soundlessly until Marjorie breaks the silence and begins to talk about the old mill on the shore, describing it as â€Å"our old ruin†; this shows that their relationship stretches back a long way. Nick answers unenthusiastically. Marjorie tries to keep up the conversation describing it as a castle, which shows that she sees ‘their’ ruin in a fairy-tale manner. However Nick is still distant which makes Marjorie have to work hard to keep their conversation alive. Marjorie appears to love everything about their fishing trips. She obviously loves Nick very much and is enjoying spending time with him, â€Å"She loved to fish. She loved to fish with Nick. † Clearly Nick is quite qualified at fishing and Marjorie tries to make him feel good by putting him in charge and asking him questions to boost his ego, â€Å"‘They’re feeding,’ Marjorie said. ‘But they won’t strike,’ Nick said. † By this Nick means that he will not strike that night. The couple carries out their actions of fishing with scarce communication and we can tell that something is clearly upsetting Nick as Marjorie is trying to provoke conversation but to no avail. When Marjorie questions Nick â€Å"What’s the matter Nick? † he replies â€Å"I don’t know. † The couple set out a picnic on the beach but we can tell that Nick is merely going through the motions as he says â€Å"I don’t feel like eating† and all it takes is one line from Marjorie and he agrees. They eat silently until finally Nick breaks the tension. â€Å"There’s going to be a moon tonight,† but when Marjorie agrees Nick becomes angry as if he was waiting for anything to release the pent up emotions held inside. Marjorie tries to divert the conversation from an argument and begins to talk about the moon. As in â€Å"Little Things†, the weather and setting play a part in describing the mood of the piece. The moon could represent chastity, coldness or even the passing of time. Silence follows and they do not touch each other until Marjorie ventures to ask Nick â€Å"What’s really the matter? † Marjorie is desperately trying to make their evening enjoyable and romantic but Nick is making it extremely difficult. Nick tries to avoid the question until he starts to explain that it wasn’t fun any more and that he was mixed up inside. â€Å"I feel as though everything was gone to hell inside of me,† the use of the word ‘was’ instead of ‘is’ shows that he is confused and suffering a confidence crisis. Marjorie is evidently shocked as she barely speaks except to say â€Å"isn’t love any fun? † which is swiftly followed by an answer from Nick, â€Å"No. † Unlike in â€Å"Little Things†, there is no major battle about to be released, instead Marjorie leaves calmly, dignity intact, in the boat. Nick offers to help push the boat out, which shows that he still cares for her, but is refused. When Marjorie leaves Nick lies on the blanket for a long time until mysteriously a new character named Bill emerges from the woods. Bill is a curious character. Obviously he is related to Bill in some way and Hemingway makes his sexuality and Nick’s dubious when we read the line â€Å"Bill didn’t touch him either. † Bill appears as insensitive when he barrages Nick with questions about his extremely recent breakup, provoking Nick to lash out and tell him to leave. This story again is left at a loose end. We are left questioning the sexuality of Bill and Nick. It is implied that Nick and Bill were in a homosexual relationship together. This would explain Bill’s presence hiding in the wood and the fact that it states â€Å"Bill didn’t touch him either. † The last line shows that Bill has replaced Marjorie because Bill walks over to check the fishing rods which was previously Marjorie’s job. However, Nick appears to be insecure about his choice to be gay, as we can see from the fact that he tells Bill to go away. Bill has clearly pressured Nick into breaking up with Marjorie, as we can see from the list of questions he asks and his quick appearance from the wood. Both the short stories are about the breakup of relationships but under different circumstances. As always in a short story the reader is left thinking many things from one brief text. All short stories consist of and introduction, a main conflict, a resolution and a conclusion. In â€Å"Little Things† the conclusion was the questionable death of the child. In â€Å"The End of Something† the conclusion was the appearance of Bill and the question of Nick’s sexuality.

Arts and Crafts essayEssay Writing Service

Arts and Crafts essayEssay Writing Service Arts and Crafts essay Arts and Crafts essayTo understand the reasons of the Arts and Crafts Movement starting in Britain in the1880’s, wemay compare it to the modern phenomenon of high-tech interiors consideredunwelcoming andlacking the true comfort of home, sweet home. The Scandinavian,Provence and Eco styles using handmade objects and decorations together with plenty of naturalmaterials and patterns are preferred by many as those that effectively create a comfortable,relaxinghome environment.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Arts and Crafts Movement began in response and protest of architects, designers andartists to the effects of industrialization, mass-production methods,poor working conditionsatfactories,and manufacturedconsumer goodsthat usually had poor design andquality.WilliamMorris, who isconsidered thefather and the guiding light of the Arts and Crafts Movement,proclaimedits ideals:individualcraftsmanship, the home as a work of art, and the beauty ofhandmade goodsthat pro vided bothfunction and art. John Ruskin, Morris, and othersadvocatedthe socio-economic reforms forliving and workingin a more pleasant environment, integratinglabor and art and placing valueon hand labor and natural materials as well as designs inspired bynature.They encouraged the development of small workshops and individual craftsmen, as wellas the usage and revival of handcrafted work and techniques such as embroidery, tapestry,engraving,stained glass, andcalligraphy.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Morris Co, a company created by William Morris, is world-renownedfor its hand-woven tapestries and fabrics, wood furniture, printed textiles and wallpapers,embroideries aswell as stained glass which can be found in many churches in Britain.His designs featuringintricateintertwining fruit, leaf and floral patterns are still popular today and do not look old-fashioned.Inspired by nature, they becamethe classics that are still considered stylish.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚   The Arts and Crafts ideals and philosophies were adopted and adapted by other countries,as the Arts and Crafts Movement further spread across America,Europe and Japan.In America,it acquired its own form and expression, andits major figures were Frank Lloyd Wright,GustavStickley, Charles and Henry Greene. Their unique and veryindividual responses to Arts andCrafts ideals were making the goods more affordable by using factory methods to produce theirbasic components (Stickley), considering the house a total workof art anddesigning furniturespecifically for each room(Greene Greene), and believing thatthe space within the building isthe reality of that building(Frank Lloyd Wright).Gustav Stickley claimed that the living roomshould be the heart of the home, while Frank   Lloyd Wright established another rule that is stillused and considered essential today: each home must be built with two things in mind – thespecificsof its location and theneeds of its owners.

Marbury v Madison essays

Marbury v Madison essays In 1800, President John Adams lost his bid for re-election. Thomas Jefferson was voted in for the president. Adams, being a Federalist, disagreed with the beliefs of Jefferson, a republican, and feared that he would shift the power in the government to the states. To prevent this, Adams created many new judicial posts and filled them with Federalists. He did this in quite a rush, being he was going to be out of office soon. All the appointments were given to his Secretary of State to be sealed and delivered. Secretary of State Marshall completed all the documents except for the ones for the appointments for the District of Columbia. He assumed the next Secretary of State would complete them. When Jefferson found out about this he was mad. He order the new Secretary of State, James Madison, not to deliver the final appointments to the selected judges. One of the judges that didnt get his promised appointment was William Marbury. Marbury decided to take action in court. Marburys argume nt was supported by Section 13 of the Judiciary Act. This stated the courts could force an official to perform an official duty. This is called a writ of mandamus. Marbury took this claim to the Supreme Court. The Justice of the Supreme Court is now James Marshall, Adams old Secretary of State. If he issued the writ, Madison would ignore it and the court would be perceived as powerless. If he didnt issue it, people would think he was a traitor to his Federalist party. On February 24, 1803 a decision was rendered. It stated that Marbury was entitled to his appointment and that a court could issue a writ of madamus. He then went on to say that Section 13 was contrary to Article III of the Constitution which said that the Supreme Court had no original jurisdiction in the case. So a lesser court could legally give the writ of Mandimus. This cases importance isnt that William Marbury got his appointment as a judge in D.C. but ...

The Mysterious Tunguska Explosion of 1908

The Mysterious Tunguska Explosion of 1908 At 7:14 a.m. on June 30, 1908, a giant explosion shook central Siberia. Witnesses close to the event described seeing a fireball in the sky, as bright and hot as another sun. Millions of trees fell and the ground shook. Although a number of scientists investigated, it is still a mystery as to what caused the explosion. The Blast The explosion is estimated to have created the effects of a magnitude 5.0 earthquake, causing buildings to shake, windows to break, and people to be knocked off their feet even at 40 miles away. The blast, centered in a desolate and forested area near the Podkamennaya Tunguska River in Russia, is estimated to have been a thousand times more powerful than the bomb dropped on Hiroshima. The explosion leveled an estimated 80 million trees over an 830 square-mile area in a radial pattern from the blast zone. Dust from the explosion hovered over Europe, reflecting light that was bright enough for Londoners to read at night by it. While many animals were killed in the blast, including hundreds of local reindeer, it is believed that no humans lost their lives in the blast.   Examining the Blast Area The blast zones remote location and the intrusion of worldly affairs (World War I and the Russian Revolution) meant that it wasnt until 1927 19 years after the event that the first scientific expedition was able to examine the blast area. Assuming that the blast had been caused by a falling meteor, the expedition expected to find a huge crater as well as pieces of the meteorite. They found neither. Later expeditions were also unable to find credible evidence to prove the blast was caused by a falling meteor. Cause Of the Explosion In the decades since this huge explosion, scientists and others have attempted to explain the cause of the mysterious Tunguska Event. The most commonly accepted scientific explanation is that either a meteor or a comet entered the Earths atmosphere and exploded a couple of miles above the ground (this explains the lack of impact crater). To cause such a large blast, some scientists determined that the meteor would have weighed around 220 million pounds (110,000 tons) and traveled approximately 33,500 miles per hour before disintegrating. Other scientists say that the meteor would have been much larger, while still others say much smaller. Additional explanations have ranged from the possible to the ludicrous, including a natural gas leak escaped from the ground and exploded, a UFO spaceship crashed, the effects of a meteor destroyed by a UFOs laser in an attempt to save Earth, a black hole that touched Earth, and an explosion caused by scientific tests done by Nikola Tesla. Still a Mystery Over a hundred years later, the Tunguska Event remains a mystery and its causes continue to be debated. The possibility that the blast was caused by a comet or meteor entering the Earths atmosphere creates additional worry. If one meteor could cause this much damage, then there is a serious possibility that in the future, a similar meteor could enter Earths atmosphere and rather than landing in remote Siberia, land on a populated area. The result would be catastrophic.

Ibsen, "An Enemy of the People" Assignment

Ibsen, "An Enemy of the People" - Assignment Example Dr. Stockmann knows that the health of the community is significant, and that is why he devotes time to carry out the reliable scientific tests. The findings are important in preventing the dire consequences of drinking the water. The doctor does not only point out the danger, but also provides a solution to correct the anomaly. Thus, it is unfair for Peter Stockmann to accuse the doctor of not thinking of the community. The media play a significant role in validating the Dr. Stockmann’s findings and showing his commitment to doing the right thing. The media is the voice that relays information to the public. Hovstad, the editor of the People’s Messenger, enlightens the public regarding the incapability of the Mayor (34). Hovstad assures the public that every paper will reflect the affairs that are central to the people. Hence, the media is devoted to correcting the political class and pointing out the issues of concern to the public. In essence, the author uses the media to highlight the flaws in the leadership, as well as, critical issues that need immediate

Fast Food Restaurant Business Plan Term Paper Example | Topics and Well Written Essays - 3500 words

Fast Food Restaurant Business Plan - Term Paper Example This paper deals with the marketing plan of Minnesota Fast Food Restaurant which is a small fast food outlet at Minnesota and has been in operations for last five years. The unit is intending to transform itself into a proper fast food restaurant by means of innovative and resourceful strategies. This marketing plan is based on both the qualitative and quantitative approaches to the collection of data. The qualitative approach will include the use of observations and focus on statistics regarding fast food industry. The quantitative approach will involve the use journals, magazines, and online stuff from different websites. Presently the point is offering few local fast food items to the general public of Cottage Grove. This business plan has been made after making a comprehensive research and evaluating a variety of issues concerning fast food restaurant industry in Minnesota in the city of Cottage Grove. The main purpose and scope of this plan is to provide particular information a bout the industry and to highlight the critical areas for successful launching of a new fast food restaurant in Minnesota. The data discussed in this business plan is based on some certain facts and has been collected through number of sources. A careful attempt has been made to present real time data, however, this information may change at any time due to occurrence of any changes in the target market, and thus the actual outcomes may differ from the projected results. 2. OBJECTIVES Major objectives of Minnesota Fast Food Restaurant with respect to financial, marketing, and societal perspectives are: To increase the recognition of brand image of Minnesota Fast Food Restaurant To increase the market share of Minnesota Fast Food Restaurant To make the target market aware of the new brands and make sure to convince them to come and enjoy these brands time and again Objectives Market share (in Cottage Grave) 2013 to 2014 05-07% By the end of 2015 07-10% 3. MISSION STATEMENTS Generatio n of revenue and profit is the main purpose of any organization and same will be for Minnesota Fast Food Restaurant. Since it’s a service provider unit, therefore, customer service is the base of its existence. Our aim is to become the first choice of the customers and make them staying with us time and again. We believe in PEARL strategy as our core value i.e. Passion for excellence in doing everything Execute with positive energy and urgency Accountable for growth in customer satisfaction and profitability Recognize the achievement of others and have fun doing it Listen and more importantly respond to the voice of customer 4. KEY TO SUCCESS The key points for successful launching of our products and services are: Developing of a corporate strategy regarding the management of fast food and meeting the changing tastes of consumer behaviour Unique and innovative menu that may give us a competitive edge on

Art History- Comparing Renaissance and Baroque art Essay

Art History- Comparing Renaissance and Baroque art - Essay Example The Virgin with the Canon van der Paele is an outstanding painting of Virgin Mary. In the painting, Jesus is sitting on Mary’s lap. Mary is not the only person represented in this painting, there are other significant persons. An interesting aspect of the painting is the articulate and accurate coloration. In general, the painting is more real, representative of life and provides immense detail. On the other hand, The Swing (1766) is a depiction of has guarding statues of the garden swing. In this drawing, the colors are muter and it is mainly characterized with some kind of darkness and shadowy effect. However, the darkness is non-sinister, but rather is a result of illumination effect of the trees that provide privacy to the two lovers in the painting. There is therefore a bright effect emanating from the tree breaks, from where the sun’s rays maneuvers its way to illuminate the woman who is wearing a pink dress which is one of the bright spots in the picture. The two paintings bear some level of similarity. Firstly, both represent a scene characterized by multiple persons. Van Eyck’s painting shows immense detail with regard to painting backgrounds just as much as is the case in Fragonard painting (Gardner and Kleiner 571). However, as much as the details in Fragonard paintings are substantial, they are much smaller and rather it is the leaves and trees that take much of the focus instead of the swinging lady. There is also some level of contrast in the paintings. While van Eyck’s painting is more serious, more religious and sacred.

Cultural Economy of the Media Essay Example | Topics and Well Written Essays - 2000 words - 1

Cultural Economy of the Media - Essay Example A study of 540 students at the Carnegie Mellon University reveals that 89% of students at this institution gave their real names, and 61% of students managed to upload their real photos in the social networking site of Facebook (May, 2013). These users did not alter their privacy settings, and therefore it was possible to access their information publicly. On this note, therefore, Facebook has come under criticisms for failure of providing adequate privacy options for its various users. These criticisms arise on the background that the information that users provide can cause serious security problems to the individual concerned and to the country as a whole. The social network sites also process enormous information on a daily basis. Features in these social network sites, such as open platform applications, invitations, messages, and photos are avenues in which the private information of a user is made public. To protect users from inappropriate use of their information/data, it is important to enact measures that will regulate the nature of information that the public can view (Austin, 2003). The criterion of choosing this kind of information should be on the background of the effect the data can cause to the individual if it is exposed to the public. This paper analyzes the roles of privacy in the social networking sites. In analyzing these roles, this paper uses Helen Nissenbaum’s theory of privacy, known as the contextual integrity theory. It also identifies the specific European Union and UK privacy laws that seek to regulate the privacy of an individual, and it demonstrates the business interests of these social networks in relation to the information they control. This paper has a conclusion, which is a summary of the main points addressed in it. Privacy in a social networking site protects the information of an individual from being used by people who are not authorised to use the information (Ritzer and Jurgenson, 2010). The current trends in regard to gathering data and disseminating the same by data collecting companies involve the perusals of information from social networking sites. The intention of these companies is to sell the information to marketing companies. On most occasions, they collect and use this information without the knowledge of its owners. According to the contextual integrity theory, this amounts to a breach of an individual’s privacy. According to this theory, it is impossible for an individual to have complete privacy. On this basis, therefore, people will share their personal information, as long as there are certain principles that govern the nature in which they share their personal information (Pollach, 2005). However, if these principles are contravened, without the permission of the parties involved, then a breach of privacy has occurred. Take, for example, these data collecting companies, accessing the information of an individual through their social networking account, and using t he information they gain to produce a marketing campaign without their knowledge. According to the contextual integrity theory, this is a breach of an individual’s privacy. This theory further goes on to identify two types of behaviors that determine whether there is a breach of an individual’s privacy or not (Mowlabocus, 2004). These norms are the norms of distribution and that of appropriateness.

Arauco Case study Research Paper Example | Topics and Well Written Essays - 750 words

Arauco Case study - Research Paper Example The overall contribution made by the new proposed pulp manufacturing facility will result into the expansion of the production capacity of the firm by more than 3 millions. This increase in capacity will therefore make the firm one of the leading manufacturers of pulp in the world in terms of overall production capacity. With an estimated investment of $1 Billion, the new project is estimated to produce sales of $350million per year. Since the overall estimated economic life of the plant would be 30 to 40 years therefore overall revenues will be equal to $14.00 Billions over the period of 40 years thus contributing significantly to the value of the firm. Though no specific discount rate is given however, given the sales generating capacity of the proposed project suggest that it will add significant value to the firm and firm’s shareholders will gain value from the proposed investment. Any organization willing to make its strategic move therefore has to look into its core comp etencies and must examine its core strengths. In past firms have made forward integration moves however, such moves proved fatal because of the integrated nature of the process. (Hitt, Ireland and Hoskisson). Suppressed demand for paper can seriously damage the profitability of the pulp business also because of the integrated nature of both the processes. It therefore becomes more critical to look into those aspects of the strategy where they can offer an insight into the ability of the firm to actually utilize its existing strengths in more effective manner rather than spending its energies on the development of new set of skills and competencies in order to compete in a market which has remained relatively untapped by the firm. Firm’s decision to move away from Pulp only could also be the direct result of its decision to diversify the business in other segments. Though the firm has expanded into related businesses however, diversifying from pulp business can be mostly a res ult of capitalizing on firm’s core competencies in manufacturing pulp at relatively low cost. It is also important to understand that the pulp sales of the firm have increased over the period of time suggesting that due to high demand and better cost efficiency, firm is able to sell its pulp products at relatively premium prices in the market. Such acceptability in the export markets therefore indicates that the firm has already established itself in international market in this segment of the business. Pulp is used for just 50% of the paper manufacturing therefore firm will have to acquire new set of skills and efficiency with which to use other remaining material and ingredients to produce better quality and low cost products. This would therefore invariably put the firm on a new learning curve thus slowing down its progress to become the market leader in the business. Recommendations Firm derives its competitive advantage from its low cost production and market reputation in the international market. Since firm is already backward integrated with access to high quality wood to manufacture pulp and other allied products therefore it is recommended that the firm should take the decision of horizontal expansion rather than engaging into forward integration. The proposed move will increase the production capacity of the firm by large

The Importance of Nursing Theory Research Paper

The Importance of Nursing Theory - Research Paper Example The Roy Adaptation model, a grand theory model, is significant in nursing theory for its pragmatic and logical considerations about real-life health environments and the human condition. This paper describes the importance of generalized nursing theory to the nursing profession and, using the Roy Adaptation Model as the appropriate guidance, this paper will describe how this model impacts patient care, the purpose of this particular model, and how this theory would view nursing leadership and education. The Roy Adaptation Model is one of the most viable models in nursing theory. The Importance and Validity of Nursing Theory Study Nursing theory provides a great deal of quantifiable and justified assumptions that assist in building an effective model of nursing practice to improve productivity, interpersonal relationship development between nurse, patient or organizational groups, and can assist in deciding a best practice model taking into consideration environment, biopsychosocial c haracteristics of the nurse, and patient needs. Unlike mathematical models that are often used in organizational science that consider proper utilization of distinct tangible resources, nursing theory is sensible and practical, recognizing the complexity of human behavior and various coping strategies that are integrated into a model of practice to understand the dynamics of relationships and actual patient care. Nursing theory, unlike other models, do not limit the scope of human knowledge to equation modeling or consider the role of the nurse practitioner as being autonomous of their emotional states. In a health environment where inherent emotional responses are going to surface in practice, and where patient emotional and rationalization capacities create adaptable situations, it would be unrealistic to assume that a health care organization could be structured effectively (or training delivered properly) without recognition of these variables in the cycle of nursing care. For t he aforementioned reasons, nursing theory is critical to improving the nursing profession and facilitating more effective care to patients. It identifies the potential hindrances or barriers to communication or group functioning so as to create a template by which to combat these situations. Such theoretical modeling also illustrates how one care or leadership function is inter-dependent on another in a health system, identifying redundancies that might occur in practice or opportunities to improve practice responses. Nursing theory, by drawing on real-life case studies or other supporting qualitative research, creates a knowledge base about legitimate, contemporary nursing requirements or human needs to assist in identifying more effective organizational systems or interpersonal relationship development. Examining the complexities of patient needs, as another relevant example through various studies, creates testable hypotheses about how to handle various emotional constructs in pa tients to deliver better care. Nursing theory can identify certain socio-demographics or ethnographic knowledge about patient personalities in identified cultural groups so that different strategies

Arauco Case study Research Paper Example | Topics and Well Written Essays - 750 words

Arauco Case study - Research Paper Example The overall contribution made by the new proposed pulp manufacturing facility will result into the expansion of the production capacity of the firm by more than 3 millions. This increase in capacity will therefore make the firm one of the leading manufacturers of pulp in the world in terms of overall production capacity. With an estimated investment of $1 Billion, the new project is estimated to produce sales of $350million per year. Since the overall estimated economic life of the plant would be 30 to 40 years therefore overall revenues will be equal to $14.00 Billions over the period of 40 years thus contributing significantly to the value of the firm. Though no specific discount rate is given however, given the sales generating capacity of the proposed project suggest that it will add significant value to the firm and firm’s shareholders will gain value from the proposed investment. Any organization willing to make its strategic move therefore has to look into its core comp etencies and must examine its core strengths. In past firms have made forward integration moves however, such moves proved fatal because of the integrated nature of the process. (Hitt, Ireland and Hoskisson). Suppressed demand for paper can seriously damage the profitability of the pulp business also because of the integrated nature of both the processes. It therefore becomes more critical to look into those aspects of the strategy where they can offer an insight into the ability of the firm to actually utilize its existing strengths in more effective manner rather than spending its energies on the development of new set of skills and competencies in order to compete in a market which has remained relatively untapped by the firm. Firm’s decision to move away from Pulp only could also be the direct result of its decision to diversify the business in other segments. Though the firm has expanded into related businesses however, diversifying from pulp business can be mostly a res ult of capitalizing on firm’s core competencies in manufacturing pulp at relatively low cost. It is also important to understand that the pulp sales of the firm have increased over the period of time suggesting that due to high demand and better cost efficiency, firm is able to sell its pulp products at relatively premium prices in the market. Such acceptability in the export markets therefore indicates that the firm has already established itself in international market in this segment of the business. Pulp is used for just 50% of the paper manufacturing therefore firm will have to acquire new set of skills and efficiency with which to use other remaining material and ingredients to produce better quality and low cost products. This would therefore invariably put the firm on a new learning curve thus slowing down its progress to become the market leader in the business. Recommendations Firm derives its competitive advantage from its low cost production and market reputation in the international market. Since firm is already backward integrated with access to high quality wood to manufacture pulp and other allied products therefore it is recommended that the firm should take the decision of horizontal expansion rather than engaging into forward integration. The proposed move will increase the production capacity of the firm by large

Short Response # 4 Essay Example | Topics and Well Written Essays - 500 words

Short Response # 4 - Essay Example When he met Gina Desander, a mature, independent woman in her thirties, everything changed. Gina saw in him a potentially vibrant and handsome young man. In the short time they spent together Gina taught Trip everything he needed to know about women and about his own virility. The "mantle of a lover" has been conveyed on to Trip. (71) He has begun his journey as a great lover, drawing women to his person as if he were a magnet. After his trysts with Gina, Trip changed from the person his friends once knew. He seemed to have transformed from a chubby boy to a muscular and striking young man. Trip has now changed his manner of dress. He deviated from "school boy shirts and pants" to "western outfits" which resembled the outfits worn by admirers of Gina, his first love. His voice deepened both owing to his physical development and the confidence that comes from being loved and initiated by an adept older woman. His scent also changed from a boyish freshness to the musky scent of a confident young man who knows what he wants and how to get it. Eugenides alluded to the fact that Trip was a responsible A student before his Gina experience.

Information systems Essay Example for Free

Information systems Essay None -Course objectives Information is perhaps the most important of all business resources, and the ability to manage it effectively on a global level is a essential organizational capability. Information systems are the tools that firms use to manage information, and it is critical for managers to understand how to use them. This course introduces you to key information systems concepts, issues and questions that will help you to accomplish this. The focus of the course is managerial little prior knowledge of  information systems is required, and you certainly won’t be doing any programming! It is assumed that you already possess the basic computer skills needed to use various office suite products (word processing, spreadsheet, e-mail, etc. ), or will acquire these skills independently of this course. The objective of the course is to provide a basic knowledge set that will allow you to understand the most common information systems issues that exist in today’s organizations, to ask critical questions, and participate in IT decision making. P a g e | 2 Organization of the Course Pedagogy  This course relies on a diversity of teaching media, including lectures, readings, and case discussions. Inclass discussions are important and quality class participation is expected from each student. It is your responsibility to read the appropriate material before class. Unless prior arrangements have been made with the instructor, no late assignments will be accepted. Assigned Reading There is a readings package for this course that contains required articles and cases. As well we have an open source text: John Gallaugher, â€Å"Information Systems: A Manager’s Guide to Harnessing Technology†, Flat World,Version1. 1, 2011. Go to this website to access the text: http://www. flatworldstudents. com/course? cid=453963bid=38086. You can read it online for free. If you pay $29 or thereabouts you can download an e-reader version or a pdf. A printed text is $40 and a color text is $60. We cover a large volume of material in this course. When preparing for class, you should review the overheads, carefully read the assigned articles and cases and try to identify what you believe are key points or issues. Always ask yourself the following question â€Å"As a manager, what issues does this raise for me? † Evaluation of Student Performance. The course grading scheme for Master’s level courses at Schulich uses a 9-value grade-point system. The possible course letter grades for a course (and the corresponding grade points awarded for each grade are: A+ 9 grade points A 8 A7 B+ 6 B 5 B4 C+ 3 C 2 C1 F 0 (Students are reminded that they must maintain a cumulative GPA of at least 4. 2 to remain in good standing and continue in the program, and a minimum of 4. 4 to qualify for their degree. Schulich grading guidelines mandate a section grade point average [‘GPA’] of between 4. 7 and 6. 1 for core courses and a section GPA of between 5. 2 and 6. 2 for electives. ) Where instructors use numerical or percentage grades, Schulich grading policy does not require a preset translation of percentages into specific letter grades P a g e | 3 Participation 20 % Individual Assignment 30 % Group Assignment 50% In class Five pages maximum, handed in at the beginning of session 4 Presentation 20%, session 6 Peer evaluation 5%, session 6 Final report 25%, No later than 1 day after final session Participation (20%) Good class participation by all class members is necessary in order to get the most out of the cases and readings. You are encouraged to take advantage of this gathering of your peers to improve your communication skills and obtain feedback on your views in a relatively low-risk environment. Attendance is not participation. Your attendance is expected for the full duration of the class. If you miss more than two classes, you have failed the course. If you feel that you have to miss a class or any part of a class please inform the instructor before the class so that you will not be called upon in class and so that the instructor can advise you on how to keep up with the rest of the class. I expect that you will: a) Be prepared for class. b) Be on time for class. c) Keep me informed. Do not suffer in silence. Let the instructor know if you are having problems. Let it be known if you cannot attend class. With only six sessions, you do not want to miss anything. d) Come to class with a readable name card. This is important for monitoring your participation. Identify all your work completely with student number and name. Both of these actions will help the instructor to get to know you as an individual. In-class participation will be graded on quality not quantity. Timely and regular attendance, comments and questions that demonstrate knowledge of the topic and intellectual acuity can enhance your participation grade. Be respectful of other’s desire to participate, so be brief and relevant. Individual assignment (30%) The course includes an individual assignment, worth 30%. The total length of the individual assignment is 5 pages maximum, including all materials, except an optional cover page, and a reference list (if required). I will provide details on this assignment in the first class. Group Assignment (50%) You will be placed into groups. Each group will be required to perform an analysis of a business problem that deals with IT issues. Details of the group assignment will be provided in session 1. The group assignment includes three deliverables: 1. Final Report Final report (25%) – each group will submit a final report due no later than 1 day following the final class session. The report will be no longer than 20 pages, including all components, except for a title page and references. The following sections are required: Executive Summary (1page only), Introduction, Summary, and Conclusions. Other sections are up to you P a g e | 4 2. Management presentation Management presentation (20%) – each group will deliver a 10 minute presentation during the final class session. No extra time will be allowed. Maximum 10 slides. Please provide me with a copy of the presentation slides the evening before the final class session by 6 p. m. at the latest. 3. Peer evaluation Peer evaluation (5%) – you will be asked to evaluate the performance of your fellow group members. I will hand out a form for this in week 6. Academic Honesty Academic honesty is fundamental to the integrity of university education and degree programs. The Schulich School will investigate and will act to enforce academic honesty policies where apparent violations occur. Students should familiarize themselves with York University’s policy on academic honesty. It is printed in full in your student handbook and can also viewed on-line on the Schulich website, clicking through as indicated: MBA/IMBA. Schulich website ‘Programs’ ‘Master’s Degree’ ‘Learn More’ ‘Academic Policy’ While academic dishonesty can take many forms, there are several forms of which students should be highly aware because they are the ones that are most likely to occur in the context of a specific course. [1] Plagiarism. Plagiarism is the presentation of information, ideas, or analysis generated by other people as being your own. It includes direct quotations as well a substantive paraphrases where the course of that information or idea is not clearly identified to the reader. Students should be careful to present their written work in a way that makes it completely clear in each and every cases where a quotation, a paraphrase, or an analysis is based on the work of other people. (This includes information from all sources, including websites. ) [2] Cheating. Cheating is an attempt to gain an unfair advantage in an evaluation. Examples of such violations include (but are not limited to) consulting prohibited materials during an examination or copying from another student. [3] Failure to follow limitations on collaborative work with other students in preparing academic assignments. Each class differs in the mix of assignments and group-versus-individual preparation that is allowed. The instructor will make clear the extent of collaboration among students that is acceptable among students on various pieces of assigned work. Students should abide by those limitations and, if they are unsure about whether a certain level or form of collaboration would be acceptable, to clarify that question with the instructor in advance. [4] Aiding and abetting. A student is guilty of violating academic honesty expectations if he/she acts in a way that enables another student to engage in academic dishonesty. If a student knows (or should reasonably expect) that an action would enable another student to cheat or plagiarize, that student’s action constitutes an academic honesty violation. Illustrative examples include making your exam paper easily visible to others in the same exam or providing your own working or finished documents for an ‘individual assignment’ to another student (even if that other student said that he/she just wanted to ‘get an idea of how to approach the assignment’ or ‘to check whether they had done theirs correctly’). [5] Use of academic work in more than one course. Generally, academic work done for every course is ‘new’ work, done for that course only. If a student wishes to use some or all of the academic work done for an assigned task in one course in another course, the student must get explicit, prior permission from both instructors so that they agree that the scope and nature of the overlapping use of that work is such that it can fairly be counted toward both courses. P a g e | 5 Schedule of Topics and Readings The following list of lecture topics and readings indicate the material to be read, reviewed and/or prepared for the various class sessions. If any changes in this schedule become necessary, notifications will be posted in the course CMD, and where such changes need to be announced between class sessions, an email will be sent to students’ Lotus Notes email accounts, notifying them of the change. Date Topic(s) Session 1 Key question: What is an information system and why is it Feb 27 important? IS Ch 1, Lecture: Introduction to management information systems and enterprise Ch 5 Ch technology management 10 Lecture: Technology fundamentals Reading: A conversation about information technology 1. In your experience, does this conversation ring true? 2. Why are many business managers frustrated with organizational IT? 3. Why are many IT managers frustrated with ‘the business side’? 4. What can be done to improve relations between the two sides? Activity: A group discussion of Open versus Closed systems models. Session 2 Key question: How can you use information systems to get the Mar 5 most out of organizations? IS Ch 11 Lecture: Organizational information systems Enterprise systems Case: Business Intelligence Software at SYSCO Activity: Information structures organizational effectiveness Session 3 How can you manage the balance between security and privacy, Mar 12 openness and access? IS Ch 6, Ch 12, Ch 13 Lecture: IS ethics, privacy, computer crime, and security Case: ChoicePoint (A) 1. What is your appraisal of ChoicePoint’s business model? 2. How legitimate are the concerns voiced by the industry critics? 3. In Derek Smith’s position, what internal changes, if any, would you make to address the issues discussed in the case? 4. In Derek Smith’s position, what would you recommend to the U. S. Congress regarding regulation of the personal data industry? Discussion: Information security vs privacy P a g e | 6 Session 4 Key question: How can you use information systems for a Mar 19 sustainable competitive advantage? IS Ch 2, Lecture: IS for competitive advantage IS Planning and project Ch 7 Ch management 8 Reading: Investing in the IT That Makes a Competitive Difference Case: MDCM Inc. 1. Could MDCM fulfill Horizon 2000 without a strong focus on transforming IT? Why or why not? 2. Define MDCM’s overall corporate strategy and business goals, and match these with the company’s high-level IT objectives. Present your findings in a report to the senior management team. *Individual assignment due Session 5 Mar 26 IS Ch 9 Ch 14 Key question: How to effectively manage information systems in a changing global environment? Lecture: IS development and Global IT outsourcing Reading: Outsourcing: From Cost Management to Innovation and Business Value Case: Future Vision Digital Services 1. As Blake Randolph, what would you do to deal with the immediate problem? 2. Does the blame reside with Gregoire for being difficult to manage, or with Randolph, for not being able to manage Gregoire? 3. Would you use Gregoire on another project? Why or why not? 4. If you answered yes to Q3, would you change the way you manage Gregoire? How? Session 6 Apr 2 Apr 3 Group presentations Final reports due.

The Historical Perspective Of Social Work Social Work Essay

The Historical Perspective Of Social Work Social Work Essay The purpose of this essay is to examine the historical and political perspective of social work provision in relation to people with dementia. It will explore how the development of social work practice has transformed these groups, the impact of social exclusion they experienced that lead to discrimination and/or oppression and the benefit of listening to service users views. The primary mission of social work profession is to enhance human well-being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed and living in poverty (Baker 1999 Pg 55). Social work has an important role to play in coordinating efforts to support people with dementia who may often have negative experiences of mental health services. As a result, it will be a challenge to provide effective social support to these groups in an environment where their views are being seen as significant and where they do not receive services fairly and uniformly (SCIE July 2008). The medical terms dementia has developed since the 19th century and was used to describe people whose mental disabilities were secondary to acquired brain damage, usually degenerative and often associated with old age (Tibbs 2001). Before the 19th century, a person with dementia would probably have been confined to the workhouses. (Marshall et al 2006). During this period, many sufferers were taken away to a  Workhouse Infirmary with medical care on hand and given outdoor relief (Denney 1998). Whereas charities began to emerge during this era however there were no good measures in place to deliver social work services; no criteria to determine who the deserving and undeserving poor were, therefore help provided were viewed as indiscriminate (Howe 2009). As the 1940s progressed, there were new developments and approaches in the treatment of people with mental disorders. Poor houses for destitute elderly people were slowly replaced by old peoples homes (Marshall et al 2006). The period after the Second World War saw the development of the welfare state. There was a national agreement that the state has an obligation to provide full services in order to respond to problems of poverty, mental health, old age etc (Tibbs 2001). The implementation of Beverage report published in 1942 directed at abolition of squalor, want, ignorance, disease and idleness. The National Assistant Act 1948 laid a foundation upon which future social work was built and created departments to meet the needs of different client groups (Tibbs 2001). During the late 20th century, both conservative and New Labour legislation have an impact on Mental Health reformation. The establishment of Social Service Departments introduced in 1970 reviewed in Seebohm reports (1969), enabled Local Authorities to promote welfare services for the elderly which had not already been included within the framework of some other statutory body. (Tibbs 2001). The 1983 Mental Health Act introduced during the conservative regime mark a further move towards legislation to improve matters with statutory requirements and procedures for social workers to be properly trained in order to carry out professional assessments. The Act ensures professionals who work with elderly people with dementia and indeed those who suffer from mental disorder have a basic understanding of the Mental Health Act, even if they do not act as Approved Social Workers (Tibbs 2001). The role of carers have also been crucial in the field of dementia care through the introduction of The Carers Act 1995 2000, which gave statutory recognition and right to carers, and funding through provision of Direct Payment (Marshall et al 2006). The Mental Capacity Act 2005 is also a relevant Act to people with dementia and their carers. It includes the provision of independent Mental Capacity Advocates (IMCA) to protect vulnerable people and dementia sufferers to gain more control over their lives, plan for the future and have their retained abilities recognised. It is important to address the impact of discrimination on these service groups as they suffer disability and as a result are subject to degrading treatment from the relatively powerful groups within the society. (Tibbs 2001). Research shows that the societys fear towards dementia causes them to avoid people with the condition making them feeling isolated and stigmatised (BBC 2010). According to Thompson (2006), discrimination is a process through which a difference is identified, and can be positive or negative. He suggests that negative discrimination also involves making a negative attribution and attaching devalued label to a person. Dementia is one of the major causes of disability in the elderly, affecting personal care, everyday cognitive activities and social behaviour. To be diagnosed as having dementia involves a great deal of stigma, often resulting in disadvantage and loss of life chances by the sufferers. (Kitwood 1997). Although, dementia is strongly associated to elderly but research shows that increase number of people diagnosed with the ill-health are under 65 years of age and are referred to as young onset dementia (SCIE not dated). These service users are likely to experience inequality because society and professionals fail to recognise that dementia exists in this age group and they can continue to integrate within the society (SCIE not dated). They will have different circumstances in life from older people with dementia because they are more likely to be in paid employment, have young children and have financial commitments. They will have to discontinue employment as most services are not able to cope with their condition which means promotion prospect and pension entitlements are lost. (Marshall et al 2006). Feelings of discrimination and oppression may also be a barrier to people asking for support (Downs et al 2008). From experience, some people from black minority ethnic groups (Asian and Black Community) diagnosed with the ill-health would rather keep it in the family than to get help because they see it as being shameful (BBC 2010). Furthermore, accessing services can be complicated because there are no age-specific services available as most of the developed services are for older people with dementia (Tibbs 2001). Lack of access to services could result in extra burden being placed on families when the care needs exceed the ability to provide (Downs et al 2008). Emotional impact is one of the significant factors experienced by dementia sufferers. There is also a prejudice with sufferers because of the association with madness and psychiatric disorder that the label creates. (Brooker 2007). They also experience social isolation due to withdrawal of friends which diminishes their social networks and inability to meet a perceived societal expectation. (Crawford 2004). From experience with elderly, people sometimes hold ageist view against them by the way they talk to them e.g. name calling as sweet old lady. According to the Alzheimer Society publication, ageist societal attitudes compound the experience of elderly people with dementia who already appear to be prejudiced because of their age and intellectual decline. (Crawford 2004). Health professionals often consciously or otherwise oppress elderly with dementia because of their position of authority which could prevent them from making their own choice thereby disempowering them (Crawford 2004). From experience, professionals sometimes in their attitudes assumed elderly people with dementia are incapable of providing valid information or making decision for themselves, by constantly focusing their attention to their carers instead of the service users. They are often seen as being a burden to the state economy resources and are subjected to considerable pity as they are deemed to be out of their mind Crawford (2004). Research shows that it is often assumed that people with dementia are not articulated enough to express their opinion or views on any aspect of their lives because of problems with communication through speech (Brooker 2007). As a result, practitioners inclined to rely on alternative views, usually provided by family carers, rather than their view. However, the needs, experience and perception of the carer might be different from that of the person they are caring. Empowerment and giving voices to people with dementia is a vital part of anti discriminatory/oppressive practice. (Tibbs 2001). The needs for communicating and empowering dementia sufferers by involving them in decision making became major considerations within social works field. It is anticipated that the Mental Capacity Act, 2005 will address some of these issues. Begum (2006, P.3) defined user involvement as participation of users of services in decisions that affect their lives. People with dementia voices can be valued by promoting active participation within care relationship regardless of their age or cognitive impairment rooting out discriminatory practice. (Marthorpe et al 2003). Involving service users in decision making often leads to increased self-esteem and confidence. (Chaston et al, 2004, P.19) quotes that It is good to feel valued and to be somebody, not just anybody Effective service therefore must be provided to change the needs of people with dementia (Cantley 2001). One of the main principles to consider in social work code of practice as stipulated by the General Social Care Council (GSCC) is the right of service users to be treated with dignity and respect in order for them to make informed choices about the services they received. Practitioners must therefore acknowledge who they are, listen to their circumstances; treat them as a unique person with worthy of dignity and respect. It is therefore imperative that during intervention with service users with dementia, health practitioners should go beyond safety to promote their choice, maintain independence, autonomy and their self determination Cantley (2001). It is essential to encourage these service user groups to express their views and preferences in order to build their personal strengths and confidence. Listening to them will provide them the opportunity to express their views on how dementia affects them, what they consider important in their lives, including how services should meet their health and social care needs (Tibbs 2001). People with dementia, either independently or in small groups, should be given the right to participate directly in service planning and development processes (Warren 2007). Practitioners can provide a range of methods and approaches which will enable them to make a choice that will influence future service provisions. They can be engaged to make decision through direct observation and communicating using specific tools or systems (Warren 2007). This will enabled the practitioners to have a better understanding of individual needs particularly, of people diagnosed with dementia that have complex needs and communication impairment. Research shows that these service users groups can still articulate their opinions about their well-being and quality of care even though they are severely cognitively impaired (Mozley et al 1999). For example, Talking Mat is an innovative method of allowing their views to be heard in order to make decision about managing different aspect of their life (SCIE not dated). They can also be involved in activities through collective approach which will provide them the opportunity to be in control by acting collectively to influence services and the broader communities. Such activities are often combined with elements of peer support and empower them through collective involvement (Cantley 2001). It is also important to devise services that will fulfil their needs by obtaining the necessary information from them, which could be by occasionally adjusting services that were designed to meet their needs as perceived by others. Information about their routines, choices, preferences, culture before, during and after they are diagnosed with the ill-health, which is important to their well-being and at their best interest must be documented in their care plan in order to meet their needs and to organise their care support effectively. (Cantley 2001). Organisations such Alzheimer Society and Social Care Institute of Excellence provide support to carers and health professionals to improve the quality of life of people affected with Dementia through web resources, free e-learning programmes etc in order for their voice to be heard (Alzheimers Society). Also, The National Dementia Declaration for England has made a pledge to improve services for service users and carers by ensuring that they have choice and control over the decisions that affect them and live in a supportive environment (Community Care 2010). Overall, it can be concluded that over the years, there have been changes in development of social work provision which has brought about important legislations to tackle the issues of discrimination and oppression on people with dementia. It has been evaluated that public and professional attitudes towards ageing and the ill-health are now changing rapidly. It was also recognised that through good social work practice, involving dementia sufferers in decision making would enhance empowerment; promote their choices and self determination while maintaining independence. This provided me with understanding of how services views are essential in improving social service provisions. It is therefore imperative to encourage further learning within social work provision to ensure good practice is sustained.