The War Against Athletes :: essays research papers fc

THE WAR AGAINST ATHLETES      In schools around the nation, numerous competitors are being exposed to an extraordinary outrage. They are being deprived of their own benefits. They are hated and addressed of their confidence, without cause or proof. The trust once shared among understudies and educators, the bond among youngsters and guardians has been destroyed. Competitors running from center school to secondary school are being exposed to tests for medicate use. Medications that lone thirteen percent of the understudy populaces are liable for. (Brecher, n.pag.) The staying eighty-seven percent of the understudies are being blamed for, and unrightfully associated with medicate use. However, why just competitors? Why not the remainder of the understudies? As they continued looking for a progressively considerate society, directors have overlooked their actual objectives  ­ balance for all understudies. On the off chance that a competitor is to be deprived of his privileges, why not another unders tudy? What makes a competitor more defenseless to sedate use than a non-competitor? An away from of segregation is clear in the Supreme Court choice to make tranquilize testing of competitors lawful in the United States. (no creator, 4). It isn't right to speculate an individual bound to take drugs than someone else exclusively on their extra-curricular exercises.      Athletes are exposed to conditions most understudies are definitely not. They experience more preparing and invest more energy working than do most different understudies. Competitors, alongside their parent or gatekeepers, invest energy and cash to take an interest in athletic occasions. Every single one of them strives to accomplish their own objectives, something that schools attempt to join into their educational program everywhere throughout the nation. Competitors are a guide to the remainder of the understudy body, through their degree of exertion and their craving to improve. They are remunerated by pushing their hard-status down the latrine, alongside any sentiments of security or individual pride. Just no one appears to see this treachery. For reasons unknown, our general public, or its administration at any rate, appears to accept that competitors are the point of convergence of medication dealing in schools around the nation. By being the inspiring understu dies they are, competitors have caused to notice themselves. Consideration that has gone from sweet to a progressively disdainful dubious consideration. The sort of consideration the press brings when a popular individual is associated with bad behavior. The doubt benefits from itself, until some revolutionary columnist carries it to a moving bubble by uncovering the whole outrage.

Rape in War Essay Example | Topics and Well Written Essays - 1500 words

Assault in War - Essay Example The significant casualties of assault during wars are females all things considered, including little youngsters and grown-up ladies. In any case, it ought to be comprehended that guys can likewise be casualties of assault during war. Despite the idea of the assault episode, it has for some time been built up that the impacts of assault on an individual is of a wide range. Assault general physical damage to a person, as this activity is a deliberate infringement of the body of the person in question. What's more, assault likewise produces a feeling of extreme demolition in the person in question, bringing about the crumbling of their emotional well-being and their personal satisfaction (Lonar et al., 2006). The harm related with assault influences the person in question, yet in addition their family. The family members of the casualty regularly feel harshness, outrage and dread towards to the occurrence and the culprits of the wrongdoing, while they have sympathy and misery for their casualty. Assault additionally influences the remainder of the social condition of the person in question, as they would be dreadful of encountering a similar infringement at some random second. Assault during wars has as of late been considered as an element of late conflicts among gatherings and it has been seen that this activity can be additionally delegated either separated or methodical. On account of confined assault cases, its rate is regularly likened as to be a less arranged occurrence that could have been performed by a couple of individuals from a gathering that is occupied with a war. The more mind boggling assault cases are viewed as orderly in execution, as this regularly includes the interruption of a gathering of warriors into a network and keeping any individuals from getting away from the territory. Efficient assault during war in this way incorporates the detachment of the guys from the females and in this manner playing out the horrifying wrongdoing. There are a few reasons why assault is presently being considered as a weapon of war. Right off the bat, it ought to be comprehended that ladies are considered as a basic part of each gathering of people. Ladies are considered as the overseers of both the homes and the family, consequently this sexual orientation assumes a significant job in the upkeep of society. In many societies, each lady is considered as an accomplice of a man and along these lines this individual speaks to the private existence of each man. Performing assault during a war would along these lines ingrain a feeling of vulnerability and disappointment in the piece of the men of restricting gathering. One of the more genuine activities of assault during war is including playing out the activity in seeing hostage men. The information on having ladies and little youngsters assaulted is commonly terrible to the men of the network, yet watching this demonstration being performed is significantly progressively agonizing. In some brutal war episodes, the hostage men are normally attached to render them unequipped for moving and the ladies and young ladies are assaulted directly before these individuals. Assault is along these lines utilized as a weapon of war since this intolerable activity can cause torment on people, most likely equivalent or far more terrible than the effect of physical damage. Another conceivable explanation of utilizing assault as a weapon of war is that this activity can fill in as an instrument in drawing out the enduring of the people in question. Wars are frequently connected with outrage of one gathering against the other. The premise of this contradiction is regularly founded on standards of culture, governmental issues or religion. At the point when two gatherings are at war, the principle point of each gathering is to cause mischief and agony on

The True Nature of Physics Classes

The True Nature of Physics Classes Some people  entering the University of Illinois at Urbana-Champaign for a Physics degree are nervous because they hear that earning a degree is tough because of the material being taught. At first, this can be very frightening until one finds out that it is due to how the class is structured and how the grades are determined so mysteriously. In my experience, Physics classes at the university are not difficult, but they are structured with a number of variables in a way that you have to learn how to navigate. For example, Ive found that exam content is no  harder than the homework and is very doable. The difficulty instead arises from the time limit, which causes the quality of  my exam work to decrease below what I would normally have produced. The second variable is the transition instructors make between proof and example. Many of my lectures have are full of proofs and display less demonstration, but the homework is best done with knowledge of application. That creates the situation where you need  to search for examples on your  own, and, instead, the need to possess a strong initiative to complete this work makes the class difficult. I have also found the class poses difficulty by having most office hours held by the teachers assistants instead of the professor him/herself. The teaching assistants (TAs) do not always explain  the material as well as the instructor, and that has sometimes makes it cumbersome to seek help with the homework because you need to seek any marginal amount of help at all times possible. Courtesy: DreamsTime.com Now, the seemingly odd distribution of grades can be explained for the classes, too. The final grades in Physics classes at the university are done based on the  standard deviation of scores. This means that the overall distribution of grades is meant to fit a historical distribution of past course scores. For example, if the middle 30% of students tend to score Bs in a class then one can expect to get a B if they are in the middle 30% of their class. My point in saying this is to emphasize that one should not be afraid to take a Physics course because someone claims it is a grade-breaker. This is because the students could have just been really strong when that person attended that class, and it pushed the grade distribution percentiles to greater overall class scores. When taking a Physics class all one can do is their best to learn because the distribution of grades, which is determined by the entire class, is not in your control and worrying about that would be fruitless. If you do try your hardest, know you understand the material, and feel you got a low grade, it is not a reason to believe you are bad at Physics. Those who bumped up the grade boundaries may have just been better at taking Physics classes or tests while you may be equally if not better at applying the material in projects or situations more representative of industry. In other words, your Physics grade, although important, is not always the best nor only definition of you as a Physics student because you simply may not be good at taking classes, not utilizing Physics concepts. The University of Illinois at Urbana-Champaign has Physics courses that are known to to be tough, but for reasons you might not expect. However, if you enter the college with a love of Physics, a driven personality, and a mindset that your grade is not the only measure of your skills, then you have nothing to fear regarding Physics classes at the university. Jacob Class of 2018 I am a transfer student studying Engineering Physics in the College of Engineering. I started with the Illinois Engineering Pathways program through the College of DuPage. I am from Naperville, Illinois.

Re-Direct the River - 1347 Words

The huge stands crammed with seething humanity seemed to be leaning over, dwarfing the stage in the centre of the rugby field. Whistles and clapping and stomping and happy noise raged on and on as the entire stadium, alive with this gawking, squawking, moving mass of people welcomed CC. Coming free of her hug with Dorothy with a brief smile of appreciation and the deafening noise reverberating all around her, CC turns towards the mike, waiting for the applause to die down. It does not. Instead it rages on and on. The look on her face is a mixture of appreciation and modesty. Standing there with an almost childlike innocence, a nervous smile twitches the ends of her mouth. Completely unprepared for a welcome such as this, she blushes, not knowing quite how to deal with the awkwardness she feels or where to look, so she looks into the camera in front of her, large, soft grey eyes pools of gratitude. Eventually the applause does die down and with a slight bow she smiles her thanks. It rings through her mind, ‘It’s here†¦ at last†¦ so help me God.† Taking a deep breath it feels all wrong as she says quietly into the mike, â€Å"Phweeuw! Is it O.K. for a simple government minister to feel like a pop star?† They scream, â€Å"CCeeeeeeeeeee!† Her awkward little-girl giggle does little to hide her tenseness. Then she pushes on; there is a schedule to be adhered to. â€Å"You are very kind. Thank you. Madam MC, Honourable ministers, distinguished guests, ladies and gentlemen, all those outside theShow MoreRelatedSample Resume : Underground Hydrological Cycle Essay1708 Words   |  7 Pagesand understood, underground runoff. We have all seen rainwater rushing along the surface on its way to the closest river to be transported back to the ocean. Movement of underground water is far slower and less easy to observe. Figure 1 will give you some clues. 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Achebe’s novel, Things Fall Apart, published in 1958 tells the story of Okonkwo whom is a member of the Igbo Tribe in Nigeria and his constant encounters with the Christian missionaries. The River Between written by Ngugi was published in 1965 and tells the story of the division between two Kenyan villagesRead MoreEffects Of Mining On The Environment1133 Words   |  5 Pagesleakages also affect the local population’s health. Additionally, some methods of mining might have considerable public health and environmental effects. Attrition of the expos ed hillsides, tailings dams plus the resultant drainage siltation, mine dumps, rivers and creeks can drastically impact the adjoining areas (Betournay 2011). In wilderness areas, mining might cause disturbance and destruction to habitats and ecosystems, and in farming areas, it might destroy or disturb the croplands and productiveRead MoreThe Battle Of Trenton : A Critical Battle1615 Words   |  7 Pagesagainst the British. 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The Theoretical Approaches Of Human Development Essay

Human development is a constant process of change which continues throughout the existence of the human being. Each stage, or part of the life cycle, is of utmost importance since each one affects or enriches the following years. Biological, psychological, socio-cultural, and spiritual life-cycle factors determine human development. The theoretical approaches attempt to explain this development and its importance in an individual s life. These organized sets of ideas are essential in furthering our understanding of the psychological changes people experience during their lifetime. General theories of human development are much more complicated, but their goal is the same: to better understand human behavior and development. Any theory of development covers all the aspects constitution the human being. Some theories give more importance to the (biological) internal factors and others to the external (environmental) in the development of the subject. However, the majority of psychologists believe that both factors, biological and environmental (nature and breeding) play important roles in the molding of the mind and human conduct. Some theories use the criterion of discontinuity to describe and explain human development during phases or stages of development. They describe characteristics of cognitive, affective and psychomotor partner of the subject in relation to their age; other theories study the development with a view to continuity and gradualism. Erick EricksonShow MoreRelatedLife Course Developmental Framework And The Systems Framework Essay1596 Words   |  7 PagesThroughout the years, many theories and theoretical approaches have been developed in an attempt to explain not only the human experience, but the experience of the family as well. It is through theories that social scientists and human service professionals come to study and understand families and close relationships throughout the human lifespan. 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Celta Pre-Course Task Free Essays

string(50) " so it cannot be used with the word â€Å"loving†\." CELTA – Pre-course Task Section 1: Learners and Teachers, and the Teaching and Learning Context Task 1 1. Lessons in groups, multilingual groups, open groups, full time or part-time courses, learners with little or no previous formal education, mixed or similar ability groups, mixed gender groups, large or smaller classes, day or evening classes, teachers with English-speaking or non English-speaking background. 2. We will write a custom essay sample on Celta Pre-Course Task or any similar topic only for you Order Now In any of the aforementioned in the pre-course task sheet contexts. Task 2 1. The main reason that I decided to teach adults is that adults have made a conscious decision to learn a new language and they are not forced, compared to young learners, to do so. Thus they really want to learn the new language, whatever their motivation or personal reasons are, and they are determined to do their best. 2. †¢My previous experience of teaching to adults. †¢My previous experience of learning as an adult (university studies). †¢Awareness that each individual has his/her own learning style. . Adult learners are self-disciplined, motivated and determined to do their best. They also have their own learning style as well as experience they bring with them from previous learning. Finally they have their own specific goals and reasons for learning. Task 3 1. I would want to find out the reason they want to learn English (their motivation), their language level, as well as their interests and hobbies. 2. By asking them or giving them a questionnaire that I had p repared to fill out. Task 4 I believe that the most challenging learners would be the ones that their motivations for learning English involve gaining access to employment, studying and researching in English, passing public exams in an English-speaking country, living in an English-speaking country, career, status or job prospects and gaining citizenship. Task 5 I think that learners most often rate in the top five the following qualities: †¢has a sense of humor †¢is patient †¢gives clear information and feedback †¢inspires confidence / is enthusiastic and inspires enthusiasm †¢paces lessons to match the learners Section 2: Language Analysis and Awareness Task 6 Associations with the word â€Å"Grammar†: system, language, every-day use, writing, speaking, analysis, complex, difficult, boring, essential, necessary, syntax, meaning. Task 7 1. Correct. 2. Incorrect. ? I went to the movies last night. 3. Incorrect. ? He often comes late. 4. Correct. 5. Incorrect. ? Can I have a black coffee, please? 6. Correct. Task 8 Teachers need to be able to help learners with their language and having explicit knowledge of language is necessary to do so. Knowing English Grammar is somehow a must. Through English Grammar, we can understand and be understood when speaking. Using English correctly means that you can help the others understand you in a better way. If a learner produces an incorrect utterance, a teacher not only needs to give a correct model, but should also be able to say why the learner’s version was incorrect. So a teacher who does not know grammar would not be able to answer most of his students’ questions. Task 9 (1)? pronoun (2)? indefinite article (3)? conjunction/linker (4)? adverb (5)? adjective (6)? (modal) verb (7)? pronoun (8)? preposition (9)? verb (10)? noun Task 10 1. Lexical 2. Lexical 3. Auxiliary 4. Auxiliary 5. Auxiliary 6. Lexical Task 11 1. Lexical 2. Auxiliary 3. Auxiliary 4. Lexical 5. Lexical 6. Lexical 7. Auxiliary 8. Lexical Task 12 1.? C. 2.? E. 3.? B. 4.? A. 5.? D. Task 13 1. worked ? past tense form 2. seeing ? -ing form 3. lives ? 3rd person – present simple tense 4. try ? base form 5. handed ? past participle form Task 14 1. hear (heard – heard) ? irregular 2. think (thought – thought) ? irregular 3. go (went – gone) ? irregular 4. do (did – done) ? irregular 5. take (took – taken) ? irregular 6. drink (drank – drunk) ? irregular 7. help (helped – helped) ? regular 8. steal (stole – stolen) ? rregular 9. arrive (arrived – arrived) ? regular Task 15 1. past, progressive 2. modal, perfect 3. present, perfect 4. past, progressive, passive 5. past 6. future/(modal), progressive Task 16 1. Present Progressive 2. Past Simple 3. Present Simple 4. Past Perfect Simple 5. Present Simple, Passive Voice 6. Future Perfect 7. Past Simpl e / Past Progressive 8. Present Perfect Progressive Task 17 1. Time reference: past 2. Time reference: future (something that will be complete before a specific time in the future) 3. Time reference: past (emphasise the duration of an action, not the results) 4. Time reference: present (emphasise the idea of hyposthesis) 5. Time reference: present (state) Task 18 †¢The auxiliary verb that is used to create the Present Progressive is the verb â€Å"be† (am, is, are). †¢The form of the lexical verb is the base form of the lexical verb plus the suffix –ing (lexical verb + -ing). Task 19 †¢Dialogue 1: future arrangement. †¢Dialogue 2: annoying action that happens very often. †¢Dialogue 3: although it is past, the present progressive is used as if the action is happening around the time of speaking (as part of a narration of a story). Task 20 The verbs in the examples are all (or have the meaning of) Stative Verbs. These verbs are not used in the continuous/progressive form because they describe states, not actions. So, all the examples are not correct. Task 21 Dictionaries can provide us with a lot of useful information such as: †¢Pronunciation †¢Stressing †¢Word Class †¢Regular or Irregular Verbs †¢Countable or Uncountable nouns †¢Examples of how the word is used in a sentence (context) †¢Derivatives Task 22 In the first sentence the error is the word â€Å"highest†. We do not use â€Å"high† to describe people, animals or plants. So, the word â€Å"highest† must be replaced with the word â€Å"tallest†. In the second sentence the error is the word â€Å"enervated†. The register of the word â€Å"enervated† is highly elevated (formal) and cannot be used in an every-day, casual talk as the one in the example. Instead a more informal word such as â€Å"tired† should be used. In the third sentence the error is the word â€Å"pretentious†. The word â€Å"pretentious† has a negative connotation, so, it should not be used when we want to praise someone. Instead a more possitive word such as â€Å"impressive† should be used. In the fourth sentence the error is the word â€Å"slap†. The word â€Å"slap† is not used in the correct context. It has a negative meaning so it cannot be used with the word â€Å"loving†. You read "Celta Pre-Course Task" in category "Essay examples" It should be replaced with the word â€Å"touch†. In the fifth sentence the error is the word â€Å"footing†. The semantic meaning is wrong. It should be replaced with any of the words: â€Å"walking†, â€Å"jogging†, â€Å"running†. Task 23 1. Not only was he nice, but he was also strikingly handsome. (Adverb – Adjective Collocation) 2. After he got up, he made his bed (Verb – Noun Collocation) and did some housework. (Verb – Noun Collocation) 3. It was absolutely fabulous! (Adverb – Adjective Collocation) 4. They both really depend on each other. (Verb – Preposition Collocation) 5. Their farewell at the airport was highly emotional. (Adverb – Adjective Collocation) 6. She was caught in a vicious circle. (Adjective – Noun Collocation) Task 24 1. Stress ? B. giving emphasis to one syllable 2. Phoneme ? C. an individual sound 3. Intonation ? A. the music of our voices Task 25 1.? B. 2.? C. 3.? A. Task 26 1. There 2. South 3. Language 4. Peaceful 5. Young 6. Call 7. Search 8. Equation 9. Sugar Task 27 1. Guarantee 2. cavalry 3. Mechanisation 4. Language 5. Retreat 6. Speculative 7. Success 8. Balance 9. Identity 10. Articulate Task 28 1. Photograph, photography, photographer, photographic Non-native speakers may experience problems with this â€Å"word family† because the stress changes syllable depending on the word and so the meaning of the word changes. 2. to record / a record to present / a present to increase / an increase to import / an import The verbs are stressed on the last syllable while the nouns are stressed on the first syllable. Task 29 Mother forget announce tonight notable mention patrol indicative Section 3: Language Skills: Reading, Listening, Speaking and Writing A. READING Task 30 Bus timetable: Read for specific information (bus stoppings) ? Scan Reading. Literature book: Intensive/detailed reading. Reading to infer. Newspaper: I read some articles to get the overall idea of the text (skim/gist reading) while some other articles that seemed more interesting I read them in detail (intensive/detailed reading). Task 31 1. An academic article we need to read for an essay we are writing. ? Reading to infer / Intensive/detailed reading 2. A telephone directory. ? Scan reading 3. The editorial of a newspaper on a topic we really care about a lot. ? intensive/detailed reading 4. An advertisement for a job that might be suitable. ? Skim/gist reading Task 32 When people read in a language that is not their native they don’t feel confident and are afraid that they might miss a lot of important information if they don’t understand every single word in a text. The problem with this way of reading is first of all that it is tiring and time consuming. Secondly they don’t read in context but they just read words, so, the reading process and concentration is constantly interrupted since the urge of finding the unkown word overcomes the need of understanding the text as a whole. It is also known that in a learning process there must be at least two unknown words every two sentences. Learners must try to understand the meaning of the unkown words from the context and use bilingual dictionaries only when the meaning of the unkown word is not obvious from the context. B. LISTENING Task 33 Non-native speakers might find listening more challenging than reading because: †¢They have problems with different accents, speech rhythm and the fast pace of native speakers’ talking †¢They try to understand every single word They get left behind trying to work out what a previous word meant †¢They don’t know important or key words †¢They don’t regognise the words they know †¢They are distracted by background noise Task 34 1. I was on a bus listening to two people talking about their flatmate. At first I tuned in and out of the conversation because it was funny but then I ignored it all together. 2. I listened to a talk show on T V. It was Stephen Fry’s show and because he is one of my favourite comedians I listened intensively. 3. I listened to a weather forecast. I wanted to find out what the weather would be in London. I didn’t pay attention to most of it, I just concentrated and listened intensively when London weather came up. Task 35 1. A lecture for a course you are taking at university. ? Intensive Listening 2. A sales pitch for a computer that doesn’t really interest you. However, you are at work and you can’t just walk out. ? Skim/gist Listening 3. Announcements at a train station when you are waiting to to hear the time of the next train to your destination. ?Scan Listening 4. Instructions from your boss for a new task that is critical for your job. ? Intensive Listening 5. An interview with someone who is famous and whose political opinion you would like to find out about. ? Listening to infer meaning 6. A radio programme on a topic that is mildly interesting for you. ? Skim/gist Listening. C. SPEAKING Task 36 I believe that this happens because learners are not exposed to an English-speaking environment. They only speak English at their foreign language schools and the rest of the time they speak at all occasions in their mother tongue. The more exposed learners are to the foreign language â€Å"input†, the more likely they are to produce the foreign language â€Å"output†. Task 37 1. Could I please have a†¦? ? The student has not managed to communicate successfully. 2. You come my house tonight? ? The student has managed to communicate successfully. 3. Yesterday good time. Next week we see, no? ? The student has managed to communicate successfully. 4. A: How long have you been in New Zealand? B: I stay here 5 weeks. ? The student has not managed to communicate successfully. Task 38 1. You ask a colleague if s/he would mind helping you with something. ? Transactional 2. You offer to collect your neighbour’s mail while s/he is away on holiday. ? Transactional 3. You comment on the weather on an acquaintance at a bus stop. ? Interactional 4. You visit a friend and spend time admiring and talking about his/her garden. ? Interactional 5. You participate in a university group tutorial that is useful for an essay you are writing. ? Transactional 6. You go out with your boss and other colleagues for a drink and a chat after work. ? Interactional Task 39 Speaking fluency practice could help learners’ language development. People should practise what they have learnt and not be afraid of making mistakes because mistakes is an integral part of the learning process. . Learning language items from other participants. Students learn through making mistakes. Some of the mistakes (the most important ones) must be monitored by the teacher and given as a later feedback. These mistakes should be initially corrected by the learners themselves and then by the teacher when/if needed. 2. The more students practise, the more fluent they get. 3. The more st udents practise and learn how to use new communication strategies, the better they can communicate and express their ideas. 4. Through speaking fluency practice students use grammar rules and new vocabulary. D. WRITING Task 40 1. Includes gesture and facial expression to back up the message. (S) 2. Uses punctuation to make the content easier to understand. (W) 3. Includes hesitation devicesand fillers such as â€Å"yeah†, â€Å"umm†, â€Å"ah†, etc. (S) 4. The communicator usually gets immediate feedback from the person they are communicating eith. (S) 5. Is usually pre-prepared, although e-mailand text messages often are not. (W) 6. Uses pauses, stress and intonation to show where ideas begin and end. (S) 7. Is spontaneous and planning usually takes place in the moment of communicating. (S) 8. Suggests that meaning is static in the communication, although open to interpretation. 9. The communicator may never find out what the person he is communicating with thinks of his message. (W) 10. Includes headlines, different type sizes and colours to enhance the content. (W) 11. Is usually smooth-flowing. (W) 12. Involves negotiation of meaning between the communicator and the person they are communicating with. (S) Task 41 1. She through the ball hard so it hurt when I court it. ? Spelling errors because of similar sounding words (threw – through). ? She threw the ball hard so it hurt when I caught it. . My brther livs in Swedn. ? The student has omitted the vowels. S/He has written the words as s/he hears them. Confusion about vowel sounds (maybe missing in L1). ? My brother lives in Sweden. 3. However, hard I try it never works. ? Wrong punctuation. The student confused however (adverb of manner) with however (conjunction/linker). ? However hard I try, it never works. 4. first of all he invited me to sit down after that he offered me a coffee I was very surprised by his politeness ? Lack of punctuation and use of capital letters. ? First of all, he invited me to sit down. After that, he offered me a coffee. I was very surprised by his politeness. Task 42 1. The learners face difficulties such as : write from left to right, punctuation, capital-small letters, writing on the line, paragraphing. 2. I would organise writing workshops once a week for learners with writing difficulties, where we would concentrate on the practical issues of writing, such as: spelling, punctuation, paragraphing, etc, as well as on the creative part of writing. There would also be time for learners to receive responses to their writing from the teacher and their classmates. Section 4: Planning and Resources A. Planning and Preparation Task 43 a. I’d like to smile more and create a btter rapport today. ? Personal aim b. Students _ Students in pairs. ? Interaction pattern c. By the end of the lesson students will be able to use a range of adjectives to describe someone’s personality. ? Lesson aims/learning outcomes d. Teacher hands out text and gives a different set of questions to each group. ? Procedure e. Some students may find the pronunciation of several words quite difficult. I must make sure I use a lot of repetition. Anticipated problems and solutions f. To get students interested in the topic of the listening text. ? Stage aim Task 44 Resource Can be used for 1. ? f. 2. ? g. 3. ? b. 4. ? e. 5. ? i. 6. ? h. 7. ? d. 8. ? c. 9. ? a. Section 5: Developing Teaching Skills and Professionalism A. Developing Teaching Skills Task 45 1. Jot that down. ? I believe that the difficulty occurred from the word â€Å"jot†. It is a word that may be unknown or cofusing. â€Å"Write that/it down† would be more appropriate. 2. I wonder if you’d mind just looking at question number 4 and then if you could just answer it. ? Too â€Å"wordy†. Classroom language when giving instructions must be simple and accurate. â€Å"Look at question number 4 and answer it† or â€Å"Answer question number 4† would be more appropriate. 3. I’d like you to read the text on page 4 and answer the first three, then compare your answers with the persons next to you. After that, write a short summary of the story and discuss this with your partner. ? Too complicated and confusing. Learners must have had great difficulty in remembering what they had to do. The instructions should be given one by one: Step 1: â€Å"Read the text on page 4 and answer the first three questions† (wait until they finish), Step 2: â€Å"Now compare your answers with the persons next to you† (wait until they finish), Step 3: â€Å"Write a short summary of the story†, (wait until they finish) Step 4: â€Å"Now, discuss the story/summary with your partner†. 4. Look at the question at the bottom of the page and think about an answer. ? Should the learners just â€Å"think† about the answer or actually answer the question? Task 46 1. â€Å"I don’t want to work in a group because I will only learn mistakes from other students. Group work is very important when you are learning a foreign language. You are using all the things you have learnt throughout the lesson and you are forced to speak in the language you are learning, even if you make mistakes. Mistakes are very important. We all make mistakes and we learn through th em. The important thing is to be able to identify your mistakes or your classmates’ mistakes and correct them. How are you going to learn if you don’t make mistakes, identify mistakes, be exposed to group work and cooperate in the language learning? 2. â€Å"I wish you could translate more words into my language. I wish I could translate more words into your language too. But since I don’t speak your language you can look up the words you don’t know in the dictionary. 3. â€Å"Please don’t ask me to work with that student. I don’t like people from her country. † That’s not a nice thing to say. There are good and bad people from every county in the world. You should not judge people by their race or their colour or their cultural background. You should only judge people by the content of their character. Go talk to her, try to get to know her better and you may find that you sympathise with her and have some things in common. If you don’t like her character, that’s another thing. We don’t have to like all the people we meet. But at least you would have made an effort to cooperate with her and that’s really important because we are working as a group here, we have to help each other and work with each other. 4. â€Å"Could we just talk in class and not use any books? † Of course we will talk in class and we will discuss lots of important and interesting things, but books are equally important. Books give us guidance of what we will learn, provide you with vocabulary and grammar rules and allow you to review at home. Without books learning would be impossible. Task 47 First of all the students must have eye-contact, so, half of the chairs should be in front of the desks (for the students that want to ask information) and the rest should be behind the desks (for the students that play the role of the assistants). This way the arrangement of the chairs and desks would be just like in a real-life situation. Then each student that plays the role of the assistant will be given a photocopy with information about the computer courses, prices, hours and times and each of the students that wants to ask information will be given a photocopy with a different character and his/her needs. Both will have a pad where they can write down anything that will help them agree a transaction. Additionally, the â€Å"assistants† will have a â€Å"form† where they will fill in their â€Å"clients† personal details if they agree a transaction. Problems that I could anticipate: Some students may come to an agreement and finish the gap role play too soon. Task 48 †¢Different Meanings 1. Slim/Thin ? Slim means well-figured while thin means not fat. I would also use flashcards or any other visual effects possible like photos from the internet or magazines. 2. To wink/ To blink ? I would mime winking and blinking. I would also use any other videos found on the internet with people blinking and winking. 3. I used to get up early / I am used to getting up early. ? I used to get up early refers to the past, a habbit I had and don’t have any more. Now, I don’t get up early but as a child I used to get up early to go to school. I am used to getting up early refers to the present. I have the habbit of getting up early. I wake up early every day to go to work so, I am used to getting up early. 4. Nervous/upset. ? Nervous means anxious about something. Upset means sad. e. g. Crossing the street against traffic makes me nervous. She was upset about her friend’s actions. I would also mime nervous and upset or ask my students to mime. 5. 4 weeks ago / 4 weeks before. ? â€Å"Ago† is used when talking about past times from the present moment (NOW). â€Å"Before† is used when talking about past timesfrom a time which is NOT the present moment (NOT NOW). e. g. We went to Spain 4 weeks ago. We went to Spain in June and my friend Bob went there 4 weeks before. †¢Different Pronounciation 6. I do it/ I’ll do it. ? First I would say the words slowly one by one and then I would say them faster and faster stressing the [l] sound in â€Å"I’ll do it† and ask my students to do the same. First all together and then one by one to make sure they are pronouncing the expressions correctly. 7. Read (present tense)/ read (past tense). ? I would explain that we pronounce â€Å"read† in the present tense as [ri:d] and in the past tense [red] like the colour â€Å"red†, but we write them in the same way. Then, I would ask the students to repeat the sounds first all together, then one by one. 8. Put / putt. ? I would explain that â€Å"put† (with one â€Å"t†) is pronounced [put] while â€Å"putt† (with double â€Å"t†) is pronounced [pat]. I would highlight the pronounciation on the board and ask them to repeat the sounds first all together, then one by one. . Record (noun)/record(verb). ? I would write the words on the board and put a stress on the syllable where the word should be stressed if it is a noun or a verb. Then I would read the words beating out stress by clapping. After that I would ask my students to do the same thing fi rst all together and the one by one. 10. Live (verb)/ live (something happening now). ? I would explain and highlight on board that â€Å"live† (verb) is pronounced [liv] while â€Å"live† (something happening now) is pronounced [laiv]. Then I would ask my students to tell me examples with â€Å"live†(verb) and â€Å"live†(something happening now). Task 49 1. Reading I believe that in this activity the pre-reading activity was missing. The teacher merely explained that the text was about looking after the environment and then asked the students to read it out loud. I would add a pre-reading activity. Firstly, I would write all the unkown words on the board or I would make a list with any unknown words, hand it out to the students and briefly study all these words together. Then, I would ask them some questions about looking out the environment (what can we do, what do they do, what society/government should do) and then I would hand out the text and proceed to the rest of the activity. . Speaking Again the pre-speaking activity was missing. The students were not given any ideas beforehand in order to be able to discuss the topic. So, I would add a pre-speaking activity. I would write the topic on the board and then seprate the board in half with a marker and on the one half I would write â€Å"prons† and on the other half I would write â⠂¬Å"cons†. Then I would ask my students to tell me the â€Å"prons† and the â€Å"cons† of living in the city and I would write them down for all to see. Alternally, I could bring them a photocopy with all the â€Å"prons† and â€Å"cons† of â€Å"living in the city†, hand it out to them, ask them to study it for a minute and the proceed to the rest of the activity. Task 50 I believe that all of the qualities mentioned in the pre-course task sheet are really important to form a teacher’s professionalism. Teachers work as role models for learners no matter their age, so every single detail matters. On the other hand I heartily believe that teachers should not be â€Å"homogenised† and lose themselves in this uniformity that is promoted. They have to be authentic and reflective. How to cite Celta Pre-Course Task, Essay examples

Part 2 Essays - British Poetry, Sonnet 29, Sonnet 23,

Part 2 General Review of the Sex Situation We know that the speaker of the poem is Dorothy Parker herself. Knowing that Dorothy is a woman that got the reputation of being hard to please, you can almost assume that it is going to be a very negative poem. As you read the poem you know right away that it is a woman telling us about the "sex situation." The tone she writes in is a very negative one to that of the opposite gender. She does not know that this is the way every man feels. She might have been writing about past experiences in her own love life, and wants to let it all out because her experiences were negative ones. The audience she was writing for was obviously for females, because she does not talk kindly of the male gender. The theme of the poem is the contrasts of both man and woman. The first two lines talk about how woman wants marriage with but one person at a time, and man is always looking for something new or unusual. Right away she makes the assumption that all men are the same along with all women being the same. At the end she says, "what earthy good can come of it?" Here she means if both genders are so much different how can they become one with another. Do they have to put up with one another? Do they have to acknowledge that they both are different and what something different? These are the questions that she brings up assuming that this is true for all men and women. I disagree with everything she said because once one finds another they become attached and the men don't want something new, a different for of fun, and certainly don't get bored with what she offers. The structure of this poem is an AA BB rhythmic pattern. This meaning that the ending words of the first two lines rhyme, the ending words of the third and forth line rhyme, and their after. There are two stanzas each consisting of four lines. The words she uses to describe how each one feels give a good clear picture of what she is trying to say. I don't like the way she used the word gist in the second to last line. This word gives too much emphasis to the ending of the poem. How to eat alone The speaker of this poem is a voice imitating any individual looking to get in touch with him or herself. The speaker goes into to much detail on the inconsequential aspects of the poem. He or she does not need all this detail to get their point across to the audience. This is a poem where the audience could be anyone that wants to hear what the speaker is trying to say. The speaker is making a single point that everyone should experience, so the audience is anyone that wants to take advantage of what he has to say. The theme or major point that the speaker is trying to get across is that sometimes the best company is that of your own. You know your own self, so you know what you like, which makes for the best times because you can alter your own feelings. This is probably why there is so much detail in the poem. The speaker was trying to set the perfect night just the way he wanted and being by himself would allow him to do so. There is no rhyme pattern going on which makes it a blank verse poem. The poem is not set up in any form because there is only one point to get across to the audience. The speaker tries to make it as simple as possible for the audience to get a clear picture of what he is saying. The choice of words he uses is the same as the structure, simple. This is again to get the reader to understand completely what he is trying to say. Part 3 Early in the morning, Late at night. Two dead boys, Got up to fight. Back to back, They faced each other. Drew their swords, And shoot each other. A deaf policeman, Heard the noise. Came

State Policy Influences NCLB Act

Federal/State Policy Influences NCLB Act Stebbins and Knitzer (2007) note that early childhood offer a great opportunity to children to develop readiness to school. Therefore, it is important for the state and policymakers to develop policies that put into consideration the welfare of early childhood education.Advertising We will write a custom essay sample on Federal/State Policy Influences: NCLB Act specifically for you for only $16.05 $11/page Learn More The reason why early childhood policy matters is the it stimulates early child learning opportunities and ensures that all children get education especially those categorized as low income earners (Stebbins Knitzer, 2007). The current paper is an attempt to explore the No Child Left Behind of 2001 which was passed into law in 2002. Interview findings Five structured questions where used to interview 4 early childhood educators about the NCLB act is respect to early childhood education. The results are represented in the table below Table 1:   Interview results Questions Responses 1 It allows accountability It is mutually beneficial to childcare and head start Allows every child to have education It is appropriate 2 Most agreed that the testing criterion was not appropriate since different children have different learning capabilities 3 Early childhood education has not been addressed much under the NCLB. Accountability will be necessitated. Students from low income families and different socio-economic backgrounds will receive education Children will receive extra help thus improving students performance 4 The role of the federal government has expanded its laws instead of leaving it on individual states. Federal government has overstepped its mandate. It will allow flexibility among schools and encourage transparency and accountability. 5 The funding is not adequate since the plan is more of a burden than aid Budget cuts and incomplete federal funding may derail the policy. Explanation of the policy The No Child Left Behind Act (NCLB) 2001 was passed by the congress under president Bush administration and made into a law in 2002. This was part of educational reforms which were being carried to promote the quality of education in U.S. According to Chen (2007), NCLB major objective is to ensure that all students despite the socio-cultural, economic or racial backgrounds would be given the opportunity to enjoy solid education. The state policy was initiated with the help of different stakeholders who had in mind the increased job qualification requirements at international level and demand for Mathematics and English literacy. According to Hyun (2003), the policy’s contains four basic reform principles are they are â€Å"stronger accountability for â€Å"guaranteeing† results, increased flexibility and local control, expanded options for parents, and an emphasis on teaching methods that have been â€Å"quantitatively† proven to work† (p.119). In respect to early childhood education, the NCLB act does not directly address early childhood education but it has been observed to have an impact on most of the early childhood programs (Grogan, Haglund Thompson, 2006).Advertising Looking for essay on law? Let's see if we can help you! Get your first paper with 15% OFF Learn More Some of the major elements that have impact on early childhood education include recruitment of highly qualified teachers as required by the NCLB (Grogan, Haglund and Thompson, 2006). The teachers are supposed not only be qualified but also appropriately licensed. This would ensure accountability from the teachers in respect to young children performance. Testing is another component of NCLB which requires that the progress of each student needs at ECD be documented based on test outcomes. Both testing and employment of highly qualified early childhood teachers leads to improved students learning. In addition, NCLB allows every child to learn in a diversified learning environment although it may negatively affect children with special needs (Grogan, Haglund and Thompson, 2006). Hyun (2003) note that the most critical aspect of the four basic education reform principles is accountability because it ensures the progress of each student is monitored and each school and teachers are held accountable for poor students’ performance. A timeline of the evolution of NCLBA To begin with, the No Child Left Behind of 2001 was signed into a law on 8 January 2002 by President George W. Bush and later transformed to No Child Left Behind Act (NCLBA). This gave the federal government a role to play in kindergarten to 12th grade education (Hyuan, 2003). Before the enactment, efforts had been carried to change the education system in US. This has been supported by Cross (2005) who note the NCLB of 2001was on an improvement of the Elementary and Secondary Education Act which was enacted in 1965 under President Lyndon Johnson. Prior t he NCLB 0f 2001, the ESEA had undergone five amendment and reauthorization in between 1967 and 1994 (Cross, 2005). In 1981, the National Commission on Excellence in Education was commissioned under the 20 U.S.C. 123a to carry a review on scholarly literature and available data on the quality of the education, teaching, and learning that was being carried in national schools and universities (Jorgensen Hoffmann, 2003). Later in 1994, Improving Americas Schools Act of 1994 (IASA) was passed which reauthorized the ESEA and worked in collaboration with the Goals 2000: Educate America Act (Jorgensen Hoffmann, 2003). The later was to ensure that education was made available to all students and the levels of accountability stepped up.Advertising We will write a custom essay sample on Federal/State Policy Influences: NCLB Act specifically for you for only $16.05 $11/page Learn More All states were required to follow performance and content standards, assess stude nts, and schools and teachers be held accountable for students (Hyuan, 2003). Therefore, the NCLB Act of 2001was the latest change and amendment on the U.S educational system and is currently under heavy criticisms. Evolution of NCLBA in regard to church and state The success of the NCLB Act which is a national/state policy has been shaped by series of factors and events such as state and the religion/church (Cross, 2005). The issue of race has been under scrutiny since the Second World War and the church/religion has been able to play a great role. For example, in 1950s the church fought hard to ensure that the issue of race and educational aid programs were addressed (Cross, 2005). This was followed by numerous attempts to advocate for the educational aid funding on parochial and non public schools although in vain. However, in 1965, the ESEA policy was passed to enhance federal education legislation in the U.S. On the other hand, the state under the leadership of Lyndon Johnson s aw the break of the logjam to allow federal support on non-republic education. The â€Å"child benefit theory† saw the adoption of the ESEA which necessitated the allocation of funds and books to children not based on the school ownership, but on the fact that a child needed education. Even today, the church/religion has continued to play a great role in championing for education for all (EFA). On the side, the state continued to fund education and design policies like Educate America Act and Clinton Goals 2000 bill, where accountability, testing, and measurement standards were developed which are significantly important to early childhood education. Reference List Chen, G. (2007). Understanding no child left behind. Public School Review. Web. Cross, C. (2005). The evolving role of the federal government in education. Web.Advertising Looking for essay on law? Let's see if we can help you! Get your first paper with 15% OFF Learn More Grogan, T., Haglund, J., Thompson, M. (2006). Voices from the field: Wisconsin early childhood education and care considers â€Å"No Child Left Behind.† Wisconsin Department of Public Instruction. Web. Hyun, E. (2003). What does the â€Å"No Child Left Behind Act† mean to early childhood teacher educators?: a call for a collective professional rejoinder. Early Childhood Educational Journal, 31(2), 119. Jorgensen, M. A., Hoffman, J. (2003). History of the â€Å"No Child Left Behind Act† of 2001(NCLB). Assessment Report. Pearson Education, Inc. Stebbins, H., Knitzer, J. (2007). Highlights from the improving the odds for young children project: State early childhood policies. National Center for Children in Poverty. Web.

Discrimination Against Women and the History of CEDAW

Discrimination Against Women and the History of CEDAW The Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) is the key international agreement on womens human rights. The Convention was adopted by the United Nations in 1979. What Is CEDAW? CEDAW is an effort to eliminate discrimination against women by holding countries responsible for discrimination that takes place in their territory. A convention differs slightly from a treaty, but is also a written agreement among international entities. CEDAW can be thought of as an international bill of rights for women. The Convention acknowledges that persistent discrimination against women exists and urges member states to take action. Provisions of CEDAW include: States Parties, or signers, of the Convention shall take all appropriate measures to modify or abolish existing laws and practices that discriminate against women.States Parties shall suppress trafficking of women, exploitation, and prostitution.Women shall be able to vote in all elections on equal terms with men.Equal access to education, including in rural areas.Equal access to health care, financial transactions, and property rights. History of Womens Rights in the UN The U.N.s Commission on the Status of Women (CSW) had previously worked on the political rights of women and the minimum marriage age. Although the U.N. charter adopted in 1945 addresses human rights for all people, there was an argument that the various U.N. agreements about sex and gender equality were a piecemeal approach that failed to address discrimination against women overall. Growing Womens Rights Awareness During the 1960s, there was increased awareness around the world about the many ways women were subjected to discrimination. In 1963, the U.N. asked the CSW to prepare a declaration that would gather in one document all of the international standards regarding equal rights between men and women. The CSW produced a Declaration on the Elimination of Discrimination against Women, adopted in 1967, but this Declaration was only a statement of political intent rather than a binding treaty. Five years later, in 1972, the General Assembly asked the CSW to consider working on a binding treaty. This led to a 1970s working group and eventually the 1979 Convention. Adoption of CEDAW The process of international rule-making can be slow. CEDAW was adopted by the General Assembly on December 18, 1979. It took legal effect in 1981, once it had been ratified by twenty member states (nation states, or countries). This Convention actually entered into force faster than any previous convention in U.N. history. The Convention has since been ratified by more than 180 countries. The only industrialized Western nation that has not ratified is the United States, which has led observers to question the U.S. commitment to international human rights. How CEDAW Has Helped Womens Rights In theory, once States Parties ratify CEDAW, they enact legislation and other measures to protect womens rights. Naturally, this is not foolproof, but the Convention is a binding legal agreement that helps with accountability. The United Nations Development Fund for Women (UNIFEM) cites many CEDAW success stories, including: Austria implemented CEDAW committee recommendations about protecting women from spousal violence.The High Court of Bangladesh prohibited sexual harassment, drawing on CEDAWs employment equality statements.In Colombia, a court overturning a total ban on abortion cited CEDAW and acknowledged reproductive rights as human rights.Kyrgyzstan and Tajikistan have revised land ownership processes to ensure equal rights and meet the standards in the Convention.

Aristotle and Kant on Ethical Theory and Practice Essay

Aristotle and Kant on Ethical Theory and Practice - Essay Example On the other hand, relativists believe that ethics is a human invention and that â€Å"all ethical standards are relative† hence there are â€Å"no permanent, universal, objective values or standards† (Mizzoni 11, 191). LeBar asserts that individual people create own moral standards and that these standards change from society to society throughout time and the world (185). This is what is often referred as cultural relativism. Kant is strong objectivists as he emphasises that ethical duties are absolute and categorical while Aristotle insists that human beings are rational and moral virtue is developed through habit. He is thus a relativist. I would argue in favour of Aristotle that ethical standards vary with contexts, individuals and societies. Consider such practices as polygamy, homosexuality, and female genital mutilation. Are these practices right or wrong? If we look at polygamy it is a norm in some communities especially African communities but not acceptable in western communities. Some individuals view homosexuality as right while others consider it wrong depending on their religious inclinations and personal values. For genital mutilation, it was often practiced by early communities but in modern communities it is considered wrong even though some communities still practice it. How are these actions to be judged? By which ethical standards? If we argue that ethical standards are universal and applicable to all regardless of their opinion or beliefs then it would mean all these practices are wrong but this is not the case; they are right in some societies and wrong in others. This supports Aristotle’s view that moral virtue is developed by habits (Moral Philosophy n.p). In this case, good habits form the bui lding blocks of good moral character and that man has power to control his own actions since he is rational. They then reflect on these actions and perfect them if they are good but in the process, they must have a good role model

Recommendation Letter Essay Example | Topics and Well Written Essays - 250 words - 2

Recommendation Letter - Essay Example In addition, from his diligent work, Jores proved to be an exceptional student with exemplary grades. Since Clinique Du Gros Chien Hospital serves Duala, the economical capital of Cameroon, Jores has remained pivotal in providing incredible services to our clients, a factor that for the last one year has increased the number of our clients and revenue significantly. He can work both independently as well as team player to achieve excellence in the desired outcome of the hospital. Jores has demonstrated a progressive interest in national environmental affairs and international development through our environmental education initiative. Jores utilized the opportunities that environmental program provided to display her good leadership skills when he successfully organized and implemented environmental group projects within Duala and its environs. Apart from Jores’ degree in MD from France, I understand that he intends to pursue masters in the same line any time from 2015. I would like to add that he has written excellent reports with the experience and exposure that he acquired from our hospital and beyond. I am, therefore, faithful that Jores Kenmoe possesses brilliant abilities, both, as a student and a professional, and I believe he would remain a great asset to any organization. For more details about Jores Kenmoe, contact me on +237

Residential Development Growth Issues

Residential Development Growth Issues Samantha Valencia 1. In the face of an increase in demand for new residential development, what are the key growth management issues a City should consider? In the face of an increasing demand for new residential development, cities can look to a few infrastructure issues to be considerate of, as well as key revenue sources to help raise enough infrastructure funds to manage future growth. Smart growth, which pertains to high-density development located in urban areas and near transit routes, is an approach cities can consider when attempting to mitigate impacts to infrastructure as the population increases, as well as providing new housing units that cities statewide are currently lacking. Smart growth will become more and more important for a city in order to manage the influx of cars, pedestrians and transit riders. However, they will need to be implemented in areas that make sense, such as high-density locations near transit routes and close to commercial areas and office parks. In the city of San Diego for example, there have been grand smart growth plans, particularly in Mission Valley and 4S Ranch. Although proponents have not yet been able to consider them successful smart growth plans. Several reasons for this include sprawling yet empty parking lots, large shopping centers with few shoppers and far distances to public transit. Similar to smart growth, cities can also begin thinking more about zoning regulations and potential changes that need to be made to implement more mixed-use development, which combines residential and commercial spaces. This sort of development can either be â€Å"horizontal† (development on a large site with multiple buildings) or â€Å"vertical† (development in a single structure), and would benefit many cities with increasing populations, with demand for housing near bustling business centers. When implementing mixed-use development, not only are zoning and coding issues a concern, but coding may also need to be revised to include parking regulations, and noise and light restrictions to accommodate both residential and commercial tenants (Fulton, W., 2004). In addition to smart growth and mixed-use development, California cities should look to resuming redevelopment as another key approach to managing growth. Since Governor Brown closed all redevelopment agencies statewide in 2011, the state has fallen short in its affordable housing offerings. During healthier economic times, redevelopment agencies were producing up to 200,000 new affordable housing units a year, while in 2014, the number of new units is not even half that number (Musiker, C., 2014) According to Susan Tinsky, former executive director of the San Diego Housing Federation, â€Å"redevelopment agencies have been the best local vehicles to fund affordable housing† (2011). With the constant budget and housing crises, redevelopment would serve as a solution for both. Redevelopment would not only provide much-needed affordable housing but would also stimulate the economy with job growth. Tinsky also notes that â€Å"for every 100 units of affordable housing built, 122 local jobs are generated during construction and 32 permanent jobs after completion† (2011). To help fund these infrastructure costs for redevelopment and smart growth, cities would need to develop new revenue sources. The city of San Diego, for example, does not currently collect fees for refuse pick up at approximately 285,000 homes located on public streets. The city’s fiscal year 2015 budget allocates $47.3 million to costs associated with collection services for refuse, recycables and green waste (Modica, Jr. et al, 2014). A large portion of that amount is funded through the General Fund and is allocated towards refuse collection (approximately $31.3 million) (Modica, Jr. et al, 2014). If the city began to charge households a fee to help recover costs for collection services, it would result in a minimal fee of approximately $13.83 a month (Modica, Jr. et al, 2014). Once these monthly fees are in place, the $31.3 million currently used to subsidize costs for trash pick-up could be used for other services that are underfunded, including infrastructure projects or public services. Two other areas of potential taxation include rental or purchase of goods and services, including parking lot fees, utility user taxes and parking occupancy fees, to name a few. Currently, California taxes just 21 services, compared to New Mexico, Hawaii, South Dakota and Washington, all of which tax more than 140 services (California Commission on the 21st Century Economy, n.d.). These new revenue streams could help fund housing infrastructure needs for cities as the population continues to grow. Lastly, the California Environmental Quality Act (CEQA) is another item policymakers should be mindful of when attempting to build affordable housing and other residential developments at the local level. Many neighborhood councils, environmentalists and other organized groups protest residential building plans on the basis of CEQA, acting as an obstruction to the developers, for various reasons. Oftentimes, groups opposing a project, including affordable housing projects, file frivolous lawsuits in attempts to delay progress, only to add costs to the developers by engaging in lawsuits and delaying construction. This in turn has lead developers to focus less on affordable housing projects and more on luxury apartment buildings and other upscale projects, as the return on investment is higher and financial losses are perceived to be less if CEQA protests are encountered. There are many issues cities should consider in order to successfully manage a growing population. Several of these approaches that were discussed have been in progress over the past years and there should be considerable effort to make serious progress in these areas in the near future. 2. What are the three most significant political reforms you would recommend to Governor Brown? Three significant political reforms I would recommend to Governor Brown include modifications to Proposition 13, reforms to the California Environmental Quality Act and reforming the tax code. Reforms to these three areas may help solve the state’s imminent infrastructure crisis. The current California Constitution requires a two-thirds supermajority in order for the state legislature to raise taxes. Part of the reason why efforts to repeal this supermajority, as mandated in Prop 13, have failed in the past is due to taxpayers’ perceptions. Proponents of the repeal argue that rather than looking at tax hikes as a punishment, it should be looked at as much-needed revenue increases for public services and programs, such as education, that have been slashed due to lack of funds. Implemented through Proposition 13, the high approval rate makes it hard for infrastructure and public service funding to pass. Since Prop 13 has passed, local municipalities have been strained ever since with limited funding as a result of limited revenues collected from property taxes. With decreased funding, cities and counties in turn reduce public services. Even though the state spent almost three-quarters of state revenue on local governments, in an effort to help alleviate the loss of funding from property taxes, â€Å"local administrators no longer have much incentive to spend it efficiently† (Kluth, A., 2011). Local cities now look for other ways to raise revenue, even if those means are not perceivably beneficial to the residents, including the fiscalization of land use. Now that cities are left to rely increasingly on sales taxes to supplement lower revenue sources, they are more likely to zone land for commercial areas in order to collect more sales tax. California sales tax rates are some of the highest nationwide, and coupled with land use decisions, sales tax can be an effective way to raise lost revenue. Two most ways to do this are through â€Å"big-box† retail stores, such as Wal-Mart and Target, and through car dealerships. Cities â€Å"choose to encourage these types of development over residential development, which generates sales tax only to the extent that the new residents shop in the same city in which they live† (Chapman, 1998). Furthermore, cities have encouraged development of shopping malls, upscale homes and new hotels. Luxury homes would lead to higher property tax rates, leaving a current deficiency in the market for affordable housing. Reforms to Prop 13 and property tax restrictions could help cities and local g overnments raise enough funds to continue providing crucial public services and updating aging infrastructure. Another area for reform, which hinders infrastructure and residential development, is the California Environmental Quality Act (CEQA). Protecting the environment and natural resources, while still promoting economic growth is a constant goal for the state. However some argue that CEQA is a huge deterrent to this goal, which leads to the need to update the law with simpler language and clear requirements, eliminating duplicative processes and restricting last-minute challenges (Editorial Board, 2014). CEQA is often used as a way to disrupt projects â€Å"for reasons that have nothing to do with protecting the environment† (Villaraigosa, A. Reed, C., 2013). There is a need to overhaul the CEQA process to simplify and streamline the requirements. Many lawsuits are brought forth, on the basis of CEQA, in an effort to stop growth projects. Lawsuits against infill development projects, including â€Å"expansion and improvement of public transit and bicycle facilities, affordable housing, schools, hospitals, and all manner of public works†, submitted to appellate or California Supreme Court between 1997 and 2012, included nearly 60% of suits filed against these types of projects, and nearly 40% were filed against public works projects, including schools, universities and roads (Villaraigosa, A. Reed, C., 2013). CEQA may be a culprit in delaying economic growth for the state as well. The recent discussions to build a Tesla Motors factory in the Bay Area were unsuccessful, leading the company to build the factory in Nevada instead. The factory will cost $5 billion to build and will produce 6,500 jobs; something the state could have benefitted from (Editorial Board, 2014). Although there were discussions to limit pre-build environmental requirements and allowing Tesla to build the factory first then discuss environmental mitigations after, the company decided to build elsewhere (Editorial Board, 2014). Lastly, tax code reform is needed to ensure the future economic health of the state. According to the Think Long Committee for California, nearly $1 trillion that is, roughly half of the states economic output is not taxed (Think Long Committee for California, 2011). This output includes primarily services and information activities (Think Long Committee for California, 2011), and leaves a major gap in the state’s budget. Professional services, such as â€Å"legal, consulting, accounting or architectural services† are all opportunities for future revenue streams. The Think Long Committee suggests bringing in new revenue flows through a tax rate of 5 to 5.5% on services, while also reducing personal income taxes, in order to reduce the state’s budgetary debt. Revenues collected from these new taxes would bring in much-needed funding for the future growth of the state. References Editorial Board. (2014, September 5). Loss of Tesla factory should put a charge in CEQA  reform: Editorial. Los Angeles Daily News. Retrieved from http://www.dailynews.com/opinion/20140905/loss-of-tesla-factory-should-put-a-charge-in-ceqa-reform-editorial Fulton, W. (2004, February 1). Mixed-Use Projects Require Planners To Rethink Zoning  Standards. California Planning and Development Report. Retrieved from  http://www.cp-dr.com/node/651. Kluth, A. (2011, April 20). The People’s Will. The Economist. Retrieved  from http://www.economist.com/node/18563638. Modica, Jr., C. E., Kawar, J., Tevlin A. (2014). Revenue Options to Address Critical  Infrastructure and Affordable Housing Needs. San Diego, CA: Office of the Independent Budget Analyst. Musiker, C. (2014, February 26). Did the end of California’s redevelopment agencies hurt  affordable housing? KQED. Retrieved from http://ww2.kqed.org/news/2014/02/24/redevelopment-hurt-affordable-housing/ Public Policy Institute of California. (1998). Proposition 13: Some Unintended  Consequences. San Francisco, CA: Jeffrey I. Chapman. Think Long Committee for California. (2011). A Blueprint to Renew California. Santa Monica,  CA: Nicolas Berggruen. Tinsky, S. (2011, February 27). Redevelopment critical to affordable housing. UT San Diego.  Retrieved from http://www.utsandiego.com/news/2011/feb/27/redevelopment-critical-to-affordable-housing/. Villaraigosa, A. Reed, C. (2013, April 24). Antonio Villaraigosa and Chuck Reed: Fix the  California Environmental Quality Act now. Los Angeles Daily News. Retrieved from http://www.dailynews.com/general-news/20130425/antonio-villaraigosa-and-chuck-reed-fix-the-california-environmental-quality-act-now.

Pigman

Now Lorraine can blame all the other things on me, but she was the one who picked out the Pigman's phone number. If you ask me, I think he would have died anyway. Maybe we speeded things up a little, but you really can't say we murdered him. Not murdered him. (ch 1, pg 13) In fact, if Lorraine felt like saying one of us murdered Mr. Pignati, she should have blamed Norton. He's the one who finally caused all the trouble. (ch 1, pg 14) Everything that happened from then on [after they visit Mr. Pignati in the hospital] Lorraine blames me for, and maybe she's right. ch 14, pg 121) Finally I managed to lift my head and saw Mr. Pignati at the door. He was just standing there looking down at me, and there was no smile on his face. No smile at all. That's when I passed out. (ch 13 pg 114) â€Å"In fact, the thing Lorraine and I liked best about the Pigman was that he didn’t go around saying we were cards or jazzy or cool or hip. He said we were delightful . . . † (ch 2, pg 24) â€Å"Baboons. Baboons. They build their own cages, we could almost hear Mr. Pignati whisper, as he took his children with him. (ch 15, pg 149) â€Å"But I gave up all that kid stuff now that I’m a sophomore. The only thing I do now that is faintly criminal is write on desks. † (ch 1, pg. 3) â€Å"Would you like a glass of wine? † Mr. Pignati offered, straightening up a few things in the living room. It was great how happy he was to see us. I can't remember Bore, or my mother either for that matter, ever looking happy to see me, let alone when I came into the house with a friend. (ch 7, pg 56) John is trying to understand his and Lorraine's role in Mr. Pignati's death.He seems undecided about their degree of responsibility If Norton's actions were the final, most immediate cause of Mr. Pignati's final illness and death, does this mean that only Norton is responsible? John still stops short of accepting full responsibility for the disaster of the party and its effect on Mr. Pignati This is a moment of horror for John, when Mr. Pignati returns from the hospital unexpectedly and sees the damage to his house and, most of all, his pig collection. This is one of the very few times that Mr. Pignati doesn't greet John with a big smile.That john doesn’t like old people to go around saying cool sayings. That the baboon was somehow connected to the Pigman. That he somewhat thinks of himself as a grown up There is an enormous contrast between the lack welcome Lorraine and John feel in their own homes and the incredibly welcome Mr. Pignati gives them. We still pretended we were John and Lorraine Pignati because only members of the immediate family were allowed to visit. (ch 11,pg 105) I think cemeteries are one of the loveliest places to be—if you're not dead, of course.The hills and green grass and flowers are much nicer than what you get what you're alive. Sometimes we go there at midnight and hide behind stones to scare the @#$% out of each other. (ch 7, 55) By the time we left, I was so glad to see the outside world I thought I had been in prison for seventy-three years. The smell of hospitals always makes me think of death. In fact I think hospitals are exactly what graveyards are supposed to be like. They ought to bury people in hospitals and let sick people get well in the cemeteries (ch 11, pg 104)The position of Mr. Pignati's head on the floor made his face look a little like my father's and I didn't like the feeling it gave me. Up until then I had never been particularly disturbed about seeing a corpse—even when I'd have to sit for an hour or so at a funeral parlor when some relative had died. (ch 15,pg 148) â€Å"No, no, no,† she said in her best grating voice, all the while shining the coffee table in our sparkling living room, which sparkles because nobody's allowed to live in it. She's got plastic covers on everything.I mean, I like my Mom and all that, but she runs around like a chicke n with its head cut off. (ch 5, pg 28) The house [Mr. Pignati's] had a nice warm smell to it. We had to walk through a hall that had a lot of old junk stored in it, and then we went into this living room that had all that old kind of stuffed furniture with lace things that cover the arms so you don't wear them out. (ch 5, pg 31) I didn't want anyone really to take advantage of the old man. Some people might think that's what I was doing, but not the way Norton would have. ch 5, pg 35) That John and Lorraine are so use to the Pigman that they act like his own children John and Lorraine have figuratively assumed the identities of Mr. Pignati's â€Å"children,† and now they assume these identities literally Ironically, John feels more at home in cemeteries than in his own home. John demonstrates the originality of his thought. His reflection that hospitals are deathly and cemeteries are peaceful and full of greenery actually makes sense That the Pigman looked like his Dad and he even worried about his dad dieingJohn describes a living room, which, ironically, no one is allowed to live in Mr. Pignati's house is a complete opposite to John's. It has a nice warm smell, not a disinfectant smell; it is cluttered with old junk, not obsessively neat; and it has a comfortable living room with comfortable furniture, not covered with plastic. This sure seems like another instance where John is trying, successfully, to convince himself that taking money from an old man under a false pretext is not taking advantage of him.

Defeats but not Defeated in The Parrot in the Oven by...

Maya Angelou once said â€Å"You may encounter many defeats, but you must not be defeated. In fact, it may be necessary to encounter the defeats, so you can know who you are, what you can rise from, how you can still come out of it.†(http://www.great-inspirational-quotes.com/maya-angelou-quotes.html) Most of these defeats that we encounter come from our choices, and whether they are good or bad, we learn something from them. Accordingly, Manny Hernandez, the hard-working, perceptive title role in the Parrot in the Oven by Victor Martinez, has his fair share of difficulties thrown his way: difficulties that show him who he is, and how to become the best person he can- a vato firme. To start, guns and violence have a strong impact on Manny’s†¦show more content†¦To Manny, the gun seems to represent power and strength, and until this incident, owning and using a rifle seems like the way to become a man of respect. As a result of this experience, Manny realizes tha t the violence in his life puts the lives of those he loves in danger and is not a way to gain proper respect, but rather a way to be feared. Also, Manny will do almost anything to become better than the society that he lives in, even if it means getting a girl. When he tells his friend Frankie about this, Frankie says he knows how to get both. That night, Frankie introduces Manny to a gang, made up of four guys and two girls. The leader, Mondo, says that if Manny can endure a challenge, then he will be inducted into the gang and be able to make out with a girl. With that as the only warning, one by one, all the members of the gang, except Frankie, started beating Manny up, even the two girls. Later, bruised and hurting from head to toe, the gang inducts Manny and lets him make out with one of the gang’s girls. All in all, Manny truly believes that the only way to become respected in his society was to get involved in a gang , since gangs and bullies rule their society, threa tening and resulting to crime every chance they get. Girls, to Manny, also signaled a man of respect because only the strong men have a lady, and most of them belonged in a gang. Therefore, Manny thinks this is the ticket to becoming a respected

Legal Measures Within The Criminal Justice System

In Australia, the criminal justice system is largely effective in achieving justice for individuals however due to the difficulty in simultaneously balancing the rights of the victim and accused, law reform may be necessary to further the achievement of justice. The criminal justice system is a set of laws and rules that are established by the government to assist in protecting the members of the community and their property. The criminal justice system is also set in today’s society to prevent crime and to impose penalties on those who violate the law. Legal measures within the criminal justice system include; court mechanisms, legislative reform and police. The efficacy of legal measure in achieving justice for individuals is evident in relation to; bail and remand, juries, double jeopardy, police powers in arrest and mandatory sentences. 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