Free Essays on Opening Two Acts Of King Lear

The opening two acts of William Shakespeare’s play, King Lear, contain numerous displays of true duty as well as false duty. The characters demonstrating false duty are: Edmund, Goneril and her sister Regan. True duty is best exemplified through the actions of Kent, Cordelia and the Fool. Shakespeare expresses his understanding of right and wrong best through King Lear’s eldest two children, Goneril and Regan. Both of these individuals undoubtedly show how ungrateful and disrespectful they truly are. This is shown through their lack of decency and hospitality when Lear is a guest at their estates. Initially, Goneril is rude to her father when she is a host to him at her estate. She treats Lear with very little respect, is constantly wining and she complains about every little thing pertaining to Lear’s stay at her home. An example of this, in specific, would be the rowdiness of Lear’s entourage of one-hundred knights. After being tremendously saddened by his daughter Goneril, he is almost in disbelief due to the fact that he has been treated so improperly. Due to Lear’s discontent with Goneril and her lack of hospitality, he vacates the premises. In the hopes that his other daughter Regan will show him an increased level of respect and w armness, Lear travels to her home and stays with her. Despite all hope King Lear had, Regan turns out to be just as miserable as her sister and she denies him the very bare essentials or slightest kindness that would be expected of any host. The attitude and resentment radiating from Regan is even more despicable than that of her sister Goneril. Both of Lear’s daughters have turned their backs on their father and the moral duty that they should be performing under any circumstances. The attainment of power by Goneril and Regan makes them forget about all of the gifts and treasures bestowed on them by Lear and they feel as if he has no future use to them now. Goneril and Regan are two dir... Free Essays on Opening Two Acts Of King Lear Free Essays on Opening Two Acts Of King Lear The opening two acts of William Shakespeare’s play, King Lear, contain numerous displays of true duty as well as false duty. The characters demonstrating false duty are: Edmund, Goneril and her sister Regan. True duty is best exemplified through the actions of Kent, Cordelia and the Fool. Shakespeare expresses his understanding of right and wrong best through King Lear’s eldest two children, Goneril and Regan. Both of these individuals undoubtedly show how ungrateful and disrespectful they truly are. This is shown through their lack of decency and hospitality when Lear is a guest at their estates. Initially, Goneril is rude to her father when she is a host to him at her estate. She treats Lear with very little respect, is constantly wining and she complains about every little thing pertaining to Lear’s stay at her home. An example of this, in specific, would be the rowdiness of Lear’s entourage of one-hundred knights. After being tremendously saddened by his daughter Goneril, he is almost in disbelief due to the fact that he has been treated so improperly. Due to Lear’s discontent with Goneril and her lack of hospitality, he vacates the premises. In the hopes that his other daughter Regan will show him an increased level of respect and w armness, Lear travels to her home and stays with her. Despite all hope King Lear had, Regan turns out to be just as miserable as her sister and she denies him the very bare essentials or slightest kindness that would be expected of any host. The attitude and resentment radiating from Regan is even more despicable than that of her sister Goneril. Both of Lear’s daughters have turned their backs on their father and the moral duty that they should be performing under any circumstances. The attainment of power by Goneril and Regan makes them forget about all of the gifts and treasures bestowed on them by Lear and they feel as if he has no future use to them now. Goneril and Regan are two dir...

How to write a salary increase request letter (with examples)

How to write a salary increase request letter (with examples) You’ve been plugging along at your job, picking up responsibilities, and rocking it for a while now- and even if you don’t have an annual review coming up for a while, maybe you feel like it’s time to start thinking about a raise. But unless you’re a seasoned negotiator, that may be no small task. If you don’t feel ready to sit down with your boss and talk it out, it’s best to start with a basic pay raise request letter or email to get the process started. Why to put your salary request in writingMost negotiation tips are created with a face-to-face interaction in mind- how to use effective body language, how to use active listening strategies, and how to frame your verbal request. However if you’re not quite at that stage yet, putting your request in writing gives you a chance to collect your strongest talking points (and spin them exactly how you want to) without having to worry about the ebb and flow of a negotiation conversation. I t’s also a paper trail, for better or worse, which can help you later.What to include in your letterAlways start with a friendly professional greeting and some background about your history in your job or with your company.For example:Hi Phil,As you know, I’ve been with the company for two years now, and I find it to be a challenging and rewarding environment every day. I have become a crucial member of the marketing team, working on initiatives that have increased our productivity and improved our results.Once you’ve set the tone, it’s time to touch on the specific achievements that you think merit a raise. You don’t need to go into great detail on each one- succinct, specific bullet points are the way to go. The letter shouldn’t be a long slog for the reader. Instead, think of it as a highlight reel.For example:In my time here, I have made significant contributions to the team’s success, including:Implementing a new SEO program that increased web traffic by 15%Improving social media response time by an average of 20 minutesDeveloping a promotional program that uses giveaways to increase brand awareness and customer engagementThen tell ‘em what you came for: what you’re seeking, and why. When you’re writing this, be sure to stay focused on your own achievements and growth. It’s not about what your colleagues get or what you feel like you’re owed- it’s about building a case for your value to the company.For example:I’ve exceeded the goals that were set out for me when I was hired, and I believe that going above and beyond my existing role merits a pay raise of 5%. This is in line with the industry standard for someone of my experience in this kind of role, especially with the goals I’ve met and exceeded in my time here.Again, this should be straight to the point. You should definitely have a number in mind, even if you don’t feel comfortable spelling it out as a starting point. Before you even start writing your request, do your research: check out sites like Salary.com or Glassdoor to see what people like you are making throughout the industry. If you make an unreasonable request, it could shut down your negotiation before it even really starts.Next, having made your initial pitch, it’s time to start wrapping up your letter. Offer to set up some time to talk about this in person or ask to talk about it in a standard one-on-one meeting with your boss.For example:I look forward to speaking with you in more depth in our next monthly meeting, and am excited about the projects we have on the horizon.Best,Jo Your letter doesn’t have to be hyper-formal, especially if you have a fairly casual relationship with your boss. But it should always be direct, polite, and professional. Even if you’re buddies with your boss, now is not the time for jokes or sarcasm. This letter or email should show you at your career best, and highlight you as a competent and productive professional.The note you write now will help set the tone for the negotiations to come and help you pull your thoughts together to ensure that you’re in a good position to get the raise you deserve.Good luck!

One future change Essay Example | Topics and Well Written Essays - 1000 words - 1

One future change - Essay Example In this regard, a ‘many-to-many’ model of communication has replaced the latter, requiring organizations to implement multiple online communication strategies that can counter any challenges in the event of a crisis. In the words of Gonzalez & Smith (2010); â€Å"the new internet environment demands that organizations be cognizant of facts that; there is instant access to information by their audiences, stakeholders are today more scattered given the diversity of media available online, people with issues against organizations can with the help of the internet, quickly mobilize to protect their interests and the traditional role of mass media as a gatekeeper and disseminator of information does not exist anymore†. For these reasons, organizations have evolved in their communication to audiences by being more proactive online. Pro-activity in this context require them to engage their audience on all platforms and respond to their concerns so that in the event of a crisis, the mechanisms are already in place and good relationship with the online audience created. Even with many organizations having implemented online crisis management strategies, the next few years will see an acute improvement in how some of these organizations shape their existing frameworks. In this regard, the following can be picked out as the critical issues from Gonzalez & Smith’s (2010) article that will possible be expanded in the short term: Correctly understanding an organization’s audience: As explained by Gonzalez & Smith (2010), an organization in the building materials’ manufacturing industry does not have a savvy audience as a gaming software company. These two entities cannot, therefore, employ the same crisis management strategy in the online world. Most organizations engage in business- to- business and business- to- individual levels, and this calls for a proper understanding of the audience segments so that commensurate communication models are

A Rose for Emily by William Faulkner Essay Example | Topics and Well Written Essays - 2000 words

A Rose for Emily by William Faulkner - Essay Example It seems that Faulkner has developed the character of Emily with the purpose of exposing the society and how mean it can be to some individuals. Through the character of Emily, the film exhibits the hidden desires of black women in the contemporary society, wishing for social aristocracy on the social plain. What was the movie about? The movie shed light upon the theme of decay and how Emily loses everything in her life, she stops talking to everyone and decides to totally cut herself off from the society. She also commits financial fraud by not paying her taxes. The authorities sent her several notices but she decided to ignore them and never paid the dues to the government clearly committing financial fraud. To their respective existence in the society, both black and white people were striving side by side. Due to this reason the racial discrimination aspect was dormant and both black and white people come close to each other. It is one of the main reasons that Homer Barron and Em ily reach so close to each other that they develop an emotional bond among them. However, Emily was possessive about her beloved to such an extent that after the first time that she left her, she was desperate to ensure that Barron would stay with her for the rest of her life. Consequently, she kills him and preserves him in her house. Apparently, Emily’s action can be interpreted in general terms of blind love but an attempt to analyzing her character from social perspective makes it clear that as Emily, unlike other black women of her time had a white partner she actually developed a kind of pride that consequently nourished her imaginary sense of social aristocracy. It was impossible for her to sacrifice that cherished sense of aristocracy and by killing Barron she finally retains her self-pride. Emily’s State of Mind The film is very intriguing and covers many aspects of human personality, Emily is the most important character in the story and she takes her revenge in the story by killing Homer. She supposedly poisoned Homer to death. She bought rat poison to kill Homer; Homer was last seen by the people residing in the same locality as Emily entering the kitchen of Emily’s house. Emily becomes so desperate in the story that she forgets everything and seeks emotional support from the corpse of Homer. She cannot be blamed for revenge in the story. She was emotionally broken and had no friends or family members who she could connect with. Homer was the only person in the story who shows promising signs of bringing Emily to sanity but she soon discovers that he was interested in men and she could not digest this fact. Out of utter desperation she chose to poison Homer. This is quite evident from the fact that the corpse of Homer was found in the bed room of her house when she died. The locality members were shocked when they opened the room after several long years. She used to embrace the corpse of Homer and derive emotional support. Thi s cannot be called as revenge; this is utter desperation to seek emotional support. Laws broken by Emily and Homer Emily and Homer both commit frauds of different nature in the movie. Emily does not pay her taxes and Homer ditched Emily by not marrying her.  

Teaching Strategies Adopted by the Teachers in Science High School Handling II-Acacia Essay Example for Free

Teaching Strategies Adopted by the Teachers in Science High School Handling II-Acacia Essay Abstract The researchers sought to determine the teaching strategies of the II-Acacia teachers. This study intends to help various people. The data gathered in the study will be beneficial to the students, faculty, parents, DepEd, and future researchers. Through this study, the strengths and weaknesses of the teaching strategies can be determined. Specifically, it will seek answers to the following sub-problems: 1. What teaching strategies are used by the teachers? 2. What teaching strategies are most often and most seldom used by the teachers? 3. What are the implications of the findings to classroom instruction? 4. What are the recommendations to improve classroom instruction? The researchers used questionnaires. The questionnaires were distributed to teachers. Afterwards, the data was retrieved then organized in tabular form. Then it was copied in to the SPSS. Each teaching strategy employed in the II-Acacia was interpreted one by one. Then, a conclusion was derived. Introduction Since the beginning of time teachers started to pass on their knowledge to their students, over the years they started developing techniques for teaching from basic demonstration to the use of visual aids. Teachers have become an integral part in the society; they provide knowledge to make the child ready when we become adults. Teachers have different strategies to use for the students to learn. According to oregon. gov there are 4 varieties of teaching methods and these are Demonstration, Question and Answer, Role Play, and Short Lecture. As part of a teacher’s teaching strategy they also have a variety of teaching materials which they can use. These can be Audiovisual, Interactive computer, or Games. A teacher is nothing without a student. Students are the main reason why teachers exist. Students have learning techniques to suit them. According to mindtools. com students have 8 learning styles these are Sensory, Intuitive, Visual, Verbal, Active, Reflective, Sequential, and Global. Sensory learners prefer concrete, practical, and procedural information. They look for the facts. Intuitive learners prefer conceptual, innovative, and theoretical information. They look for the meaning. Visual learners prefer graphs, pictures, and diagrams. They look for visual representations of information. Verbal learners prefer to hear or read information. They look for explanations with words. Active learners prefer to manipulate objects, do physical experiments, and learn by trying. They enjoy working in groups to figure out problems. Reflective learners prefer to think things through, to evaluate options, and learn by analysis. They enjoy figuring out a problem on their own. Sequential learners prefer to have information presented linearly and in an orderly manner. They put together the details in order to understand the big picture emerges. Global learners prefer a holistic and systematic approach. They see the big picture first and then fill in the details. Research Problem The researchers want to determine what learning method is commonly used and evaluate it if the learning technique is really effective. This study evaluates and assesses the different teaching strategies of teachers utilized by the teacher in AQ Science High School. The researchers will use SPSS as the statistical tool to evaluate the data. Specifically, it seeks answers to the following sub-problems: 1. What teaching strategies are used by the teachers? 2. What teaching strategies are most often and most seldom used by the teachers? 3. What are the implications of the findings to classroom instruction? 4. What are the recommendations to improve classroom instruction? Related Literature and Studies Institutions of higher learning across the nation are responding to political, economic, social and technological pressures to be more responsive to students needs and more concerned about how well students are prepared to assume future societal roles. Faculty are already feeling the pressure to lecture less, to make learning environments more interactive, to integrate technology into the learning experience, and to use collaborative learning strategies when appropriate. Teaching methods are best articulated by answering the questions, What is the purpose of education? and What are the best ways of achieving these purposes? † For much of prehistory, educational methods were largely informal, and consisted of children imitating or modelling their behaviour on that of their elders, learning through observation and play. In this sense, the children are the students, and the elder is the teacher; a teacher creates the course materials to be taught and then enforces it. Pedagogy is a different way by which a teacher can teach. It is the art or science of being a teacher, generally referring to strategies of instruction or style of instruction. Resources that help teachers teach better are typically a lesson plan, or practical skill involving learning and thinking skills. A curriculum is often set by the Government with precise standards. These standards can change frequently, depending on what the Government states. A study from . asian-efl-journal, the bulk of research into Chinese students’ problem with plagiarism in both the Anglophone and Chinese contexts has given much attention to the culture/education versus language debate, and the development versus morality debate. This study explored the views of two groups of Chinese college English teachers in those regards, one with an experience of English-medium academic training (the PGDELT trainee teachers, n = 29) and the other without (the EFL in-service teachers, n = 30). All participants completed a questionnaire with a few being interviewed. The results indicated that (a) the EFL in-service teachers tended to see Chinese college EFL learners’ plagiarism more as a linguistic problem, whereas the PGDELT trainee teachers tended to see it more as a cultural/educational problem; and (b) the EFL in-service teachers seemed to take a moral perspective as indicated by their penalty-oriented approach to the learners’ plagiarism, whereas the PGDELT trainee teachers appeared to take a more developmental perspective as shown by their pedagogy-oriented approach to the learners’ plagiarism. However, while there seems to be strong evidence for the differences between the two groups in their perceptions regarding the culture/education versus language debate, there is only limited evidence for their different perceptions concerning the development versus morality debate. Moreover, the two groups were also found to differ to some extent in their perceptions concerning the causes of, remedial approaches, and punitive reactions to student plagiarism. Finally, the implications of this study are discussed and recommendations for future research presented. Most teachers and pupils have experienced misunderstanding in an English as a Foreign Language class. Take for example this episode of a teacher being puzzled by a pupil coming to the board, because he said, â€Å"Can’t hear! † (not â€Å"come here ! †). Communication is ruined if there is phonological misunderstanding. Troubetskoy explains that a learner is deaf to foreign sounds, which receive an incorrect phonological interpretation since they are â€Å"strained through the phonological sieve of one’s mother tongue†. As a result, there are numerous misinterpretations (1986, p. 54). This shows how tricky phonological appropriation can be for EFL teaching. By phonological appropriation, we mean matters of sounds, that is phonetics -the study of speech sounds , but also, rhythm and intonation, phonology â€Å"the abstract way phonemes function† (Roach, 2000, p. 44), as well as a mastering level of a linguistic form and its meaning, allowing a learner to use it in an authentic communication situation. Interaction is social and reveals how communication between the learner and other speakers leads to the FL appropriation. By interaction, we mean a language-dynamic communicative exchange among individuals in a functional pragmatic frame (Bailly, 1998, p. 135). This paper is based on both research and teaching, since its author is a researcher and a teacher trainer; it aims at raising this crucial question: Can oral interaction be a trigger to phonetic and phonological appropriation? To start with, this was posed to a group of 80 EFL supervisors coaching teacher trainees in partnership with the University School of Education in Reunion Island (IUFM de la Reunion, France) and their answers were staggering: Can interaction activities favour phonological learning? Yes: 9 No: 39 Don’t know: 32 Can discrimination activities favour phonological learning? Yes: 63 No: 13 Don’t know: 4 This quick survey shows that, unlike discrimination, interaction is not necessarily considered as a means of furthering phonological appropriation. By discrimination, we mean an auditory decoding process allowing the learner to match a speech sound with what he knows. The above-mentioned survey indeed raises many more questions: What about the consequent distinction between the conscious and unconscious process? What about the dichotomy between a form-focused versus a meaning-focused process? What is the respective role of input and output in phonological appropriation? To what extent can motivation help? The main problem raised here is whether cognitive psychology can address all questions, and what could be done to sort it out. It will therefore be worth wondering in this qualitative, descriptive, analytic and experimental study, whether oral interaction, which is now a full skill in the Common European Frame of Reference for Languages, can be seen as a real trigger to phonological appropriation. This study is built on a teacher trainee’s experience in Reunion Island, Indian Ocean. Reunion is the 23rd French region. L1 is Creole French; L2 is French. The major first foreign language taught at school is English (80% choose English, the others taking Spanish, German, Chinese or Tamil). Pupils start learning English as early as primary teaching at the age of 7. The teacher trainee involved is a 24-year-old French-speaking colleague who studied English both at the local university and abroad through an Erasmus exchange programmed. She passed the national competitive proficiency exam for EFL secondary teaching (known as CAPES). The University school of education tutor, who is also the author of this article, visits her in class three times in the year. The class involved is a B1 class (Threshold level in the CEFRL) of 24 fifteen-year-old teenagers. The school mentioned is a secondary high school. This group level is somewhat average with a majority of girls. The group personality is somewhat inhibited and introverted. Their fluency is slowed down by pronunciation difficulties. None has gone to an English speaking country before and all often feel self-conscious when they have to communicate in a foreign language. Our analysis will be threefold. We shall first examine an experience in this B1 class, in which phonology is acquired through phonological discrimination and tested through interaction. We will therefore deduce theoretical and practical issues. In a second part, we will enlarge our theoretical scope and try to find answers to our issues. Eventually, this will lead to a second experience and us to practical assumptions in the same B1 class, this time integrating oral interaction as a trigger to phonological appropriation. A comparison between the two similar assessments should be revealing: sound acquisition, word and sentence rhythm, intonation will be tested by three persons, the trainee for the sounds, the supervisor (a qualified teacher at that school) for rhythm, and myself (a lecturer and a trainer at the university school of education) for intonation. An average class situation was set up in November 2006 (Classe de seconde 4, 24 pupils, Lycee Boisjoly Potier, Tampon, Reunion) taught by our teacher trainee. The sequence was planned for three lessons. The cultural unifier was violence in New York. Two documents were studied: â€Å"Rudolph Giuliani† (Appendix 1) as a listening activity (Assou, 2004, p. 57), â€Å"New York City Mayor disturbed by police officer’s use of force†, November 28, 2006 (Appendix 2), as a reading activity. Once listening and reading, together with speaking will be over, phonology will be acquired through listening discrimination. A final interaction test should help to measure this acquisition. Related Studies The respondents from the college of Nursing and Health Sciences of ­ten preferred to use the following teaching methods: Lecture/Discussion Combination, Class Discussion and In-class Demonstration. They rarely preferred to use Jigsaw Method, Guest speakers, Oral presentations and Panel of experts. The data indicate that some faculty still hold the traditional passive view of learning which involves situations where materials are delivered to students using a lecture-based format. Although the findings of a study by de Caprariis, Barman and Magee (2001) suggest that lecture leads to the ability to recall facts and discussion produces higher level compre ­hension, a more modern view of learning where students are expected to be active in the learning process by participating in collaborative activi ­ties may prove more effective. A research on group-oriented discussion methods has shown that team learning and student-led activities not only produce favorable student performance outcomes, but also foster greater participation, self confidence and leadership ability (Perkins and Saris, 2001; Yoder and Hochevar, 2005). The results of the study of Hunt, Haidet, Coverdale, and Richards (2003) on the student performance in team learning methods show positive learning outcomes as compared to traditional lecture-based methods. In contrast to these findings, a study by Barnes and Blevins (2003) sug ­gests that active, discussion-based methods are inferior to the tradition ­al lecture-based method. However, a comparison of lecture combined with discussion versus active, cooperative learning methods by Morgan, Whorton, and Gunsalus (2000) demonstrated that the use of the lec ­ture combined with discussion resulted in superior retention of material among students. The Polytechnic Institute (PI) supports the curricula designed to culti ­vate and promote among the students high levels of scholarship, desire to seek understanding, a solid foundation in professional and personal responsibility, desire for service, and an ability/willingness to serve as leaders within both the engineering and architecture profession and soci ­ety. Thus, the graduate of PI must possess the ability to identify, formu ­late and execute solutions to multidisciplinary problems encountered in the practice of engineering and architecture. In order to realize these objectives, the faculty of the PI adopts certain teaching methods adapted to the subject matter, capacity of the students, situational needs and related to actual life situations and practices. The data show that the respondents from the Polytechnic Institute always preferred Lecture/Discussion Combination and role playing. Also they always preferred to use lab work and applied projects as teaching methods. They never preferred the Jigsaw Method; Index Card Exercise; Guided Imagery; Socratic Methods; ILPE Method and Brain Writing. The development of problem-solving skills is one of the primary goals of the PI curricula. Problem solving involves five basic components: rec ­ognize and define the problem; formulate the model and identify vari ­ables, knowns and unknowns; select an appropriate solution technique and develop appropriate equations; apply the solution technique (solve the problem); and validate the solution. Solution validation is one of the most important steps in this process and includes interpreting the solu ­tion, identifying its limitations, and assessing its reasonableness using appropriate approximate solutions or common sense. Allowing the stu ­dents to engage in lab work and project studies will help them develop problem solving skills. Also, role playing when properly used introduces problem situation dramatically, provides opportunity for the students to assume roles of others and thus appreciate another point of view. Fur ­thermore, it allows the students to explore solutions and provides oppor ­tunity to practice the skills. The faculty of the College of Business Administration envision to contrib ­ute to the intellectual and personal growth and development of the students and to enhance the competence of the students to engage in all phases of business activity and management. In order to achieve these objectives, the data show that they always preferred Lecture/Discussion Com ­bination and Class Discussion but rarely preferred to use Jigsaw Method, Index Card Exercise and Panel of experts as teaching methods. This means that the faculty of the College of Business Administration believed that by using the Lecture method combined with class discus ­sion, the students would be able to acquire knowledge on the core areas of business, perceive the global nature of organizational and economic activities, recognize the role of law and ethics in business behaviour, un ­derstand and appreciate the impact of demographic diversity on organi ­zations and understand and appreciate the impact of sustainability and the natural environment on organizations, the impact of organizations on sustainability and the natural environment, understand organizations and the process of management, develop the ability to work effectively, inde ­pendently and collaboratively, and integrate core area skills in problem solving and decision making. The College of Arts, Sciences and Education brings together disciplines in the arts, humanities, mathematics, natural sciences, and social scienc ­es and education t o form the intellectual heart of the University. It fosters liberal education, promotes lifelong learning, research, creative activ ­ity, social and professional responsibility, and growth. To these ends, its faculty challenges students to think critically and intuitively, cross disci ­plinary boundaries, recognize and value diverse perspectives, and solve problems creatively by through the use of different teaching methods. Since the College of Arts, Sciences and Education is committed to a liberal education orientation, it must provide the students with oppor ­tunities for: expansion of the boundary of knowledge, preservation and enrichment of a countrys cultural heritage, development of personal and social adjustment, cultivation of intelligent citizenship, acquisition of self-discovery and self-understanding, development of an oral and writ ­ten competency, maximization of the capacity for critical and imagina ­tive thinking, and understanding of international relations and affairs. This awareness of the commonly held objectives of the college provided broad bases for the faculty’s use of various teaching activities and meth ­ods. Thus, in this college, learning should provide opportunities beyond the knowledge of the subject matter of a particular course. The courses should not be restricted to the instruction of abstract theories, but should afford opportunities for students to develop skills of effective oral and written expression, to improve their ability to relate to others, to learn to think critically and scientifically, and to feel the need for continuous growth even outside the university campus. The importance of such in ­tellectual and social stimulation beyond the mere knowledge parameters of the course content should be emphasized. The college has the following major departments: Natural sciences, Mathematics, Social Sciences, LLH/Communication and MAPE/Profes ­sional Education. It is assumed that the teaching methods used in the class may differ from subject to subject since the method that the faculty may prefer to use may depend on the goals of the subject. The goal of the Natural Sciences component of the curriculum is to help the students increase their scientific literacy and capacity to ap ­proach scientific materials intelligently, and to convey the general understanding of science as a way of looking at the world. In order to achieve these goals, the faculty of the Natural Sciences Depart ­ment often preferred to use Lecture/Discussion Combination, Team Project Method, lab work, Worksheets/Surveys, In-class Demonstra ­tion, Panel of Experts and Explanatory Discussion as their teaching methods. However, the data show that the respondents had never preferred to use guest speakers, applied projects, Simulation and the ILPE Method. The next data on the teaching method preferences are from the Mathematics teachers of the College of Arts, Sciences and Education. The findings of the study show that this group of respondents always preferred in-class exercises. This group of respondents never preferred to use Jigsaw Method, guest speakers, Videotapes, Report-Back Session, Role Playing, Panel of ex ­perts, Explanatory Discussion, Reflective Discussion, Debate, ILPE Method, Guided Imagery, Brain Writing and PBL as teaching methods. This implies that the faculty adopted these teaching methods in order to provide the students precision in numerical expression, logical thinking and problem solving. However, other instructional methods may also be proven effective for developing mathematical comprehension. The most important of these could be the use of hands-on, active learning tech ­niques in the classroom. Of equal import is the need to make students understand the utility of the material they are being taught. Students need to understand and appreciate the need for their courses. Many students leave their mathematics courses thinking that the material will never be used in their courses. It is essential that mathematics courses have some future value in their program of studies. The mathematics portion of a student’s curriculum should not be simply something â€Å"to get through. † This means that the faculty teaching mathematics and others must coor ­dinate their curriculum. They must teach concepts and methods that are applicable to current practice, and these methods must be employed in other curriculum within a reasonable time period after the students learn the techniques. In mathematics teaching, teachers provide students with adequate oppor ­tunities to engage in math activities to help them in the self-exploration and cooperation and exchange in the process to really understand and master the mathematics knowledge and skills, ideas and methods, and to learn valuable math. Thus, participation and learning efficiency of the method is used when appropriate relevant. The social sciences component of the curriculum aims to make the stu ­dents aware of the general problems and issues, especially those with relevance to the Philippine society; and to enhance students’ awareness of the importance of scientific approaches to the discussion and analysis of social issues. In order to achieve these aims, the faculty teaching the social sciences always preferred Brainstorming as their teaching method but rarely preferred Role Playing, Role Playing, Index Card Exercise and Panel of experts. Another data of the teaching method preferences are from the LLH/Com ­munication faculty of College of Arts, Sciences and Education. The data indicates that this group of faculty often preferred Lecture/Discus ­sion Combination, in-class exercises, Brainstorming, Class Discussion, Explanatory Discussion, Reflective Discussion and Simulation. Most probably these are the teaching methods that the faculty teaching LLH/Communication perceived that could provide the students with effec ­tive communication skills in both English and Filipino, foster critical understanding and appreciation of how people give expression to their experiences in the world, develop in the students the students to see the grammatical relationships between words, group of words and sentence within the discourse level; train the students in the effective use of ver ­bal and non-verbal symbols towards ethical speech communication; and develop in the students writing skills in their respective discipline. Like ­wise, these teaching methods will help them teach the students how to reflect on the totality of the human experience; formulate for themselves a human perspective that integrates all branches of knowledge in a pro ­found understanding of the individual as well as society; and contribute to the understanding of the beautiful and the good in human experience. They rarely preferred to use Jigsaw Method, Report-Back Session, Team Project Method, lab work, Worksheets/Surveys, Index Card Exercise, Guided Imagery and In-class Demonstration as teaching methods. The faculty teaching MAPE and Professional Education are committed to the production of quality teachers who could be at par with the other pro ­fessionals through a deliberate effort to improve instruction, research, and community extension. These efforts are reflected in their teaching meth ­od preferences. Simulation is an event or situation made to resemble real classroom situ ­ation as closely as possible. The faculty uses simulation most probably because it is an excellent venue for the education students to learn ex ­perientially since it provides opportunities for them to practice problem solving and psychomotor skills in a safe, controlled environment. In a simulation, students create connections mentally which is rarely, if ever, accomplished through conventional teaching techniques. Conse ­quently, the learning has a greater impact, plus the new knowledge and skills are retained much longer. It works because the students become more engaged with the subject matter than through more conventional approaches to teaching (lecturing, debates, discussion, videos, etc. Thus, compared with these traditional methods, this method of teaching and evaluating learners is more realistic, enhances both acquisition and re ­tention of knowledge, sharpens critical-thinking and psychomotor skills, and is more enjoyable. Simulation can be used to teach theory, assessment, technology and skills. The emphasis in simulation is often on the application and inte ­gration of knowledge, skills, and critical thinking. Unlike a classroom setting or a paper-and-pencil test, simulation allows learners to function in an environment that is as close as possible to an actual teaching situa ­tion and provides them an opportunity to think. The Team Project method is the appropriate pedagogy of choice of most faculty in the professional education courses, since it combines knowl ­edge with practical experience and improve interpersonal and commu ­nication skills which are essential to the knowledge growth and perfor ­mance of future educators. Furthermore, besides technical skills and knowledge, the MAPE and Professional education courses is required to give students opportunities to improve their interpersonal, collaborative and communication skills. It requires students to apply in practice per ­sonal competencies and improve problem-solving skills such as explor ­atory searching, critical thinking and decision making (Hawking et al. 2001). The method also provides students with experiential learning op ­portunities to actively develop their knowledge and experience, as they cooperate in group projects. The discussion method is always a preferred teaching method since it involves the entire class in an extended interchange of ideas between the teacher and the students and among classmates. The members in the class may approach the discussion topic with many and varying points of view, however, the teacher focuses the discussion in the direction most conducive to effective and purposeful learning. In summary, the respondents from the College of Arts, Sciences and Ed ­ucation often preferred to use Lecture/Discussion Combination, in-class exercises and Class Discussion in teaching. Rarely, they preferred to use Jigsaw Method, Explanatory Discussion guest speaker, video tapes, Re ­port-Back Session, Role Playing, Reflective Discussion, Debate, ILPE Method, Guided Imagery and Brain Writing. As a whole the faculty of Aquinas University as reflected by the data, often preferred Lecture/Discussion Combination, Team Project Method, lab work, in-class exercises, oral presentation, Brain storming, Class Discussion and In-class Demonstration. They rarely preferred Jig ­saw Method, guest speakers, Index Card Exercise, Debate, ILPE Meth ­od, Brain Writing and Socratic method. Lectures although combined with class discussion (4. 34) remain the core teaching method in most the colleges. Their role is best suited to pro ­viding an overview of the subject matter and stimulating interest in it, rather than disseminating facts. Since this is the most preferred teach ­ing method, the faculty must remember that students would appreciate good quality lectures with clear objectives which could be placed in the course handbook, with the lecture summaries, clear overhead acetates or slides; a paced delivery; and appropriate handouts which would provide students with complex diagrams or difficult or critical text. The class discussion that follows could be used to clarify certain points in the lec ­ture. Thus, lecture when combined with discussion widens the intellectu ­al horizons of the student, making it possible for them to gradually move toward acquisition of self-discovery and self-understanding. It enables the instructor to correct error in literature and articles read by the student. Also, it affords opportunities for an instructor to explain a particularly equivocal ambiguous point of idea, or a complicated, difficult, abstract process or operation and resolves conflicting points of view and clarifies misunderstanding of different schools of thought. It could also enliven the learning situation by adding the voice, gesture and the personality of the instructor. The discussion that follows the lecture will promote interest by giving the students a share in the responsibility for the course and in search for knowledge. It compels the students to be active learners and motivates them by keeping the work within their intellectual bounds and by allying it with their aptitude. It enables the instructor to constantly appraise the students’ understanding of the issues under discussion. Discussion method is also a preferred teaching method since it sharp ­ens the students’ ideas and concepts by forcing them to express them in their own words. This facilitates intellectual comprehension and applica ­tion of new knowledge to life-situations. It permits the students to chal ­lenge statements with which they disagree or which they misunderstand, thereby facilitating the process of self-discovery and self-understanding and developing the sense of self-assertiveness. In addition, it develops in the students the skills essential to effective group discussion and verbal communication. The discussion method forces the students out of their classroom lethargy, so that every learner will react either in support or in opposition to the issue under discussion. In using this teaching method, each student learns to feel free to express his/her opinions, to argue with mutual respect and to defend his/her own stand in the light of logic and rationality. It also develops facility in oral expression, critical and cre ­ative thinking, and intellectual and imaginative problem-solving ability. Thus, lecture when combined with discussion sustains and strengthens most of the elements essential for productive learning. The provision of feedback and class participation heightens the learners motivation, facilitates the intellectual grasp of abstract concepts and the learning of problem-solving skills. The data also show that Brainstorming is an often preferred teach ­ing method. Alex Osborn describes it as a conference technique by which a group attempts to find a solution for a specific problem by amassing all the ideas spontaneously by its members† (http://www. moneyinstructor. com/lesson/brainstorming. asp. According to him in this process more ideas could be generated than in any normal dis ­cussion and that by producing more ideas, people had a better chance of finding useful ones: from quantity came quality. A key part of the process is to come up with wild or silly ideas because these in turn can spark off really useful ones. This finding of the study implies that brainstorming is often preferred as a group process so that the members of

Gullivers Travels :: essays research papers

â€Å"GULLIVER’S TRAVELS† a Satire Jonathan Swift, an Anglo-Irish writer, was born in Dublin on the 30th October 1667. he was one of the greatest satirists of the universal literature. His pamphlets have a stinging sarcasm through which he accused moral-political vices or religious ones (ex. â€Å"A Tale of a Tub†, †A Meditation upon a Broomstick†) or pamphlets which defend the Irish cause (â€Å"The Drapiers Letters†). His fame was brought by â€Å"GULLIVER’S TRAVELS†. This is a realistic parody of social dynamic, remarkable for the greatness of its metaphors, consciousness of vision and its style. GULLIVER’S TRAVELS is a satire in four parts as the author himself called it. In the first pages of the book we are told that Gulliver began his voyages as a ship surgeon and afterwards as captain of other ships. The four parts of the book represent four voyages: A Voyage to Lilliput; A Voyage to Brobdingnag; A Voyage to Laputa, Balnibarbi, Glubbdubdrib, Luggnagg and Japan and A Voyage to the Country of the Houyhnhnms. Each of them represents a different type of society and in each of them the object of the author’s irony is different. The first trip satirises the moral and spiritual pettiness of humanity, revealing to the reader the foolish reasons for starting a war between two countries that were once good friends; the absurd rules of society. This six-inch tall people of Book I reveal themselves to be as small morally as they are physically. The revelation of their pettiness comes gradually to the reader. Gulliver’s hosts gossip meanly about each other; they fight over such trivial things as which end of an egg should be broken first; and their king is angry when Gulliver refuses to help him bring a neighbour country into slavery. In this book, number I, we encounter satire on travel books and travellers. Swift is mainly protesting against the ridiculous travellers who report absolutely everything about his trip. Book II â€Å"A Voyage to Brobdingnag† is a satire on the wickedness and vanity of mankind. Gulliver, just recently big in a land of little people, is now little in a land of giants. Although it might be too much to say that in this way Swift prepared the reader to expect that Gulliver won’t live very well in this country, judged by the moral norms of big people; but that is in fact what happens. When the judgement is made, it appears that Gulliver’s race is one of â€Å"little odious vermin†.

Hunting and Its Benefits

Hunting and Its benefits Specific Purpose: By the end of this speech I expect all of you to feel more informed on how regulated and legal hunting has a positive influence on wildlife, the environment and, the economy. Thesis: Regulated hunting largely has positive effects on the economy and the environment I. Imagine yourself hiking through the woods, fishing or swimming in a lake, or even just enjoying nature. Guess how it was possible to build and maintain all of those nature areas and parks. From HUNTING!!! II.Even though I’m sure most of you aren’t hunters (maybe even a few anti-hunters), I’m more than certain most of you appreciate nature and the best places to enjoy nature are on state and national parks, lakes, streams, trails, and conservation areas. The sale of hunting licenses and equipment are responsible for a significantly large chunk of that funding and make it possible for everybody to experience the beauty of nature. III. Living in the Midwest im sure most of you are some type of outdoorsman or live within a short distance of rural area where most nature areas are and I intend to show how hunting affects those areas and the economy.IV. I’m a lifelong outdoorsman and I’ve seen and experienced first hand how hunting has created thousands of jobs and saved and restored countless acres of wetlands, forests, and plains. V. I have three main points to discuss in this speech I. Hunting makes a large contribution to the economy II. Hunting is the single biggest funder of conservation and restoration efforts III. Regulated Hunting has a positive impact on wildlife populations The first point I’m going to discuss deals with the jobs and business hunting is responsible for. I. The sale of hunting licenses and equipment puts over 12 billion dollars in the economy annually. . On average, each hunter spends about $1896 which is 5. 5 percent of the average man’s income. b. This maintains almost 575,000 jobs whic h contribute even more money from income and sales tax i. About a quarter of these jobs are solely supported by hunting. ii. The 2. 4 billion dollar income tax of these jobs can cover the annual paychecks over 100000 troops. This generation of revenue also goes to support the environment for the animals pursued thrive. II. The sale of hunting licenses and equipment is also the single largest source of funding for the conservation and restoration of natural areas a.Hunters provide over 2 billion dollars to conservation through the sale of hunting equipment and licenses. b. Hunters are a larger source of funding than environmentalists, state grants, and animal rights organizations combined This also leads to a positive influence on the populations of wildlife III. Regulated Hunting helps keeps wildlife numbers in check and populations stable. a. Hunting prevents animal species from overpopulating i. By harvesting certain numbers of an animal every year the population does not grow bey ond control ii. This also helps prevent them from moving into urban areas where they can become nuisances b.Hunting also keeps animal populations healthy by keeping the number of animals down to what the food supply can support Overall regulated hunting is a wholesome sport that makes positive contributions to the economy and the environment I. Summary a. Hunting is a strong contributor to the economy and is vital to hundreds of thousands of jobs b. Hunting provides essential funding to help ensure that nature areas remain for future generations to enjoy c. Regulated hunting helps keep animal populations healthy and stable through responsible management and ethical sportsmen II.These main points I have presented to you in the hopes I have left you better informed on hunting and is benefits. Bibliography â€Å"There Are 11,085 Hunters/Sportsmen Supporting Hunters Against PETA. Enter Your Name and Email to Join Our Cause. Thanks for Your Support! †Ã‚  Hunters Against PETA. N. p . , 01 Feb. 2009. Web. 07 Nov. 2012. . ConservationHunting. html. †Ã‚  ConservationHunting. html. N. p. , Feb. -Mar. 2007. Web. 07 Nov. 2012. .

Kimi Dora

Blog Number One â€Å"Oh, You are so Funny and I’m Love it† By: Kenneth Esteleydiz de Guzman (Submitted for an Essay Class in DLSUD) I know that you have already watched a lot of funny films around. But one thing you shouldn’t miss is the movie directed by Ms. Joyce Bernal, and was produced by Spring Films. This movie will surely make you giggle and laugh so hard! I swear to you that every minute that you will spend in this film will never make you feel doubtful and regretful for the fact that this is really worth watching. I’ll tell you now the title of this movie.My much loved movie ever for this year is â€Å"Kimy Dora†, starring Eugene Domingo. Kimy Dora is a film that is about twins who are identical. Kimy Go Dong Hae is the older of the two, she was not that smart when she was young but suddenly after she got a typhoid fever (a very high and severe fever), and she became really smart! It was like she ate a dictionary! Doctors said that her bra in could have been affected by the severe illness she had. She became a war freak as well. She is also insecure for having less attention from her dad and from her very much loved man, Johnson (played by Dingdong Dantes) who admires Dora a lot.Dora (Kimmy’s twin sister) on the other side isn’t so smart but not so dumb as well. Dora may be compared to those who are mentally challenged because of the way she acts; this happened because she was born inside a toilet bowl and got her head bumped inside it when she came out from her mother’s womb. Her parents thought that they would only have one daughter who was Kimy but what happened was that when their mom was a I know that you have already watched a lot of funny films around. But one thing you shouldn’t miss is the movie directed by Ms. Joyce Bernal, and was produced by Spring Films.This movie will surely make you giggle and laugh so hard! I swear to you that every minute that you will spend in this film wi ll never make you feel doubtful and regretful for the fact that this is really worth watching. I’ll tell you now the title of this movie. My much loved movie ever for this year is â€Å"Kimy Dora†, starring Eugene Domingo. Kimy Dora is a film that is about twins who are identical. Kimy Go Dong Hae is the older of the two, she was not that smart when she was young but suddenly after she got a typhoid fever (a very high and severe fever), and she became really smart!It was like she ate a dictionary! Doctors said that her brain could have been affected by the severe illness she had. She became a war freak as well. She is also insecure for having less attention from her dad and from her very much loved man, Johnson (played by Dingdong Dantes) who admires Dora a lot. Dora (Kimmy’s twin sister) on the other side isn’t so smart but not so dumb as well. Dora may be compared to those who are mentally challenged because of the way she acts; this happened because sh e was born inside a toilet bowl and got her hea bout to poop in a toilet bowl, and it was Dora who came out!Their mom died due to severe bleeding and shame due to what happened. Knowing the fact that Dora is a bit mentally challenged, Kimy hated her so much. But one thing that proved that Dora was not retarded was when Kimy was kidnapped; she was able to take over of their company even though Dora only pretended as Kimy to make sure that people won’t panic for the lost of Kimy. At the end of the film, Dora and Kimy were able to be good sisters again and Kimy realized that she shouldn’t mistreat her sister as to what she usually did before.The reason why I really love this film is that Eugene Domingo is also one of my favorite comedians. She has that kind that of humor that would make me burst out. This was the first movie wherein she got the major role and the great thing is that she got the best actress award for this movie. Another reason is that the movie also has m oral lessons, lessons that would surely make your heart cry. I bet you should really watch this movie not just for fun but for simple lessons as well. Just go and grab a copy of this now and be astonished of the laughter that this movie might bring to you.

Immigration Camps or Hell Professor Ramos Blog

Immigration Camps or Hell Immigrants in the United States have been going through a very tough time, especially the ones that spend their days crowded in a cage like area with other immigrants. Videos have come out to the media showing the way that little children sleep with thin aluminum blankets and men gathered telling the reporters that they have not had enough food to eat and water to drink. It’s very heartbreaking to see parents being separated and sent back to their country and have to leave their children in the United States. A way to resolve this problem would be to reunite families back together. In this essay, I will be arguing that immigration camps should be fully shut down due to the terrible living conditions that the immigrants are put in and the high suicide rates and isolation that occur inside the camp. The first reason that immigrants should be reunited with their children and families is because of the terrible living conditions that they go through. Adam Serwer, a staff writer of The Atlantic, said, â€Å" It was difficult to move in any direction without jostling and being jostled.† They are given thin blankets but not enough hygiene products in order to keep clean. The children also together in a cement floor without their mothers. He also mentions that the ICE Officers don’t do anything to clean up the filth inside the camps. Serwer also compares the conditions of the current camp to the camp that used to hold Confederate prisoners. He quotes James McPherson, a historian who said, â€Å"13,000 of the 45,000 men imprisoned â€Å"died of disease, exposure, or malnutrition.† (McPherson par. 2). Henry Wirz, the warden of the prison during the Confederate War was arrested in 1865 and was accused of intending to â€Å"impair and injure the health and to destr oy the lives [of the prisoners], by subjecting [them] to torture and great suffering by confining in unhealthy and unwholesome quarters.† (McPherson par.3).   This should be able to show people why keeping immigrants insides camps in unethical and dangerous. Another situation that immigrants are put through is the food given to the men, women, and children. The food that is given to them is said to be inedible. Serwer got an actual confession from a person inside the camp saying that â€Å"The water provided them was foul,† of a dark color.† He also states â€Å" Our ration was in a quality a starving one, it being either too foul to be touched or too raw to be digested† (Serwer par.1).   Hamed Aleaziz, a BuzzFeed news reporter, states, â€Å" There was little access to hot showers or hot food for families and children in some facilities.† He also said that, â€Å"At two facilities, children and families did not have hot meals until the week the inspectors arrived† (Aleaziz par.1). Jonathan M. Katz, a journalist for The Los Angeles Times, explains that, â€Å"In the last year, at least seven migrant children have died in the federal custody.† And if no changes are made anytime soon by reuniting and closing the camps, more innocent men, women and children will continue to die under federal custody. The second reason for the closing would be that camps are also having a problem with the high suicide count that they have in their hands. Renuka Rayasam, a POLITICO based health care reporter states that, â€Å" One estimate puts the number of detainees with mental illnesses between 3,000 and 6,000.† Another statement that she has was that, â€Å"Detainees had made nouses from bed sheets in 15 of 20 cells in the facility they visited† (Rayasam par.1). Katz also says, â€Å" Memos surfaced by journalist Ken Klippenstein revealed that Immigration and Customs Enforcement’s failure to provide medical care was responsible for suicides and other deaths of detainees† (Katz par. 15). Due to all the suicides that have occured, Rayasam also states that, â€Å"Many of the migrants with mental illness are not stable enough to participate in their own legal proceedings, so they languish in detention.† Suicide isn’t the only problem that immigrants go th rough. Immigrants who are transgender or who have a mental illness are also kept isolated from all the other immigrants. Another difficulty that the migrant children is that â€Å"The Trump administration cut funding for classes, recreation and legal aid at detention centers holding minors†(Katz par. 3). He also says that â€Å"Months after being torn from their parent’s arms, 37 children were locked in vans for up to 39 hours in the parking lot of a detention center†¦Ã¢â‚¬  (Katz. par.3) This is proof that shows the maltreatment that innocent children go through when they get separated from their parents and while they wait inside the camps. A solution that could help keep families together while still keeping an eye on the immigrants would be to keep them under community supervision. Alexia Fernandez Campbell, a politics and policy reporter for VOX explains that community supervision is a â€Å"Nonprofit group or government contractor provides families with social workers who help them find housing and transportation.† Another idea that is suggested by Campbell would be to â€Å"release immigrants with electronic monitoring, which generally involves placing GPS ankle monitors on adults and assigning them caseworkers† (Campbell par. 8). This would allow them to be reunited with their family members and their children wouldn’t have to live with other family members or be sent to foster care with unknown people. Social workers that would be assigned to each immigrant that was in the camp would also be able to supervise them outside of the jail. The mothers with children would also be able to get the c are that they needed from the asylum while being checked on with no problem. The article also says that, â€Å"The contractor that ran the program said that 99 percent of participants â€Å"successfully attended their court appearances and ICE check ins† (Campbell par. 15). This goes to show that the immigrants would want to follow the rules in order to try to stay in the United States.   In conclusion, the camps should be shut down due to terrible conditions that they’re going through daily. Even while being held, they should still be able to get the necessities that they need before they are sent back to their country or while they stay inside for asylum. Social workers could also make sure that they follow the rules in order to go through the immigration process. Innocent children shouldn’t have to die alone where they have access to medical care that could easily help them. They shouldn’t have to get so many terrible maltreatments while they wait for their fate in this country. Aleaziz, Hamed. â€Å"Investigators Found Immigrant Kids And Families Locked In Disgusting Conditions In Border Camps.† BuzzFeed News, BuzzFeed News, 26 June 2019, buzzfeednews.com/article/hamedaleaziz/inspector-disgusting-conditions-border-migrants-children. Campbell, Alexia Fernndez. â€Å"Reminder: Trump Doesnt Need to Keep Migrants in Detention Camps.† Vox, Vox, 4 July 2019, vox.com/2019/7/4/20681298/trump-migrant-detention-camps-alternatives. Katz, Jonathan M. â€Å"Op-Ed: Call Immigrant Detention Centers What They Really Are: Concentration Camps.† Los Angeles Times, Los Angeles Times, 9 June 2019, latimes.com/opinion/op-ed/la-oe-katz-immigrant-concentration-camps-20190609-story.html. Rayasam, Renuka. â€Å"Migrant Mental Health Crisis Spirals in ICE Detention Facilities.† POLITICO, 21 July 2019, politico.com/story/2019/07/21/migrant-health-detention-border-camps-1424114. Serwer, Adam. â€Å"A Crime by Any Name.† The Atlantic, Atlantic Media Company, 5 July 2019, theatlantic.com/ideas/archive/2019/07/border-facilities/593239/.

The SLOSS Debate in Conservation

The SLOSS Debate in Conservation One of the most heated controversies in conservation history is known as the SLOSS Debate. SLOSS stands for Single Large or Several Small and refers to two different approaches to land conservation in order to protect biodiversity in a given region. The single large approach favors one sizeable, contiguous land reserve. The several small approach favors multiple smaller reserves of land whose total areas equal that of a large reserve. Area determination of either is based on the type of habitat and species involved. New Concept Spurs Controversy In 1975, an American scientist named Jared Diamond proposed the landmark idea that a single large land reserve would be more beneficial in terms of species richness and diversity than several smaller reserves. His claim was based on his study of a book called The Theory of Island Biogeography by Robert MacArthur and E.O. Wilson. Diamonds assertion was challenged by ecologist Daniel Simberloff, a former student of E.O. Wilson, who noted that if several smaller reserves each contained unique species, then it would be possible for smaller reserves to harbor even more species than a single large reserve. Habitat Debate Heats Up Scientists Bruce A. Wilcox and Dennis L. Murphy responded to an article by Simberloff in The American Naturalist journal by arguing that habitat fragmentation (caused by human activity or environmental changes) poses the most critical threat to global biodiversity. Contiguous areas, the researchers asserted, are not only beneficial to communities of interdependent species, they are also more likely to support populations of species that occur at low population densities, particularly large vertebrates. Harmful Effects of Habitat Fragmentation According to the National Wildlife Federation, terrestrial or aquatic habitat fragmented by roads, logging, dams, and other human developments may not be large or connected enough to support species that need a large territory in which to find mates and food. The loss and fragmentation of habitat make it difficult for migratory species to find places to rest and feed along their migration routes. When habitat is fragmented, mobile species that retreat into smaller reserves of habitat can end up crowded, increasing competition for resources and disease transmission. The Edge Effect In addition to interrupting contiguity and decreasing the total area of available habitat, fragmentation also magnifies the edge effect, resulting from an increase in the edge-to-interior ratio. This effect negatively impacts species that are adapted to interior habitats because they become more vulnerable to predation and disturbance. No Simple Solution The SLOSS Debate spurred aggressive research into the effects of habitat fragmentation, leading to conclusions that the viability of either approach may depend on the circumstances. Several small reserves may, in some cases, be beneficial when indigenous species extinction risk is low. On the other hand, single large reserves may be preferable when extinction risk is high. In general, however, the uncertainty of extinction risk estimates leads scientists to prefer the established habitat integrity and security of a single larger reserve. Reality Check Kent Holsinger, Professor of Ecology and Evolutionary Biology at the University of Connecticut, contends, This whole debate seems to have missed the point. After all, we put reserves where we find species or communities that we want to save. We make them as large as we can, or as large as we need to protect the elements of our concern. We are not usually faced with the optimization choice poised in the [SLOSS] debate. To the extent we have choices, the choices we face are more like †¦ how small an area can we get away with protecting and which are the most critical parcels?

Ariel Sharon- Crimes against Humanity Essay Example | Topics and Well Written Essays - 1500 words

Ariel Sharon- Crimes against Humanity - Essay Example The peacemaker image of Ariel Sharon is just one side of the story. Actually speaking, there is much about Ariel Sharon that makes him a controversial figure. Most of the world does know only the good things about Ariel Sharon. Yet, it is a fact that Ariel Sharon was involved in multiple crimes against humanity. Ariel Sharon was involved in many acts of gross human rights violations which lead to the killing of a number of innocent Palestinian civilians. Hence, it is a historical fact that Ariel Sharon happened to be an Israeli leader that committed multiple crimes against humanity and was directly responsible for the death of a number of Palestinian civilians. Everybody knows that in the 1948 war, Israel won almost seventy-eight percent of the territory that happened to be the home to thousands of Palestinians. Even after conquering these large tracts of the Palestinian territory, there was a section of the Israeli army that was not satisfied with this victory. There were many officers in the army of the newly found state of Israel who believed that Palestinians needed to be repressed and scared with the use of force. The purpose was to keep the Palestinians so scared that they do not dare to raise a voice against the Israeli occupation of the Palestinian territories. The other objective of the Israeli army was to take over such Palestinian territories that were yet not under their control, like Gaza, and the West Bank. Thereby the army of Israel planned an aggressive military strategy against the Palestinians that involved large-scale attacks and massacre of the innocent Palestinians.  

Politcal Science 240 Comparision Report Canada Essay

Politcal Science 240 Comparision Report Canada - Essay Example hough the Aboriginal people originally inhabited the country, the eastern region Canada was a French settlement for more than a century before the white man discovered it. In the late eighteenth and nineteenth century, the country received most of its immigrants from Britain and the United States where some of the people who settled from the US were called Loyalists since they were loyal to the interests of the British. By the late 1800, the country had a countrywide railway system that was able to transport settlers who had European origins and most of these settlers were the underprivileged or those running away from religious or political persecution. Nonetheless, particular groups of immigrants, such as the Jewish were subsequently denied entry into Canada during the consequent world wars as well as the Great Depression. However, since the late sixties, a greater part of the country has developed more tolerance in accepting more political refugees and immigrants from different countries all over the globe. Canada experienced a return of prosperity after World War Two as a result of the continued Liberal governments that allowed national policies to address social welfare such as universal health care, pensions for the older members of the population as well as for the veterans. The financial crisis associated with the Great Depression, along with the extensive corruption in the country, had resulted I the people of Newfoundland relinquishing responsible government 1n1934 making the country a crown colony under the rule of a British governor. Success was restored when the United States military came in with more than ten thousand soldiers together with massive investments in various bases. Popular sentiments started to favour the United States and this alarmed the Canadian government, which wanted the Newfoundland to enter into a confederation rather than joining the United States. In 1948, the people of Newfoundland were given three referendum choices by the