Byzantine and Islamic systems Essay Example | Topics and Well Written Essays - 1500 words

Byzantine and Islamic systems - Essay Example While previous adaptations played a major role in shaping the conflict that occurred between the Byzantine and Islamic empires, they were insufficient to operate on their own due to the consistent changes and dynamics that had occurred in the empires over time (Miller, 2002 n.p.). Therefore, it was inevitable for both systems to adapt a unique and current tactics and strategies that would not suffice for the intended dominance and supremacy wars. The Byzantine system borrowed more from the already collapsed Roman Empire of the 4th century, since they were more or less founded on similar principles (Watson, 2010 p87). Similarly, the Islamic systems also borrowed very much from the Huns, who were ancient Muslims who also had engaged in fights with the earlier Roman opponents, only that there was an addition of more Islam zeal during this period (Esposito, 1988 p37). Thus, it is apparent that both systems adapted strategies that would enable them defeat their opponents, which included f orging ties with the neighboring empires to reinforce their might. Nevertheless, through academic research, this explorative paper concluded that both the Byzantine Empire and Islamic System had military, cultural and economic force. However, the analysis found that the Islamic empire had a religious force behind their push, which served to compensate for the lack of a sophisticated administrative system, like the one that the Byzantine Empire had already put in place. Military within Byzantine Empire was made up of a large force, which did not reduce despite several incursions from the Muslims, owing to the continued growth of the population within the Byzantine Empire (Watson, 2010 p82). Byzantine Empire Military managed to maintain a huge force starting the 10th century through the 12th century, although the sufficient resources required to create such large armies and enhance their efficiency had dwindled over time, making it impossible for the empire to establish a large effici ent national army. The strength of the Byzantine Empire Military was based on the establishment of a sophisticated administrative system through the 10th and the 11th century, referred to as the theme system (Haldon, 2002 p12). This system divided the whole Byzantine Empire into several administrative units, which were then able to consolidate their authority over the territory they manned, at the expense of the establishment of large national army, which would require much resources and logistical planning and strategies. The thematic system was applied as an effective solution tool, to counter the Islamic army attacks, which were being experienced from different sides of the Byzantine Empire, making it possible for rapid response to the attacks, as opposed to the large national military response, which would be delayed by the logistical and the resource requirements (Miller, 2002 n.p.). The essence of the thematic military strategy applied by the Byzantine Empire, was to maintain a full time field presence of the troops in different regions of the empire that were prone to attacks, something that would not be efficient, through the use of a large national army (Esposito, 1988 p42). Military within Islamic System was based on a different system, which was an element of the previous adaptations from the Huns, who were also involved in conflicts with the earlier Roman Empire. The ‘hit and run’ tactic was the one the Muslim system mostly applied in their assault against the Byzantine Empire, which was perpetually threatened from various quarters. However, while the Muslim system borrowed the tactic from the Huns, who had previously engaged in a series of battle with the Roman Empire, they invoked the religious

Wuthering Heights Essay Example for Free

Wuthering Heights Essay Heatcliff is an unusual center character, in that he can said to be both the hero and the villain of Wuthering Heights. Explain this statement fully. In the novel Wuthering Heights by Emily Bronte, the heroic and villainous qualities play a significant role in understanding the character Heatcliff. Heatcliffs passion, his mysterious origins and his contrast between hatred and love helps the reader understand the character Heatcliff. As a hero he displayed his true and endless love for Catherine. But the personality that Heatcliff develops as an adult of super-human villain due to the deprivation of love, education and social statues that he received in his childhood days. Heatcliffs double character makes Wuthering Heights a strong tale of love and hatred. One side of Heatcliff is his heroic character. His eternal faithfulness and endless love for Catherine is not doubtful. Catherine feels that it would degrade her to marry Heatcliff because of his low social status in society and decides to marry the son of the aristocratic Lintons, Edgar. She is excited by the high standards of living of Lintons and for sure enjoys such an atmosphere. In the spite of her rejection to Heatcliff, his undaunted love remains for her forever in his heart. Heatcliff suffers much emotional rejection. He displays his heroic character by not taking revenge from Edgar immediately because of his genuine concerns for Catherine. The extent of Heatcliffs dedication and sense of desolation can be considered as form of heroism displayed by Heathcliff. The other side of Heatcliff is his role as a villain. His purpose of turning into a villain from a good character is to seek revenge from all those who troubled him from his childhood days. It is seen that Heathcliff suffered terrible torture at the hands of Hindley after Mr. Earnshaws death. Hindleys treatment of Heathcliff was enough to make a fiend of a saint. Hindley deprived him of an education and reduced his status to that of a servant. This horrible treatment of Hindley arouses deep and abiding hatred in the heart of Hindley and all-consuming passion for revenge. He fulfills his desire of revenge by encouraging Hindley to drink excessively, gamble and he also makes Hindley bankrupt by taking all his wealth including  Wuthering Heights that he owned. As Heathcliff seeks his revenge, he becomes devilish and is constantly associated with devilish feelings, images and actions. His revenge is also directed toward Edgar Linton, the son of aristocratic Lintonss, whom he sees as having stolen Catherine from him. To seek his revenge he devises series of schemes to wrest the ownership of the Grange from the Lintons family and secure it for himself. He knew that Isabella considered him or pictured him a hero of romanceand takes advantage of it by putting on a mask of love which Isabella tends to believe. His cruel treatment to Isabella is a source of enjoyment for him. He also capitalizes on poor Lintonss health by inviting the pity of Cathy so that her affection and sympathy would facilitate a marriage between them and leave him as the master of the Grange. At one point we see that Heatcliff regrets that he saved the infant Hareton. He indeed takes pleasure in the fact that Hareton was born with a sensitive nature which he has corrupted and degraded. Heathcliff s pleasure at this corruption is increased by the fact that: Hareton is damnably fond of me, his attitude is devoid of fatherly feeling. We can thus prove that Heathcliff is a many-faced character. In his early years he is characterized by his faithfulness and endless love for Catherine. The adult Heathcliff who returns to Wuthering Heights after a three-year absence is a super human villain distort by revenge, distorted by sense of wrongs done to him and made emotionally unstable by Catherines marriage. It can be thus said that Heathcliff is an unusual character. But personally I felt that he can be characterized as a villain than a hero.

Platos Meno :: essays research papers

The questions of what exactly knowledge, virtue and the soul are, are among the most important problems of philosophy The soul may be defined as the ultimate internal principle by which we think, feel, and exist. If there is life after death, the soul must be capable of an existence separate from the body. The mysteries of birth and death, the lapse of conscious life during sleep, even the most common operations of imagination and memory, which abstract a man from his bodily presence even while awake; all such facts suggest the existence of something other. The quest to put a solid definition on what exactly knowledge and virtue was the basis of Socrates' life. Socrates discusses these things all the time but they seemed to be better explained in two specific dialogues The Meno and The Republic. In the Meno, Plato justifies the possibility for one's mind to uncover knowledge. Plato presents a valid theory on how our minds can obtain knowledge. Socrates asks â€Å"What is virtue?† , when questioning Meno on the single definition of virtue, Socrates was never satisfied. He never accepted Meno’s answers because Meno gave â€Å"virtuous† definitions, not the definition of â€Å"virtue.† For example, Meno claimed, â€Å"A man's virtue, consists of being able to manage public affairs and in so doing to benefit his friends and harm his enemies and to be careful no harm comes to himself." Meno does not know what virtue really is, so he cannot apply which characteristics associate with virtue and which do not. So when Socrates asks, â€Å"Does anyone know what a part of virtue is, without knowing the whole?†, Meno agrees this is not possible. This presents a logical argument against Meno’s definition of virtue. Socrates believes th e conversation to search for what virtue really is should continue although they achieved no success in their first effort to form a definition. Meno questions Socrates, â€Å"And how will you inquire, into that of which you are totally ignorant? What sort of thing, among those things which you know not, will you put forth as the object of your seeking? And even if you should chance upon it, how will you ever know that it is the thing which you not know?†. Socrates explores the subject that one not only obtains knowledge through perception but can also obtain knowledge through reason and hard work. Socrates then tells Meno of the theory of recollection.

The Japanes Tsunami Disaster

On March 11th 2011 at 2:48pm a magnitude 9 earthquake occurred lasting a record time of 5 minutes until 2:53pm. This awful event occurred in the country of Japan in Asia, east of china, south of Russia and lies on the Pacific Ocean. Then 20 minutes later a tsunami hit Ofunato and then followed by Sedai and Niyko. There were lots more area affected by the tsunami. Causes The tsunami that hit Japan was a series of water that became many waves that built up by travelling along the Pacific Ocean, gradually gathering up speed. By the time it hit Ofunato it was as fast as a jet engine and going 800 kph. This tsunami happened because of the pacific tectonic plate subducted the Asian tectonic plate and caused an upwards wave to start and increase in length and it caused a massive tsunami to hit Japan. Japan had a massive tsunami hit them because of the magnitude 9 earthquake (a sudden release of energy in the Earth's crust that creates seismic waves) that hit them first, which caused the pacific tectonic plate subducted the Asian tectonic plate and created a flood of water to go in to the fault line and cause it to build up pressure and heat up. Then the water sprung up in to a travelling along the Pacific Ocean causing a tsunami, this caused over 15,000 deaths, 6,000 injured and 4,000 missing. Another cause of the tragic tsunami was that it gained an extra metre in height because the coast line dropped a metre; this was one of the effects of the earthquake. Social effects The effects on people were that there houses had fallen down and many were homeless. The disaster caused falling birth rates, some mothers and children were forced to move to other towns and cities, even 200-300 miles away from their broken homes. Buildings were shaking, lights flickering; they crumbled down in front of the people inside them. Bridges were in pieces, shaken and broken by the earthquake and tsunami. The people in Japan were in a horror film. Their families were broken, torn apart by 7 metre high waves. At least 170,000 households were running without any water said by the health ministry. Up to 47,000 building were destroyed, washed away or burnt down, the national police agency of Japan said. A total of 164,059 households in the north were without electricity, tohoku electric power co said. You can read also Waves Economic effects The tsunami caused a large negative impact on the economy of Japan but lesser effect on world trade and financial markets. Japan has lost considerable physical damage estimated to be from $195 billion to as much as $305 billion. The negative effects of the earthquake and tsunami caused a potential nuclear disaster. Only 150 miles from Tokyo, radiation leaked from a nuclear plant crippled by an explosion. Although it wasn’t at the same scale of Chernobyl, but 170,000 people were evacuated. Another economic effect is that hundreds of factories were shut across Japan and the country was pushed in to recession. Nissan and Toyota had to halt production at all 20 factories. Toyota, the world’s largest carmaker, evacuated workers from two plants in the worst affected regions. The plants make up to 420,000 small cars each year, mostly for export. Environmental effects The effects the tsunami had on japans environment was that were lots of debris everywhere because the tsunami had picked up everything in its way when it hit Japan and when it had stopped all the debris was left on the ground leaving lots of mess. All the debris that was on the floor meant it was harder to find missing people. The tsunami also carried lots of dead fish and animals habitats would have been damaged because of the water. The fish were all dead in the tsunami due to the fact that the Pacific Ocean contaminated because of the radiation of the nuclear plant explosion. This also meant that any birds wouldn’t have been able to feed or they would have died eating contaminated fish. The smell also would have been unbearable to cope with because of the amount of dead fish and bodies and debris carried by the tsunami. Liquefaction during the earthquake as well, this would have left big cracks in the concert and some water may of septet up through the cracks. Short term responses After the tsunami occurred everyone immediately tried to help the injured get to a safe placed so they could be helped. Fire engines and ambulances were there to help and to rescue people from the debris. There were lots of people injured and dead so that when the people were being searched for by people of Japan to save time if a person was dead under the debris they would have put down a flag so they could go on and search for people that were alive and could be saved. Then later they would have gone back to the body and they would have moved it. Everyone hurt by the tsunami/earthquake got medical care by the other helping countries wanting to help. China was one of the 91 countries that helped Japan as soon as possible by providing $4.5 million worth of humanitarian aid. Their first shipment was from Shanghai to Tokyo. It contained 2,000 blankets, 900 tents and 200 emergency lights to help Japan get through the tragic amount of injured people. Seventeen Latin American countries, including Honduras, Ecuador and Brazil, and four African states – Djibouti, Morocco, South Africa and Tunisia had also offered assistance. The mayor of Kandahar city in Afghanistan pledged $50,000 to support relief efforts. The World Bank, Unicef, Unesco and the Office for t he Co-ordination of Humanitarian Affairs were among the international organisations pledging support. Other responses were that they were lots of tents and shelters put up for people to stay safe because their houses would have been crushed by the tsunami or fall because of the magnitude 9 earthquake. In the shelters, the people got free food and water to keep them alive. Almost everywhere there was no gas or electricity because of the impact of the tsunami. All they could us were emergency lights and torches to see. Products in Japan went up because lots of stock was ruined or damaged and it was a struggle to get stock from other countries or cities because the expressway fell down and transport-roads were blocked. Some charities also help the tsunami victims such as architecture for humanity helped by fundraising and giving all the money they made to Japan to help the people that were made homeless or that were unemployed because their workplace might have been hit. Save the Children meet the needs of children and their families affected by the tsunami, whilst Christian Aid’s partners in the Philippines helped to evacuate the most vulnerable coastal communities. People living in these communities had been warned to prepare for a tsunami wave at least one metre high along the east coast. Partners of the British Red Cross in Japan, America and the Philippines worked alongside the emergency services to support victims and evacuate high risk areas. Long term responses General recovery efforts progressed, super markets gradually reopened, gas stations in northern Japan resumed business, and roads were accessible. The Japanese government significantly supported the country’s relief efforts and provided much of the needed temporary housing. Everything that was rebuilt in Japan however it cost them 25tn yen which actuates to  £189bn. Schools were rebuilt and teachers were provided so the children could get an education. Conclusion In my opinion, I think that the Japan tsunami was a disaster because of the impact that it caused to the people (such as the deaths), the environment (dead animals, liquefaction, amount of debris needed to be cleaned up) and the amount of money that it cost them. The amount of deaths that the tsunami caused was devastating, the amount of missing people and pain that the tsunami caused families. It was an awful event that caused pain to everyone and cost lots of money. I think to stopped this happening to Japan again they should build a bigger wall on the coast to protect them or even buy tsunami capsules from all households even though they are expensive it would help and save the life’s of many if it occurred again.

Investigational New Drug Review Process

INVESTIGATIONAL NEW DRUG REVIEW PROCESS Investigational New Drug Review Process Prashanth Kumar Ponugoti Northeastern University INVESTIGATIONAL NEW DRUG REVIEW PROCESS Abstract Investigational New Drug (IND) review process begins from the time the sponsor files investigation new drug application and the purpose of the review is to confirm the safety and efficacy of the patient for the drug.Moreover in the process of review if the review committee notifies any deficiencies by the new drug then there will be a clinical however if there are no deficiencies the drug will be approved for new drug application and will be under continuous review to make sure , that the drug does not cause any potential harm. This entire step wise process of review is explained in the following paper INVESTIGATIONAL NEW DRUG REVIEW PROCESS The following flow chart gives an overview of the IND review process Applicant (Drug Sponsor)IND Review by CDER Statistical Pharmacology/ Toxicology Medical Chemistry Spo nsor Submits New Data Safety Review Safety acceptable for study to proceed Clinical Hold Decision Notify Sponsor Complete reviews Reviews Complete and Acceptable? Sponsor Notified of Deficiencies No Deficiencies Study Ongoing INVESTIGATIONAL NEW DRUG REVIEW PROCESS I. Applicant (Drug sponsor): An applicant or the sponsor is a person or a group who takes responsibility and initiates for the investigation of new drug.A person other than an individual that uses one or more of its own employees to conduct an investigation that it has initiated is a sponsor. The sponsor may be an individual, partnership, government agency, private agency, or any other organization and moreover the sponsor does not conduct the investigation process unless the sponsor is a sponsor-investigator. The applications are submitted to Center for Drug Evaluation and Research (CDER) Food and Drug Administration Document and Records Section 5901-B Ammendale Rd. Beltsville, Md. 20705-1266 II.Investigational New Drug Application: Sponsor thinks about new drug application when he has a successful results in preclinical studies (The studies conducted in animals to find the use of drug in human and ensure safety and efficacy) in other words it is the step taken after the successful preclinical studies to continue further studies that is clinical trial in humans. During the conduct of preclinical trial, step by step information of the process is recorded as data and stored. Thus stored information is helpful in filling an IND. The information is as follows A. Animal Pharmacology and toxicology studiesB. Manufacturing Information C. Clinical protocols and investigators information Animal Pharmacology and toxicology studies: The studies conducted in animals to ensure the use of the product is reasonably safe for initial testing in humans. Manufacturing Humans: This is the information obtained from manufacturing, storage, composition, storage and stability, for manufacturing of drug substance and produ ct. Clinical protocols and investigators information: protocols for proposed clinical studies to assess whether the initial-phase trials will expose subjects to unnecessary risks.Information on the qualifications of clinical investigators—professionals who oversee the administration of the experimental compound–to assess whether they are qualified to fulfill their clinical trial duties. The IND is not a marketing approval but The IND is the means through which the sponsor officially obtains this exemption from the FDA: however, its main intention is to detail the data that provide documentation that it is indeed reasonable to proceed with certain human trials with the drug. Types of INDs i. Investigator INDs ii. Emergency Use INDs and iii.Treatment IND After the submission of the IND to the Center for Drug Evaluation and Research (CDER) committee it checks thoroughly the medical, chemistry, toxicological, and statistical data INVESTIGATIONAL NEW DRUG REVIEW PROCESS The se terms are explained below in detail III. Medical Review: Medical also called as clinical review is conducted by medical officers or physicians to ensure the initial use of the drug in patients and are safe to use . This review is also conducted by the non medical officers based upon the data available from the re clinical studies.Medical review plays a major role in new drug review process and is an initiating step for the test of the drug in humans: however it is an important step to be conducted and based upon the results obtained from the review it has a further scope to apply for next steps that is to file new drug application. During this review process the medical reviewers or physicians evaluate the clinical trial protocol for to determine A. If the participants will be protected from unnecessary risks; and B. If the study design will provide data relevant to the safety and effectiveness of the drug.However the safety of the drug is taken by the sponsor during the phase I studies but during phase II, III, and IV Food and Drug Administration (FDA) must also ensure the safety of the medicament in humans for market approval. IV. Chemistry Review: Each review committee has an chemistry review department for reviewing the chemistry of the drug and the agenda of this chemistry department is to address issues related to drug identity, manufacturing control, and analysis. The reviewing committee ensures that the investigational new drug is adequately reproducible and stable.If the drug is neither adequately reproducible nor stable then the chances of approval for IND are less because they are not sure about the drugs action in the body, and don’t know what it does. So the major purpose of chemistry review is i. To ensure that the compound is adequately reproducible ii. To ensure that the compound is adequately stable In addition to this the sponsor should discuss any manufacturing and chemistry differences between the drug product proposed for the cli nical use and drug product used in animal toxicology studies.However these differences might affect the safety profile of the drug product and need to be stated if there are no differences. V. Pharmacology or Toxicology Review: This committee is a group of pharmacologists and toxicologists who evaluate the results of animal testing made during the clinical trial and compare it with the potential effects in humans. That is to ensure safety of the humans for the new drug. i. Pharmacology and Drug Distribution (21 CFR 312. 23(a)(8)(I)): This is nothing but absorption, distribution, metabolism and excretion of the drug in the animals.These results should be obtained by conducting them in animals, so it should be recorded with an example. Moreover this should not be a reason for the clinical hold because these rae the studies conducted in phase one of the IND and where FDA feels it as sponsor great responsibility factor for the drug in achieving safety and efficacy to the humans. ii. Tox icology Data (21 CFR 312. 23(a)(8)(ii)(a)): INVESTIGATIONAL NEW DRUG REVIEW PROCESS Toxicology data is required from both vitro and vivo studies, because particular studies depend upon nature of the drug and phase of human investigation.VI. Safety Review: After submission of the IND to the CDER then the committee takes about good 30 days to conduct review in every factor to achieve safety and efficacy and to avoid potential harm to the human. The review is an ongoing process however CDER notifies the sponsor immediately if there are any potential high risks associated with the drug upon usage in humans. If a notification is sent to sponsor then it is clear that the application is put on hold and the sponsor should conduct enough studies to clear the hold.This hold will be removed and allows the sponsor for further studies only when changes made to the clinical hold achieve the safety and efficacy and does not case potential risks. If the sponsor is not notified with any information from CDER from the day of IND submission to the 30 th day then on the 31st- day further study can be proceeded as submitted. VII. Clinical Hold Decision: The Clinical hold is issued in during the thirty day review period and this is due to the following factors 1. The drug causes potential harm to the humans 2.If drug is not having enough stability 3. The IND does not contain sufficient information required under 312. 23 to assess the risks to subjects of the proposed studies 4. The plan or protocol for the investigation is clearly deficient in design to meet its stated objectives. And CDER can hold the studies during the initial phases of the studies that is when filed for IND if observes potential risks on the data submitted initially. The Clinical hold will be removed if the sponsor addresses the issue based on the hold before the order is removed.In addition the clinical holds are reviewed by higher authorities of CDER to assure scientific quality and consistency in the Center's clinical hold decisions. IX. Notify Sponsor: X. Sponsor Notified of Deficiencies XI. Study Ongoing Xii. Conclusion†¦.. Page 17 and page 18 lo matter unnnadhi †¦ use gooogle search for material if required and provide the refrence where ever u grab the material†¦Ã¢â‚¬ ¦ Refrences: http://www. accessdata. fda. gov/scripts/cdrh/cfdocs/cfcfr/CFRSearch. cfm? fr=312. 42 http://www. fda. gov/downloads/AboutFDA/CentersOffices/CDER/ManualofPoliciesProcedures/ucm082022. pdf

Pricing Kernels Defined in Relation to Asset Pricing

Pricing Kernels Defined in Relation to Asset Pricing The asset pricing kernel,  also known as the stochastic discount factor (SDF), is the random  variable that satisfies the function used in computing the price of an asset. Pricing Kernel and Asset Pricing   The pricing kernel, or stochastic discount factor, is an important concept in mathematical finance and financial economics. The term  kernel  is a common mathematical term used to represent an operator, whereas the term stochastic discount factor  has roots in financial economics and extends the concept of the kernel to include adjustments for risk. The fundamental theorem of asset pricing in finance suggests that the price of any asset is its discounted expected value of future payoff specifically under risk-neutral measure or valuation. Risk-neutral  valuation can only exist  if the market is free of arbitrage opportunities, or opportunities to exploit price differences between two markets and profit from the difference. This relationship between an assets price and its expected payoff is considered the underlying  concept behind all asset pricing. This expected payoff is discounted by a unique factor that depends upon the framework set forth by the market.  In theory, risk-neutral valuation (in which there is an absence of arbitrage opportunities in the market) implies the existence of some positive random variable or the stochastic discount factor. In risk-neutral  measure, this positive stochastic discount factor would theoretically be used to discount the payoff of any asset. Additionally, the existence of such a pricing kernel or stochastic discount factor is equivalent to the law of one price, which presumes that an asset must sell for the same price in all locales or, in other words, an asset will have the same price when exchange rates are taken into consideration. Real-Life Applications Pricing kernels have numerous uses in mathematical finance and economics. For instance, pricing kernels can be used to produce contingent claim prices. If we were to know the current prices of a set of securities in addition to the future payoffs of those securities, then a positive pricing kernel or stochastic discount factor would provide an efficient means of producing  contingent claim prices assuming an arbitrage-free market. This valuation technique is particularly helpful in an incomplete market, or a market in which total supply is not sufficient to meet the demand. Stochastic Discount Factors Apart from asset pricing, another use of the stochastic discount factor is in the evaluation of the performance of hedge funds managers. In this application, however, the stochastic discount factor would not strictly be considered the equivalent to a pricing kernel.

sports and aggressive behavior essays

sports and aggressive behavior essays Sport and aggressive behavior, Do sports create aggressive behavior, or simply attract people who are already aggressive? Aggression and sport have gone together as long as sports have been around, be it the players themselves, to the parents, coaches, or spectators, they just seem to be an inseparable part of each other. The term violence is defined as physical assault based on total disregard for the well being of self and others, or the intent to injure another person ( 2. Coakley). Intimidation usually does not cause physical harm, but often is designed to produce psychological consequences, enabling one person to physically over power or dominate another. These statements as defined by the author, Jay J. Coakley, is what people today have made a must part on sport. Pleasure and participation sports absolutely cannot be grouped with power and performance sports when in relation to aggression.Pleasure sports are simply played for pleasure. Score is usually not kept. The athletes p articipating are usually on occasion doing it for fun and exercise. A majority of athletes who have been playing sports since they were little, have probably been pounded into their heads that to be successful in sport, you need to be aggressive, and at some times, unnecessary. Also that to get what you want, you have to go at it with all force. Not that this is wrong but, this attitude in today's society has been a major problem factor to the athletes when they get older, to get into trouble with the law. Those long-term effects of so called discipline, patterns develops these destructive behaviors. (9. Montague) Although some people are still in belief that aggressive behaviors in all forms, are grounded into instincts, but they also relate these actions to sports. Their parents played, who were known for their aggressive behavior, so the child feels that they have to live up to that expectation.( 6. Storr) Athletes do have to be aggressive to a point, ...

Using the Present Simple for ESL Students

Using the Present Simple for ESL Students The reading-comprehension passage below focuses on the present simple tense to describe habits and daily work routines. The present simple is typically one of the first verb tenses that new English students learn. It is used to describe an action that takes place on a regular basis. The present simple also can be used to express feelings, facts, opinion, and time-based events. The passage describes the daily routine and work habits of Tim, a typical worker in a central California city. Use the passage to help students better understand what is the present simple tense and how to use it. Before Reading the Passage Prepare students before they read the passage by explaining when to use the present simple tense and how to conjugate verbs in this tense. Explain that in English, you use the present simple to describe what you (or others) do every day. You also use verbs of frequency (such as always, sometimes, and usually) to indicate a habit. Ask students to tell you some things they do every day, such as setting the alarm before going to bed, waking up at a certain time each morning, eating breakfast, and traveling to work or school. Write their answers on the white board. Then explain that the present simple tense can be expressed in three ways: positive, negative, or as a question, for example: I eat lunch at noon.I never play tennis at noon.Does he walk to school every day? Tell students that theyll be reading a story about Tim, a worker who does a number of things regularly in getting ready for work, traveling to work, and performing his duties. Then read the story as a class, having students each read a sentence or two. Tims Story Tim works for a company in Sacramento. Hes a customer service representative. He gets up at 6 oclock a.m. each workday. He drives to work and begins his job at 8 oclock each morning. During the workday, Tim speaks to people on the telephone to help them with their banking problems. People telephone the bank to ask questions about their accounts. Tim doesnt give information about accounts until callers answer a few questions. Tim asks callers their birth date, the last four digits of their Social Security number, and their address. If a person gives incorrect information, Tim asks him to call back with the correct information. Tim is polite and friendly to everyone. He has lunch in a park next to his office. He returns home at 5 oclock in the evening. After work, he goes to the gym to work out. Tim has dinner at 7 oclock. Tim likes watching TV after dinner. He goes to bed at 11 oclock at night. Follow-Up Questions and Answers To extend the lesson, have students answer the following questions: What time does Time get up each workday? (6 oclock a.m.)What time does he begin his day at work each day? (8 a.m.)What are some of the duties Tim performs each day? (Tim verifies callers personal information. He answers questions from callers about their accounts. He is polite with each caller.)What time does Tim turn out the lights each night? (11 p.m.) Have students tell you a few more things Tim does each day as you complete your lesson on the present simple tense.

Introduction Business Law Case Study Example | Topics and Well Written Essays - 500 words - 1

Introduction Business Law - Case Study Example Bahrain Consult is obliged to deliver the stated goods to Gulf Retailers premises and the person delivering the goods must confirm the receipt of purchase with the buyer. The contract provides an offer to buy or sell the goods fpor the acceptable price in relation to the offer given according to FOB terms. Bahrain Consult agreed to deliver the stated goods to Gulf Retailers according to the given specifications. Gulf retailers ordered for 300 tons of alluminium at a price of 500 Bahraini per ton. According to article 31 of the business contract law, the supplier is obliged to deliver the goods at the specified place, in the specified quantity and quality and in a timely manner. Article 35 also obliges the Bahrain to deliver the stated goods according to thequantity, quality,a nd other specified describtions. The law only applies if the quantity and time are fixed on the contract. Barhain Consult was bond by the contract that specified the specific goods and the specified quantity to be delivered between 11am and 3pm on Tuesdays. According to article 33, if the CIF contract states that the seller must deliver the goods before payments are made then the seller has no other obtion than to abide by the rule. Gulf Retailers agreed on the contract that Barhrain will recive a deposit of 250 Barhaini Dinars and the balance to be cleared upon arrival of goods. Both parties are bond by the contract and therefore, the buyer is obliged to collect the goods and pay for the balance as per the purchase price agreement. However, article 38 states that the seller has the authority to countercheck the goods with the purchase order before giving out the payments. It was agreed between thew two parties upon the delivery time and day. Article 34 of CIF act provides an obligation for the seller to deliver the goods at the time and place specified in the purchase order. Section II provides an obtion for the third-party to conform the goods and ensure they are delivered

E-commerce Essay Example | Topics and Well Written Essays - 500 words - 2

E-commerce - Essay Example The emergence has been facilitated by the evolution of internet, communication infrastructures and computer systems. The increase in internet content like text messaging and multimedia and support services such as online catalogues, security systems and payment settlement systems have also supported the growth in e-commerce (Pankaj, 2005). Many global organizations have adopted e-commerce in order to increase their market share, create new online subsidiaries, attain a competitive edge in the market, reduce the entry barriers in the global market and reduce the costs of doing business. E-commerce has evolved from the transaction level business to a relationship based business that is characterized by two way communications with full integration of internet capabilities in to the business (Pankaj, 2005). E-commerce offers several benefits to business organizations, customer sand suppliers. For instance, e-commerce will reduce the costs of creating, processing, distributing and storing good and services (Pankaj, 2005). Business organizations can reduce business overheads involved in selling over the supply chain and the time spent between the outlay of capital and the time the goods and services are received. E-commerce will create a competitive edge for business organizations and enhance the business reputation through improved, new found business opportunities, increased flexibility, enhanced customer service and reduced supply chain time (Laudon & Traver, 2010). The customers will benefit from increased convenience in shopping since they can access goods and services 24 hours a day at the comfort of their location (Pankaj, 2005). Customers can easily access the recent product information within a short period of time and access a wide variety of commodities. E-commerce had facilitated competition, which has led to new innovative products and discounts to the customers. Customers

Performance Improvement Program Essay Example | Topics and Well Written Essays - 5000 words

Performance Improvement Program - Essay Example (Coutts and Schneider) Emery and Giauque also found that non-monetary forms of remuneration, such as the organization of working hours, improvements in equipment and work resources and the development of skills, are appreciated by employees. In some of the instances the inefficiencies in employee performance may be the result of an inconsistent behavior of the people representing the management. A number of behavioral issues may be responsible for this state of affairs. There is an absolute necessity of diagnosing the performance management problems to identify the causes for the inconsistencies in the behavior of the management towards subordinates. Such an examination becomes vitally important in the case of a service organization such as a consulting company, since the revenues of the organization depend entirely on the performance of the individuals working with the organization. The analysis of the performance management problem will lead to the implementation of a proper Perfor mance Improvement Plan. The purpose of such a plan is to identify weaknesses and strengths as well as opportunities for improvement and skill development of the individual employees. This report examines the performance management problems being faced by International Assignment Services PricewaterhouseCoopers, Hong Kong Limited, a multinational consulting organization, due to lack of an effective system of performance improvement plan and feedback in the company and also to suggest a suitable Performance Improvement Plan for the organization to improve the performance of the organization. International Assignment Services - A Background PricewaterhouseCoopers Hong Kong Limited is an international consulting organization with a number of professionals working with the organization at various levels. The company has an 'International Assignment Services (IAS) department providing consulting services to different types of clients in Hong Kong and China. The structure of the department consists of professionals working in different hierarchical levels such as Partners, Senior Managers, Managers, Senior Consultants and Associates. The individual job responsibilities and hierarchical position of people at these levels is provided below. This presentation assumes importance to understand the intricacy of the performance management problem in the organization. Partners The highest level within the department, who set objectives and gives direction to the team, have at least 10 years of experience in the fields, with strong relationship with commercial clients and officials in the China and HK tax bureau. Senior Managers Have years of experience in IAS, have a strong client base, work closely with Partners in setting team objectives and most of the tax compliance and consultation work will be delegated to Senior Consultants. Other than client work, Senior Managers will have other internal roles in the department, e.g., Head of the Coaching team, System improvement/ developer, Career Counselor, etc. Managers Less experience than Senior Managers, fewer clients than Senior Managers, so for most of the time, Managers will be out to seek for new clients, for example holding tax seminars

Asset Pricing Issues Assignment Example | Topics and Well Written Essays - 1000 words

Asset Pricing Issues - Assignment Example are likely to remain the subject of legitimate interest far into the future. In other words, they will continue to be useful in helping us understand not just financial markets but also human behaviour and psychology. An example of the many issues facing researchers is the shape of the security market line which, according to the capital asset pricing model, reflects the most efficient portfolio that would give the best return for a certain level of risk. As recounted by Campbell (2000, 1528-29), changes in the slope of this line led to several hypotheses that were attempts to discover the patterns of behaviour of such data. Amongst the conclusions that continue to influence equity markets is that of the significant contribution that small firms make to market returns. The digitalisation of data and the increasing power of number-crunching computer technology in the last twenty-five years certainly helped not only in gathering data and improving its integrity, but also in the develop ment of mathematical models that somehow helped explain the data. Second, many models have been developed in response to the data. ... Coming in the form of equations (packed with Greek letters), these models help us to understand the reality that is captured by actual data. Several of the studies enumerated by Campbell (2000) helped in the development and our understanding of financial markets in the last twenty-five years. We are warned, however, on a point of caution implicit in the use of market data, especially as more academics attempt to find any observable patterns that are market anomalies (over-reaction and contrarian profit-making, month- or day-of-the-week effects, etc.). One key issue is the rationality (or lack thereof) of market investors and its connection to the integrity of the data. The continuing debate over the efficiency of capital markets between believers (Fama & French, 1998) and behaviourists (Shiller, 2000) call into question whether rational investor behaviour give rise to random data that irrational investors (as most investors are characterised by behaviourists) turn into predictable (a nd therefore, non-random) data through an act of rationality. Third, the analysis and discussion of data and models have improved our understanding of the sources of risk, the economic forces that determine the rewards for bearing risk, and the factors that determine the over-all level of asset prices. The different asset pricing models have taught the investing public, businessmen, and public policy-makers several important and overwhelming lessons, such as: first, there is no such thing as a free lunch, and second, that the fluttering of a butterfly's wings in Argentina can bring down the management and the stock price of a company. What the first lesson teaches us is that the

Mathematics learning Theories 02 Essay Example | Topics and Well Written Essays - 1000 words

Mathematics learning Theories 02 - Essay Example Behaviorism Theory in learning considers observation on behaviors of students. Learning takes place when there is an increase in behaviors considered positive and reduction in behaviors considered negative. The theory compares mind to muscle and that they both benefits from exercise (Schoenfeld, 2013). In this theory, learning results from direct interaction with the environment. The theory uses rewards as reinforcements for good behavior and punishment for those having undesired behaviors. Cognitive learning theory explains how a person perceives information from the environment to the cognitive part of the brain. Cognitive theory considers the ability of human to be conscious of their thoughts. The information modifies the cognitive part in the brain to meet the environmental demands (Hoyles & Lagrange, 2010). The theory looks at the thinking and cognitive development depending on ages. As a child grows, the cognitive development also occurs through equilibration and understanding of concepts. In equilibration process, an individual balance both the ability to assimilate and accommodate new information. In constructivism theory of learning, the students or personal understanding of a concept that is independent of the other. In this mode of learning, a teacher does not lecture or transfer mathematical knowledge but provide students with situations to make mental constructions on their own (Instructional design, 2015). The constructivism theory encourages dialog in learning between students and teachers. How individuals acquire knowledge becomes the focus in this theory. It purports that challenges and questions lead to acquiring knowledge in learning mathematics through engagement in problem solving and the environment. The aim of this theory is to improve teaching and learning in classes through engagement of both students and teachers. This theory model faces challenge in creating situations that support students’ explanation while at the

Asset Pricing Issues Assignment Example | Topics and Well Written Essays - 1000 words

Asset Pricing Issues - Assignment Example are likely to remain the subject of legitimate interest far into the future. In other words, they will continue to be useful in helping us understand not just financial markets but also human behaviour and psychology. An example of the many issues facing researchers is the shape of the security market line which, according to the capital asset pricing model, reflects the most efficient portfolio that would give the best return for a certain level of risk. As recounted by Campbell (2000, 1528-29), changes in the slope of this line led to several hypotheses that were attempts to discover the patterns of behaviour of such data. Amongst the conclusions that continue to influence equity markets is that of the significant contribution that small firms make to market returns. The digitalisation of data and the increasing power of number-crunching computer technology in the last twenty-five years certainly helped not only in gathering data and improving its integrity, but also in the develop ment of mathematical models that somehow helped explain the data. Second, many models have been developed in response to the data. ... Coming in the form of equations (packed with Greek letters), these models help us to understand the reality that is captured by actual data. Several of the studies enumerated by Campbell (2000) helped in the development and our understanding of financial markets in the last twenty-five years. We are warned, however, on a point of caution implicit in the use of market data, especially as more academics attempt to find any observable patterns that are market anomalies (over-reaction and contrarian profit-making, month- or day-of-the-week effects, etc.). One key issue is the rationality (or lack thereof) of market investors and its connection to the integrity of the data. The continuing debate over the efficiency of capital markets between believers (Fama & French, 1998) and behaviourists (Shiller, 2000) call into question whether rational investor behaviour give rise to random data that irrational investors (as most investors are characterised by behaviourists) turn into predictable (a nd therefore, non-random) data through an act of rationality. Third, the analysis and discussion of data and models have improved our understanding of the sources of risk, the economic forces that determine the rewards for bearing risk, and the factors that determine the over-all level of asset prices. The different asset pricing models have taught the investing public, businessmen, and public policy-makers several important and overwhelming lessons, such as: first, there is no such thing as a free lunch, and second, that the fluttering of a butterfly's wings in Argentina can bring down the management and the stock price of a company. What the first lesson teaches us is that the

Literature Review Relating to levels of Physical Actiity and Older Essay

Literature Review Relating to levels of Physical Actiity and Older People - Essay Example Physical activity levels in older people in rural areas are comparatively less when we consider the urban elder people because of social, economical and cultural factors. The older generation of UK in general and that of Ireland in particular are very much reluctant in doing physical activities to maintain their physical and mental health (See appendix for the statistics). The rural areas of Ireland are sparsely populated with no cities or major towns, which made the problem even worse. Moreover transportation services like the train services are less to the rural areas of Ireland which made this area less developed. People over the age of 55 (Older people) in this region are not engaging in physical activity levels as laid down by the Irish Government. This paper is written as a literature review concentrating mainly on the older generation of the Irish people especially in rural areas. Aim of this literature review is to prove that lack of infrastructure facilities, development and awareness forced rural Irish older people to stay away from physical workouts. In this paper, I have reviewed relevant journals/ articles mainly from UK, America and Australia to establish the need of physical activities for older people. According to the World Health Organization (WHO), physical inactivity causes 2 million deaths a year worldwide and increases all causes of mortality (Medibank 2007, p.8). The advancements in science and technology and increasing living standards are the major reasons for the physical inactivity. For example, walking and cycling were the major means, people used to travel from one place to another earlier. But the arrival of new technology oriented industrialization, revolutionised the human life and people started to give up the traditional means of transportation, which once helped them to stay fit. Caspersen et al, (1985) defined physical

Education Essay Example for Free

Education Essay Did you know that education in school is really important? Many parents believe that education is important because it leads to a degree which grants you a good job. With an education you can get a steady pay check. With that pay check you will get away to financial independence as an adult. Why is Education So Important? he first thing that strikes me about education is knowledge gain. Education gives us knowledge of the world around us. It develops in us a perspective of looking at life. It helps us build opinions and have points of view on things in life. People debate over the subject of whether education is the only thing that gives knowledge. Some say, education is the process of gaining information about the surrounding world while knowledge is something very different. They are right. But then, information cannot be converted into knowledge without the catalyst called education. Education makes us capable of interpreting things rightly. It is not just about lessons in textbooks. It is about the lessons of life. Did you know that education in school is really important? School and education help people you understand beyond the world around them. Education helps ones immediate family, area, region, country, culture, race, or civilization. These different subjects open up information and knowledge. An important aspect of education is learning how to learn in order differentiate fact from fiction. Education is important because it equips us with all that is needed to make our dreams come true. Education opens doors of brilliant career opportunities. It fetches better prospects in career and growth. Every employer of today requires his prospective employees to be well educated. He requires expertise. So, education becomes an eligibility criterion for employment into any sector of the industry. We are rewarded for exercising the expertise required for the field we venture. We are weighed in the market on the basis of our educational skills and how well we can apply them. Education brings about economic wealth, political stability and social prosperity; all these are hallmarks of a prosperous society. It can therefore be said that education playas an important role if a society is to be successful. Tertiary education is an important aspect in the development of any society that considers or aspires to be modern. It is by far the best investment that a nation or an individual can make in its youth or oneself respectively. Educated people are in a better position to contribute to the development of their country; these educated individuals get employment opportunities that give them satisfaction and also earn some form of respect among their work mates. It also plays an important role in the integration of a society in that by interacting with people from various areas, it will raise different issues that people in rural areas are facing thereby promoting knowledge and understanding of these areas Life is nothing without education? Life without education is like living in the streets. Without education youll become lost. You will not have a guaranteed future. You will no go home ridding your favorite car to your Own home. By learning your basic alphabets youll work your way through to have a professional career. Therefore with out Education to school you will not learn at all. Life is never without education. In societies without formal schools, parents pass skills on to children. Education starts before you ever go to school and goes on after you finish school. That said, formal education is a great way to ensure that every child knows what is most necessary to live in a particular society. Without education you will be an illiterate person your children in the future will come up to you and you’re not going to know how to answer them with a right answer. Education will help build your own perspective. Schools are the place you school of started how to pronounce and count. Importance of education is needed in order to succeed in today’s world. In order to receive education you must go through some process. Your first process is to graduate from high school with your diploma. The next step is to attend college to obtain a degree in a trade that you would like to pursue. Without education you wouldn’t get good pay or promotion that you deserve. However, some people feel that they can get by in life without education, sadly that is not true. If you would like at the graphic at the bottom you will see that the higher the education you have the more money you can make. Education is important to have in today’s society. Importance of education able you to have a good job security and knowledge of your field supporting the hard work a person put into there education. Overall, school is the basic start that will drive you to your future. With knowledge youll get the sense of pride that you know must of the things. Education will help brighten your children’s future. 66% of the US population has a high school diploma or high. You should be amongst these people.

Identity Theft And Phishing As Cybercrimes Criminology Essay

Identity Theft And Phishing As Cybercrimes Criminology Essay Cybercrimes can be defined as criminal activities which take place or occur within cyberspace. These crimes are common and ever increasing as cybercriminals continue to find new ways of taking advantage of unwary internet users (Mitchell, 2010). A frequently practiced form of cybercrime includes identity theft, which is the use of an individuals private details without their knowledge or approval (Ombudsman for Banking Services, 2009). This essay will discuss phishing as a form of identity theft with the use of various articles as examples to enhance the understanding of identity theft and phishing as cybercrimes. In addition, a criminological theory will be applied to identity theft in order to gain further insight into this particular cybercrime. Defining Cybercrime Cybercrime is used generally to describe a variety of illegal offences of which only a few are specifically associated with computers and the telecommunications infrastructure that supports their use. This specific crime type involves the utilization of digital technologies in the task of the offence or is specifically directed at computing and communications technologies, or is incidental to the commission of other crimes (Smith et al. 2004:7). Identity theft and phishing can be described as forms of cybercriminal activity. These crimes are defined as hybrid crimes. Hybrid crimes are those which can exist online as well as offline. Specifically, these crimes work with the worldwide scope that cyber environments provide (Muncie et al. 2010:77). Currently, cybercrime is an extremely profitable business and will no doubt continue to be for a very long time. The main reason for this is because many people are not aware of how rife it is and of how susceptible they are to the threat of this crime. The best possible way that consumers and corporations can protect themselves from cybercrimes and cybercriminal activity is to alert themselves and those around them with the use of awareness campaigns and also, people should make sure that their systems are protected with Anti-Malware and Anti-Virus software kits which have precise virus definition and regular software updates to decrease the risk of being under threat of cybercriminal activity (Microzoneg, 2009). Identity Theft Identity theft is defined as a crime that happens when someone wrongfully gains access to and uses the personal information of another individual in a way that involves fraud or dishonesty. Usually, this crime is carried out in order to gain access to an individuals personal funds. Victims of identity theft normally become aware when they note that they are frequently being charged for items that they never purchased, or when they realise that there has been an opening of a new credit card after viewing their credit reports (Jasper, 2006:1). Annually, 10 million consumers are the victims of identity theft. There are many ways in which cybercriminals can obtain an individuals personal information, and these are generally very cleverly disguised. Criminals can intercept personal information that is freely shared over the Internet and can also easily obtain information such as the victims account details by emailing them and falsely acting as their bank (Jasper, 2006:1-3). Because of the fact that individuals are so afraid that they will fall prey to cybercriminals, at times they do not think rationally when asked for their personal details. When provided the chance of being able to protect themselves, individuals will willingly give all the details needed if the bank requires them to do so. Thus, cybercriminals do not find it immensely difficult to obtain all the beneficial information that they need. Some examples of identity theft crimes are the run-up of costs on the victims credit cards, opening a new credit card account making use of the victims name, birth date and social security number, establishing a telephone or wireless facility using the victims name, opening a bank account and writing bad cheques on the account and obtaining employment by making use of the victims personal identity (Jasper, 2006:3-4). Phishing as a Cybercrime Phishing is a form of identity theft which includes the deceitful endeavour to gain the personal details of an individual with the use of text messages and emails. The criminal will act as the victims bank, for example, and will request personal information from the consumer (such as the PIN number) in order to gain access to the funds in the account. (Ramsamy, 2009) As explained before, the consumer makes it easy for the cybercriminal to gain access to their personal funds and resources as they are so adamant on keeping themselves safe from cybercrime that they very readily give out their information without thinking sensibly. Cases of Cybercrime Over the years, cybercrime has become much more frequent in nature. These cases can be found occurring throughout the world, and will probably continue to occur for a very long time as it is such a profitable business (microzoneg, 2009). Theft of Virtual Characters In the month of November 2009, a man was arrested for stealing virtual characters from a web based role-playing game. The man apparently obtained the log-in information for Runescape, reportedly the worlds largest multi-player online game, to embezzle their virtual characters. The article, published in The Times, states that the man who is from Avon and Somerset Area had already had a number of computer mistreatment offences on his criminal record (Ahmed, 2009). These types of crimes do occur quite often, as a similar case occurred in the Netherlands in 2008. Reportedly, a group of fourteen and fifteen year olds were convicted for the assault of a fellow Runescape player. The boys had threatened the player with a knife, pressuring him to give them a mask and an amulet within the game (Ahmed, 2009). Online gaming seems to be the cause of a lot of recent violent behaviours amongst youth, and the stealing of virtual characters may not seem to be such a tremendous crime, but thinking of all the time and effort that has been put into creating that specific character, this crime shouldnt be, according to Mark Gerhard, the chief executive of Jagex Games, treated differently to the theft of any other valuable possessions (Ahmed, 2009). Credit and Debit Card Information Hackings Another case of cybercrime was highlighted in May 2008, when a Mr Albert Gonzalez was arrested for one of the largest hackings in all of US history. The computer hacker aided with the theft of tens of millions of credit card numbers from major retailers (AP, 2009). He is reportedly going to be spending between 17-25 years behind bars as a result of the seriousness of this criminal offence. Gonzalez did, however, confirm that he had used a number of drugs and consumed large quantities of alcohol preceding his arrest. He admitted to using various narcotics such as marijuana, LSD and cocaine and he has also been said to have behavioural patterns which are very consistent with that of Aspergers Syndrome, which is a form of autism (AP, 2004). According to Dr Barry Roth, a member of the defence commission, Albert was an internet addict who was often associated with awkwardness, had troubles when it came to connecting with people and had an odd fixation with machines and technology in general (AP, 2009). Because drugs and alcohol are so often associated with violent behaviour and aggressiveness, it can be said that they warp the minds of many people and cause them to do things that generally are not expected of them. Since Albert Gonzalez did make use of drugs and alcohol frequently, it could perhaps be said that it caused him to become fixated with technological things and the Internet specifically because it also gave a sense of escaping reality and, since alcohol causes people to believe they can do anything, could have led Albert to believe that he could steal money and still get away with it. With all crimes, the psychological and behavioural background of the offender needs to be taken into consideration. Military Computer Hacking In 2002 a man named Gary McKinnon was arrested for what is described as the greatest military computer hack of all time (The Sunday Times, 2009). McKinnon was allegedly blamed for $700,000 of destruction when he hacked into 97 military computers at the Pentagon and NASA and stole 950 passwords, as well as erased files from the Earle naval armaments post in New Jersey. McKinnon stated in an interview to The Sunday Times that he had not meant for the hackings to seem malicious, but that he was simply curious and wanted to find out information about UFOs. He also openly admitted that he sees himself as a nerd and a loner and that he used to drink beer and smoke dope while hacking into the military systems (The Sunday Times, 2009). This perception of himself could arise from the fact that Gary has Aspergers syndrome. This syndrome does not affect the mental intelligence of the person because the sufferer is in fact very intelligent, but it does leave the sufferer feeling uncomfortable in social situations (The Sunday Times, 2009). This crime could leave Gary McKinnon spending 60 years in prison, which is a very high price to pay for simply being curious. Due to the fact that he has Aspergers syndrome and often resorts to drinking and smoking marijuana, it could be assumed that perhaps these elements wrongfully influenced him to engage in illegal activities, and in addition with his illness could have made matters even worse. Perhaps, due to his loneliness and inability to socialise, he resorted to finding company with the Internet and hacking to gain information that interested him. The Role of Gender in Cybercrime Generally, males are known to display higher rates of abnormal behaviour as compared to females. Although small, the gap between the rates of male and female criminal behaviour is constant. Historically, most forms of crime such as violence, aggressiveness, and freedom of speech were carried out by men, but with the case of cybercrime we cannot simply state that males perform these criminal activities more than females because there is not enough evidence of this; it has not been explored to a very great extent. However, a test done by a few undergraduate students concludes that existing theories of crime may apply similarly to males and females in predicting digital crimes (Morris, 2009:393-404). Criminological Theory Applied to Cybercrime A criminological theory that can be applied to the act of cybercrime is the theory of Routine Activities. This theory states that criminal actions take place when there is an intersection of space and time of a stimulated criminal, a desirable target and an absence of competent supervision (Cullen, 2002). The two important people who were responsible for the proposal of this theory are Larry Cohen and Marcus Felson in 1979. Their theory is very strongly related to that of the Rational Choice theory. This is because both theories concentrate on the features of the crime as opposed to the features of the offender (DeMelo, 1999). The Routine Activities theory states that offences are linked to the nature of everyday patterns of social interaction (DeMelo, 1999). Felson and Cohen believed that changes in society had and is still leading to social disorganisation and thus to broader crime opportunities (DeMelo, 1999). In the cases of the cybercriminals, Albert Gonzalez, Gary McKinnon and the virtual character thief, this criminological theory is applied very well. They had begun their cybercrimes (hackings) with enthusiasm and determination, had found attractive targets to fulfil their desires, and had no one to tell them that it was wrong, illegal and could get them into a lot of trouble. Conclusion Therefore, it is quite clear that cybercrime is a rather serious crime and is continuing to increase in frequency as time goes by and society constantly changes. Also, the nature of these crimes is becoming more and more violent, especially amongst the youth of our world. Societies need to become more self-disciplined, and both offenders and victims need to be more aware of the dangers and consequences of these criminal behaviours, especially phishing and identity theft. Phishing and identity theft as forms of cybercrime can be classified under the Routine Activities criminological theory as they rise in frequency as society changes and a disorganised society opens up greater crime opportunities for offenders. Cybercrimes should not be taken lightly, and if not dealt with correctly, will continue to be on the rise for many years to come. Word Count: 2088

The Ecstasy Debate: Weighing The Good And The Bad :: Biology Essays Research Papers

The Ecstasy Debate: Weighing The Good And The Bad Ever since its first synthesis 80 years ago, the seemingly harmless nature of the drug ecstasy has been the subject of much debate. While many scientists are convinced that there is a darker side to the euphoria-inducing pill than meets the eye, the millions of users insist that no such danger exists. In fact, while I conducted my research on the subject, I discovered that to some extent, the users' concept is true - ecstasy does seem to be far less harmful than any of the other popularized drugs of the century. But why, then, in 1985 was this limitlessly pleasurable drug outlawed (1), with such a weak case against it? Is the scientific world's overly cautious attitude preventing us from experiencing a limitless pleasure unlike anything we have ever known? These were the questions I sought to have answered. 3,4 - Methylenedioxymethamphetamine, or MDMA as it has come to be called, is a psychoactive drug with a chemical structure similar to the stimulant methamphetamine and the hallucinogen mescaline, and demonstrates both psychedelic and stimulant effects (3). It was first synthesized by a German company in 1912 to be used to help develop more advanced therapeutic drugs (1). In the 1970s, MDMA was used to facilitate psychotherapy by a group of therapists in the United States (5). Not until the 1980s and early 1990s did the drug gain worldwide popularity as the illicit "ecstasy" (5), the drug that would eventually stir a wave of excitement among young people everywhere. Ecstasy use, which saw its roots in the hippie generation of the 1970s, has since grown exponentially. Ecstasy tablets confiscated by the Drug Enforcement Administration increased from 13,342 in 1996 to 950,000 in 2000 (4). According to a study conducted by the University of Michigan's Institute for Social Research in 1998, 4.3 percent of 8th graders, 7.3 percent of 10th graders, and 11 percent of 12th graders reported they had used MDMA at some point (4). However, by far the age group with the heaviest use (1.4 million Americans) of the drug was reported for those between 18 and 25 years of age (4). So much ecstasy is entering our country at present that the Customs Service has developed an ecstasy command center and is training dogs to sniff out the drug (2). What is it that lures so many people to "experiment" with ecstasy and tantalizes them to want more?

Strategies For The Incrasing Amount Of Ell Students Education Essay

States like the US and other developed states are characterized by immense demographic alterations something that has lead to high figure of English Language scholars. For case, surveies indicate the figure of English Language Learners ( ELLs ) pupils in the US is increasing every twelvemonth. Of to worry is that, these pupils frequently perform ill in other topics ; something that has been attributed to their deficiency of proficiency in English Language. This calls for application of instructional schemes and constructs by teachers in learning ELLs pupils. This paper highlights critical instructional schemes and constructs that should be employed in ELLs schoolrooms.Instructional Schemes for ELL schoolroomSurveies indicate that states like the US and other developed states are sing immense demographic alterations ( Terrazas and Batalova, 2006 ) . This has accordingly increased the figure of English Language Learners ( ELL ) pupils. Surveies by Terrazas andA Batalova ( 2008 ) indica te that the population of ELLs pupils in US schools is enormously increasing with their figure duplicating between 1980s and 2006. Terrazas and Batalova farther indicate that the overall figure of US pupils who are categorized as ELLs rose from 6.8 per centum to 10.3 per centum between 1996 and 2006. Surveies have besides indicated that ELLs pupils normally score ill in other topics. This fact has been attributed to their deficiency of proficiency in English linguistic communication which makes it hard for them to understand learning stuffs for other topics ( Terrazas and Batalova, 2008 ) . Therefore edifice linguistic communication proficiency will be of overriding significance in hiking overall public presentation among ELLs pupils. Teaching ELL pupils is an intricate procedure that requires good defined schemes. Therefore, this will necessitate an teacher to integrate different constructs and schemes. This paper will seek to foreground some of the most critical schemes and constructs that can be employed by teachers in advancing proficiency of English linguistic communication among ELLs pupils. The following are critical schemes that can be employed in heightening acquisition and proficiency of English linguistic communication among ELLs pupils:Comprehensible inputThis hypothesis was postulated by Krashen and puts accent on ‘input ‘ that causes linguistic communication acquisition. This hypothesis states that ; for 2nd linguistic communication acquisition to happen, the acquirer must have comprehendible input through hearing and reading linguistic communication structures that are above their present ability ( Krashen, 1985 ) . The input theory explains how the acquirer moves from his or her current degree ( represented by ( â€Å" I † ) of competency to the immediate following degree ( represented by â€Å" i+1 † ) . The necessary status ( but non sufficient ) for an acquirer to travel from his current degree of competency to the following degree is based on understanding inputs that contains â€Å" i+1 † . â€Å" Understanding † means the acquirer is focused on the significance and non the signifier of the message ( Krashen, 1982 ) . Therefore harmonizing to the comprehendible hypothesis, it is critical for the acquirer non to have inputs that surpass his or her degree of competency. Hence for effectual English linguistic communication acquisition to take topographic point, the acquirer must have comprehendible inputs that are disputing plenty so as to better his or her lingual proficiency. Therefore this hypothesis puts accent on the demand to busy the schoolroom with acquisition activities or undertakings as opposed to larning activities or grammatical constructions. This suggests that teachers can function their pupils better in English linguistic communication lessons among ELLs pupils by presenting assorted acquisition undertakings in schoolrooms ( Ellis, 1997 ) . This hypothesis besides postulates that the acquirer must non be forced to talk excessively early. It is required that certain measure of comprehendible input be built first before the acquirer is allowed to talk in schoolroom. Harmonizing to Krashen ( 1982 ) , most 2nd linguistic communication pupils will travel through a phase referred to as â€Å" soundless period † during which the scholars increasingly get and construct adequate comprehendible inputs that will be critical in assisting them create their ain constructions. Therefore linguistic communication acquisition occurs when the acquirer feels ready ( after being exposed to enough â€Å" i+1 † comprehendible inputs ) ( Krashen, 1982 ) . Harmonizing to comprehendible input theory, when acquirers receive 2nd linguistic communication inputs that are one measure above their current competency, they are able to better and come on in â€Å" a natural order † . This can be made possible with the aid of extra-linguistic or context information. This means that the acquirers must utilize more that their cognition, lingual competency, context about the universe in understanding linguistic communication that contains constructions that are beyond their present degree of competency ( McLaughlin, 1987 ) . Therefore the function of ELLs teachers is to guarantee that pupils are provided plenty comprehendible inputs every bit much as possible. Harmonizing to this hypothesis, comprehendible inputs are characterized by the undermentioned elements: interesting and relevant, comprehendible, sufficient ( â€Å" i+1 † ) and non grammatically sequenced ( McLaughlin, 1987 ) .On-going, specific, and immediate feedbackOne of the instructional schemes that can be employed to guarantee English scholars become proficient in the linguistic communication is ‘enhancing different or changing feedbacks ‘ . This scheme requires instructors to analyze the content of their pupils ‘ response. Feedback can either be verbal or non-verbal and is a critical component of showing comprehension of the stuffs presented to them either verbally or in a non-verbal mode ( McLaughlin, 1987 ) . Feedback will help the teachers in analysing if pupils have comprehended or if they are sing linguistic communication barriers. Therefore it is critical for English teachers to be in a place to separate between negative and positive feedbacks which occur when pupils misinterpret or fail to grok stuffs presented to them. Normally in a category of ELLs, pupils will give a negative feedback wherever they are sing linguistic communication barriers. Therefore the function that the teacher should play in this instance is to interrupt these barriers. The type of feedback will change depending on the degree of 2nd linguistic communication acquisition and developmental degree the pupils operate at ( Ellis, 1997 ) . Immediate feedback is one of the most efficient types of feedback which is provided instantly after put to deathing a peculiar acquisition activity. This type of feedback is indispensable in cultivating communicating accomplishments and in constructing assurance between the immature scholars and the teacher. Young scholars need to be certain that what they are larning is right or wrong with no hold. This is because they do non posses plenty cognition to do their judgements sing their degrees of proficiency. When a scholar gives an reply that is wrong, the teacher has the duty of supplying a disciplinary feedback which will take to rectify and independent apprehension of stuffs. Therefore harmonizing to this scheme, immature scholars are more likely to be successful with word choice and vocabulary. Young scholars at an early production phase will profit from feedback that mould right linguistic communication acquisition. This means that these scholars will necessitate changing sum of listening and rectification to right formed linguistic communication ( Hill & A ; Flynn, 2006 ) . Ongoing feedback applies to older scholars who are in a place to measure their grade of proficiency in linguistic communication. Besides harmonizing to Hill and Flynn ( 2006 ) , scholars who are at intermediate and advanced degrees of eloquence proficiency require specific feedback. This feedback tends to be similar to that of ‘Native-English ‘ talkers. Students at this degree will necessitate greater exposure to sophisticated theoretical accounts of 2nd linguistic communication. They should besides be encouraged header with constructs that present some troubles to them. Besides harmonizing to this instructional scheme, more accent should be put on the content instead than the signifier of look at this degree. Synergistic lessons can assist in guaranting specific feedback by constructing ego assurance and besides heightening the degree of cognition ( Hill & A ; Flynn, 2006 ) .Grouping constructions and techniquesHarmonizing to McLaughlin ( 1987 ) , this method requires te achers for ELLs to set more accent on techniques of heightening interaction through implementing group constructions while presenting instructional schemes. The first grouping method that will guarantee ELLs pupils are motivated and efficaciously corroborate is to group them with their equals who are ‘Native-English ‘ talkers. This will give the scholars a opportunity to detect the grade of linguistic communication proficiency they should take at and besides to hold a opportunity of constructing on their ain linguistic communication accomplishments. Another signifier of grouping harmonizing to Lessow-Hurley is making little groups of ELLs dwelling of three- five scholars. Lessow-Hurley provinces that, this will be indispensable in heightening communicating in a safe and relaxed environment in which pupils have no fright of taking hazards. Therefore making little groups helps in driving out nervous tenseness among scholars because each scholar in a group will be surrounded by fellow schoolmates with about the same degree of English linguistic communication proficiency. Furthermore, this grouping process will be critical in assisting the teacher to run into diversified demands of a big schoolroom. Lessow-Hurley farther suggests that, when making these groups, teachers should take into history the differences between scholars. Therefore the teacher should take into consideration the undermentioned factors when making these groups: personal features, degrees of cognition and abilities of the scholars. It is besides required that the undertakings assigned to each group by the teacher should be collective-oriented. Besides scholars should be made to experience that the success of the group will depend on their personal attempts. This will be critical in non merely developing linguistic communication accomplishments but besides in constructing their personal traits such as communicating accomplishments and duties ( Lessow-Hurley, 2003 ) .Building background and vocabularyHarmonizing to Ellis ( 1997 ) , this scheme requires that, in order to heighten better comprehension of the stuff through a supportive schoolroom environment, teachers should take into history scholars ‘ experience and background. Ellis farther suggest that, in order to get the better of background barriers, teachers should help the pupils in set uping witting connexions between linguistic communication stuffs presented to them and their ain experience. Harmonizing to McLaughlin ( 1987 ) , the best attack in set uping these connexions is by doing ocular ( composing chief thoughts on chalkboard ) or audio ( intoning and articulating sentences in a proper manner ) accent on cardinal constructs acquired. McLaughlin farther suggests that teachers should guarantee that vocabularies to be learnt are selected in a careful mode. Harmonizing to Ellis ( 1997 ) , the followers are some of the schemes that can be employed to heighten vocabulary development: multiple exposures to new words and chances to new words, knowing word choice and giving direct instructions in word significance and schemes that will help in larning new words. Teachers should guarantee that these schemes are modeled in conformity to scholars ‘ demands. Teachers should besides guarantee that scholars are efficaciously exposed to a system of independently tracking new vocabulary ( Ellis 1997 ) .Student battleOne of the most indispensable schemes that are employed in learning ELL pupils is student battle. Student battle is critical in guaranting successf ul executing of assorted larning activities. Assorted researches have indicated that there is a correlativity between the public presentation of a scholar and his or her grade of battle in larning activities. Therefore this suggests that, when pupils are actively engaged in larning activities they are likely to accomplish more. Harmonizing to Echevarria et Al ( 2004 ) , the scheme to guarantee effectual engagement by scholars greatly depends on the teacher. This will therefore require instructors to efficaciously pull off schoolrooms in a mode that enhances active engagement. Hill and Flynn ( 2006 ) argue that, execution of prosecuting direction will dwell of concerted grouping, thematic direction, and undertaking based larning. They farther suggest that incorporation of hand-on and manipulative activities, stimulations and patterning into larning activities will be critical in heightening pupil engagement. In add-on to guaranting that larning stuffs are better understood, these techniques will play a critical function in actuating pupils into actively prosecuting in the acquisition procedure which will be indispensable in making proficiency in English.DecisionTherefore for states characterized by immense demographic alteration such the US and other developed states, Proper application of instructional schemes will be critical in guaranting that ELLs pupils get English linguistic communication proficiency. This will be critical in hiking their overall academic public presentation. Application of â€Å" comprehendible input hypothesis † as postulate d by Krashen will guarantee that appropriate inputs are used in a mode that will take to high degrees of linguistic communication acquisition. The usage of â€Å" grouping constructions and techniques † will ease acquisition in a more efficient and collaborative manner. Teachers can besides better acquisition of English proficiency among ELLs pupil by heightening changing feedbacks. The scheme of â€Å" edifice back land and vocabulary † and â€Å" pupil battle † will be critical in interrupting barriers to linguistic communication acquisition and in guaranting that pupils actively take part in the acquisition procedure.

Phaedra vs Hippolytus

Euripides vs. Dassin The classic Greek legend of Phaedra probes the tragic consequences that occur when a woman becomes sexually obsessed with her stepson. In Phaedra (1962) director Jules Dassin presents Phaedra as a woman overwhelmed by passions she cannot control. This follows the interpretation of Phaedra developed by Euripides, who broke with older versions in which Phaedra was an evil sensualist seeking to corrupt her innocent stepson. Dassin adds political punch to the film by exploring the luxurious lives enjoyed by elite shipping families. Where as Hippolytus takes place in Troezen, a city in the northeastern Peloponnese.In the Hippolytus, Phaedras husband is serving a year of voluntary exile for murdering the Pallantids. Where as in Phaedra, he is a very wealthy and free man. A majority of Hippolytus revolves around the goddess Aphrodite. Where as in Phaedra there is no gods or goddess’s. Euripides’ play Hippolytus was written in 428 B. C. , and ever since it has been regarded as one of the great classical works. In his treatment of the Phaedra myth, Euripides presents Phaedra in a state of mental anguish and exhaustion brought about by her love for Hippolytus, which she strives to conceal.Euripides frames the events of the human characters with the presence of the gods Aphrodite and Artemis. Euripides’ Athenian audience was therefore provided with prior knowledge about Phaedra’s guilty secret, for her ‘passion’ is described as being imposed by the god Aphrodite. Euripides portrays Aphrodite as a terrifying and vindictive deity, unlike the voluptuous woman often depicted in visual art. Her opening monologue conveys an imperious attitude, and she sees the world and its people as her domain.Because Aphrodite is the goddess of love, her perception of the world seems reasonable, since her power extends to the everyday lives of the mortals over whom she rules. This is not, however, the benign emotion that today we m ight associate with the word â€Å"love. † Rather, Euripides depicts erotic love as a consuming and destructive force. As Aphrodite states, those who fail to accord the proper respect to her will face obliteration. The terrifying power of love is essential to understanding Aphrodite’s anger at Hippolytus and the development of the play.Aphrodite directs her fury at Hippolytus because he refuses to worship her. He is, as he explains in Scene I, not interested in erotic love and consequently reveres the goddess of love â€Å"from a long way off. † He instead remains chaste and worships Artemis exclusively. This, of course, infuriates Aphrodite who vows to punish him for his blasphemy. Because he will not honor erotic love, she decides that its power will destroy him, thereby proving her supremacy over humanity to all those who hear of Hippolytus’ destruction.Her vehicle for punishing him is Phaedra, his stepmother, who thus becomes a victim of love. Phaedra ’s position in the play as the agent through whom Aphrodite exacts her revenge creates an ethical problem. According to Aphrodite’s scheme, Phaedra must die, but unlike Hippolytus, she has not committed any offenses against the goddess of love. Phaedra therefore becomes a victim of love’s power, a pawn bewitched into loving her stepson who then commits suicide out of shame. Yet as Aphrodite explains, â€Å"Her suffering does not weight in the scale so much that I should let my enemies go untouched. Reconciling Aphrodite’s need for revenge and Phaedra’s innocence is an interpretive challenge of the play, and Euripides does not provide an easy answer. Out of this tension arises a central conflict of the play, specifically concerning the relationship between men and gods during the period in which Euripides wrote. This relationship seems tenuous at best and bears little resemblance to modern perspectives on religion. As such, an essential question to consider is what responsibilities gods had to people and people to gods.Euripides’s tragedy offers a few insights into this relationship. As evidenced by Aphrodite’s reaction to Hippolytus’ exclusive devotion to Artemis, humans were to worship all of the gods. This relationship, however, does not seem reciprocal. Rather, Aphrodite’s manipulation of Phaedra indicates that the gods had few obligations to humans. Free from the burdens of protecting men, the gods used men as their playthings while humans had to worship the gods to placate them and avoid incurring their wrath.Dassin’s Phaedra is the forty-something, second wife of shipping magnate Thanos Kyrilis, who wishes to reconcile with his estranged son Alexis, an art student living in London. The athletic and handsome Thanos is a cunning businessman involved in international commerce, but he is likable and adores his wife. He gives Phaedra expensive gifts and names his new prize ship in her hono r. Phaedra is not ignored or abused by an unattractive or deceitful husband. Dassin adds political punch to the film by exploring the luxurious lives enjoyed by elite shipping families.This is not done in a heavy-handed manner. The lavish villas, yachts, and fashionable attire of the super rich are simply allowed to speak for themselves without any editorial grumbling by Greek commoners. Dassin takes a further jab at the Greek shippers by setting up marital relationships between his characters that parallel real-life marriages involving the Onassis and Niarchos shipping clans. The tragedy takes form when Thanos cajoles a reluctant Phaedra to deliver a message to Alexis in London that his father wants his twenty-four-year-old son to be at his side.From their first encounter, Phaedra and Alexis engage in a playful flirtation inappropriate to their relationship. Alexis invites Phaedra to meet his â€Å"girl,† which turns out to be a pricey sports car in a dealership window. Thei r empathy, however, leads to Alexis meeting with his father in Paris. When business needs require Thanos to leave for New York City, Phaedra, persuades Alexis to remain. The supposedly mounting passion between Mercouri and Perkins lacks chemistry. All the sexual energy comes from the sultry Phaedra and her attraction to the bland Alexis is inexplicable.Nor is Dassin’s camera effective in addressing this sexual void. The film’s big sex scene is an unimaginative sequence of blurred shots of the embracing couple punctuated by shots of a rain storm at the window, a blazing fireplace, and glowing candles. After living together in Paris for more than a week, Alexis asks Phaedra to declare her love openly and return with him to London. Phaedra, however, feels compelled to rejoin her husband on the island of Hydra. Fearful of her lack of self control, she tells Alexis, â€Å"Don’t come. † Greece brings no respite to Phaedra’s emotions.Although still yearni ng for Alexis, she is tormented by her sense of shame and deceit. Her only confidant is Anna (Olympia Papoudaka), her aging personal maid, who is distraught by Phaedra’s anguish. Anna’s emotions have homoerotic aspects that feel far more genuine than the emotions Alexis has projected. The women take siestas together, but their sexual intimacy remains limited to the adoring Anna’s caresses. Thanos informs Alexis that the car he so admires is waiting for him in Hydra. Alexis demands to know what Phaedra desires him to do.The increasingly unstable Phaedra reverses what she had said earlier and implores Alexis to come as soon as possible, but her plans go awry when Alexis hews ever closer to his father while becoming ever more wary of her. The sexual dynamics intensify when Ercy, Alexis’s beautiful second cousin, a woman his own age, falls in love with him. Thanos and his circle are delighted at the prospect of a marriage that would further unite the shipping families. A now sullen and possessive Phaedra stands between Alexis and all that is â€Å"normal. Alexis reacts by playing the role of a carefree party boy at the local seaside tavern. He goes off with the first available woman, an act designed to cool Ercy’s ardor and belittle Phaedra. The film reaches its climax when the luxury ship named Phaedra, seen launched in the film’s opening scenes, sinks, killing most of its crew. Phaedra, obsessed by her own agenda, arrives at Thanos’s offices in the midst of the crisis. Ironically clad in white, she pushes her way through black-clad women anxious to know the fate of their men. Oblivious to the grief around her, Phaedra-in-white reveals her secret love to Thanos.An enraged Thanos manages to restrain himself from striking her, but beats Alexis viciously, ordering him, as he did Phaedra, to leave his sight forever. The blood-soaked Alexis returns to the family villa for a last embrace of his â€Å"girl. † Phae dra appears at the garage door and tells him they can now live openly as lovers; he replies that he wishes Phaedra dead. The rejected Phaedra returns to the main house where she takes an overdose of sleeping pills while the now frenzied Alexis, listening to music by Bach, drives his â€Å"girl† over a cliff.

Practicum observation reflection -special education Essay

This lesson is about teaching winter to students with severe special needs. We talk about winter all the time with our students, especially when it snows or is very windy or very cold outside. I think winter is a common topic in our daily conversation, often used to break the ice with co-workers, classmates or even strangers. What’s more, it’s important to understand what weather reporters or other people are talking about when you need to decide what to wear. Therefore, I assumed that incorporating a winter lesson into a class for students with special needs is a good idea. Weather is an interesting topic to teach- I need to consider my students prior knowledge and their learning level, there are many simple, engaging and effective ways in which I can teach my special education students about the weather. A student misconception is the students will think snow comes from the clouds sweating. I designed this lesson to give a systemic introduction to winter. I focused on relating students’ prior experience and knowledge from daily lives with the story- a snowy day with new vocabulary. In the following group activity, students experienced the winter by using their senses (sight, hearing, smell and touch). Tailored to severe needs students, the explanation of the why winter comes and goes will be touched upon briefly but the students will not be expected to fully understand this concept. The teacher will be more concerned with the students understand of how winter affect us. One thing that I hope the students would get out of my lesson is: with prompting and support, make connections between a story or poem and one’s own experiences. Students can learn winter vocabulary (New words: Snowsuit, footprints, stick, plop, angel, slid, snowball, thought, melted), and to know about a weather-snow  experience. I feel the activity â€Å"make your footprints† was successful because all of the students were engaged and participating. Students enjoyed working with the sponges and creating their own footprints. Since there was a minimal amount of information involved during this activity, students were able to grasp it more. The biggest challenge is how to make the teaching more effective to students with more difficult behaviors. Since Autism is a spectrum disorder, which means that there is a wide degree of variation in the way it affects the students. Their  communication level and learning patterns varies from each other as well. Some are always low motivated and some are quite sensitive (out of control). I was wondering how much information they have received and how much they have perceived? How to let these students also have the sense of participation? In some choice making sections, I don’t know how long I should wait for their responses, or how many times I should repeat the question. There are several things that I would change if I taught this lesson again. I would like to make some accommodations for diverse learners. For example: pictures for  ESL students, differentiated center for different learning styles, give enough time for students to respond and safety/emergency concerns in class. In addition, I would develop more steps in assessment part. Such as pre-assessment before the lesson, formative assessment, and summative assessment at the end of the lesson to check their final learning outcomes. I felt that there were good things about this lesson as well as things that I could have improved upon. Over all, students seemed to enjoy the lesson. I think I met my learning objectives according to the class reaction and feedback.