World War I - Middle East and Africa Campaigns

World War I - Middle East and Africa Campaigns As World War I descended across Europe in August 1914, it also saw fighting erupt across the colonial empires of the belligerents. These conflicts typically involved smaller forces and with one exception resulted in the defeat and capture of Germanys colonies. Also, as the fighting on the Western Front stagnated in to trench warfare, the Allies sought secondary theaters for striking at the Central Powers. Many of these targeted the weakened Ottoman Empire and saw the spread of fighting to Egypt and the Middle East. In the Balkans, Serbia, who had played a key role in starting of the conflict, was ultimately overwhelmed leading to a new front in Greece. War Comes to the Colonies Formed in early 1871, Germany was a later comer to the competition for empire. As a result, the new nation was forced to direct its colonial efforts towards the less preferred parts of Africa and the islands of the Pacific. While German merchants began operations in Togo, Kamerun (Cameroon), South-West Africa (Namibia), and East Africa (Tanzania), others were planting colonies in Papua, Samoa, as well as the Caroline, Marshall, Solomon, Mariana, and Bismarck Islands. In addition, the port of Tsingtao was taken from the Chinese in 1897. With the outbreak of war in Europe, Japan elected to declare war on Germany citing its obligations under the Anglo-Japanese Treaty of 1911. Moving quickly, Japanese troops seized the Marianas, Marshalls, and Carolines. Transferred to Japan after the war, these islands became a key part of its defensive ring during World War II. While the islands were being captured, a 50,000-man force was dispatched to Tsingtao. Here they conducted a classic siege with the aid of British forces and took the port on November 7, 1914. Far to the south, Australian and New Zealand forces captured Papua and Samoa. Battling for Africa While the German position in the Pacific was quickly swept away, their forces in Africa mounted a more vigorous defense. Though Togo was swiftly taken on August 27, British and French forces encountered difficulties in Kamerun. Though possessing greater numbers, the Allies were hampered by distance, topography, and climate. While initial efforts to capture the colony failed, a second campaign took the capital at Douala on September 27. Delayed by weather and enemy resistance, the final German outpost at Mora was not taken until February 1916. In South-West Africa, British efforts were slowed by the need to put down a Boer revolt before crossing the border from South Africa. Attacking in January 1915, South African forces advanced in four columns on the German capital at Windhoek. Taking the town on May 12, 1915, they compelled the colonys unconditional surrender two months later. The Last Holdout Only in German East Africa was the war to last the duration. Though the governors of East Africa and British Kenya wished to observe a pre-war understanding exempting Africa from hostilities, those within their borders clamored for war. Leading the German Schutztruppe (colonial defense force) was Colonel Paul von Lettow-Vorbeck. A veteran imperial campaigner, Lettow-Vorbeck embarked on a remarkable campaign which saw him repeatedly defeat larger Allied forces. Utilizing African soldiers known as askiris, his command lived off the land and conducted an ongoing guerilla campaign. Tying down increasingly large numbers of British troops, Lettow-Vorbeck suffered several reverses in 1917 and 1918, but was never captured. The remnants of his command finally surrendered after the armistice on November 23, 1918, and Lettow-Vorbeck returned to Germany a hero. The Sick Man at War On August 2, 1914, the Ottoman Empire, long known as the Sick Man of Europe for its declining power, concluded an alliance with Germany against Russia. Long courted by Germany, the Ottomans had worked to re-equip their army with German weapons and used the Kaisers military advisors. Utilizing the German battlecruiser Goeben and light cruiser Breslau, both of which had been transferred to Ottoman control after escaping British pursuers in the Mediterranean, Minister of War Enver Pasha ordered naval attacks against Russian ports on October 29. As a result, Russia declared war on November 1, followed by Britain and France four days later. With the beginning of hostilities, General Otto Liman von Sanders, Ever Pashas chief German advisor, expected the Ottomans to attack north into the Ukrainian plains. Instead, Ever Pasha elected to assault Russia through the mountains of the Caucasus. In this area the Russians advanced first gaining ground as the Ottoman commanders did not wish to attack in the severe winter weather. Angered, Ever Pasha took direct control and was badly defeated in the Battle of Sarikamis in December 1914/January 1915. To the south, the British, concerned about ensuring the Royal Navys access to Persian oil, landed the 6th Indian Division at Basra on November 7. Taking the city, it advanced to secure Qurna. The Gallipoli Campaign Contemplating the Ottoman entry into the war, First Lord of the Admiralty Winston Churchill developed a plan for attacking the Dardanelles. Using the ships of the Royal Navy, Churchill believed, partially due to faulty intelligence, that the straits could be forced, opening the way for a direct assault on Constantinople. Approved, the Royal Navy had three attacks on the straits turned back in February and early March 1915. A massive assault on March 18 also failed with the loss of three older battleships. Unable to penetrate the Dardanelles due to Turkish mines and artillery, the decision was made to land troops on the Gallipoli Peninsula to remove the threat (Map). Entrusted to General Sir Ian Hamilton, the operation called for landings at Helles and farther north at Gaba Tepe. While the troops at Helles were to push north, the Australia and New Zealand Army Corps was to push east and prevent the retreat of the Turkish defenders. Going ashore on April 25, Allied forces took heavy losses and failed to achieve their objectives. Battling on Gallipolis mountainous terrain, Turkish forces under Mustafa Kemal held the line and fighting stalemated into trench warfare. On August 6, a third landing at Sulva Bay was also contained by the Turks. After a failed offensive in August, fighting quieted as the British debated strategy (Map). Seeing no other recourse, the decision was made to evacuate Gallipoli and the last Allied troops departed on January 9, 1916. Mesopotamia Campaign In Mesopotamia, British forces successfully repelled an Ottoman attack at Shaiba on April 12, 1915. Having been reinforced, the British commander, General Sir John Nixon, ordered Major General Charles Townshend to advance up the Tigris River to Kut and, if possible, Baghdad. Reaching Ctesiphon, Townshend encountered an Ottoman force under Nureddin Pasha on November 22. After five days of inconclusive fighting, both sides withdrew. Retreating to Kut-al-Amara, Townshend was followed by Nureddin Pasha who laid siege to the British force on December 7. Several attempts were made to lift the siege in early 1916 with no success and Townshend surrendered on April 29 (Map). Unwilling to accept defeat, the British dispatched Lieutenant General Sir Fredrick Maude to retrieve the situation. Reorganizing and reinforcing his command, Maude began a methodical offensive up the Tigris on December 13, 1916. Repeatedly outmaneuvering the Ottomans, he retook Kut and pressed towards Baghdad. Defeating Ottoman forces along the Diyala River, Maude captured Baghdad on March 11, 1917. Maude then halted in the city to reorganize his supply lines and avoid the summer heat. Dying of cholera in November, he was replaced by General Sir William Marshall. With troops being diverted from his command to expand operations elsewhere, Marshall slowly pushed towards to the Ottoman base at Mosul. Advancing towards the city, it was finally occupied on November 14, 1918, two weeks after the Armistice of Mudros ended hostilities. Defense of the Suez Canal As Ottoman forces campaigned in the Caucasus and Mesopotamia, they also began moving to strike at the Suez Canal. Closed by the British to enemy traffic at the start of the war, the canal was a key line of strategic communication for the Allies. Though Egypt was still technically part of the Ottoman Empire, it had been under British administration since 1882 and was rapidly filling with British and Commonwealth troops. Moving through the desert wastes of the Sinai Peninsula, Turkish troops under General Ahmed Cemal and his German chief of staff Franz Kress von Kressenstein attacked the canal area on February 2, 1915. Alerted to their approach, British forces drove off the attackers after two days of fighting. Though a victory, the threat to the canal forced the British to leave a stronger garrison in Egypt than intended. Into the Sinai For over a year the Suez front remained quiet as fighting raged at Gallipoli and in Mesopotamia. In the summer of 1916, von Kressenstein made another attempt on the canal. Advancing across the Sinai, he met a well-prepared British defense led by General Sir Archibald Murray. In the resulting  Battle of Romani  on August 3-5, the British forced the Turks to retreat. Going over the offensive, the British pushed across Sinai, building a railroad and water pipeline as they went. Winning battles at  Magdhaba  and  Rafa, they were ultimately stopped by the Turks at the First Battle of Gaza in March 1917 (Map). When a second attempt to take the city failed in April, Murray was sacked in favor of General Sir Edmund Allenby. Palestine Reorganizing his command, Allenby commenced the  Third Battle of Gaza  on October 31. Flanking the Turkish line at Beersheba, he won decisive victory. On Allenbys flank were the Arab forces guided by  Major T.E. Lawrence  (Lawrence of Arabia) who had previously captured the port of Aqaba. Dispatched to Arabia in 1916, Lawrence successfully worked to foment unrest among the Arabs who then revolted against Ottoman rule. With the Ottomans in retreat, Allenby rapidly pushed north, taking Jerusalem on December 9 (Map). Thought the British wished to deliver a death blow to the Ottomans in early 1918, their plans were undone by the beginning of the German  Spring Offensives  on the Western Front. The bulk of Allenbys veteran troops were transferred west to aid in blunting the German assault. As a result, much of the spring and summer was consumed rebuilding his forces from newly recruited troops. Ordering the Arabs to harass the Ottoman rear, Allenby opened the  Battle of Megiddo  on September 19. Shattering an Ottoman army under von Sanders, Allenbys men rapidly advanced and captured Damascus on October 1. Though their southern forces had been destroyed, the government in Constantinople refused to surrender and continued the fight elsewhere. Fire in the Mountains In the wake of the victory at Sarikamis, command of Russian forces in the Caucasus was given to General Nikolai Yudenich. Pausing to reorganize his forces, he embarked on an offensive in May 1915. This was aided by an Armenian revolt at Van which had erupted the previous month. While one wing of the attack succeeded in relieving Van, the other was halted after advancing through the Tortum Valley towards Erzurum. Exploiting the success at Van and with Armenian guerillas striking the enemy rear, Russian troops secured Manzikert on May 11. Due to the Armenian activity, the Ottoman government passed the Tehcir Law calling for the forced relocation of Armenians from the area. Subsequent Russian efforts during the summer were fruitless and Yudenich took the fall to rest and reinforce. In January, Yudenich returned to the attack winning the Battle of Koprukoy and driving on Erzurum. Taking the city in March, Russian forces captured Trabzon the following month and began pushing south towards Bitlis. Pressing on, both Bitlis and Mush were taken. These gains were short-lived as Ottoman forces under Mustafa Kemal recaptured both later that summer. The lines stabilized through the fall as both sides recuperated from the campaigning. Though the Russian command wished to renew the assault in 1917, social and political unrest at home prevented this. With the outbreak of the Russian Revolution, Russian forces began withdrawing on the Caucasus front and eventually evaporated away. Peace was achieved through the  Treaty of Brest-Litovsk  in which Russia ceded territory to the Ottomans. The Fall of Serbia While fighting raged on the major fronts of the war in 1915, most of the year was relatively quiet in Serbia. Having successfully fended off an Austro-Hungarian invasion in late-1914, Serbia desperately worked to rebuild its battered army though it lacked the manpower to do so effectively. Serbias situation changed dramatically late in the year when following Allied defeats at Gallipoli and Gorlice-Tarnow, Bulgaria joined the Central Powers and mobilized for war on September 21. On October 7, German and Austro-Hungarian forces renewed the assault on Serbia with Bulgaria attacking four days later. Badly outnumbered and under pressure from two directions, the Serbian army was forced to retreat. Falling back to the southwest, the Serbian army conducted a long march to Albania but remained intact (Map). Having anticipated the invasion, the Serbs had begged for the Allies to send aid. Developments in Greece Due to variety of factors, this could only be routed through the neutral Greek port of Salonika. While proposals for opening a secondary front at Salonika had been discussed by the Allied high command earlier in the war, they had been dismissed as a waste of resources. This view changed on September 21 when Greek Prime Minister Eleutherios Venizelos advised the British and French that if they sent 150,000 men to Salonika, he could bring Greece into the war on the Allied side. Though quickly dismissed by the pro-German King Constantine, Venizelos plan led to the arrival of Allied troops at Salonika on October 5. Led by French General Maurice Sarrail, this force was able to provide little aid to the retreating Serbians The Macedonian Front As the Serbian army was evacuated to Corfu, Austrian forces occupied much of Italian-controlled Albania. Believing the war in the region lost, the British expressed a desire to withdraw their troops from Salonika. This met with protests from the French and the British unwillingly remained. Building a massive fortified camp around the port, the Allies were soon joined by the remnants of the Serbian army. In Albania, an Italian force was landed in the south and made gains in the country south of Lake Ostrovo. Expanding the front out from Salonika, the Allies held a small German-Bulgarian offensive in August and counterattacked on September 12. Achieving some gains, Kaymakchalan and Monastir were both taken (Map). As Bulgarian troops crossed the Greek border into Eastern Macedonia, Venizelos and officers from the Greek Army launched a coup against the king. This resulted in a royalist government in Athens and a Venizelist government at Salonika which controlled much of northern Greece. Offensives in Macedonia Idle through much of 1917, Sarrails  Armee d Orient  took control of all of Thessaly and occupied the Isthmus of Corinth. These actions led to the exile of the king on June 14 and united the country under Venizelos who mobilized the army to support the Allies. In May 18, General Adolphe Guillaumat, who had replaced Sarrail, attacked and captured Skra-di-Legen. Recalled to aid in stopping the German Spring Offensives, he was replaced with General Franchet dEsperey. Wishing to attack, dEsperey opened the Battle of Dobro Pole on September 14 (Map). Largely facing Bulgarian troops whose morale was low, the Allies made swift gains though the British took heavy losses at Doiran. By September 19, the Bulgarians were in full retreat. On September 30, the day after the fall of Skopje and under internal pressure, the Bulgarians were granted the Armistice of Solun which took them out of the war. While dEsperey pushed north and over the Danube, British forces turned east to attack an undefended Constantinople. With British troops approaching the city, the Ottomans signed the Armistice of Mudros on October 26. Poised to strike into the Hungarian heartland, dEsperey was approached by Count Krolyi, the head of the Hungarian government, about the terms for an armistice. Traveling to Belgrade, Krolyi signed an armistice on November 10.

Discrimination Against Women and the History of CEDAW

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

Prostate Cancer Research Paper Example | Topics and Well Written Essays - 1750 words

Prostate Cancer - Research Paper Example From a nursing perspective, a more responsible role for nursing professionals in the dissemination of information on the diagnosis of prostate cancer and its implications is a development of the late twentieth century. This increased caring role of the nursing professionals with patients diagnosed with prostate cancer also carries the implication of better knowledge of the disease and the treatment modalities, to be efficient in providing the required care quality (Davison et al, 2009, p.95). Prostate cancer is cancer occurring in the prostate gland. The presence of a cancer tumor in the prostate gland will result in enlargement of the prostate gland, which is responsible for the symptoms associated with the lower urinary tract displayed in those having the disease. In essence, the demonstration of these symptoms from an enlarged prostate results from the impact of the resistance to the flow of urine by the enlarged prostate and the response of the urinary bladder. The symptoms include nocturia, frequent urination in the daytime, hesitancy, and the requirement of strain to push the urine out or maintain the force of urine; intermittency; and the desire to void again shortly after urinating. These symptoms are not definite indicators of the disease, as for instance, it may be the result of benign prostatic hyperplasia (Ellsworth 2009, p.5). In addition, these symptoms are also seen in the general population, and as such are not sensitive or specific enough to be used for a diagnosis of prostate cancer. This lack of specific symptoms has placed the emphasis on the screening methods of digital rectal examination and determining the presence of prostate-specific antigen (PSA) to assist in the diagnosis of prostate cancer (Strief, 2007, p.476). There is no evidence to suggest that prostate cancer occurs from any specific and modifiable life styles of the male population. However, evidence points to three major risk

International Relations in Future Essay Example | Topics and Well Written Essays - 1500 words

International Relations in Future - Essay Example Yet, it is projected, that the basic construct of the international relations will have the same foundations, as it has today. Concepts of realism, liberalism and constructivism are among the most popular in the world of politics today. Understanding the future of the world in line of the same concepts would seem apposite, henceforth. Viewing the world in 2031, the first thing that may come to mind would be the national interest of the countries. Although the total number of countries may well have changed drastically, yet the basic reason why they keep forming and breaking would be the same - the primary interest of each and every one of them. The power struggle would nonetheless still be there, although in quite a different from. Countries would probably take form as 'cyber-states', wherein the interest of the countries would not be till the geographical/political borders, but actually to every nook and corner of the universe till where their electronic influence is involved. This would involve the extensive use of satellite warfare, and even wars over the territory in space! Not gold, not uranium, but the silicon chip will be the most sought after resource, and instead of weapons of mass destructions, a fatal electronic bug would be able to wipe out the entire defenses of the enemy. The concept of liberalism would also be very much in vogue. ... Though people would still have the right to express themselves, the great fear would be not to implore into the domain of the other person. With everyone having a diverse array of personal options available at hand, the exact paradigm of individual preference would be very difficult to determine, and hence the political leaders of every country would have a very difficult time to control the people according to the interest of the country. Constructivism would also have its say 25 years down the line. Establishing goals, ideals and ambitions in conformity with the rest of thee world would be an impossible task. Every person would be a potential friend and a probable terrorist. Transformation in such a time would be very difficult. Political reform would hence only be a consequence of scientific reform. People would only follow what has been conclusively ordained by the wise, and not the mighty. Religious theologies would still grow further apart, with death and destruction happening basically at the onset of intolerance. The political line of reasoning for the present time may seem old-fashioned or even too ambitious for the future - the exact combination of political theories may never be known. However, the reality is that even in Caesar's time, the primary constructs of politics were derived from realism, liberalism and constructivism. Therefore, there is every probability that in the next 25 years as well, the drastic changes in international relations will not be able to change the very foundations upon which the politics are played. Technology cannot change a politician's mind, only interests can. Hence, the changing time will provide changing

High income improves evaluation of life Essay Example for Free

High income improves evaluation of life Essay The premise that â€Å"Money buys happiness† is a one that is misconstrued by many in the pursuit of happiness. The perspective that having money creates happiness has been assessed by many from timely memorial but alas studies have shown that it is relative to the status and class of the individual and also the amount of money which one earns or possesses. Happiness can be defined as the state of mind or emotions based on a particular circumstance and feeling at a particular time. There are different interpretations of happiness. Contentment is a state of happiness and satisfaction or ease of mind. The well-being of an individual is a reflection of happiness and can be assessed by the subjective and emotional well-being of that individual. Money can be classified as an asset, property or resources owned by an individual or just currency which can be used to purchase goods and services. Subjective well-being is defined as a person’s cognitive and affective evaluations of his or her life. Subjective well-being (SWB) is defined as \a person\s cognitive and affective evaluations of his or her life\ (Diener, Lucas, Oshi, 2002). To truly evaluate whether money buys happiness or if there is a correlation between having money and being happy an in-depth study would need to be conducted. Studies have therefore been conducted by researchers who have done surveys to assess the socio-economic standard of living of various persons in society and also evaluating the third world versus a first world living improvement after acquiring a degree of wealth or additional income. The empirical data from the Gallup research organization using the Gallup- Healthways Well-Being index have shown that an increase in emotional well-being is exponentially related to an increase in income. However, that correlation is directly proportional to the degree of increase and size of the income. Surveys have been conducted in third world countries like Jamaica where per capita income is much lower than a first world country like the United Kingdom or Britain or the United States of America. The skilled labor force in third world countries with the requisite professional qualifications has a level of income acquisition and potential to earn and live a comfortable life which contributes to the lifestyle which has been sought after in the betterment of the professional individual’s status and quality of life. However social class and inequalities exist and the potential earning power decreases with the individual’s lack of skill and qualifications. A contradiction, however, exists where an individual from the Rural Area is compared with one from the urban townships. Many persons who have not been exposed to the urban cultures and opulent surroundings of the major cities have expressed happiness and contentment with their station and status in life as they enjoy their routines of farming lifestyles on rural plantations with their â€Å"low level† of income. One can, therefore, surmise that not experiencing another level or change in status can contribute to ones perceived the degree of subjective well-being and happiness. If one is not aware of riches he or she will not be able to recognize poverty. However, with the technological advancements and the Westernization of most countries, the United States of American and the country’s high standard of living has been portrayed as the pivotal ambivalent expression of what wealth and happiness should be. Therefore many continue to strive to achieve this pinnacle of success in the acquisition of more money to generate the peak of happiness. The resulting dilemma without insightful perspective is the unavailability of first world opportunities to achieve and acquire significantly more income to obtain the type of wealth and lifestyle portrayed by the Western Media. Research by the Gallup Healthways well-being index indicates that emotional well-being is directly proportional to the level of income one earns. The researchers theorize that beyond an annual income of $75000 there is no change in emotional well-being and therefore no increase in happiness as a result of any upward movement in income. There is, therefore, a level of satisfaction with the high degree of income but not overwhelming happiness. On the other hand, low-income earners have an exponentially low level of life satisfaction and love emotional well-being. Having a large income provides the means to afford greater luxuries in life, desired comfort, and fulfillment. It provides status in life, access to greater health care and References Kahneman, D, and A Deaton. (2010). High income improves evaluation of life but not emotional well-being. Proceedings of the National Academy of Sciences, 107 (38): 16489-16493. Diener, E. Biswas-Diener, R. Social Indicators Research (2002)

Theme John Steinbacks Of Mice :: essays research papers

Dreams are a train of thought or images passing through ones mind. Of mice and men's two main themes consist of dreams and pipe dreams. Dreams can lead to problems, success, or neither. Dreams can also lead to new dreams as well. Some individuals can carry out their dreams, others cannot. Dreams involve commitment and one can never achieve it if you're not dedicated in following through. This goes with just about any goal or dream. Each individual character has different and specific pipe dreams. These pipe dreams help to go more in depth in understanding each individual character. The pipe dreams shape the characters' behavior and affect the way the character makes his/her decisions. Throughout the story, 'Of Mice and Men,'; focus' a lot on pipe dreams. The title of the book relates to Burns' poem when it states:   Ã‚  Ã‚  Ã‚  Ã‚  'But, Mousie, thou art no thy lane   Ã‚  Ã‚  Ã‚  Ã‚  In proving foresight may be vain:   Ã‚  Ã‚  Ã‚  Ã‚  The best laid schemes o' mice an' men   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Gang aft a –gley   Ã‚  Ã‚  Ã‚  Ã‚  An' lea'e us nought but grief an' pain   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  For promised joy'; This also states that others encounter problems as well when they look into the future and try to make plans. Others as well, find that their planning might be futile and fruitless as time goes on.   Ã‚  Ã‚  Ã‚  Ã‚  George and Lennie both fit into the category of wanting to carry out their dreams and be different than everyone else by taking care and looking out for one another. Although, many of their individual pipe dreams followed a different view, but there were still some in which they shared. George was the 'base'; of his and Lennies friendship and loyalty. He was the 'root'; or 'leader'; so to speak. George would be the one who would keep things going on properly and more in order, to an extent. George had to be the 'base'; since Lennie was not strong enough. Proof of this is when he stated:   Ã‚  Ã‚  Ã‚  Ã‚  'If George don't want me, I'll go away. I'll go away.'; (Page 110) Lennies pipe dreams were more selfish and related to himself rather than Georges. Lennie wished for rabbits, and furry creatures to satisfy his urges. This showed his lack of control, intelligence, and his liking towards soft things. George and Lennie did share their goal about the farm and both wanting to succeed at it. They also knew that they would be different from the others because they had each other to rely on. Their dream of the farm in the future and the pipe dreams symbolized their security.

How to Start an Iphone Repair Company

DeviceTrade How to start an iPhone/iPod repair shop. DeviceTrade iPhone/iPod Repair On average 4. 5 million iPhone 3G and 3GS’s glass screens break every year. In the past the only options were to take the phone to Apple ($200 to repair), take it to a big repair shop ($80 to repair) or do a mail in repair service and be without a phone for 3-5 days. A new trend of home based iPhone repair businesses are now emerging and becoming extremely successful. The factors that contribute to their success are †¢ †¢ †¢ Local – Within 10 miles of customers Fast – Repairs done in under 15 min Inexpensive – On average charging $40 – $60How to start a iPhone/iPod repair shop DeviceTrade Start-up After you have decided that you want to start an iPhone repair business the first step is to learn the repairs. It is easiest to do this by buying a broken iPhone so that you can practice on it and not worry about breaking one of your customers phones. This a lso gives you more time to get comfortable opening the phone up and working with the tiny components. Now that you have mastered the skills of the trade you can begin to determine how you are going to run your business.Things like where are you going to get replacement parts, how you are going to market, and where you actually want this business to take place. There are a growing number of people operating home based iPhone repair businesses and simply set up shop at home. This model works well because it helps to keep costs down on all fronts and you can work form the comfort of your home. Even if you do plan to open a store eventually, starting out of your home and getting a feel for the demand in your market is always a good idea. If you do decide to work rom home it is important to check local laws about running a business from your home and make sure that you are in compliance. How to start a iPhone/iPod repair shop DeviceTrade Which iPhone repair makes the most money? The iPho nes front and back glass screen is very susceptible to drops and accounts for 80% of the broken iPhones out there. The rest of the repairs consist of water damage, charging port, speakers etc. The great thing about the front glass screen on the iPhone 4 & 4S is that a replacement screen can cost under $20.This leaves a profit margin of $20 – $40 per repair which takes on average 10 minutes. The business or repairing cracked iPhone screens alone is more than a $200 million dollar business, based on the average price of $50 per repair. How to start a iPhone/iPod repair shop DeviceTrade Inventory Your inventory level should grow as your sales grow. However, it is prudent to start small, keeping inventory at a realistic level. For instance keeping enough parts on hand to last you at least 5 – 7 days is a good measure.This way you will have enough time to order more parts and account for shipping time. It is always good to carry a little more inventory than necessary so tha t you are never out of parts if you have an un-particularly busy day. Another big factor when buying parts is the quality. There are dozens of parts suppliers out there and not all parts are created the same. For instance, the iPhone 4 screen has four different quality levels that are all marketed as the same part by online suppliers. You will never know which quality you get until they are shipped to you.There is also the question of using a US or Chinese supplier. It is recommended to start with a US supplier and then based on your own personal risk tolerance, and time you are able to wait for shipping try other options. How to start a iPhone/iPod repair shop DeviceTrade Pricing Pricing your repair services is a challenging proposition. Setting your price too low and you run the risk of undermining your profits. While if you set your prices too high you can run the risk of losing customers to competitors.One important thing to take into consideration is your competition and what p rices they are charging. You can find them by doing an online search of â€Å"Your City iPhone Repair† and this should bring up your major local competitors. The one price point that is universal is Apple who charges $200 to repair a cracked screen. It is not always beneficial to undercut your competition, but in a home based iPhone repair business it is usually pretty reasonable since you are cutting costs on having a storefront.Setting your price is pretty straight forward just remember to account for the replacement parts, labor, advertising, and any other expenses that you incur. The typical profit margin for most repairs is $40 – $60. How to start a iPhone/iPod repair shop DeviceTrade Income Potential Opportunities in the home based iPhone repair business market are growing exponentially. Your income potential depends on how hard you work and marketing your business because if you live in any city or suburb then the market is there!There are dozens of iPhone repai r businesses started by United iPhone Repair, some full time and some part time. The part time businesses, people just repairing phones in the evening, are able to bring in on average 3 iPhone repairs per day which equates to $37,500 in revenue per year or $30,000 in profit. While the full time businesses can bring in 5 – 10 phones per day and generate revenues over $100,000 annually. How to start a iPhone/iPod repair shop

Education Policy in Two Different Countries Essay

Education Policy in Two Different Countries Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   These refers to the principles and policies made by the government in the field of education, collection of rules and laws that govern the operations carried out in the education system. Education is a form of learning where knowledge, habits and skills of a particular group of people are transmitted from generation to generation through training, teaching or carrying out a research. It occurs in different forms such as formal, informal and non-formal with different purposes from institutions of learning like colleges/universities, professional education and graduate, job training and adult education. When implementing education in a given country, education policies are evidently known that they can affect education that people engage in directly at all ages. They have to be critically analyzed for effective learning under different areas in the field of schools such as; the size of school to be constructed, school choice, certification a nd teacher education, school privatization under education policy(Ball, 2009, 89), tracking, teaching methods, graduation requirements, curricular content, investment in the school infrastructure, and the values institutions are required to uphold and model.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Analysis of education policy is a scholarly study that seeks to give answers of different questions such as; the purpose of education, personal and societal objectives that education is designed to attain, methods to be used in attaining such objectives and tools applied in measuring their failure or success. Intended research of informing educational policy is done in a wide variety of learning institutions and several academic disciplines. Beneficial researchers are affiliated with different departments such as; economics, psychology, human development and sociology, departments and schools of education/public policy. Different countries have different educational policies according to the objectives and goals that education is expected to achieve. This essay critically evaluates issues concerning education policy in England and USA. Education policy in England   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Research shows that inequalities in education (Bunar, 2010: p.10) had erupted before schools were started for the children. The data provided by OECD displayed a higher percentage of individuals finishing tertiary education in many countries if their parents reached tertiary level of education. In many countries, educational inequalities continue to increase where people who have acquired education at higher levels have high possibilities of doing jobs which are non-formal. The question that prevails is whether the existing educational policies are minimizing these gaps. Are they relevant at their level of implementation? The essay reviews the truth about policies at the school level in England; this is due to the number of years one spends in school which is compulsory and plays an important role towards government intervention and it is conducted in a way that affects potentially all students. Recently, England started a good body of eva luating research of policies at school-level. The evaluation of these policies is based on school resources efficacy, market incentives, pedagogical approaches and school autonomy for raising attainment of education in schools.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Since 1988, education system had one key character under The Education Act, which has led to the implementation and designing a number of policies in education with an aim of improving standards of education and achievement. A good number of policies have been introduced at each stage of education, and a number of these policies have been evaluated. This gives an opportunity for a critical appraisal on such evaluations and the scope of different policies that have influenced achievement of education. These evaluations aim at the different ways of enhancing performance and reducing inequalities in education. Educational inequalities in England   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   These inequalities in the achievement of education can be differently identified at some points in individuals’ lives. However, these educational inequalities emerge at an early stage in the lifecycle and widen the gap as progress in education sequence is experienced. This description of the inequalities is aimed at motivating the evaluation of policies in education, which are used to alleviate inequalities in education and minimize achievement gaps, which is an important research in the field of education. Under this description, individual follows an ordered educational sequence which comprises of years in pre-school, compulsory schooling years, post-compulsory level of education and lastly to adult. Gaps in pre-school education   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Initially we focused on the educational achievement gaps being present even before students started going to school. These gaps are created by the environments they grow in, family backgrounds and different non-cognitive and cognitive levels of skills children have when entering school. Studies conducted under vocabulary skills (Lervag, 2010: p. 615) shows there is high dispersion of a number of sizeable gaps existing in gender and ethnic groups at the time of entering school. Compulsory school   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At the stage of compulsory schooling, the gaps that were there at the school entry evolve. Where some widens while others narrow as abilities of children at school makes them move either up or down the outcomes of the educational distribution. This can be affected by policies of education with the scope of affecting achievement in education. Education at post-compulsory level   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This level of education is strongly impinged by the disadvantages of education acquired during compulsory schooling and the pre-school years. It determines whether an individual continues with education in post-compulsory level or not. This level is strongly determined by the education level of their parents. Adult learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Inequalities of education continue to increase even when a student completes full-time education. They extend to adults in their live of working as their training and education occurs and mostly to those who have acquired higher levels of education.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Under those stages of education, it is evident that inequalities in education emerge and exists at all levels in the sequence. Some gaps widen as individuals progresses more through the sequence of education especially those associated with disadvantages of schooling in urban areas are less compared to those in rural areas. This calls for a significant and a careful evaluation of the policies of education designed to affect educational inequalities. The educational policies raft introduced to the England system of education fifteen years ago provides a good setting for evaluation methods and their success and thus provides a better understanding of educational work. Policy evaluation regarding to England school   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although these policies at all levels of lifecycle are important for improving attainment in education and inequality reduction, the policies of school-level ought to be focused on in the England system of education. This is because compulsory years of schooling give an important time for the intervention of the government. It also acts as a good body of evaluation of the research policies in England. This calls for selective areas of policy with a critical appraisal which is rigorous. The following are headings of policy discussion and their methods of evaluation.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   School resources refer to perennial debates concerning educational literature of economics of whether if the expenditure of the school is increased will have an effect on improving pupil attainment (Peters, 2009: p.1). Research on whether the implantation of such policies can reduce the types of attainment gaps experienced earlier. The relevance of such implementation is to determine whether additional expenditure can lead to cost effective in developed countries at the typical levels.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   International research indicated that there is no good relationship between student outcomes and resources. However, some puts more efforts on studies particularly with methodological design with positive impacts. The challenge faced in the implementation of this policy is that school resources are always allocated disproportionately to disadvantaged students. If this issue is not dealt with fully in methodological design, the way resources and attainment are related with one another will be easily obscured.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Critical evaluation shows that favorable association between educational disadvantages and school resources is counter-balanced to the unfavorable association between educational attainment and educational disadvantage. This clearly indicates that association between educational attainment and school resources is very low, and there is no true reflection of casual relationship. There is the fact that the implementation of controlled randomized experiments has been impossible, researchers have found it difficult to prove that such a problem has been solved. Being the biggest category of expenditure of the UK government, it calls for a more significant sense of getting whether if the expenditure is either increased or reduced there is the likelihood of having an impact on students’ outcomes. This aspect is very important for the future economy in the country and the future prosperity of individuals.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Recent studies have been done concerning this issue in England using national citizen database and all schools expenditure. The national curriculum of the English government is divided into four key levels/stages, then at the end of these stages teachers evaluates the students or they are given national tests that externally and marked at the school when students are the age of 11 and 16. A study done have critically evaluated the relationship between attainment and expenditure in the secondary school level at the age of 14 and 16 respectively, displayed a small positive impact of resources used and on pupil attainment. The challenge behind it is that political control is used as an instrument for expenditure in the school.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Government has initiated better flame work for examining casual effects derived from this context. In early 2000s, a flagship evaluation policy was done on the government labor and the (EiC) program for the secondary schools in England. Under this program, disadvantaged schools mainly located in urban areas were provided extra resources with an effort of improving standards.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Incentives for a period of more than thirty years a concerted effort has been done with an aim of increasing the choice of parents, competition between schools and their accountability for the children performance (Eom, 2011:p.418). If the economy develops well, children go to better schools with incentives of increasing performance. This is because their effort should be strongly linked to pupil information and numbers which is disclosed to parents under the accountability framework.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   School autonomy most government schools function within a given framework based on their jurisdiction concerning terms of teacher conditions and pay, admissions, composition of the body that is governing and the curriculum (Clark,2009: p.760). Since 2000, the England government started academies which led to the emergence of new schools given more autonomy compared to typical government schools in terms of their freedom of operations. The rationale behind this greater emphasis on autonomy is to encourage schools to have more innovative policies and facilitate improvement of standards. In England, the so called academies are managed by any appointed governor or their sponsors who are responsible in recruiting all staffs, freedom over curriculum implementation, agreeing on the terms and conditions of payment and organizational aspects of the school.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Pedagogy although since the year 2000, school autonomy in England seems to have gained popularity, it has not been true to various school organizational aspects (Terenzin, 2010: p.772). The government has put into place prescriptive measures in order to improve standards in numeracy and literacy through pedagogical methods. The national numeracy and literacy strategy rolled out in 1998 and 1999 was aimed at improving teaching quality through introducing more focused effective management of the class and instructions. Both literacy and numeracy did not present an overall time increase that was allotted in teaching some subjects. Both dramatically represented a change on the teaching methods of such subjects.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The above evaluation on education policy in England clearly shows that gaps in educational attainment are evident from earlier times and have been measured along the lifecycle. Various policies have been reviewed at the school level and implemented in England which brought high standards economic evaluation, aiming to see how scope of educational inequalities can be impinged. This has been done under the evaluation of the following educational policies implemented in England such as; incentives, school resources, pedagogical approaches and school autonomy. This issue of reducing educational inequalities and gaps that exist in the sphere of education has been shaped for effective implementation. It enhances positive impacts through the use of the following contextual factors applied in secondary school classroom setting.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Structure and organization of the educational system: this helps in shaping the development of curriculum by considering the society served by the education system. It reflects the aspirations and the needs of the students, function and the nature of learning and statement formulation on the importance of learning. This enables students to know how policies of education are implemented and established, influences the operation of schools and helps them to achieve their educational goals and curricular.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Climate of learning in schools this involves many factors and values such as safety practices, cultures, and organizational structures shaping the school to react and function in a given way (Cohen,2009: p.189). Favorable and positive climate created in school by all stakeholders’ results to higher achievement by students.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Teaching staff: their professional development plays a great important role by attempting to reform or change an education system. The general purpose behind teachers’ evaluation is to ensure that the quality of instructions students receive from teachers are safeguarded and improved. Teachers are evaluated through classrooms observation by the principals, peer review of teachers and checking on students’ performance.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Parental involvement: for a school to be successful there must have a high cooperation among teachers, school administration and parents. A research done indicated that if parents participate in the education of their children, it results to an increase in the academic achievement of the students and an overall attitude improvement towards school.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Classroom environment: instructional activities carried out in school are always influenced by environment in the classroom. This includes classroom size, class composition and instructional time. Research indicates that favorable classroom environment benefits academic development thus helping students to achieve educational goals.Education policy in USA   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In USA, education is provided by both private and public schools. Education in public schools is universally available, funded and controlled by the state, federal and local government. Private schools are set free to come up with their own curriculum and policies of staffing. Educational evaluation plays a significant role in USA as it assesses and distinguishes particular characteristics of the education process. It is a professional process by which incessant review is commenced by independent educators with an aim of improving the learning process. This attempt is done to ensure smooth progress on the whole learning experience. The evaluation process in USA is conducted under the following three routes;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Personal evaluation: this comprises of a legal and an ethical process, the standards behind it are educational, significant and judicious. Personnel evaluation standards are easily implemented, apt in funds and proficient in utility.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Program evaluation: it involves ground standards that provide a guarantee of the demanded information by users. This process of evaluation is based on factors that are prudent, practical, and thrifty and save. It results to an accurate and complete evaluation to the point.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Student evaluation: it is a program carried out ethically and legally which is kept in the students mind while others are affected by it. Its standards are diligently judicious, educational and significant therefore; it is an extremely useful evaluation to students. The process is very sensible, efficient, affordable, feasible, politically and socially.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Education policy in USA has been effectively evaluated with an aim of ensuring educational effectiveness among students at different levels of education. Policy-amenable of the school characteristics are among the factors controlled under school management or national policy of education. It refers to substantive policy measures of education in areas such as governance, curriculum, accountability and development of a professional teacher and other characteristics at the school-level known to improve teaching. This discussion focuses on three main areas of policy-amenable characteristics of a school which shapes educational policy implementation. They include school climate, school resources and school policies. It is also interested in measuring the school context by mean socio-economic students’ backgrounds within the school. Relative impacts determined by school characteristics of policy-amenable and school context on the quality of education has helped policy makers to have a control.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The question under the educational policy evaluation is why some schools are performing better than others. If the policy evaluation can identify the factors causing such deviation in terms of different school performance, better strategies can be implemented to change such performance deviation; that is identifying general characteristics of schools with high performance and use such information to improve performance of a given school. The following are the three main areas according to PISA which shapes education policy implementation and has an effect towards students’ performance.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   School resources comprises of physical resources and materials such as the school size and the quality of physical infrastructure in the school, human resources including number of teaching staff (Peters, 2009: p.1). They have a tertiary qualification and the number of students in the school compared to the available teachers. If the school infrastructure is well constructed and the school has enough teachers the performance of students is likely to increase. This evaluation conducted in schools ensures effective implementation of the curriculum which facilitates achievement of educational goals.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   School climate entails different aspects culture of the school including how well teachers and students get along, disciplinary climate (Crul, 2009: p. 1478). In addition, it includes how committed and motivated school’s teachers are and how strongly does the students identify themselves with their school. This factor is implemented well by school principals through ensuring that students are well disciplined and that teachers-students cooperation is improved. It is also well maintained through students’ motivation that results to high performance of students.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   School policies it comprises the level of autonomy enjoyed by the school when making decisions, issues concerning accountability of whether self-evaluation is conducted in the school and students’ progress monitored (Creemers, 2010: p.815). Such policies also determine whether the school gives the parents information concerning the students’ performance or not. Lastly these policies establish the degree of selectivity in the school concerning admission policies and the way low achievers are transferred to different schools. These factors shape the issue of educational inequality and the gaps created in the secondary level, and if well implemented high attainment is achieved.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Conclusively, evaluation of education policy is an important factor in different countries for educational effectiveness. The above evaluation clearly shows some of the challenges experienced in school such educational inequalities, poor performance and non-effective governance among others results to poor performance. England and USA among other nations have developed educational policy evaluation at different levels of education. From the above discussion, it is clear that these policies have improved standards of education shaped under different contextual factors. Comparably, both countries have had almost the same factors such as school resources, school policies among other discussed factors above. The recommendation is that such policies should be improved and well implemented and for who are yet to implement should do it for educational effectiveness. References Anderson, P., Chisholm, D., & Fuhr, D. C. (2009). Effectiveness and cost-effectiveness of policies and programmes to reduce the harm caused by alcohol. The Lancet, 373(9682), 2234-2246. Ball, S. J. (2009). Privatising education, privatising education policy, privatising educational research: network governance and the ‘competition state’. Journal of Education Policy, 24(1), 83-99. Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189. Bryman, A. (2012). Social research methods. Oxford university press. Bunar, N. (2010). Choosing for quality or inequality: current perspectives on the implementation of school choice policy in Sweden. Journal of education policy, 25(1), 1-18. Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. The Teachers College Record, 111(1), 180-213. Cooper, A., Levin, B., & Campbell, C. (2009). The growing (but still limited) importance of evidence in education policy and practice. Journal of Educational Change, 10(2-3), 159-171. De Bortoli, L., & Thomson, S. (2010). Contextual factors that influence the achievement of Australia’s Indigenous students: Results from PISA 2000-2006. OECD Programme for International Student Assessment (PISA), 7. Halà ¡sz, G., & Michel, A. (2011). Key Competences in Europe: interpretation, policy formulation and implementation. European Journal of Education, 46(3), 289-306. Halpin, D. (Ed.). (2013). Researching education policy: Ethical and methodological issues. Routledge. Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and teacher education, 25(1), 207-216. Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. Levinson, B. A., Sutton, M., & Winstead, T. (2009). Education Policy as a Practice of Power Theoretical Tools, Ethnographic Methods, Democratic Options. Educational Policy, 23(6), 767-795. Papastergiou, M. (2009). Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12. Rappleye, J., Imoto, Y., & Horiguchi, S. (2011). Towards ‘thick description’of educational transfer: understanding a Japanese institution’s ‘import’of European language policy. Comparative Education, 47(4), 411-432. Rizvi, F., & Lingard, B. (2009). Globalizing education policy. Routledge. Warnock, M., & Terzi, L. (Eds.). (2010). Special educational needs: A new look. Continuum International Publishing Group. Wiseman, A. W. (2010). The uses of evidence for educational policymaking: Global contexts and international trends. Review of research in education, 34(1), 1-24. Yudof, M. G., Levin, B., Moran, R. F., Ryan, J. E., & Bowman, K. L. (2011). Educational policy and the law. MSU Legal Studies Research Paper, (09-15). Source document

Free Essays on Homeland

President Bush officially unveiled the nation’s first strategy for homeland security on Tuesday in a document that broadly outlines how government and the private sector should counter the threat of terrorist attacks. â€Å"This comprehensive plan lays out clear lines of authority and clear responsibilities; responsibilities for federal employees and for governors and mayors and community and business leaders and the American citizens,† Bush said at a White House ceremony. The much-anticipated document comes almost five weeks after Bush proposed a new Cabinet-level department to lead the government’s homeland security effort. Critics in Congress and academia have questioned why the reorganization proposal preceded the strategy. The 88-page plan seeks to organize the government’s far-flung security activities around a few strategic goals and spells out what agencies must do to protect the country in the future. It provides the first federal definition of â€Å"homeland security† and outlines current and future efforts in six mission areas: intelligence and warning, border and transportation security, domestic counterterrorism, critical infrastructure protection, defending against catastrophic terrorism and emergency preparedness and response.... Free Essays on Homeland Free Essays on Homeland President Bush officially unveiled the nation’s first strategy for homeland security on Tuesday in a document that broadly outlines how government and the private sector should counter the threat of terrorist attacks. â€Å"This comprehensive plan lays out clear lines of authority and clear responsibilities; responsibilities for federal employees and for governors and mayors and community and business leaders and the American citizens,† Bush said at a White House ceremony. The much-anticipated document comes almost five weeks after Bush proposed a new Cabinet-level department to lead the government’s homeland security effort. Critics in Congress and academia have questioned why the reorganization proposal preceded the strategy. The 88-page plan seeks to organize the government’s far-flung security activities around a few strategic goals and spells out what agencies must do to protect the country in the future. It provides the first federal definition of â€Å"homeland security† and outlines current and future efforts in six mission areas: intelligence and warning, border and transportation security, domestic counterterrorism, critical infrastructure protection, defending against catastrophic terrorism and emergency preparedness and response....

Gender of Italian Nouns - Genere del Nome

Gender of Italian Nouns - Genere del Nome In Italian, the gender of a noun can be maschile (masculine) or femminile (feminine). Regarding people and animals, the distinction is in relation to sex; nouns of male living beings are masculine: padre (father), scrittore (writer), infermiere (nurse), gatto (cat), leone (lion), while nouns of female living beings are feminine: madre (mother), scrittrice (writer), infermiera (nurse), gatta (cat), leonessa (lioness). However, there is not always a correspondence between grammar gender and natural gender. There are, in fact, several nouns of the type that, while considered feminine in grammatical gender, denote men: la guardia (guard), la vedetta (sentry), la sentinella (sentry), la recluta (recruit), la spia (spy). Conversely, there are other nouns that refer to women, even though they are grammatically considered the male gender: il soprano, il mezzosoprano, il contralto. In these instances, the agreement of words that refer to the noun should take into account the grammatical gender: La guardia à ¨ svelta.The guard is quick. La sentinella à ¨ attenta.The sentinel is attentive. Il soprano à ¨ bravo. (not bravo)The soprano is good. Le reclute sono arrivate. (not arrivati).The recruits arrived. For the nouns of things (both concrete and abstract) the distinction between genere maschile or genere femminile is purely conventional; only with use over time have words such as abito, fiume, and clima been assigned the masculine gender, while others such as cenere, sedia, crisi have been established as feminine. Masculine or Feminine? Besides experience and consulting the dictionary, there are two elements that can help determine the gender of a noun: the significance and the ending of the word. According to the meaning, the following are masculine: The names of trees: labete (fir), larancio (orange), il melo (apple), il pino (pine), il pioppo (poplar), lulivo (olive); but there are also those that are feminine: la palma (palm), la quercia (oak), la vite (grapevine); The names of metals and chemical elements: loro (gold), largento (silver), il ferro (iron), il rame (copper), il bronzo (bronze), lossigeno (oxygen), lidrogeno (hydrogen), luranio (uranium); The names of the months and days of the week (except Sunday): lafoso agosto (muggy August), il freddo dicembre (cold December), il lunedà ¬ (Monday), il sabato (Saturday); The names of mountains, seas, rivers, and lakes: il Cervino (the Matterhorn), lEtna (Mount Etna), lEverest (Mount Everest), i Pirenei (the Pyrenees), lAtlantico (the Atlantic), il Tirreno (the Tyrrhenian Sea), il Po (the Po), il Tevere (the Tiber), il Tamigi (the Thames), il Danubio (the Danube), il Garda, il Trasimeno. But many names of mountains are feminine: la Maiella, le Alpi (the Alps), le Dolomiti (the Dolomites), le Ande (the Andes); as well as many names of rivers: La Senna (the Seine), la Loira (the Loire), la Garonna (the Garonne); The names of the cardinal points: il Nord (il Settentrione), il Sud (il Mezzogiorno, il Meridione), lEst (il Levante, lOriente), lOvest (il Ponente, lOccidente). According to the meaning, the following are feminine: The name of fruit: la ciliegia (cherry), la mela (apple), la pera (pear), lalbicocca (apricot), la pesca (peach), la banana (banana). What is remarkable, however, is the number of fruits that are considered masculine: il limone (lemon), il dattero (date), il fico (fig), lananas (pineapple); The names of the sciences and in general abstract notions: la matematica (mathematics), la chimica (chemistry), la biologia (biology), la linguistica (linguistics), la bont (goodness), la giustizia (justice), la fede (faith), la pace (peace); The names of continents, states, regions, cities, and islands: lEuropa (Europe), lAfrica (Africa); lItalia (Italy), la Francia (France), la Spagna (Spain), lIndia (India), lArgentina (Argentina); la Toscana, la Calabria, lUmbria, le Marche; la dotta Bologna, la Napoli degli Angioini; la Sicilia, la Sardegna, la Groenlandia (Greenland), le Antille (West Indies). But there are also many names considered masculine, including those of states and regions: il Belgio (Belgium), il Perà ¹ (Peru), lEgitto (Egypt), gli Stati Uniti (United States): il Piemonte, il Lazio; and those of cities and islands: il Cairo, il Madagascar. Depending on the ending, the following are masculine: Nouns ending in -o: il libro, il prezzo, il quadro, il vaso, il muro. There are not many instances in which nouns ending in -o are feminine: la mano, la radio, la dinamo, la moto, lauto, la foto, la virago, la biro. By convention eco in the singular is feminine (uneco, una forte eco), but frequently is considered masculine as well; in the plural it is always regarded as masculine (gli echi) Nouns ending in a consonant, mainly of foreign origin: lo sport, il bar, il gas, il tram, il film; but there are also foreign words ending in a consonant that are feminine: la gang, la holding. The following are feminine: Nouns ending in -a: la casa, la sedia, la penna, la terra, la pianta. However, many are masculine. Apart from nouns ending in -a that apply to both genders (such as il giornalista / la giornalista), various nouns derived from Greek are masculine, such as those that end in -ma: il poema, il teorema, il problema, il diploma, il dramma; and others such as il vaglia, il pigiama, il nulla; Nouns ending in -i: la crisi, lanalisi, la tesi, la diagnosi, loasi. But brindisi is masculine; Nouns ending in -t and in -tà ¹: la bont, la civilt, la verit, lausterit, la virtà ¹, la gioventà ¹, la servità ¹. Nouns ending in -e, unless they belong to certain classes of suffixes (-zione, -tore, -ite), can be either gender: il ponte, lamore, il fiume, il dente; la mente, la fame, la notte, la chiave.

Climate change Essay Example | Topics and Well Written Essays - 750 words

Climate change - Essay Example Researchers have the view that the temperature has risen by 0.8 -1o on the Celsius scale globally. The increase in the temperature may look small but it may bring a bigger difference in some of the temperature sensitive environments. The melting of the Atlantic Glaciers and glaciers at some other regions depicts the situation due to the climate change. Ecosystems and Climate Change Ecosystem plays a significant role in shaping the livelihood of the earth. However, the observed effects of the climate change are not such adverse that are estimated, as some of the organisms have the capability to adjust with the climate change. Some of the organisms within the island ecosystem such as coral reefs are much influenced with the little degree rise in the temperature (FAO 3-79). Like the Pacific Island’s mangrove area may decline from 1% to 13% as the temperature increases from 2o to 4o. In the Islands at higher altitudes, the temperature increase is causing the show to melt and thus endangering some species by increasing the amount of invasive species. Moreover, the increase in the level of the sea water might become a reason for the bleaching of the coral reef and effecting the reproduction of the coral reefs and thus lessening the life of the coral reefs. Coral reefs are important in becoming a reason for providing the other species like fish, shelter and food. Biodiversity can be influenced by the events such as the cyclones, where the repetitions of the cyclones are increased. With just an increase of 2% in the temperature, the intensities of the cyclones are increased by 12 or 15% (IFAD, n.pag.). Moreover, the climate change impacted the generation of ice over the... Natural processes have a set impact on the earth’s climate; however, the utilization of the fossil fuel sources to produce energy has produced many problems. The most distinguished problem of the burning of the fossil fuel is the emission of the green house gases. The green house gases are named due to having the ability to trap the solar radiations inside the earth’s atmosphere in the presence of water vapors in the atmosphere. In this way, the solar radiation never go back to the space and constantly warm up the earth’s atmosphere. The green house effect is created artificially in the green houses to develop certain plant species. Human activity is the major cause of the climate change. The utilization of the fossil fuel resources to attain energy is highly impacting the earth’s climate. There is a need reduce the utilization of the fossil fuel resources, as fossil fuels produce green house gas emissions that are capable of trapping the solar radiations. It is recommended to utilize the sustainable and renewable resources to produce energy like solar, wind, geothermal, hydropower, etc. as sustainable and renewable resources produce no or little green house gas emissions. If it is not feasible to utilize the renewable resources, the fossil fuel resources that lave lower percentage of emission must be utilized like natural gas is better than both coal and oil, as it has lower quantity of emissions. There is need to control the climate change for the existence of the human life and for the existence of our planet.