Islamophobia and Its Effects

Thesis statement: Islamophobia has directly affected young Muslims; the negative perceptions that are associated with Islam may lead to self-exclusion and exclusion, with noticeable effects on self esteem and social practices. A lot of efforts were made to control the effects that were triggered by the impact of Islamophobia.Advertising We will write a custom essay sample on Islamophobia and Its Effects specifically for you for only $16.05 $11/page Learn More Introduction Experts define Islamophobia as fear against, or prejudice or hate towards Islam or Muslims. (islamophobia.org) There has been an increase of the perceived trend of Islamophobia in the 2000s, that been linked to the 9/11 attacks in the USA, while on the other hand some relate it to the rapidly growing Muslim populations in the Western World, due to both immigrations and high fertility rate. A lot of young people are negatively affected by Islamophobia. Young Muslims are directly and high ly affected by it, the facts that lead to many acts of discrimination. It’s quite obvious that negative perceptions associated with Islam may lead to self-exclusion and exclusion, with noticeable effects on self esteem and social practices. Causes of Islamophobia The concerns of Muslim world over the rise of Islamaphobia have become one of the major challenges of today’s world. This phenomenon is voiced very strongly in global and regional politics troubling the relationship between Islam and Western countries. Terrorism has assumed serious proportions and become major cause Muslim stereotyping in the modern world where the role of media is central. Media wars took turned for the worst since the 9/11 terrorists attacks in the US. As a result, Muslims are subjected to different forms of discrimination inciting hatred and unrest in the society. This has been blamed on manipulation and misrepresentation of actual facts by media particularly in the North America, Britain a nd Europe. Media portrayal of Muslims in an offensive and denigrating manner witnessed unsettling changes on both systems making Muslims victims of terror and violence. Media have been delegated the responsibility of shaping public opinion while covering reality at the same time, but in this case, continued attacks by a section of marginal groups by the West has fostered a culture of intolerance and misunderstanding. Media shapes how we see the world, and by choosing negative and frightening names for people in communicating the crisis problem greatly shapes individual’s perception towards the group in question. Mirza (2009) argues that global dominance of Western media is capable of influencing people against Islam and Muslims by using the 9/11 attacks to capitalize its political campaign.Advertising Looking for essay on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Mirza (2009) adds that the media depict Muslim what Mirza (2009) terms as â€Å"fundamentalism†, â€Å"extremism† and â€Å"racialism† (p.1). Media being the central information point represent Muslims as collective victims of terrorisms and a security threat to the Western people hence the reason for their war justification in wars tone countries. While politicization of how media has stereotyped the entire Muslim group, little efforts have been made to respond to new cadre of islamaphobic. Too often, we (viewers and readers) are caught in between engaging in revisionism debate of Islamic religion and the convincing media position of what would otherwise be classified as injustice. Effects of Islam Discrimination, Exclusion and Self-esteem Dekker and Jolander (2009) argue that â€Å"Islam is the most anti-racist and anti- prejudicial way of life† (p.1). Politicisation of Muslim followers as terrorists has brought a very sad reality of hate and violence. It has been argued that discrimination of such groups has become a major problem on the minority in Muslim communities living in foreign countries diminishing the powerful universality of their culture. The development of hostile relationships has been on the rise resulting to increased discrimination and social isolation among Muslims. Muslim youths on the other hand have experienced great social exclusion increasing chances of school dropouts and low performances. The European Monitoring Centre (EUMC) also reported high undesirable outcome of discrimination and violence towards Muslims to be attributed from negative mass media reports. Many of these reports were associated with exclusion, discrimination and violence particularly in schools and in housing sectors. These unfounded hostility on Muslin followers led to one-dimensional interpretation of the Islam as ‘terrorists’ resulting to low school performances, high unemployment rate, low wages, verbal threats and physical aggression (Dekker and Jolander, 2009, p. 3). EUMC Reports European Monitoring Centre on Racism and Xenophobia (EUMC) reports on the nature of discrimination against Muslim and Islamophobic incidents recorded high rates of discrimination incidents particularly in areas of employment, education and housing which it argues to be linked to Islamaphobic attitudes (Bohner, 2010, p.240). Increased levels of Islamaphobic are represented in areas of poor housing and below average grades particularly in school going youths. In employment sector, EUMC (2004) argues that in Ireland State an increase of 7% in unemployment rates as opposed to the national average of 4 per cent as a result of low income levels. The same reports provided that European immigrants, more particularly Muslims are more likely to drop out of schools or even worse obtain lower qualifications as a result of discrimination.Advertising We will write a custom essay sample on Islamophobia and Its Effects specifically for you for only $16.05 $11/page Learn More In whereas religious education is involved, Imams without formal qualification with little understanding of the local social context invited to teach Muslim immigrants were likely to increase lack of understanding of Muslim religion. While on housing aspect, Muslim followers suffered greater vulnerability and insecurity in their housing status as opposed to other groups. List of incidents described as â€Å"Islamophobic† United Kingdom Since the September 11th attacks on the U.S, extremists groups have targeted Muslim communities in UK by vandalising their places of worship and intimidating their religion. For example, the Kingston Mosque was attacked by throwing bottles of beer and bacons and urinating on mosques following match against Muslim extremism (Commet, 2010, p.1). United States A Muslim cab driver was brutally attacked by a New York resident after professing to the Muslim religion (Siegel, 2010, p.1). Canada At the beginning of May, a group of unknown people attacked a mosque in Canadian City of Hamilton causing severe damages to Muslim schools and buildings which were estimated to have cost 5,000 Canadian dollars (Trend, 2010, p.1). Efforts against Islamophobia and Conclusion EUMC has proposed policies and measures to adequately tackle discrimination and addresses social injustice in areas of discrimination, employment opportunities and education standards that lead to social cohesion. Such strategies include; Implementation of legislation; EUMC proposes for specific measures to promote equality. It argues that formation of groups such as Race Equality Directive and the Employment Equality Directive will ensure minority individuals vulnerable to discrimination are aware of their rights. Recording and policing Islamic incidents. EUMC proposes for recording of racism incidents and encouragement of diversity police training programs. Implementation of social integration to ensure equal opportunities and encourage social cohesion should include Muslim representatives in policy making. Promotion of equal access to education and inclusion of Muslim religion in current curriculum to ensure history of minority groups are accurately represented (EUMC, 2004, p.4). In practical efforts, Luxembourg Ministry of Education incorporated a syllabus on â€Å"Instruction religieuse et morale† which focused on Inter-faith dialogues and explains human values of non-Christian religions. Secondly, the Inter-faith dialogue known as the ‘Islamic Forums’ in the same country aimed at reducing prejudices and fears towards the Muslim community will greatly reduce Islamaphobia incidents. Discussions on racism and Islamophobia in schools should be greatly encouraged to reflect diversity within communities. Encouraging Muslims to engage in Europe public life such as politics and social processes will greatly reduce Islamaphobic incidents. And lastly, media should validate its information to ensure its acc uracy before reporting to the general public.Advertising Looking for essay on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More References Bohner, G. (2001). Attitudes. Introduction to social psychology, 3, 239-282. Commet, S. (2010). UK: Mosque attacked by protesters against Muslim extremism.  Retrieved from: http://islamineurope.blogspot.com/2010/11/uk-mosque-attacked-by-protesters.html Dekker, H., Jolanda, N. (2009).Islamophobia and its origins: A study among Dutch youth.  International Journal of Intercultural Relations, 20 (3), 1-31 EUMC. (2004). Highlights of EUMC report: Muslims in the European Union: Discrimination and Islamophobia. Social Science Research, 45, 1-5 Mirza, M. (2009). The Perception of Islam and Muslims in the Media and the Responsibility of European Muslims Towards the Media. Islamic Journal, 1, 1-4 Siegel, E. (December 14, 2010). Muslim cab driver stabbed in New York City Michael Enright arrested on hate crime charge. The Huffington Post, 1,1 Trend. (2010). Unknown persons attacked mosque in Canada. Retrieved from: https://en.trend.az/world/arab/1612283.html This essay on Islamophobia and Its Effects was written and submitted by user Carle1gh to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Econmic Sanctions Essay Example

Econmic Sanctions Essay Example Econmic Sanctions Essay Econmic Sanctions Essay There are many foreign policies that the United States of America follows by. There are many mechanisms of control In International relations that the U. S abides by to help ensure peace and equality. One of our actions to help ensure peace and unity is economic sanctions. Economic sanctions have been used for many years now in international relations. There has been countless number of times that the U. S has used this form of relations to deter a country away from its wrongful path of destruction. In recent news president Bark Obama has issued economic sanctions against Russia for their takeover of Crimea. The purpose of economic sanctions is to influence other countries in that their current behaviors or policies are wrongful to international law. The point of economic sanctions Is to punish the country that is acting out of norm. The country or countries enforcing these sanctions try to deprive the country being sanctioned of goods and trade that are essential for survival as a way of punishing them. The overall goal of these sanctions Is to try to Influence the country to change Its ways or o find a new source of trade or a different way of obtaining the goods that are being sanctioned. The host country that is applying the sanctions wants the target country to change its ways into what the host country feel is beneficial to all parties involved. We want to show the target country committing the act what will happen if they continue to keep up with their actions that are assumed morally wrong. This will show them if they continue to misbehave and going against the widely accepted international relations behavior it will be a very bleak future. In the example of most cent news involving Russia and the territory of Crimea president Obama is enforcing sanction on Russia because he believes it was wrongful of Russia to Invade Ukraine to take over the territory of Crimea. These actions dont follow the norm of international relations where one country Russia doesnt Just Invade another country Ukraine to take over the land Crimea. In the past the International laws were different and we would constantly see the boarders changing but in recent years this is a taboo act. There are many ways of using economic sanctions to get what the host nation believes is widely accepted rules. The different types of sanctions are quotas on imports and exports. Quotas on imports and exports is a limit on how much you are allowing yourself and ally countries to import and export goods with the target country. Another form of sanctions is restrictive import and export licensing. Embargos and boycotts Is a third and fourth form of sanctions. Embargos is a complete halt in trade and commerce with the target nation. Boycotts are a prevention method of doing business with the target country. When you boycott a good you dont Import that countries good. Tariffs are another form of economic inaction which Is basically a tax on goods or services that are Imported. Restrictions or canceling of trade agreements is another big example of sanctions. This is a big nation. It can prevent basic necessity of goods for the citizens and hider them from performing their daily routines. There are many opinions on whether or not economic sanctions really do work or do they harm both countries. One argument on the failure of sanctions is that when you impose sanctions against non-democratic nations because they are more difficult to punish (Allegiant). Against non-democracies, broad sanctions that impose significant costs on society allow undemocratic leaders to extract more rents, thereby strengthening their political position and making them less likely to yield (Allegiant). What this means is that it will be harder to influence a non-democratic nation that is currently under our sanctions to follow our ideology by imposing sanctions that will hurt the society. This will only make the non-democratic leader stronger and more powerful and in turn it will have the complete opposite effect of what we are trying to currently do. A second opinion on how sanctions fail is that it affects too many bystanders negatively. Successful sanctions must target the unfriendly within the target countries while shielding innocent bystanders from harm (Major). In order to have a successful sanction you need to be able to persuade and/or influence the country using coercion while you keep the innocent bystanders usually the citizens from too much harm. One danger of using sanctions as a punishment is that imposing heavy costs on the target nation, rather than achieving the desired policy change, often can be seen as a surrogate for success (Major). What this means is that if we put too much pressure on the target nation and hinder hem too much then our overall goal of persuading them into what we feel morally right might not happen. The opposite in fact can happen in a democratic nation if we make their lives much harder than before, they will feel that we are the ones who are ultimately wrong. Sanctions fail because non-democracies are difficult to punish (Allegiant). Overall sanctions are more likely to fail then they are to succeed. There are many good outcomes that can happen from economic sanctions. The overall goal of an economic sanction is to persuade or influence the target country onto complying with widely accepted international relation policies. Sanctions work by forcing the target countrys government to concede, or by leading a popular revolt that overthrows the government which can in result establish a government that will make the follow the principles that the host country is implying. Sanctions are most likely to be effective when they target the decision-makers responsible for any wrong doing and deny the assets and resources that are most valuable to these decision- making elites (Major). What this means is that for sanctions to work we need to deny he valuable assets to the target country. One example of when the U. S imposed sanctions in the past is during World War II. The U. S imposed an oil embargo against the nation of Japan. This hindered the Japanese greatly and it made them make an irrational decision on retaliation against the U. S at Pearl Harbor. This ended up working out because it caused the U. S to show its power and we ended up using the first atomic bomb against Japan. After we bombed Japan the Japanese realized that if it wanted to avoid any more destruction then it would have to succumb to the U. S and follow our sanctions. There has been a recent study that one of the best determinants of sanctions success has been the amount of damage done to the product (GNP) by somewhat over 2. 5 percent (Major). The target country that the sanction is being imposed on is going to take a hit in their economy. But this suffering is going to be the motivation for the countrys government that if it wants to hurt the economies any more than it is going to have make some drastic changes or to set up a new government that is willing to make the changes. The degree to which a group achieves its most favored policy on a particular issue is more a result of the reapportion of its resources that it devotes to that issue (Major). If we want the target country to conform to the sanction then we will need to put an adequate amount of resources to that issue. We will not persuade or force the country to make changes if we dont show them that this needs to happen. We need to be forceful and prove we are not messing around. Back to the example of Japan and WI, if we had not used the atomic bomb on Japan, the country would be totally different. We showed them that we meant business and it will have to listen to us or it would possibly face total extinction like their two major cities of Hiroshima and Nagasaki. The less apparent costs of economic sanctions, as compared to those of armed force, may encourage a facile resort to economic sanctions that would have been intolerable in the case of military action (Mallory). This is a good reason why economic sanctions are able to succeed. A sanction is going to be less costly than going to war with that nation. We never know the outcome of what can happen in a war but we can control the outcome if we impose a sanction. The host country can always retract and remove sanctions imposed upon the target country. But once we go to war with a country it is very hard to back off from the war without hurting the countrys image. It will make them look weak if we decide to back off from a war that we started. In conclusion sanctions are a true form of international politics. You have to be careful on how you impose them because you will never know how the target country will react. Sanctions are more likely to fail then they are to succeed. How much will the host country puts into the sanction and how much resources it will allocate to get the target country to conform will be the ultimate factor if it will succeed to not. Sources Used

Facts and History of Turkey

Facts and History of Turkey At the crossroads between Europe and Asia, Turkey is a fascinating country. Dominated by Greeks, Persians, and Romans in turn throughout the classical era, what is now Turkey was once the seat of the Byzantine Empire. In the 11th century, however, Turkish nomads from Central Asia moved into the region, gradually conquering all of Asia Minor. First, the Seljuk and then the Ottoman Turkish Empires came to power, exerting influence over much of the eastern Mediterranean world, and bringing Islam to southeast Europe. After the Ottoman Empire fell in 1918, Turkey transformed itself into the vibrant, modernizing, secular state it is today. Capital and Major Cities Capital: Ankara, population 4.8 million Major Cities: Istanbul, 13.26 million Izmir, 3.9 million Bursa, 2.6 million Adana, 2.1 million Gaziantep, 1.7 million Government of Turkey The Republic of Turkey is a parliamentary democracy. All Turkish citizens over the age of 18 have the right to vote. The head of state is the president, currently Recep Tayyip ErdoÄŸan. The prime minister is head of government; Binali YÄ ±ldÄ ±rÄ ±mis the current prime minister. Since 2007, presidents of Turkey are directly elected, and the president appoints the prime minister. Turkey has a unicameral (one house) legislature, called the Grand National Assembly or Turkiye Buyuk Millet Meclisi, with 550 directly elected members. Parliament members serve four-year terms. The judicial branch of government in Turkey is rather complicated. It includes the Constitutional Court, the Yargitay or High Court of Appeals, the Council of State (Danistay), the Sayistay or Court of Accounts, and military courts. Although the overwhelming majority of Turkish citizens are Muslims, the Turkish state is staunchly secular. The non-religious nature of Turkish government has historically been enforced by the military since the Republic of Turkey was founded as a secular state in 1923 by General Mustafa Kemal Ataturk. Turkeys Population As of 2011, Turkey has an estimated 78.8 million citizens. The majority of them are ethnically Turkish - 70 to 75% of the population. Kurds make up the largest minority group at 18%; they are concentrated primarily in the eastern portion of the country and have a long history of pressing for their own separate state. Neighboring Syria and Iraq also have large and restive Kurdish populations - the Kurdish nationalists of all three states have called for the creation of a new nation, Kurdistan, at the intersection of Turkey, Iraq, and Syria. Turkey also has smaller numbers of Greeks, Armenians, and other ethnic minorities. Relations with Greece have been uneasy, particularly over the issue of Cyprus, while Turkey and Armenia disagree vehemently over the Armenian Genocide carried out by Ottoman Turkey in 1915. Languages The official language of Turkey is Turkish, which is the most widely-spoken of the languages in the Turkic family, part of the larger Altaic linguistic group. It is related to Central Asian languages such as Kazakh, Uzbek, Turkmen, etc. Turkish was written using the Arabic script until Ataturks reforms; as part of the secularizing process, he had a new alphabet created that uses the Latin letters with a few modifications. For example, a c with a small tail curving beneath it is pronounced like the English ch. Kurdish is the largest minority language in Turkey  and is spoken by about 18% of the population. Kurdish is an Indo-Iranian language, related to Farsi, Baluchi, Tajik, etc. It may be written in the Latin, Arabic or Cyrillic alphabets, depending upon where it is being used. Religion in Turkey: Turkey is approximately 99.8% Muslim. Most Turks and Kurds are Sunni, but there are also important Alevi and Shia groups. Turkish Islam has always been strongly influenced by the mystical and poetic Sufi tradition, and Turkey remains a stronghold of Sufism. It also hosts tiny minorities of Christians and Jews. Geography Turkey has a total area of 783,562 square kilometers (302,535 square miles). It straddles the Sea of Marmara, which divides southeastern Europe from southwestern Asia. Turkeys small European section, called Thrace, borders on Greece and Bulgaria. Its larger Asian portion, Anatolia, borders Syria, Iraq, Iran, Azerbaijan, Armenia, and Georgia. The narrow Turkish Straits seaway between the two continents, including the Dardanelles and the Bosporus Strait, is one of the worlds key maritime passages; it is the only access-point between the Mediterranean and the Black Sea. This fact gives Turkey enormous geopolitical importance. Anatolia is a fertile plateau in the west, gradually rising to rugged mountains in the east. Turkey is seismically active, prone to large earthquakes, and also has some very unusual landforms such as the cone-shaped hills of Cappadocia. Volcanic Mt. Ararat, near the Turkish border with Iran, is believed to be the landing-place of Noahs Ark. It is Turkeys highest point, at 5,166 meters (16,949 feet). Climate of Turkey Turkeys coasts have a mild Mediterranean climate, with warm, dry summers and rainy winters. The weather becomes more extreme in the eastern, mountainous region. Most regions of Turkey receive an average of 20-25 inches (508-645 mm) of rain per year. The hottest temperature ever recorded in Turkey is 119.8 ° F (48.8 ° C) at Cizre. The coldest temperature ever was -50  °F (-45.6 ° C) at Agri. Turkish Economy: Turkey is among the top twenty economies in the world, with a 2010 estimated GDP of $960.5 billion US and a healthy GDP growth rate of 8.2%. Although agriculture still accounts for 30% of jobs in Turkey, the economy relies on industrial and service sector output for its growth. For centuries a center of carpet-making and other textile trade, and a terminus of the ancient Silk Road, today Turkey manufactures automobiles, electronics and other high-tech goods for export. Turkey has oil and natural gas reserves. It is also a key distribution point for Middle Eastern and Central Asia oil and natural gas moving to Europe and to ports for export overseas. The per capita GDP is $12,300 US. Turkey has an unemployment rate of 12%, and more than 17% of Turkish citizens live below the poverty line. As of January  2012, the exchange rate for Turkeys currency is 1 US dollar 1.837 Turkish lira. History of Turkey Naturally, Anatolia had a history before the Turks, but the region did not become Turkey until the Seljuk Turks moved into the area in the 11th century CE. On August 26, 1071, the Seljuks under Alp Arslan prevailed at the Battle of Manzikert, defeating a coalition of Christian armies led by the Byzantine Empire. This sound defeat of the Byzantines marked the beginning of true Turkish control over Anatolia (that is, the Asian portion of modern-day Turkey). The Seljuks did not hold sway for very long, however. Within 150 years, a new power rose from far to their east  and swept toward Anatolia. Although Genghis Khan himself never got to Turkey, his Mongols did. On the 26th of June, 1243, a Mongol army commanded by Genghiss grandson Hulegu Khan defeated the Seljuks in the Battle of Kosedag  and brought down the Seljuk Empire. Hulegus Ilkhanate, one of the great hordes of the Mongol Empire, ruled over Turkey for about eighty years, before crumbling away around 1335 CE. The Byzantines once more asserted control over parts of Anatolia as the Mongol hold weakened, but small local Turkish principalities began to develop, as well. One of those small principalities in the northwestern part of Anatolia began to expand in the early 14th century. Based in the city of Bursa, the Ottoman beylik would go on to conquer not only Anatolia and Thrace (the European section of modern-day Turkey), but also the Balkans, the Middle East, and eventually parts of North Africa. In 1453, the Ottoman Empire dealt a death-blow to the Byzantine Empire when it captured the capital at Constantinople. The Ottoman Empire reached its apogee in the sixteenth century, under the rule of Suleiman the Magnificent. He conquered much of Hungary in the north, and as far west as Algeria in northern Africa. Suleiman also enforced religious tolerance of Christians and Jews within his empire. During the eighteenth century, the Ottomans began to lose territory around the edges of the empire. With weak sultans on the throne  and corruption in the once-vaunted Janissary corps, Ottoman Turkey became known as the Sick Man of Europe. By 1913, Greece, the Balkans, Algeria, Libya, and Tunisia had all broken away from the Ottoman Empire. When World War I broke out along what had been the boundary between the Ottoman Empire and the Austro-Hungarian Empire, Turkey made the fatal decision to ally itself with the Central Powers (Germany and Austria-Hungary). After the Central Powers lost World War I, the Ottoman empire ceased to exist. All of the non-ethnically Turkish lands became independent, and the victorious Allies planned to carve Anatolia itself into spheres of influence. However, a Turkish general named Mustafa Kemal was able to stoke Turkish nationalism  and expel the foreign occupation forces from Turkey proper. On November 1, 1922, the Ottoman sultanate was formally abolished. Almost a year later, on October 29, 1923, the Republic of Turkey was proclaimed, with its capital at Ankara. Mustafa Kemal became the first president of the new secular republic. In 1945, Turkey became a charter member of the new United Nations. (It had remained neutral in World War II.) That year also marked the end of single-party rule in Turkey, which had lasted for twenty years. Now firmly aligned with the western powers, Turkey joined NATO in 1952, much to the consternation of the USSR. With the republics roots going back to secular military leaders such as Mustafa Kemal Ataturk, the Turkish military views itself as the guarantor of secular democracy in Turkey. As such, it has staged coups in 1960, 1971, 1980 and 1997. As of this writing, Turkey is generally at peace, although the Kurdish separatist movement (the PKK) in the east has been actively trying to create a self-governing Kurdistan there since 1984.

Too Busy Coursework Example | Topics and Well Written Essays - 250 words

Too Busy - Coursework Example Quality control evaluation of the new product line is the task of product manager. Attending local trade show featuring new technology products is up to the specialists in technology or/and some of our salespersons who might also establish new contacts there. I would delegate returning phone calls to my secretary or PA asking them to find out all information I should know and report it to me. The reason why I picked up the listed 4 tasks are as follows: doing new employee evaluation is strategically important because I need the right people in my team, so whereas my HR manager will do initial recruiting and selection, the final stage of evaluation before he or she starts working with us would be my responsibility. Reviewing strategic goals for the next two months is certainly something I have to do being a manager. I would also try to make time for meeting my business partner for afternoon golf game because business relationships need to be maintained same as personal ones, and we’re always doing business with people – so have to build relationships with them. And of course I would attend the regular weekly meeting I have been scheduling, although of course this would depend on what exactly the topic of the meeting is. If I skip it, this would give a bad impression to the people present at it, but I can make it shorter if I need to do lots of other

Case 4 Assignment Example | Topics and Well Written Essays - 750 words

Case 4 - Assignment Example These factors, and other, have contributed to a shortage of quality leaders coming through the ranks. At the current pace, this article points to the reality that many fear there will be a shortage of leadership talent in the coming decades that could be quite dire. Brown advocates implementing procedures now to locate, secure, and properly train future leaders. This begins with the idea that all existing managers become talent scouts. In order to effectively accomplish this task, managers must then be given tools that enable them develop the talent that they do find. This is a type of grooming that is sorely lacking today in corporate America. It involves giving ‘new talent’ opportunities to practice newly developed skills. They should also be given opportunities that allow them to complete special projects or rotations in an effort to get their feet wet and get a taste of what being an effective leader entails. During this entire process, the managers of today should b e providing emotional support and encouragement to new acquired acquired talent, in addition to providing them with constructive feedback designed to facilitate further growth and improvement. Critique Who’s Next in Line? Develop Tomorrow’s Leaders Today It is certainly plausible to consider that a looming talent gap exists at some point in the near future, should current trends not reverse themselves. As this synopsis effectively points out, it seems that too many managers today are not concerned with training quality new leaders to one day take over the reigns of various departments within an organization, or even to rise to through the executive ranks themselves at some point in the future. Rather, the focus seems to be on maintaining their own job security and well-being, as opposed to looking out for the best long term interests of the organization as a whole. With this in mind, then, it is important to be constantly looking for ways to attract, recruit, train, an d maintain quality staff that will take on larger leadership roles in the future. This is similar to college athletics. The teams that dominate year in and year out are not satisfied with the current ‘winning’ season. They constantly have one eye pointed towards the future and are actively recruiting the ‘new’ team of the future. As it should be with any successful business or public entity. The organization that is effective today is likely there because of its structure of leadership. Such personnel, however, will one day depart the agency and leave a leadership gap unless steps are put into place to make sure there are people already trained and ready to take their place. This is critical. A sudden retirement or loss of talent can leave an organization scrambling for answers. To combat this reality, Brown (2011) purports that, â€Å"In today’s environment, leaders need to accelerate the preparation of a pool of qualified successors for any level of their organization† (p. 95). This certainly appears to be a valid assumption, not only because of the growing numbers of current leaders set to retire in the near term, but also due to the increasing globalization existent in the world today. America no longer holds a monopoly on strong leadership. There is a fierce competition being

Development from Birth to 19 Essay Example for Free

Development from Birth to 19 Essay Physical:- 0-3 Physical development from birth is usually very quick, within the first few weeks of being born a baby will smile and start responding to sounds and environments. Gradually their muscles start to develop and by 6 months they will start reaching for and holding objects. Around the time a baby reaches one year they are beginning to crawl, and can roll from front to back. Using furniture to aid themselves in standing or using adult support to start taking some first steps. They are now able to sit unaided. Hand eye coordination starts improving as they pass objects between both hands. Teeth may start to show and more solid food will be introduced to them. As they move towards the age of two a child will begin walking and using toys to push and pull while they are walking. Picking objects up in different ways, building small towers and starting to show a preference for one hand. Pointing at their choices and waving and using their head to tell you yes or no. Between two and three they will start making marks on paper and developing their fine motor skills. Gross motor skills will develop, kicking balls and throwing them. 3-7 From three years gross motor skills will start advancing, such as jumping and running, stairs will become easier. They will gain more independence. Fine motor skills will be easier and they can start to dress and undress themselves with a small amount of assistance. By the time a child gets to four girls and boys become slightly different. Boy’s gross motor skills will be developed further when it comes to throwing, catching, climbing pedalling etc, however for girls their fine motor skills will be more developed with use of scissors, pens/pencils and threading beads. When children reach the age of five they will have more control with pencils, copying letters and shapes. Gross motor skills will keep on developing and they are able to kick with an aim, learning to hop on one leg and then the other. By six children will start taking risks with jumping from heights and will start riding bikes better as their confidence increases. They learn to do buttons while dressing thems elves and begin to learn laces. 7-12 At seven years old children can walk along a thin line with arms out to the side for balance. They will start riding a bike two-wheeled or possibly roller skates. Stamina will have increased showing in some activities such as swimming and gymnastics. They start to assess their environment when running avoiding objects that are in their way. Catching becomes better, and may even use only one hand when doing so. They are more competent with their writing skills, incorporating colours with their drawings, such as green at the bottom of the page for grass. Children aged eight and nine have a quicker reaction time and their body strength will have increased. They enjoy participating in sports and energetic games. They can control over small muscles and can draw and write with more skill and dexterity and start joining letters in their handwriting. At ten and eleven years girls and boys begin to differ again, girls experience puberty earlier than boys, generally girls are two years ahead of boys. Body proportions become more like those of adults. Writing has become established and they will now have a writing style, usually with joined up letters. 12-19 Physical becomes very different in each child from the age of twelve upwards as they are now in adolescence. Boys and girls have a big difference. Boys will become bigger than girls, body shape will change, muscles will develop and body hair will grow. Strength and coordination will increase. Other changes that happen within puberty will start such as their voices getting deeper, testicles and scrotum will begin to grow. With Girls body shape will change and start to round and become curvy. Their breasts will start to develop, menstruation will start however this can range from eight years until late teens, and the average age is around thirteen. Some girls may become physically mature by the age of fifteen and close to their adult height, however some may still develop larger breasts and a fuller figure. Intellectual:- 0-3 When a baby is born intellect is very simple by imitating and trying new ways of behaviour. For example, imitating adults when opening their mouth and sticking out their tongue. They start to make eye contact and recognise their primary carers and cry in expressive ways. Begin to understand the meanings of words such as bye and mama. By the time they are turning nine months old they will understand their daily routines and follow simple instructions. They will watch a toy be hidden and then look for it (object permanence) and also look in the correct direction for a falling toy. By one year old children will use the trial and error method to learn about objects. They understand simple instructions such as ‘clap hands’ or ‘wave bye’. They will start to learn body parts and will point to them and refer to themselves by name. By two years children begin to understand the consequences of their own actions and of those around them. They follow simple instructions and give empathy to other babies cry and try to provide comfort. Vocabulary will grow to about 1,000 words and will start to put phrases together. 3-7 At three years old children are able to match two or three colours, following instructions will have grown and are fascinated by cause and effect often asking ‘why’. They have grasped the concept of one and lots. At four years old children will talk about things in the past and in the future, their memory skills have increased and can often confuse fact with fiction, they can give reasons and solve problems, and are able to sort objects into groups. By five years old, a child can produce drawings with great detail, they become interested in reading and writing. By six years old, children think in a more co-ordinated way and can hold more than one point of view at a time. They are able to know the difference between reality and fantasy but may still be frightened by supernatural characters. They develop concepts of quantity such as length, volume, capacity and weight. Cultural conventions influence their drawing and writing. 7-12 At seven years old, children will start to become better with technology, using computers for simple word processing using the mouse and keyboard. They start to challenge themselves by using new materials for experiments. They enjoy learning mathematical and scientific concepts and can perform simple calculations in their heads and telling time. Children develop a logical way of thinking but are still limited compared to an adult. At eight and nine years old children have an increased attention span, they understand complex sentences and are able to speak and express their ideas. They learn to plan ahead and evaluate what they do. At ten and eleven, they begin to devise memory strategies, they understand the motives behind the actions of another. Children may become curious about alcohol, tobacco and drugs and want to understand more about them. 12-19 During adolescence teenagers become more responsible for their own thoughts, words and actions, they think about possibilities and their future, occupations and relationships etc. Teenagers form their individual identity with guidance from education, parents and peers. They think through hypotheses and by using their ability they think about situations that are contrary to fact. They use imagination when solving problems and they approach a problem with a systematic method. Communication and language:- 0-3 A child’s language development usually begins within their first three months, babies will watch faces and mouths and try to copy other people’s movement and sounds. They will coo, gurgle and cry in expressive ways, they smile in response to speech. They laugh and vocalise with increasing tone and intensity. At around six months babies babble spontaneously, talk to themselves and squeal with delight. At nine months babies enjoy communicating with sounds, they understand and obey the command ‘no’. At the age of one, children will speak two to six or more recognisable words and show that they understand many more. At twelve months deaf babies stop babbling and begin to learn the special manual gestures of sign language. They start to learn a few body parts. At eighteen months the vocabulary grows to six to forty recognisable words and understand many more than that, using gestures alongside these words. Singing is enjoyable as well as listening to songs and rhymes. At two years old children speak over 200 words and learn new words rapidly, but can understand many more words than they can speak. Phases are used as telegraphic speech some phrases can mean more than one thing. Naming things becomes fun and they spend a great deal of time doing this. ‘Why’ becomes a favourite word and questions are constantly being asked. As a child reaches three years old, they will join in and remember both words and actions to songs, speech progresses into longer sentences and can easily learn new words, names, places and so on. 3-7 As children grow at three years old, if more than one language is being spoken around them they will learn more than one language. They can carry on conversations but often miss link words like ‘the’ and ‘is’ During their singing and speaking they will use pitch and tone. At four years old, children start to talk in past and in the future. They begin to recognise patterns in the way words are formed and apply these when talking however they are unaware that many common words have irregular forms, they may say ‘I runned’ or ‘I goed’. Jokes and play on words become enjoyable. At five years old children will talk with a good knowledge of tense, using the past, present and future in conversation. They are fluent in speech and grammatically correct for the majority. Questions are asked about abstract words like ‘beyond’. Children at six years old gain confidence when they speak and remember and repeat songs and nursery r hymes. They may alternate between wanting stories read to them and reading books themselves. 7-12 At seven years old children understand that words have more than one meaning. Expressing themselves becomes easier in speech and writing. They use compound and complex sentences, and can carry adult-like conversation. At eight and nine, children use and understand complex sentences, they are very verbal and enjoy making up and telling jokes. Spelling becomes understood, and using simple punctuation becomes consistent. They use writing for different purposes, for both imaginative and factual. They use books to find out answers, reading independently for long periods of time, sometimes using the help of adults. Through the ages of ten and eleven children can write moderately lengthy essays, to do this they may use dictionaries, school libraries or the help of an adult to gain the correct information. They will look at work they have done and try to correct punctuation and revising their own writing. 12-19 During adolescents, language skills may still be developing, but with a more complex manner. They may start using sarcasm and wit the older they get. They will have a fast legitimate style of handwriting and will communicate in an adult manner, including increased maturity. Teenagers are able to process text talk and abstract meaning, understanding abstract language and the meaning, figurative language and metaphors. Emotional and Personal:- 0-3 From birth babies respond to adults especially their mother/father’s faces and voices.. At one years old children may show distress or separation anxiety. Objects such as blankets or teddies will be used for comfort. They become emotionally liable, meaning that they are likely to have variable moods throughout the day. From two years old, children want to please adults and become much more independent, but frustration will show when they are unable to complete some tasks without the help of an adult resulting in tantrums. Jealousy begins to show when they are not receiving attention, sharing may become hard for some children, this can be with attention from adults or even some toys. Frustration is now shown more because of not being able to express themselves. Children may also show toilet needs by restlessness or words. 3-7 From three years old, children will begin to learn to share better with other children. They feel more secure are able to cope in new surroundings and new adults for a longer period of time, but still need routine and structure to feel safe. They like to do more things independently and unaided. Affection is shown to siblings whether it be older or younger. Using the toilet independently and dry throughout the night but may still have accidents, although this may be different with each child. Fears may develop for example of the dark, this is because they are capable of pretending and imagining. At four years old children can eat skilfully with a spoon and a fork. Dressing themselves and doing things like brushing their teeth, washing and drying their hands can be done independently but still need help with buttons and laces. Children at five years old have definitive likes and dislikes, but may have small apparent logic, for example they may eat on food when it is only cut a certain way. From the age of six children begin to compare themselves with others around them, thinking that they are like others but in a different way. They carry out simple task and like to get rewarded for doing so, some people may use reward charts to do so. 7-12 At seven years old children learn how to control their emotions, learning that they can keep their emotions to themselves and hide their true thoughts and feelings. Who they would like to be becomes thought about and can be critical of their own work. Children at eight and nine years old can easily be embarrassed, can be discouraged easily and take pride in their own competence. They can become argumentative and bossy however can still be kind and approachable. The feelings and needs of others may not be fully understandable to them but they do begin to see things from somebody else’s point of view. Through the ages of ten and eleven, children have an increasing ability to understand the needs and opinions of others, developing a more defined individual personality. They can become gradually more self-conscious and are able to identify and describe what they are feeling to others. For girls especially those who start puberty early they may have sudden dramatic or emotiona l changes. 12-19 As teenagers go through adolescents through the ages of twelve and sixteen they may feel misunderstood, they may become self-conscious or anxious about their physical appearance and often compare themselves to others, needing a great deal of reassurance. They may alternate between behaving like a child and behaving as an adult, this is because they will experience big emotional changes and may find them difficult to control. Recognition from peers becomes important to teenagers feeling the need to be accepted, this may influence their clothing styles and interests. Through sixteen and nineteen teenagers may begin to explore their own sexuality, they can start to question their own family’s beliefs, values and attitudes and develop their own. Their peers have less influence on them as it becomes less important to them. Social and Behavioural:- 0-3 From Birth babies enjoy feeding and cuddling. They enjoy the company of others and games like ‘peek-a-boo’ become one of their favourites. They will become shy around others and look to their primary carer for comfort and reassurance. They begin to show a particular temperament, they can be placid or excitable. At around six months babies become more wary of strangers and show distress when their mothers leave, they smile at familiar faces and strangers. From one year, children help with daily routines, such as getting washed and dressed, they enjoy socialising at meal times, trying to master feeding themselves.. They may repeatedly throw objects on the floor during play or because of rejection. Playing by themselves contently but may prefer to be near a family member or familiar adult. At two years old children become curious about their environment and are eager to try new experiences, they like to play with other children but may not like sharing their toys. 3-7 From three years old children can see things from someone else’s point of view and family meal times become very enjoyable. They are willing to share their toys with their peers and begin to take turns when playing, it is interesting to make friends and having them. They are more cooperative with adults and like to help them. At four years old children like to be independent and are strongly self-willed. They like to be with other children but often show sensitivity to others. When a child reaches five years old they are able to amuse themselves for longer periods of time, for example looking at a book or watching a DVD, they show sympathy and comfort to friends who are hurt and are able to choose their own friends. At six years old children choose their friends from their personalities and interests, they hold long conversations with them naturally taking it in turns to speak and listen. 7-12 Children from seven years old start to form close relationships mainly with those of the same sex as them, however adult help may be needed in resolving arguments. Speaking up for themselves becomes easier for example when visiting people like the dentist or doctor. Around this age it is important for children to understand boundaries and why they are there. At eight and nine children make friends rather casually and may change quickly, the majority of friends are still the same sex as them but begin to show interest in the opposite sex. They start to join informal clubs formed by other children themselves but also like to join adult led groups like brownies or cubs, and start to show a sense of loyalty to these groups. Through the ages of ten and eleven children have stronger relationships with friends and usually have a best friend, the friendship will also last longer, these friendships will be formed on the basis of a mix of different shared interests and things that they have in common. Children fall into peer pressure and want to talk, dress and act like their friends, they prefer to spend time with friends and still continue to enjoy belonging to small groups of the same sex. 12-19 During adolescents teenagers start to identify more with friends and the relationship with parents becomes weaker. Because of the emotional need of feeling accepted from their peers, friends influence their interests. Teenagers become more socially skilled and become better at resolving conflicts with others. As they reach the age of sixteen to nineteen relationships with parents become strong again as they can have much more of an adult relationship with them. Friends and others around them influence their behaviour less as they become less important to them.

Physics of the Compound Bow :: physics weapon bow archery

A Brief History of the Bow * Arrowheads have been found in Africa that date back as far as 25,000 to 50,000 B.C. * Throughout the next few tens of thousands of years, humans had PLENTY of time to refine their techniques. Fire-hardening arrow heads, fletching arrow shafts to improve their flight characteristics, "tillering" bows so that the upper and lower limbs had the same bend radius, etc. All of these improvements helped increase the efficiency and accuracy of the bow and arrow, and helped humans to survive and advance throughout the ages. * One major advance was the creation of composite bows. Around 2,800 B.C. people began blending different materials together to create better bows. The Egyptians of these times had long composite bows capable of shooting an arrow up to 400 yards! * As you can see, the bow has been around a long while. It wasn't until recently, however, that the actual design of the bow itself was changed. In fact, this ingenious modification happened about forty years ago... The Compound Bow * On December 30th, 1969, Holless Wilbur Allen was granted the patent that would change archery forever. * The invention of the compound bow was just the beginning. As with the invention of the original bow and arrow, time and ingenuity would take the basic concept to new heights. However, the modern understanding of physics, coupled with advanced materials and construction techniques, has greatly increased the pace at which advances are made. * Using cams on one or both limbs of a bow allowed for an increased draw weight in the middle of the draw and a reduced weight at full draw. Archers firing traditional recurve bows encounter the highest resistance and draw weight at full draw. This means less time sighting in on a target before fatigue sets in, due to the strain of holding the bow at full draw. Compound bows, on the other hand, use a cam system which places the most resistance about 2/3 of the way through the drawstroke. At full draw, the compound bow reduces the tension in the bowstring by as much as 75-80%, allowing an archer to remain in position and more carefully sight in on a target.

Barrack Obama’s Speech on Racism

For two hundred and twenty one years, the United States of America has long been haunted by the blunders of racism. Within the past years, racism has caused a divisive line that sheltered hatred, anger and injustice within the hearts of Americans – whites, blacks and browns. And though the American constitution has promised the American people justice and liberty, the ideal of attaining an equal citizenship amongst the people has not been made possible.And yet, despite the years of struggle for fair race treatment, the vast land of America has still been tied to the bondage of racist commentaries and visions. And Barrack Obama’s speech has been keen on pin pointing the areas of blunders wherein racism waved stronger. Barrack Obama’s speech indeed fueled the issue of racism, not only through keen observation of what has happened in his environment, but also due to the fact that he was also part of the circle that harbored the evils of racism.The speech is keen on presenting the controversies and atrocities brought by upholding too much for one’s own race, unmindful whether it damaged and wounded the principles upheld by other race. Racism is not merely the fault of either the blacks or the whites; but rather, racism has been for ages an intense issue because both of the two sides were biased enough to hold grudges in their hearts. Racism is indeed endemic. It has caused concerns ranging from education, poverty, inequality and war.Adults and children of both genders and different hues, have suffered widely due to biased racial views. And it is even more heightened due to the human’s tendency of keeping angst and hatred in their hearts, and their natural tendency of pointing the bluff and blaming the other race for their sufferings. Although it is indeed true that at some point of their lives, the blacks suffered from extreme biasness and racist judgments. History has shown that blacks have been deprived of equal opportunities th at whites enjoyed.On the other hand, at some instances, whites have also been neglected and their growth impeded. But nonetheless, it is never proper and just to point the blame on neither of the races. If the people coming from different races will continue blaming other races for their misfortunes and lack of opportunities, their nation will be put into the deepest of slump. Prosperity and progress shall never come to a nation divided by color, gender, race and ethnicity. Racial issue is a part of the nation’s history; growth or demise; success or failure. As such, it is an issue that no one can ignore.And given that it is becoming more and more elated and heightened, the nation should come to a point of putting a decisive end against racial issue continuing to divide the people and the land. And as Obama stated, it is never possible to throw away a part of your personality. Being white or black is never one’s choice. It came from birth and from it, comes also the op portunities and challenges – positive or negative – that came uniquely with one’s identity and race. And whatever one has achieved in his/her life is due to his/her own choices and own calls.Indeed, America has come to a crucial point of ceasing racism and ethnocentrism from ripping off the country. As Obama stated, the people is entitled for an option. The people can opt to choose on having to shelter guilty feelings and hatred towards the other race or citizens of a color different to theirs. Or people can choose to embrace the differences and march along a line towards equality and cultural relativism. Equality reaches far more concerns other than giving education to children and youth, provision for jobs, and assurance for proper healthcare to all of the people.Equality should mean that each and every person in the country recognizes each other’s differences in color, race and ethnicity, and not minding those differences at all. If this is achieved, t hen the nation is ought to move towards progress. And this time, a kind of progress that extends to every citizen, every individual, regardless of gender, ethnic or race. This time, a nation that grows stronger in union is to be built. Reference Obama, Barrack. 18 March 2008. Transcript of Barrack Obama’s Speech. CNN. com. Retrieved April 14, 2007 from

The Stone Boy

Essay – The stone boy. In this essay, would I like to discuss how the way his family neglects Arnold can affect him in the future. The story is set in the south part of the USA where we meet the following characters, Arnold and Eugene on their way out early in the morning. The two boys are on their way out to the lake, where they are going to pick peas and if they are luckily, to shoot some ducks. Arnold has got a 22-caliber rifle, which he got from his father and on their way to the lake, when passing under some wires the rifle got stuck in it and ended up killing Eugene. When telling his parents about the incident they didn’t believed him. Shortly after the sheriff and the father bring Arnold in to town, they didn’t believe it was an accident but that he had planed everything. In The Stone Boy we meet a little boy by the name Arnold, who’s only 9 years old. He is a young, happy boy who looked up to his brother[1]. But something went awry when his brother got killed. He went into a state of shock that instead of calling for his father to help Eugene so that he could maybe survive, just went on picking peas. Furthermore his state of shock became worse when he was brought to the sheriff’s office for a hearing; In there, the sheriff questions Arnold about things, like why he was carrying a . 22-caliber rifle, if him and his brother where good friends, how it happened ect. But then the sheriff began pinpointing his questions, like why he didn’t call for help and why he kept on picking peas for an hour could Arnold not answer the question. Which made it seem obvous, to the sherrif and the father, that the boy might have killed Eugie for the sake of pleasure that and that accusation made Arnold look as an evil young boy[2]. The way the grownups handled the situation was poorly. The boy at only nine years gets questions thrown at him. â€Å"â€Å"I came down to pick peas,† he said. â€Å"What’s that got to do with it? † â€Å"It’s better to pick peas while they’re cool. † Those where the last words Arnold said at the sheriff’s office, before he was look upon as cruel and didn’t care about his brother. [3] The relationship between Mother and Arnold in The Stone Boy is not how it should be. At page 4 from line 116 and till the end of the page you see how Arnold’s mother is ignoring him. Putting her hands over her face to cover her eyes from meeting her on sons’ and ignoring him when he tries to come in to his mother at night to find closure, you can’t do anything, but feel sad for poor Arnold. If a child breaks something or looses something they should be scolded, but getting angry at a 9 year old child because for an accident no matter size and treating the child as a murderer because of his reaction should not be the answer. Arnold’s mother should have thought about that, because he was in grief and wanted her to be there, and maybe hold him in her arms and tell him that everything is going to be okay. But unfortunately she doesn’t do that and that becomes a consequence. The Stone Boy is written in a subjective 3rd-person. When I say subjective, I mean that the narrator only lets us see what Arnold is thinking while commenting throughout the story. An example could be; â€Å"Then he went out the door and down the back steps legs trembling from the fright his answer gave him. †[4] This is where his mother asked him what it was he wanted from her the night before, when she didn’t let him into her room. You can begin to see how he is affected by everything that has happened. That night she didn’t let him in, changed him because of the way he is emotionally. The themes that are mostly seen in The Stone Boy: †¢ Death: which we have seen throughout the story; the death of Eugene and mostly the death of himself. †¢ Identity/Failure: by the end of the story, Arnold has transformed himself into the â€Å"stone boy† referred to in the title. Yet, he doesn’t do so because he feels himself unable to experience emotions and share feelings; he does so because he realizes that this is how his family looks at him. Violence: the sheriff judges Arnold, defining him as a cold-blooded, merciless monster; everyone present feels the chill of his words. The sheriff's next words tell a grim future for Arnold. The Stone Boy covers most of the story, like I mentioned in the ‘themes’ section, about how the people around him, made him become this cynical ‘stone boy’ no matter what he does from that day on (after Eugeneâ₠¬â„¢s death) won’t change anything, because the environment has become ‘blinded’ by his emotional state. While reading the text, I found besides the misery, sadness and neglect, there was a very important massage and a big question; â€Å"Why was there a weapon at home and at a place where children could easily reach? † It wasn’t the boys fault but the parents. By that said no need to write more than that. ———————– [1] The Stone Boy – page 1. [2] The Stone Boy – page 4, line 106. [3] The Stone Boy – page 4, line 112. [4] The Stone Boy – page 5, line 142-143

How to Draft a Lesson Plan in 6 Steps

How to Draft a Lesson Plan in 6 Steps Before students plan a lesson, they need to first identify the learning objectives for the class meeting for which they are planning, so they can design effective learning activities and create strategies for accomplishing these objectives. For those studying education, learning to write a lesson plan is a crucial skill because it will serve as a roadmap  for what their future students will need to learn during class time. HOW TO SAVE MONEY IN COLLEGE Before they plan a lesson, the students need to first identify the learning objectives for the class meeting for which they are planning, so they can design effective learning activities and create strategies for accomplishing these objectives. Below you will find 6 steps to follow if you want to write a successful lesson plan. Step 1 Outline the objectives. This helps to determine what the students need to learn or accomplish by the end of class. Answering these questions helps determine a teacher’s objectives: What is the topic of the lesson? What is it that I want students to understand or be able to do by the end of the class? What do the students need to take away from this lesson? What are the most important concepts, ideas, and skills the students need to grasp and apply? Step 2 Develop an interesting introduction. If possible, start with a question or activity to engage the students’ attention, because a creative introduction can stimulate their minds and encourage thinking. A variety of approaches can be used to accomplish this: a personal anecdote, historical event, thought-provoking dilemma, a real-world example, short video clips, a probing question, etc. One creating an introduction to a lesson plan may want to consider these questions: Is there a way to check if students are familiar with the topic? What could be these preconceived notions about this topic?   How can I introduce this topic? Step 3 Plan learning activities. There are several ways of conveying subject matter and teaching a lesson to students – such as using real-life examples, analogies, and certainly visuals. As these activities are being planned, one should estimate how much time they will have to spend on each activity so that every objective will be accomplished. Also, it helps to build in extra time in case an explanation or discussion is needed. The following questions will help one determine which activities are best for their lesson: How can I most effectively explain the topic?   What are the most creative, effective ways for me to best convey the topic to my students? How can this topic be engaging?   What can be incorporated into the lesson to help the students? What do the students need to do to truly grasp the topic? Step 4 Determine how to check for understanding – to see if the students learned what the lesson set out to teach. Crafting specific questions, as well anticipating the appropriate responses to them, either orally or in writing, is an effective way to confirm students’ understanding. Step 5 Develop a conclusion and a preview. An effective conclusion should summarize the points covered in class and also preview what will be covered in the next lesson – maybe even explaining how this lesson relates to the next. Step 6 Create a realistic timeline. Estimate how much time each activity will take, and plan extra time for each. Also, plan just a few minutes at the end of the  class to go over uncovered points or topics that may not have been understood by the students. Sum up the key points. PLANNING YOUR RESEARCH PROJECT If you study education and need to draft a plan for a lesson the above information will be quite useful to read and follow. If you have no time for writing a well-structured lesson plan you may inform us about your assignment or place an order on our website.

The US Federal Minimum Wage

The US Federal Minimum Wage What is the current U.S. federal minimum wage? The answer to that question can be trickier than you might think.While the current US federal minimum wage was last set at $7.25 per hour on July 24, 2009, your age, type of employment, even where you live can alter the legal minimum hourly wage your employer is required to pay. What is the  Federal Minimum Wage Law? The federal minimum wage is established by and regulated under the Fair Labor Standards Act of 1938 (the FLSA). In its final form, the act applied to industries whose combined employment represented only about one-fifth of the US labor force. In these industries, it banned oppressive child labor and set the minimum hourly wage at 25 cents, and the maximum workweek at 44 hours. Who Must Pay the Federal Minimum Wage? Today, the minimum wage law (the FLSA) applies to employees of enterprises that do at least $500,000 in business a year. It also applies to employees of smaller firms if the employees are engaged in interstate commerce or in the production of goods for commerce, such as employees who work in transportation or communications or who regularly use the mails or telephones for interstate communications. It also applies to employees of federal, state or local government agencies, hospitals and schools, and it generally applies to domestic workers. Details of the Federal Minimum Wage The following details apply only to the the federal minimum wage, your state may have its own minimum wage rates and laws. In cases where state minimum wage rates differ with the federal rate, the higher minimum wage rate always applies.Current Federal Minimum Wage: $7.25 per hour (as of July 24, 2009) may vary under the following conditions: Younger Workers: If you are under 20 years of age, you may be paid as little as $4.25 per hour during your first 90 consecutive calendar days of employment. Students, Apprentices and the Disabled: Certain full-time students, student learners, apprentices, and workers with disabilities may be paid less than the minimum wage under special certificates issued by the US Department of Labor. Workers Who Earn Tips: Employers who allow workers to keep tips must pay a cash minimum wage of at least $2.13 per hour IF they claim a tip credit against their federal minimum wage obligation of $7.25 per hour. In other words, if your tips plus cash wages do not equal at least $7.25 per hour, your employer must make up the difference. Overtime Pay: Federal law requires payment of at least 1-and-1/2 times your regular rate of pay for all hours worked over 40 in a workweek. Child Labor: An employee must be at least 16 years old to work in most non-farm jobs and at least 18 to work in non-farm jobs declared hazardous by the Secretary of Labor.Persons 14 and 15 years old are allowed to work before or after school in some non-manufacturing, non-mining and non-hazardous jobs IF: They work no more than - 3 hours on a school day or 18 hours in a school week; 8 hours on a non-school day or 40 hours in a non-school week. Work may not begin before 7 a.m. or end after 7 p.m., except from June 1 through Labor Day, when evening hours are extended to 9 p.m. Different rules apply in agricultural employment. Other Special Exemptions: Under the Fair Labor Standards Act of 1938 (FLSA), executive, administrative, professional, and outside sales employees are exempted from the minimum wage and overtime requirements of the FLSA, provided they meet certain tests regarding job duties and responsibilities and are compensated on a salary basis. Minimum Wages in the States By law, states are allowed to establish their own minimum wages and regulations. However, anytime the state minimum wage differs from the federal minimum wage, the higher rate applies. For specifics and updates on the minimum wages and regulations in all 50 states and the District of Columbia, see: Minimum Wage Laws in the States from the U.S. Department of Labor. Enforcement of the Federal Minimum Wage Law The Wage and Hour Division of the U.S. Department of Labor administers and enforces the Fair Labor Standards Act and, thus, the minimum wage with respect to private employment, State and local government employment, and Federal employees of the Library of Congress, U.S. Postal Service, Postal Rate Commission, and the Tennessee Valley Authority. The FLSA is enforced by the U.S. Office of Personnel Management for employees of other Executive Branch agencies, and by the U.S. Congress for covered employees of the Legislative Branch.Special rules apply to state and local government employment involving fire protection and law enforcement activities, volunteer services, and compensatory time off instead of cash overtime pay.For information on enforcement of state minimum wages and other state labor laws, see: State Labor Offices/State Laws, from the US Department of Labor. To Report Suspected Violations Suspected violations are abuses of federal or state minimum wage laws should be reported directly to District Office of the U.S. Wage and Hour Division nearest you. For addresses and phone numbers, see: Wage and Hour Division District Office LocationsFederal law prohibits discriminating against or discharging workers who file a complaint or participate in any proceedings under the Fair Labor Standards Act.

Protest Movements Essay Example | Topics and Well Written Essays - 1250 words

Protest Movements - Essay Example People usually relate protests with a lot of negativity, however, protest movement is a form of negotiation tactic that most people adapt to air out their views and makes their voices be heard. The most frequently used protest tactics during protest movements are strikes and mass demonstrations, and most states allow individuals to demonstrate more so they encourage peaceful demonstration as opposed to chaotic protests. The street protest participants should not involve themselves in activities like looting, steal, of commit other forms of crime. Peaceful demonstrations are in most cases successful. In most cases, inequality and discrimination in the society are some of the leading factors that trigger protest movements. Protest movements are very useful in the society and they enable people to talk about their feelings and address issues affecting them. However, protest movements can as well be very destructive especially chaotic demonstrations and interfere with the wellbeing of in dividuals in the society. Today, many states offer individuals with the freedom to protest or engage in protest movements as a way of sharing their views and feeling on certain issues affecting them and the society at large. Truly, freedom of expression is a constitutional right of every one in many nations today. This includes freedom of protest and demonstration among other social movements. For instance, In the United States, individuals’ right to free speech is outlined in the First Amendment of the US Constitution and so every American has the freedom to protest but without arms. Apart from being a constitutional right, protests are like democracy in action. In democratic nations, citizens have a right to share their opinions peacefully without any chaos involved. They are free to protest on different issues including unemployment and some government policies among others. Democracy does not only involving casting votes but also