Photosynthesis Experiment free essay sample

The results do not show the general relationship between light intensity and photosynthesis that could normally be seen had the experiment taken place without errors. The graph should show an increase in arbitrary units the further away from the light source the beaker is because the greater the distance from the light source, the lower the light intensity and so less photosynthesis would take place in the algal balls. This would result in more CO2 being present because it wouldn’t be being used up during photosynthesis. The decrease in CO2 in the solutions nearer the light source would cause the hydrogencarbonate indicator to change colour to purple/red and therefore the darker colour would produce a lower reading on the colorimeter because the blue filter would reflect the darker colour, letting less light through. In order to gain these results if the experiment were to be repeated, it must be done in a dark room where the artificial light is the only light source available to the algal ball beakers. We will write a custom essay sample on Photosynthesis Experiment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This will enable a more reliable reading to be taken as the beakers further away from the light source will not have the light from the window to enable them to photosynthesise as much as the beakers close to the light. The trend which was expected to be seen was that the light intensity is a limiting factor in photosynthesis. The greater the intensity of light, the more the plant/algae cells photosynthesises and so takes up more carbon dioxide as the rate is increased. The results do not show the general relationship between light intensity and photosynthesis that could normally be seen had the experiment taken place without errors. The graph should show an increase in arbitrary units the further away from the light source the beaker is because the greater the distance from the light source, the lower the light intensity and so less photosynthesis would take place in the algal balls. This would result in more CO2 being present because it wouldn’t be being used up during photosynthesis. The decrease in CO2 in the solutions nearer the light source would cause the hydrogencarbonate indicator to change colour to purple/red and therefore the darker colour would produce a lower reading on the colorimeter because the blue filter would reflect the darker colour, letting less light through. In order to gain these results if the experiment were to be repeated, it must be done in a dark room where the artificial light is the only light source available to the algal ball beakers. This will enable a more reliable reading to be taken as the beakers further away from the light source will not have the light from the window to enable them to photosynthesise as much as the beakers close to the light. The trend which was expected to be seen was that the light intensity is a limiting factor in photosynthesis. The greater the intensity of light, the more the plant/algae cells photosynthesises and so takes up more carbon dioxide as the rate is increased. Conclusion and analysis Conclusion and analysis The method for the experiment allowed for error to take place, but also had advantages. The results show some anomalies – these have come about because the samples were on the counter in front of the window and so the algal balls were subject to natural light coming in from the window as well as the artificial light. This error in the method meant that the results collected were neither accurate nor reliable as at the different intervals, the algal balls could have had varying light intensities and therefore the light intensity was not a controlled factor in the experiment because the artificial light source was not the only light source. The advantage of using algal balls is that it was very easy to standardise the amount of chloroplasts in each beaker at each interval. This could then not be considered as an affecting factor because the balls were uniform in size and chlorophyll concentration in every beaker. This is an advantage also because it enables the experiment to be replicated accurately and so repeats could be taken to calculate a mean and eradicate any anomalous results which occurred due to the error. The algal balls are also cheap to grow and easy o make as hundreds can be made in a short time and they are also easy to keep alive for several weeks so they can be kept alive for further experiments. The advantage of using the hydrogencarbonate indicator as a control was that the change in colour measured by the colorimeter readings could be detected to be caused by the photosynthesising algal balls and not something which would happen anyway. The method for the experiment allowed for error to take place, b ut also had advantages. The results show some anomalies – these have come about because the samples were on the counter in front of the window and so the algal balls were subject to natural light coming in from the window as well as the artificial light. This error in the method meant that the results collected were neither accurate nor reliable as at the different intervals, the algal balls could have had varying light intensities and therefore the light intensity was not a controlled factor in the experiment because the artificial light source was not the only light source. The advantage of using algal balls is that it was very easy to standardise the amount of chloroplasts in each beaker at each interval. This could then not be considered as an affecting factor because the balls were uniform in size and chlorophyll concentration in every beaker. This is an advantage also because it enables the experiment to be replicated accurately and so repeats could be taken to calculate a mean and eradicate any anomalous results which occurred due to the error.

Free Essays on Compromise Of 1850

Slavery was not a new topic for discussion during the middle 1800’s in the United States. After the Mexican American War, the annexation of new territory led to an important crisis. Will there be new states added to the Union? If so, would they be free states or slaveholding states? The annexation of Texas to the United States and the gain of new territory by the Treaty of Guadalupe Hidalgo at the close of the Mexican War (1848) aggravated the hostility between North and South concerning the question of slavery. The free states favored the proposal made in the Wilmot Proviso to exclude slavery from all the lands acquired from Mexico. This, naturally, met with violent Southern opposition. When California sought (1849) admittance to the Union as a free state, a serious crisis threatened. With a precarious balance of 14 free and 14 slave states in the Union, Southerners could not maintain their power in Washington, D.C., with the admission of another free state. Southerners increasingly talked of secession. In January 1850 Senator Henry Clay of Kentucky tried to heal the breach with five actions packaged in one bill. California was to be admitted as a free state, but the territories of Utah and New Mexico, which were then largely ungoverned, were to be given governments with the authority to decide the issue of slavery themselves. Additionally, the Fugitive Slave Act of 1793 would be amended to include enforcement provisions against the North and a requirement that the citizens would help catch and return runaway slaves. To compensate the North for the fugitive slave amendments, the interstate trade of slaves would be banned in the District of Columbia - a largely symbolic gesture since slave trading would continue in Virginia and Maryland and the private sale of slaves would still be permissible in the capital. The bill also resolved boundary disputes between the government of Texas and the federal government. Texas accepts narrower ... Free Essays on Compromise Of 1850 Free Essays on Compromise Of 1850 Slavery was not a new topic for discussion during the middle 1800’s in the United States. After the Mexican American War, the annexation of new territory led to an important crisis. Will there be new states added to the Union? If so, would they be free states or slaveholding states? The annexation of Texas to the United States and the gain of new territory by the Treaty of Guadalupe Hidalgo at the close of the Mexican War (1848) aggravated the hostility between North and South concerning the question of slavery. The free states favored the proposal made in the Wilmot Proviso to exclude slavery from all the lands acquired from Mexico. This, naturally, met with violent Southern opposition. When California sought (1849) admittance to the Union as a free state, a serious crisis threatened. With a precarious balance of 14 free and 14 slave states in the Union, Southerners could not maintain their power in Washington, D.C., with the admission of another free state. Southerners increasingly talked of secession. In January 1850 Senator Henry Clay of Kentucky tried to heal the breach with five actions packaged in one bill. California was to be admitted as a free state, but the territories of Utah and New Mexico, which were then largely ungoverned, were to be given governments with the authority to decide the issue of slavery themselves. Additionally, the Fugitive Slave Act of 1793 would be amended to include enforcement provisions against the North and a requirement that the citizens would help catch and return runaway slaves. To compensate the North for the fugitive slave amendments, the interstate trade of slaves would be banned in the District of Columbia - a largely symbolic gesture since slave trading would continue in Virginia and Maryland and the private sale of slaves would still be permissible in the capital. The bill also resolved boundary disputes between the government of Texas and the federal government. Texas accepts narrower ...

The 1969 Redstockings Abortion Speakout Protest

The 1969 Redstockings Abortion Speakout Protest In 1969, the members of radical feminist group Redstockings were furious that legislative hearings about abortion featured male speakers discussing such a crucial womens issue. They, therefore, staged their hearing, the Redstockings abortion speak-out, in New York City on March 21, 1969. The Fight to Make Abortion Legal The abortion speak-out took place during the pre-Roe v. Wade era when abortion was illegal in the United States. Each state had its own laws about reproductive matters. It was rare if not unheard of to hear any woman speak publicly about her experience with illegal abortion. Before the radical feminists fight, the movement to change U.S. abortion laws was more focused on reforming existing laws than repealing them. Legislative hearings on the issue featured medical experts and others who wanted to finesse the exceptions to abortion prohibitions. These experts talked about cases of rape and incest or a threat to the life or health of a mother. Feminists shifted the debate to a discussion of a womans right to choose what to do with her own body. Disruption In February of 1969, Redstockings members disrupted a New York legislative hearing about abortion. The New York Joint Legislature Committee on the Problems of Public Health had called the hearing to consider reforms to the New York law, then 86 years old, on abortion. They roundly condemned the hearing because the experts were a dozen men and a Catholic nun. Of all women to speak, they thought a nun would be the least likely to have contended with the abortion issue, other than from her possible religious bias. The Redstockings members shouted and called for the legislators to hear from women who had had abortions, instead. Eventually, that hearing had to be moved to another room behind closed doors. Who Gets to Speak The members of Redstockings had previously participated in consciousness-raising discussions. They had also drawn attention to womens issues with protests and demonstrations. Several hundred people attended their abortion speak-out in the West Village on March 21, 1969. Some women spoke about what they suffered during illegal â€Å"back-alley abortions.† Other women spoke about being unable to get an abortion and having to carry a baby to term, then have the child taken away when it was adopted. After the Demonstration More abortion speak-outs followed in other U.S. cities, as well as speak-outs on other issues in the subsequent decade. Four years after the 1969 abortion speak-out, the Roe v. Wade decision altered the landscape by repealing most abortion laws then in effect and striking down restrictions on abortion during the first trimester of pregnancy. Susan Brownmiller attended the original 1969 abortion speak-out.  Brownmiller then wrote about the event in an article for the  Village Voice, Everywomans Abortions: The Oppressor  Is Man. The original Redstockings collective broke up in 1970, though other groups with that name continued to work on feminist issues. On March 3, 1989, another abortion speakout was held in New York City on the 20th anniversary of the first.  Florynce Kennedy attended, saying I crawled off my death bed to come down here as she called for the struggle to continue.

Talk about four ways in which sound is connected or disconnected from Essay

Talk about four ways in which sound is connected or disconnected from image in The Conversation. For example, do they jar, comp - Essay Example The article will discuss several ways in which sound disconnects or connected from the image in â€Å"The Conversation† by Francis Ford Coppola. Introduction According to Cowie in his text â€Å"Picking up The Conversation,† Francis’ career in film making involves more than twenty-five films all through a forty-year career his acclaims as a film director attribute to his participation with â€Å"The Godfather† movies. Such a positive affiliation, indeed, has served Francis well all through the challenges in his career and diminished the effects of his essential work. In 1974, Coppola wrote and was a director of â€Å"The Conversation,† which is a scene that went immensely unnoticed because of the immediate release of The Godfather Part 2. Even though, both of the scenes contributed to the nomination of Oscar for Coppola, the triumph of The Godfather contributed to the fading of The Conversation into a level of under appreciation (Cowie, Picking up T he Conversation). Nevertheless, in Dec. 2000 Paramount Home Video produced a new DVD of The Conversation. This digital video will enhance the film lovers to praise and see it as it provides the right format for a scene. This is because the film producer invested in attracting not only the visual sense of the viewers, but also their attention. Francis Coppola hardly limited channeling his creative traits towards the scene because he reinvented the utilization of sound. Just the same as Robert Altman did four years ago with MASH, Coppola accomplished his story because of sound application. The utilization of sound by Coppola in the film The Conversation is an aspect that makes the scene a unique and provides the audience with a cinematic experience. The Conversation, although released initially in 1974, it was perfect timing because it was when people had little faith towards the political institutions. The scene addresses, in broad, the increasing sense of people’s mistrust to wards the political institutions. Through a creative and masterful sound use, Francis takes a significant advantage of suspicion and apprehension of the audience. Even though, the occupation of Coppola puts him in a high position, his technology use is a cause of skewed perception in relation to reality. While looking for truth in the midst of the conversation in the film, Coppola utilizes self-engineering modern technologies. The technologies aim at eradicating every intrusive noise that might affect the quality of the recording. However, the use of self-engineering technology did harm to the film because it eliminated the realness aspect of the film’s conversation. Harry directs his assistant to pay extra attention towards the recording and little attention to what the characters are talking about. This is similar to the distinction that people draw between listening and hearing. As Harry hears the words from the conversation, he hardly listens to what the words mean. It is not because of Harry’s personality or his achievements that made him a mark; rather it is the sophistication of sound that made his opponents. More so, through the audio maneuvering, â€Å"The Conversation† does not only narrate Harry Cauls’ story, but also the American story. â€Å"The Conversation† by Francis Ford Coppola The producer of â€Å"The Conversation† created sound track separately from images and was inclusive of three elements:

Oppression and Slavery Coursework Example | Topics and Well Written Essays - 250 words

Oppression and Slavery - Coursework Example Mental abilities of slaves are thought to be unequal to those of their white masters. What is worse, methods of dealing with them could sometimes resemble animal training ‘They are very grateful for good treatment if proper discipline and authority are kept up over them’ (The Farmers’ Register, 1837). Cruel punishments were regarded one of the most effective methods to maintain obedience ‘A powerful blacksmith named Hewes laid on the stripes. Fifty were given, during which the cries of my father might be heard a mile’ (Henson, 1877). As it is stated in the documents, slaves should be properly clothed, fed, and housed. Thus, slaves were not considered to be human beings. These were working units which required proper treatment and usage. What is more, slave-trade used to be a common thing in the Antebellum South. It could be used as an instrument of discipline which enabled slaveholders to manipulate Afro-Americans. ‘There was the fear that I mig ht be sold from those who were dear to me’, writes Lunsford Lane, a former slave (Lane, 1842). The main principle of attitude towards Afro-Americans may be summarized within the next sentence ‘the negro race is inferior to the white race’ (Fishel et al, 1976, 1970). What is more, the institution of slavery is posed as a remedy for black people. As stated by Fitzhugh, Christians are supposed to protect, support, and civilize black population. The author insists that to be a slave in the South is much better than to be a free laborer in the North. Finally, one of his statements seems to be a quintessence of cynicism and absurdity ‘The negro slaves of the South are the happiest, and, in some sense, the freest people in the world’. These words illustrate how wild and inhuman customs of the southern slaveholders were. Remarks on Overseers, and the Proper Treatment of Slaves.

Qs on Forests Essay Example for Free

Qs on Forests Essay He suggestedthat a proper system should be introducedto protect the forest. He helped in formulating the Indian Forest Act of 1865. (Q. )Who was Dietrich Brandis? (1 Mark) (Ans) Brandis was a German who gave advice to the British regarding thereckless cutting of trees by the local people and the traders. He feared that it would destroythe forest. Brandis was also madethe first Inspector General of Forests in  India. (Q. ) What was the idea of plantation in colonial period? (1 Mark) (Ans) The Colonial Government took over the forests and gave away those to European planters at cheap rates. They had cut down the forest for land to start the plantation. This was another way for deforestation. Large areas of forests were cleared to make way for the plantation of tea, coffee and rubber to meet the growing demands of these commodities in European countries (Q. )Can you relate the progress of railways with the idea of deforestation in colonial period? Explain. (1 Mark) (Ans) 1) Railways were essential forcolonial trade and for the movement of imperial troops. As the railway tracks expanded, a larger number of trees were felled to meet up the growing demand of timber and fuel wood. ) The government gave out contracts to individuals to supply the required quantity of timber. These contractors started random cutting of trees and this led to immediate disappearance of forests around the railway tracks. (Q. )What is meant by the term deforestation? (1 Mark) (Ans) Cutting down of trees in huge numberof forest area to fulfill the demand of developing civilizations is known as defor estation. In other words, cutting and destroying of forest resourcesis deforestation. During the period of colonialism,deforestation took a systematic approachfor the purpose ofindustrial development. Q. )  Mention the changes seen in the features of forest resources during  industrialisation. (1 Mark) (Ans) The period of industrialisation, i. e. , the years from 1700 to 1995, witnessed a drastic reduction in the earlier huge diversity of forest resources all over the world. Around 13. 9 sq. km of forest lands, i. e. 9. 3% of the world’s forest area, was cleared  for the needs of industrialisation, cultivation, pastures and fuelwoods. (Q. )How did the Forest Act affect the lives of the common Indians? (1 Mark) (Ans) The Forest Act brought severe hardships for villagers across the country. After the Act, their everyday practices – cutting wood, grazing of cattle, collection of fruits and roots, hunting and fishing were treated as illegal activities. People were forced to steal wood from the forests and when caught, were at the mercy of the forest guards. (Q. ) What are the recent developments in forestry? (3 Marks) (Ans) 1) The concept of forest  management has changed since 1980. It was observed by the government that implementation of strict forest laws was leading to stealing of timbers and illegal hunting. ) Forest dwellers were kept away from the implementation procedure of these laws andtherefore, it generated conflict between the two parties – the government and the villagers. 3) Indian adivasis preserve the forest land and resources and therefore, the government is involving local people in the matters like safetyand security of forest land, forest products and wild animals. (Q. ) Elaborate  some of the activities of the people of Bastar. (3 M arks) (Ans) 1) The people of Bastar believe deeply in the village and its offerings. Since the village peopleknow the boundaries of the village, they look after the natural resources. ) If people from a village want to take some wood from the forests of another village, they pay a small fee called  devsari,  dand  or  man  in exchange. Some villages also protect their forests by engaging watchmen and each household contributes some grain to pay them. 3) Every year, there is one big hunt where the headmen of villages in a  pargana  (cluster of villages) meet and discuss issues of concern, including forests. (Q. ) Who was Samin? What was his challenge to the Dutch? (3 Marks) (Ans) Surontiko Samin was a resident of Randublatung  village  of  Java. 1) In 1890, he  began questioning the state ownership of forest. He argued that the forest and its resources were the gifts of nature. Thus, the state could not have any right over it. 2) A widespread movement developed and by 1907, 3,000 families were following his ideas. They challenged the Dutch authority byrefusing to pay taxes and by lying down on their forest lands when the Dutch came to survey it. Others refused to pat taxes or fines or perform labour. (Q. ) What are the similarities between colonial management of forests in Bastar and in Java? (3 Marks) (Ans) 1) In both Bastar (India) andJava (Indonesia), the colonial management of forests led to rebellions. ) In Bastar, the forest management was in the hands of the British and in Java, it wasunder the Dutches. 3) Both the governments wanted timber for their needs and worked for their own monopoly. When the forest communities in both the regions had to leave their land, rebellions occurred, which were subsequentlycrushed. Q. ) How did the forest  rules affect cultivation? (3 Marks) (Ans) 1) European foresters regarded the practice of shifting cultivationharmful for the forests. They felt that theland which was used for cultivation every few years could not grow trees for railway timber. When a forest was burnt, there was the added danger offlames spreading and burning valuable timber. 2) Shifting cultivation also made it harder for the government to calculate taxes. Therefore, the government decided to ban shifting cultivation. 3) Many communities were forcibly displaced from their homes in the forests. Some had to change occupations, while some resisted through large and small rebellions. Q. )How can you say that the spread of railways brought deforestation during the Colonial Period? (3 Marks) (Ans) 1) In 1850s, the spread of railways created a new demand.

Crusades :: essays research papers

While the goal of the Christian Crusades was only successful once, it still brought about many changes in the time including an end to feudalism, advancement in warfare, and expansion of trade. The Seljuq Turks began to take over â€Å"the Holy Land† in Palestine and this upset Pope Urban II. He was eager to regain the Holy Land and thus began the First Crusade. The French and Italian lords led armies through Palestine to their main target Jerusalem. They were heavy armor and wool while marching through the desert and because of this some died of heat exhaustion. Despite this problem, they reached Jerusalem and after many vicious battles the city was captured. Now most of the Holy Land was under European control. The Europeans brought many of their customs with them including feudalism.   Ã‚  Ã‚  Ã‚  Ã‚  The Turks slowly began to regain control of the Holy Land. They united and began to take back cities that were captured as a result the Second Crusade began. King Louis VII and Conrad III led armies to Damascus but they failed to recapture the city and the Turks still held power. In 1187 Saladin, a Muslim leader, gained control of Jerusalem. Frederick Barbarossa, King Philip II, and King Richard I led armies to take back the Holy Land in the Third Crusade. On the way there Barbarossa drowned so his army turned back. Philip and Richard got into a fight and Philip went back to France to take back land from the English. Richard went on to the Holy Land but failed to recapture it. He did make a truce with Saladin which allowed Christians to enter the Holy land and control of some towns.   Ã‚  Ã‚  Ã‚  Ã‚  There was one last effort to take the Holy Land back by Pope Innocent III who put together French knights in the Fourth Crusade. The knights left on ships provided by Venice and were asked to attack Zadar, a rival trading city to Venice. Since Zadar was a Christian city the knights who attacked and looted it were excommunicated. The knights went on to attack and loot another Christian city Constantinople. The Crusades led to changes in the middle ages.

How does Steinbeck use setting in the novel as a whole to convey important ideas about society and theme? Essay

Setting plays a pivotal role in Steinbeck’s ‘Of Mice and Men’, and it is used frequently to portray central themes, ideas and moods throughout the book to the reader in a subtle understated way. He does this through, for example the setting of the book – which is on the ranch. As readers we don’t go anywhere other than the ranch (and the brush) which summarises the sense of seclusion and isolation enhanced by the town’s name of ‘Soledad’ meaning solitude. This shows an example of the setting being used to underline one of the key themes of isolation and loneliness throughout the whole book. Steinbeck applies this descriptive formula to other locations in the book like the bunkhouse and the barn. The bunkhouse is supposed to display the objective and ‘tool-like’ nature about the ranch, and also reveals facts about the lifestyles of the ranch hands on it. The bunkhouse is very elemental and the ‘bare necessities’ attributes it holds emphasises this tool like attitude towards the ranch hands. The description of the structure is that the walls were ‘whitewashed and unpainted’ – just a protective coating on the walls to keep it structurally intact, not for decoration, but for the necessities of keeping the structure whole. The windows, for example are described as ‘small’ and ‘square’, to cut the costs of expensive glass, and to hint at the idea of an enclosed space, like a prison, which signals the lack of hope associated with the itinerant workers, of which Lennie and George both are examples. But, all these cost saving measures add up to an attitude of utilitarianism – absolutely no excess or lavish ness. This theme can be associated with the migrants – who were treated as tools as they were in huge supply, with fewer job vacancies than job seekers. Each bed has an ‘apple box’ shelf – meaning that the shelves to house the migrant’s possessions have been created out of discarded apple crates. This shows the central theme of absolute cost cutting, as well as signalling the worker’s lack of possessions; they have only a few essential possessions because they move about all the time, and have no real opportunity to obtain and collect a large number of items. Crooks’ Room is another very clear example of Steinbeck using a setting to identify a central theme in his novel. Crooks’ room is a masterpiece of understatement, and its very nature shows how Crooks is different from the other ranch hands. The setting of Crook’s room in contrast to the bunkhouse shows that life is different for him because of society and because he isn’t an itinerant worker – he’s a permanent segregated worker. This segregation is obviously shown through the fact that his room is in a separate room from the other ranch hands, reflecting segregation laws at the time. His amount of possessions is larger in quantity to those of the itinerant worker or ranch worker’s, showing the fact he’s a more permanent worker than the others – ‘scattered about the floor were a number of personal possessions’. His loneliness is shown through a number of features in the room – many of his possessions are work related items, showing his work influence and the importance of work to him, and the loneliness of his character as work is more important than his livelihood. The close alignment with the horses also reflects the main theme of loneliness. The room itself is just a shed off of the horse barn, his bed was ‘a long box filled with straw’ much like a manger, his apple box contained ‘a range of medicine bottles, both for himself and for the horses’. All of this shows the loneliness of Crooks because of racism and segregation that at the time was the social norm; and perhaps Crooks was seen as being on a similar level of respect to the horses. The setting of Crooks and his room is a microcosm for the world – and the setting of the room therefore becomes a pivotal role in getting across these key themes. The setting of the ban in Chapter 5 is also significant for several reasons. Steinbeck’s description of the barn in Chapter 5 immediately follows the scene in which Curley’s Wife argues and tries to flirt with Crooks, Lennie and Candy in Crooks’ Room. This creates contrast to the previous scene’s atmosphere of argument and irritation, with the description of the light filtering through the barn’s cracks. It is a sunny, restful day for most of the men – a ‘Sunday afternoon’, ‘the lazy afternoon humming’. Instead of hours in the field, most of the workers are playing ‘horseshoes’ outside. This peaceful, crisp, soporific feeling is in contrast to the violent encounter between Lennie and Curley’s wife which occurs later in the chapter. The contrast between Lennie sitting in the coolness of the barn with his newly killed puppy contributes to the other view of the barn, and contributes to Steinbeck†™s light and dark motif or idea. The brush also plays a fundamental role in the microcosm of the book, extended metaphors and general themes across the novel. It shows the cycle of settings – all which happen on the ranch or in the brush – the novel ends where it starts. Despite this the values of the settings have changed. Instead of a place of sanctuary, the Garden of Eden, the pool is now a place of death. Instead of animals such as rabbits playing in the brush, the heron is now swallowing the water snake – devouring it. Instead of green leaves and a gentle breeze, there are brown dying leaves and a gush of wind – hallmarks of a storm. Instead of safety for Lennie, there is death, and for George, a future of loneliness without his companionship shared with Lennie. The key themes and motifs built up by previous scenes in the novel are tied up here – the microcosm of life, the loneliness, selfish, cruel brashness of the world. The fact that the cycle of settings is used, that they’re back in the brush at the end as they were in the beginning shows that nothing has changed for the better in George and Lennie’s life, much the same as itinerant workers just like them. It shows the microcosm of life – everyone is selfish and wants to make it on their own that no one actually in the end ends benefiting – in short, if this attitude is held, everyone’s a looser.

Factors That Influence Learning

TASK 18 – Outline the factors that influence learning. Learning is influenced by many factors such as attention, motivation and emotions as well as by learner characteristics like prior knowledge, cognitive and learning styles and intellectual capabilities. The following list shows a number of other factors that may also have a bearing on a pupil’s capability to learn: * Family * Culture * Gender * Impact of peers * Subject content * Teaching style * Learning skills * Recognition of need to learn * Past experiences of learning * Personal learning styles * Range of opportunities Awareness of the learning process * Barriers to learning * Rewards and punishments All these factors have an impact on the quality and quantity of learning for the pupil. For example: * Where cultural background encourages the experience of different learning opportunities then the pupil will have more opportunities of developing effective learning skills. * Not all pupils acknowledge the value o f learning. If a pupil has low-level skills, they may deny the importance of learning as a defence mechanism to prevent exposing themselves or the reason might be a lack of family or peer support for learning. Some pupils might be very much influenced by their peers, either having their own learning experiences enhanced or discouraged by peers. * If a pupil encounters a teaching approach that does not match their own learning style, they may be put at a disadvantage. * A productive and effective learning experience will encourage learning skills, which enables that pupil to successfully learn in other contexts. * Facilitators of learning might not provide effective rewards for learning, such as attention and praise.If the young person relies on rewards such as money or gifts for motivation then they will have difficulty learning in a non-reinforcing environment. Factors that may hinder learning for pupils with special educational needs may be attitudinal, organisational or practical . Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 2 Outline the principles of educational inclusion. Schools and teachers are now required to provide equality of opportunity for all children: * Boys and girls * Children with SEN * Children with disabilities Children from different social and cultural backgrounds * Children from different ethnic groups (including traveller’s, refugees and asylum seekers) * Those from diverse linguistic backgrounds The Government is committed to promoting the inclusion of pupils with special educational needs (SEN) and disabilities into mainstream schools that recognise and celebrate human diversity. Under UK legislation, educational institutions are required to ensure that no learner is prevented from participating fully in education or disadvantage because of factors such as: * Physical, sensory or cognitive impairment Ethnic or social background * Gender Inclusion of children and young people with special educational needs is a key principle of current educational policy and practice. Inclusion is a process by which local education authorities, schools and others develop their cultures, policies and practices to include pupils in mainstream education. Principles of an inclusive education service: * With the right training, strategies and support nearly all children with special educational needs can be successfully included in mainstream education. Schools, LEAs and others should actively seek to remove barriers to learning and participation. * An inclusive education service offers excellence and choice and incorporates the views of parents and children. * The interests of all pupils must be safeguarded. * All children should have access to an appropriate education that gives them the opportunity to achieve their personal potential. * Mainstream education will not always be right for every child all of the time.Equally just because mainstream education may not be right at a particular stage it does not p revent the child from being included successfully at a later stage. The National Curriculum Handbook for primary teachers and the Handbook for secondary teachers in England incorporates a statutory inclusion statement on providing effective learning opportunities for all pupils. It outlines how teachers can modify the National Curriculum programmes of study to provide all pupils with relevant and appropriately challenging work at each KS.It sets out three principles that are essential to developing a more inclusive curriculum: * Setting suitable learning challenges * Responding to pupils diverse learning needs * Overcoming potential barriers to learning and assessment for individuals and groups of pupils. Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 3 Explain the importance of attitudes, skills and resources in the achievement of successful educational inclusion. Sometimes for children with special educational needs and disabilities, obstacles can stand in the way of them getting/achieving the right education and support.Factors that can affect success: * Special education professionals should work in partnership with parents and take into account views of parents in respect of their child’s particular needs * Special educational provision’s should take into account the wishes of the child concerned, taking into account their age and understanding * The culture, practice, management and deployment of resources in school should be designed to ensure all children’s needs are met * Interventions for each child should be reviewed regularly to assess their impact, the child’s progress and the views of the child, their teachers and their parents * LEAs, schools and settings should work together to ensure that any child’s special educational needs are identified early * LEAs, schools and settings should exploit good and best practice when devising interventions * There should be co-operation between all the agencie s and a multi-disciplinary approach to the resolution of issues Depending on the school setting the teaching assistant may play a vital role in supporting the children with SEN. The tasks that a teaching assistant may help with might include helping pupils with reading difficulties, supporting speech therapy programmes and helping pupils to access the curriculum. Explain the importance of encouraging independent learning when promoting educational inclusion.Independent learning concentrates on the creation of experiences and opportunities that help students to become self-reliant, self-motivated and lifelong learners. Independent learning focuses on the individuals need for independence and active participation in their own learning, both in school and in society. Independent learning is important because it is part of an ongoing, lifelong learning process that stimulates deeper thinking and reflection and promotes the continuing growth of students’ abilities and strengths. I ndependent learners develop the attitudes, knowledge and skills needed to make responsible decisions and take actions dealing with their own learning.Teaching staff can help students take responsibility for their learning by providing opportunities and strategies for learning independently and by encouraging pupils to initiate and actively participate in their own learning. Learning is an interactive process among pupils and between teachers and pupils. Pupils engage in learning activities as individuals who are interdependent with other individuals in the classroom and wider society. Students will move towards independence in varying degrees, depending on factors such as age, skill level and ability in a particular subject. Natalie Levy Student no: SH 34604/DLC Assignment no: 6 Page no: 4What support can a teaching assistant provide to a pupil with special educational needs? As a teaching assistant there are three aspects in fostering Independent Learning. They are: * The learning environment created by the staff * The relationship established between teacher and learner * The teaching and modelling of skills needed for independent learning A teaching assistant can play an important role in providing a supportive environment that encourages pupil motivation, self-confidence, interest and desire to learn. It is important that the teaching assistant, in order to promote independent learning, knows their students well and should reflect upon their pupils learning processes.In order to help the students succeed as independent learners, the teaching assistant needs to anticipate difficulties and offer support at crucial intervals. The teaching assistant must develop a good understanding of their students’ strengths and weaknesses (socially, emotionally, intellectually and physically) their exceptionalities, their health and their cultural backgrounds. The relationship between the teaching assistant and learner should foster increasing learner responsibility , meaning that as the student grows in maturity and understanding, they are able to take on greater responsibility for their own learning. An important aspect of the teaching assistant’s role is the teaching and modelling of skills needed for independent learning.The attitudes, skills and knowledge of independent learning will be fostered in students through ways in which the teaching assistant organises the classroom and instructs the student. * Teachers should utilise instructional techniques, strategies and approaches based on collaboration between learner and teacher. This will encourage student participation, both in determining goals and in monitoring the learning process. * Teachers should use approaches that foster student self-confidence and empowers students to take responsibility for their own learning. * Students should be taught activities which facilitate the transition to independence through modelling, demonstration and direct instruction of learning skills.Th ese should then be followed by practice opportunities provided by the teaching assistant, who in turn monitors the students’ progress towards their goals of independent decision making. * The teaching assistant should share with students what is being done and why an activity is useful. The goal is that learners will eventually make their own decisions, connect what they already know with what they are learning, make judgements and inferences, apply new ideas and derive pleasure from learning. The teaching assistant’s role is to be a patient facilitator, showing students how to learn independently, encouraging them, providing feedback and supporting their efforts.These are all crucial factors in providing a learning environment which fosters independent learning and which motivates students to pursue independent learning skills. Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 5 List the stages of the statementing process. Children with SEN who attend mai nstream schools are placed on the SEN list in line with this guidance: * If they require provision which is different from, and additional to, that made for most pupils (â€Å"schools action†) * If the pupils fail to make adequate progress, further provision is to be made (â€Å"schools action plus†) The special educational needs of the majority of children should be met effectively through School Action and School Action Plus. In a small number of cases, where the child is still a ignificant cause for concern after intervention in School Action Plus, the school will ask the LEA for a Statutory Assessment. This involves the LEA, working co-operatively with parents, the child’s school and other agencies, where appropriate. The LEA will seek evidence from the school that strategies and programmes implemented over a period of time have been unsuccessful. The LEA will need information about the child’s progress over time and clear documentation on the childâ €™s SEN and the action taken to deal with these needs. They will then decide whether a statutory statement of the child’s educational needs is necessary. Statutory assessment does not always lead to a Statement of Special Educational Needs.The LEA then looks at the statement request. It may be that a certain child’s needs are very significant and complex, in which case the LEA will carry out a multi-agency assessment and then, if appropriate, provide a Statement of Special Educational Needs. A Statement of Special Educational Needs is a legal document that sums up all the advice gathered during the Statutory Assessment. It sets out what the child’s special educational needs are and the special educational provision required in order to meet them. It names the school where this provision is to be made and any other non-educational needs and provisions affecting arrangements at school.This will be reviewed at least every year but can be more frequent if profes sionals working with the child or the parents identify further concerns. A Statement of Special Educational Needs is split into six parts: 1. Identifies the child or young person and those with parental responsibility. 2. Identifies the needs of the child or young person. 3. Identifies the provision required to meet the needs as described in Part 2. 4. Names the school where the child or young person will be placed. 5. Identifies health needs 6. Determines what provisions are needed to meet those health needs. The provision required will normally be quantified in terms of hours of provision and staffing arrangements in order to meet the changing needs of the child.The school must provide: * Appropriate facilities and equipment, staffing arrangements and curriculum * Any modifications to the application of the National Curriculum * Appropriate exclusions from the application of the National Curriculum and changes needed to maintain a broad and balanced curriculum. Natalie Levy Studen t no: SH34604/DLC Assignment no: 6 Page no: 6 All children with a statement should have short-term targets, set out in an IEP, prepared by the SENCO with the support from the external agencies and the class teacher. Throughout the process, local authority officers work with parents to reach agreement about the content of the statement.Where the LEA declines to provide a statement, the school may request a reassessment after six months. Parents also have the right to appeal against the decision to the SEN tribunal. List and explain the broad content of the SEN code of Practice. The SEN Code of Practice gives practical guidance on the fulfilment of functions under part 4 of the Education Act 1996 to local authorities, the governing bodies of maintained schools, settings in receipt of government funding to provide early education and to those who help them, including the health services and social services. It also provides general practical guidance to such settings about the provisio n of nursery education to children with special educational needs.The Code of Practice provides a framework for developing strong partnerships between parents, schools, LEAs and health and social services. It promotes a consistent approach to meeting children’s special educational needs and places the rights of children at the heart of the process, allowing them to be heard and to take part in the decision making process wherever possible. The focus is on ensuring that SEN are identified as quickly as possible. The code sets out five principles: * That children with SEN should have their needs met * That their needs will normally be met in mainstream schools * That the views of children should be sought and taken into account * That arents have a vital role to play in supporting their children’s education * Those children with SEN should be offered full access to a broad, balanced and relevant curriculum in the foundation stage and later years. The Code sets out guidan ce on policies and procedures aimed at enabling pupils with SEN to reach their full potential, to be included fully in their school communities and make a successful transition to adulthood. It recommends that schools adopt a graduated approach to match provision to children’s SEN so that, where necessary, increasingly available specialist expertise can respond to a child’s individual needs if they do not make adequate progress.The Code also provides advice on carrying out statutory assessment of a child’s SEN and of making and maintaining a statement of SEN for children with severe and complex needs, this would include carrying out annual reviews of statements and planning for young people with SEN when they make the transition to college, training and employment. The Code emphasises the importance of involving children and parents in decision-making and of effective multi-agency, to combine services around the needs of the children and their families. List and explain the broad content of the LEA and school SEN policies. The responsibility of the LEA in respect of SEN is to: Natalie Levy Student no: SH34604/DLC Assignment no: 6Page no: 7 * Plan its overall special educational provision and review it periodically * Assess those pupils whose special needs may require a Statement of SEN * Ensure that the provision specified in the Statement of SEN has been made available * Initiate annual reviews of every Statement of SEN * Monitor the performance of its maintained schools and Support Services * Identify, assess and make provision for all pre-school children who may have special educational needs The LEA also has a duty to consult with schools, Health and Social Services and voluntary organisations over its SEN Policy, which it must publish and keep under review.Regulations require that the LEA must publish information on the arrangements they make for children with SEN in general. The policy covers all pupils and young people between the a ges of 0 – 19 who may/will experience some form of difficulty in their learning which may arise from a variety of factors, including those relating to the pupil or young person themselves, their learning environment and their social environment. The policy model has three key elements: * Philosophy – Relevant basic details. * Principles – Broad guidelines. General statements derived from the beliefs which can be interpreted by policy users to guide. * Procedures – Practical details.Operating routines and actions derived from the principles which cover the most common areas of policy application or critical events. Updating of the policy and evaluation of its implementation will be undertaken through annual review by the LEA’s SEN Management group, with due reference to SEN initiatives contained within the Education Development Plan and associated planning documents. The school SEN policy is a document that gathers together, in one place, all LEA gu idance and information on all aspects of special needs and inclusion. This includes Special Educational Needs and also many other issues to do with the management of inclusion in schools. It is intended as a management tool for senior managers in schools as well as SENCOs.The framework for the Special Educational Needs policy is provided by: * The United Nations convention on the Rights of the Children (Salamanca Statement) * The Children Act 1989 * The 1994 Special Educational Needs Code of Practice (revised 2002) * The Disability Discrimination Act 1995 * The Education Act 1996 * Key DfEE regulations and circulars on the organisation of special educational needs * The Green Paper â€Å"Excellence for All† 1997 and the DfEE Programme of Action 1998 * The Schools Standards and Framework Act 1998 * The Human Rights Act 1998 * The SEN Code of Practice (Draft) 2000 * The â€Å"Quality Protects† Management Action Plan * The SEN and Disability Act 2001 Natalie Levy Student no: SH34604/DLCAssignment no:6 Page no: 8 TASK 19 – Research the responsibilities of all teaching and support staff for learners with special educational needs in a local school to you. Responsibilities and roles of staff/agencies from the school in which I am based. Class teacher: * Should always be aware of any children who are already on the SEN register. * Make sure time is made available for Termly and Annual Reviews. * Attend INSERVICE training. * Attend regular meetings with the SENCO. * Take account of different needs when planning. * Take into account the feelings of, wishes and knowledge of parents. * Maintain a class SEN file which is to be stored securely. Maintains confidentiality at all times. * Seek advice from the SENCO on strategies which might be used to help the pupil. Teaching Assistants/Learning Support Assistants: * Work on a one-to-one basis where necessary. * Allocated time to work with children at School Action and School Action Plus. * Attend INSERVI CE training. * Attend regular meetings with the SENCO. * Have a minimum of 20 hours per week to support children with SEN. SENCO: * Provide professional guidance to staff with the aim of providing high quality teaching. * Has an overview of provisions made for pupils with SEN. * Liaises with teachers, TA’s and multi-agencies when necessary. Ascertains which stage each child is operating at and reviews when appropriate. * Keeps an updated confidential register. * Arranges review meetings with parents/teachers. * Updates teachers on SEN children and explores/discusses current initiatives. * Responds to specific requests from teachers and other multi-agencies * Visit nursery, pre-schools and secondary schools to help with integration when moving in or on from our school. * Store SEN information securely and in an orderly fashion ensuring easy access. * Share information with the Head Teacher/teachers/TA’s where appropriate. Educational Psychologists: * Performs formal psy chological testing. Assess results and determine whether a child has special educational needs. * Give advice to teachers/TA’s in relation to particular pupils (requested through the SENCO) * Runs INSERVICE training on particular needs. * Carries out intervention work such as counselling, behaviour management and student study skills. Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 9 Speech and Language Therapist: * Assesses the extent of the problem. * Makes a diagnosis of the problem. * Liaises with the SENCO/teacher/parent on the best programme of care for the child. School Nurse: * Carries out various hearing/sight tests. * Inform staff in the school setting of any particular health requirements. Trains staff if injections or other medical procedures are required. * Consult/refer to a doctor if they think other professional may be required in the care of the child. Peripatetic Teacher/Support Worker: * Assess and test the child. * Offer advice and guidance to teachers/TA’s. * Advises on specialist equipment when/if needed. In the school setting where I am the school will also contact other settings who offer OUTREACH services if there is a need. Outline the purpose and use of at least two different resources and two pieces of specialist equipment for learners with special educational needs that might be available in schools. Pupils with poor vision may have difficulty in using a normal computer.However there are a number of techniques that can be applied to assist pupils. Touch typing skills often make it possible to use a computer more effectively. They are particularly valuable for partially sighted and blind computer users as they remove the need to constantly look between the keyboard and the screen. Drills are used to practice each key and sequence of keys until the whole alphabet is covered. Large print keyboard stickers will help a pupil identify where the keys are, they are a learning tool rather than something to be re lied upon. These are available in different colours and styles. Many people with no usable vision, may find it useful to operate their computer by voice (known as voice in-voice out).The users speak and the software recognises what was said and types it into the computer. This means that: * Words are correctly spelled. * The user’s flow is not interrupted by having to stop and worry about spelling. * The need to type or hand write is removed – this is also helpful if the user is also dyspraxic. Speech output is also used. This means the user does not need to be able to see the screen to use a computer. Software called a screen-reader can intelligently send all information to a voice synthesiser such as what is being typed, what has been typed and menu options. Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 10Pupils with very poor motor skills will often struggle with normal computers as well. They may find it hard to relate the movement of their hand on the mouse to the movement of the cursor on screen. In these instances it may be that a trackball or joystick is easier to use. A normal keyboard has over 100 keys and can sometimes be very confusing to the user; again key stop stickers could be used. Lowercase keyboards can be used (a standard keyboard but in lower case only) and also overlay keyboards (touch sensitive membranes which slide over the top of a normal keyboard and determine the functions of the keyboard). All of the above are available in the setting where I am and make it easier for the user.They feel confident using computers and can also join in mainstream ICT lessons. Explain the contents and purpose of an individual education plan and explain how a teaching assistant could contribute towards achieving its aim. The Individual Education Plan (IEP) is a planning, teaching and reviewing tool. It should support the process of planning intervention for an individual pupil with SEN. IEPs should be teaching and learning plans setting out â€Å"what, â€Å"how† and â€Å"how often† particular knowledge, understanding and skills should be taught through additional or different activities from those provided for all pupils through the differentiated curriculum.Wherever possible pupils should be involved in setting their own targets for the IEP, in agreeing and implementing appropriate strategies and evaluating the outcomes. IEPs should: * Raise achievement for pupils with SEN * Be seen as working documents * Use a simple format * Detail provision additional to or different from those generally available for all pupils * Detail targets which are extra or different from those for most pupils * Be jargon free * Be comprehensible to all staff and parents * Be distributed to all staff as necessary * Promote effective planning * Help pupils monitor their own progress * Result in good planning and intervention by staff * Result in the achievement of specified learning goals for pupils with SEN IEPs should focus on: Up to three or four key individual targets set to help meet the individual pupil’s needs and particular priorities * Targets should relate to key areas in communication, literacy, mathematics and aspects of behaviour or physical skills * The pupil’s strengths and successes should underpin targets set and the strategies used Though not included in the IEP teachers should always refer back to the pupil’s Individual Pupil Record to get information on their baseline or entry level assessment as well as information about the pupil’s particular needs and current strengths. This profile should also include information regarding the pupils needs in relation to general strategies such as: Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 11 * The short-term targets set for or by the pupil * The teaching strategies to be used * The provision to be put in place * When the plan is to be reviewed * Success and/or exit criteria * Out comes (to be recorded when IEP is reviewed) Success criteria in an IEP means that targets have been achieved and new targets need to be set, whilst exit criteria means that not only have targets been achieved but that an IEP may no longer be required.Teachers should always aim to talk to pupils about their IEPs in a quiet place away from the rest of the class. A teaching assistant can contribute towards achieving the IEP aims by: * Providing a positive caring and learning environment that promotes improved self esteem and confidence * Supporting the child on a one-to-one basis in the area of disability e. g. reading, writing * Providing a quiet place to work * Keeping instructions direct and simple, one at a time. Repeating and rephrasing instructions where necessary * Providing visual cues and peer mentoring * Providing consistent and ongoing clarification * Teaching the child â€Å"strategies† not just facts Reducing working time and expectations initially to ensure the chi ld is successful * Trying to ensure that there is a good partnership between home and the school setting and keeping parents informed as to how they can support their child at home. Describe how you might carry out a case study for a learner with special educational needs and what information it should contain. To carry out a case study for a learner with special educational needs the objective is to portray: * How the learner’s needs are identified * The learning experiences and provisions in place for them * The levels of satisfaction, appropriateness and challenge for the learner * The learning impacts and outcomes for themIn a case study I would need to conduct a range of interviews with: * The individual learner (except in the case of a very young person) * Relatives or friends who might have a perspective on the learners experience and development * Those directly providing the learning opportunities at an operational level (tutors, teachers etc) this would usually incl ude local authority representatives. Questions I may need to ask are: * How are the learner’s needs identified and what learning experiences are in place for them? * Are the learner’s satisfied and challenged? * What are the learning impacts and outcomes for them? Natalie Levy Student no: SH 34604/DLC Assignment no: 6 Page no: 12Where a pupils’ learning has been supported, helped or promoted by local authorities already, my report should identify the nature of the learning experiences, the outcome derived by the individual learner, the factors contributing to the effectiveness of the learning opportunity and key factors that contributed to the success. Alternatively, where a pupil has not been supported, helped or promoted I should include in the report the key factors and barriers affecting achievement. My report should draw out key messages for local authority staff, schools and other organisations and individuals concerned with successful learning. In short a case study should include: * The relevant characteristics of the learner * How his/her learning needs were identified, or the learning opportunities were accessed * Standard of achievement * Quality of access to curriculum * Support available Quality and effectiveness of support * How well providers work in partnership * Barriers that prevent the learner accessing appropriate curriculum and support * Key factors and barriers affecting the achievement in these outcomes * Progress made * Examine and illustrate the distinct role and contribution of the local authority leadership in promoting and ensuring learning * Key issues for action * The next steps or future developments both for the learner and local authority and other providers who may be involved. Design a brief that could be used to advise school staff of the guidelines in confidentiality in an imaginary school. See attached document.

Business expansion

Business expansion Executive summary The demand for business expansion outside national boundaries has been increasing steadily over the years. This has been due to the current dynamic nature of consumerism and globalization trends. A business intending to expand to a new market like India needs to first of all, gain adequate understanding of the country.Advertising We will write a custom report sample on Business expansion- an analysis of India specifically for you for only $16.05 $11/page Learn More The vast population and resources in India offer one of the best locations where foreign businesses can expand to. However, there are challenges that may make a foreign business to hesitate expanding to this region. Such challenges include the image of India to the rest of the world as a poor nation with a greater percentage of its population living under the poverty line, issues related to culture as well as language barriers. Nonetheless, expanding a business from Canada to Ind ia would provide with an opportunity for growth, improved sales due to huge population as well as considerable competitive advantage against other market rivals. Introduction The increasing competition and pressure in the global business arena have driven many firms to seek opportunities where they can expand their operations internationally. The prosperity and viability of a firm expanding to another country greatly depends on its ability to respond efficiently and effectively to challenges in its environment. Studies indicate that expanding a business internationally is an initiative that may come with various risks and challenges with regards to operating in environments which are not familiar. However, Hughes points out that expanding to new grounds may boost the sales and performance of a business.1  Therefore, finding a good location provides a business with numerous advantages which include relatively low cost of production as well as potential market growth.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the other hand, poor choice of location may yield risks that can affect growth of a business. This paper analyses India as a location for business expansion and also offers recommendations and conclusions on whether it is the best environment to expand business operations. Overview of India Geographic profile: India is located in the south of Asia and it is ranked as the seventh largest country in size and the second largest in terms of population. Reports from the Central Intelligence Agency indicate that India hosts up to 16% of the total world’s population who occupy its 3.29 million square kilometers.2 Additionally, it has a population of 1.16 billion people with Hindu being its official language and English used as a business language. Geologically, its climate is tropical monsoon with four seasons.3 Its natural resources include c oal, natural gas, diamond and manganese among others. In terms of transport, India has numerous airports although waterways, roadways and railways aare the major channels of transportation. Demographic profile: In terms of age structure, a larger percentage of its 1.16 billion people are young individuals of ages 15-64 years representing 64%.4 Penn points out that the median age group in this country is 25.3 years which is comparatively lower than most countries.5 Culturally, India has a diverse culture which is spread across religion, languages and festivals. The latter include Deepawali, Id-ul-Zoha and Christmas as well as Guru Nanak Gayanti festivals. Religiously, its cultural diversity embraces four main religions like Sikhism, Christianity, Islam and Hinduism. Other related religions include Zoroastrianism, Judaism, Jainism, and Buddhism. Economic profile: Penn continues to point out in his article a glimpse of the future that the Indian economy has gone through a systematic tr ansition since economic reforms hit the country back in 1991.6 The impacts of those reforms have been far reaching and have unleashed and opened avenues for enormous growth potential.Advertising We will write a custom report sample on Business expansion- an analysis of India specifically for you for only $16.05 $11/page Learn More Today, the economy of India has been characterized by liberalized trade and investment policy, a role undertaken by deregulation and private sector. Analysts regard India as a trillion dollar economy due to its diversified industrial base, an agricultural sector that is self sufficient, and a stable service and financial sector. Kraten concurs with Penn’s argument and adds that the economy of India is diverse and encompasses a multitude of manufacturing, textile and handicraft services.7 The presence of internet and the digital age presents India as a transformed economy and a destination for global technical support, custo mer services and outsourcing. Challenges of expanding a business in India India is a strategic location and a significant as well as an inevitable business destination to expand a foreign business due to its economic growth and the huge population which forms large customer base. However, Casey argues in her publication one great concept that there are a number of factors which may pose a threat to business expansion in India.8 These include internal reluctance and the perceptions individuals have of the country, inadequate information of the Indian market that would aid an expanding business to develop a well devised implantation strategy. Internal difficulties The media has played an important role of creating and destroying the image of nations both politically and economically.9 India as a nation has not escaped the influence of media and the tarnishing of its image to the world. Many foreign businesses that have intended to expand in India have been faced with the challenge of the struggle against prejudice and stereotypes. For instance, in the past decade, the image of India has been that of being a city of joy. Besides, this country has been perceived as a poor country for many years with nearly 80% of its population living in poverty.10 Iyer posits that this perception may hinder a business expansion plan to this country.11 He adds that the internal decision process of a company may be massively affected by such views which are commonly spread by the media. Misunderstandings in communication Expanding to India requires finding a reliable workforce and human resource which is fluent in English or Hindu. Many foreign companies that wish to expand into India do not have fluent English speaking employees and executive teams. Ardichvili et al point out that this is true for countries that English is a not national language such as Germany, Japan, Spain, Italy and France.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Expanding to such regions would pose immense difficulties in terms of communication due to language barriers and misunderstandings due to use of jargons and poor language.12 In their book intercultural communication for business, Elizabeth and O’Rourke point out that language barrier may not greatly affect the technical side of the business, but on areas of commercial agreement like procurement and distribution, legal agreements and forming of joint ventures, the impact may be devastating to business. It is important to note that in conducting effective transactions, perfect understanding among parties involved must be ensured through good communication to save wasting of time and losses. As such, with misunderstandings in communication, certain essential elements may be ignored if a negotiation is being done orally. Recommendations Expanding into India would be the best recommendation for this Canadian Company due to location advantage and the potential economic growth in th is country. The Indian economy provides immeasurable business expansion opportunities and a fertile ground for establishing a business. The OLI model by Dunning indicates that shifting to a new location may provide a business with location specific advantages which include market growth, per-capita income and low cost of production. Inasmuch as moving into India may result into liability of foreignness, this business with its unique services will gain competitive advantage which will be used to compensate the liability.13 Conclusion To sum up, the discussion in this paper was based on the thesis statement that â€Å"the increasing competition and pressure in the global business arena have been some of the important factors that have driven many firms to seek opportunities where they can expand their operations internationally. â€Å" From the discussion, it is evident that India is a country that offers business expansion opportunities to foreign businesses due to its economic gro wth, vast population and resources. As indicated, expansion strategies require clear understanding of the target location since it enables a business to plan and acquire knowledge of potential benefits. However, there are considerable challenges like language barriers, culture and a country’s perception that come with expanding a business to a foreign nation. Bibliography Ardichvili Alexandre, Jondle Douglas, Kowske Brenda, Cornachione Edgard, Li Jessica, and Thakadipuram Thomas. Ethical cultures in large business organizations in Brazil, Russia, India, and China. Journal of Business Ethics 105, no. 4 (2012): 415-428. Casey, Bernadette. One great concept. License! Global 13, no. 2 (2010): 22-27. Central Intelligence Agency. â€Å"The world factbook†. Last modified January 29, 2012. https://www.cia.gov/library/publications/the-world-factbook/ Hughes, Shirley. More tools, more time to serve. The Journal of Government Financial Management 52, no. 2 (2003): 10. Internation al Monetary Fund. â€Å"Data and statistics†. Last modified January 29 2012. https://www.imf.org/en/Data Kraten, Michael. Sixty questions to address before expanding a business practice. The CPA Journal 78, no. 1 (2008): 58-62. Iyer, Patrick. The Indian Disconnect. Time International, (2012) 1. Penn, Robert. A glimpse of the future. Journal of Accountancy 188, no. 1 (1999): 35- 40. The World Bank. â€Å"India and business†. Last modified January 29, 2012. Web. United Nations ESCAP. â€Å"Advancing statistics for development†. Last modified January 29, 2012. https://www.unescap.org/our-work/statistics Footnotes 1 Shirley Hughes. More tools, more time to serve. The Journal of Government Financial Management 52, no. 2 (2003): 10. 2 Central Intelligence Agency. â€Å"The world factbook†. Last modified January 29, 2012. 3 United Nations ESCAP. â€Å"Advancing statistics for development†. Last modified January 29, 2012. 4 Ibid 5 Robert Penn. A glimpse of the future. Journal of Accountancy 188, no. 1 (1999): 39. 6 Ibid.p.40. 7 Michael Kraten. Sixty questions to address before expanding a business practice. The CPA Journal 78, no. 1 (2008): 59. 8 Bernadette Casey. One great concept. License! Global 13, no. 2 (2010): 27. 9 Ibid.p.26. 10 International Monetary Fund. â€Å"Data and statistics†. Last modified January 29 2012. 11 Patrick Iyer. The Indian Disconnect. Time International, (2012) 1. 12 Alexandre Ardichvili, Douglas Jondle, Brenda Kowske, Edgard Cornachione, Jessica Li and Thomas Thakadipuram. Ethical Cultures in Large Business Organizations in Brazil, Russia, India, and China. Journal of Business Ethics 105, no. 4 (2012): 420. 13 The World Bank. â€Å"India and business†. Last modified January 29, 2012.

Best Private Schools Offering Summer Experiences

Best Private Schools Offering Summer Experiences Many folks hear the words summer camp and think of living in cabins for a month, swimming in lakes, and participating all kinds of outdoor activities, like archery and ropes courses. Rarely does the phrase summer camp make someone think about an opportunity to prepare for the upcoming school year. ​ On the other hand, many folks hear the words summer school and  think of the stereotypical student who failed a class or needs more credits to graduate. Rarely does the phrase summer school make someone think of a positive summer camp-style experience. What if we told you theres a middle ground? A summer experience thats both fun and educational? Its real. And some of the best private schools in the country are offering students unique educational opportunities that are way more than just your typical classroom experience.   Lets look at a few of the  unexpected opportunities  that you might find at a private schools summer program. Travel the World Summer camp doesnt have to be  limited to only one campsite. Some schools offer summer travel experiences, taking students around the world to experience life away from home. Proctor Academy in New Hampshire offers a summer service opportunity, which takes students to places like Guatemala for two-week sessions. See the World From 30,000 Feet in the Air Thats right, aspiring aviators can attend a summer camp at Randolph-Macon School in Virginia. Students get the chance to participate in a highly specialized program  leading towards taking a solo flight in a Cessna 172.   Space Camp and Sustainability Sustainability is a popular topic at private schools  and is one that has led to several summer camp programs designed to educate students and get them thinking about how we can better serve the planet Earth. One such program exists at Cheshire Academy in Connecticut, which offers two different tracks from which students can choose for their summer study. One track focuses on the impact of humans on the earth, while the other takes a new approach to a space camp by exploring both the oceans and space. You even get to take field trips and even launch rockets - and were not just talking about small model rockets!   Learn a New Language For students looking to come to the United States for a boarding school experience, a summer camp can be a great way to master their English language skills. ELL/ESL students can often greatly benefit from these highly specialized summer classes that are often several weeks long and designed to immerse students in an English language environment. This not only helps participants to master their speaking, reading, and writing skills, but also gives them a preview of what dorm life is like, making the adjustment to boarding school in the fall a little easier. Some schools even offer an accelerated program, like New Hampton School in New Hampshire.   Get a Competitive Edge in Athletics Aspiring athletes, especially those looking to improve their skills in order to play varsity sports at private school, can benefit from a summer camp focused on athletics. Starting to participate in these camps during middle school can be a great way for high school coaches to see a student athletes drive and potential, which means building relationships with the school even before the admission season arrives. Athletic camps are available for the more novice student-athletes, as well, helping those players still learning the game to prepare to play on a sports team at a  private school for the first time. Baylor School in Tennessee offers a camp that meets the needs of both the competitive athlete and the recreational athlete.   Perfect a Creative Craft Young artists can find numerous private schools that offer creative summer camp experiences, ranging from drama and dance to music and drawing. And, some of the best private school programs even offer creative writing and literary-focused programs, as well as digital photography and animation courses. The opportunities for creative expression are endless, and the levels of experience can vary. While some schools, like the Putney School in Vermont, offer a wide variety of workshops for artists of all experience levels and interests, other schools take a more specialized approach. The Idyllwild Arts Academy in California offers intensive two-week programs as part of the  Idyllwild Arts Summer Program. These programs can sometimes help students looking to attend competitive art schools for college get a head-start on art portfolios. Try Your Hand at a Non-Traditional Trade Some schools offer incredibly unique programs, like Emma Willards Rosies Girls camp. Drawing inspiration from the fictional character Rosie the Riveter, the boarding school in New York offers girls the chance to experience what its like to work in  carpentry, automotive repair, masonry, and other non-traditional trades.

COMPARE CONTRAST THE DEVIL WENT DOWN TO GEORGIA AND GOETHE'S FAUSTUS Research Paper

COMPARE CONTRAST THE DEVIL WENT DOWN TO GEORGIA AND GOETHE'S FAUSTUS - Research Paper Example No contemporary song better illustrates the persistence of the â€Å"Devil as fiddler† than the 1979 country-rock hit â€Å"The Devil Went Down to Georgia† by the Charlie Daniels Band. The Devil encounters a young man â€Å"who plays the fiddle hot† and challenges him to a musical duel, the outcome of which is unexpected: After centuries of bargaining, humankind has finally produced a musician whose natural skills surpass the Devil’s. This paper analyzes the similarities and differences between Goethe’s Faust and Charlie Daniels’s The Devil Went Down to Georgia. It is the contention of this paper that the song has largely adapted the ‘devil wager’ theme while making its subject more straightforward than the complex Faust play. The tune is made up of two instrumental pauses ushered by Charlie Daniels himself on fiddle; every break symbolizes the performance of one of the competitors. The song of the devil has no actual, genuine tune, but an eerie melody that Daniels attained by overdubbing some parts of his own performance with the fiddle. Johnny performs a rendition of the old song called Fire on the Mountain. His melody is presented in the song through the below puzzling verses (Daniels 10): Charlie Daniels, in creating this song, was obviously inspired by folk stories about the demon taking part in fiddling competitions, which have been popular in the U.S. for more than a century. Charles M. Skinner documented such a story, narrated by a Black fiddler called Joost in New York, perhaps in the middle of the 19th century. Similar to numerous devil and ghost tales, in the story of Skinner the demon is chased off by the devotion of Joost in performing a hymn, and by the coming of dawn (Bendix & Hasan-Rokem 128). Nevertheless, in other renditions of the story, the demon is easily conquered by grander musicianship. Still in relation to The Devil Went Down to Georgia, consider, for instance, a rendition obtained by Herbert