Punctuating Subordinate Clauses

Punctuating Subordinate Clauses Punctuating Subordinate Clauses Punctuating Subordinate Clauses By Mark Nichol In each of the following sentences, omission of a comma between a main clause and a subordinate clause muddles the meaning. Discussion after each example describes the complication, and a revision demonstrates how to eliminate ambiguity. 1. The candidate’s supporters and protesters championing his rival violently confronted each other in the city’s downtown district leading to multiple arrests. The district did not lead to multiple arrests; the confrontation did. Separating the subordinate clause â€Å"leading to multiple arrests† from the main clause with a comma clarifies the relationship between cause and effect: â€Å"The candidate’s supporters and protesters championing his rival violently confronted each other in the city’s downtown district, leading to multiple arrests.† 2. The event did not turn violent as some media reports indicated. â€Å"As some media reports indicated† is a subordinate clause to â€Å"The event did not turn violent,† so punctuation between the two segments of the sentence is required: â€Å"The event did not turn violent, as some media reports indicated.† (Without it, the sentence might be misread â€Å"The event did not turn as violent as some media reports indicated.†) 3. Who will work in the transition management office charged with executing the transition? This sentence reads as if the transition management is one of two or more such departments, one of which has the stated task. But â€Å"charged with executing the transition† is a subordinate clause referring to the who of the subject, and inserting â€Å"which is† at the head of that clause makes the transition smoother: â€Å"Who will work in the transition management office, which is charged with executing the transition?† 4. The company has been our consulting partner of choice for the last four years having supported numerous projects during that time. The phrase that begins with having is a subordinate clause, and subordinate clauses must be set off from main clauses with a comma: â€Å"The company has been our consulting partner of choice for the last four years, having supported numerous projects during that time.† The following revision alters the emphasis somewhat but reads more smoothly: â€Å"The company, which has been our consulting partner of choice for the last four years, has supported numerous projects during that time.† Another option is â€Å"The company has been our consulting partner of choice for the last four years, and it has supported numerous projects during that time.† 5. They steal diamonds and bags of cash only to send them raining down from the sky. Many writers refrain from inserting punctuation before a subordinate clause beginning with only, but this omission invites ambiguity- did they steal diamonds and bags of cash only, and not anything else?- so, for clarity, include it: â€Å"They steal diamonds and bags of cash, only to send them raining down from the sky.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:How to Format a UK Business Letter7 Patterns of Sentence StructureWord Count and Book Length

Students plagued by poor grammar - Emphasis

Students plagued by poor grammar Students plagued by poor grammar University students writing is plagued by poor grammar and punctuation and a lack of consensus on what constitutes a clear writing style, new Emphasis research has found. This inaugural research project, which marks the launch of the Emphasis Research Centre, suggests that todays graduates the business writers of tomorrow arent being encouraged to write in a clear, straightfoward manner that will serve them (and their future colleagues and clients) best in the world of work. The results, compiled from an online survey of academics and lecturers from 37 UK universities, reveal a range of problems from poor grammar and punctuation to an inappropriate style. But the real problem may well be the inconsistent advice handed down from lecturers. The survey reveals a lack of agreement on what constitutes a good writing style: there is a real gulf between the plainer language tutors claim to prefer, and the typically opaque and multi-syllabic language of academia. So it isnt the case that the problem is going unrecognised or being ignored. Rather there is just a need for a unified and uniform support system. University lecturers are keen to help students overcome worrying deficiencies in their writing, says Emphasis CEO, Rob Ashton. But a lack of familiarity with the building blocks of a clear, plain style makes that goal hard to achieve. To read the full report on this research, click here. Other research has recently highlighted the link between low levels of literacy and a lack of success in the workplace. The report, published by the National Literacy Trust, found that one in six adults has levels of literacy lower than that expected of an 11-year-old. Two-thirds of men and three-quarters of women with poor reading and writing skills had never received a promotion.

The Political Economy of States in the Middle East and North Africa Essay

The Political Economy of States in the Middle East and North Africa - Essay Example First, the report highlights the dominant economic activities and social service in Egypt. Second, the study will look at the political systems in Egypt with an emphasis on their connection with the citizens. Third, the paper will explore the citizenship rights and the role of women in politics and development of Egypt. Finally, the research will relate the views of international community about Egypt with a keen interest on the stand of U.S on the matter. Political Economy of Egypt Egypt leads in the population in the Arab world. It is the second populous country in the African continent. It has a population of about 80 million people living in different locations. The regions include Alexandria and Cairo, the banks of river Nile, and along Suez Canal. The regions support many people. They are in the category of the world’s densely populated regions. On average, a square carries over 3,820 persons. Egyptians are fairly homogeneous people of Hamitic origins. Most of the citize ns in Egypt are Muslims. However, there are minorities who are Christians (Aldosari 33). Egypt economy depends on petroleum exports, tourism, and agriculture. Egyptians practice agriculture in the fertile grounds of Nile Valley and Delta. This area is approximately 2.5 million hectares. The estimate of the workforce that engages directly in farming is about one-third. Egyptians who do carry out the tilling of the land make their fortunes from the agricultural industries. The factories deal with processing of agricultural products that feed the Egyptians. The surplus is exporter to earn foreign currency. There are projects in progress to convert the Egyptian deserts to productive lands. This is a government initiative to balance agricultural outputs in Egypt. A good example of such projects is the Toshka project in the Upper Egypt (Aldosari 1144). The warm weather and steady supply of water supports crop farming throughout the year. Predominantly, Egypt grows cotton, rice, sugarcane, sugar beets onions, wheat, corn, and beans. Cotton contributes significantly to agricultural exports. Egypt also produces fruits, vegetables, and flowers. Egypt export crops such as grapes, potatoes, and green beans to Europe. The close proximity of Egypt to the European markets boosts the export trade remarkably. This is because the short distance reduces the shipping costs. Farmers rear livestock in small quantities. These comprise of buffaloes, chicken, and water buffaloes. In addition to the agricultural capacity, the Nile Valley and Delta Egypt is endowed with natural resources. These include petroleum, natural gas, phosphates, and iron ore deposits. The gulf of Suez Canal and Western Desert contain rich sources of crude oil. Natural gas comes from the Nile Delta that is off the Mediterranean seashore, and in Western desert. Oil and gas product contributes to about 12% of the Egypt Domestic Gross Product (GDP). In the year 2008-2009 the petroleum and its products brought in $ 11.4 billion (Oxford Business Group 104). Tourism industry flourishes in Egypt. The country provides reliable domestic air service for tourists. Cairo is the major tourist hub in Egypt. Egypt leads in tourist destination in the Middle East. For instance, in the year 1996 Egypt tourists’ arrival reached a high mark of 3.9 million. This was an average stay of six nights. This contributes to 25 % of all of the total tourist traffic to the Middle East. The

Rhetorical Analysis Assignment Description Essay - 2

Rhetorical Analysis Assignment Description - Essay Example Some people have argued that the events of the September 11 terrorist attack on the US soil had an effect on immigration laws in the country. Thus, the fears expressed by the author in the unchanging number of illegal immigrants in the US are justifiable, if one considers the intention of some of these illegal immigrants. The terrorist attack have made the United States of America to tighten immigration laws as the laws are now stricter than they used to be before the September 11 terrorist attack. Immigrants suspected of having any connection with terrorists would be jailed for about seven days without being charged in the court of law. Prior to the 9/11 terrorist attack, the immigration laws were lenient and the barrier set around immigration has made it difficult to obtain visas to screening process is now more intense than what it used to be before the 9/11 attacks. The fact that the author did not try relate the issue of illegal immigration to the terrorist attack is actually a flaw in his writing as the author did not provide her readers with a good background knowledge on the subject matter. Security officials have realized that they have to do more to combat the problems of terrorism due to the 9/11 attack. The police departments have now improved their services and are now better prepared in the event of another terrorist attack. The police have now been empowered to monitor people’s conversation and survey people’s electronic mails. This was not the case before the terrorist attack as people were left alone to guard their private lives without the fear of being watched. The Department of Homeland Security (DHS) was also established by the Bush Administration in 2002 to combat terrorism locally. The author’s reference to the Department of Homeland Security as she brings out data about the deportation of 400, 000 immigrants by Federal immigration authorities (Preston) shows the extent at which the author develops logos in the

Tell Me About Blood Essay Example for Free

Tell Me About Blood Essay In this paper I will answer some questions about blood and related issues. Some of the questions I will answer are: what is the significance of a lower than normal haematocrit? what is erythropoiesis?why would the level of leukocytes be higher in an individual who has been infected with a parasitic disease. In regions where malaria is endemic, some people build up immune resistance to the malaria pathogen. Which WBCs are responsible for the immune response against pathogens? How do they function? A 13 year old is studying blood in school, and has asked some questions that havent been answered in class. I will answer these questions In a way that a young teenager would be able to understand. What is the significance of a lower than normal hematocrit ? What is the effect of a bacterial infection on the haematocrit? A test called haematocrit is the testing of the proportion of red blood cells compared to all blood cells in a certain volume. A lower than normal finding on a hemotocrit could mean anemia, a large number of white blood cells due to illness infection Leukemia, Lymphoma or other white blood cell disorders, vitamin or mineral deficiency or recent blood loss. The effect of a bacterial infection on the hemotocrit would cause a decrease of the haematocrit. Compare the development of lymphocytes with the development of other formed elements. There are two kinds of lymphocytes, B lymphocytes and T lymphocytes. Lymphocytes begin in the bone marrow, if they stay there then they are B lymphocytes, if they move to the thymus they are called T lymphocytes. The other formed elements of blood start with a mixture of  plasma that develop through erythrocytes and the platelets are formed by megakaryocytes exploding. What is erythropoesis? Which factors speed up and slow down erythropoesis? Erythropoesis is the process of making new red blood cells. This begins in red bone marrow. Proerythroblasts divide several times until it reaches the end of its development, then rejects the nucleus and becomes an reticulocyte. After being released from the red bone marrow a few days later they turn into erythrocytes. Erythropoiesis speeds up when there is a lack of oxygen to body tissues and slows down when there is sufficient oxygenation throughout the bod y. Explain what would happen if a person with type B blood were given a transfusion of type O blood. If a person with type B blood was given a transfusion of Type O there will be no negative affects. Type O blood is the universal donor as there is no antigen on them that would be attacked by the anti-A antibody on the B type blood cells. During an anatomy and physiology exam your asked to view white blood cells in prepared slides of standard human blood smears. Based on the observations below what is the name and function of each WBC? A.WBC has a round nucleus surrounded by a blue halo of cytoplasm with no visible granules. This WBC is a lymphocyte. The function of a lymphocyte is an immediate response of the immune system to defend against known pathogens ASAP. B.WBC contains dense blue purple granules that hides the nucleus. This WBC is a basophil. Their function is to store histamine and are involved in a response to inflammation. C. WBC has a u-shaped nucleus and a bluish cytoplasm with no visible granules. This WBC is called a monocyte. The function of a monocyte is much the same as the neutrophil, they eat invading pathogens to help protect the body. Monocytes also eat dead and damaged cells to keep the body healthy. D.WBC contain small, pale lilac granules and a four lobed nucleus. This WBC is a neutrophil. The function of neutrophils are to eat bacteria and some other foreign material. The membrane of the neutrophil surrounds the invading bacteria and then destroy it. E.WBC contains red orange green any two lobes nucleus. This WBC is an eosinophil. Eosinophils have a few functions, they are part of the inflammatory process, the trap substances, kill cells, and have anti-parasitic and bactericidal activity. Why would the level of leukocytes be higher in an individual who has been infected with a parasitic disease? Leukocytes help defend the body from infections, as someone is getting sick from a disease leukocytes target the threat to keep the body healthy and to destroy the threat. When a doctor looks at the results from a complete blood count of CBC and see that there is an elevation of white blood cells he knows that there is an infection or immune issue. In regions where malaria is endemic, some people build up immune resistance to the malaria pathogen. Which WBC is responsible for the immune response against pathogens? How do they function? Lymphocytes are responsible for the response against pathogens. First you must be exposed to the pathogen, after that the lymphocytes know what to look for. When you are re exposed to the disease your body is prepared for it and keeps you from getting sick or at the very least from getting the full blown sickness. What is the function of prothrombinase and thrombin in clotting? Explain how the extrinsic and intrinsic pathways of blood clotting differ. The function of prothombinase is to turn into prothrombin in to thrombin to make blood clot, which then stops blood loss. The difference between extrinsic and intrinsic is where the chemical connections comes from. The extrinsic bond happens outside of the damaged blood vessel when blood seeps into other tissue. The intrinsic bond happens inside of the damaged blood vessel. With both pathways after the chemical bond is triggered a blood clot begins to form and stop the bleeding. This paper explains a few questions about blood in a language that a young teenager should be able to understand. The questions answered explain about the different white blood cells, what they look like and their functions. This paper also explains about blood transfusions and clotting. References basophil (blood cell) Encyclopedia Britannica. (n.d.). Retrieved June 21, 2014, from http://www.britannica.com/EBchecked/topic/55316/basophil Blood Types Chart | Blood Group Information | American Red Cross. (n.d.). Retrieved June 20, 2014, from http://www.redcrossblood.org/learn-about-blood/blood-types The clotting process World Federation of Hemophilia. (n.d.). Retrieved June 21, 2014, from http://www.wfh.org/en/page.aspx?pid=635 Complete Blood Count (CBC): Healthwise Medical Information on eMedicineHealth. (n.d.). Retrieved June 20, 2014, from http://www.emedicinehealth.com/complete_blood_count_cbc-health/article_em.htm erythropoiesis definition of erythropoiesis in the Medical dictionary by the Free Online Medical Dictionary, Thesaurus and Encyclopedia. (n.d.). Retrieved June 20, 2014, from http://medical-dictionary.thefreedictionary.com/erythropoiesis Erythropoiesis-stimulating agents and other methods to enhance oxygen transport. (n.d.). Retrieved June 20, 2014, from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2439521/ Hematocrit test Why its done Tests and Procedures Mayo Clinic. (n.d.). Retrieved June 20, 2014, from http://www.mayoclinic.org/tests-procedures/hematocrit/basics/why-its-done/prc-20015009 Lymphocytes and the Cellular Basis of Adaptive Immunity Molecular Biology of the Cell NCBI Bookshelf. (n.d.). Retrieved June 21, 2014, from http://www.ncbi.nlm.nih.gov/books/NBK26921/ What is an Eosinophil? | Definition Function | CCED. (n.d.). Retrieved June 21, 2014, from http://www.cincinnatichildrens.org/service/c/eosinophilic-disorders/conditions/eosinophil/ What Is the Function of Monocytes? (with picture). (n.d.). Retrieved June 21, 2014, from http://www.wisegeek.com/what-is-the-function-of-monocytes.htm White blood cells Google Search. (n.d.). Retrieved June 21, 2014, from https://www.google.com/search?es_sm=93biw=1366bih=667tbm=ischsa=1q=White+blood+cellsoq=White+blood+cellsgs_l=img.33414.9913.0.10016.20.11.0.0.0.0.0.0..0.0.01c.1.47.img..20.0.0.xIhwmJNe2D8 White Blood Cells. (n.d.). Retrieved June 21, 2014, from http://peer.tamu.edu/curriculum_modules/OrganSystems/module_1/whatweknow 5.htm

Reinterpretación Filosófica de la Paideia Trágica :: Spanish Essays

Reinterpretacià ³n Filosà ³fica de la Paideia Trà ¡gica ABSTRACT: Philosophy as paideia is shown here as a resignification of tragedy as paideia in consonance with several contemporary thinkers. In this philosophical reading of tragedy, noted as the confirmation of an à ªthos starting from pà ¡thos, the experience of suffering is a privileged instance of learning which generates a peculiar wisdom — anagnà ³risis. Its appropriation gives occasion for a deep conversion that may take place as salvation. Moreover, the tragical paideà ­a is — in the case of Antà ­gone — an exemplary surpassing of violence towards justice, and the surpassing of justice in the paradigm of friendship and human solidarity. From Antà ­gone, it is possible to throw light on the ethical life (Sittlichkeit), so as to see it as did Hegel. In it there is already a constellation of tensions provoked by the connected incidence of destiny and the action of human liberty. This constitutes the tragical conflict which shakes the home or family, the pà ³lis, the phà ½sis and questions of justice and destiny, in order to recover them, perhaps, at a higher level of love and friendship. But above all, Antà ­gone presents an alternative to paideà ­a because she speaks and acts from alterity, from the brother or sister as the other absent, and so allows the other side to emerge, the other side imperfectly seen until now as an obscure, unconscious, underground — the other that one tends to forget and avoid — the excluded, the nothing as mystery of being, the kingdom of shadows that exalts the limits of light-figures, the female principle as the gravity-force of the male principle, femininity as 'irony of the community.' Ensayamos plantear aquà ­ cà ³mo, a partir de Hegel, ciertos textos contemporà ¡neos evidencian una asombrosa afinidad con la paideia trà ¡gica. Las figuras de Antà ­gona y de Edipo, tal como las caracteriza Sà ³focles, recobran asà ­ toda su fuerza educativa de paradigmas à ©ticos de humanizacià ³n. Desde las relecturas de Hegel, Kierkegaard, Heidegger, Ricoeur, M. Zambrano, Steiner han sabido liberar nuevas posibilidades a partir de estos modelos trà ¡gicos. 1.- Antà ­gona y el à ªthos trà ¡gico A nosotros nos ha interesado sobre todo la figura de Antà ­gona , porque la obra homà ³nima de Sà ³focles permite no sà ³lo un relevamiento de la eticidad (magistralmente ya realizado por Hegel), sino que presenta tambià ©n una alternativa para la paideia. En cuanto a la eticidad, la piedad fraterna de Antà ­gona tiene raà ­ces mà ¡s profundas que un sentimiento subjetivo y azaroso.

Multiculturalism in Early Childhood Education Essay

In recent times, early childhood education is becoming more diverse. Early childhood providers are required to attempt many challenging tasks. One of the most difficult of these is providing our children with diverse, multicultural experiences. (Ogletree & Larke, 2010) Since the beginning of times, young children have been raised by their families, extended families, clans and communities. Even today, most childcare homes and many early childhood programs tend to be fairly consistent and quite similar to the child’s home background. Parents tend to choose childcare and early childhood programs based on whether the programs match their own views of education and discipline. (Tarman & Tarman, 2011) Programs nowadays are expected to provide the children with experiences outside of their groups, offering opportunities to teach them to be tolerant, respectful and accepting of differences. (Derman-Sparks, 1989) Bennet (1995) described multicultural education â€Å"as an approach to teaching and learning that is based upon democratic beliefs and seeks to foster cultural pluralism within culturally diverse societies and an interdependent world. † In Singapore, where we have a culturally diverse population, it is essential to be sensitive towards each other’s cultural practices, beliefs and views. Thus, the reason to include multicultural education into the early childhood education system deems as important. The logical reason being that brain research has proved that the â€Å"prime time† for emotional and social development in children is from birth to twelve years of age. (Abdullah, 2009) Issues in Including Multicultural Education in Early Childhood Education There are several issues that do not allow multicultural education to permeate the early childhood programs in Singapore. Curriculum The curriculum of a center shows the process in which learning outcomes will be achieved. Therefore, including the goals and objectives of multicultural education into the center’s curriculum is essential. It has to be infused throughout the curriculum. Good early childhood pedagogy reflects and empowers the diverse cultural backgrounds of the children and families with whom they work. (Robinson & Jones, 2006) Including children’s identity into the daily programming and planning of the early childhood curriculum is considered necessary for developing their self-esteem as well as cultivating their appreciation for diversity that exists more widely in our society. (Abdullah, 2009) In Singapore, multicultural education is not a mainstream issue. With Singaporeans being more aware of issues and events through globalization and internet, it is truly essential that multicultural education is included in schools. Quah (as cited in Berthelsen & Karuppiah, 2011) has discussed the expanded ethnic and religious awareness strain among Singapore in recent years. Recent cases such as the wearing of the Muslim head-dress in government schools drummed up a buzz around the diverse ethnic groups in Singapore and resuscitated ethnic strains. These cases show that government policies need to be re-evaluated painstakingly so as to safeguard cultural harmony and maintain respect for cultural diversity. Thus, gaining support from the Government to deal with this issue indepth is significant. Language Development Usually the educational system in most countries applies the national language as the medium of instruction. However, multiculturalism and the distinguishment of the important role of language in studying makes it compulsory for differing qualities of dialect, abilities and correspondence styles to be recognized, esteemed and utilized within all early childhood services. The procurement for children to study the majority language whilst maintaining their first language ought to be underpinned and energized. This obviously is to propose bilingualism or in any event underpin for the home dialect as a strategy even at the unanticipated youth level. (Abdullah, 2009) Research has demonstrated that there can just be favourable circumstances to the child other than ensuring and regarding home dialect. (Hakuta, 1986) This primary issue and challenge for the procurement of bilingual training is one of human assets. Relatively few countries will have the personnel who themselves are bilingual or multilingual. Consequently, children with languages other than the national language to look, maintain and to develop and broaden their language and concept development within early childhood services. (Vuckovic, 2008) All children have the chance to listen to, utilise and study the majority language in a steady environment where assets, materials and individuals are utilized to scaffold their learning in a majority language. Early Childhood Education Staff. Staff working in childcare centers and early childhood education programs has the ability to create an impact on the children’s developing attitudes towards cultural diversity more than any other person in the child’s life. This is an undeniable fact. It is crucial that staff go through appropriate training or staff advancement programs, which include the essential knowledge, skills and attitudes for such an avocation. Teacher must take the steps necessary to better themselves as teachers in multicultural education settings. With the changing face of today’s classrooms, there is a growing need to address multiculturalism an diversity awareness. (Riskowski & Olbricht, 2010) Training courses for early childhood educators might as well have components in both content and conveyance that address diversity of cultures. (Verma, 2003) Pre-service preparation in the form of actual scenarios where teachers are set in multicultural or classrooms made up of cultures different from their own are particularly adequate in getting them to re-look at their existing convictions and biases. (Jacobson, 2003) This type of learning emphatically influences teachers’ manners towards teaching in diverse settings. Pre-service learning has the potential of enabling teacher candidates to stand up to challenging issues of social inequities and to start the deconstruction of lifelong attitudes and the development of socially just educators. (Baldwin, Buchanan & Rudisill, 2007) Issues Affecting Child as a Learner Children need an education, which allows them to take their place in this multicultural society. A child as young as two and three years are familiar with human distinctions and this mindfulness is connected with the improvement of specific disposition. An essential socialization as well as preferences and habit pattern in the early years of life leaves a preserving impact on the individual. .(Jacobson, 2003) These findings feature the importance of bringing social values and attitudes to children’s attention during this critical developmental period. Using this evidence, it becomes clear that early childhood community needs to address the needs of multicultural children and their unique families. These children include biological, multiracial and multi-ethnic children in blended homes, foster homes, adoptive homes and a variety of biological homes. In the early years, the child’s family assumes the leading role in socialising the child to the conduct, beliefs, convictions and plans held inside their culture. (Garbarino, 1992) With the rise in the amount of working parents and children partaking in group programs from an early age, preschools have likewise turned into compelling socialisation force. (Berthelsen & Karuppiah, 2011). Young children who live in a multicultural community experience social differences firsthand; it is part of their world. Then again, other children who live in a monocultural group frequently have challenges comprehending and tolerating an environment that is not the same as theirs. Knowing increasingly about the noteworthiness of children’s voyages between home and school and the impacts of these adventures, teachers can help these children unite the universes of home and school and all different worlds that they might experience in theirdaily lives. (Vuckovic, 2008) Pressures from mass media likewise push an impact on children to fit in with a uniform set of necessitites, dialect, method of articulation inshort, a whole way of life. They are exposed to a ‘counter culture’, which declines and demoralizes articulation from expressing their culture of origin. Regularly, this brings about immense pressures for the children, with parents demanding adherence to the old customs, with traditions practised in the home and frequently in activities outside the home. The consequence is that by and large, parents get estranged from their children who are attempting to comprehend and adapt to their transitory sub-culture, yet endeavouring to make a successful modification into another society, which secretively and frequently unintentionally denies them this right. ( Lin & Bates, 2010) Misconceptions in Teachers The most common issue is misconceptions in multiculturalism. Educators are unsure of their own ability to define what their role is in teaching culture. Teachers need the knowledge, skills and positive attitudes to know what to teach and how to teach. (Berthelsen, & Karuppiah, 2011) Teachers need to teach in a way that will meet the needs of all of their students. It may not be easy and may require more attention, time and effort. An issue teachers face is that pre-service teachers are leaving their courses unassuming to educate in today’s diverse classrooms. The dominant parts of them are leaving courses after just having one or two essential modules on educating in a multicultural setting. They are not ready for interacting with different cultures than the shielded ones that a large portion of them live in. (Lin & Bates, 2010) They are not ready for the distinctive needs controlled by today’s multicultural student population. They end up being not as qualified in this area as they should be. One reason for this could be that teachers express that students oppose multicultural education. (Atwater, Freeman, Bulter & Morris, 2010) Why is this the case? Everyone holds his or her beliefs about things. The zone of multicultural instruction is no distinctive. One of the first things that a teacher must do is to analyse herself. She ought to perceive how the conclusions, convictions and viewpoints that she holds influence the curriculum that she is planning to teach. Whether purposeful or not, a teacher’s comtemplations, recognitions, inclinations and sentiments can likely be depicted to her students. (Nichols & Dong, 2011) A â€Å"tourist approch† towards multiculturalism where cultures are only taught through celebrations, food and traditional clothing is a very common sighting in Singapore. (Berthelsen & Karrupiah, 2011) It is both disparaging and trivializing and does not give a genuine comprehension of different societies. (Derman-Sparks, 1989) Teacher need to comprehend their own particular convictions about cultures and differing qualities so as to execute multicultural education programs viably with young children. Teachers should take the steps important to better themselves as instructors in multicultural settings. This is no feat that can be accomplished overnight. Multicultural Education in Singapore Singapore is a multi-racial, multi-lingual and multi-religious society. Our population comprises mainly Chinese, Malays, Indians and others. Multicultural education is not a mainstream issue in Singapore. While the government has been capable to keep up peace and congruity through its political, social and financial strategies and unique days, it does not manage the issue in profundity. As Singaporeans are presently for the most part more mindful of issues and occasions around the world through globalization and the web, it has become progressively critical for Singapore to think about multicultural education in schools. In the meantime as empowering differences through conservation of the social personality of the racial and ethnic aggregations in the nation, the government has likewise attempted to work towards building social union around diverse assemblies, which offered ascent to the trademark ‘unity in diversity’. (Berthelsen & Karuppiah, 2011) For multicultural education to be viable, it must be taught in the early years of education and strengthened in the later stages. Since children’s attitudes to their and other social assemblies start to structure in the early years, early childhood educators can impact the improvement of uplifting demeanor towards others, as well as consolidating an educational program concentrate on tolerance wand cross-cultural understandings of others. Early childhood educators, however, cannot adopt a â€Å"tourist approach† to multiculturalism which generalizes other societies and transforms the multicultural educational module into a â€Å"tourist curriculum†. ‘Tourist curriculum† which educates about cultures through festivals and antiquities of society, for example, food and traditional clothing, is both disparaging and trivializing and does not give a genuine comprehension of other cultures. Teachers need to understand their own beliefs about culture and diversity in order to implement multicultural education programs effectively with young children. (Berthelsen & Karuupiah, 2011) A survey was done by Berthelsen & Karuppiah(2011) to find out their understandings of multicultural education and their perceptions of its importance in early childhood education. This was conducted in Singapore among a variety of teachers workingin private and public kindergartens and childcare centers. The participants came from different ethnic groups in Singapore. Perceptions about multiculturalism and children’s learning In this case study, they found that most teachers had restricted comprehension of multiculturalism. They saw multiculturalism as just regarding race and in the connection of Singapore. About 60% of the participants expressed that multicultural education implied having information of one;s culture and additionally other cultures. They believed that this learning is sufficient and would immediately carry individuals out of diverse societies together. Another 40% showed that children learn prejudices, dispositions, convictions and qualities from the adults around them, parents and teachers. They communicated convictions that schools assume a paramount part in educating children about diverse cultures. Beliefs about teaching for multiculturalism The same group of teachers were asked their beliefs about teaching for multiculturalism. Twenty of them thought directing a multicultural program implied examining distinctive cultures regarding their food, clothing, celebrations, traditions and so forth. This brings it back to the â€Å"tourist approach† that Derman-Sparks(1989) implied when educating about multiculturalism. They did not go past a tourist point of view in advancing an ‘anti-bias’ approach to educating and researching the distinctive cultures. Thirteen others said preschool centers should treat kids of diverse cultures similarly and decently. Sixteen teachers thought individuals might as well put stock in multicultural education and be supportive of it. The greater part of teachers who had constructive encounters in multicultural situations or with multicultural individuals were likewise more agreeable than others without such encounters in examining multicultural issues. A few teachers had reservations about talking over â€Å"delicate† issues, for example race or religion. Professional learning needs about multiculturalism Based on the survey done by Berthelsen & Karuppiah(2011), the teachers comprehended that they needed to understand more about multicultural education. They agreed that teachers needed knowledge, skills and positive attitudes to know what to teach and how to teach. However, the teachers did not explicitly discuss the vitality of individual reflection to comprehend their own particular prejudices, demeanor, convictions and qualities, and how these could influence their educating and learning. There were no critical or elaborated ideas on the challenges and opportunities to implement multicultural education programs. Recommendations James A. Banks, a specialist in multicultural education, has developed the five dimensions of multicultural education. He realised that in his work, numerous teachers considered multicultural education as simply content integration, meaning utilizing samples, information and data from diverse cultures. (Ogltree & larke, 2010) The five dimensions are content integration, knowledge constructions, equity pedagogy, prejudice reduction and empowering school culture and social structure. He desired for teachers to have the skills and knowledge and racial attitudes needed to work with people from diverse groups and to use a wide variety of strategies that cater to a wider range of students. (Banks, 2002) Content Integration Teachers should use several different approaches to integrate content about racial, ethnic and cultural groups into the curriculum. One of the most popular is the Contributions Approach. When this approach is used, teachers insert isolated facts about ethnic and cultural group heroes and heroines into the curriculum without changing the structure of their lesson plans and units. Knowledge Construction It helps students to understand how knowledge is constructed and how it reflects the experiences, values, and perspectives of its creators. In this approach, the structure, assumptions, and perspectives of the curriculum are changed so that the concepts, events, and issues taught are viewed from the perspectives and experiences of a range of racial, ethnic, and cultural groups. The center of the curriculum no longer focuses on mainstream and dominant groups, but on an event, issue, or concept that is viewed from many different perspectives and points of view. This is done while at the same time helping students to understand the nation’s common heritage and traditions. Teachers should help students to understand that while they live in a diverse nation, all citizens of a nation-state share many cultural traditions, values, and political ideals that cement the nation. Multicultural education seeks to actualize the idea of e pluribus unum, i. e. to create a society that recognizes and respects the cultures of its diverse peoples united within a framework of democratic values that are shared by all. (Banks, 2002) Prejudice Reduction According to Banks, this dimension is important in creating a â€Å"more positive racial and ethnic attitudes. † Basically, this dimension is the aspect of education where the teacher helps to lessen the amount of prejudice within students. Equity Pedagogy Teachers change their methods to enable kids from diverse racial groups and both genders to achieve. Empowering School Culture and Social Structure James Banks talks about looking not just at individual classrooms, but at the total school culture to see how to make it more equitable and using the other four dimensions to create a safe and healthy educational environment for all. James Banks’ five dimensions support that a child’s racial attitudes can change but education must start early and that early childhood programs are the perfect place to start multicultural education. (Vuckovic, 2008) Teachers As such, how can we make this a better transition for both teachers and the children? Sheets(as cited in Nichols & Dong, 2011) said, â€Å"all teachers can begin and most evolve into culturally competent educators; however, it is important to become conscious that the ardous journey from novice to expert requires hard work, relentless commitment, and a high investment of time and energy†. Two evident approaches for joining multicultural education with teacher education programs are infusion versus segregation, and culture-specific versus culture-general. (Melnick & Zeichner, 1997) Ladson-Billings (as cited in Berthelsen & Karuppiah,2011), proposed a basic structure for breaking down teacher preparation programs. She argued that, paying little mind to prospective teachers; race, ethnicity or backgrounds; the educational module should include a target on comprehending the way of pre-service teacher relationships and the cultural bases of the educational program, educating and society. The education of teachers should boost self-reflection on values and beliefs about cultural difference and advocate the studying approaches, which allow for teacher inclusion that is dymanic, significant and ethno-linguistically appropriate. The plans of Melnick and Zeichner (1997) and Ladson-Billings (as cited in Berthelsen & Karuppiah, 2011) could be connected to teacher education programs for early childhood education in Singapore. Such programs might investigate how preschool educators characterize and conceptualize multicultural education; fuse investigations of the history of race relationships; and use careful investigations and field encounters to provide teachers with chances to gain greater knowledge, skills and understandings of their own culture as well as of other cultural and language groups in their society. In particular, they should learn how to advance suitable programs for young children that consolidate encounters to permit children to comprehend cultural differences and encourage relationships between children of distinctive cultural backgrounds. Environment There is a need for physical environment where children are well versed to reflect the cultures represented by the children working within it. For example, pictures, books, art, music, activities, cooking and recognition of certain significant days important to each culture can reflect this orientation. (Jacobson, 2003) There is a need to advocate in children, knowledge of the similarities and contrasts in cultures, underscoring the likeness while encouraging an inspirational demeanor towards and delight in the differences. This could be attained through celebrating various holidays, enjoying reading material, folklore, music, art, games and introducing foods of various cultures. There is a need for a social or racial match between some educating staff and children in schools to be accomplished. This shows how the administration and teachers work together to decrease racial stereotypes and prejudices in the school and increase democratic attitudes, values and behaviours. The support from management is definitely essential. (Banks, 2002) Conclusion Multiculturalism is worthwhile undertaking in early childhood education based on our country’s population. It prepares children for the challenges of the globalized world. To attain the above, early childhood settings need to plan an environment, which puts forth diversity positively through resources, and materials that do not sustain stereotypes. It is also essential that a multicultural education, from pre-school onwards permeates the whole curriculum. It is inadequate to commit a component regularly reputed to be ‘ethnic studies’ to a corner of the syllabus or to a half hour period for every week. Most desirable is that interpersonal relations ought to be passed on by long-term and rational modeling and that knowledge gained ought to be by first-hand experience. Important implications need to be addressed before infusing it into the early childhood curriculum and equal collaboration between children, teachers, parents, administrators, employers and the wider community is essential. (Vuckovic, 2008) 2800 words References Abdullah, A. C. (2009) Multicultural education in early childhood: Issues and challenges. Journal of International Coopeation in Education, 12(1) Atwater, M. , Freeman, T. , Butler, M. , Morris, J. (2010). A case study of science teacher candidates’ understandings and actions related to the culturally responsive teaching of â€Å"other† students. International Journal of Environmental and Science Education. 5. 287-318. Baldwin. S. C. , Buchanan, A. M. , & Rudisill, M. e. (2007). What teacher candidates learned about diversity, social justice, and themselves from service-learning experiences. Journal of Teacher Education, 58(4), 315-327. Bennett, C. (2003). Comprehensive multicultural education: Theory and practice. (5th ed. ). Boston, MA: Allyn Bacon. Berthelsen, D. , & Karuppiah, N. (2011). Multiculturaleducation: The understandings of preschool teachers in Singapore. Australian Journal of Early Childhood Education. 36(4). Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. Washington, D. C: National Association for the Education of Young Children. Garbarino, J. (1992). Children and families in the social environment (2nd ed. ). New York: Aldine de Gruyter. Hakuta, K. (1986). Mirror of language: The debate on bilingualism. New York: Basic Books. Jacobson, T. (2003). Confronting our discomfort: Clearing the way for anti-bias in early childhood. Portsmouth, NH: Heinemann. Lin, M. , & Bates, A. B. (2010). Home visits: How do they affect teachers’ beliefs about teaching and diversity? Early Childhood Education Journal, 38, 179-185. Melnick, S. , & Zeichner, K. (1997). Teacher education for cultural diversity. Enhancing the capacity of teacher education for institutions to address diversity issues. In J. King, E. Hollins, & W. Hayman (Eds. ), Meeting the challenge of diversity in teacher preparation (pp. 23-39). New York: Teachers College Press. Nichols, M. E. , & Dong, E. (2011). Meeting the needs for today’s multicultural classroom: A review of literature. The Journal of Multiculturalism in Education, 7(1). Ogletree, Q. , & Larke, P. J. (2010). Implementing multicultural practices in early childhood Education. National Forum of Multicultural Issues Journal, 7(1). Quah, J. S. T. (2000). Government policies and nation-building & searching for Singapore’s national values. Singapore: South East Printing. Riskowski, J. & Olbricht, G. (2010). Student views of diversity: A multicultural mathematics activity. Viewing transformation during the middle school years. Multicultural Education. 2-12. Sheets, R. (2009). What is diversity pedagogy?. Multicultural Education. 11-17. Tarman, I. , & Tarman, B. (2011). Developing effective multicultural practices: A case study of exploring a teacher’s understanding and practices. The Journal of International Social Research, 4(17). Verma, G. K. (2003). Ethnic diversity and multicultural education: Cross-cutting issues and concepts. Proceedings of The International Conference on Globalization and Multicultural Perspectives in Education, Penang, Malaysia, 3-4 Dec. 2003. Vuckovic, A. (2008). Making the multicultural learning environment flourish: The importance of the child-teacher relationship in educating young children about diversity. Australian Journal of Early Childhood, 33(1).

Employer †Employee Relationship Essay

Little Lamb Company needs an additional programmer for a special project. The company enters into a contract with Mary to complete this project. Just as the project is nearing completion, initially an independent contractor as she had a high degree of control over how the work is accomplished, and enters into a contract with the company a new need arises for her services. She is asked to continue with the company to complete the new project. While completing the new project, the supervisor begins working more closely with Mary and requires her to use company materials and equipment while adhering to company work schedules. Mary seems to be moving toward an â€Å"at-will† employee position, because she appears to have less control over how the work is accomplished as she will probably have to answer to the supervisor, and using the companies materials and equipment and adhering to the company work schedules. After two years suggests â€Å"at-will† employee because of the length of time being 2 years, economic conditions force the company to make budget cuts. Mary is asked to leave as an employee, as she is obviously no longer working as an independent contractor, when asked to leave the company. Thirty days later, a major contract is acquired by the company, which reinstates the need for Mary’s services as a programmer. However, the supervisor chooses to hire his equally-qualified cousin and not offer Mary the opportunity to return. The use of word â€Å"hire† implied that Mary had been an employee and not an independent contractor. Is Mary an independent contractor or an employee? Describe the factors that led to your determination. There are several criteria to determine if Mary is a contractor or an employee. For example, one critical aspect to distinguish an independent contractor from an employee is the degree of control over how the work is accomplished. Initially Mary seemed to have more control than she did at the end, so it seems that she moved from being a independent contractor at the beginning to an employee over time. However, there are many factors to consider in making a determination as to whether a worker is an independent contractor or an employee. Some of these criteria include:†¢Whether a distinct occupation or business is  being performed; e.g. programmer, so initially Mary was contracted as an independent contractor for a specific project. †¢The amount of supervision over the means by which the work is performed; e.g. â€Å"the supervisor begins working more closely with Mary and requires her to use company materials and equipment while adhering to company work schedules† implies a move away from independent contractor towards an â€Å"at will† employee. †¢The degree of skill required to perform the work; e.g., â€Å"programmer† â€Å"equally-qualified cousin†Ã¢â‚¬ ¢Who provides the tools used to perform the work, and, e.g., â€Å"requires her to use company materials and equipment while adhering to company work schedules† and therefore moving towards being an â€Å"at-will† employee†¢The place where the work is done; e.g. Mary is working in the office, â€Å"the supervisor begins working more closely with Mary and requires her to use company materials and equipment while adhering to company work schedules† suggesting an â€Å"at-will† employee position. Has the employer/employee relationship changed over the course of time? If so, how?As mentioned above, it did seem to change over time. It seems that initially, Mary could be considered an independent contractor because â€Å"Little Lamb Company needs an additional programmer for a special project† and Mary entered into a contract with the company. However, Mary was later asked to stay on and began working close to the supervisor, who expected Mary to used the company materials and equipment, to follow the company work schedule, and was terminated at will when economic conditions demanded. Thus, Mary seemed to move from an independent contractor to an â€Å"at-will† employee. 3) Was Mary’s release legal under the doctrine of employment-at-will? Why or why not?This is murky water and it depends. If Mary had moved into an â€Å"at will† employee, then the doctrine of employment-at-will allows her employee to let her go without reason (however, they initially had a contract, which we look at in the next part of this question below). In the scenario, it says Mary enters into a contract for the first project, however, makes no  mention of a contract when she is asked to stay on (however, sometimes contracts are implied). For example, in most states of the United States all employees are considered â€Å"at will† employees. That means that the employer can terminate or change the employment relationship â€Å"at will†, unless there is a contract with the employer. In general, an employer can fire an â€Å"at will† employee, or change the employee’s position or compensation with no notice and no reason. Likewise, the employee can terminate his employment â€Å"at will† without notice or reason. However, there are three possible legitimated reasons employee can challenge a wrongful termination:If not, which of the following exceptions to employment-at-will have been violated? Why?a) Breach of public policy (Perhaps) Values, principles and basic rules that the courts and legislatures consider to be in the best interest of individuals and the general public. Employer violations of specific labor and employment laws might be called violations of public policy, instead of or in addition to violations of the specific laws. That is because it is in the best interest of all workers that all employers obey such laws. Public policy may be written or implied, and varies among states and municipalities. Consequently, whether or not an employer has violated public policy is often a matter of interpretation by a court or arbitrator (i.e., hired cousin instead of having Mary return). b) Breach of implied covenant of good faith and fair dealing. Probably not, because it is dealing with contracts and the question is dealing with â€Å"at-will† exceptions. c) Breach of implied contract (this is a possibility). Why? For example, in a â€Å"contract† between the employer and the employee, even in the absence of a formal written employment agreement. For example, language in an employee handbook may promise â€Å"all layoffs are based on seniority† or â€Å"we give employees at least 2 weeks notice of all layoffs†. Therefore, if Mary thins she is wrongfully terminated, as an employee; she can challenge a wrongful termination for these legitimate reasons

Wallace Carothers essays

Wallace Carothers essays Wallace Carothers was born in Iowa(1896). He was the oldest of four siblings. After high school Carothers studied acconting at Capital City. He then went to Tarkio College in Missiouri where he studied science and taught accounting. He graduated in 1920 then got his master from the University of Illiniois the following year. He took a teaching post at The University of South Dakota, and there began working on organic chemistry, He found he liked research far more than teaching. He obtained his PhD from the University of Illinois in 1924. He became an instructor at Harvard. In 1928, The DuPont chemical company opened a labortory for basic research and hired Carothers as the manager of a whole division. There he and his team created neoprene(1931) and nylon(1934). Through his whole life he suffered from depression. In 1936 he maried Helen Sweetman and had a daughter, but never met her. In 1937 his favorite sister died which added to his deprresion and his eventual suicide in April of that same year ...

That Dark Type is Called Boldface

That Dark Type is Called Boldface That Dark Type is Called Boldface That Dark Type is Called Boldface By Maeve Maddox In comparing style manuals, I came across these instructions: Never underline text. If you need to call attention to certain words, use body copy that is bolded or italic. St Anselm style guide Bolded? We talk about italic type, serif type, and sanserif type. Whats wrong with boldface? Its not as if bolded saves any syllables. Use body copy that is boldface or italic. Apparently bolded is creeping into use: This is a discussion on Compressing bolded type within the Adobe Acrobat forums in Adobe Tools category; Notice the bolded type sandwiched between lighter weight typefaces. a lighter blue that will only be legible if you combine it with a larger font size or at least as in this example a bolded type On the other hand, not everyone has opted for that ugly johnny-come-lately: A single syllable or letter in boldface type in the stems marks the position of the accent throughout this grammar. Use the word â€Å"Abstract† as the title, in 12-point Times, boldface type, centered relative to the column, Authors names in boldface type, subjects or titles in lightface type. Bolded indeed. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Fly, Flew, (has) FlownFlied?35 Genres and Other Varieties of FictionWriting Styles (with Examples)

Ethics adn the regulation and deregulation of energy Essay

Ethics adn the regulation and deregulation of energy - Essay Example In the United States, the electrical and natural gas industries have found themselves undergoing developments of change in the way they supply their resources. Millions of households and businesses within the 24 different States which have enacted deregulation plans find themselves torn in two from what is the falling of the $220 billion electricity industry; that being one of the last government sanctioned monopolies. The deregulation of both markets has applied extreme pressure on both industries to act more efficiently.This drive in efficiency has then directly impacted more of a commitment from the two industries to establish further safety procedures and increased attention to ethical standards. In theory the deregulation of the markets should expand services further, creating more selection which in return directly opens up the market for competition. This in theory should create lower prices and of course a wider selection which will ultimately allow those of lower incomes to comfortably afford hydro and natural gas. These benefits have deregulation supports quite touted as they appear very certain that it will generally create greater occurrences. In some regions this plan has been a success however in most cases the results have been the opposite with an actual rise in prices with accounts of crisis in supply.Prior to the infamous electricity shortages and skyrocketing prices, California went through an uprising provided by the citizens to halt and overturn the states deregulation plan. deregulation plan. In 1996 California became one of the first states to enact what was a restructuring plan of electricity and natural gas. No later then two years after the plan was put into effect public support of deregulation began to sway due to actual increases in pricing. This measure obviously failed and criticism of deregulation grew further to a one sided opinion from the public. The limited power supplies and astounding increases in demand forced the electrical industry to further up the retail prices on power. In some cases companies that provide retail prices based on wholesale value fluctuated dramatically, electrical bills were noted to be double then what they were before the plan started. This equalled not only outrage by the public but also examples that deregulations were not consistent with its theory. A good example success from deregulation comes from the analysis of the post deregulation era in Pennsylvania. The enactment of the plan started in 1998, which appears to have uplifting reviews. The state has been in blossom according to reports that conclude great success on many accounts. The analysis shows that 500,000 consumers being just over 11 percent of ratepayers have chosen to leave their current utility companies no more then a year after the plan enacted. The trial in the Philadelphia area concurs with this, concluding that residential consumers who decided to leave their electricity providers for one that was least expensive in competition saved on average $10.00 a month. Ethnically speaking, those who are of the lower income brackets have been able hopefully to sustain hydro more easily then before the plans enactment in Pennsylvania. Whether or not the benefits such as lower prices can be consistent throughout the nation is still however an unresolved question. California is a great example of the opposite because the outcome of California deregulating electricity markets is substantially different then that of Pennsylvania state. After some of the main providers experienced financial crisis, consumers were faced with rising prices beyond affordability, many ended up having to go without any source of power and those who could continue to afford the up roaring prices experienced shortages of electricity due to the overwhelming increase in demands. Although deregulation shows ethical value it also proves to be inconsistent. The

Finance & Public Expenditure in Scotland Since Devolution Essay

Finance & Public Expenditure in Scotland Since Devolution - Essay Example As an after effect of the constitutional change in UK, the distribution of revenue throughout the regional and territorial government in relation to its corresponding public expenditure was greatly affected. (McLean, 2003) In order to minimize and prevent an unfair distribution of UK revenue among the Enlish and British territories such as the Northern Ireland, Scotland and Wales, the need to examine the Barnett and the traditional Goschen formula used in the allocation of money to its corresponding territories arises. In line with the increasing concern over the use of Barnett and Goschen formula in the United Kingdom, the researcher will first conduct an in-depth analytical research study on the budgetary, financial arrangements, and public expenditure of Scotland including the impact of devolution over its finances. In the process, the researcher will discuss a brief history behind Scotland’s financial arrangements prior to devolution in 1999 including the application of the Goschen formula. The researcher will also provide an analytical description of the Barnett formula since its inception back in 1978 and subsequent revival in 1992. Eventually, the researcher will examine the strength and weaknesses of using the Barnett formula versus the Goschen formula. As stated in the third edition of the Statement of Funding Policy that was published by the Treasury back in July 2002, the financial arrangement between the United Kingdom and the Administration in Scotland follows the conventions for Scotland way back before the devolution. (Scotland Office, n.d.) Using the public expenditure framework controlled by the UK government, the HM Treasury allocates budget for the public expenditure of U.K., Scottish Executive, and Northern Ireland. The devolved Scotland administration normally receives a block grant. There are legally two components under a block grant known as the: (a) redistributed national non-domestic rates (NNDR); and (b) the Revenue Support