In Search of Respect Essay Example | Topics and Well Written Essays - 1750 words

In Search of Respect - Essay Example This situation led to the internalization of the Latino community, that demoralizing, impoverishing and inferiority structures cast upon them by the American social, political and economic systems, consequently blaming themselves and not these systems for their poverty. In his book titled â€Å"In Search of Respect†, author Philippe Bourgois details his experiences when residing in East Harlem, a region defined by racial inequality. This has led to the embodiment of a â€Å"street culture of resistance† phrase that uses the peddling of drugs as a lucrative, yet self-deteriorating means of acquiring income and the much publicized and certainly pseudo elusive respect so much desired. The culture of poverty and the street are wrongly cast upon to the families of East Harlem, in that it focuses on the secondary effect, which is self–deteriorating upshots, rather than the structural forces that these Latino communities have to combat every day that make them practice what they do. In unconscious intellectual disciplines, the phrase â€Å"culture of† becomes a code for race or stereotypical excuse projections that are quite useless for understanding how things materialize in various communities. This makes the â€Å"culture of the street† quite a dangerous phrase even though anthropologists that it is one of the physiognomies that set us apart from animals. Rather than that, it would be mu ch more subtle to use the phrase â€Å"risk environment† to help understand how poverty articulates more specifically and precisely with substandard educational institutions, infrastructure, and inaccessibility to decent food, sanitary food sources, decent employment and the public sector services that most middle–class clusters take for granted. Philippe Bourgois, while performing his research, had to develop a respectable rapport in order to try and

Walmarts Essay Example for Free

Walmarts Essay Part I describe Walmart expansion As the largest retail chain in the world, Walmart is one of the earliest companies that realize that waiting too long to get into foreign countries would give competitors a lead that would be difficult to close. However, globalization is always a double-edged sword. Despite that Walmart is the world’s largest company with a turnover of $312. 4 billion, Walmart’s results from globalization had been mixed. In 1991, the establishment of Sam’s Club near Mexico City represents takeoff of Walmart’s globalization. In 1998, In 1998, Wal-Mart acquired a controlling interest in Mexicos largest retailer, Cifra, which operated stores throughout the country, ranging from the largest chain of sit-down restaurants to a soft lines (apparel, home furnishings, fabric) department store. In 2000, Wal-Mart changed Cifras name to Wal-Mart de Mexico. Acquisition is a common way in that Walmart goes into other countries’ markets. In March 2004, Wal-Mart Brazil announced the acquisition of Bompreco, a retail chain with 118 units; In late 2005, Wal-Mart acquired the retail operations of  · Sonae Brasil S. A. (Sonae). In 1994, Wal-Mart purchased all 122 Canadian Woolco discount stores. Walmart entered South Korea in July 1998 by acquiring a majority stake in Makro. In the United Kingdom (UK), Wal-Mart had acquired ASDA, a profitable chain in 1999; In the spring of 2000, Walmart moved quickly to finalize its $10. 8 billion deal to acquire the 232-store supermarket chain, which was Walmart’s largest acquisition ever. Acquisition helps Walmart conquer some foreign countries quickly. Some successful examples are Walmart’s practices in Mexico, Brazil and United Kingdom. At the end of 2005, Wai-Mart operated a total of 807 stores in Mexico, including 107 Super centers and 71-SAMS CLUBS. The company employed more than 112,000 associates across the country. as of December 2005, Wal-Mart Brazil operated 22 Wal-Mart Super- centers, 15 Sams Clubs, and 2 Todo Dias and 116 Balaio discount stores. Employing about 28,000 associates, Wal-Mart was the sixth-largest retailer in Brazil. In December 2005, Wal-Mart had 273_ASDA Super Centers, 21 ASDA! Wal-Mart Supercenters, 10 GEORGE stores, and 5 ASDA Living stores and 4 ASDA Small Town stores in the UK. The company employed more than 150,000 people in the UK. Acquisition is not a master key to door of any country, some failures remind Walmart to reconsider its global strategy. In Canada, Walmart’s initial operation did not get off to the right start. Indeed, for the first three years (1995-97) Wal-Mart Canada showed major losses. Fortunately, things got improved subsequently. But the luck did not last to Korean market: In May 2006, Wal-Mart announced that it would sell all 16 of its South Korean stores to Shinsegae and exit from Korean market. It is not fair to entirely account Walmart’s losses in Canadian and Korean markets for failure of acquisition strategy. Expansion globally is always a systematic and complicated process, in which a lot of factors need to considered, such as politics, diet habits, consuming psychology etc.. Looking the history of Walmart’s expansion through, Walmart was used to, or had to, apply joint venture under tight restrictions in foreign countries. And it is indeed hard to evaluate whether joint venture is an ideal approach or not. Wal-Mart had entered Indonesia, attracted by the worlds fourth most populous country. The retailer faced numerous challenges in a country where retailers operated under tight restrictions?. Walmart teamed up with Lippo Group. However, the development of Walmart Indonesia was not smooth as expected. China is another country where Walmart had to partner with other to practice its expansion strategy. Walmart and other foreign retailers had to offer a 35 percent stake in each store to a Chinese joint venture partner and were restricted to a territory of approximately 40 cities each. After China joined WTO, Walmart obtained greater management authority. Meanwhile, Walmart became actively involved in government relations and started talking directly with Chinese government officials at both local and national levels and through trade groups in both the United States and China. In December 2005, Walmart had 46 Supercenters, 3 Sams Clubs, and 2 Neighborhood Markets in China, together employing more than 27,000 associates. However, at the end of 2006, Walmart was laying the groundwork to become the biggest foreign chain in China with the $1 billion purchase of a major retailer-a Taiwanese-owned supermarket chain called Trust-Mart- which-would more than double its presence in China. And in Wuhan, a Chinese city with a population of approximately 10 millions, there is only one Walmart supercenter. Compared with McDonald’s, it is safe to say that Walmart has a long way to go to complete its global expansion. Part II Top management orientation in Walmart: The orientation of top management refers to the degree of domination of the MNE headquarters over subsidiary management and HR practices as compared to the degree of localization of subsidiary practices. In my opinion, Walmart’s senior management orientation is Geocentrism. The most significant characteristic of Walmart is its perpetuation: Walmart hires best employers all over the world, and is willing to train them to take key positions everywhere in the world, which typically matches the requirement of Geocentrism. In addition, a word â€Å"localization† is usually connected with â€Å"globalization†. As a multinational Enterprise, Walmart’s global strategy determines that Walmart has to localize itself from Decision Making to Evaluation, from Rewards to Punishment. On the other side, Wal-Marts approach to competing in overseas markets had evolved over time. But three main ingredients never change: Brand names (Wal-Mart and · Sams Club), Every Day Low Price (EDLP) strategy, and ethical standards. In order to keep its core value, Walmart need to figure out the balance between localization and standardization. The only flaw, I think, is Walmart information flow. There is no doubt that Walmart’s subsidiaries have smooth channel to communicate with headquarter. However, based on my research, there is not so many practices to strengthen communication among subsidiaries. In any case, we cannot deny that Walmart is Geocentrism. Value Culture: As the largest retail company, Walmart must focus on customer and quality. Actually, that’s exactly what they do. The customer is No. 1 in the Walmart culture, and they are putting tremendous effort into understanding customers and serving them in new ways. Its Global Customer Insights group is developing world-class analytics to identify customer trends and support merchandising and marketing decision-making within the business. At the same time, the importance of getting even closer to our customers is always emphasized throughout their ranks. Business Model Behaviors: To satisfy customers’ one-stop shopping experience, Walmart regards a broader assortment as the approach to attract customers. In 2012, Walmart added back more than 10,000 products across hundreds of merchandise categories. Walmart selects suppliers with high standards, assuring that it is the first to be offered new innovative products. Meanwhile, Walmart continue to fine-tune its offerings. All kinds of national brands, private brands and opening price point products can be seen in Walmart, to adapt different tastes. As we all acknowledged, â€Å"Every Day Low Price(EDLP)† is one of the most important ingredients of Walmart. EDLP is the result of Walmart’s everyday low cost (EDLC) philosophy. Walmart lowers costs by reducing expenses, increasing productivity and leveraging technology to improve efficiency throughout our supply chain and our operations. And as the largest retail company, occupying an important role in many countries’ retail markets, Walmart are able to negotiate with suppliers to obtain lower prices. For example, in Mexico, Since Walmart had more purchasing power than the next 17 largest Latin American retailers combined, it was able to negotiate price discounts from its suppliers and generate economies of scale. Walmart attempts to develop a variety of channels – core supercenters, smaller formats such as Neighborhood Market and Walmart Express, and eCommerce. The rise of Internet has Walmart pay attention to online business. Site to Store and Pick Up Today, which provide shopping alternative to Walmart customers, promote its online business grow. KPC: Compliance Integrity: Walmart is implementing a stronger global compliance organization. The job of every Walmart associate must begin with integrity. Ethics and compliance are non-negotiable. Walmart aligns its global compliance, ethics, investigations, and legal functions under one organization. In addition, full compliance with all laws and regulations is premise that they operate in any markets. Walmart has improved its compliance programs significantly and taken appropriate action for any instance of non-compliance. We’re pleased with the progress we’ve made through training, new processes and procedures and recruiting exceptionally strong talent to fill new roles. Acceptance of Diversity: When people mention Walmart today, it is not a certain national company any more. â€Å"Globalization† has stamped deep brands on Walmart. With its expansion, both employees and customers have different skin colors, languages, tastes and consume concepts. In this situation, acceptance of diversity plays more critical role in Walmart’s development. Part III a. China’s Twelve pillars First pillar: Institutions. The quality of institutions has a strong bearing on competitiveness and growth. China’s institution ranked in the middle of all surveyed countries (50th ). Second pillar: Infrastructure. Well-developed infrastructure reduces the effect of distance between regions, integrating the national market and connecting it at low cost to markets in other countries and regions. China ranked on 48th with a score of 4,46. Third pillar: Macroeconomic environment. The stability of the macroeconomic environment is important for business and, therefore, is important for the overall competitiveness of a country. China’s macroeconomic situation remains very favorable, 11th of 144 countries. Fourth pillar: Health and primary education. A healthy workforce is vital to a country’s competitiveness and productivity. Workers who are? ill cannot function to their potential and will be less productive. China receives relatively high marks in health and basic education (35th) and enrollment figures for higher education are also on the rise, Fifth pillar: Higher education and training . Quality higher education and training is particularly crucial for economies that want to move up the value chain beyond simple production processes and products. China places on 62th with a score of 4. 32 Sixth pillar: Goods market efficiency. Countries with efficient goods markets are well positioned to produce the right mix of products and services given their particular supply-and-demand conditions, as well as to ensure that these goods can? be most effectively traded in the economy. Chinese market efficiency places 59th(down 14). In this ? illar, insufficient domestic and foreign competition is? of particular concern, as the various barriers to entry appear to be more prevalent and more important than? in previous years. Seventh pillar: Labor market efficiency. The efficiency and flexibility of the labor market are critical for ensuring that workers are allocated to their most effective use in the economy and provided with incentives to give their best effort in their jobs. China has the greatest number of labor in the world. However, due to deficiency of efficiency and flexibility, China only ranks on 41th. Eighth pillar: Financial market development. The recent economic crisis has highlighted the central role of a sound and well-functioning financial sector? for economic activities. Ninth pillar: Technological readiness. The technological readiness pillar measures the agility with which an economy adopts existing technologies to enhance the productivity of its industries, with specific emphasis on its capacity to fully leverage information and communication technologies (ICT) in daily activities and production processes for increased efficiency and enabling innovation for competitiveness. For China, technological readiness takes a place of 88th(down 11), which has negative influence on Chinese competitives. Tenth pillar: Market size . The size of the market affects productivity since large markets allow firms to exploit economies of scale. In the era of globalization, international markets can to a certain extent substitute for domestic markets, especially for small countries. China has the largest population in the world. With the increase of consume level, China is the second market in the world. Eleventh pillar: Business sophistication. Business sophistication concerns two elements that are intricately linked: the quality of a country’s overall business networks and the quality of individual firms’ operations and strategies. With a score of 4. 25 (45th), there is huge space for China’s firms to improve their operation and strategies. Twelfth pillar: Innovation. The final pillar of competitiveness focuses on technological innovation. Compared with last pillar, China shows better performance on innovation – placing 33th with a score of 3. 85.

Designing A House :: essays research papers

This report is being written as if you were to fully design my senior project. These are all the steps and procedures you would need to take to properly design it. First thing you would need to do would be identifying specific landmarks of surrounding land or lot. You would note down anything and roughly measure marks approximate to house location, this way you would have a general idea of where the house would be. If there are no big landmarks, such as nearby houses or roads - you should note small markings such as trees or pathways, anything to help you identify the location of the house. Also, you should note climate, that can be a factor. After you’ve surveyed the entire scene you should write down all ideas having to do with what the house will need to be habitable and reference surrounding buildings for notes. For example if a building near the house lot has a high angled roof, that could be because of heavy snow or rainfall. Don’t be afraid to ask questions or extensivly look up ideas. Next will come your rough draft, this is basically self explanatory. You will create preliminary sketches of floor plan with rough dimensions, and sketch a view of the house dimensioned from landmarks. The information on your rough sketch does not have to be exact, but it must be more informative then the notes you had taken earlier. After getting specifics from the consumer, you will begin to construct your floor plan. Day, 2 While it is your (our) job to create convinience and simplicity in the house design, you must consider the consumers ideas and needs. When you do this plan you must label all doors with Door tags, these will be used later. When putting dimensions in your floor plan make sure they are specific and detailed. Try not to over dimension, but do not underdimension, carefully check every dimension, to see if it was duplicated or noted beforehand. Now will come the basement plan, dimension everything accordingly and show all needed floor supports. The needs for this house are different because of it's large design, lolly columns are neccisary. Label everything. When your done with the basement and floor plans you should construct a electrical plan and plumbing plan, the electrical plan is necessary in this project, but the plumbing is not. "Now day's you count on a licenced plumer to come in, they are the experts and they'll know whats

My Paper

Movies are everywhere, but the Harry Potter movies have much in common with the Twilight saga. I love watching a wide variety of movies and have noticed that the two movie series that I love the most are Harry Potter and Twilight. These two series are alike in many ways, they were both born based off of books, they both have mythical characters in them, however they also have differences, Twilight is more of a love story and Harry Potter is more of an action-based movie. In both series the age of the actors are based on teenagers coming into adulthood and facing trouble throughout their journey.They are all in the same age group of seventeen and eighteen when the last movie is finished. Both movies are about young adults facing danger and living to tell the story. In Harry Potter you have young Harry finding out he is a wizard, then moving to the wizard school Hogwarts to learn how to control his magic. The movies start with him as an eleven year old boy living with his aunt and uncl e who treat him like a servant. He finds out that his parents were murdered by Lord Voldemort. He grows up throughout the seven movies until he is seventeen and faced with the fact that he has to fight Lord Voldemort to the death.Twilight begins with Bella Swan, a seventeen year old girl moving to her fathers in Forks, Washington where she meets Edward Cullen and his family of vampires. Edward is also seventeen although he has been seventeen for over ninety years. Bella becomes a vampire after she turns eighteen and has married Edward. Robert Pattinson has played characters in both movies. He plays the part of Cedric Diggory in Harry Potters the Goblet of Fire. He plays the character of Edward Cullen in Twilight. Both series are based off of books which are very popular with today’s youth as well as young adults. Each series has more than on book.Harry Potter has seven books in the series which are named: The Sorcerer’s Stone, The Chamber of Secrets, The Prisoner of Az kaban, The Goblet of Fire, The Order of the Phoenix, Half Blood Prince, and The Deathly Hollows. Twilight has four books in their saga which are: Twilight, New Moon, Eclipse, and Breaking Dawn. Both were made to keep the reader’s interested and wanting more when they were finished watching the movie. If someone were to watch the first movie they would have to see the rest to find out what happens in the end. Do they live happily ever after? Does Harry win against Voldemort? Does Bella become a vampire?Do Edward and Bella stay together in the end? These are all questions asked after watching the first movie of each series. The movies were finally made to put a face to the character so that fans could see who the book was talking about from the beginning. It is always easier to read a book that has a movie made after it so that you can have a face to go with the name of the characters in the book. The final book to each series has been split into a two part movie to keep the su spense going in the movie. Even though most already know what will happen it is a bit more fun to see it happen on the television or on a theater screen.Harry says in the last movie to Ollivander the wizard that gave him his first wand, â€Å"You talk about wands as if they have feelings. † There are mythical characters in each movie, in Harry Potter there are witches, wizards, elves, giants, centaurs, werewolves, and others. Harry Potter was mainly about witches and wizards although they brought up the other mythical characters throughout all of the movies. They had teacher’s that were a werewolf and a giant. There were mermaids in the lake, centaurs in the forest, and elves at both the school and the wizard bank. The Twilight movies are based on vampires and werewolves.Both movies have interesting characters, such as Ron Weasley whom is Harry’s best friend, Hagrid whom is a giant that teaches at Hogwarts, Professor Dumbledore who is the head master. Dumbledore said, â€Å"It takes a great deal of courage to stand up to your enemies, but it takes a great deal more to stand up to your friends,† In the Sorcerer’s Stone. From Twilight there is Emmett Cullen whom is always having fun at Bella’s expense. He is always laughing at her clumsiness and mortality there is Alice who is graceful, fun loving and carefree. Alice also sees the future of those around her.Those visions can be changed, depending on the path that the person takes. Then there is Jasper, he can sense other people’s emotions as well as control the emotions in a room to keep others calm. They both have a battle scene in the last scene of each movie. Harry is constantly battling with Lord Voldemort in one way or another throughout all of the movies. He has the final battle in the Deathly Hollows part two where the wizard world fights as one to be rid of Lord Voldemort and his followers. In Twilight Bella, Edward and the Cullen’s constantly battl e other vampires to keep them from hurting Bella.The use the help of Jacob Black and his pack of werewolves to defeat new born vampires that are after Bella along with in the last movie Breaking Dawn part two they have to bring witnesses together to prove that Bella gave birth to a half-vampire half-human daughter to Edward. Alice sees a future of the Cullen’s becoming extinct because the Vulturi have been told that Bella and Edward made a vampire child when she is actually their biological daughter. These two movies are also different in many ways a few of these differences are that Harry Potter is about a young boy constantly having to fight for his life and the lives of others.The prophecy that led to Harry’s destiny is, â€Å"Neither can live while the other survives,† told by Professor Sybell Trewlawney. It speaks of Harry and Lord Voldemort also known as Tom Riddle. Harry Potter is more of a man vs. man whereas Twilight is more of a love story. It is a boy meets girl they fall in love even though Bella knows that Edward is a vampire, they fight to keep one another. Bella said, â€Å"Surely it was a good way to die, in the place of someone else, someone that you loved,† at the end of Twilight.There are many people all over the world debating on what is different between the two movie series. They are not as different as people say. The fans that like Harry Potter also like Twilight, the fans are also from all age groups not necessarily just teenagers and young adults. These two series have brought a large group of people together to read these books as well as watch the movies. Every fan has seen all of both series movies more than once as well as read all of the books to each series. These movies will always be on most peoples watch list.

Office Administration

Office Administration Project Learning Objectives At the end of this project students will be able to: Prepare an application for a job Complete application forms for employment Prepare various types of follow-up letters, letters of acceptance/non-acceptance Mark Scheme Task Description Mark Allocated Dream Job A. Reason for Interest In the particular Job chosen B. Qualifications necessary for the Job chosen 10 2 Resume Resume complete with all its relevant parts Dream Job Cover Letter Application Form Accurate completion of form 3 A. B. C. D. 8 4 Letter of applicationFollow-up letter Acceptance letter Letter declining offer Resignation letter Presentation A. Cover page (name, class, date project was given & due, teacher's name and title of project) B. Table of Contents (complete with headings and page numbers) C. Introduction (Give an overview of project) D. Acknowledgements E. Body of Project Conclusion (summary of the project and how they benefited from doing the project) G. Refer ence page Assignment Part 1 Outline what your dream Job is upon leaving school and the qualifications necessary for obtaining that Job. Remember it must be an entry level position.One paragraph should be sufficient. Part 2 Create a resume tailed for your dream Job. This resume must truly reflect who you are while containing all the necessary parts. Part 3 Letters You are charged with the responsibility of constructing a cover letter to accompany your dream Job resume. This application letter must be addressed to a suitable organization. The letter is to be typed in full block style. Letters must have proper grammar, spelling and punctuation. Part 4 Using the information provided on the advertisement for Sour Sop Grove Hotel sections MUST be completed.Worksheet Part 5 Soup Sop Grove Hotel is seeking an individual to fill a position of Requirements for Receptionist: Must have over 5 EX. subjects Mathematics and English included 0 Computer Literate (Microsoft Word, Excel and Publisher) Must be between age 18 and over Must have a bubbly and pleasant personality Must be able to work under pressure Requirements for Accounts Clerk: Must have over 5 EX. subjects Accounting, Mathematics and English included Must have Cookbooks basic knowledge Must be able to work under little or no supervision Computer Literate Microsoft Word, Excel and Publisher) All applicants must be citizens of Antigen and Barbuda or have rights to work in Antigen and Barbuda. Only suitable applicants will be acknowledged. All applicants are required to send applications to the following address. Soup Sop Grove Hotel Human Resources Department Linesmen Beach SST. Marry Antigen Deadline for application is December 7th, 2013 You are required to do the following: 1 .Application letter 0 Write a letter applying for one of the positions in the above advertisements. 2. Follow-up letter 0 You have not received a reply to your application to Sour Sop Grove Hotel for the session for which you applied. Two m onths have passed. Write a follow-up letter. 3. Acceptance letter 0 Assume that you have been offered the position for which you have applied at the Sour Sop Grove Hotel. You were sent two copies of a contract of employment. Write a letter accepting the position. Letter Declining the Offer 4. 0 Assume for some reason you have decided not to accept the post offered you at the Sour Sop Grove Hotel. Write a letter to the firm declining the offer. 5. Office Administration Office Administration Project Learning Objectives At the end of this project students will be able to: Prepare an application for a job Complete application forms for employment Prepare various types of follow-up letters, letters of acceptance/non-acceptance Mark Scheme Task Description Mark Allocated Dream Job A. Reason for Interest In the particular Job chosen B. Qualifications necessary for the Job chosen 10 2 Resume Resume complete with all its relevant parts Dream Job Cover Letter Application Form Accurate completion of form 3 A. B. C. D. 8 4 Letter of applicationFollow-up letter Acceptance letter Letter declining offer Resignation letter Presentation A. Cover page (name, class, date project was given & due, teacher's name and title of project) B. Table of Contents (complete with headings and page numbers) C. Introduction (Give an overview of project) D. Acknowledgements E. Body of Project Conclusion (summary of the project and how they benefited from doing the project) G. Refer ence page Assignment Part 1 Outline what your dream Job is upon leaving school and the qualifications necessary for obtaining that Job. Remember it must be an entry level position.One paragraph should be sufficient. Part 2 Create a resume tailed for your dream Job. This resume must truly reflect who you are while containing all the necessary parts. Part 3 Letters You are charged with the responsibility of constructing a cover letter to accompany your dream Job resume. This application letter must be addressed to a suitable organization. The letter is to be typed in full block style. Letters must have proper grammar, spelling and punctuation. Part 4 Using the information provided on the advertisement for Sour Sop Grove Hotel sections MUST be completed.Worksheet Part 5 Soup Sop Grove Hotel is seeking an individual to fill a position of Requirements for Receptionist: Must have over 5 EX. subjects Mathematics and English included 0 Computer Literate (Microsoft Word, Excel and Publisher) Must be between age 18 and over Must have a bubbly and pleasant personality Must be able to work under pressure Requirements for Accounts Clerk: Must have over 5 EX. subjects Accounting, Mathematics and English included Must have Cookbooks basic knowledge Must be able to work under little or no supervision Computer Literate Microsoft Word, Excel and Publisher) All applicants must be citizens of Antigen and Barbuda or have rights to work in Antigen and Barbuda. Only suitable applicants will be acknowledged. All applicants are required to send applications to the following address. Soup Sop Grove Hotel Human Resources Department Linesmen Beach SST. Marry Antigen Deadline for application is December 7th, 2013 You are required to do the following: 1 .Application letter 0 Write a letter applying for one of the positions in the above advertisements. 2. Follow-up letter 0 You have not received a reply to your application to Sour Sop Grove Hotel for the session for which you applied. Two m onths have passed. Write a follow-up letter. 3. Acceptance letter 0 Assume that you have been offered the position for which you have applied at the Sour Sop Grove Hotel. You were sent two copies of a contract of employment. Write a letter accepting the position. Letter Declining the Offer 4. 0 Assume for some reason you have decided not to accept the post offered you at the Sour Sop Grove Hotel. Write a letter to the firm declining the offer. 5.

Tradition and Dissent in Early English Christianity essays

Tradition and Dissent in Early English Christianity essays In what ways has Roman Catholicism been an example of religious tradition in England? When considering ways in which Roman Catholicism has been an example of religious tradition in England we need to first look at how its position as the established church was overturned in the sixteenth century. We then need to consider ways in which Roman Catholicism continued to be seen in the religious life of the country. We need to look at individual examples of its influence to decide whether they are cases of tradition or dissent or a combination of both. At the beginning of the sixteenth century the predominant religion in England was Roman Catholicism. During the course of the century this position was eventually overturned in favor of Protestantism. The changes began under the reign of Henry VIII when Catherine of Aragon failed to produce a male heir to the throne. Henry wished to marry Anne Boleyn but in order to do this he needed to annul his marriage to Catherine of Aragon, forbidden in the Roman Catholic Church. Henry denounced Roman Catholicism and dissolved its monasteries. During Henry's reign Protestantism became the official religion of England although the English church remained traditional in terms of doctrine and religious practice. Henrys son Edward was crowned in 1547 after Henrys death. This soon lead to radical changes in Protestant England. A new Protestant order of service was compiled by Thomas Cramner and imposed in 1549. This was revised and became more Protestant orientated in 1552. During this time Catholic practices were subdued in an effort to eradicate Roman Catholicism. Catholicism was briefly restored under the reign of Edwards half-sister Mary I on his death in 1553. Mary, a devout catholic attempted to restore Roman Catholicism to its former status. This attracted minor opposition from some convinced Protestants including Archbishop Cranmer however the return to Catholic tradit...

Using the Spanish Verb Creer

Using the Spanish Verb Creer With few exceptions, the Spanish verb creer can be used much the same way as the English verb to believe. It sometimes can be a bit weaker in meaning than to believe and is thus often better translated as to think. In other words, creer is often used to mean that someone believes something is probable rather than that it is a certain fact. Creer Que When a statement is made about what a person believes or thinks, creer is typically followed by que and the statement of belief: Creo que el presidente hizo lo que tenà ­a que hacer. I think the president did what he had to do.Los mayas creeron que las formas en la luna que muchos ven como el hombre en la luna son un conejo que salta. The Mayans believed that the shapes in the moon that many see as the man in the moon are a jumping rabbit.Creen que los estudiantes no estudian. They think the students arent studying.Creemos que tenemos una mà ­nima chance. We believe we have a slight chance. No Creer If creer is used in a negative form, the verb following que typically is in the subjunctive mood: No creo que el paà ­s està © en crisis. I dont think the country is in a crisis.No creemos que exista un telà ©fono perfecto para todos. We dont believe there exists a perfect telephone for everyone.La Comisià ³n Europea no cree que el motor de bà ºsqueda vulnere la privacidad del usuario. The European Commission doesnt believe that the search engine violates the users privacy. Creer Object Creer also can be followed by a direct object rather than que: No creo lo que me dices. I dont believe what youre telling me.Cree las noticias malas y desconfà ­a de las buenas. He believes the bad news and distrusts the good news.Creo la televisià ³n. I believe the television. Creer En Creer en is typically the equivalent of the English to believe in or to have faith in. It can mean either to give credence to a concept or to have trust or faith in a person. Algunos no creen en la evolucià ³n. Some dont believe in evolution.Creo en la educacià ³n bilingà ¼e. I believe in bilingual education.No creemos en las polà ­ticas de extrema derecha. We dont believe in the politics of the extreme right.Cuando se lucha por una causa, es porque se cree en ella. When one fights for a cause, it is because one believes in it.Parece que el à ºnico que cree en Pablo es à ©l mismo. It seems that the only one who believes in Pablo is he himself.El paà ­s cree en Presidente y en las fuerzas armadas. The country trusts the president and the armed forces. Creer In a Religious Context In some contexts, creer standing alone can have a religious meaning, just as does to believe in English. Thus in some contexts, Creo (I believe) is the equivalent of Creo en Dios (I believe in God). Creerse The reflexive form, creerse, is often used with little discernible change in meaning from creer. However, the reflexive form sometimes is used to add emphasis: Me creo que eres mi ngel de la guarda. (I truly believe you are my guardian angel.) The negative reflexive form often offers a tone of incredulity:  ¡No me lo creo! (I cant believe it!) Related Words Creer is a cousin of English words such as creed, credibility, credible and credence, all of which have meanings related to the concept of belief. Related words in Spanish include creencia (belief), creà ­ble (credible), credo (creed), creyente (believer) and crà ©dulo (credulous). Negative forms use the prefix in-: increencia, increà ­ble, incrà ©dulo. Conjugation Creer is conjugated regularly in terms of pronunciation but not in terms of spelling. Irregular forms youre most likely to run across are the past participle (creà ­do), the gerund (creyendo) and the preterite forms (yo creà ­, tu creà ­ste, usted/à ©l/ella creyà ³, nosotros/as creà ­mos, vosotros/as creà ­steis, ustedes/ellos/ellas creyeron).

Origins of the ‘Lisp’ of Spain

Origins of the ‘Lisp’ of Spain If you study Spanish long enough, sooner or later youll hear a tale about Spanish King Ferdinand, who supposedly spoke with a lisp, causing Spaniards to imitate him in pronouncing the z and sometimes the c to be  pronounced with the th sound of thin. Oft-repeated Story Merely an Urban Legend In fact, some readers of this site have reported hearing the tale from their Spanish instructors. Its a great story, but its just that: a story. More precisely, its an urban legend, one of those stories that is repeated so often that people come to believe it. Like many other legends, it has enough truth- some Spaniards indeed do speak with something that the uninformed might call a lisp- to be believed, provided one doesnt examine the story too closely. In this case, looking at the story more closely would make one wonder why Spaniards dont also pronounce the letter s with a so-called lisp. Heres the Real Reason for the ‘Lisp’ One of the basic differences in pronunciation between most of Spain and most of Latin America is that the z is pronounced something like the English s in the West but like the unvoiced th of thin in Europe. The same is true of the c when it comes before an e or i. But the reason for difference has nothing to do with a long-ago king; the basic reason is the same as why U.S. residents pronounce many words differently than do their British counterparts. The fact is that all living languages evolve. And when one group of speakers is separated from another group, over time the two groups will part ways and develop their own peculiarities in pronunciation, grammar, and vocabulary. Just as English speakers talk differently in the U.S., Canada, Great Britain, Australia, and South Africa, among others, so do Spanish speakers vary among Spain and the Latin American countries. Even within one country, including Spain, youll hear regional variations in pronunciation. And thats all were talking about with the lisp. So what we have is not a lisp or an imitated lisp, just a difference in pronunciation. The pronunciation in Latin America is no more correct, nor less, than that in Spain. There isnt always a specific explanation of why language changes in the way it does. But there is a plausible explanation given for this change, according to a graduate student who wrote to this site after the publication of an earlier version of this article. Heres what he said: As a graduate student of the Spanish language and a Spaniard, being confronted with people who know the origin of the lisp found in most of Spain is one of my pet peeves. I have heard the lisping king story many times, even from cultured people who are native Spanish speakers, though you will not hear it come from a Spaniard. Firstly, the ceceo is not a lisp. A lisp is the mispronunciation of the sibilant s sound. In Castilian Spanish, the sibilant s sound exists and is represented by the letter s. The ceceo comes in to represent the sounds made by the letters z and c followed by i or e. In medieval Castilian there were two sounds that eventually evolved into the ceceo, the à § (the cedilla) as in plaà §a and the z as in dezir. The cedilla made a /ts/ sound and the z a /dz/ sound. This gives more insight into why those similar sounds may have evolved into the ceceo. Pronunciation Terminology In the above student comment, the term ceceo is used to refer to the pronunciation of the z (and of c before  e or i). To be precise, however, the term ceceo refers to how the s is pronounced, namely the same as the z of most of Spain- so that, for example, sinc would be pronounced like roughly think instead of like sink. In most regions, this pronunciation of the s is considered substandard. When used precisely, ceceo doesnt refer to the pronunciation of the z, ci or ce, although that error is often made. Other Regional Variations in Pronunciation Although differences in the pronunciation of the z (and sometimes c) are the most well-known of the geographical differences in Spanish pronunciation, they arent the only ones. Another well-known regional variation involves yeà ­smo, the tendency, common almost everywhere, for the ll and the y to share to share the same sound. Thus, in most areas, pollo (chicken) and poyo (a type of bench) are pronounced alike. But in parts of South America, the sound of the ll can be something like the s in measure, also called a zh sound. And sometimes the sound can be something like the j or sh of English. Other regional variations include the softening or disappearance of the s sound and a merging of the l and r sounds. The cause of all these variations is much as the same as for the regional variations in the z- isolation of some speakers can lead to diverging pronunciations. Key Takeaways Languages such as English and Spanish that cover wide geographical areas tend to develop regional differences in pronunciation.Such a natural change in regional pronunciation- and not a long-ago royal edict as is sometimes believed- is responsible for the z (and c before e or i) being pronounced differently in Latin America than in Spain.Those used to the Latin American pronunciation should not think of the pronunciation of Spain ans being inferior, or vice versa- differences exist, but neither type of Spanish is inherently better.

Brief a Case Assignment Example | Topics and Well Written Essays - 500 words - 1

Brief a Case - Assignment Example He was a Phoenix resident. Miranda was sentenced to serve between 20 to 30 years in prison. However, he appealed to the Supreme Court of Arizona stating that the police had acquired his confession through unconstitutional means. This court ruled against him and upheld his conviction. However, the U.S Supreme Court decided to review Miranda’s case three years after his original conviction as he decided to appeal for the second time. The legal question that the U.S Supreme Court had to ponder about was whether a suspect ought to be made aware of their rights prior to any form of interrogation. To answer this question, the Supreme Court had to analyze the American judicial system and provide new restraints that the society must follow when prosecuting individuals of any crime. The Supreme Court determined that if an individual is to be subjected towards any form of interrogation, they must first be made aware of their rights such as the right to an attorney that can be provided by the state if the suspect is indigent and even to remain silent (Clarkson et al. 210). Remaining silent was an option that the suspect could take but it had to come with an explanation that anything that the suspect would say could be used against them during a court hearing. This implies that if the suspect decides to withhold certain information and then produce it during the session, it could strengthen the case against them. The right to be provided an attorney during the interrogation was to ensure that the interrogation is undertaken on constitutional grounds. This was to ensure that the constitution is as fair as possible since the individual remains innocent until proven otherwise. This implies that the suspect not only has privileges such as remaining silent due to the protection of the constitution but also a consequence that could

Managing business organisation Essay Example | Topics and Well Written Essays - 1000 words

Managing business organisation - Essay Example we will find that how he showed some of the managerial capabilities and performed his roles very clearly in the management of his restaurant. Now looking at his interpersonal role he is the figure head of his organization as he has to perform all the routine duties of legal and social nature. As a leader, he is responsible for all managerial activities and motivates & involves subordinates in all managerial activities like staffing, training. The next job in the list is liaison. As seen in the case study Jamie has liaison with UK government under the new deal initiative. He is involve in recruitment, selection of trainees and involved in designing the training program as well as monitoring the trainees' development and performance. He performed the liaison activities with suppliers and growers and build long-term relationship with them. He always liaises with unemployed and unskilled people and motivates them to adopt the career as a chef. He has always contacted with the outsiders a nd maintained the professional relationship. As in the informational role of manager, Jamie has always been monitoring periodical news, observational tours and act as the nerve centre of organizational internal and external information. He has taken out the trainees on field visit to suppliers, farms and markets in order to communicate and other educational and training trips. As a disseminator, Jamie communicates with subordinates and trainees and maintains information flow and interpretation of information. As spokes person for his enterprise, he plans policies and serve as an expert in the food industry of which his organization belongs. Finally, as in decisional role, Jamie as an entrepreneur, evaluate its business and its general environment for opportunities and initiates, improve, changes and supervise different designs of the jobs and take decisions involving improvement in organizational effectiveness. As a manager, Jamie has a very clear vision and has the expertise and te chnical skills about his job. His technical knowledge and ability is very important to the whole enterprise, as it provides him with part of his credibility among the young trainees as well as forming the basis for much of their training .the series shows him demonstrating basic techniques such as cutting and food preparation, as well as devising menus and improvising his way around the occasional disaster experienced by the trainees. He has always been in search of right people in his organization and takes decisions on several aspects like recruiting selection and training of the trainees. He always has been taking the responsible of disturbance handler. His approach to discipline is quick and consistent; when someone makes a mistake, he points out what they have done, explains why it cause problem, and tells them what to do to remedy this situation; after which it is over and forgotten -at least as far as he is concerned. When the trainee realized that the labor involved in the j ob is too much, Jamie always motivated them and also been supportive to trainees, talked to them individually and often supported them financially. As an efficient and effective manager, Jamie always put emphasis on resource management which involves proper allocation of organizational resources. We see the building project going over budget and it experiences technical delays and setbacks; at times it looks as if it will fail to hit schedule or even open at all. Oliver's

PESTEL Analysis of TopShop in China Essay Example | Topics and Well Written Essays - 500 words

PESTEL Analysis of TopShop in China - Essay Example The decision came to public knowledge in 2007when Top Shop signed a deal to own a store in Shanghai Super Brand Mal which is located in the hub of financial activity in China. The intervention of Chinese government in the economy is very high. This is because China has the social system of government. As a multinational the competition laws are very important. The local government must give foreign firms equal opportunity in the market. This is a severe issue in China, as the government supports its local companies at all cost. The Economy of China is booming and has the fastest growth rate over the last two decades by a long margin. After the economic recession in the western world, china has further gained a very dominating position in world markets. The GDP of China is reported at 4.91 trillion USD. Moreover a staggering GDP growth of 8.3% has been shown by China. Another important factor is the increase in per capita income of Chinese people. This factor is directly related to investment decision of a apparel company. The society of China is quickly changing. There was a time when china was called a city of bicycles. The situation has however changed over the last few years. The increase in income levels of Chinese consumer has ensured that their life styles have also changed. New imported Mercedes cars can be seen on streets of China. Fashion icons such as Gucci, Dolce, Zara etc are part of this new social shift in Chinese culture. China is equipped with latest manufacturing technology. The fact that they are the world’s largest outsourcer is a testament to this statement. The Chinese government has long fostered a culture of importing and locally encouraging the use of latest technology to foster China’s growth as the world’s first choice in outsourcing. Due to its very large area China experiences a diverse range of climates. The northern zone has a day time temperature of more

Follow the instruction Assignment Example | Topics and Well Written Essays - 250 words

Follow the instruction - Assignment Example This paper will analyze the NFL official strike by assessing the status of three interrelated elements of negotiations including information, Relative Bargaining Leverage (RBL) and timing. The 2011 NFL official strike had been attributed by several factors including the salary cap, rookie salaries, season length, revenue sharing and television contracts, safety and health benefits of the players, free agency guidelines and financial information. Research asserts that the lockout could be identified as a work stoppage that was imposed by the officials of NFL’s 32 teams (Grappone 1). During the strike period, the players were restricted from seeing the doctors or communicating with the coach or accessing the team facilities. The officials also had an issue with the officiating accuracy of games by referees such as Wayne Elliot. Therefore, the CBA rights were renounced, and a court ruling was made in order to end the lockout. The three elements of negotiations including information, Relative Bargaining Leverage and timing were rather crucial in this lockout because they substantially assisted in the end of the lockout. This was after the implementation of new CBA rights and addressing the salary issue through RBL. This asserts that information and proper timing was rather crucial in the resolution of the strike (Grappone 1). Therefore, these three aspects can be employed in real life situations in order to solve disparities among individuals. For instance, an individual should have enough information regarding the situation, in order to develop a Relative Bargaining Leverage within the shortest possible time. Thus, this is extremely helpful for most individuals. Grappone, Jimmy. NFL Referee Lockout Ends: How a Public Relations Crisis Saved the NFL Season. Carolina: Bleacher Press, 2012. Web.

Taxation in Theory and Practice Assignment Essay

Taxation in Theory and Practice Assignment - Essay Example In addition to that, the Spinney state is in dire need of increasing its revenues. The capital saved by the wealthy individuals can be used to finance the state investment projects (Palil, 2009, p.60). Thus, individuals should be taxed annually depending on their income (GBP) as illustrated in the table below. Income(GBP) % 1-2,440 10 1-37,400 20 37,401-150,000 40 Over 150,000 50 Data source: UK Tax rates 2010-2011(http://www.worldwide-tax.com/uk/uk_taxes_rates.asp) The rate of 10% responds to the income savings of up to 2,440, whilst income dividends below 37,400GBP tax rate is 10%, whereas, income dividend of GBP 37,400-150,000 is taxed at a rate of 32.5%. Finally, those exceeding 150,000GBP should be taxed at a rate of 42.5%. In terms of social security, individuals should be deducted based on their salary. For instance, employers should be deducted a tax rate of 12.8% on salaries above 5,715 GBP, employees at a rate of 11% on salaries of GBP between 5,715-43,875 and an additional of 1% for salaries above GBP of 43,875. On the other hand, self employed should pay a tax rate of 8% for income of 5,715-43,875GBP with an additional of 1% on incomes above GBP 43,875. Corporate tax should be at a rate of 28%. For UK based resident companies, the tax rate should be 21% only if their annual profits are below 300.000GBP. Individual capital gains should be deducted at a tax rate of 18%. The mayor of spinney state should ensure transparency so that no conflict might arise when implementing the tax system. Tax Burden Distribution Regressive tax system is majorly used by numerous states. This implies that the state average rate of tax declines with income. This type of tax system moves taxes burden disproportionately to deprived individuals. In that case, it tends to limit the taxpaying burden on individuals with greater capabilities of paying. This, therefore, is an unjust agenda to the poor individuals with low income levels. Despite their low income levels, they are s upposed to pay the same amount of tax in relation to highly paid individuals. It works effectively in reference to taxes that are fixed regardless of an individual income level. For better illustrations, here is an example to drive the point home. Cigarettes taxation by state and federal is a perfect example of a regressive system. Smokers categorized as low-income pay taxation rates that are higher compared to their counterparts. Despites its limitations, it has its own advantages. The regressive system helps in freeing more investment finances from individual with high incomes. This is because their income greater portion is always saved. Alternatively, a state can employ progressive system of taxation. In this system, the percentage tax paid by an individual increases with income. Thus, the more you earn, the more you pay relieving burden from deprived individuals. For instance, an individual earning 120,000 pounds will pay a tax rate of 12,000 pounds (10% tax rate), whilst one w ith 20,000 will pay a tax of 1,600pounds (8% tax rate). Unlike progressive taxation, regressive taxation operates in a way that tax reduces with income increase. Thus, in progressive tax system, tax paid proportion, increases as income rises. There is no tax that can be proportional as individuals cannot pay the same level and amount of tax. United Kingdom with Different tax rate In the

Describe the Physiology and Pharmacology of Hypertension Essay

Describe the Physiology and Pharmacology of Hypertension - Essay Example 2005) (Mackay and Mensah 2004) (WHO 2002). It is found that treating hypertension had lead to 40 percents reduction of cerebral stroke and about 15 percents reduction of acute myocardial infarction (WHO 2002) (Colins et al. 1990). What is interesting data obtained globally in the world found that about 62 percents of cerebral insults and about 50 percents of ischemic heart morbidity can be attributed to sub-optimal regulated blood pressure (systolic pressure above 115 mmHg). This only means that blood pressure should be monitored more closely by trained and experienced physicians. However World health organization found that globally the ability to treat hypertension is variable with huge difference between the countries. In this survey conducted on 167 countries by the World health organization in 67 percents of them there was no national anti-hypertension program, physicians were not trained to manage hypertension in 45 percents of the countries, antihypertensive drugs were not ava ilable in 25 percents, basic equipment was not available in 8 percents etc. (Alwan et al. 2001). Hypertension is believed to be a disease of the modern society, but the prevalence of hypertension in developing countries, especially in the urban areas is now similar to the prevalence in western countries (Vorster 2002). This can be attributed to the modern day of life that is accepted in the developing countries because it is found that primitive people around the world have no hypertension and their blood pressure doesn’t elevate with age (Carvalho et al 1989). This is important because we can see that hypertension is a modifiable factor that is dependent on the lifestyle of the person and along with other modifiable factors like obesity, stress, sedentary lifestyle, smoking, alcohol intake, vitamin D deficiency and other factors. Hypertension however is the most important modifiable factor that can significantly influence the well being of the general population worldwide (K yrou et al. 2006) (Wofford and Hall 2004). Hypertension is defined as elevated systolic or diastolic pressure above the normal reference values. Normal blood pressure is systolic blood pressure lower that 120 mmHg and diastolic pressure lower that 80 mmHg The systolic pressure is recognized as normal in population above age 50 if it is not greater than 140 mmHg and systolic not greater than 90 mmHg. (Chobanian et al. 2003). There are two main types of hypertension primary and secondary hypertension. Secondary hypertension is responsible for only 5 percents of the incidence of hypertension worldwide (Chiong et al 2008). It is a condition where the elevated blood pressure is a result of some other morbidity within the organism that is treatable or non treatable and is the primary factor for elevated blood pressure. It is very important to distinguish between these two types because the treatment is much different. Secondary hypertension can be caused by variety of condition like disea se in endocrine system like Cushing’s disease where the adrenal glands produce excess cortisol (Dodt et al. 2009). Other condition that can lead to secondary hypertension is hyperthyroidism, where in order to treat the hypertension we will also need to treat the primary disease that is causing the elevated bloo

Taxation in Theory and Practice Assignment Essay

Taxation in Theory and Practice Assignment - Essay Example In addition to that, the Spinney state is in dire need of increasing its revenues. The capital saved by the wealthy individuals can be used to finance the state investment projects (Palil, 2009, p.60). Thus, individuals should be taxed annually depending on their income (GBP) as illustrated in the table below. Income(GBP) % 1-2,440 10 1-37,400 20 37,401-150,000 40 Over 150,000 50 Data source: UK Tax rates 2010-2011(http://www.worldwide-tax.com/uk/uk_taxes_rates.asp) The rate of 10% responds to the income savings of up to 2,440, whilst income dividends below 37,400GBP tax rate is 10%, whereas, income dividend of GBP 37,400-150,000 is taxed at a rate of 32.5%. Finally, those exceeding 150,000GBP should be taxed at a rate of 42.5%. In terms of social security, individuals should be deducted based on their salary. For instance, employers should be deducted a tax rate of 12.8% on salaries above 5,715 GBP, employees at a rate of 11% on salaries of GBP between 5,715-43,875 and an additional of 1% for salaries above GBP of 43,875. On the other hand, self employed should pay a tax rate of 8% for income of 5,715-43,875GBP with an additional of 1% on incomes above GBP 43,875. Corporate tax should be at a rate of 28%. For UK based resident companies, the tax rate should be 21% only if their annual profits are below 300.000GBP. Individual capital gains should be deducted at a tax rate of 18%. The mayor of spinney state should ensure transparency so that no conflict might arise when implementing the tax system. Tax Burden Distribution Regressive tax system is majorly used by numerous states. This implies that the state average rate of tax declines with income. This type of tax system moves taxes burden disproportionately to deprived individuals. In that case, it tends to limit the taxpaying burden on individuals with greater capabilities of paying. This, therefore, is an unjust agenda to the poor individuals with low income levels. Despite their low income levels, they are s upposed to pay the same amount of tax in relation to highly paid individuals. It works effectively in reference to taxes that are fixed regardless of an individual income level. For better illustrations, here is an example to drive the point home. Cigarettes taxation by state and federal is a perfect example of a regressive system. Smokers categorized as low-income pay taxation rates that are higher compared to their counterparts. Despites its limitations, it has its own advantages. The regressive system helps in freeing more investment finances from individual with high incomes. This is because their income greater portion is always saved. Alternatively, a state can employ progressive system of taxation. In this system, the percentage tax paid by an individual increases with income. Thus, the more you earn, the more you pay relieving burden from deprived individuals. For instance, an individual earning 120,000 pounds will pay a tax rate of 12,000 pounds (10% tax rate), whilst one w ith 20,000 will pay a tax of 1,600pounds (8% tax rate). Unlike progressive taxation, regressive taxation operates in a way that tax reduces with income increase. Thus, in progressive tax system, tax paid proportion, increases as income rises. There is no tax that can be proportional as individuals cannot pay the same level and amount of tax. United Kingdom with Different tax rate In the

A Road to Life Movie Summary Essay Example | Topics and Well Written Essays - 1500 words

A Road to Life Movie Summary - Essay Example The movie concentrates upon the activities of the orphan children, who are kept and looked after with proper care and concern in a rehabilitation camp. The movie shows that the camp commission provides them with comforts and trains them to learn various technical skills under an affectionate, nurturing and congenial environment, which is helpful for the socialization of the orphan boys; as a result a large number of boys learn how to behave like civilized persons while interacting with other members of society. Nevertheless, two of the boys keep on deviating from the rules and regulations, and commit the crimes, which create much disturbance and annoyance in the locality. It clearly demonstrates the bitter fact that there certainly exist some people in every society, which have natural inclination towards committing crimes.Since it was the age of black and white films, the director has sought support from shades, shadows and dark colors. For instance, the evening and night scenes of the camp life have been supported with the same techniques. Moreover, being the first sound film, the director has also applied the written words on the screen in order to demonstrate various areas and situations going to be displayed in the movie. The words appear on the screen in order to guide the audience in respect of the location, where the specific part of movie is being established. In addition, close and remote camera skills can also be witnessed in order to show distance between different characters. and objects and places as well. Establishing shot technique has been exercised in Zighan’s catching the shoes stolen by the deviant boy at the railway station. In addition, close up technique has been applied in order to reveal the face expressions and body language of the characters. The film takes the audience from one place to the other through the wonderful application of cross-cuts technique. For instance, the scene showing the main characters standing and wanderin g at the railway st

Vallone v CNA Financial Essay Example for Free

Vallone v CNA Financial Essay In Vallone v. CAN Financial, this lawsuit is a purported class action brought on behalf of individuals who elected early retirement from the Continental Insurance Company in 1992. Plaintiffs allege that health care benefits promised to them as part of the early retirement package were terminated in violation of federal and state law. Along with hundreds of other Continental employees nationwide, plaintiffs elected to accept the package from Continental known as the Voluntary Special Retirement Program (VSRP). The VSRP provided early retirees with special health care benefits that differed from the benefits extended to regular retirees under Continentals Comprehensive Health Care and Dental Plan (the Plan). One such feature involved the Retiree Health Care Allowance, a subsidy from Continental provided to help offset the cost of retiree health care benefits. Under the Plan, employees had to retire at age 62 or older and have 25 years or more of service to qualify for the maximum retiree health care allowance. An employee retiring before the age 62, or with less than 25 years of service, would receive a reduced health care allowance. Early retirees under the VSRP, however, were to receive the maximum health care allowance, regardless of their age or years of service. Features such as this one enticed plaintiffs and hundreds of others to take early retirement. In August 1998, CNA informed all retired Continental employees that, as a result of the merger of health care plans, the retiree health care allowance contributions would end on December 31, 1998. Upset by the termination of the health care allowance, some early retirees under the VSRP decided to challenge CNAs actions. In August and September 1998, plaintiffs Vallone and Heidemann telephoned officials at CNA, arguing that the early retirees were given a lifetime health care allowance and inquiring about whether there would be a review of the termination of benefits. They were informed that CNAs actions were appropriate and final, and that no reconsideration or other remedy was available. Dissatisfied with the responses they received from CNA officials, plaintiffs filed this purported class action lawsuit on behalf of the approximately 500 or more persons nationwide who retired under the VSRP. In their complaint, plaintiffs allege that the termination of the retiree health care allowance violated the Employee Retirement Income and Security Act (ERISA) and state common law. On December 28, 2000, the district court granted CNAs motion for summary judgment on the plaintiffs claims of wrongful denial of benefits under ERISA (Count II), breach of ERISA and common law contract (Count IV) and equitable estoppel (Count V). On March 28, 2003, the district court granted CNAs motion for summary judgment on the plaintiffs one remaining count, their breach of fiduciary duty claim (Count III). The whole of this argument is to show that these individuals â€Å"retired† during the term of the agreement. No matter what new companies when merged or not does in the future you at-least have to fulfill and honor what agreement was in place before that time. Five Star Transportation v. NLRB In early January of 2003, nearing the expiration of the Districts contract with First Student, the District began organizing the bid process for awarding the 2003-2006 bus services contract.   As a part of the bid specifications distributed to potential vendors, the District required that any new vendor give current drivers â€Å"first consideration for employment.†   At the January 16, 2003 â€Å"bid opening† meeting, Five Star submitted the lowest bid. Thereafter, on January 21, Clifford wrote to the District expressing his concern that Five Stars bid was so low-nearly $300,000 lower than the then-current contract-that it was questionable whether it would be able to maintain the drivers wage and benefit levels, and the safe and effective service, then provided by First Student. Because of this a letter was sent out from the school board to Five Star Bus Company, saying that all employees must be paid the union wage and other items with no response. The school board also talked and had them write letters of the former Five Star employees, who were also trying to get back on board with the bus company if they are awarded the contract. After Five Star was awarded the bus services contract, seventeen former First Student drivers who were members of the Union bargaining unit applied for a position at Five Star. Of these, only six were hired. The company admits that the sole reason the other eleven applicants were not hired or even considered was because they had written letters critical of Five Star. On August 14, the Union filed a charge against Five Star with the NLRB alleging that â€Å"by failing to hire former unionized Belchertown bus drivers, the Company had discriminated against them because of their protected and concerted activity.† A three-member panel of the NLRB reviewed the ALJs findings and the parties exceptions and supporting briefs.   It divided the eleven drivers into three categories:  (1) those whose letters had failed to raise common employment-related concerns; (2) those whose letters primarily raised such concerns; and (3) those whose letters primarily disparaged Five Star. The NLRB concluded that Five Star had violated only as to the six drivers belonging to the second group, because only those drivers actions were protected by the Act. It ordered these drivers reinstated and granted back pay with interest. This goes back to over a half century of established National Labor Relations Act both with its hiring and firing practices. Five Star was very in the wrong and should have been better about their hiring and what they used against the employees or hopeful employees to choose for hire. Doing a bit more research on the Five Star bus company and for the contract from 2003-2006, I found that the company had a very bad reputation for poor maintained busses with many break downs. The school was very dissatisfied with the bus company over the three years and did not renew their contract.

Lord Of The Flies :: essays research papers

Lord of the Flies Essay   Ã‚  Ã‚  Ã‚  Ã‚  Jack Merridew is a symbol for savagery. From the very beginning, he seems to harbor emotions of anger and savagery. At first, he is the leader of his choir group, who become hunters as the book progresses. Finally, his savage personality and ability to tell people what they want to hear, allows him to overtake Ralph as chief. The three points I will be talking about in this essay are Jack’s character, Jack’s symbolism, and the moral or lesson Golding is trying to teach us throughout the story.   Ã‚  Ã‚  Ã‚  Ã‚  Jack Merridew is a young boy, probably the same age as Ralph, possibly older. On pg. 20 Golding describes Jack as “…tall, thin and bony; and his hair was red beneath the black cap. His face was crumpled and freckled, and ugly without silliness. Out of this face stared two light blue eyes, frustrated now, and turning, or ready to turn, to anger.'; Jack’s eyes are always used in the novel to depict his emotions, as they are in the quote above. When the boys land on the island they are all wearing their school uniforms, but Jack and his choir are wearing cloaks and caps. Oddly enough, Jack is one of the only boys whose last name is learned. I think the author does this to make Jack stand out. He is a very important character because throughout this whole novel, Golding depicts this island and savagery to everyday life. Jack is the perfect character to play this role due to his temperament and power hungry acts. Jack is solely concerned with hunting, and cannot see the necessity of other things that can keep them alive. Fire, an important necessity, is carelessly abused and treated by Jack. His whole existence and survival depend on fire yet his mail goal is to hunt and kill. His controlling and persuasive behavior, allow him to take over the chief position towards the end of the novel.   Ã‚  Ã‚  Ã‚  Ã‚  The novel, Lord of the Flies is a novel involving a great deal of symbolism. Different characters provide different symbols. Jack is a symbol of savagery and anarchy. Golding relates this to the evil and cruel people in the world. When Jack first arrives on the island he is excited to have rules for their new settlement. Jack exclaims on pg. 33 “ We’ll have rules!'; he cried excitedly. “Lots of rules!…'; Jack changes his view on rules towards the end of the story because he rebels from Ralph’s leadership and starts his own clan.

The Test :: Original Writing Personal Narrative

My eyelids drooped as I poured yet another cup of coffee, so that I might stay awake long enough to study the last thousand pages or so in my notebook. Maybe it was just too much caffeine, but it seemed to me that the coffee machine was laughing at me, as it seemed to say â€Å"you’re hopeless, go to bed.† I had been studying for so long now that the few things I did know for certain at the beginning were now beginning to baffle me. Facts and figures jumbled together in one huge pile in my mind, useless dates and numbers that meant absolutely nothing to me in my exhausted state. â€Å"Why don’t you go to bed now, honey?† my mother asked kindly when she found me studying in the dim light in the living room. â€Å"It’s really late, and you have to get up early.† I groaned. Thanks for reminding me! a little voice screamed inside my head. Only four more hours and I’d have to get up for school, and here I was, absolutely clueless despite my efforts of cramming. â€Å"No, not yet,† I pleaded. â€Å"I’ll go to bed soon, I promise. I just want to go over this last little section.† Mom sighed, but nodded, flicking on another lamp for me on her way back to bed. â€Å"You’re going to ruin your eyes studying in the dark,† I heard her mumble as she left the room. Ruin my eyes? As though that was all I had to worry about! After I wrote my exam tomorrow, my life was going to be ruined! My chances of getting accepted into a decent college were gone out the window. I’d never get a decent job, and there was not a chance that I’d ever get married or have children. Who wanted to marry a failure? Visions of myself in thirty years, alone and impoverished, popped into my head. I could already see myself, sitting in my tiny one room apartment, spooning Kraft dinner out of a worn pot. My clothes were in tatters, and my only companion was a skinny stray cat I’d sneaked into the apartment. My phone would never ring, and there’d never be any letters for me in the mail. My family would disown me, my friends would forget me . . . yes, I decided, my life was most certainly ruined. Although I tried most diligently to stay awake, my efforts were in vain.

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).