Conditions Leading the the Uprising the Syria Essay

Studies of Syrian politics have traditionally focused on the sectarian, military and economic foundations of the current regime or its opponents. There are early attempts to frame the uprising with generic economic arguments about poverty, and destitution with regional compares to the case of Syria. Arguments about an oppressive authoritarian doesn’t explain why the uprising happened now, why not before? Few studies, however, have paid attention to the cultural basis of this regime and to cultural forms of resistance against it. There is little doubt that the series of uprisings that erupted the Arab World in 2011 (collectively referred to as the â€Å"Arab Spring† constitutes a landmark in the modern history. Like any other major event in†¦show more content†¦Slogans, symbols and images were inspired by each other and traveled easily from country to country just by the ability of the youth throughout the Arab world whom were able to understand, communicate and report what the protestors in Tunisia and Egypt did. Graphic pictures and videos were shared for the whole world to watch, but most importantly, videos of Tunisia and Egypt expressing emotionally their joy now that their rulers stepped down and that it was viral on social networking websites, reaching to other Arab nations. This depicted the very possibility that the Arab world enjoyed a common culture and a common desire, a common goal, despite all of the other differences. The wave of pan-Arab solidarity that spread all over the Arab world as a result of the Tunisian, Egyptian and then Libyan, Yemenite and Bahraini uprisings. These feelings of solidarity are not nationalist in the Nasserist or Ba’thist sense (they did not call for Arab political unity, but they firmly asserted a concrete state of commonality between Arab countries). However, the uprising slowed to a halt because most foreign TV stations, news agencies, and other media outlets were banned by the Syrian gove rnment (Thompson, 2013) from covering the uprising, which forced them to rely extensively on local activists to obtain various types of information news, statistics, images, videos, etc about the ongoing events. The SyriaShow MoreRelatedSyrian Civil War Essay1536 Words   |  7 Pages    Syria was once a beautiful country, with historical artifacts that brought in a lot of tourism. Most of their artifacts and tourist attractions are now ruined, all that remains is the debri and broken pieces. What started out as nonviolent protests turned into a civil war, costing Syria because of the lost of many lives and and other material items, they will not be able to restore. Historical sites other because they lost most of their historical sites and other ancient artifacts were lost asRead MoreThe United States Of The Middle East1204 Words   |  5 Pageshistoric unrest all across the region was about to erupt. However, a click was needed. Waves of social unrest that rocked the Arab world in 2011 resulted in destabilization of some of the longest regimes and overthrow of other in the region. The uprising was as a result of many decades of political systems that were both oppressive and authoritative (Khan et al 116). Large masses of disaffected and socially alienated individuals, who were mostly the youth, together with failed economic policies playedRead MoreSyrian Conflict Essay1540 Words   |  7 PagesThe Syrian conflict began 2011 during the Arab Spring uprisings. The movement started as an uprising for democracy at a time when residents in a small town called Dara’a, protest against the government of the torture of young boys. This demonstration spread across the country when the Syrian government responded very violently by sending military tanks and shooting at protesters (Sharara, Kani, 2014). This action has spiral over to competing for rebel groups, terrorist group and government troopsRead MoreEssa y about Arab Spring, Social Movement?1148 Words   |  5 Pagesï » ¿Arab Spring? Social Movement? Change in society is not always bad, a time of transition from one phase towards another is something that might bring a better condition for the future. Even if the transition period are filled with violence, the end result of the transformation can be either in the shape of new government or even a society change. The beginning of those transitions and transformation are triggered by an action call social movement. In this paper, the writer will attempt to describeRead MoreSyria Essay1759 Words   |  8 PagesSyria is a Middle Eastern country located on the Mediterranean Sea, bordered by Turkey, Iraq, Jordan, Israel, and Lebanon. To people in the West, Syria is most likely known for violence, terrorism, and conflict because that is what the media portrays. However, it is one of the oldest inhabited regions in the world and is rich with culture and history. From Bible references noting, â€Å"The road to Damascus† to Ottoman control in 1516 to Bashar al-Assad taking control in 2000, Syria has seen periods ofRead MoreThe Conflict Of The Syrian Government Is Immoral1719 Words   |  7 Pagestrend of supplying military support for rebels that supported their ideas. This has translated to two large states backing differing sides of a faction in order to facilitate their national goals. For example, the United Nations, the United States leading, backing rebels in Libya against the Gaddafi Regime to stop genocide, the emergence of pro-Russian separatists in Ukraine to return to Russia, and the United States backed Syrian rebels against the Russian-backed Assad regime to stop human atrocitiesRead MoreThe Refugee Crisis And The Arab Spring1371 Words   |  6 Pagescrisis. The Arab Spring was a series of anti-government protests, uprisings, and armed rebellions that spread across the Middle East in early 2011. The Arab spring protest against al-Assad’s Syrian government in the spring of 2011 evolved into an armed conflict between oppositions and gov ernment forces in certain cities and then evolved into a civil war. The Syrian civil war caused the large-scale diaspora of Syrian citizens, leading to the Syrian refugee crisis. The Syrian refugee crisis led to psychologicalRead MoreThe Syrian Conflict: The Reasons for Instabiluty and Blended Borders Due to Refuges2406 Words   |  10 PagesIntroduction Syria like many countries before them, such as Libya and Egypt has become the epicenter for change in the region, allowing for other countries to follow in their footsteps. The question that is asked, what are the factors behind the instability in Syria and how does the religious conflict within their region have causal relations to the growing instability and the blending of borders due to refugees and displacement of their citizens? Looking exclusively at Syria serious key factorsRead MoreOf Syria and Civil Wars2420 Words   |  10 Pagesand US Foreign Policies Due: October 4, 2012 Modern Syria first gained its independence in 1946, following many years of violent strife. Before this, the state had been under a French Mandate and had suffered under a conditional (or more aptly, false) independence, wherein the French State held veto power over any potential laws introduced by the Syrian people (US Dept. of State). In 1970, the Baath party came into political power in Syria in yet another bloody coup-d’à ©tat, with Minister of DefenseRead MoreSyri A Country Filled With Violence, Poverty, And Instability2411 Words   |  10 Pages Syria has always been a country filled with violence, poverty, and instability. From 1946, when it gained its independence from France, there has always been turmoil and political unrest in the country. The Ba’ath Party’s regime began formally in 1966, although similarly minded factions had control since 1947, and it marked the first stable Syrian government. Syria’s ruling political party is made up of mem bers of the Syrian Alawite population, a minority in a predominantly Sunni country. Up until

Macbeth Essy Free Essays

Hayley Von Oepen Hour: 1 English 11 Guilt Can Affect Your Fate Macbeth was a manipulative man. He wasn’t like this before, but his wife told him that he was a coward and that there would be no way he could be king because he was too weak. So basically, Lady Macbeth had to help him plot to kill the king. We will write a custom essay sample on Macbeth Essy or any similar topic only for you Order Now Macbeth’s fate was to be king; however his best friend Banquds children were supposed to be king after Macbeth. Macbeth did not like this and plotted to kill everyone in his path, thus causing his guilty conscience. A guilty conscience can get in the way of things leading to fate, and fate may not be how one wants it to be. Shakespeare’s play Macbeth shows many themes. One of the themes is the role of a guilty conscience. Macbeth’s guilt builds up after everyone he kills. For example, when Macbeth finds out that he isn’t the only one who will be king he hires thieves to kill Banquo and his children. When Macbeth was having dinner with the Lords, he kept seeing Banquds ghost and was scared. Lady Macbeth told everyone that he does this all the time and that he has done this since he was a little boy. She says, â€Å"Things without all remedy / Should be without regard. What’s done is done† (3. 2. 3-14). Lady Macbeth is saying that undoing the past cannot be done and disregarding past deeds should be done. Think of the present and the future to come. Macbeth is furious that he won’t remain king. He says, â€Å"For Banquds issue have I filed my mind; / For them the gracious Duncan have I murdered, / Put rancor’s in the vessel of my peace / Only for them, and mine eternal Jewel / Given to the common enemy of man / To make them kings, the seeds of Banquds kings† (3. 1. 7()-75). Macbeth basically is saying that he is angry that Banquds kids get to be king and his do not. He did everything he could to be king and realizes that it was all for nothing. He did this all for Banquds kids, or Banquds seeds as quoted above. Macbeth was talking to one of his servants and his servant said, â€Å"It is the cry of a woman my good Lord†¦ / The queen is dead† (5. 5. 1()-11). Macbeth’s guilt grows more when his wife dies even if he doesn’t show it. He realizes that he shouldVe been there for his wife and that she shouldVe been here in the hereafter. And so, the role of a guilty conscience can get into the way of fate. Unfortunately for Macbeth, he realizes it too late and everyone he has loved was killed either by im or suicide. Also, in the end, once he killed so many people, Macbeth realizes he should have let fate take its course thus giving him a guilty conscience. Another one of Shakespeare’s themes is Fate vs. Free Will. When the witches told Macbeth he is destined to be king, that it is his fate. Macbeth states smugly and powerfully, â€Å"If chance shall crown me without my stir† (1. 3. 158); which means that if he is the one who should have the crown, King Duncan would give it to him without Macbeth having to do anything rash. When he isn’t crowned, Macbeth decides he must kill Duncan. Also meaning, that Macbeth is following his â€Å"chance† and the chance is his me to the utterance! † (3. 1 . 70-71). This basically means that Macbeth is challenged by his fate. The words â€Å"come fate† means to let the fate come. So basically, Macbeth is challenging fate toa fight to a bitter end. At the beginning of the supper that Macbeth had with the great Lords, he told the murderers that it will not only be Banquo that dies, but his son, Fleance, will die too. He tells them â€Å"†¦ must embrace the fate / Of that dark hour† (3. 1 . 136-137). Here â€Å"fate† means a terrible thing that is going to happen. And because it is Macbeth, it is going to happen. As it turns out, Fleance escapes this particular â€Å"fate† and lives. In conclusion, Fate vs. Free will is basically the cause of a guilty conscience. Macbeth’s fate to stay king, made him lose everything, including his wife and his best friend. Macbeth’s free will said that he could change the fate that the witches prophesied to him. However, Macbeth did not change his fate, and even if he tried to it wouldVe been too late because of all the guilt he has obtained. To sum it up, a guilty conscience and fate can lead to bad consequences, even if they risk your life in the end. How to cite Macbeth Essy, Papers

A Measure of Maturity free essay sample

I’ve always been the kind of teenager who considered high school relationships to be trivial, asinine pursuits. My view on matters such as, who was dating who, as were frequent topics of inane interest at school, was gratuitously cynical. I found the â€Å"puppy love† syndrome, where suddenly couples seemed to crowd my locker bay, purring the soft sounds of lust—not love—, to be revolting at best. On days, when I would peer across the sink of the girl’s bathroom, in the downstairs of brown hall, to meet the tear-stained eyes of a fragile face whose heart had recklessly been torn, I didn’t see a suffering soul or a traumatized heart. I saw a weak, silly, naive little girl, who had thrown away weeks of her life on some just-as-naive little boy. And in the end their immaturity had ruined them. Perhaps he tossed her aside for something better. We will write a custom essay sample on A Measure of Maturity or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Perhaps he made the wrong move and she got scared. Perhaps he didn’t say ‘I love you’ back. Whatever the reason I had an inexplicable urge to shake her by the shoulders and tell her that it was only high school, that teenage boys are simply teenage boys, and there is nothing else to add to the equation. And it was for this attitude precisely that I thought myself the better person. I considered my â€Å"clarity† in regards to such silly relationships to be a defining characteristic of my maturity. However, it is not until now, now that I have begun to experience such relationships, that I can say that I wasn’t the mature one at all. In actuality I was callow. I hid my inexperience, my fear of vulnerability behind such seemingly sophisticated veils as â€Å"relationships are stupid†. Due to these obstinate views I resigned myself to a fate of self-imposed solitude, convinced that no juvenile boy possessed the capacity to live up to my sanctimonious standards. And so with this frame of reference, his entrance into my life utterly shattered my preconceived notions of the world. To attempt to describe him as I saw him would only be in vain. For my feelings were ineffable even then and he was, beholden in my eyes, a paragon of ingenuity and brilliance. He possessed a unique, mindful attitude, which ignited his every curiosity into the workings of the people and society around him. Granted, his charisma charmed all that met him, but it was his inner character and integrity, few had the privilege of truly knowing, that drew me to him beyond all else. In me he somehow found a beauty that I had never been aware of myself. Characteristics of my personality, which had previously driven suitors away—my tendencies towards capricious actions, my unfettered passion for discussion and discovery, my sometimes caustic honesty in stating my convictions—made me all the more perfect to him. For an ephemeral moment in time we happened upon ourselves in a place of complete bliss and yet vulnerability in each others arms. Our emotions were exhilarating yet utterly exposed to all the terrifying tribulations of life. The eminent reality and therefore possibility of separation, loss, change, even rejection proved all to much for him to handle. I watched helplessly as he began to pull away, overcome by fear. I experienced a nebulous pain deep inside of me that I didn’t know was possible. Breathing became a arduous task under the waters I felt over my head. Suddenly, I was the tear-stained girl in the mirror. I was the one engulfed by all those â€Å"silly† emotions for which I had previously felt such disdain. But, instead of receiving the same judgment I had before disseminated towards others in my position, I was given profound compassion, understanding, and support. In my friends and family I discovered the rich and invaluable gift of comfort. I wont contend that every high school relationship that has ever been was alike to mine in its complexity, composition, and sincerity, or even that two people in a relationship will percieve the same memories, lessons, and outcome. In these aspects every relationship and every individual is unique. However, I have learned that heartbreak, loss, and rejection are all universally experienced. Upon reflection, I realize that only by opening myself up to both beauty and pain was I able to initiate my path from innocence to maturity, and although the lessons I have learned along this path a re immense both in breadth and depth, the farther I get the more I understand just how much about life I have yet to learn.

Preparation of propanone from propan Essay Example

Preparation of propanone from propan Paper Aim: The aim of this experiment is to prepare propanone by oxidizing propan-2-ol with acidified potassium dichromate solution. Introduction: Ketones and aldehydes are important series in preparation of other compounds and they are commonly prepared by oxidizing alcohol which is done in this experiment. The experiment is an oxidation reaction where a secondary alcohol (propan-2-ol) is oxidized by acidified potassium dichromate. The reaction does not need to be heated but should be placed in an iced water bath as the reaction is highly exothermic. The product is propanone and no catalyst is needed for the reaction. The propanone is serparated from the reaction mixture by simple distillation and is purified using anhydrous cacium chloride. The equation of this reaction is as follow: Chromic acid is produced in situ by adding potassium dichromate (VI) with sulphuric acid and water. With acidified potassium dichromate as an oxidizing agent, propene could be oxidized to form propan-1,2-diol. This could cause the propan-2-ol to form propan-1,2-diol which wasted the raw material (propan-2-ol) which led to less amount of propanone formed and obtained. With sulphuric acid as a catalyst, 2 propan-2-ol might react with each other to form ether with elimination of a water molecule. The equation is as below: Why do we need to use ice bath? This is because the boiling point of propanone is only 56oC, during the oxidation, the boiling point of propanone would be reached as the oxidation was very exothermic. If the iced water bath was not used, most of the propanone would be vaporized and escape from the reaction mixture. This causes loss of the product. Therefore, we need to use an ice bath during the oxidation to minimize the amount of propanone vaporized. We will write a custom essay sample on Preparation of propanone from propan specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Preparation of propanone from propan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Preparation of propanone from propan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Why do we need to use anhydrous sodium chloride? This is because even after distillation, the product might contain some water. We need to use anhydrous sodium chloride as a drying agent to extract the water molecule mixed in the organic product. Why does the ketone further oxidize to form carboxylic acid? Ketone may undergo further oxidation to form carboxylic acid with acidified potassium permanganate and under reflux. This reaction has very high activation energy because this requires breaking the strong C-C bond Why do we use the suction flask instead of purely using the gravitational force to filter the crystals? This is because if we do not use the suction flask or any negative pressure, the filtration process will be too slow. The suction flask provides a negative pressure and together with the gravitational force, the filtration will be much faster. The crystal and the filter paper can also be air dried quickly. A picture of a suction flask The filter paper is placed on the plate, and the filter paper is moistened with a solvent to prevent initial leakage. The liquid to be filtered is poured into the cylinder and drawn through the perforated plate by vacuum suction. In our experiment, we use running tap water to produce a suction force. Actually, there are many more methods to produce the negative pressure, such as lowering the pressure using a vacuum pump. The main advantage in using this type of filtration is that it proceeds much more quickly (several orders of magnitude) than simply allowing the solvent to drain through the filter medium via the force of gravity. Ketones and aldehydes Ketones are versatile compounds which can be converted to a number of useful functional groups through reduction, nucleophilic addition or condensation reactions. Ketones and aldehydes are important series in preparation of other compounds and they are commonly prepared by oxidizing alcohol which is done in this experiment. Ketone also plays a very important part in organic synthesis. Ketones and aldehydes can be synthesised into many other chemicals. Reactions involving ketones include nucleophilic addition reactions to the carbon-oxygen double bond to form an -OH group in the compound with the addition of a nucleophilic group. Testing carbonyl compound There are lots of ways to test the existence of C=O in an organic compound.

The consequence when there is a direct clash between EU law and National legislation. The WritePass Journal

The consequence when there is a direct clash between EU law and National legislation. Introduction The consequence when there is a direct clash between EU law and National legislation. IntroductionFreedom to Provide ServicesReferencesRelated Introduction The legal effects and scope of the EU has been properly illustrated in the scenario presented. One of such is the consequence when there is a direct clash between EU law and National legislation. This can be illustrated as follows. Botan Burgers, which is the Polish company with Poland being part of the European Union wanting to setup business in the Olympic Park are on correct legal grounds as the provisions in the European Community Law clearly allows freedom of establishment for firms and individuals of other member states in regions of other member states. Even if it is argued that the Olympic Games are for a short period and temporary in nature, the ‘Freedom to Provide Services’ (Article 56 TFEU) would apply and enable it to carry on business. â€Å"The provision of services applies in the case of a temporary pursue of the activity. The temporary nature of the provision of services does, however, not exclude the service provider to equip himself with some form of infrastructure in the host Member State (including an office, chambers or consulting rooms) in so far as such infrastructure is necessary for the purposes of performing the services in question.. It is as per the basic principle of freedom of establishment and the same also has a basis in Articles 49-55 of the TFEU. For a clearer understanding of the concepts of freedom of establishment for nationals of particular state trying to setup up business in another member’s state, relevant facts of Article 49 and Article 54 should be looked at. To better understand the freedom of establishment, Article 49 and Article 54 tend to be read together. As per Article 49 restricting the freedom of establishment to nationals of a Member State in the region of another Member State is prohibited. Freedom of establishment includes the right to pursue and take up activities on a self employed basis and also to manage and create undertakings, especially firms or companies within the meaning of the second paragraph of Article 54. The second paragraph defines firms or companies as ‘firms or companies constituted under civil or commercial law, including cooperative societies, and other legal persons governed by public or private law, save for those which are non-profit-making.’ The right of establishment, therefore, is granted both to natural and legal persons; this is clearly illustrated in Sodemare v Regione Lombardia. Sodemare was a company based in Luxembourg and it mainly provided sheltered accommodation for elderly residents. This company was refused approval to enter into contracts with public authorities in the place called Lombardy in Italy; the contracts would have enabled Sodemare to carry on its business and get paid or reimbursed for some of the health care services it provided. The reason for refusal was that as per Lombard law such contracts could only be entered and were available to non profit making bodies. This was challenged by Sodemare who claimed that it violated Article 49 because it affected its ability to run business in Italy. The ruling was in favour of Sodemare and this judgement   was very important from the point of view of freedom of establishment. As regards to Article 52 of the Treaty, which is to be referred together with Article 58 thereof, it must be noted that the right of establishment with which these provisions are concerned is granted both to natural persons who are nationals of a Member State of the Community and to legal persons within the meaning of Article 58. Subject to the exceptions and conditions laid down, it allows all types of self-employed activity to be taken up and pursued on the territory of any other Member State, undertakings to be formed and operated and agencies, branches or subsidiaries to be set up. The teeth of this principle is that natural persons, who are nationals of a Member State, and Community companies may take up economic activity in any Member State in a stable and continuous way and cannot be discriminated against based on nationality (Article 49 TFEU) or the mode of incorporation (Article 49 and Article 54 TFEU). Freedom to Provide Services The ECJ noted in that respect that the it is therefore not necessary to consider whether the foundation acts as a service provider. Despite the supplementing character, the freedom to provide services is required as another distinct freedom because the cross border provision of services may be effected without any actual goods being physically moved, without (secondary) establishment and without relocation of any capital across the border.   Although Article 50(1) EC defines services as services not being governed by the provisions relating to freedom of movement of capital, goods and persons, it does not establish any particular order of priority between the freedom to provide services and the other fundamental freedoms. The provision of services applies in the case of a temporary pursue of the activity. The temporary nature of the provision of services does, however, not exclude the service provider to equip himself with some form of infrastructure in the host Member State (inclu ding an office, chambers or consulting rooms) in so far as such infrastructure is necessary for the purposes of performing the services in question. Furthermore, the mere fact of having some kind of infrastructure in the Host State does not per se preclude the application of the freedom to provide services. The freedom to provide services is distinguished from the free movement of goods by the fact that services are intangible. The provision of services can however require importing respective auxiliary materials. The above right of freedom to provide services could be clearly illustrated using the Reinhard Gebhard v. Consiglio dell’Ordine degli Avvocati e Procuratori di Milano[5]case. Reinhard Gebhard, a German national, obtained a law degree at the University of Tiibingen in Germany. He is authorized to practice as a Rechtsanwalt in Germany and was admitted to the Stuttgart Bar in 1977. Although he does not have chambers of his own in Germany, he works as an â€Å"independent collaborator† in a set of chambers there. Article 2 of Law No. 31/82 provides that nationals of Member States authorized to practice as lawyers in the Member State from which they com shall be permitted to pursue lawyers’ professional activities on a temporary basis in contentious and non-contentious matters in accordance with the detailed rules laid down in this title. For the purpose of the pursuit of the professional activities referred to in the preceding paragraph, the establishment on the territory of the Republic either of chambers or branch office is not permitted. On October 14, 1991, Gebhard applied to the Milan Bar Council to be entered on the roll of members of the Bar. His application was based on Council Directive 89/48/EEC of December 21, 1988 on a general system for the recognition of higher-education diplomas awarded on completion of professional education and training of at least three years’ duration’ and of his having completed a ten- year training period in Italy. On December 30, 1992, the Milan Bar Council took a decision, by which they imposed on Gebhard the sanction of suspension from pursuing his professional activity for six months. The Milan Bar Council did not take a formal decision on Gebhard’s application to be entered on the roll of the Milan Bar. Gebhard appealed this decision to the Consiglio Nazionale Forense (National Bar Council). His appeal was directed not only against the sanction that was imposed on him but also against the implied rejection of the Milan Bar Council to be entered on the roll. Before the National Bar Council, Gebhard argued that he was entitled to pursue his professional activity from his own chambers in Milan, referring to Council Directive 77/249/EEC of March 22, 1977 to facilitate the effective exercise by lawyers of freedom to provide services, implemented in Italy by Law No. 31/82, the same law as Gebhard was alleged to have infringed. Directive 77/249/EEC draws a distinction between (a) activities relating to the representation of a client in legal proceedings or before public authorities and (b) all other activities. Article 4(1) of the Directive provides that â€Å"activities relating to the representation of a client in legal proceedings or before public authorities shall be pursued in each host Member State under the conditions laid down for lawyers established in that State with the exception of any conditions requiring residence, or registration with a professional organization, in that State.† The National Bar Council stayed the discipl inary proceedings and referred to the Court two questions on the interpretation of Directive 77/249/ EEC, namely whether the Italian law which prohibits lawyers established in another Member State who provide services in the territory of the Italian Republic from opening chambers or a principal or branch office in Italy is compatible with the Directive, and as to what criteria have to be applied in assessing whether activities are of a temporary nature. The UK high court will have to set aside the bye law which was created by the Olympic Games Regulations 2011, under Section 7 of the regulations which allows only UK citizens to own or operate businesses at the Olympic Games venues. This bye law is contrary to the many provisions and articles in the European Community Act which have been discussed above especially ones which allow members in other national state to setup establishment in UK and to provide services. The UK high court is unlikely to seek an Article 267 reference for this case and is very likely to rule in favour of Botan Burgers. However, in case an article 267 reference is sought whereby the UK high court puts a question to the Court of Justice of the European Union (ECJ) either on the interpretation of relevant parts of the TFEU or relevant secondary legislation or on the constitutionality of relevant secondary legislation, then the ECJ based on the relevant provisions is likely to rule in favour of Botan Burgers and advise the UK high court to proceed accordingly. It should be noted here that the purpose of ECJ here is to try to ensure a uniform application of EU law throughout the European Union. In conclusion, OMT giving advice to the it should be noted that the ECJ would set aside this legislation to allow EU law prevail. Therefore, s.7 of the Olympic Games Regulation should be adjusted to conform to EU law in other to ensure uniformity in the application of EU law. References Chalmers, Damian; Davies, Gareth Monti, Giorgio (2010); â€Å"European Union Law: Cases and Materials†, Cambridge University Press, 2nd edition, ISBN 0521121515, 9780521121514, page 858 Chalmers, Damian; Davies, Gareth Monti, Giorgio (2010); â€Å"European Union Law: Cases and Materials†, Cambridge University Press, 2nd edition, ISBN 0521121515, 9780521121514, page 235 Joan, Paul Kapteyn, George (2008); The law of the European Union and the European Communities: with reference to changes to be made by the Lisbon Treaty; 4th Edition, Kluwer Law International, ISBN 9041128166, 9789041128164 page 191 Joan, Paul Kapteyn, George (2008); The law of the European Union and the European Communities: with reference to changes to be made by the Lisbon Treaty; 4th Edition, Kluwer Law International, ISBN 9041128166, 9789041128164 page 264 Weatherill, S (2010); Cases and materials on EU Law; Oxford University Press, 9th edition, ISBN 0199562253, 9780199214013

Beauty Pageants And Self Esteem

â€Å"Lets Call Her ‘Miss America’!†(Nussbaum). Beginning as early as the 1920s, beauty pageants presented girls and young women wearing various attires and showcasing their talent (Nussbaum). Judges, then and now, are looking for the â€Å"complete package†: the young lady that exudes the most confidence, beauty, and knowledge (Nussbaum). Since then, the child beauty pageant business is one of the most popular in pageantry and has evolved into a â€Å"multi-billion dollar industry† that has led to numerous reality†¦ The Dark Side of Beauty Pageants With their glamour, expensive dresses, jewels and, big fake smiles, beauty pageant contestants are just hiding their true personalities under materialistic things. People may say that beauty pageants aren’t always about looks. The contestants are scored on beauty, personality, evening wear, athletic wear and over all perception of the contestant. Beauty contestant ages range from 2 years old to 60+ years old. The fact that contestants lie about their beliefs†¦ the televised pageants in front of a worldwide audience. Every year when the time of the televised broadcast comes, opposition arises of the great tradition of beauty pageants. Today, pageant girls face people who cringe once they mention they compete in pageants. Shows like Toddlers & Tiaras make it worse for pageant girls, because the show makes pageantry look childish and petty. Most people only see the televised broadcast and are not aware of everything that goes on once the pageant crowns a new†¦ Most Americans are unaware that the first beauty pageant in America originated in 1854, 66 years before women could even vote. Since then, beauty pageants have been extremely detrimental to our society in many ways, although they may seem like nothing but glitter and glam. I believe that beauty pageants are exploitive because they promote the idea that women are just bodies that can be rated on a scale from 1 to 10, which causes society to believe women are nothing more than their appearance, it†¦ The Ugly behind Beauty Pageants Iconic actress and humanitarian Audrey Hepburn once said, â€Å"The beauty of a woman is not in a facial mode, but the beauty of a woman is reflected in her soul.† (â€Å"Audrey Hepburn Quotes†). These words remind girls that their self worth should not come from the artificial things, but from the strength and morals inside of each child. Child beauty pageants heavily contradict this idea, by leading girls to believe that physical perfection is just as, or more valuable than†¦ Beauty pageants originated a long time ago, and over the years they have evolved tremendously. Today, the use of spray tans, false eyelashes, fake teeth, layers of makeup, and over-sexed outfits are the norm of child pageants. Just over the course of a few decades, the pageant world has changed from simple church dresses to expensive glitzy outfits. Most little girls would relish at the thought of being treated like a princess, even if just for a few days out of the year; however, some parents take†¦ alone, 2.5 million females compete in Beauty Pageants every year. (Harden, Beauty) A beauty pageant is a competition that is based solely on physical attributes but also contains personality, talent, and question and answer segments. Beauty Pageants are seen by some as a path of boosting one’s self esteem and creating connections for contestants in hopes of advancing their careers, through popularity and promotions. (OccupyTheory) Many also say that through pageants one can learn public speaking, interview†¦ entrants, usually women, are judged as to physical beauty and sometimes personality and talent, with the winners awarded prizes of titles.’ The definition of a beauty contest objectifies women. Pageants only shows the beauty of someone. Sometimes showing talent, which involves singing, dancing, or baton twirling. In pageants, women display ‘girly’ talents to make themselves seem more appealing than their competition . Beauty is not everything, beauty pageants and contests shows little girls that the only†¦ the depiction of beauty in animated Disney princess films and measure the consequences that the portrayal of beauty has on young girl’s individual self-esteem levels. The hypothesis of this study, states that young girls who idolize the beauty standards of Disney princesses will have lower self-esteem levels than young girls who do not idolize Disney princesses standard of beauty. I expected that young girls who have the desire to mimic Disney princesses would have lower self-esteem levels because†¦ televised pageants in front of a worldwide audience. Every year when the time of the televised broadcast comes, opposition arises of the tradition of beauty pageants. Today, pageant girls face people who cringe once they mention they compete in pageants. Shows such as Toddlers & Tiaras worsen the situation for pageant girls; the show makes pageantry appear childish and petty. Most people only witness the televised broadcast and are not aware of everything that goes on once the pageant crowns a new†¦

Key insights and practical lessons of Wal-Mart Essay

Key insights and practical lessons of Wal-Mart - Essay Example The company runs the largest grocery store in United States of America, and in 2009, over 51% of its sales revenues in United States of America came from its grocery stores (Roberts and Bergs, 2012). This revenue amounted to 258 billion United States dollars. The company has a presence in North America, operating a retail warehouse business. The company has an approximate number of 8500 stores in 15 different countries. In these 15 countries, the company has different brand names. For instance, in United States of America, the company operates under the brand name of Wal-Mart. In Mexico, the company operates under the brand name of Walmex, while in India; the company operates under the brand name of Best Price (Roberts and Bergs, 2012). The company also has retail stores in Japan, Argentina, South Africa, China and the United Kingdom. Despite its successes, the company does not have operations in East Africa, and in particular Kenya. Kenya has the most dominant economy in East Africa , and it has a fast growing retail market within the region (Agwuele, 2012). It also has an open economic system, which is conducive in attracting Foreign Direct Investments in the country. It has one of the best labor force in Africa, and good infrastructures such as an elaborate road network, and efficient supply of energy (Agwuele, 2012). On this basis, the country is a good destination for the entry of the business within the region. Despite its successes, the company does not have operations.

Robert Frost's Fire and Ice Essay Example | Topics and Well Written Essays - 500 words

Robert Frost's Fire and Ice - Essay Example The author used an open form of poetry to effectively express his thoughts and feelings about what the end of the world could be. Scientists are studying the possible end of the world and they have two theories which most probably might happen. That is, that the world will be destroyed through fire, destroying all living things as the consuming of power of fire devours the earth or that the earth will die because of extreme cold. Frost has ingeniously caught the attention not only of the poetics but also of those who base their passions through the study of sciences and goes on to discuss the basic facts of human life that is not only true to the romantics but to the nerds as well. From a general fact, Frost calls the attention of his audience to the contents of a collective unconscious, as the psychologist Carl Gustav Jung (Ketkar) phrases it for them to ponder and think of such a necessary matter that is usually taken for granted because of the demands of daily human activities. Th e poem uses parallelism of words to express the pictures in his mind when he talks about desire and hatred equating them to fire and ice, respectively, through the use of metaphors which is otherwise considered a symbolism (http://www.freeonlineresearchpapers.com).

Celta Reflective Account - Teaching Practice Essay Example for Free

Celta Reflective Account Teaching Practice Essay I had been teaching workers in the children and young people’s workforce for a number of years when I started the Celta   course. I already had experience of planning lessons, staging, timing and classroom management. I knew nothing about setting appropriate language aims. One of my main weaknesses was anticipating problems that students would have with particular lessons and in incorporating activities to suit the stronger students. This is partly because I am not very sure about what a beginner, intermediate or advanced learner knows. In our teaching practice we are given exercises to suit the different stages but I would not be very confident, even now, to choose exercises for myself. Another weakness that I have is that although I am experienced at planning timing in lessons I have on several occasions in teaching practice gone over time. I am usually a facilitative teacher, which is a strength in my experience people learn best when they work something out for themselves. However, it is also essential when using this approach to ensure that learners’ interest in words and grammar not related to the target language doesn’t overtake the lesson. It was also identified by Jan that I tended to allow feedback on exercises to go on for too long. It is at this point that I become less facilitative and sometimes repeat what the learners have already said. One of my strengths is the development of resources. I enjoy looking for pictures that will amuse and interest the students – I think that people learn better when the resources pique interest. I also ensure that resources are culturally appropriate or culturally neutral such as making a paper airplane which illustrated the different forms of the verb ‘to make’. This was an effective tool for elicitation and is one that uses minimal resources. Learning from watching experienced teachers When I started the course I felt very nervous about teaching. When I was observing experienced teachers I noticed that they used relevant intonation, hand gestures and voice projection skilfully. I recognised that by using relevant expressive body language I could increase my own confidence. It is important when teaching to project your voice and speak confidently so that students feel confidence in you. It is important also not to pretend that you know something when you are not sure. People can often tell if you are not sure about what you are saying. Tutor assessment of strengths and weaknesses Jan identified in my first class that I must reduce the teacher talk time. I think initially that I was talking a lot because I was unconfident and nervous. I was talking to prove to the learners that I knew the target language. I ensured that I started my second lesson with questions to the learners. This was a good exercise for me in reducing teacher time and in finding more about the level of the group and individual learners within it. By starting off with questions to the learners it encourages more learner participation throughout the lesson. The need for clearer instructions has been noted in a number of my practice teaching sessions. I have improved on this by planning in †¢ model answers †¢ giving only one instruction at a time †¢ asking students to repeat instructions Fellow students identification of strengths and weaknesses I moved from an intermediate group to an elementary group. Initially I didn’t moderate my meta language to accommodate for the learners’ knowledge of English, which was noted by colleagues in my first observation. I worked on this in my second lesson. I still sometimes forget my plans to clarify instructions when I am teaching. I have found error correction a challenge. I am aware that it is not always appropriate to correct and find it difficult to identify quickly whether the mistake needs to be corrected because meaning is fundamentally changed. This is often because I am feeling rushed because the timing of the lesson is out. I also worry that learners will feel humiliated if I correct them. I imagine that this is a concern for many teachers who had negative experiences as school students. My fellow student Siroja noticed during her observation of me that I am reluctant to nominate students to feedback. This is also because of a fear of humiliating someone who doesn’t know an answer. Reena noticed that when I ask for general feedback I am prepared to wait and allowed for pauses in the lesson which she felt was a strength because it shows confidence. Improvements needed  Timing is still a major issue for me in my lessons. I have managed to keep a couple of my lessons exactly to time but need still to identify ways to ensure feedback is more succinct. Ways in which I intend to do this: †¢ Learners checking their own answers using answer sheets †¢ Checking answers while monitoring learners I will also aim to make instructions snappier. I observed Reena using post-its which she stuck to her lesson plan – I will use them to write short, easily understood instructions which I will throw away as soon as I have finished explaining a particular exercise. If my timing is better I will feel less rushed and more able to stop and consider errors and whether the merit or not of correcting them. However, to make error correction easier I will also identify some key phrases that I can use to help learners re-consider what they have said without showing them up. I will aim also to ask the more reluctant students to answer questions, understanding that sometimes they don’t speak up in class because of a lack of confidence. By asking the question directly of the quieter students it is giving them permission to speak. Examples of question I might ask are: Can you think of another way of phrasing that? Do you think that you used the right tense/preposition there? If I have a few stock phrases it will help overcome my own fears that I am putting down the learners. However, I have also to recognise that learners often want to be corrected and if there isn’t enough time it may be necessary for me to put aside my own sensitivity and give the right form or ask the other students to rephrase the statement. To find out more about what is expected at different levels I will explore the ESOL Adult Core Curriculum because I missed the class. I will also look through text books for students to get a flavour. This assignment has helped me consider my progress and will help me develop my teaching practice further. I see myself like the child who measures her height by drawing marks up the wall and can see progress. This assignment, the feedback from teaching practice and mid course assessment are my marks on the wall. I can affect my progress by taking account of feedback from mine and colleagues’ teaching practice and from Tuesday evening lessons and grow taller.

Native American Policy :: American America History

Native American Policy In the 30 years after the Civil War, although government policy towards Native Americans intended to shift from forced separation to integration into American society, attempts to "Americanize" Indians only hastened the death of their culture and presence in the America. The intent in the policy, after the end of aggression, was to integrate Native Americans into American society. Many attempts at this were made, ranging from offering citizenship to granting lands to Indians. All of these attempts were in vain, however, because the result of this policies is much the same as would be the result of continued agression. Beginning in the 1860s and lasting until the late 1780s, government policy towards Native Americans was aggressive and expressed zero tolerance for their presence in the West. In the last 1850s, tribal leaders and Americans were briefly able to compromise on living situations and land arrangements. Noncompliance by Americans, however, resumed conflict. The beginning of what would be called the "Indian Wars" started in Minnesota in 1862. Sioux, angered by the loss of much of their land, killed 5 white Americans. What resulted was over 1,000 deaths, of white and Native Americans. From that point on, American policy was to force Indians off of their land. American troops would force Indian tribe leaders to accept treaties taking their land from them. Protests or resistance by the Indians would result in fighting. On occasion, military troops would even lash out against peaceful Indians. Their aggression became out of control. Indian policy gradually shifted from this aggressive mindset to a more peaceable and soft line policy. The Indian Wars ended in 1980 with the Battle of Wounded Knee. The battle resulted in over 200 deaths, but also, almost officially, marked a change in Indian policy. Although the change had subtly began before then, policies then became more kind. The Peace Commission created the reservation policy, although this was created 27 years before the Battle at Wounded Knee. The Dawes Severalty Act of 1887 was the greatest of reform efforts. The Act provided the granting of landholding to individual Native Americans, replacing communal tribal holdings. Another policy, the Burke Act of 1906, allowed Indians to become citizens if they left their tribes. Citizenship was eventually granted to all Native Americans in the 1920s. Although the intentions of Indian policy shifted, the outcomes of these policies still helped to suppress Native Americans and their culture.

Abrahamic Covenant

ABRAHAMIC COVENANT Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which compose the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 12:1- The Lord has said to Abram, â€Å"Leave your country, your people and your father’s household and go to the land I will show you. Abram| God called Abram to move from Haran to Canaan| Faith | This all started with a call from God| The emphasis here is placed on Faith as God calls Abram by Faith| | Genesis 12:2- â€Å"I will make you into a great nation and I will bless you; I will make your name great, and you will be a blessing. | Abram| Abram is called by God to move by Faith| Blessing/Seed| God calls Abram| God promises to Bless Abram| | Genesis 12:3- I will bless those who bless you, and whoever curses you I will curse; and all peoples on earth will be blessed through you. | Abram| Abram is called to move by Faith| Blessing/Curse| This call is just the beginning| God promises Blessings and cursing’s to those who bless and curse Abram. | | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which compose the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 12: 7- The Lord appeared to Abram and said, â€Å"To your offspring I will give this land. † So he built an altar there to the Lord, who had appeared to him. Abram| Abram was in the Land that God promised him. | Seed/Land| | | | Genesis 13: 14-15- The Lord said to Abram after Lot had parted from him, â€Å"Lift up your eyes from where you are and look north and south, east and west. All the land that you see I will give to you and your offspring forever. | Abram| Abram in Canaan| Seed/Land| | | | Genesis 13: 16- I will make your offspring like the dust of the earth, so that if anyone could count the dust, then your offspring could be counted. Abram| Abram in Canaan | Seed| | | | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which compose the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 13:17- Go, walk through the length and breadth of the land, for I am giving it to you. †| Abram| Abram in Canaan| Land| | | | Genesis 15: 4- Then the word of the Lord came to him: â€Å"This man will not be your heir, but a son coming from your own body will be your heir. | Abram| Abram’s Vision| Seed| | | | Genesis 15: 5- He took him outside and said, â€Å"Look up at the heavens and count the stars-if indeed you can count them. † Then he said to him, â€Å"So shall your offspring be. †| Abram| Abram’s Vision| Seed| | | | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which compose the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 1 5: 7- He also said to him, â€Å"I am the Lord, who brought you out of Ur of the Chaldeans to give you this land to take possession of it. | Abram| Abram’s Vision| Land| | | | Genesis 15: 18- 19- On that day the Lord made a covenant with Abram and said, â€Å"To your descendants I give this land, from the river of Egypt to the great river, the Euphrates-the land of the Kenites, Kenizzites, Kadomonites, Hittites, Perizzites, Rephaites, Amorites, Canaanites, Girgashites and Jebusites. | Abram| Abram’s Vision | Seed/Land| | | | Genesis 16: 10- Then the angel added, â€Å"I will so increase your descendants that they will be too numerous to count. | Hagar| Hagar Flees to a spring in the desert beside the road to Shur| Seed| | | | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which compose the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 17: 2- I will confirm my covenant b etween me and you and will greatly increase your numbers. | Abram| | Seed| | | | Genesis 17: 4- â€Å"As for me, this is my covenant with you: You will be the father of many nations. Abram| | Seed| | | | Genesis 17: 5- No longer will you be called Abram; your name will be Abraham, for I have made you a father of many nations. | Abraham| | Seed| | | | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which compose the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 17: 6- I will make you very fruitful; I will make nations of you, and kings will come from you. Abraham| | Seed| | | | Genesis 17: 7- I will establish my covenant as an everlasting covenant between me and you and your descendants after you for the generations to come, to be your God and the God of your descendants after you. | Abraham| | Seed| | | | Genesis 17: 8- The whole land of Canaan, where you are now an alien, I will give a s an everlasting possession to you and your descendants after you; and I will be their God. †| Abraham| | Land/Seed| | | |Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which compose the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 17: 9- Then God said to Abraham, â€Å"As for you, you must keep my covenant, you and your descendants after you for the generations to come. | Abraham| | Seed| | | | Genesis 17: 10- This is my covenant with you and your descendants after you, the covenant you are to keep: Every male among you shall be circumcised. Abraham| | Seed/Circumcision| | | | Genesis 17: 11- You are to undergo circumcision, and it will be the sign of the covenant between me and you. | Abraham| | Circumcision| | | | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which compose the Covenant:| Development in the Book of Genesis:| A ny Change in Content or Emphasis:| | Genesis 17: 12- For the generations to come every male among you who is eight days old must be circumcised, including those born in your household or bought with money from a foreigner-those who are not your offspring.My covenant in your flesh is to be an everlasting covenant. | Abraham| | Circumcision/Flesh| | | | Genesis 17: 13- Any uncircumcised male, who has not been circumcised in the flesh, will be cut off from his people; he has broken my covenant. †| Abraham| | Circumcision| | | | Genesis 17: 15-17- God also said to Abraham, â€Å"As for Sarai your wife, you are no longer to call her Sarai; her name will be Sarah. I will bless her and will surely give you a son by her. I will bless her so that she will be the mother of nations; kings of peoples will come from her. † | Abraham| | Blessing/Seed| | | |Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which compose the Covenant:| Dev elopment in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 17: 19- Then God said, â€Å"Yes, but your wife Sarah will bear you a son, and you will call him Isaac. I will establish my covenant with him as an everlasting covenant for his descendants after him. | Abraham| | Seed| | | | Genesis 17: 20- And as for Ishmael, I have heard you: I will surely bless him; I will make him fruitful and will greatly increase his numbers.He will be the father of twelve rulers, and I will make him into a great nation. | Abraham| | Seed/Land| | | | Genesis 17: 21- But my covenant I will establish with Isaac, whom Sarah will bear to you by this time next year. | Abraham| | Seed| | | | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which compose the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 18: 18- Abraham will surely become a great and powerful nation, and all nations on earth wi ll be blessed through him. Abraham| God reveals to Abraham that He is going to destroy Sodom| Seed/Blessing| | | | Genesis 18: 19- For I have chosen him, so that he will direct his children and his household after him to keep the way of the Lord by doing what is right and just, so that the Lord will bring about for Abraham what he has promised him. †| Abraham| Abraham’s revelation from God| Seed/Land/Promise| | | | Genesis 21: 1- Now the Lord was gracious to Sarah as he had said, and the Lord did for Sarah what he had promised. Sarah| Sarah gives birth to Isaac| Seed| | | | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which compose the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 21: 2- Sarah became pregnant and bore a son to Abraham in his old age, at the very time God had promised him. | Abraham| The birth of the promised heir, Isaac| Seed/Promise| | | | Genesis 21: 4- When his son Isaac was eight days old, Abraham circumcised him, as God commanded him. | Abraham| Abraham eaffirmed the covenant through the circumcision of Isaac| Circumcision| | | | Genesis 21: 13- I will make the son of the maidservant into a nation also, because he is your offspring. | Abraham| God reassures Abraham that he will bless Ishmael. | Seed| | | | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which compose the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 21: 18- Lift the boy up and take him by the hand, for I will make him into a great nation. Hagar| God hears Ishmael’s cries and provides while reassuring Hagar of His promise. | Seed| | | | Genesis 22: 17- I will surely bless you and make your descendants as numerous as the stars in the sky and as the sand on the seashore. Your descendants will take possession of the cities of their enemies, | Abraham| Abraham obe ys God and is rewarded with His promises. | Seed/Land/Blessing| | | | Genesis 22: 18- and through your offspring all nations on earth will be blessed, because you have obeyed me. Abraham| God reminds Abraham of His promises. | Seed/Blessing| | | | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which compose the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 26: 3- Stay in this land for a while, and I will be with you and will bless you. For to you and your descendants I will give all these lands and will confirm the oath I swore to your father Abraham. | Isaac| Famine in the land. God gives Isaac instructions. Seed/Land/Blessing/Oath| | | | Genesis 26: 4- I will make your descendants as numerous as the stars in the sky and will give them all these lands, and through your offspring all nations on earth will be blessed, | Isaac| | Seed/Blessing| | | | Genesis 26: 24- That night the Lord ap peared to him and said, I am the God of your father Abraham. Do not be afraid, for I am with you; I will bless you and will increase the number of your descendants for the sake of my servant Abraham. | Isaac| | Seed/Blessing| | | |Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which compose the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 28: 13- There above it stood the Lord, and he said: â€Å"I am the Lord, the God of your father Abraham and the God of Isaac. I will give you and your descendants the land which you are lying. | Jacob| | Land| | | | Genesis 28: 14- Your descendants will be like the dust of the earth, and you will spread out to the west and to the east, to the north and to the south.All peoples on earth will be blessed through you and your offspring. | Jacob| | Seed/Blessing| | | | Genesis 28: 15- I am with you and will watch over you wherever you go, and I will bring you back to this land. I will not leave you until I have done what I have promised you. | Jacob| | Land| | | | Reference:| Addressed To:| Circumstance Under Which it was Reiterated:| â€Å"Ingredients†Which compose the Covenant:| Development in the Book of Genesis:| Any Change in Content or Emphasis:| | Genesis 35: 11- And God said to him, â€Å"I am God Almighty, be fruitful and increase in number.A nation and a community of nations will come from you, and kings will come from your body. | Jacob| | Seed| | | | Genesis 35: 12- The land I gave to Abraham and Isaac I will also give to you, and I will give this land to your descendants. | Jacob| | Seed/Land| | | | Genesis 46: 3- â€Å"I am God, the God of your father,† he said. â€Å"Do not be afraid to go down to Egypt, for I will make you into a great nation there. | Israel| | Seed| | | |

Great Gatsby is a tragic hero Essay

F. Scott Fitzgerald’s The Great Gatsby is a classic American tragedy. The novel has all the basic elements necessary to classify a story as a tragedy: a tragic hero, his character flaw, and a twist of fate which results in the hero’s ultimate destruction. Jay Gatsby is the doomed tragic hero, blinded by his irrational dream to relive the past. Fate interferes in the form of the unexpected manslaughter of one character’s mistress by his wife. All these facets of the story come together to cause the end of Gatsby. In order for a character to be defined as a tragic hero, he must be noble in character. Jay Gatsby demonstrates this in his devotion to Daisy Buchanan, whom he has been preparing for a re-encounter with for the past 5 years. When he finally finds himself in her presence again, â€Å"†¦there were twinkle-bells of sunshine in the room, he smiled like a weather man, like an ecstatic patron of recurrent light†¦Ã¢â‚¬  He talks with Daisy, and even after 5 whole years of building her up in his mind, he is still very much in love with her. â€Å"†¦[After speaking with her,] there was a change in Gatsby that was simply confounding. He literally glowed; without a word or a gesture of exultation a new well-being radiated from him and filled the room.† He loves her, everything he does is for her, and there is no characteristic more noble than true love and devotion. The very denotation of a tragic hero is a noble person with a tragic flaw which helps to bring about his downfall, and which may cause the hero to make poor decisions. Mr. Gatsby’s character flaw is his enduring dream of finding Daisy, the woman he met and fell in love with before he was sent to fight in World War I, and reuniting with her. When they met, he was a poor nobody and she was a member of the old-money elite, a match that they both knew could not possibly work. So, even though he knew she was married, when Jay came back from the war, he devoted his life to reinventing himself to make himself good enough for her. â€Å"Out of the corner of his eye Gatsby saw that the blocks of the sidewalks really formed a ladder and mounted to a secret place above the trees — he could climb to it, if he climbed alone, and once there he could suck on the pap of life, gulp down the incomparable milk of wonder.† Basically, his pure, true love for Daisy was reinforced with obsession and encased in determination and wrapped in everything he  could find to make it real again. His love for Daisy outweighed any kind of reality to the point where he could no longer distinguish fact from fiction. â€Å"It had gone beyond her, beyond everything. He had thrown himself into it with a creative passion, adding to it all the time, decking it out with every bright feather that drifted his way. No amount of fire or freshness can challenge what a man will store up in his ghostly heart.† Fate, with the tragic flaw, plays the principal role in the undoing of the protagonist. In The Great Gatsby, the turn of fate is when Daisy, driving Gatsby’s car with him in the passenger seat, hits and instantly kills Myrtle Wilson, and in a panic flees the scene, too shaken to stop the car. Myrtle Wilson happens to be the woman who Daisy’s husband tom has been cheating on her with, and Myrtle’s husband George Wilson witnesses the accident. He sees his wife killed by someone driving Gatsby’s car. He find out that the car belongs to Gatsby, who he has never met before, and assumes that it was he who had so violently and recklessly killed his wife. George, in a state of grief-stricken insanity, kills Jay Gatsby in his own backyard the very next day. It didn’t happen a moment too soon, either. The quality of Gatsby’s life had been deteriorating at an exponential rate, ironically, since his dream had come true. Becoming involved with Daisy at this point was upsetting his life — he had learned firsthand of the shortcomings of the woman he loved, had witnessed her weaknesses. It was tearing him up inside that he had spent half a decade on something that would be mostly detrimental to him in the end. â€Å"†¦perhaps he no longer cared. If that was true he must have felt that he had lost the old warm world, paid a high price for living too long with a single dream.† The narrator conjectures of Gatsby that, just before his death, â€Å"He must have looked up at an unfamiliar sky through frightening leaves and shivered as he found what a grotesque thing a rose is and how raw the sunlight was upon the scarcely created grass.† Gatsby’s intentions were pure, modest, innocent, genuine, but the momentum of his pursuit carried him into trouble when he was forced to stop dreaming because his dream had become reality, a thing to which Gatsby had become unaccustomed after imagining for so long. Once his dream tumbled into a  brick wall and things were sent spinning in disarray, there was no longer a place for Jay Gatsby. He had come to belong only to his dream, and was consumed by it. â€Å"†¦Gatsby turned out all right at the end; it is what preyed on Gatsby, what foul dust floated in the wake of his dreams that temporarily closed out my interest in the abortive sorrows and short-winded elations of men.†

The Many Uses of Carbon Fiber

The Many Uses of Carbon Fiber In fiber reinforced composites, fiberglass is the workhorse of the industry. It is used in many applications and is very  competitive  with traditional materials such as wood, metal, and concrete. ​Fiberglass products are strong, lightweight, non-conductive, and the raw material costs of fiberglass are very low. In applications where there is a premium for increased strength, lower weight, or for cosmetics, then other more expensive reinforcing fibers are used in the FRP composite. Aramid fiber, such as DuPonts Kevlar, is used in an application that requires the high tensile strength which aramid provides. An example of this is body and vehicle armor, where layers of aramid reinforced composite can stop high powered rifle rounds, due in part to the high tensile strength of the fibers. Carbon fibers are used where low weight, high stiffness, high conductivity, or where the look of the carbon fiber weave desired. Carbon Fiber In Aerospace Aerospace and space were some of the first industries to adopt carbon fiber. The high modulus of carbon fiber makes it  suitable  structurally to replace alloys such as aluminum and titanium. The weight savings carbon fiber provides is the primary reason carbon fiber has been adopted by the aerospace industry. Every pound of weight savings can make a serious difference in fuel consumption, which is why Boeings new 787 Dreamliner has been the best-selling  passenger  plane in history. The majority of this planes structure is carbon fiber reinforced composites. Sporting Goods Recreational sports is another market segment which is more than willing to pay more for higher performance. Tennis rackets, golf clubs, softball bats, hockey sticks, and archery arrows and bows are all products commonly manufactured with carbon fiber reinforced composites. Lighter weight equipment without compromising strength is a distinct advantage in sports. For example, with a lighter weight tennis racket, one can get much faster racket speed, and ultimately, hit the ball harder and faster. Athletes continue to push for an advantage in equipment. This is why serious  bicyclists ride all carbon fiber bikes and use bicycle shoes that use carbon fiber. Wind Turbine Blades Although the majority of wind turbine blades uses fiberglass, on large blades (often over 150 ft in length) include a spare, which is a stiffening rib that runs the length of the blade. These components are often 100% carbon, and as thick as a few inches at the root of the blade. Carbon fiber is used to provide the  necessary  stiffness, without adding a tremendous amount of weight. This is important because the lighter a wind turbine blade is, the more efficient it is at creating  electricity. Automotive Mass-produced automobiles are not yet adopting carbon fiber; this is because of the increased raw material cost and  necessary  changes in tooling, still, outweighs the benefits. However, Formula 1, NASCAR, and high-end cars are using carbon fiber. In many cases, it is not because of the benefits of properties or weight, but because of the look. There are many aftermarket automotive parts being made out of carbon fiber, and instead of being painted, they are clear-coated. The distinct carbon fiber weave has become a symbol of hi-tech and hi-performance. In fact, it is common to see an aftermarket automotive component that is a single layer of carbon fiber but has multiple layers of fiberglass below to lower costs. This would be an example where the look of the carbon fiber is actually the deciding factor. Although these are some of the common uses of carbon fiber, many new applications are seen almost daily. The growth of carbon fiber is fast, and in just 5 years, this list will be much longer.

How to Create an Environment of Effective Communication at a Business Research Paper

How to Create an Environment of Effective Communication at a Business Meeting - Research Paper Example This essay stresses that the employees will have their say leading to rising contention and new ideas may bring brighter prospects for the firm. At times entrepreneurs cannot think of ideas that fresh minds can and so this might help in the smooth running of the firm. Also this action item plan will lead to the development of attributes like target making and target achieving. When the employees have goals in front of them and a deadline to achieve them, they would do everything to accomplish that. Other employees will learn by seeing the example. This way, there would be a lot of competition and positive spirit arising in the employees. It is also equally important to seek for accountability of the follow up plan during the next meeting. Often people say a lot during one meeting and its effect simply cools down or, more appropriately phrased, dies out before the next meeting. This is very discouraging for those who take the meetings seriously. To ensure that the effective communicat ion environment is maintained, it is extremely important that the follow up plan is actually followed and the first thing during the next meeting should be to discuss its proceedings. This paper makes a conclusion that the decisions that the firm makes are actually representing everyone involved in the firm’s activities. Also, effective communication gives rise to fresh ideas and minds leading to innovation and more chances of research and development. It also ensures satisfaction amongst the employees. They would be contended and would thus work for the firm earnestly.

What Part Does Cultural Compatibility Play in Determining The Success Essay

What Part Does Cultural Compatibility Play in Determining The Success of Cross-Border Mergers & Acquisitions - Essay Example Most often, considerations in relation to financing and strategies have become the main concern in obtaining the acquisition targets or merger partners that are most suitable for a company’s purpose. Usually, decisions are made depending on certain issues such as availability, price and probable earnings. When their activity fails, the analysis of merger failure or weak performance is often focused on the re-examination of certain factors that initiated the decision for selection (Schweiger & Goulet 2005). Often, poor selection decisions for mergers and acquisitions are associated with an overly high purchase price, incompetence of managers in achieving goals, or that the companies simply do not match each other. These factors have been continuously examined yet M & A activity has not obtained the necessary improvements (Teerikangas 2007; Seo & Hill 2005). Because of this, international acquisitions make up inconsistencies: despite the fact that business practice and academic research have reported that many of these activities fail to achieve their objectives, cross-cultural acquisitions still remain to be a popular strategy for multinational companies. Therefore, it is necessary that the causes of international merger and acquisition failure are examined as well as the strategies for addressing such problems. As reported by Galpin & Herndon (2007), in a study of 190 top executives who were involved in the global acquisition, it was believed that cultural incompatibility was viewed as the greatest barrier to the success of their M & A activities. Furthermore, the 1996 British Institute of Management survey reported that when merging two cultures is underestimated, it becomes a significant factor for failure (Carleton and Lineberry 2004).

Security Roles CCJS Essay Example | Topics and Well Written Essays - 750 words

Security Roles CCJS - Essay Example Control is applicable to people, technological devices and information. James (2013) highlights that they ensure access is given only to authorized and people. They ensure control through proper identification and authentication before they authorize entry into premises. It is important to note that controlling access to an organization is a critical step towards ensuring that the assets are secure. It is through unmonitored access that assets are stolen or destroyed on intentional basis. Access protection limits hazards that can lead to loss of property. Related to access control, the security department also takes the responsibility of doing patrols and monitoring the surveillance facility to check for anything unusual that could lead to loss or damage to the assets (Indira, 2009). They are held responsible to detect fraud or misuse of an organization’s assets. A security director heads a security department and usually reports to the Chief Officer. Marian (2011) points that his managerial role involves managing security officers in order to ensure that facilities are well protected. He/she delegates responsibilities to them by developing regulations and procedures that guide their activities. Another role involves assisting and giving advice to the heads of operating units in ensuring that safety is enhanced (Marian, 2011). The director advises departmental heads on strategies and steps to take in ensuring that the facility is managed effectively and assets protected. He/she coordinates information exchange and security services to ensure that assets are protected. It is the role of the director to implement a security program and coordinate all departments to ensure that the policies are followed. The administrative functions of a director revolve around taking part in training officers in matters related to monitoring and protection of assets. The director also directs installation of programs that will support

Individual Strategic Marketing Analysis and Plan Assignment

Individual Strategic Marketing Analysis and Plan - Assignment Example History, art and culture are essential motives for a considerable percentage of the number of individuals visiting the country each year. In addition to this, they form a strong promotional feature for destinations, towards market segments that are less sensitive to heritage and culture. Not forgetting the fact that, the tourism industries and authorities until recently, have accomplished exceedingly little to render impressive stock of historic and cultural resources available. Even less has been achieved to further the accessibility of the modern Italian traditions and culture (Moller & Deckert, 2009). This then forms a basis for and explains why the traditional cultural and artistic commodities and their use by international and national tourists is the focus of the paper. Through research of the market, the paper will examine the characteristics of both the supply and demand of cultural and heritage tourism commodities, to have a sound foundation through which to set a tourism ma rketing strategy is more scientific and with decreased risk. For instance, research estimates that today 55 percent of Italians go on holiday annually. In these cases, 15 percent usually purchase a package tour for a minimum of seven days. Research shows that more young people involved in these travels are between 30 and 20 years old, though individuals aged over 55 make up for a larger percentage of the 55% of tourists. As a result, of the exceedingly high demand for arts, historical and cultural tourism in Italy, the paper will propose a project to begin a new business supplying the demand for arts, historical and cultural tourism (Consulting & Promotion 2011, p2). Company Description The company will deal with tourism in arts, history, culture and religious paths. When it comes to religious tourism, more than 3000 structures are available in Italy, more than 56 ancient and modern convents, 25 Euro house receptions, 30 Euro monasteries that are available to be exploited by this ki nd of tourism. The company will focus on these areas to supply religious tourism demands by targeting individuals between the ages of 70 and 40. The company will also deal with material culture. The key to excellence for culture tourism in Italy is in the ability to deliver and create an efficient diversification crossing the right artistic, historical and monumental traditions with food, crafts, folk territory and wine. Culture in a wide sense to harmonize the traditional view to protection with improvement of local identity in culture (Richards 1996). The company will also exploit tourism in museums, as there are not enough visitations to museums. The company needs to breathe to the tourists in Italy that the emotions and atmosphere in museums offer a unique experience worth coming back for. The company will carry out an operation to communicate the new tourism features the company is offering within the country, that is involving the people of Italy in processes of systematic red iscovery of their own traditions (Richards 1996, p. 35). Goals of the Company The main goal of the company is to supply the unsupplied tourism demands in Italy especially in the area of arts, history, religious paths and history. The company will exploit all the available and underutilized tourist features related to culture, traditions and religion. Situation Analysis Strengths Weaknesses Art, history and culture are essential motives for a significant number of tourists. The considerable casual attitude of policy

Effectiveness of Active Learning Over Passive Learning

Effectiveness of Active Learning Over Passive Learning In this study, there has been a thorough examination and careful observations which show, that within passive learning although a primitive form of learning there is also some kind of active learning taking place. There is no clear difference between the active and passive learning and there is some kind of active learning taking place within the passive learning which is unconsciously being ignored. In reality, active learning is the measurement of the extent to which the learner is challenged to use his or her mental abilities while learning. The effect of various teaching and learning strategies show the clear impact of active forms of teaching and learning techniques on higher level students but there are still some factors that are posing a great barrier to active learning at secondary levels. These barriers involve curriculum, content, teaching pedagogy, school and classroom environment, behaviour, social factors and new electronic media (mobiles and social networking sites) be ing the worst. In order to create a better active learning environment within secondary schools, there is strong need for giving more autonomy to teachers within the classes. There are also some factors which have been discussed that could influence the students involvement within the classes which also hinders the active form of teaching and learning. There is also a need to realise that there are several teaching and learning styles that one could use to gain same learning skills that are again ignored unconsciously. Each and every learning activity has a different processes that could initiate the active form of learning within the brain even though they are regarded as active or passive learning in the real world. Teachers also have to realise that there are some students who prefer to learn through a passive style of learning as opposed to an active style of learning which may hinder them in a number of ways. Context: I have been teaching in a comprehensive girls school where 70% of the students are from an Minority Ethnic Background. The school accommodates over 1000 students with over 100 teachers from diverse back grounds. I was initially covering for a member of staff, when the position became vacant and I applied and was appointed to the post. The problem arose when I began teaching MFL as there had been a tendency of learning through passive teaching over a number of years. The behaviour in general of the pupils was good with some odd occasions of bad behaviour. There was a mix tenedency and attitude towards innovation and active learning by the students and the language faculty. The majority of my students were from an ethnic background, learning to improve their Urdu language. The major problem students faced was in relation to reading and writing skills because of the alien nature of the writing style of Urdu language. The students speaking and listening skills were very good due to their social environment and the electronic media around them. There is a huge difference between two sets of skills and it is very hard to correlate most of the time. There were students who were forced to learn Urdu by either parents or their peers and were there without any love or passion for the subject. Also the students were not willing to accept the new changes such as the new teacher, teaching style and the presence of opposite gender within their classes. There was a change within the school at management level and was a move towards a change in teaching methodology and assessment. The higher management was trying to implement the OFSTED lesson observation criteria throughout the school. The behaviour management system also went under changes and some staff members had problems in understanding and implementing them within the classes. Alongside these factors there was a huge task of assessing the pupils within all the four essential skills within MFL (Listening, speaking, reading and writing). I had few lesson observations that did not go well because of the behaviour problem and by being defensive as I was teaching more passively than active. I had implemented various strategies within the class of which some worked very well and some of them were disaster. One of them was the introduction of the active form of learning and teaching upon which some classes appreciated the new strategies and techniques where as some gave an insight of the problem that could arise when introducing the active form of learning and teaching within the classes. Analysis of Problem: Active learning is probably more striking for learners than passive forms of leaning. Learners are supposed to be more motivated and interested when their mental activity is challenged and when they can make decisions about their own learning. The retention capabilities are also greater in case of active learning as compared to passive learning as per figure 1.By being involved in some of the decisions related to their own learning the learners can connect to their prior knowledge and their needs more optimally. As a consequence, they will learn all the kinds of valuable skills, such as social skills, decision making skills and taking responsibility. In addition, by finding out things independently, they can follow their own interests and motivation. In reality, active learning is the measurement of the extent to which the learner is challenged to use his or her mental abilities while learning. The passive learner does the same in less content as passive learning is mainly involved in the initial phases where as active learning enhances the passive learning. There are various types of learning skills that could structure the focus of process-oriented instruction such as cognitive skills, meta-cognitive skills and affective-motivational skills. (Simon et al, 2000). The cognitive skills involve deep learning strategies like comparing, overview skills like summarising, criticising and structuring, reviewing and generalising, schematising, and transfer skills like considering potential and essential conditions of use. Meta-cognitive skills involve planning of times and planning for leaning, realistic goal setting, orientation on goals and outcomes, regular inspection and testing and finally restarting and reflection on process and outcome. There are two main types of communication which occurs within the class named one way and two way communications. Within One-way communication, Listener has little or no opportunity to respond straight away and directly. A teacher must make assumptions about the listeners skill level, prior training, and understanding of the material being communicated. Therefore, errors like the following could be made by the teacher: making the material too difficult, making the material too simple, making assumptions which are not fully shared by the audience, thus making it impossible for them to understand what is being said. Other characteristics: faster transmission less accuracy, potential lack of common vocabulary. Within Two-way communication, there is a flow of information among and between individuals. Because of the opportunity for immediate feedback, many of the assumptions that one makes under one-way communication about skill level, prior training, and understanding of the material being communicated get tested immediately. Other characteristics: slower transmission, greater accuracy, time to develop a common vocabulary. According to Bergquist et al (1975), Psychological effects of one-way communication on students. Frustration the student cannot easily communicate or ask for clarification of teacher information. Apathy a lack of involvement and interest in what is going on. Fear students dont want to talk in front of the group for fear of being put down or for fear of making the teacher angry. Dependence students expect the teacher to give all the necessary information. Most become unable to judge the value of the information. Hostility and/or aggression-they may cheat or quit coming to class Three other learning styles are more likely to result in classroom participation; they are: Collaborative: This style is typical of the student who feels he can learn the most by sharing his ideas and talents. He cooperates with teachers and peers and likes to work with others. He sees the classroom as a place for social interaction as well as content learning. Participant: This style is characteristic of the student who wants to learn subject content and likes to go to class. He takes responsibility for getting the most out of class and participates with others when told to do so. He feels that he should take part in as much of the class related activity as possible, but he does little that is not part of the subject outline. Independent: This response style is characteristic of the student who likes to think for himself. He prefers to work on his own, but he will listen to the ideas of others in the classroom. He learns the content he feels is important and is confident in his learning abilities Research shows that students do not have just one style but that instead they have several in varying degrees and in various situations. It is not necessary to have a battery of psychological instruments to assess these styles, since an awareness of your students behaviours will give you clues as to which ones are operating. A more formal way of obtaining this information is to give each student the description of the various learning styles (without the descriptive word) and ask them to rank the styles on a scale of most and least like them. A tabulation of that information may give you useful information about the predominate learning styles in your classroom. (Bergquist et al, 1975) Students exhibit a number of learning styles in their approach to the classroom. Three that are related to a lack of involvement are: Avoidant: This response style is typical of a student who is not interested in learning subject content in the traditional classroom. He does not participate with students and teachers in the classroom. He is uninterested or overwhelmed by what goes on in the classes. Competitive: This response style is exhibited by the student who learns material in order to perform better than others in the class. He feels he must compete with other students in the class for the rewards of the classroom, such as grades or teachers attention. He views the classroom as a win-lose situation where he must always win. Other students are unlikely to join this student in participation because of the win- lose nature of the interaction. Dependent: This style is characteristic of the student who shows little intellectual curiosity and who learns only what is required. He sees teachers and peers as sources of structure and support. He looks to authority figures for guidelines and wants to be told what to do. Consequently, this student is unlikely to initiate or have much that is original to say in class discussions Analysis of Intervention (Solution): Learning to collaborate and learning from collaboration means acquiring skills like dividing tasks between group members, leading a group, learning together, monitoring group progress, defining group goals and group learning goals, negotiating and co-structuring knowledge, coordinating cognitive and social communicative actions and creating a supportive collaborative climate (Simon et al, 2000). Another important factor is the ability to regulate own learning which is the regular increase of independence in thinking and learning through systematic scaffolding. Simons and Zuijlen (1995) have suggested the following sequence: working independently, Learning strategically and self directed learning. When working independently the learning goals, the learning strategies, the time and place of leaning, the way of testing and feedback is determined by the teacher or learning environment. Students just have to fulfil assignments and learning will occur if and when they obey. (Simon et al, 2000) When learning strategically, students should have freedom of choice related to the learning strategy such as what kinds of learning approach to take, when and where learning will take place. In self-directed learning students have more freedom even though the learning goals remain under teacher control and for example with respect to choice goals, self testing and or feedback/judgement procedures. As described by the Simon et al (1995), In the beginning stages of any learning the simpler forms of independence should occupy more time than the more complex ones with a gradual increase of time for more complex forms. Whereas more complex forms of independence can regulate and only be practiced with respect to themes where one has relative high level of expertise. Simply there should be more independent work with some strategic learning relating to topics at beginning stages which will provide more room for strategic learning, also in relation to less familiar topics and some room for self directed learning about familiar topics. More importantly, by demonstrating and discussing them with each other on a regular basis, the important thinking, learning and regulation skills are made public. One of the main obstacles to learning and think is that these processes are hidden and remain invisible (new learning ref), the students dont realise that all human beings have many different ways to approach tasks instead of believing their way is the only possible way for learning new things. Interventions aimed at fostering students development of active general self regulated learning and conditional or metacognitive knowledge about learning have involved specifically designed learning how to learn programs as well as integrated programs where learning how to learn is embedded within regular discipline instruction. Simpson et al, (1997) especially mention the problems of limited transfer of the learned strategies to new situations and the lack of long term evaluation data. One well know successful program of that kind emphasise integrated learning to think, integrated learning to learn and integrated learning to regulate learning and thinking (Simons et al, 1997). In integrated programme, students are induced to activate their existing knowledge and strategies about learning, to reflect on their own and alternative approaches to learning, and on the impact of different learning styles on the quality of learning outcomes in their particular discipline area as well as in general. A major advantage of integrated programme is that they can be implemented with, and benefit learners of all ages, all levels of development and across all fields of study. Cognitive interventions during regular instructions rely on reflection, persuasion, awareness raising as well as constructive frictions (Vermunt Verloop, 1999) in order to raise challenge students possible misconception about learning. Carrying out such interventions during the actual process of learning is particularly well suited to raise students awareness of the relationships between learning strategies and learning outcomes. Evaluation (analysis of findings/evaluation of impact): Active learning is defined as a form of learning in which the learner uses opportunities to decide about aspects of learning process or the extent to which the learner is challenged to use his or her mental abilities while learning. In reality, there is no clear difference between active and passive learning. It is more a dimension a matter of less and more than dichotomy. In other words in active learning the learners make their own time planning, they choose learning goals and activities they like, they test their progress, they take care of their learning and understanding on their own, and they reflect on errors and successes. Thus active learning also involves preparation, execution, regulation, control, feedback and maintenance of learning activities by learners. (Simon et al, 2000) In independent active learning, it is not so much the number and quality of decisions about learning that count but how much activity is asked from the learner. Are the students figuring out things on their own? Are they working without teacher supervision? Are they working together as a group? Are they thinking while learning? The goals and kinds of activities, the control and regulations as well as the feedback and maintenance of the learning are under teacher control. The major findings after the research show the same findings as Riemersma Veugelers, 1997; Van Hout-Wolters, 1994; Veugelers, 1999 (cited in Simons et al, 2000) have identified a number of factors contributing to the difficulties in the implementation of active forms of learning. School Management and organisation: Some schools provide very few opportunities for active learning to students because of too many traditional teacher directed classes and insufficient self study hours in their time table. School experience problems with changing the curriculum to fit in with the learning-to-learn lessons or with integrating learning to learn instructions in the content lessons. Teachers: Many teachers are not highly motivated to give attention to active learning as they do not see the benefits of it within the subject matter and argue that these activities take up too much valuable time. Other teachers want to concentrate all their attention on the instruction of content knowledge as otherwise it will affect their results or grades. This results in creating chaos amongst the students relating various new forms of teaching and learning. The use of active learning within the class makes teaching more intensive and time consuming, while teacher salaries remain the same. Also not all the teachers possess sufficient knowledge and skills to foster active learning and to supervise their students in active self directed learning. Most teachers would need to develop forms of instruction which are fundamentally different from those they are currently using and familiar with. Particularly the greatest barrier of all is the fact that faculty members efforts to employ active learning involve risk that students will not participate, learn sufficient content or use higher-order thinking. There is also a misconception or fears that faculty members will feel a loss of control, lack necessary skills, or be criticised for teaching in unconventional ways. However, each barrier or obstacle and type of risk can be successfully overcome through thoughtful and careful planning. Learners are not always motivated to invest much time and energy in gaining the new skills either. They do not always recognise the usefulness of these skills, or they dread the needed effort to learn them (Rabinowits , Freeman, Cohen, 1992, (cited in Simons et al, 2000)). Students often hold strong beliefs and persistent approaches to learning especially failure fearing students prefer to learn a whole paragraph by heart than to understand and remember the main issues. Students in especially secondary schools are not very interested in the subject matter instead they go to school to meet their friends; learning seems to be more or less a side issue. Such students prefer to follow teacher directed lessons, than to engage in self directed activities. Individual differences between students create problems such as attention seeking students who attract more attention as well as causing disruption. Some students get little teacher attention during individual study hours as they ask ver y few questions and thus are offered little supervision. A failure to periodically solicit student feedback in a subject about how it is progressing. Are students getting out of the subject what they want? Are the classroom procedures and methods used well? Are there some things that you are doing which students dont like (for example, lecture, clarity of presentations, unfriendly manner)? Information on these factors not only helps make the classroom atmosphere better but it also creates an atmosphere where students feel the teacher is interested in what they have to say. This has a tendency to transfer into content areas as well. Contents: There are specific learning skills which are considered most important by a school or teacher. There still appears to be a lack of good learning-material within the subject areas in which active learning is incorporated. Snow and Lohmans (1984) argument that direct training of content related cognitive strategies may be counterproductive for more able students because they have already developed effective models of learning. Therefore students were provided with opportunities to witness the mental activity of more able individuals, and then encouraged to practice the strategies with guidance in a socially supportive environment. While some students learn to self regulate their learning without much tuition or prompts, others need guidance, not only to acquire the strategies but also to develop the conditional knowledge necessary to know how, when and where to these strategies can be applied appropriately (Hattie, Biggs, Purdie, 1996; Winograd Hare, 1988, (cited in Simons et al, 2000)). There are several techniques or strategies that are regarded as Passive learning strategies used for the externalisation of mental activity such as think aloud and expert modelling that provide a learner unique insight into the thinking processes of an expert. While scaffolding, cognitive coaching, reciprocal teaching and other forms of guided learning are expected to provide the support necessary to develop the skills and confidence for independent use of techniques. Two popular strategies based on problem-solving model take account of the case study methods of instruction and guided design. Whereas other active learning pedagogies worthy of teachers use include debates, cooperative learning, role playing, drama,simmulation, and peer teaching. College teachers are commonly facing problems and complaining that the secondary school teachers are not playing their roles properly as they are wasting their time in games or activities rather than giving attention to reading or improving cognitive skills. Where schools and parents fail students at school, when they get to college they lack the capacity to concentrate on anything for longer than about 10 minutes at a time. Such students have been failed by their schools and teachers, its too late, as in many cases, for them to change and their chances of a decent education/job are already finished. Conclusions and Recommendations: Active learning is also important for teachers. Motivational and burnout problems of teachers are likely to decrease if students are more motivated and more actively engaged in their own learning. Besides, teaching becomes more intellectually challenging when students are learning actively and independently. An excellent first step in promoting active teaching and learning is to select strategies with that one can feel comfortable. Low-risk strategies, on the other hand, are structured and planned, naturally of short duration, focused on subject matter that is neither too abstract nor too controversial, and well-known to both the students and the faculty members. The modification of traditional lectures (Penner 1984) is one way to incorporate active learning in the classroom. Discussion in class is regarded as one of the most widespread strategies promoting active learning with good reason. If the objectives of a subject are to encourage long-term retention of information, to inspire students toward further learning, to allow students to apply information in new settings, or to develop students thinking skills, then discussion is preferable to lecture (McKeachie et al. 1986). Bergquist et al (1975) have described the following factors within Getting Students Involved in the Classroom. Encourage exclusive dialogue with the teacher and not between students. This fosters a lack of involvement since students must compete with each other for the kings ear. Front to back seating arrangements encourage one-way communication. It is hard to talk to the back of someone elses head. Front to back seating arrangements discourage students from talking among themselves but they do focus attention on the teacher . Students who feel pressurised into attending every session are less likely to want to participate. An overemphasis on grades and grading, constantly stressing the importance of material for the midterm or final, how important a good grade in your subject is, and how much you appreciate good students will lead to a lack of involvement. Students are less likely to be involved when the name of the game is to get a grade and not learning something that might be of value to them. If active self regulated learning is to increase in school, at university and in the workplace, there is a need for learners to be equipped with the skills, confidence and commitment for active learning across tasks and situations. It also requires the educational context to provide the opportunities and affordance for active and independent self regulated learning to take place and be valued. All of the above help create an atmosphere where students do not want to get involved (The non-involvement cycle). Consequently, they begin to behave that way, which leads the teacher to assume they are apathetic and uninterested, thus the teacher continues to treat them in ways that lead to more apathy and uninvolvement. Thus a self-fulfilling prophecy begins to emerge. Even though active learning provides a great benefit within the teaching and learning arena the question still remains whether the students at secondary school are ready for this change. Research completed with higher level students indicated that when the learning skills and behaviour reached a mature state the majority of the students were there to learn. Whereas at secondary schools, there are several issues that require attention at a higher level such as behaviour issues within schools and classes, teachers training, teachers right with in the classes, more freedom with the curriculum, specially designed curriculum to promote active teaching and learning including others. In a recent article in the Guardian news paper, Mortimore, P (2010) reiterates that teachers are the solution not the problem. This means the profession attracting, and keeping, the most talented and the best-motivated people. It also means the government allowing teachers reasonable autonomy in how they teach. If the officials address the following issues, there will possibility of promoting active learning at the secondary level.