Occupational health and safety laws in Sydney, NSW Case Study

Occupational health and safety laws in Sydney, NSW - Case Study Example As most the guests who are attending this event hold VIP status, it is very important for Luna Park officials and Event Organizer to look after the safety and welfare of the guests. Literature Review: Workplace safety should always be given a high priority. It does not matter if you are running an organization or conducting an event, you, as an organizer or a manager, should look at various things that directly or indirectly affect workplace safety. Be it a severe accident or negligible accident, it affects people health and organization’s reputation. The occupational health and safety act clearly demands event organizers should maintain a risk register and site induction to ensure all the responsibilities are properly delegated to each and every individual. Site Induction paper will help event organizer in assigning the tasks. The site induction paper needs to be discussed among the group of people who look after various tasks when an event is going on. Site Induction paper w ill have the details of site management team and event details. Site Induction paper also describes the procedure requirements including accident reporting, first aid facilities, fire precautions, smoking zone, evacuation, housekeeping, storage facilities, protocol (If politicians visit the event, common arrangements and other miscellaneous details. So, without site induction paper, it would be very difficult to organize an event. Risk is always there in organizing every event but taking the right care and following proper procedures help mitigating the risk. Risk Identification There are several types of risks involved when organizing an event. Majorly, the... The paper tells that every event organizer should oblige to conduct a risk management process at the site where the event is going to take place. Developing a site induction report and get it signed by venue manager, event organizer and other people who are involved in the process. The site induction paper helps to assign responsibilities to concerned people and mitigate the risk. The site induction paper should be read by each and every personnel who are involved in the process. The site induction paper also describes who should be contacted at the time of various emergency levels. The risk is broadly categorized into three types and each type of risk may cause damage to audience who attend the event. So, it is necessary to understand the severity of the hazards and likelihood of the hazard. Most of the event organizers or venue managers will have a chart to identify highly hazardous places or activities. Luna Park has its own risk management policies in place. The only thing needed is the co-ordination between the event organizer and venue manager who works from hotel side. OH &S demands event organizers to identify the hazards and address them well in advance to the event. The evacuation procedure at the time of emergency should be perfectly documented so that the people who are engaged in evacuation activities know their responsibilities. By taking the help of Work Method Statement, it is very much possible for event organizer or venue manager to mitigate the risk at Luna Park.

The 1941 Attack On Pearl Harbor History Essay

The 1941 Attack On Pearl Harbor History Essay On 7 December 1941, the Empire of Japan attacked Pearl Harbor. From that point on, fear spread around the United States about how the Japanese were going to bomb the continental United States. Two months later, on 19 February 1942, President Franklin Delano Roosevelt signed Executive Order 9066. This was the response from the United States government to the attack on Pearl Harbor. The order allowed for the internment of Japanese Americans in various camps located throughout the United States. The purpose of this essay is to answer the question, To what extent was the Internment of the Japanese Americans during the Pacific War caused by the 1941 attack on Pearl Harbor? through the analysis of the two events. Another aim of this essay is to discuss the reliability of sources, and how historians should use them. The essay starts by examining the events that led up to the attack on Pearl Harbor. Then, it will lead into the attack on Pearl Harbor itself. From there, the essay will examine the internment of the Japanese Americans in 1942. Once the two events have been established, a link will be presented to find cause and effect, while discussing the reliability of sources. In conclusion, the aim on this investigation is to show that the internment of the Japanese Americans during the Pacific War was directly correlated with the attack on Pearl harbor in 1941. Historians must be able to find truths within different events to create a narrative for the common people to learn from. In order to do that they must find truths from their research. Introduction History is the study of events that have already passed through the flow of time  [1]  . Historians interpret events and then process them into a narrative that tells causes and effects  [2]  . History cannot be seen as a whole, because there is so much information to sort through. Therefore, a historian must pick and choose what to view at in order to better understand history. The Pacific War was, in general, triggered by two events. It was the invasion of British Malaya, and the attack on Pearl Harbor; both by the Empire of Japan in 1941. Officially the war was fought between the Allies of World War II, and the Empire of Japan. The war ended with the 1945 dropping of the atomic bombs on Hiroshima, and Nagasaki. The Japanese attack on Pearl Harbor was an ambush set up by the Japanese against the United States Navy in Pearl Harbor, Hawaii. The attack on Pearl Harbor was a major blow to the United States militaristically, and politically. The event showed the world that the United States could be caught off guard, and it made America look weak to the international community  [3]  . Soon after, on 19 February 1942, President Roosevelt issued Executive Order 9066  [4]  . This order moved Japanese Americans from the west coast of the United States to internment camps called War Relocation Camps, which was discrimination against a race, but the government allowed it  [5]  . In Part I, this essay will examine the events that led up to the attack on Pearl Harbor, and the Attack on Pearl Harbor itself. In Part II, this essay will examine the internment of Japanese Americans. Finally, Part III will discuss the link between the two events, and the reliability of sources. With this information, this essay will attempt to answer the question To what extent was the Internment of the Japanese Americans during the Pacific War caused by the 1941 attack on Pearl Harbor? Part I: The Lead Up Into the Attack The United States has always entered into the World Wars late; World War II was no exception of that tradition. One of the main things that led to the attack was that tensions between the United States and the Empire of Japan were increasing. The Empire of Japan wanted to unify Asia under one flag, the flag of Japan  [6]  . Emperor Hirohito was a very militaristic type of person, he wanted to imperialize as much of Asia as possible. Japan joined the Triple Alliance with Italy and Germany on 27 September 1940. With that, the United States responded by placing an embargo against the Empire of Japan  [7]  . This was one of the main reasons that the Empire of Japan attacked the United States, because the United States was one of the main suppliers of steel, and oil to the Empire of Japan. With the Embargo placed the Japanese were left crippled. The only the Emperor could imperialize the south eastern islands was to get rid of the United States Navy which was stationed at Hawaii  [8]  . Negotiations between the United States and the Empire of Japan were mild leading up to the attack on Pearl Harbor. Admiral Kichisaburo Nomura  [9]  and Saburo Kurusu  [10]  held many long talks with the United States Sate department about Japan invading Vietnam. A part of the Japanese plan to attack Pearl Harbor was to break off negotiations between the Japanese embassy and the United States government 30 minutes before the actual attack. However the plan was not very effective since the United States government intercepted a Japanese communication that told the embassy to break negotiations  [11]  . When President Roosevelt received the decoded information he sent out alerts to all military bases. However due to technological difficulties the Pearl Harbor base was not warned in time. This was one of the reasons why the United States was caught off guard. Another reason would be that the United States did not know when or where the Empire of Japan would attack  [12]   . Part I: The Attack on Pearl Harbor The attack started at 6:00am 7 December 1941. The United States soldiers were caught by surprise because it was early in the morning and the base was low on staff. The planes of the Empire of Japan kept bombing the United States Navy for many hours without stop, until the Navy was crippled  [13]  . The response from the United States Navy was rather slow, because they thought it was a drill until they saw the red circles on the planes. Eventually the United States Navy was able to fight back, but their attempts were futile  [14]  . By the end of the attack 2,403 Americans died, including 68 civilians and 1178 service men wounded. In addition, 21 ships of the United States Pacific Fleet were sunk or heavily damaged, and more than 180 aircrafts were destroyed  [15]  . This shows just how badly the United States was humiliated by the Empire of Japan, and one of the reasons why Roosevelt would order the internment of Japanese Americans later on. The very next day, President Roosevelt delivers a speech to congress that will be known as the Day of Infamy speech. Japan has therefore, undertaken a surprise offensive extending throughout the Pacific area. The facts of yesterday speak for themselvesà ¢Ã¢â€š ¬Ã‚ ¦Ã‚  [16]  As a result of this speech, Congress declares war on the Empire of Japan with an 82-0 vote from the Senate, and a 388-1 vote from the House of Representatives  [17]  .This action is reflects what the American people were feeling at that time, and the extent of their embarrassment. Secretary Knox then tries to rally the public in an attempt to encourage belief in the United States government in order for more support  [18]  . Since Americans now supported the war, and the government had declared war, it gave Roosevelt enough power to issue an order to intern the Japanese Americans. The American public had also turned on Japanese Americans because of the attack on Pearl Harbor. The American public thought that all of the people of Japanese decent were spies for the Empire of Japan  [19]  . The United States needed to think about what their next step was, and they needed to answer the question of what do they do with the Japanese Americans that are already living in the United States? There were many options of what they could have done, for example they could have deported the Japanese Americans  [20]   Part II: Japanese Internment After the attack on Pearl Harbor, some Americans suspected that the Japanese were going to come back and launch a full scale assault on the Pacific coast of the United States. The continual conquests all over East Asian in the past few years made Japan seem almost unstoppable  [21]  . Both civilians and the military had some doubt about where the loyalties of the Japanese Americans currently living in the United States, however it is more likely that this concern came from racial prejudice rather than actual evidence of espionage  [22]  . On 2 January 1942, the Joint Committee of the California Legislature sent a manifesto to the newspapers in California that attacked Japanese Americans. This manifesto argued that all people of Japanese decent were loyal only to the Emperor of Japan, and that Japanese schools in the United States were places where they taught that being Japanese was superior to being American  [23]  . Eventually, Roosevelt crumbled under the pressure of the military, and the people that Japanese Americans were dangerous to the nation. So, on 12 February 1942, President Roosevelt signed Executive Order 9066  [24]  . Executive Order 9066 made it so that authorized military officers were allowed to designate special zones for which people are to be excluded. from which any or all persons may be excluded, and with respect to which, the right of any person to enter, remain in, or leave shall be subject to whatever restrictions the Secretary of War or the appropriate Military Commander may impose in his discretion,.  [25]  This shows that Roosevelt didnt want anything to do with the internment, because he passed off the responsibility to the Secretary of Defense. Around 120,000 Japanese Americans were held in internment camps until the end of the war. Of those 62% were second generation Japanese Americans or third generation Japanese Americans with American citizenships  [26]  . Eleven days after the order was signed by President Roosevelt, 800 hundred Japanese Americans were arrested in California, and put into internment camps  [27]  . In California, the local population was very supportive of the notion of interning the Japanese Americans. They wanted the control of aliens delegated to the Army and Navy  [28]  .California was very strict about the liberties of Japanese Americans, because they were very afraid of a full scale attack on the United States  [29]  . On 18 December 1944, The Supreme Court of the United States defined the legality of Executive Order 9066 with two cases. The first was Korematsu v. United States; where Fred Korematsu  [30]  sued the government on the legality of interning Japanese American Citizens. The decision for that case was that fighting espionage was more important than the rights of Japanese Americans  [31]  . However, there was a ruling made by the Supreme court on the same day called Ex parte Endo  [32]  . Although, on 2 January 1944 The Supreme Court abolished Executive Order 9066 and the Japanese Americans were released from their internment camps. As a result most of the Japanese Americans returned back to their lives in the United States, although some Japanese Americans went back to Japan  [33]  . The fact that the United States government released the Japanese Americans before the Pacific War shows that the United States was confident at this point in time during the war  [34]  . Part III: The Link To bring together these two events a historian must look through all that has happened and decide how it must fit in with the rest of history. The historian must find a way to fit the events into a narrative for people to make sense of. History is one long narrative of events told by people, about the lives of other people, which indicate that there is always an undertone of persuasiveness in history  [35]  . To relate how the attack on Pearl Harbor impacted the President of the United States to sign Executive Order 9066, a historian must take the known facts and draw connections between the two events. From the attack on Pearl Harbor, President Roosevelt gave his Day of Infamy speech to Congress, which persuaded them to declare war against the Empire of Japan. In doing so, President Roosevelt labeled the entire Japanese race as an evil entity  [36]  . In doing so, the general public in the United States then felt as if they were in danger whenever they were around a Japanese American, which then led to discrimination, and prejudice  [37]  . With the state the general public was in, President Roosevelt started receiving notices about how he should deal with the Japanese Americans in the United States. He was pressured so much that he was eventually forced to sign Executive Order 9066 in order to maintain his popularity with the American Citizens  [38]  . The public at this time was very afraid of terrorism, espionage, and sabotage from the Empire of Japan, because of the damage they caused in the attack on Pearl Harbor. With so much compelling evidence, it can be quite clear that there was a connection between the attack on Pearl Harbor, and the decision to enact Executive Order 9066. To show to what extent these two events are connected, a historian would argue that if the Empire of Japan did not bomb Pearl Harbor, there would not have been a great of a fear against the Japanese. Therefore, there would have been less prejudice against Japanese Americans in the United States, and the United States might not have joined World War II. This can be shown by the congressional address that President Roosevelt gave the day after Pearl Harbor, I ask that Congress declareà ¢Ã¢â€š ¬Ã‚ ¦ war has existed between the United States and the Empire of Japan  [39]  . With that in mind it is very clear that the attack on Pearl Harbor had a major impact in the decision to place Japanese Americans into internment camps for three years, during the Pacific War. Part III: Analysis There are many problems with history; one would be the individual bias of the historian who is recording a certain part of history. How historians record history is to pick and choose information, and decide what they themselves think is true and what is not true. With this in mind, one usually would ask the question: how reliable are the sources available?  [40]   The article published by the New York Times on 15 February 1942, Knox Statement on Hawaii, only shows what Secretary Knox had to say about the attack on Pearl Harbor. It was written by someone else other than Knox, and therefore already has an individual bias. However, bias is not a bad thing necessarily, because a historian who knows that a document is bias can make inferences on what the author was thinking or feeling at the time. So, for this actual document, it portrays the perception of what the east coast of the United States about the attack on Pearl Harbor. However, the east coast is not the place of great fear at this time, because it is far away from the Empire of Japan. Therefore, the readers could not experience the same fear or danger as the people in the west coast of the United States. The limits of this source would be that it only portrays what secretary Knox want the public to view him, and how he wants the public to view the situation instead of the public perception itself. Another limit would be that since it is a newspaper article, the reader would not know Knoxs true feelings on the subject; because of the image he wants of himself for the public to see is what is shown on the article. Another source that should be assessed for reliability is the biography of President Franklin Delano Roosevelt, No Ordinary Time, by Doris Kearns Goodwin. President Roosevelt did not write a memoir for his presidential years, so it is very hard to find out what his actual feelings were about the predicaments he faced as President of the United States. However, this biography still is useful, because it shows the historian how he responded to certain situations. It provides the reader the image of what the author thought President Roosevelt was like. Although the bias is shifted towards the authors perception of President Roosevelt, a historian can still make use of the information presented in the biography, because it is a reflection of what President Roosevelt has done during his presidential years. It should also be noted that Goodwin is a very experienced presidential historian, and has done other biographies of other presidents besides Franklin Roosevelt, such as Lyndon B. Johns on, and John F. Kennedy. The limits of this source would be that it was not written by President Roosevelt, so the reader would not know what he was actually thinking or how he felt about a certain subject. Also, the biography only shows what the president did and his life; it does not discuss in great depth the lives of the Japanese Americans in the internment camps, or the lives of the soldiers involved with the attack on Pearl Harbor. Another important limit to discuss would be that it only shows one side of the Pacific War, the American side. In the biography the view points of the Empire of Japan are never discussed. This means that the reader would never know the views of the Japanese. Conclusion It appears that the answer to the question To what extent was the Internment of the Japanese Americans during the Pacific War caused by the 1941 attack on Pearl Harbor? is greatly. The evidence that exists out in the world shows that the Empire of Japan was the one who decided to take action first, and draw the United States into World War II. When the Empire of Japan attacked Pearl Harbor in 1941, the citizens of the United States were genuinely afraid of the Japanese. This in turn led to paranoia throughout the United States, which led to Executive Order 9066. Historians are able to draw the connections between these two events, because of how much they have in common with each other. The truth is that history is never absolute. There can never be an absolute truth, because there is always more than one way to analyze an event. When linking to events together, and arguing that one was the cause of the other is a major analytical jump. There will always be the argument about how they are not linked at all. The only way history could be absolute is that all of the historians come to a consensus about how a certain document is to be analyzed, because once that happens they are all picking and choosing the same pieces of information  [41]  . In the end, historians must settle on something, even though it may be temporary. They will continue to research and debate whether something is true or not. Although historians exist to question the past and make conjectures about why events happened the way they did, it may not be correct, because of the reliability of the documents they are basing their conjectures off of  [42]  . It is impractical to say whether President Roosevelt issued Executive Order 9066, because of the Japanese attack on Pearl Harbor in 1941. What is known is that both of these events did happen, and that history is not always reliable.

The Canadian Town of Cheltenham :: Canada

The Canadian Town of Cheltenham PART A ------ Cheltenham is located in the town of Caledon. Cheltenham was found in 1822 by Charles Haines. Cheltenham is located close to the Credit River and the Canadian National Railway known as the C.N.R. The absolute location of Cheltenham is 43 45' North and 79 55' West. The setting of Cheltenham is a valley with the Nigara Escarpment behind it. Cheltenham is located at the south west point of Caledon. Cheltenham is located north of Toronto. Now in 1989 Cheltenham is mostly residential. There is some open space but very little industry now. There is one general store located in the centre of cheltenham. There is a cemetary located opposite of The Fire Hall. Cheltenham was chosen as a town because of the Credit River and the Canadian National Railway. The railway produced trasportation for goods to be delivered to other cities. The cheap efficient rail transportation also ment that Cheltenham's businesses had to compete against goods manufactured by mass production in larger urban centers to the south. Therefore the economy of Cheltenham would rise. The Credit River produce lots of Hydro electric power for the people of Cheltenham. The two main reasons why the site was chosen for a town was the transportation produced by the C.N.R. and the hydro electric produced from the Credit River. Part B ------ The land use at the mill pond area between 1850-1870 in Cheltenham was mostly industrial uses. Most of the industries or buildings were located very close to each other because they all depended on each other. The industries in Cheltenham were located close to the Credit river.

Bangladesh newspaper Essay

Bangla newspaper has a great importance from freedom war 1971 to show. Bangladeshi general peoples were being informed about the political. societal and economical position and activities from Bangla newspaper during under Pakistani authorities. This is besides major grounds of political activities in the past and present. The day-to-day Prothom Alo and the day-to-day Ittefaq is the taking newspaper in Bangladesh. A batch of national and non-government advertizements are published these two newspapers. Bangladeshi publishing media is really strong in the universe because a immense figure of Bangla newspapers are published day-to-day nationally and locally in this state of land country of 1lac 44 thousand square kilometre. In malice of debut of new media like Bangla orbiter channels. FM and local wirelesss and on-line intelligence. Bangla newspaper is still really popular in our state because old peoples and house married woman prefer newspaper to Television. wireless or on-line intel ligence. Another advantage of newspaper is that it can be read any clip of the twenty-four hours. Particular involvement to peculiar subdivision like athleticss. political. manner and manner. international intelligence. concern or column may change from adult male to adult male but most of peoples like political and taking intelligence subdivision. Leading intelligence. editorialist articles and column are most favourite subdivision in Bangla newspaper. Online Bangla newspaper is going more popular twenty-four hours by twenty-four hours for those people working in office or concern because update intelligence are acquiring immediately and they have non adequate clip to read newspaper individually in place or office. Above all the imortance of Bangla newspaper can non explained shortly. It opens the door of cognition and present state of affairs by presenting of import massage invariably.

Innovative programs in special education Essay

Special education departments have introduced a variety of innovative programs for children with sensory impairment (deafness, hard of hearing, and blindness). There has been a good deal of success in opening access to regular school experiences to young people with sensory impairments and in educating their peers about the special concerns for children who are deaf and/or blind. There is a considerable body of evidence that innovative programs for teaching reading and spelling skills to children with disabilities should be both multi-sensory and phonic and that this type of teaching can benefit most children in any class at most stages. These are usually programs that are highly structured. They can be seen as essentially free-standing and can form a central element of the overall strategy for teaching children with disabilities. There are many such programs, often they have a slightly different focus, with different types of materials and strategies but they all include multi-sensory element and metacognitive aspects. The range of innovative programs for children with disabilities is impressive, and this work will provide some of the various types of programs and strategies that can be used in special education. Most innovative programs incorporate some or all of the following principles and approaches: multi-sensory; over-learning and automaticity; highly structured and usually phonically based; sequential and cumulative. Multi-sensory methods utilize all available senses simultaneously. This can be summed up in the phrase ‘hear it, say it, see it and write it’. These methods have been used for many years and have been further refined by Hornsby and Shear (1980) in phonic structured programs that incorporate multi-sensory techniques. Over-learning is deemed necessary for children with dyslexic difficulties. The short- and long-term memory difficulties experienced by dyslexic children mean that considerable reinforcement and repetition is necessary. The structured approaches evident in programs of work for children with disabilities usually provide a linear progression, thus enabling the learner to complete and master a particular skill in the reading or learning process before advancing to a subsequent skill. This implies that learning occurs in a linear developmental manner. Although there is evidence from learning theory to suggest this may be the case, there is still some doubt in the case of reading that mastery of the component subskills results in skilled reading. In reading, a number of cognitive skills such as memory and visual, auditory and oral skills interact. This interaction is the key feature; so, it is important that the skills are taught together and purposefully with the practice of reading as the focus. Sequential approaches are usually appropriate for children with dyslexia because it may be necessary for them to master subskills before moving to more advanced materials. Hence a sequential and cumulative approach may not only provide a structure to their learning but help to make learning more meaningful and effective as well. Programs based on the Orton-Gillingham approach have become a central focus for multi-sensory teaching (Hulme & Joshi 1998). The programs offer a structured, phonic-based approach that incorporates the total language experience and focuses on the letter sounds and the blending of these sounds into syllables and words. The approach rests heavily on the interaction of visual, auditory and kinesthetic aspects of language. Orton-Gillingham lessons always incorporate card drills, spelling and reading and usually include activities such as: card drills, word lists and phrases, oral reading selection, spelling of phonetic and non-phonetic words, handwriting, and composition. Once the child has mastered the letter name and sound, the program then advances to introduction of blending the letters and sounds. This begins with simple three-letter words and the child repeats the sounds until the word is spoken without pauses between the constituent sounds. The visual-kinesthetic and auditory-kinesthetic associations are formed by the pupil tracing, saying, copying and writing each word. Reading of text begins after the pupil has mastered the consonant-vowel-consonant words to a higher automatic level (i. e. , when the pupil can recognize and use these words). The initial reading material is taken from the program and contains words the pupil has learnt from the teacher’s manual. The program gives considerable attention to the learning of dictionary skills as well as development of written language from pictographs to ideographs and eventually to the alphabet. The program does appear to be more suited to a one-to-one situation, and it would be difficult to integrate the program within the school curriculum. As in many of the program derived from the Orton-Gillingham approach, the key principles of over-learning, automaticity and multi-sensory approaches are very apparent. In the USA, Morgan Dynamic Phonics have produced a series of phonic programs that focus on user-friendly approaches using the principles of Orton-Gillingham, which includes the use of humor and interaction (Hulme & Joshi 1998). The following programs are based on the Orton-Gillingham method: Alpha to Omega, The Bangor Dyslexia Teaching System, The Hickey Multisensory Language Course, Dyslexia: A Teaching Handbook, Units of Sound. Letterland, developed by Lyn Wendon, consists of many different elements. The materials are extremely useful for teaching reading, spelling and writing, and for developing and sustaining motivation. The programs are internationally renowned, as well over 50 per cent of all primary schools in England and Ireland rely on this program (Gersten, Schiller & Vaughn 2000). Letterland encompasses a number of teaching elements based on recognized and essential components of the teaching of reading. The major elements are: language, with an emphasis on listening, speaking and communicating; phonic skills; whole word recognition skills; sentence awareness; comprehension; reading and spelling connections; and preliminary skills in creative writing. The materials consist of teachers’ guides, wall-charts, code cards, flashcards, wordbooks, cassettes and song- books, photocopiable material, workbooks, games and resources, software, videos, and materials specifically designed for use at home. The program may also be seen as a preventative approach, since it is appropriate for early intervention and may also facilitate the reinforcement of important developmental concepts in learning, such as object constancy. The Letterland system essentially grew out of close observations of failing readers, and the materials reinforce the importance of a reading-for-meaning orientation to print (Gersten, Schiller & Vaughn 2000). Letterland focuses on letters and sounds, and by using pictograms encourages children to appreciate letter stages and sounds, thereby reinforcing both shape and sound of letters and words. Integrated within this, however, are the programs and exercises on whole-word recognition, reading for meaning, spelling and creative writing. Spelling is not presented as a series of rules, but instead through a story approach, focusing on the Letterland characters. Progress through the Letterland program is by a series of steps. These steps can provide the teacher with choice and flexibility, and the program can be implemented to the whole class, in small groups or individually. There are a number of aspects about Letterland that make it useful for some children with specific learning difficulties. These include the use of pictograms— which can be particularly beneficial to the learner with difficulties in phonological awareness and auditory skills. The use of the story approach to reading and spelling that encourages the processing of information using long-term memory is particularly beneficial to dyslexic children whose short-term memory is generally weak. The range of activities incorporating different approaches allows the learner to develop imagination and creativity in the use of letters and words. Other useful aspects include the focus on the context aspects of reading and the use of syntactic and semantic cues. Alpha to Omega is a phonetic, linguistic approach to the teaching of reading and can be used as a program or as resource material. It is highly structured and follows a logical pattern of steps that promote the acquisition of phonological and language skills. There is an emphasis on learning the 44 phonemes from which all English words are composed. These consist of the 17 vowel sounds and the 27 consonant sounds. There is also an emphasis on the acquisition of language structure, focusing on content words (nouns, verbs, adjectives) and finite words (prepositions and participles). There is, therefore, an emphasis on using words in the context of a sentence. The program provides a highly structured format for the teaching of sentences and for grammatical structure. There are also three accompanying and very useful activity packs designed for different stages. These packs provide appropriate back-up exercises to reinforce the teaching program. There is also an extremely useful program of learning games—before Alpha—that can be used with children under five. These games are in a series of structured stages, are multi-sensory and aim to foster language development and other pre-reading skills such as visual and auditory perception and discrimination, fine-motor control, spatial relationships and knowledge of color, number and directions (Gersten, Schiller & Vaughn 2000). The Hickey Multisensory Language Course recognizes the importance of the need to learn sequentially the letters of the alphabet. The third edition of The Hickey Multisensory Language Coursewas now incorporates aspects of the National Literacy strategy and the requirements of the Literacy Hour. The dyslexic child, however, will usually have some difficulty in learning and remembering the names and sequence of the alphabetic letters as well as understanding that the letters represent speech sounds that make up words. The program is based on multi-sensory principles and the alphabet is introduced using wooden or plastic letters; the child can look at the letter, pick it up, feel it with eyes open or closed and say its sound. Therefore, the visual, auditory and tactile-kinesthetic channels of learning are all being utilized with a common goal. These programs involve games and the use of dictionaries to help the child become familiar with the order of the letters and the direction to go (e. g. , he needs to know that T comes before ‘K’), the letters in the first half of the alphabet and those letters in the second half. The alphabet can be further divided into sections, thus making it easier for the child to remember the section of the alphabet in which a letter appears, for example: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z. The Hickey language course includes: activities related to sorting and matching the capital, lower case, printed and written forms of the letters; practicing sequencing skills with cut-out letters and shapes; and practicing positioning of each letter in the alphabet in relation to the other letters (this involves finding missing letters and going backwards and forwards in the alphabet). The course also indicates the importance of recognizing where the accent falls in a word, since this clearly affects the spelling and rhythm. Rhyming games can be developed to encourage the use of accent by placing it on different letters of the alphabet. This helps to train children’s hearing to recognize when a letter has an accent or is stressed in a word. The course includes reading and spelling packs that focus on securing a relationship between sounds and symbols. This process begins with single letters and progresses to consonant blends, vowel continuations and then to complex letter groupings. The reading packs consist of a set of cards; on one side, the lower case letter is displayed in bold with an upper case (capital) letter shown in the bottom right-hand corner in order to establish the link between the two letters. The reverse side of the card indicates a keyword that contains the sound of the letter with the actual sound combination in brackets. Rather than providing a visual image of the keyword, a space is left for the child to draw the image. This helps to make the image more meaningful to the child and also utilizes and reinforces visual and kinesthetic skills. The spelling pack is similar in structure to the reading pack. On the front of the card the sound made by the letter is displayed in brackets, while the back contains both the sound and the actual letter (s). Sounds for which there is a choice of spellings will in time show all the possible ways in which the sound can be made. Cue words are also given on the back as a prompt, in case the child forgets one of the choices. Spelling is seen as being of prime importance by the authors of the program since they view it as an ‘all round perceptual experience’. This process involves over-learning and multi-sensory strategies. The Bangor Dyslexia Teaching Systemis a structured, sequential teaching program developed for teachers and speech and language therapists involved in supporting children with dyslexia. A useful aspect of this program is the division between primary and secondary pupils. Although it is acknowledged that some secondary pupils are still ‘beginning’ readers and need to go through the same initial stages of acquiring literacy as ‘beginning readers’ in the primary school, the program makes some special provision and adaptations for secondary students. This helps to make the secondary material more age appropriate. The basic philosophy of the program is not unlike that of other structured, phonic programs. It focuses on phonological difficulties and the problems dyslexic children have in mastering the alphabetic code. The program attempts to provide children with some competence, at the earliest stage possible, in recognizing and categorizing speech sounds. It is not possible for children to benefit from ‘top down’ language experience approaches to reading if they have not mastered the basic principles of literacy. Some of these principles, which the program for primary aged children focuses on, include: the teaching of basic letter sounds and the structure of words, long vowels, common word patterns, irregular words, alphabet and dictionary skills, grammatical rules and silent letters. The program shares the same principles as that utilized by other similar programs for dyslexic children. It is highly structured and the teacher has to proceed systematically through the program. The aspect of over-learning is acknowledged to be important, and therefore revision of material already learnt occupies an important place in the implementation of the program. One of the difficulties inherent in following the principle of over-learning is the aspect of boredom, which may result from repetitive revision of material already learnt. This program acknowledges that pitfall and suggests ways of overcoming it through the use of games and other adapted materials. The multi-sensory teaching element is also crucial in this program. Some of the exercises attempt to engage all the available senses simultaneously, thus acknowledging the accepted view that dyslexic children benefit from multi-sensory learning. The program also utilizes the particular benefits of mnemonics for dyslexic children as well as the notion of reading and spelling as an integrated activity. Some emphasis is also placed on encouraging dyslexic children to use oral language to plan their work. It is felt that such verbalizations help children clarify their thoughts and planning before embarking on a course of action. The secondary component of the program provides useful advice on dealing with the problem of teaching basic literacy to older students. Some effort is made to ensure that the student is familiar with polysyllabic words in order that the potential for creative writing is not unduly restricted. At the secondary stage the aspect of reading for meaning is of great importance in order to ensure sustained motivation. The Bangor Dyslexia Teaching System acknowledges this and suggests a range of techniques that can help to support the student through the decoding difficulty in order that maximum meaning and pleasure can be derived from the text. Such suggestions include: supplying difficult words; introducing the story and the book’s background and characters; pointing out clues such as capital letters and titles; encouraging fluency by reading from one full stop to the next; omitting words that are difficult, thus encouraging the use of context to obtain meaning; practice; and reading rhymes and limericks that aid sound and syllable awareness. The key principles found in the majority of individualized programs for dyslexic children-multi-sensory techniques, automaticity and over-learning-are all found in the Alphabetic Phonics program. Additionally, the program recognizes the importance of discovery learning. Opportunities for discovery learning are found throughout this highly structured program. The program, which stems from the Orton-Gillingham multi-sensory approach, was developed in Dallas, TX, by Aylett Cox. Alphabetic Phonics provides training in the development of automaticity through the use of flash cards and over-learning through repetitive practice in reading and spelling until 95 per cent mastery is achieved. The program also incorporates opportunities to develop creativity in expression and in the sequencing of ideas. DISTAR (Direct Instruction System of Teaching Arithmetic and Reading) was originally designed for socially disadvantaged children in the USA as part of the Project Follow Through scheme launched by the US government in 1968 (Hulme & Joshi 1998). The program is orientated to achievement in basic attainments and tasks and skills to enhance effective learning. Some of the features of DISTAR include: the transfer of learning from specific examples to general concepts; continual, positive reinforcement to enhance motivation and success; and the monitoring of progress through the use of criterion referenced assessment. In addition to reading skills, the current DISTAR program covers language, spelling and arithmetic. Evaluation studies display impressive progress in attainments among students undertaking the DISTAR program – results that appear to continue through to secondary education. Some criticism, however, has been raised that the teacher’s manual is too prescriptive and places too much restriction on teachers. The focus of the program on transferring skills from the specific to the underlying general task concepts is, indeed, commendable and can make the DISTAR materials a useful resource. Three recent studies trained phonological awareness in children with reading disabilities using the Lindamood Auditory Discrimination in Depth program (ADD), a method that first encourages awareness of the articulation of speech sounds. Two studies used no control groups, but reported good progress for students who had made little progress with other programs. The third study used matched groups of children with severe reading disability at a private school. The control group received the school’s well-reputed program, which included auditory training and strategies for encoding and decoding written symbols. The trained group spent 6 weeks learning ADD before merging it with the regular program. All children improved substantially by the end of the year. The ADD group did not gain significantly more than controls on standardized tests of reading and spelling, although trends favored the ADD group. Compared to controls, ADD children did make significantly greater improvement in the phonetic quality of their errors in spelling and nonsense word reading. Besides being a well-structured phonemic-awareness program, the ADD approach holds theoretical interest because of its strong emphasis on developing concrete articulatory (speech-motor) representations to distinguish phonemic differences. The program includes associating articulatory labels, pictures, letters, and sounds, and using these articulatory concepts in phonological awareness work and manipulating letters and sounds in reading and spelling exercises. This work described some of the innovative programs that may be utilized in special education. The programs are logical and consist of small steps. They also incorporate elements of all the modalities—visual, auditory, kinesthetic and tactile. Teaching is not only about providing information, but about accessing useful and transferable skills as well—for example, phonological awareness skills can be later transferred and utilized in writing skills. Essentially, the approaches involve thinking about thinking and the learners with disabilities consider how a particular response was arrived at. Children with disabilities is a whole-school concern, and not just the responsibility of individual teachers. Innovative programs require an established and accessible policy framework for consultancy, whole-school screening and monitoring of children’s progress. It is important to consider the rationale for using particular programs and strategies. Within the areas described here of individualized learning, support approaches and strategies, assisted learning and whole-school approaches, there are many effective means of dealing with disability. Therefore, the criteria for selection—the context, the assessment, the curriculum and the learner—must be carefully considered. It is important to link programs and strategies together because, while there are a considerable number of well-evaluated and effective commercially produced programs in special education, it is very seldom that the program can be used by untrained teachers. Even if a program has clear instructions, there is some skill attached to implementing such programs. Therefore, the teacher needs to be aware of strategies that can be used to reinforce the program and to evaluate the effectiveness of the learning that can take place through the use of the program. One of the main challenges facing teachers is the need to find varied approaches to learning that will motivate children and will provide the key elements that the child requires as well. If the child does not respond to a structured program, the teaching program should then be reevaluated. This would help to decide whether it is the most appropriate program to use. It is also important to consider other factors as the child may not be responding because she or he may only need a longer period to achieve the objective of the program. References Gersten, R. , Schiller, Vaughn, S. (2000). Contemporary Special Education Research: Syntheses of the Knowledge Base on Critical Instructional Issues. Lawrence Erlbaum Associates: Mahwah, NJ. Hulme, C. , Joshi, M. (1998). Reading and Spelling: Development and Disorders. Lawrence Erlbaum Associates: Mahwah, NJ. Hornsby, Shear. (1980). Alpha to Omega. Heinemann Educational Books. London. Lindamood, P. , Bell, N. , & Lindamood, P. (1997). Achieving competence in language and literacy by training in phonemic awareness, concept imagery and comparator function. In C. Hulme & M. Snowling (Eds. ), Dyslexia: Biology, cognition and intervention (pp. 212–234). London: Whur.

Kublai Khan essays

Kublai Khan essays Kublai Khan was born in 1216; he was the grandson of the great conqueror Genghis Khan. Kublai founded the Mongol or Yuan Dynasty that ruled China from 1279 to 1368. He began to play a major role in the consolidation of Mongol power in 1251. Kublai was the son of Tolui and brother of the fourth Great Khan, Manghu. He conquered Yunnan and Annam, but when Manghu died he became ruler of the Mongol empire. He was also known as being a great Mongol military leader. Between 1260 and 1279 he was successful in driving the Kin Tatars out of northern China. In 1264 Kublai established his own capital in Cambulac. He relinquished all the claims to the parts of the Mongol empire outside China. Kublai also undertook many foreign wars in attempts to enforce tribute claims on neighboring states. For the first time in Chinese history a barbarian people had conquered. His name was known all over Asia and also in Europe. The court at Cambulac attracted an international group of courageous men. One of these men included the famous Venetian Marco Polo. Kublai Khan did much to encourage the advancement of literature and arts as well. He was a devout Buddhist. Kublai also made Buddhism the state religion during his dynasty. Although Buddhism was the main religion, during his reign many other religions evolved and were tolerated. Kublai moved the Mongol capital from Cambulac to the place closer to Beijing. From then on he ruled and empire that extended from Eastern Europe to Korea. Him and his successors took over much of the administrative machinery that existed under the Song. The reign of Kublai was one of the highest points of the Mongol power. Kublai had many major achievements during his reign. One of his major achievements was reconciling China to rule by foreign people or the Mongols. He also had a few failures. His failures were series of costly wars, including two disastrous attempts to invade Japan. This brou...

Sleeping Beauty Essay Example

Sleeping Beauty Essay Example Sleeping Beauty Paper Sleeping Beauty Paper Essay Topic: Beauty and the Beast and Other Tales Sleeping Beauty Literature Review The story of Sleeping Beauty has evolved over time and has been changed slightly throughout the different versions. It has changed in order to fit social norms for the time and context has been altered to appeal to the current audiences. The three main versions of Sleeping Beauty are the Charles Perrault in 1697, which was adapted from the original fairy tale Sun, Moon, and Talia by Giambattistas Basile in 1634. Perraults version was a tale of rape, adultery and cannibalism. The Brothers Grimm interpretation, from 1812 that made the story more tame and the Walt Disney version from 1959 that was drawn mainly from the St. Petersburg Ballet version of 1890 and the Grimm Brothers version, obviously this version was cleaned up a lot from the predecessors in order to appeal to a younger and more moralistic audience. Most Fairytales hold a kind of formulae that can be seen in Vladimir Propp’s morphology of the folk tale. His theory suggests that most stories just use the same formulae however in different contexts. Sleeping beauty is a typical example of how mostly all of the characteristics used in storytelling are used in this narrative. Such characteristics used in Sleeping Beauty are the character types. The hero, the villain, the donor, the dispatcher, the helper, the princess and the father or in this case the parents. The fairy godmothers play a huge part in the storyline of sleeping beauty, you could say they act as the donors who provide an object with magical properties, such as the sword given to prince charming that defeats the villain. They are also the dispatchers and the helpers who send the hero in the right direction to save the princess. Although these dont seem like the main characters in the story, they hold together the narrative and fill in the gaps that link the events in the story, also without the fairy godmothers we would be missing out on our fix of magic that is needed in any good fairytale. Propp’s theory suggests that these character types are found in every story or film but are just rearranged for different effects. In Shrek, typical fairytale themes are implemented, however the traditional ideas and social norms found in fairytales are swapped around. ‘Shrek upstages Prince Charming and Princess Fiona saves Shrek from Robin Hood and his merry men’. Women are not necessarily depicted as being an inferior sex nowadays as they were back when the initial story was wrote. Sleeping Beauty came from a time when the lesson was that women should wait quietly for the man who would give them their role in society, Not such the case in modern twists on fairytales. However Propp’s strict order of characters and events is restrictive. The format he suggests may change the way in which text is received, for example if the main character dies, the audience is left unhappy because there has not been a happy ending. It is the typical story line in most childrens fairly tales, where there is a vulnerable female in need of rescue by her Prince Charming. We see this again, and again in stories such as Snow White, Cinderella and  Beauty and the Beast. All of these stories have reoccurring patterns in them such as the evil villain, a spell that needs to be broken, a hero prince who needs to rescue a damsel in distress, all of these elements leading up to a happy ending. Propp’s actions as functions of narratives can also be seen throughout the different stories, they are used to progress the narrative. The preparation, complication, transference, struggle, return and the recognition. Firstly The kingdom is preparing for the new born of the king and queen, whilst this gives the villain an incentive to complicate things and upset the palace, In great joy brings great upset this is common at the beginning of most stories, something bad must happen in order to be fixed. Sleeping beauty is then transferred to a safe house in the woods in the Disney version and we meet the prince who is gifted a magical sword by the fairy godmothers, and therefore transferred into the hero. After Sleeping beauty pricks her finger and falls into the deep sleep, the struggle is then on to revive her. The prolonged period of time that varies between the stories depends on the hero, whom overcomes the evil villain with the help of the good fairies. The penultimate sequence in which the hero defeats the villain transformed into the dragon, to me resembles the legend of Saint George and the Dragon. The prince then finds the princess and gives her the kiss of life and she is awoken. He then returns with the princess and gets recognised as a hero when they get married. However this is not the end in the Charles Perrault version as the prince’s mother is not happy with the marriage, and tries to eat the princess and the newly married couples children, eventually she throws herself into a vat of vipers and dies. There are quite vast differences in the plots of Perrault’s version and the Grimm brother’s adaptation. Most of the beginning part of the Perrault version is the same as the brothers Grimm adaptation, it is the second part that is altered. Perrault was also one of the last interpreters of the tale to avoid waking Beauty with a kiss. Most of the versions written and produced since then have used the kiss to awaken the sleeping princess. Instead she was awoken when she was ready to give birth to her baby that had been unwillingly forced upon her whilst she was asleep. The overall conceit of Aurora â€Å"awakening† to a man’s kiss suggests that her maturity may indeed be a sexual one. ’ It is thought that the story was changed in this way to  Ã¢â‚¬Ëœappeal  to the opulent court and aristocracy of Louis XIV of France’. In the Charles Perrault version, the prince’s mother who is an ogre attempts to eat sleeping beauties children, which sounds like more of a horror story than a fairy-tale. The Brothers Grimm version left out this part of the story all together as did Walt Disney’s version because this is far too gruesome for a make-believe story. Also, another variation is that in Perrault’s adaptation the princess is asleep for 100 years and her prince comes to her after hearing about the legend of her generations later. In the Disney movie and the brothers Grimm adaptations, the princess is only asleep long enough for the prince to defeat the villain and give her the kiss of life. Maybe this was altered from the original because of the idea of never seeing your loved ones again was too traumatic for a modern audience and especially children. The good fairies puts the residents of the kingdom under a temporary sleep whilst sleeping beauty is under the spell to lower social panic. Charles Perrault’s version also includes more than 3 fairies bestowing gifts on the young princess, and the villain in the story being an aged fairy that everyone thought was dead. The story of Sleeping Beauty focuses mainly on the seemingly idealistic views that ‘true love conquers all’ and that ‘home is where the heart is’. Sleeping beauty and fairytales in general give people a hope and fantastical view on life and appeal to a modern audience because they allow for a type of escapism. For those that have been in love can relate to the stories. Dream like scenarios where all is not real but the situations are similar to those that happen in real life. 1280 words Bibliography Katy C. Peck. (19/01/08). Analytical Essay – Sleeping Beauty. helium. com/items/806737-analytical-essay-sleeping-beauty Date Accessed 01/03/11 English National Ballet. ballet. org. uk/the-sleeping-beauty/the-sleeping-beauty-story. html Date Accessed 28/02/11 Notes on Sleeping Beauty. sparknotes. com/film/sleepingbeauty/themes. tml. Date Accessed 05/03/11 Notes on Characters in Sleeping Beauty. sparknotes. com/film/sleepingbeauty/characters. html Date Accessed 05/03/11 Tales from the Brothers Grimm yankeeweb. com/library/storytime/grimmbros/grimmbros_56. html Date Accessed 05/03/11 John K. Davis. (26/01/09). The story behind sleeping beauty, early versions weren’t meant for adults. suite101. com/content/the-story-of-sleeping-beauty-a92332 Date Accessed 26/02/11 Propps Theory. adamranson. plus. com/Propp. htm Date Accessed 26/02/11 Charles Perrault, Sleeping Beauty in the Wood. pitt. edu/~dash/perrault01. html Date Accessed 26/01/11 Perraults Fairy Tales  (New York: Dover Publications, Inc, 1969), pp. 3-21 Heidi Anne Heiner. (26/08/10). surlalunefairytales. com/sleepingbeauty/history. html Date Accessed 02/03/11 Sleeping Beauty, Brothers Grimm Summary. grimmstories. com/en/grimm_fairy-tales/sleeping_beauty. Date Accessed 23/02/11 Diana Katheryn Geleskie ; Vannessa Colberg. Walt Disneys Sleeping Beauty, a literary approach. 9/ 04/09 (http://people. setonhill. edu/gel7219/sleepingbeautyliterarycritique/fairytalecanon. html Vladimir Propp (1968) Morphology of the Folktale. University of Texas Press.. scribd. com/doc/37368054/Fairy-Tales. Date Accessed 25/02/11 [ 1 ]. adamranson. plus. com/Propp. htm [ 2 ]. helium. com/items/806737-analytical-essay-sleeping-beauty [ 3 ]. sparknotes. com/film/sleepingbeauty/themes. html [ 4 ]. bookrags. com/essay-2006/3/14/221714/758

Content Quality and Quantity Are the Cause of Wikipedias Woes

Content Quality and Quantity Are the Cause of Wikipedias Woes Content Quality and Quantity Are the Cause of Wikipedia’s Woes Content Quality and Quantity Are the Cause of Wikipedia’s Woes By Mark Nichol Recent coverage of Wikipedia has pointed out that the collaborative online encyclopedia is in trouble. What’s up? It’s all about production. When Wikipedia was launched in 2001, it attracted many people who found the idea of a user-generated Web resource akin to The Encyclopedia Britannica highly appealing. Since then, multitudes of people have contributed to more than 19 million articles in nearly 300 languages, including almost 4 million items in English. And many more people have taken it upon themselves to continuously refine Wikipedia. That’s one of its greatest strengths: Unlike print encyclopedias, which must wait until the release of a new edition to offer new entries and updates to existing ones, Wikipedia’s massive trove of information is being increased and improved constantly. But as Wikipedia founder Jimmy Wales recently admitted, the pace of progress is slowing. The problem, it seems, is that many contributors are timing out. Wikipedia, operated by the not-for-profit Wikimedia Foundation, is a volunteer enterprise. Writers and editors are not paid for their time. And now, ten years after Wikipedia’s launch, many of those contributors have moved on with their lives. (Another reason many Wikipedia writers have given for bailing out is that some of the site’s volunteer editors, displaying the all-too-common combination of ignorance and arrogance, clumsily compromise the quality of their work.) An additional challenge is that the longtime contributors who remain, and the newcomers who have logged on more recently, are running out of things to write about. Some late-nineteenth-century scientists have earned everlasting opprobrium for their unimaginative declarations that thanks to their manifold discoveries and those of their contemporaries, no new science of any significance would be done in the future. Just as we’ve learned a thing or two about the universe since the late 1800s, however, there will always be new material for Wikipedia, but the momentum is waning, and the number of contributors is declining. Wikipedia has its weaknesses: Both because of and despite its open collaborative nature, factual errors occur (though they’re often caught quickly) and opinions intrude (again, usually not for long). And it doesn’t take too much time on the site to determine that the writing quality varies tremendously. Though Wikipedia claims that studies show its accuracy to be comparable to that of venerable print resources like The Encyclopedia Britannica, it cannot deny that the overall writing quality is much inferior. It’s still a brilliant idea triumphantly realized, and I resort to it often in my work, but it’s something else as well, something that earns it a mention on this Web site: It’s an object lesson in how not to run an editorial enterprise. Call me old-fashioned, but I’d have a great deal more respect for Wikipedia if it rested securely on the foundation of professional writers and editors who are subject-matter experts (or at least highly skilled generalist writers whose expert editors catch any problems with the accuracy of the content). That was the idea behind its predecessor, the professionally developed free encyclopedia Nupedia, of which Wikipedia was originally merely an offshoot. Why has hardly anyone heard of Nupedia? Because it tanked. Why? As the result of a rigorous review process that, partly because only the editor in chief, Larry Sanger, was salaried, proceeded at a glacial pace. Good writing and editing takes time and effort and expense. Great editorial work requires even more expenditure. Nupedia died, and Wikipedia lives, but even many of those who champion the latter acknowledge that its value is as a starting point for locating authoritative information as a means to an end, rather than an end in and of itself. If you want high-quality content well written, impartial, and authoritative you almost invariably have to pay for it. As Wikipedia has learned, there’s no such thing as a free launch. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:How Many Tenses in English?"Gratitude" or "Gratefulness"?1,462 Basic Plot Types

Functional and non-functional requirements in Software development Essay

Functional and non-functional requirements in Software development - Essay Example This involves the set of actions that clarify what exactly a particular system has to do. On the other hand, non-functional requirements engross the system constraints that define how it will do the functional requirements. It acts as a criterion for elaborating the performance of a particular system (Yang, 2010). The functional and non-functional requirements of any system always have a huge effect on the development life cycle. To be precise, all through the development life cycle of a system, functional requirements as the main subject of concern in each phase (Mishra & Mohanty, 2012). Right from the first phase, requirements analysis, to, maintenance phase, functional requirements act as the basis for each phase. That is, each phase, must ensure that the predefined functional requirements satisfy what the user is expected to get from the system. In this sense, functional requirements always define the amount of time to be spent in the system development life cycle (Shelly & Rosenblatt, 2012). A crucial example of functional requirements is, adding a new order into a web-based order entry system. This functionality requires a number of key attributes to be defined and they include, order name, its identification, time it was processed among others as stipulated in the requirements analysis phase. Therefore, as soon as this functional requirement is defined, then, throughout the development life cycle the developer must ensure that its features are perfectly satisfied until a final output product is delivered (Milanovic, 2011). One of the major non-functional requirements is efficiency. As stipulated earlier, non-functional requirements include the constraints that will elaborate how a system is to meet the pre defined functional requirements. To the development life cycle, efficiency depends on the outputs of the functional requirements. In this sense, non-functional requirements have very little effect

Policies and Procedures That Govern the Hiring Practices Article

Policies and Procedures That Govern the Hiring Practices - Article Example For Catholic Charities Spokane, their ultimate goal of providing consumer satisfaction within the means of the organization has guided them to the careful establishment of processes regarding recruitment, encouraging productiveness, work evaluation, and feedback. The Human Resources Coordinator is in charge of posting job vacancies, evaluating candidates, and organizing interviews. Productiveness of employees is encouraged through retreats and yearly evaluation. On the other hand, employees are given the voice to air their concerns regarding their work environment. The organization has made its stand regarding issues such as sexual harassment, discrimination and nepotism to prevent the occurrence of such activities. Ultimately, the human resource practices are annually evaluated using employee satisfaction ratings and retention. In any human resource management, knowing and understanding the law is important, as it decreases the chance of committing a federal or state crime (Yoder-Wi se, 2003). The policy and procedures of human resource management should thus be based on what the law stipulates. ... The Catholic Charities thus annually reassesses its workforce, through the Program Directors, based on any changes in employee workloads, current management practices, service objectives, and quality improvement. The Catholic Charities are also open to practicum students and volunteers. The recruitment and hiring process has been carefully planned out. Briefly, the availability of a position and its respective job description is promulgated in-house and around the community by the Human Resources Coordinator, in accordance to National Labor Relations Board (NLRB) standards (Siegel, 2002). For those who have completed the minimum requirements, two structured interviews are conducted to screen all applicants. The interview questions comply with employment and labor laws, as implemented by NLRB. What is important is that the set of questions asked of each applicant is consistent (Siegel, 2002). Aside from the competence of getting the job done, the commitment to empowering others by bei ng culturally and socioeconomically sensitive as well as to community involvement. An employee’s sensitivity is ascertained using a set of questions inquiring about empowerment of others, belief in the value of family, establishing and maintaining respectful relationships, and knowing one’s limits. This is in accordance to NLRB’s suggestion that the interview questions be focused on what was previously done by the interviewee, in the premise that past behavior is the best predictor of future behavior, in case of employment (Siegel, 2002). Finally, a letter of hire will be given to the person most qualified for the job. The manpower is maximized by providing an equitable work environment that supports organizational productivity and stability despite individual

Growth and world's cities Assignment Example | Topics and Well Written Essays - 750 words

Growth and world's cities - Assignment Example The city was founded in 1565 after the French flee the region. Currently, the city rests over a flat yet narrow plain situated between the foothills which lay between the Atlantic Ocean and the Highlands of Brazil, right over the shore residing on the Guanabara Bay. Though the public policy regarding urban planning in Brazil isn`t quite impressive, yet the city reflects considerable urban development which makes it one of the most anticipated tourist resorts. A few communities in Rio exhibit remarkable projects undertaken by private investors like their own waste collection and sewerage systems, gay care centers, considerably higher literacy rate, support centers for the elders, nutrition, recreational and sports centers, metropolitan hotels and other similar urban hubs. Yet, a few other areas seem to be lagging behind in terms of urban development. Rio de Janeiro grew over time to become what it is now. In the first few decades of the 20th century, Rio saw a drastic increase in its population to around 2 million. In 1927, when Antionio Prado was heading the state, the Agache Plan was incorporated into public policy regarding urban development which boosted the growth of the city in the context (Vojnovik 2013) . Thus, during the late 1920`s, th e city saw its golden age which continued till the 1950`s where high profile hotels like Copacabana Palace and the Hotel Gloria were built. Also, the city was turned into a destination for hollywood celebrities and other high profile people from all around the world. Thus, private investment flew in and urban resorts like the Copabana beach and the Santos Dumont airport was inaugurated, further giving the urban touch to the city. After the 1950`s, transportation infrastructure was the focus of the government along with industrial development, which further paved way for the development of advanced housing communities for the blue

Baby Products Store Communication Plan Essay Example | Topics and Well Written Essays - 500 words

Baby Products Store Communication Plan - Essay Example With the established objective and goal, the key communication message is then framed within the two points of difference, and the proposed communication tools (including business website, monthly online newsletter, business brochure, magazine advertisement, and yellow pages advertising) and budget are presented. Lastly, pre-set measurements are included to track each communication tool. Baby Products Store first opened its doors in the Westchester Mall in 1998 and was the first store in the neighborhood to provide premium baby products. In the next ten years, numerous stores with similar concepts have started in the surrounding area selling undercutting Baby Product Store’s business by offering products with a cheaper price ranges. To avoid price war within the area, Baby Products Store has made a decision not to lower prices, but to create a new selling point of offering specialized customer service and exclusive product offerings provided by loyal long-term suppliers. The objective of this communication plan is to re-introduce Baby Product Store to the surrounding towns and municipalities and highlight the unique customer service policy and exclusive products offered in-store. The goal of this communication plan is to reach 50 unique customers using various communication channels. Because the objective of the plan is centered around the store’s surrounding towns and municipalities, a more targeted and personal communication approach will be adopted. The primary audiences for Baby Product Store are new mothers and parents of small infants and toddlers in the surrounding towns and municipalities.  

Feature Article - Japan Nuclear Explosion and Earthquake Essay

Feature Article - Japan Nuclear Explosion and Earthquake - Essay Example The Fukushima accident and Chernobyl nuclear tragedy having had similar consequences, it will be useful to compare these two incidents so as to understand the possible interventions to be made in future. An analysis of Chernobyl nuclear tragedy in terms of its short term and long term impacts would help the scientists working on the Fukushima issue to predict the possible long term impacts of Fukushima accident. Moreover, they will be able take lessons from the Chernobyl experience to be adapted to their present operation in Fukushima. The objective of this essay is to compare the impacts of Fukushima and Chernobyl nuclear accidents on environment. Impact on environment It is beyond any doubt that both Fukushima and Chernobyl tragedies have resulted in serious environmental impacts. The danger in the impacts is that the pollutants are radioactive. This would mean that it continually changes its chemical constitution and set forth chain reactions causing complex multiple implications. In terms of environment, the largest danger is the long time these elements take to decompose itself. Half life, which is time taken for a compound to decompose into half of it is very long in the case of these isotopes. Thus the environmental implications are long term and unpredictable. The radioactive elements get into the water, air and soil. It also gets into the supplementary systems of water, air and soil. Marine systems, food chains, agriculture, animals, milk and ecology in general is contaminated by radioactive isotopes. It has been reported that in the earlier days after the Chernobyl nuclear accident, the surface deposits of radionuclides became radioactive for agricultural plants and the animals which consumed these (Roberta, 2009). . This was rapidly absorbed into milk which increased the level of thyroid in people who consumed milk. This was predominately observable across Ukraine , Belarus and Russia. The secondary phase of the sedimentary deposition was that these were taken up by plants from the soil through roots. Ceasium was the isotope which was reported to be most dangerous in this regard. It must be noted that agricultural products from highly affected areas may even now have traces of this isotope (Roberta, 2009). The direct presence of radioactive elements in plants reduced with time. The reasons could be weathering, physical decay, and the downward movement of radioactive elements into lower zones of soil inaccessible to the plants (Greenfacts, 2006). However, the impact of the radioactive leakage on agriculture does not limit to this direct surface deposition and plant uptake. The extensively cultivated areas with high content of organic content were affected. Pasturing of affected animals over unimproved grass lands also contributed to the radioactive content in agricultural plants and products. The people associated with these farms, especially the subsistence farmers in Russia were largely affected (Greenfacts, 2006) Radioactive plant products are reported to be largest contributors for human internal dose of radioactive elements. As these isotopes, especially Ceasium, has long life, the traces of the element is still found in some of the products. The current scenario is that the level of radioactive elements in products from Chernobyl has come down below national and international action levels. However, in Zhytomir and Rovno

Business Response to Climate Change Assignment Example | Topics and Well Written Essays - 2250 words - 1

Business Response to Climate Change - Assignment Example However, the physical impact of climate change and opportunities and risk associated with it are incorporated by fewer businesses in their planning (Britton, 1997). Once the climatic trends become clear and the reduction in uncertainty surrounding the future changes is observed, business then will be in a better position to decide that weather actions should be taken on the projected changes now or not. This decision by businesses helps them in turn to develop effect business strategy to for proper risk mitigation as well as taking advantage of the opportunities arising from the changes. However for many businesses, climate change can be a new or probably scary topic to discuss (Britton, 1999). This challenge is composed of variety of projections which may include temperature change, change in patterns of precipitation, other events and many other effects. In this essay we will discuss and will outline the sensible approach that can be used by businesses to analyze and adapt to the physical risks of climate changes and to take advantage of opportunities arising. A few of the physical changes associated with climate changes do not only bring risk but can provide the opportunities as well. For example, in some location disruption to location sites can be faced by the construction industry. They may further face problems in delivering materials to those locations as an extreme event and may damage the infrastructure. Workers can be restricted to work in limited amount of time, in tasks like roofing, due to the higher temperature. On the other hand this industry may get benefited by the opportunities like frost as it may reduce work stoppage hence the portion of year in which construction takes place can be easily extended. New products market can be created by adaptation, like climate proofing materials and building designs, or may result in shifts of market; this can be done by making materials that is locally sourced more attractive in order to

Feature Article - Japan Nuclear Explosion and Earthquake Essay

Feature Article - Japan Nuclear Explosion and Earthquake - Essay Example The Fukushima accident and Chernobyl nuclear tragedy having had similar consequences, it will be useful to compare these two incidents so as to understand the possible interventions to be made in future. An analysis of Chernobyl nuclear tragedy in terms of its short term and long term impacts would help the scientists working on the Fukushima issue to predict the possible long term impacts of Fukushima accident. Moreover, they will be able take lessons from the Chernobyl experience to be adapted to their present operation in Fukushima. The objective of this essay is to compare the impacts of Fukushima and Chernobyl nuclear accidents on environment. Impact on environment It is beyond any doubt that both Fukushima and Chernobyl tragedies have resulted in serious environmental impacts. The danger in the impacts is that the pollutants are radioactive. This would mean that it continually changes its chemical constitution and set forth chain reactions causing complex multiple implications. In terms of environment, the largest danger is the long time these elements take to decompose itself. Half life, which is time taken for a compound to decompose into half of it is very long in the case of these isotopes. Thus the environmental implications are long term and unpredictable. The radioactive elements get into the water, air and soil. It also gets into the supplementary systems of water, air and soil. Marine systems, food chains, agriculture, animals, milk and ecology in general is contaminated by radioactive isotopes. It has been reported that in the earlier days after the Chernobyl nuclear accident, the surface deposits of radionuclides became radioactive for agricultural plants and the animals which consumed these (Roberta, 2009). . This was rapidly absorbed into milk which increased the level of thyroid in people who consumed milk. This was predominately observable across Ukraine , Belarus and Russia. The secondary phase of the sedimentary deposition was that these were taken up by plants from the soil through roots. Ceasium was the isotope which was reported to be most dangerous in this regard. It must be noted that agricultural products from highly affected areas may even now have traces of this isotope (Roberta, 2009). The direct presence of radioactive elements in plants reduced with time. The reasons could be weathering, physical decay, and the downward movement of radioactive elements into lower zones of soil inaccessible to the plants (Greenfacts, 2006). However, the impact of the radioactive leakage on agriculture does not limit to this direct surface deposition and plant uptake. The extensively cultivated areas with high content of organic content were affected. Pasturing of affected animals over unimproved grass lands also contributed to the radioactive content in agricultural plants and products. The people associated with these farms, especially the subsistence farmers in Russia were largely affected (Greenfacts, 2006) Radioactive plant products are reported to be largest contributors for human internal dose of radioactive elements. As these isotopes, especially Ceasium, has long life, the traces of the element is still found in some of the products. The current scenario is that the level of radioactive elements in products from Chernobyl has come down below national and international action levels. However, in Zhytomir and Rovno

Discussion Board question and comment Assignment

Discussion Board question and comment - Assignment Example Apparently, productivity increases as the number of inputs increases. However, this is not the case as I recently witnessed a scenario where a company specializing in motor vehicles assembly hired more workers only to be disappointed that the move only drained the company’s resources and increased operational expenses without a significant increase in output. Thus, while it is important to increase productivity, companies must strive to ensure that the desired productivity is attained with the same resources. While it is true that multifactor productivity pinpoints the efficiency of a company, I believe that there is more items to consider when assessing the efficiency rather than merely focusing on the production process. Maybe we should consider sales turnover as well as how the company meets its plans. However, we cannot claim with certainty that reducing inputs increases productivity as this is not always the case. The volume of production should most appropriately be increased through motivating employees and providing appropriate amount of materials. Non-financial rewards will work best as they do not upsurge the labor cost. I believe that productivity can best be explained as the efficiency of production and not as â€Å"represent the economic value of the factors of production† as you put it. However, it is true that when determining productivity, one must determine the market value of the inputs and outputs. The suggestion that productivity be improved through scientific methods is quite reasonable. Technology and investment in skilled labor coupled with motivation of employees, I believe, are best suited to improve the productivity of firms in a country. Moreover, it will improve the productivity of the country resulting in growth and development where welfare of citizens will dexterously

Marxism And Economic Liberalism A Comparison Politics Essay

Marxism And Economic Liberalism A Comparison Politics Essay It is the cause of trade that the science of economics existed, although both are the two sides of the same coin and their effect on the nations relations as well as their direct impact on the people cant be overlooked. It was also said since the existence of trading it was fundamentally international and we cant be basically engaged with trading if it was not open to the outside world. Fundamentally speaking, trading can be categorized as internal or international trading, the first said to happen with the boundaries of the state whereas the latter go beyond the boundaries of the state either between two countries or more which also includes the total sum of trading and the exchange of monies, goods and services. It is therefore, may be said, that there are two major theories that governs the international trade or political economy. First, the freedom of trade and industry as a general rule, although there might be some exceptions, but these exceptions do not make international tra de a license or trade monopoly of that nation only. But the state perform as a guarantor or protector to those traders from its nationals who trade with other nations by finding or creating corporations or institutions, their main tasks is to prosper the states trade and propose the necessary guarantees towards the political, monetary and commercial risks. Some time the state allow trading companies to use the countrys official label on some national products especially those agriculture products, as a mark to its quality and to promote and attract foreign investment to invest in those product and the whole sector thereafter. United state, Japan and the European Union are the world leaders in this regard. International trading in these countries is under the guardianship and supervision of the state, in terms of which products are allowed to be imported and those products that are not allowed to be imported, at the same time, the state (s) made regulations for some products to have proper licenses for the foreign trade transactions to be made. However, nowadays, the restrictions are declining and the countries are leaning towards easing some of these restrictions to promote the balanced international free trade. Marxism and Economic Liberalism comparison Marxism and Economic Liberalism as commercial policies were questioned by Smith as to whether they would increase or decrease the wealth of a nation. Smith proposed the following criterion in support of free trade rather than protectionism.  [1]   High tariffs created domestic monopolies resulting in higher prices leading to sloth, mismanagement and a failure to innovate. The most efficient allocation of resources was attained by self-interested individuals acting on their own behalves. Opportunity costs as to resource constraints meant that protecting one sector of industry from cheaper outside competition would distort resource allocations thus increasing production costs to another sector already efficient and competitive. The second theory was the formerly know Soviet Union Economic Theory or what is known to be as the Marxism, whereby the state was solely monopolizes the trade and exercises it through public institutions founded within municipal departments inside the state that has independent character for the trade to be one source from the total resources of state whole production, to fulfill the states economic plan. In the Marxist approach the economy is a site of exploitation between social classes, especially the bourgeoisie and the proletariat. Politics is to a large extent determined by the socio-economic context. Economic liberalism is the dominant perspective today due to the end of the Cold War, the influence of free-market capitalism, and globalization. However, the following specifies the major differences between the two international political theories  [2]  : Free Trade or Economic Liberalism: Liberalism as a coherent social philosophy dates from the late 18th century. At first there was no distinction between political and economic liberalism (economics was not considered a separate discipline until about 1850). Classic liberal political philosophy has continued to develop after 1900 as a purely conservative philosophy.  [3]   Whereas, Economic liberalism emerged as a set of criticisms of mercantilism, understood as the comprehensive political control and regulation of economic affairs which dominated European state-building in the 16th and 17th centuries. Economic liberals reject theories and policies which subordinate economics to politics. Adam Smith was the father of economic liberalism. He believed that markets tend to expand spontaneously for the satisfaction of human needs, provided that governments do not interfere too much. Economic liberals assume that economic policies should increase peoples prosperity. They favored specialization to achieve comparative advantage, free trade, and free markets. Since the 1980s, the global economy has witnessed its renewed dominance. Todays neoliberal economists see a greater role for economic institutions than did classical economic liberals.  [4]   An import liberal economic concept is that of comparative advantage. The law of comparative advantage was developed by David Ricardo. He argued that free trade commercial activities that are carried out independently of national borders will bring benefits to all participants because free trade makes specialization possible, and specialization increases efficiency and thus productivity. Paul Samuelson summarized the argument for free trade as follows: Whether or not one of two regions is absolutely more efficient in the production of every good than is the other, if each specializes in the product in which it has a comparative advantage (greatest relative efficiency) trade will be mutually profitable to both regions.  [5]  According to this logic, in a world economy based on free trade all countries will benefit through specialization and global wealth will increase. Marxism Marxist political economy, in contrast, starts from relations between people and classes, and tries to understand the economy not as a perfect clockwork mechanism but as a dynamic system full of contradictions and doomed to be replaced. Marx did not begin from scratch: he started from the insights of classical political economy a school of thought that the early capitalists gave birth to, as a means of advocating the new system against the defenders of feudalism.  [6]   Marxism sees history evolving through class conflict and revolution in which inequality is progressively eliminated. It achieved great influence after the Russian Revolution but has become less significant since the end of the Cold War. Today the only countries that call themselves Marxist are China, North Korea, Laos, Vietnam, and Cuba. Marxian economics remain influential in analyses of underdevelopment.  [7]   Marxism then has had a significant effect on the world of international relations. Whilst it is fair to say it is not as popular approach as realism or liberalism, it is perhaps the foremost critical response to these long-standing theories. The key ideas of Marxist thought, based in a questioning of what appears at first to be self-evident, is an indispensable tool to any study, let alone to one based so strongly on subjectivity as politics. It is also crucial in a world dominated by capitalism that we strive to look beyond it wherever possible; capitalism is not the be all and end all of political and economic systems even if it does set itself up to be so. Key thinkers such as Cox and Wallerstein have expanded on the basic ideas of Marx and as such made the theory far more applicable to the field of international relations, showing the importance of economics and social trends in state relations rather than the narrower view supported by other theories. Fundamentally, the leading role of the state has been challenged by Marxist authors, and here is where it looks like the approach will bear most fruit  [8]  . The modern world is a dynamic system where the historical power of the state appears to be subsiding in favour of global social movements and inter-state organisations such as the IMF and World Bank. The Marxist approach offers some of the best accounts of both these new sources of power, and no study of international relations would be completely without at least considering what a Marxist approach has to say about them. Different countries in different times has seen many political drifts throughout the history of mankind. Most of the time all of these drifts had the same ideas and goals but they tended to offer different methods of their success. All were mainly intended and focused at the wealth of the public but few of them managed to lead this or that nation to happiness. Liberalism and Marxism are among those political philosophies that have become popular in some countries as the principal forms of political principles. These movements are characteristic of relatively different attitude towards the role of government and political movements in the state. In order to answer the asked question in the beginning of this paper, we shall answer the following question: what are the differences of liberalism and Marxism and which tendency is more relevant nowadays? It is to be noted however, that the liberalism principles have been so popula in many countries around the word. Liberalist theorists claim that the government should play the most possible minimal role in life of the society. As liberalism evolved and during its development, its supporters had to face different allegations or accusations in leaving the public to the mercy of fate and due to various circumstances; some liberals had to change their prospects. Therefore, there appeared different trends among liberal adherents. Theorists of classical liberalism hang on to the idea that in any state individual freedom should be encouraged. The state should limit its regulation of business and economy and it should be assigned by state constitution. Individual property rights, defense of civil liberties and support of free markets are the guarantee of the successful development of a liberal state. In contrast to classical liberals social ones insist on more intensive governmental regulati on of economy, creation of state enterprises and welfare state. Social liberal theorists stand for creation of so-called positive liberty for people which will give them more opportunities, for example health care, education, material assistance (Richardson 263). While comparing the above state intervention to the life of society with the Marxist approach we immediately and clearly can realize their differences they are opposed. Marxist main idea as stated is the following: the state plays the leading role in the life of people at the same time the state is the only authority who can lead the society and provide it with welfare. In The Communist Manifesto (1848)  [9]  , Marx and Engels argued that the means of production determines the very nature of society. This is the linear idea of the base-superstructure relationship: The economy is the base of all social structure, including institutions and ideas. In capitalistic systems, profit drives production and thus dominates labor. Working-class groups are oppressed by the group (in power) who benefit from profit. All institutions that perpetuate domination within a capitalistic society arise from this economic system. Only when the working class rises against the dominant groups can the lib eration of the worker be achieved. Such liberation furthers the natural progression of history in which forces in opposition clash in a dialectic that results in a higher social order. This classical theory is called the critique of political economy. Think of the recent financial crises in Malaysia, Japan, Russian, and Latin America, thanks to the rapid (uncontrolled) movement of money. Marxist-based critical theory thrives today. Not all adherents to Critical Theory are strictly Marxist however. The basic ideas of dialectical conflict, domination, and oppression remain important. Much contemporary critical theory views social processes as over-determined, as opposed to Marxs simple base-superstructure model. They see social structure as a system in which numerous elements interact with one another. A number of approaches to Marxist communication theory can be taken. They all focus on two kinds of problems. As clearly stated above, both of the theories (liberalist and Marxist theorists) have different approaches to the state role in the life of the society. I believe, with what is seen now a days of modern development of countries, liberalism is the best fit political trend with all of its forms, but with more transparency from the politically and financially dominant countries like the United State, who is monopolizing the international authorities especially the financial bodies (IMF, world bank) to their interests. Today in many countries, especially in the undeveloped world, the right of individuals are exercised and can be seen interims of individuals rights to own property in equal way with the freedom of choice. The Current Financial Crisis The financial crisis of September 2008 probably surprised the conventional economists of benign globalisation  [10]  . However, it was expected and been anticipated by many economists (without having predicted its actual date), simply because for those who were predicting it was due to the natural development of the long crisis of late capitalism set in motion in the 1970s. To get a better picture of the current crisis, It is important to take a look back and revisit the first long crisis of capitalism, which shaped the 20th century, as there is such a striking parallel between the developmental stages of these two crises.  [11]   In 1873 of the nineteenth century the crisis of the industrial capitalism evolved. At the time profits levels collapsed, for reasons made clear by Marx. In its turn Capital reacted with a double move, by becoming more concentrated and expanding globally. Creating new monopolies seized profits at the highest possible value, derived from the exploitation of labour. They accelerated the colonial conquest of the planet. These structural transformations allowed profits to take off anew. In recent history, the crisis of capitalism took off in the 1971, when the dollar value went off the Gold Standard. To the same extent this effect of the 1873 crisis took place in the same terms of shrunken Profit , investment and growth levels collapsed again and had never recover their earlier levels between the years of 1956 and 1975. In its terns, Capital here responded as it did in the previous crisis, with a double move both to concentration and to globalisation. It also put in place structures which were to define the second Belle Époque (1990-2008) of financialised globalisation, permitting the oligopolistic groups to take their monopolistic dividend. The same discourse accompanied these moves: the market guarantees prosperity, democracy and peace; this is the end of history. The same rallying of European socialists to the new liberalism. However, this new Belle Époque was accompanied from the beginning by war, of the North against the South, starting in the 1990s. An d as the first financialised globalisation gave rise to 1929, the second led to 2008. We have now arrived at the crucial moment which heralds a probable new wave of wars and revolutions. And this despite the fact that the powers that be envisage nothing other than the restoration of the system as it was before its financial collapse.  [12]   As revealed by the crisis over the capitalist system, the current crisis showed a defect in the global capitalist system, where it was previously based on the commercial capital, and then turning to industrial capitalism, and has now shifted to financial capitalism. The fallback of the role of the institutions of the real economy whereby banks, large financial institutions, stock and bond markets played a major role in maximizing wealth, to an extent whereby the volume of world production of goods and services estimated to 48 trillion dollars compared to 144 trillion dollars the amount of money circulating in the financial markets. In the absence of the proper monitoring mechanisms for financial institutions, this crisis rocked the holiest of holies of capitalist (the lack of state intervention in economic activity). The crisis also brought to surface another problem, the problem of the international financial system, it is necessary in this regard to identify the nature of this system and identify the underlying mechanisms of its association with the dollar: Before 1914 the international monetary system was based on gold (the gold system) and the exchange rates of currencies against each other was based on content of gold behind each of them. Therefore, gold played a prominent role in self-regulation of the economic conditions of the countries and therefore to restrict the volume of money and stabilization in the value of currency. Between the period of 1914 1929 and due to the impact of the global economic crisis at the time when World War I disrupted the economic conditions in the monetary and financial world at large, global changes have taken place and the gold system was no longer appropriate to that era circumstances, and the result was, most countries abandoned the gold standard being utilized. In 1944 the International Monetary Fund was created under the Bretton Woods Convention whereby a new monetary system was introduced which was known as the (exchange in gold) which was based on the U.S. dollar exchange for gold at a price of $ 35 per ounce at the rate of $ 1 per 0.888671 grams of gold, and accordingly, the Central bank in America was committed to convert dollars into gold on this basis and according to the price advertised. the enormous potential of the United States of America in international trade and material resources available to it enabled them to undertake this role, the U.S. Central Bank took it upon itself to maintain the exchange rate of its currency against other currencies for the purchases and sales to the same price as advertised.   Therefore, other countries had to use the dollar in their official reserves alongside the gold and thus the Bretton Woods Agreement has added a unique feature to the dollar and made it the only currency to have a balanced price against gold. America at the time took advantage of its influential role in international trade, particularly with the massive gold reserves they maintain, making it in fact a rival to the International Monetary Fund and the role of the Fund has become a supplementary to the United State. Now a days the dollar is an important component of international liquidity next to gold, and maintained by most countries. Hence, and as a consequence to this situation, it became the duty of others, in particular the European Economic Community to defend the dollar exchange rates, and therefore made the United States to act on fluctuation of exchange rates from the site of the unconcern. Since 1971 and because of the shortage suffered by the U.S. balance of payments and the large decline in U.S. reserves of gold due to its replacement, the ability to exchange dollar with gold was stopped. Dollar began to experience sharp fluctuations in its value and thus emerged a new international scheme based on the currency floating. Following the new style of floating currencies, the turmoil emerged in the international monetary system and started a massive fluctuations in many currencies including the dollar itself, which resulted in redistribution of income and wealth at the international level for the benefit of rich countries.   Americans logic and believe that the U.S. economic recovery should be borne by the international community, particularly the European Union, because according to the American perspective, the revitalization of their economy will inevitably lead to revitalization of the economies of these countries, which means that these countries are countries in support of the actions of America. How can we come out of the current international financial crisis: To be able to come out of the current crisis countries must be able to restore confidence in the financial markets, first through the intervention of governments and central banks to ensure the availability of liquidity to the banking system, and then work on an international level to resolve the crisis. Whereby the crisis has revealed the interdependence of the global economy as a whole it is therefore every state responsibility to come out of the crisis to work together on condensing international efforts to re- investigate the current international monetary system, to give all countries full economic freedom and political right to choose to link their currencies to a basket of currencies to be agreed upon internationally. It is all countries responsibility to work on the repair of work mechanisms in the institutions of the International Monetary Fund and the World Bank and to reform the foundations created these institutions to reduce Americas hegemony on it. Work on the treatment and issues of financial control of the financial institutions through the management and supervision of international regulatory bodies by independent and fully transparent bodies. And finally, find a better management of international liquidity and stop the reliance on the dollar and the adoption of the special drawing rights with the composition of international reserves. Listen Read phonetically Dictionary View detailed dictionary