Money in Marriage Essay

Money is a vital component for a sustainable and harmony life. Knowing the main function of money in marriage is important for a successful marriage. According to (Loh,2012) a research by Smart Money magazine, cited by shows that 70% of spouses surveyed discuss about money no less than one weekly while 36% of men and 40% of women confess that they lied to their couple about their spending. Many couples do not aware about the importance of money. The ability to pay household and utility bills, the tendency to ensure the children get their rights as well as the chance to have a comfortable and sustainable living are therefore, the importance of money in marriage. One of the reasons why money is important in marriage is to pay household and utility bills. Just like how organizations have their organization’s financial details each year to trace how they spend their money to pay for things married couples also need to record their expenditure and examined them monthly. (Eugene, 2009). A couples need to distribute their money to pay the energy, electrical and telecommunication bills. Electricity is necessary to run all home utilities such as refrigerator, television, radio, including hot water heaters and water pump that allow toilet to work. Besides electrical bills a telecommunication bills also need to be managed well so that we can ensure smooth communication between a family members. The example of communication utilities is such as encompass telephone, satellite television service and Internet service. For instance communication utilities such as internet can be used by the family members especially children who are still study to find information, communicate with their friend, and sharing their opinion. A married couple also need to allocate their money for the household food budget. The monthly budget for the food and groceries of the house should be managed accurately. â€Å"It is significant to give them with a healthy-balanced diet and encourage them to work out frequently† (Vijaindren, 2012). Parents should aware that your child needs a variety of food to fuel his growth, strengthen his immune system and support his brain and nervous system. So it can be conclude that money is important in marriage to have a healthy lifestyle because an apple a day can keep a doctor away. Another importance of money in marriage is to ensure children get their rights. A beneficial education is a necessary for children (Rosmah, 2010). Every child should have an adequate education to secure their future. Money can be used to pay necessary fees regarding the education or study. For example, money can be used to pay an education fees for children who studying at primary, secondary or even children at the college. As an example, money is useful for buying a basic need for children education such as school uniform, stationeries, and of course a books. Every child deserved an additional education such as home tutor or tuition. With money, tuition fees and additional books can be paid consistently. According to Rosmah (2010, as cited in Lim (2010) a marriage that has consistency in money should give their children a well-nourished life. Every parent can make their children more valuable and comfortable with money. For example provide a comfortable shelter such as personal room for their uses. Furthermore with money parents will have the tendency to ensure that children get their rights. As an example, children nowadays will request for an up-to-date gadgets, such as smart phone, tablet, or even an android phone. This can be fulfilled with money. Thus, money is important not only for an adult, but can be very useful for a sustainable in children’s life. One of the other reasons why money is important in marriage is to have comfortable and sustainable life. Najib(2012, as cited in Shuman, 2012) â€Å"My feverent wish is to ensure that each and every one of our young productive adults and, indeed the future generation of Malaysian will have enough savings and financial assets to enjoy their retirement to the fullest†. This pension scheme is one of the ways to have a sustainable life. Many of young married couple do not aware about the importance of this pension scheme it is to persuade and influence people to set aside money for the upcoming and urgent situation. For instance one of the family members having any major health problem such as cancer or heart problem that need to spend a lot of money to heal at least this scheme can support it. Another importance of money is to keep away the future cohort to cope with difficulty and struggle to have a sustainable and comfortable life. Life insurance gives a person chance to propose a consistent financial for his or her family in the event of disaster or poor health problem happen to the family members (Morris, 2010). With the power of money a couple can buy a life insurance for their house, vehicle and family member. For example when a giant Tsunami hits Japan on 2012 many facilities and infrastructure has been demolished, at the same time many victim had lost their family members. So the reason why you need to take out an insurance policy is to look after who’s left behind you especially the ones that you loved. In a nutshell, the importance of money in marriage include chance to have a comfortable and sustainable life, the tendency to ensure the children get their rights as well as the ability to pay household and utility bills. Money is vital asset that are useful for a long time, and can secure the future. Thus, money must be managed well to ensure that the flow of money will run smoothly and can lead to a sustainable life and harmony marriage. Everyone must have their own budget so we can prepare for the unpredictable thing that may occur. Tracking your money expenses, create a monthly budget, prepare for unexpected emergencies, and plan for big expenses are few steps that can be made to managed money well. This can educate a person to become a discipline and independent in his life.

Master and Margarita-Religion Theme Essay

Religion is an ever-present theme in the novel Master and Margarita. Many of the characters neither believe in heaven nor hell, and they also refute the existence of God or the Devil (Satan). Throughout the novel, religion is used for characters to make sense of their realities. When Woland, the Devil himself, confronts some of the characters chaos ensues, and truth becomes unclear. In the beginning of the novel, two men by the names Mikhail Berlioz and Ivan Nikolayevich (whose pen name was Bezdomny) have a conversation about Jesus Christ. Berlioz attempts to prove that a man such as â€Å"Jesus, as an individual, had never existed on earth at all and that all the stories about him were mere fabrications, myths of the standard kind.† [Bulgakov, 5] As the men continue their conversation, Woland, who appears as a mere foreigner joins the conversation. He tells the men that he met Pontius Pilate, and the two believe Woland to be crazy. Without knowing about Woland’s true identity, Berlioz denies the existence of God or Satan, and explains that a large portion of his population is in fact atheist. Woland predicts Berlioz’s death at the end of the conversation, and he continues on, wreaking havoc amongst many other people. This theme of religion and religious imagery continues throughout the story, such as the glimpse we get into the mind of Pontius Pilate before Jesus (Yeshua Ga-Nostri) is sentenced to death. Bulgakov portrays a side not often seen of Pilate in religious and historical accounts. Later on, Woland is creating chaos in other character’s lives. He draws out people’s flaws and evil tendencies that already existed within them, and he makes a mockery of those flaws. Woland himself is proving that he exists. As the story progresses, we meet the Master, a writer who mental state is unstable. He wrote about Pontius Pilate, and his writing was severely criticized. He burns his manuscripts hoping to never see them again, however Woland can make them re-appear instantly. Woland helps the Master come to his senses by request of Master’s lover, Margarita. Although many would see Woland (Satan) simply as an evil creature, it is revealed in the novel that his character is so much more. Woland appears to be the most rational character, and he is more complex than the others. This is a completely different way of seeing the normal religious story, and the typical roles that God and Satan play. In the end, it is as if nothing has ever happened and memory has failed the characters. The existence of God and Satan, Jesus and Pontius Pilate, are all still in question. After all the events that occurred throughout the novel, no one knows what is true and what is not. Religion in this novel serves to figure out the truth. The religious stories are used by characters to either refute, or support the existence of certain religious figures. Bulgakov’s use of these religious accounts, stories, and figures frame the novel and without it, the story could not function. It is the same as in Hillis Miller’s article, Narrative. The reasons that this novel needs religion are for the same reasons we, as readers need literature. It helps to give us guidelines, warnings, and explanations for the world around us.

Provide Reception Services Essay

1.1 There are many purposes to a receptionist role especially being the first point of call between the company and the client/supplier. Being the first point of call is an important role because it helps the whole company. When a customer/supplier comes in a receptionist can get the correct member of staff for the person. Also it ensures that somebody knows who is in the building and has got them to sign in so the company had a record and it’s easier for people to be accounted for in cases of emergency. In some businesses the receptionists make appointments for the other staff for customers/suppliers to come in. They also take the call and pass it to the right person. Being a smaller company we do not have somebody that has been employed as a receptionist but because of where my desk is placed I have adopted the role. In this role I have to welcome people into the building, make sure that they sign in and offer them a drink. I also find out who they are here to see or do. If they want to collect goods I can pass them on if the girls in sales are busy but if they are here for a meeting or chat I let the member of staff know. 1.2 When doing a receptionist role you have to present a positive image of yourself and of the company. When someone enters the building and a positive image is being portrayed it makes them feel more comfortable and that the company is a good business to work with or use. If the staff a positive it shows the customer/supplier that they are going to get things done and enjoy what you do so you are going to do the best you can for them. 1.3 It doesn’t take a lot to show a positive image of yourself and the company. For starters just having a smile on your face helps massively because people can tell. Offering a drink when people walk in also presents a good image because it shows that you will do anything to make them feel comfortable. Keeping yourself and you work space clean, organised and smart shows that you care about yourself and what you are doing and also shows that you are a person that is ready to do things. 2.1In any business there are many lines of communication fro m the reception. For example if somebody came into the office with a complaint the receptionist would have to take down details and pass them on. If the complaint is about a product that would be passed on to their account manager, if the complaint was about employee –depending on the size of the  company- you would go to the supervisor or managing director. If someone came into Othello Martin James and could be a potential new customer I would take down some details and pass it on to the best person depending on who was free or where the person was based for example if they are based in Swadlincote or the surrounding areas I would pass it on to Tanya. But is she wasn’t available I would pass it to whoever was free and able to talk. If someone came in with questions about new products or a new order I would find out who the account manager was. 2.2In larger companies both employee’s and the public have to make appointments to see supervisors or the managing director. This all g oes through the reception as they can arrange the appointments and mange diaries. But at Othello Martin James we are a smaller office and less formal than big businesses. We don’t need to make an appointment to see our supervisors or managing director we are all in the same office and can just ask for two minutes if we need to have a chat. 2.3In every business there are many procedures for people coming into the office. For example entry and departure, security and confidentiality and finally health and safety, all of these procedures are made to difference business standards depending on the company. For example with entry and departure some high security companies might have to so more checks on people than say an office like ours. For example in any business visitors will have to sign in so the company has a record of who has visited and also in cases of emergency there is a record of who is in the building. This is very important so there are records because if there isn’t and an emergency does happen somebody could be in the building but you wou ldn’t know because you have no records. Security and confidentiality are important to any business because there are some many documents that need to be covered under the data protection act. In a reception a lot of documents are held for example in a doctors surgery they have all the patient records for the people that are going in that day, in an office there are details of the employees and the business. If people could just walk in they can easily get these records. If somebody is on reception all the time while the office is open this stops the security and confidentiality risk. 2.4Like I have mentioned earlier in our office we do not have somebody that is employed as a receptionist but because of where my desk is placed I have adopted the role. The way our office is designed there are four desks in our reception  area which is also the accounts department. There is also somebody in this part of the office so people can’t just walk into our office without somebody knowing. We ask visitors to sign into our sign-in book so we have a record. Also when someone is always in that office people can’t just walk in and access information that isn’t to b e viewed by them. Also our office is in a business park which has security fencing around the units, when people arrive they have to press the buzzer to be let in. For example is somebody is coming round for a meeting the have to press our buzzer and I have to pick up the phone find out who they are and let them in through the gates. 2.5/6The purpose of having health and safety procedures is to make sure that everyone safe and protected. This includes procedures such as signing in. It is my responsibility to make sure that everyone that comes into the office sign in and also know where the assembly point is in case of emergency. When visitors come in to the building I just ask them to fill in the book before I ask who they are here to see or if they want a drink. 2.7There are many emergency procedures in businesses from fire exits to if somebody becomes ill. In our office if a fire happens first the fire alarm will go office then we all have to get up and leave in a calm manner via the fire exits that are lit up and meet at the assembly point that is across the car park. My role is just to make sure that I can get out without causing a fuss als o when we are at the assembly point I should know if someone is missing because I see everyone that walks through the door. But being a small business the majority of us are in the same office on the same floor the rest will be our delivery drivers which could be in the warehouse or on the road. The sales office knows when drivers come back so will know if somebody is in the warehouse. If somebody falls ill or has an accident first we find out how urgent it is for example can we phone their emergency contact or do they need to go to hospital. I don’t have much of a role in this as I am not the first aider. But if I needed to help I will also my desk is closest to the kitchen where the first aid kit and emergency numbers are kept so I may have to run in and get them. 2.8/9In our office we don’t tend to get visitors that come in showing aggression and causing conflict because everyone comes in for a reason. But we sometimes receive conflict/aggression on the telephone and have to act in the same way – also sometimes our delivery drivers receive face to face conflict and aggression  wh ile out on the road. When this does happen we have to remain calm and take details of what the person is being aggressive about. If the person starts being aggressive we can ask them to leave or put the phone as we don’t have to tolerate that behaviour. Depending on what the person was being aggressive about depends on who I would refer it to. But in all cases I would tell my managing director and supervisor. 3.1/4.8In any office there are many reasons/purposes for suggesting ideas for improving the reception area. A reception area should have a desk for the receptionist where they can see the door, a telephone, a computer for the work of the receptionist and basic office equipment. If the building has security gates the buzzer should be behind the receptionist desk. For the visitors it should have a seating area and a signing in book. Some businesses have a water dispenser and magazine racks. The receptionist is best for suggesting ideas for the reception area because they are in there all the time and can see how it works for the visitors. Also the reception area should be a clean and welcoming environment. When suggesting ideas it helps keep the reception area modern and in best working order for you – the receptionist and the visitor. 3.2In any office there is always going to be quite times when all your jobs have been completed. At this point you can ask other members of staff if they need a hand with anything just to help with their work load. As previously mentioned about me adopting the role I work in the accounts department so I have many roles to duties to do but we can still have quite times where I go and ask if anybody needs a hand. Just before we finished for Christmas 2014 we had a couple of issues with our account program Sage. While this was being sorted I went in to the sales office and asked if they wanted a hand to finish the jobs for the year so I helped file the scanned delivery notes on the computer.

Reflection on CORE Essay Example | Topics and Well Written Essays - 500 words

Reflection on CORE - Essay Example ritically read a text, I always come up with different meanings and this helps me to grasp the context of what the writer would be intending to convey to the readers. I have observed that there can be different meanings attached to a certain reading and this can only be possible if you read the text critically. This helps the reader to criticise some of the ideas portrayed by the writer. However, the major disadvantage I can talk about is that the core has a lot of work to do. A lot of essays need to be written and I at times find it difficult to complete them since some topics do not fit in the subject area under discussion. The other important core topic I have learned pertains to ethics and environment. Our life is mainly shaped by the environment in which we live since we obtain all the basic needs that sustain our lives from it. There is a strong relationship between human kind and the environment. The other important issue I have learned is that our actions often impact on the environment and it should be our responsibility to ensure that we do not harm it. The more we act negatively, the more we cause harm to the environment. Therefore, the major lesson I have learnt from this core is that it is our responsibility to protect the environment for the benefit of the future generations to enjoy the same environment. Due to improved communication technology, I have discovered that we are now living in what is commonly known as the global village. As a result of globalisation, people from different parts of the globe can engage in business and it is also possible to communicate instantaneously as a result of the improved communication and technology. Globalization has greatly helped to promote trade among nations and this is beneficial to different countries. It also helps to promote culture exchange where people from different parts of the globe can benefit from the cultures of other countries. However, the only negative aspect about globalization is that some

Earth's Dynamic Ocean & Atmosphere Essay Example | Topics and Well Written Essays - 250 words

Earth's Dynamic Ocean & Atmosphere - Essay Example This refers to the deflection of circulating air due to the earth’s rotation (Mathez & Webster, 2004). This deflection causes the air to rotate to the right in the northern hemisphere and to the left in southern hemisphere. 1. During the development of tides, the moon offers a gravitational pull on the earth which causes the ocean to bulge (Mathez & Webster, 2004). The sun also offers gravitational force that causes tides. Inertia causes a centrifugal force that causes the ocean to bulge; hence the ocean bulges twice. 2. Variations in tidal ranges are caused by the distance and direction of the sun and the moon. Spring tides have the greater rangers which occur when the sun and the moon align themselves in a syzygy position (Mathez & Webster, 2004). One of the methods of preventing loss of property by erosion is preservation and imitation of nature whereby plants by the seashores are preserved to prevent erosion. The roots bind the earth together while the branches prevent erosion by rain. Another method is keeping the slopes gentle. This absorbs wave energy; hence prevents erosion by waves. The three cells involved in atmospheric circulation are: Hadley, Polar and Ferrel. Circulation of the Hadley cell results in two pressure belts: high pressure (subtropical ridge) and low pressure (near equatorial trough). The polar cell causes cold dense air at the pole which leads to high pressure and subsidence (Mathez & Webster, 2004). Lastly, the Ferrel cell causes a westerly flow which causes a strong downward vertical

History 1112 Essay Example | Topics and Well Written Essays - 250 words - 2

History 1112 - Essay Example On the contrary, Russia advocated for communism, and thus wanted its allies and other of its friendly countries to adapt this (49). Consequently, Joseph Stalin, the then Russian president issued a very hostile speech in February 1946, postulating that capitalism and communism were not compatible, and that communism was more superior and public friendly. This was followed by a requirement by the then USA president Truman, that Russia leaves Iran, on March of the same year (65). The subsequent periods were marked by an arms race between the two countries, each launching major nuclear bomb tests by Russia in 1949 and USA in 1953 (38). The hostility continued for the better of the 1960-1970s, with each country seeking to contain the spread of the other countries ideology and dominance. This period was marked by among others the Cuban Missile Crisis of 1962 and the Afghan war of 1979 to 1989 (51). While the Soviet Union blocked the access to West Berlin, the USA and its allies sought to supply it through air. This greatly increased the tension. Several agreements were entered to throughout the period to stop any breakout of a physical war, since it would have seen nuclear weapons used, which would have caused untold damage

Environmental audit Tesco Plc Coursework Example | Topics and Well Written Essays - 1750 words

Environmental audit Tesco Plc - Coursework Example The company chosen for study is Tesco Plc which is the biggest multinational general merchandise and grocery retailer in United Kingdom. The company operates in over 2,315 stores globally with over 1,875 stores in UK. It also has significant presence in North America, Asia and Europe. The total revenue of the company for the year ending 2013 was over  £ 64.8 billion while net income after taxes was over  £ 120 million. Tesco PLC was founded by Jack Cohen in 1919 as a group of market stalls. The company is listed on London Stock Exchange and has over 6350 stores globally. It is also a constituent of FTSE 100 Index. The company is headquartered in Chestnut, Hertfordshire of England. The company has huge geographical diversification into areas like clothing, furniture, electronics, financial services, retailing of books, internet services, software, music downloads, DVD rental, and so on. Tesco Stores Ltd is a subsidiary of Tesco PLC in United Kingdom. ... 64.8 billion while net income after taxes was over ? 120 million. Tesco PLC was founded by Jack Cohen in 1919 as a group of market stalls. The company is listed on London Stock Exchange and has over 6350 stores globally. It is also a constituent of FTSE 100 Index. The company is headquartered in Chestnut, Hertfordshire of England (TESCO, 2013, pp.3-16). The company has huge geographical diversification into areas like clothing, furniture, electronics, financial services, retailing of books, internet services, software, music downloads, DVD rental, and so on. Tesco Stores Ltd is a subsidiary of Tesco PLC in United Kingdom. The company offers a wide range of personal finance services both offline and online. The relative position of Tesco’s market share with respect to other foremost players in the market is depicted as follows: (Source: t1ps.com, 2012) External Business Environment Analysis Global recession during 2007 to 2009 has substantial impact on the overall retail indust ry across the world. During the year 2012, retail growth was only 1.2% and it was the third lowest in the history retail industry of UK in last 40 years. Thus, the macro-economy significantly influences organizations’ strategy by influencing the surroundings of the industry. The external environment determines the outlook of industry and hence it is very important to analyze the external environment in order to formulate appropriate strategy for the organization (TESCO, 2013, pp.8-9). PESTEL Analysis The macro-economic environment is evaluated using the PESTEL analysis that identifies key drivers that influence the company’s strategic decisions. The objective of this analysis is to reveal the impact of various external factors upon a business as well as the industry

Principles of criminal liability Term Paper Example | Topics and Well Written Essays - 1750 words

Principles of criminal liability - Term Paper Example The rule that says that the prosecutor has to prove every element of the principles beyond reasonable doubt is called â€Å"corpus delicti rule† (Hall, 2011). When a crime is committed, it is said to have some elements that directly show how and why the crime has been committed in a broad view. These elements may include the presence of a mental state, a prohibited action and a lack of legal justification. These elements should be proven by the prosecutor beyond reasonable doubt and in the cases where these elements are not proven, the person who is charged of the crime should be charged not guilty. The principles are mens rea, actus reus, concordance and causation. These principles are related to one another in a significant way as if one doesn’t satisfy, then it can change the whole scenario, and thus all should collectively apply on the crime (Lanser and  Bloy, 2000). Mens rea Mens rea is the Latin word for â€Å"guilty mind†. This is an element which shows that every crime is convicted in a state of mind. It is the state of mind of the defendant when he is or has committed the prohibited act of crime. In the American Law Institute’s Model Penal Code, the primary source used to define mens rea sets four standards. These standards suggest that the guilty mind can be attributed to those individuals who commit crimes â€Å"purposely†, â€Å"knowingly†, â€Å"recklessly†, or â€Å"negligently†. There have been developed statutes that provide more to the definition of these elements and they specify which mental states apply to which particular crimes (Hall, 2005). When an individual knows that his act will cause an expected negative result, it is â€Å"purposely†. When he commits an act being aware that his conduct will be highly risky of causing a negative result, he acts â€Å"knowingly†. When he knows that the act is going to be risky and still disregards the existence of the unjustifiabl e risks associated with the act, he is said to act â€Å"recklessly†. Lastly, if the individual has totally deviated themselves from the standard of care that he has towards a reasonable person, so he has committed the act â€Å"negligently†. In the criminal law, mens rea is considered as one of the most important and necessary elements that have to be present at the time of a crime. The common law system made the rule that the liability applies on the criminal on the grounds that the act will not make a person guilty of charge until and unless his mind is also guilty. Thus, it is important that there should be actus reus where mens rea is present to make sure that the defendant is charged of the crime he committed. So it can be held that the person who committed a crime without being at mental fault is generally not criminally liable for that act (Hall, 2005). Mens rea is not required in civil law as a subjective element to prove liability, but if a tort or a contract is breached with wrong intention, that may be counted in the offence and it would increase the scope of the liability on the offender and the measure of damages may be increased that have to be paid to the plaintiff. Therefore, it is evident that the existence of mens rea allows the accompanying principle of the actus reus as well and is closely related to each other. Without the presence of any one, liability will not be imposed (Hall, 2011). The principle issues on which mens rea is applied hold many stages of development. Some issues are said to be

Pestle for contemporary issues Essay Example | Topics and Well Written Essays - 500 words

Pestle for contemporary issues - Essay Example But if the political equations are like the ones’ prevailing amongst some of the nations in the Middle East or the gulf region, it adversely affects the hospitality sector. Similarly we must not forget the deep cut in hospitality industry in the aftermath of 9/11. Economic: Today we are in an era when the power of a nation is being assessed not by its military arsenal but by its economic strength instead. Economic factors have forced many traditional rival nations to adopt friendly policies in order to have better economic exchanges. Such understanding leads to firming of business partnerships, furthering market friendly policies and encouraging visits of business tycoons. Business summits, seminars, expositions, meetings too augur well for the hospitality industry. Socio-cultural: If two nations have similar socio-cultural patterns, mutual understanding and cultural exchanges amongst the citizens, the hospitality industry will be happy to host a number of visitors from across the borders. Similarly, if there are lots of cultural activities within the country, even then the hospitality industry benefits a lot. But if the society adopts some kind of preventive measures or the cultural heritage is not allowed to bloom, the hospitality industry is bound to suffer. Technological: Technology is indeed redefining the way we interact, we travel, we offer our services etc. Considering the good old days when there were no aeroplanes, ships used to take months to complete intercontinental journeys. But today, supersonic jumbo-jets have reduced this travel to some hours. Similarly, the facilities that have been offered by the information technology have brought the world closer. Now one can plan of his visit to Beijing for the Olympic games, by sitting in his home in London. The hospitality industry of China will be happy to him during the game by making all arrangements well in time. Legal: The law of

Decision Making Process Paper Essay Example | Topics and Well Written Essays - 250 words

Decision Making Process Paper - Essay Example Three years ago after graduating, I took an entry-level job because of the experience and skills I would gain. However, after two years and joining the full-time rank of employees, I got frustrated with my job because of the low pay, I was getting. I was spending more than what I was earning and wanted this to change. I decided that I wanted to quit my job and start a small business. It was a critical decision that I had to make carefully because the economy today is extremely challenging and in most cases, such entry-level jobs are a luxury when jobs are so hard to come by even for graduates. In addition, like all new business, I was not sure if it would be successful or not. In such situations, most parents are not happy with such decisions, so I had to convince my parents, why the loan I borrowed from them, was not a waste of their hard-earned money. According to Bateman and Snell (2007), to make an effective decision, the first step is to identify and diagnose the problem. I had to recognize the difference that existed between my current job state and the state that I desired. In the second stage, it is critical to generate an alternative solution. I decided that since the little amount I had saved was not enough to start the business, I would borrow my parents a loan. The third stage in decision-making is to evaluate the existing alternatives and the fourth stage is to make a choice. I was spending more than I was earning, therefore found it wiser to quit my job and start a business where I would get the opportunity to earn more than I spent. The last stage in decision-making process involves implementing the decision (Bateman & Snell, 2007). I knew this stage of decision-making required careful planning, so I made all the preparations necessary when starting a new business such as getting a business license and used but effic ient office equipment. Today, I am a proud owner of a small business

The Impact of the Iom Report on Nursing Education Essay Example for Free

The Impact of the Iom Report on Nursing Education Essay The Impact of the IOM report on nursing education With an estimated 64 million people having seen the Institute of Medicine’s reccomendations on the future of nursing within the first year of its release, it is arguably one of the most influential pieces of medical literature of the 21st century, leaving a lasting impact on healthcare and paving an innovative path forward for the nursing profession. The institute of Medicine (IOM) is a nonprofit, unaffiliated orginazition. Its purpose is to provide advice to the government and private sector in order to make an informed health decision. The IOM was established in 1970, and for the past 40 years, the organization has been answering the nation’s most pressing questions about healthcare. â€Å"On October 5, 2010, the IOM released its reccomendations on nursing in the United States. According to the IOM report, it is crucial that nurses achieve higher levels of education and training in order to prepare themselves for the dynamic work environment in which they will participate (IOM Forum on Future of Nursing Summary, 2010, para 1. ) Higher nursing degrees provide nurses with more critical thinking skills; this will create efficiency and improved quality of care for the patient. In order to increase nursing competence, it is paramount that there is an improved education system that promotes continuous academic progression as opposed to the current disjointed system that is both archaic and ineffective. As well as increasing the percentage of nurses who attain a Baccalaureate in the Science of Nursing (BSN) to 80% by 2020, having at least 10% of BSN nurses to enter a master or doctoral program, and doubling the number of nurses who pursue doctoral degrees, the profession should institute residency training in addition to currently instrumented internship programs for novice nurses. It is not enough that nurses simply attain a BSN before heading directly into the nursing workforce; it is imperative that newly graduated nurses participate in a residency program. This provides inexperienced nurses with the opportunity to gain familiarity with leadership and collaboration, conflict resolution, and ethical decision making. This will provide nurses with the confidence and skills required to become successful, competent healthcare providers who will become future leaders and advocates of the nursing profession. The impact of iom report on nursing practice particularly on primary care and how you would change your practice to meet the iom report. Scope of practice barriers are particularly problematic for advance practice registered nurses (APRN’s) aprn’s and the expansion of healthcare organization that have increased the roles and responsibilities of nurses in patient care- such as veterans, health, administration/ remove scope of practice barriers, particularly for aprn’s. How I can change to meet the IOM reccomendations. I have taken the first step by enrolling in an ADN to BSN program. I recently got a certification in my specialty- maternal newborn nursing. With these skills, I will be able to not only advance my personal career, but also apply my knowledge to make the environment more efficient and beneficial for the patient. By incorporating research and evidence based practices in patient care, I will be able to assist the patient to the best of my abilities. A pivotal IOM recommendation was the expansion of opportunities for nurses to lead and diffuse collaborative improvement efforts with physicians and other healthcare members (The Future of Nursing Leading Change, Advancing Health Report Recommendations, 2010, pg. . ) It is an unrealistic goal to reach an improved quality of healthcare nationwide without the wholehearted cooperation and support of nurses. It is not enough for nurses to sit back and watch the changes occur; we must be proactive in the redesigning of national healthcare. By contributing the unique perspective of the healthcare providers who interact with the patients the most, the system can be improved to be more efficient and beneficial for patients, healthcare providers, and management. However, in order to achieve this level of active communication with industry leaders, nurses need strong leadership skills (The Future of Nursing: Leading Change, Advancing Health, 2010, 5-1. ) The IOM report essentially underscores this vital need for nursing innovators. Going forward, nursing programs and employers will further encourage leadership and teamwork development in addendum to conventional nursing courses. As a result, nurse leaders will be able to effectively convey their concerns and reccomendations and with the help of physicians and management, implement ideas into innovative and insightful policies.

Earthquakes And The Subtle Power Within Essay Example for Free

Earthquakes And The Subtle Power Within Essay Outer Banks is located in North Carolina. It is a narrow chain of barrier stretching 175 miles long. The area is frequented by high winds and storms. It is basically made up of sand dunes. Sand dunes are formed due to the prevailing winds. The winds come from opposite direction, northeast and southwest. Because of the natural occurrence, sand dunes were formed. The tallest active sand dune in Outer Banks is Jockeys Ridge. Some interesting features about the Outer Banks is that it housed the talled lighthouse. It also has the tallest san dune, Jockeys Ridge. Duck Beach is named one of the top beaches in America. Animals especially birds and horses are actively seen the area. Outer Banks 3 Outer Banks, North Carolina Outer Banks in North Carolina is a narrow chain of barrier islands. It is one mile wide or 1. 6 km. It stretches more than 175 miles along the coast. Main islands are Bodie, Roanoke, Hatteras, Ocracoke, Portsmounth and Core Banks. The area is prone to severe storms and high winds (Outer Banks, 2007). Outer Banks natural processes evolved from a predetermined conditions. Outer Banks can be well describe by its sand dunes. Migration of sand dunes is an important process on the Outer Banks. It is basically formed by two prevailing winds, northeast and southwest. Due to the different directions of the wind, volume of sand build up. With its sand dunes, Nags Head Woods were developed. It was inherited from what used to be sand dune and swale or a depression found between dunes and beach ridges more than 100,000 years ago. In some areas, the swales were internally drained and now contain freshwater ponds (Frankenberg Tormey, 2000). The Jockey Ridge is the most tallest active sand dune in Outer Banks. The sand is mostly quartz rock which comes from the mountains million of years ago (Ecology, 2006). Some very interesting features can be provided by the Outer Banks (Interesting Facts about the Outer Banks, 2006) ? Wild Ponies, descendants of Spanish Mustangs, still travel the coast. As per record, they run wild North Carolina since 1523 until present time. ? Tallest lighthouse in America, Cape Hatteras Lighthouse is located in Outer Banks. It Outer Banks 4 is 198 feet tall. It has 257 steps. Beacon light can be seen as far as 20 miles out the to sea. ? Duck Beach is one of the Top Beaches in America. This was named because of the number of waterfowls that flocked during migration. ? Jockeys Ridge is the largest active sand dune in East Coast. Outer Banks 4 References Frankenberg, Dirk Tormey, Blair. (2000). The Northern Outer Banks. Carolina Environmental Diversity Explorations pp. 3. Retrieved January 22, 2008 from http://www. learnnc. org/lp/editions/cede_nobx/3 Infoplease. (2005). Outer Banks. Retrieved January 22, 2008, from http://www. infoplease. com/ce6/us/A0921656. html Jockeys Ridge Sate Park. (2006). Ecology. Retrieved January 22, 2008 from http://www. jockeysridgestatepark. com/ecology. html Outer Banks Vacation Guide. (2006). Interesting Facts About the Outer Banks. Retrieved January 22, 2008 from http://www. visitob. com/outer_banks/trip/facts. htm

Iago Persuade Othello To Kill His Wife English Literature Essay

Iago Persuade Othello To Kill His Wife English Literature Essay Throughout Othello play,one central theme of the play is the major contrast of doubt versus trust. For whatever reason, Othellos trust of Desdemona is too weak to resist Iagos accusations. Othellos heart tells him that Desdemona loves him; however the critical Iago can dismantle Othellos trust in his wife by planting seeds doubt through what appears to be rational proof. Having built Othellos curiosity about Cassios supposed thoughts; Iago manipulates Othello into seeing a situation between Desdemona and Cassio that does not exist. Because Othello suspects that Iago is aware of more details than he is telling, he begins questioning Iago. Why of thy thought?, What dost thou think?. The superficially answered questions cause Othello to make demands for further clarification: If thou dost love me, show me thy thought, give thy worst of thoughts the worst of words then By heaven, Ill know thy thoughts!. Due to Othellos equating of Iagos thoughts with factual knowledge, he is eager to mis trust Cassio and does not fully scrutinize the evidence. It is because he trusts Iago that he trusts the false facts and doubts the virtue of his wife Reputation is very important to Othello: The Moor of Venice. Iagos reputation as an honest man, Othellos reputation as a just hero, Cassios changing reputation throughout the play, and Desdemonas reputation play a key role in the outcome of the play. Throughout the play, Iago is thought to be honest and a good advisor. We often see honest Iago , or in Othellos words this fellows of exceeding honesty. None of the characters in the play knows what Iago is really up to, and they blindly trust him and accept his advice. Thanks to his reputation, he manipulates Othellos feelings and reasoning, destroys Cassios reputation, and also manages to get Othello to kill Desdemona. Iago says it himself when he is talking to the audience when devils will the blackest sins put on, they do suggest at first with heavenly shows . Without his reputation as an honest man, Iago would have never been able to do any of those things. Othellos reputation as a serious and just military general plays a big role in this play. Without this reputation, he would have probably offered Desdemona a chance to explain what happened, and would have probably made the story have a happy ending. Because this is a tragedy, we need Othello to feel pity and fear for the hero, as he does not know what kind of a trap he is in. He values his reputation a lot, and fearing that Desdemona has made him a cuckold proves that. He is so obsessed with keeping his reputation, that he is even ready to kill his own wife for it. This makes him so blind that he gets entangled in Iagos web of deceit, just like a helpless fish in a net. The reputation of Cassio changes throughout the play. He turns from a very honourable and respectable lieutenant of Othello, to losing his lieutenancy and being considered an irresponsible alcoholic. Reputation, reputation, reputation! O, I have lost my reputation! I have lost the immortal part of myself, and what remains is bestialÂà ¢Ã¢â€š ¬Ã‚ ¦ these are Cassios words about losing his reputation. It is essential to the play that Cassio loses his reputation, -and with it, his lieutenancy-, because it brings him and Iago closer together, and initiates the chain of actions that lead to Desdemonas death. Cassio lost Othellos trust, and this actually made it possible for Iago to try to let it look like he and Desdemona are making the beast with two backs. Cassio, after following Iagos advice, tries to get back his military title and Othellos trust through Desdemona, but this makes the situation even worse. Desdemona is considered a sincere, kind, and above all, an honest wife and woman in general. She is like a model of the perfect woman of that time. We can find proof in her honesty when she and Emilia are talking about infidelity, and Desdemonas words are Beshrew me, if I would do such a wrong for the whole world. . She is very honest and sincere, and that makes her naÃÆ' ¯ve and vulnerable. When she is first accused by Othello, she does not realize the extent of Othellos jealousy, and instead of explaining thoroughly to him what has happened, she expects Othello to get to the right track by himself. Instead of explaining to Othello that she has lost it, she just tries to change the topic, and later links Othellos behaviour to something, sure of state, hath puddle his clear spirit . Desdemona is the last frontier between Iago and Othello, and Iago puts everything at stake to ruin her reputation. In this play, reputation is regarded as the most valuable part of a person; it is even regarded as immortal. In order for this play to be what it is, every char acters reputation is important, as without even just one of the characters, especially without the main characters, the play would be dull and boring. Some men die for glory, some men fight for love, and one man lived for revenge. His was the soul of a trader. His name was Iago. The opportunity that he seized changed all of their lives forever. He was on a conquest for power and nothing was going to stand in his way. Iago is the most complex and most disturbed of all characters in Othello. His character is one that feeds on power and is willing to do anything to get it. His entire scheme begins when the ill-suited Casio is given the position of Lieutenant, a position he felt like he deserved. Iago deceives, steals, and kills to gain that position. He not only wants that position, he wants it all. From the beginning of the play until the very end he causes conflicts which result in the deaths of Desdemona, Othello, Roderigo, and Emilia. In the beginning Iago is very angry at Othello for making Casio his lieutenant. His first motive is jealously. We then hear a conversation between Iago and Roderigo. After they woke Desdemonaà ¢Ãƒ ¢ ‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s father they exit the scene and in Iagos soliloquies he says Though I do hate him as I do fell pains/ Yet it is necessity of present life/ I must show out a flag and sign of love/ Which is indeed but sign. That you shall surely find him/ Lead to the Sagittary the raised search, And there will I be with him. So farewell. This part of his soliloquy is the beginning of how hes using foreshadowing and tells the audience how its going to look in the end. He now has Roderigos attention and a small piece of a big puzzle has been planted. We see early in the first act that Iago is a manipulative villain that lacks any conscious decision making. At this point in the play Iago has planted the seeds and now wants to see how far he can persuade Roderigo and how he can use his persuasion and manipulation to become more powerful. He now has Roderigo fooled and tells him Desdemona is directly in love with him referring to Casio. Roderigo doesnt believe what he says at first but Iago again persuades and manipulates his ignorant mind. He tells him lies and stories to fill his mind with discus, making him negative towards Casio. Iagos motivation throughout the play was power. He did anything and everything while on his conquest to glory. Othello, Desdemona, Roderigo, Cassio, and Emilia were all innocent victims. None of them did any wrong to anyone. Iago was a very good brain washer. He set up the illusions and everyone fell for them. He was the only person on his own mind and power is what he was looking for. Othellos stature as a tragic hero is severely compromised by the alacrity with which he turns against his wife, and by his failure to achieve any real self knowledge. Othellos stature as a tragic hero is severely compromised by the speed and ease with which he turns against his wife, and by his failure to achieve any real self knowledge. We witness the character of Othello fall from a position of control in Venetian society due to a combination of different reasons. Othello has a deep self-love for himself, and it is because of this he turns against his wife Desdemona with a great speed and ease. A traditional tragic hero portrays four major characteristics: firstly, the tragic hero is a figure of high standing/esteem in the community; secondly, there is an agency that leads to the fall of the hero whether within the hero himself or from an outside figure/source; the third characteristic is a moment of self-realisation or self-awareness and the last characteristic is that the fall of the hero results in death. The use of imagery and metaphors is significant in conveying meaning as it helps to establish the dramatic atmosphere of the play and reinforce the main themes. Through this, the audience is able to grasp a better understanding of the play. Many references are made to animals in the play. Iago uses beast imagery to express his contempt and to downgrade those he despises. Early in Act 1, he rouses Brabantios anger by using crude images of animals fornicating to inform him that his daughter and the Moor are now making the beast with two backs. Such a metaphor is designed to evoke a strong emotional response. Throughout the play, the contrast between black and white is also used as a metaphor for the difference between Othello and the Venetian society. Several references to Othello as an old black ram and far more fair than black indicate that even though he holds the distinguished position of a general, the fact that he is black still makes him the outsider. Through the use of imagery and metaphors, Shakespeare is able to generate a considerable impact on the audience positioning them to recognise the full extent of the tragic outcome as a result of Iagos treachery. The use of these vivid images and comparisons effectively defines the nature of each character and explores central themes such as deception, race and jealousy.

The Disproval Of Spontaneous Generation :: essays research papers

From the beginning of time it was believed that living things could come from nonliving things. This process was known as spontaneous generation. However, in the middle of the 17th century and then through the next 100 years, this idea was disproved by three important experiments. We now know that a nonliving object or group of objects can not turn into a living organism. Spontaneous generation is impossible in the atmosphere that we have today.   Ã‚  Ã‚  Ã‚  Ã‚  In the early 1600’s, people believed that living organisms could evolve from nonliving organisms. They proved this by saying that if a piece of meat was left out uncovered, that maggots would appear in a few days. These worms did not come from anything that they could see, so they assumed they came from the nonliving meat. In 1668, a man named Redi designed and completed an experiment that showed how this was not true. He took two pieces of raw meat, and left them out. He covered one so that nothing could get in, and left the other one open. The open one grew maggots, and the covered one did not, proving that the dead meat did not produce the worms as they had previously thought.   Ã‚  Ã‚  Ã‚  Ã‚  In the 1700’s a man named Spallanzani proved Redi’s idea to a further extent. He noticed microbial growth on boiled pond water after being exposed to the air. To prove that this growth came from something living in the air, and not from the nonliving water, he designed an experiment. He boiled pond water to kill all the microbial growths. He then poured that water into two separate test tubes. He sealed one so that no air could get in, and left one open to the air. The one that was left open slowly became more and more cloudy with microbial growths. The sealed tube stayed as clear as it had been when it was boiled. This experiment proved that the growths could not come from nonliving organisms, but had to have been transported there through the air. When Spallanzani presented his results to the public, he was criticized. Other scientists said that he made the air unfit for living growth, and that they needed the air to change from nonliving to living .   Ã‚  Ã‚  Ã‚  Ã‚  Pasteur did the third experiment, in 1862. He took Spallanzani’s experiment, and the critic’s statements, and combined the two. He boiled pond water to kill all the living organisms.

ralph Essay -- essays research papers

Angel In the story â€Å"A Very Old Man With Enormous Wings† by Gabriel Garcia Marquez a man named Pelayo is taking crabs to throw into the sea when returning he finds a man with wings. He then runs to tell his wife of this and in turn they both tell their neighbor who â€Å"knew everything about life and death†(Marquez 84). It was not until the neighbor came that the thought of this man being an angel was even introduced into the story. The thought that this thing was an angel is inconclusive since the only evidence given for this conclusion is that it had wings. The fact of whether or not this creature is an angel is never really stated in the story. From what I gathered from the text I am not sure myself. The part that makes this so hard to believe that this is an angel is that it has no real reason to be there. The only information added in to the story that comes even close to being a viable reason for this to be an â€Å"angel† is that the child of Pelayo is sick and so they think that he is there to take the child from them. When the three had come to the conclusion that he was an angel of death their first reaction was to kill the man. This can be thought of as society’s usual impulse of automatically wanting to destroy the strange or unfamiliar instead of trying to learn from it. Luckily for the man, Pelayo can not bring himself to kill him, this inability to kill the man leads me to believe that Pelayo is the representation of kindness and compassion in this story. This compassi...

car wash :: essays research papers

I for one think that driving a car is fun. I also think that during the hot summer, when you are out in the sun, it is nice to get a little damp and cool off. Driving convertibles is also good in the summer if you have the top down, so you get a chilled breeze through your hair. And since I like those things you would think that being a little damp would help someone stay cool and having fun in the sun while driving your convertible. But I found out that people don’t appreciate you helping them stay cool and moisturized while they are driving in the ferocious sun. As it turns out, most people; or a 25 year old male with dark hair, a dark complexion, and a red convertible, don’t like you assisting them in the process of beating the heat. They find it quite rude actually, especially when they are driving in their nice new car. I for one, would especially appreciate some hooligan kids hitting me with a water balloon to cool me down. A splendid display of human kindness if I was driving in ninety degree weather. Not to mention the fact that there would be a blazing sun that would be beating down on my neck constantly. Also I would, and did find it quite funny. It was the summer of my eighth grade year. Alex, Rudy and I were bored rigid. We could find nothing to do in my room or my house. We had already rode our bikes, played Nintendo, and trashed my room. Then we saw them. They came to us vivid and glowing. The answer to all of our problems. No longer would we be jaded, but we would rise up off the couch and enjoy ourselves. While at the same time doing our fellow humans that happened to drive by us a favor. We picked up the balloons and filled the tub, we were going ballooning. All three of us grabbed a 20 gallon bucket from the garage, and loaded it up with thirteen or fourteen balloons. We drug them painfully, as we had filled them up with too much water, to our campsite in the shade. After a couple of missed shots, our one chance for the ultimate "favor" came to us. Coming towards us at a whopping 25 miles per hour, the red convertible drove nearer towards us, and our desire to help a fellow human being got stronger.

Educational psychology Essay

Education is essential to the success of the individual and communities. Public schools are charged with the responsibility of preparing students for college/university; while college/university are expected to prepare students for the work force. An inclusive approach to teaching; learning and assessment is forseen in the ‘The Revised National Curriculum Statement’, as part of this result we as teachers need to address barriers that learners may experience. As teachers we will only succeed in doing this if we are aware of social; emotional; physical as well as other barriers our students may experience. The success or failure of individual students depends on their ability to learn, it’s also important to remember that barriers don’t necessarily exist all the time(or from the get go), but can occur suddenly due to change in circumstances; emotional trauma as well as a variety of other factors. BARRIERS TO LEARNING CAN BE DIVIDED INTO 4GROUPS MAINLY: 1. SYSTEMIC BARRIERS 2. SOCIETAL BARRIERS 3. PEDAGOGICAL BARRIERS 4. MEDICAL BARRIERS The above mentioned barriers are not a complete account of all barriers students can experience, for example: Down ; Fetal Alcohol Syndrome; . Autism; Cerebral Palsy or Epilepsy, to name but a few. I will go on to explain in only a few short sentences which each of the above mentioned barriers entails: 1. SYSTEMIC BARRIERS There are a few problems in our educational system that can contribute to conditions that may cause barriers to learning: Lack of basic and appropriate learning material; Lack of assistive devices; inadequate facilities in schools; overcrowded classrooms as well as lack of mother-tongue speakers. We as future teachers have to try get the necessary resources even though the inadequate number of schools and available classrooms restricts the effort to supply in the need for education. I as a teacher would look into starting charity fundraisers even getting the children involved in order to get the necessary funds to help my school with the lack of resources etc. The language of teaching and learning, can be a barrier seeing as some parents cannot read or write the language of teaching, they are not equipped to assist with homework or projects . As a teacher I would try to start an afterschool programme in which students can ask for help with certain homework or projects they may experience problems with. 2. SOCIETAL BARRIERS Includes Sever Poverty; Late Enrolment; gangs/violence at home or in neighbourhoods; gender issues in cultural groups and societies. I will go on to discuss Severe Poverty which is a large barrier to learning (in any country) but in S. A in particular. If students don’t have access to their basic needs such as: nutrition; shelter; water; electricity; toilets; transport and basic medical treatment. As teachers we should take an interest in each childs circumstances and recognise particular problems, be able to take on a role as caregiver; teacher and counsellor and always offer our help where we can. We also cannot have negative attitudes because it can be harmful to or students, by not having a negative attitude we help our students build self-esteem and confidence in being able to complete activities without having fear of rejection or labelling. As teachers we should be well educated about the pandemic HIV-AIDS, I as teacher will make sure I understand and have the necessary skills and knowledge to be of help to my students whom have been diagnosed. I will also incorporate a week in my curriculum to dedicate to HIV-AIDS to my students in which I will have them do some research and I will explain the necessary knowledge my students need to know, and by so doing reduce the chances of my students being discriminated or labelled. 3. PEDIGOGICAL BARRIERS Insufficient support of educators; inappropriate and unfair assessment procedures and inflexible curriculums. Seeing guidance regarding inclusive assessment methods is given in the ‘Guidelines Document’, which was published in ‘National Department in Education in June;2002’; states that the curriculum can be very inflection in nature and not meet the diverse needs of all learners. Therefore I as a teacher would ensure that all learning styles are accommodated in my classroom. Ensure that my students  will be allowed to work at their own pace which in turn will also make no child feel left behind and faster students impatient, I will also ensure that no learner is excluded from any subjects based on gender; religion; and physical disability. 4. MEDICAL BARRIERS Sadly there are more than 4000 medical causes of disabilities in learners. To name but a few: sensory disabilities; neurological disabilities; physical disabilities and cognitive disabilities. As a teacher I would pay special attention to my learners as well as observe them closely in order to diagnose a problem as soon as possible. As a teacher I will always maintain an organised classroom, be prepared with a clear vision of what I would like to achieve on a specific day as well as have a ruff plan of what I would like to achieve in a year. I will ensure that my students will always know their routine and what I expect of them. My classroom will be a safe and supportive environment.. I will make sure I’m able to adapt my teaching practice when necessary, I will also do my best at maintaining as flexible curriculum as possible. I will always keep learning and educating myself so as to be able to identify as well as understand barriers to learning; in turn making sure I have the necessary knowledge to to adapt my teaching and assessment methods, to assist each child with a barrier in my classroom, As a teacher in my community, I will pay attention to all the above mentioned barriers; make sure all students get the best education possible. I will be sensitive to my students needs as well as my communities needs. SOURCE: curriculum-wecape. school. za/resource_files/40112654_inclusive_eng_12-27. doc

Abrahamic Covenant

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

Historical Evolution and Development of the Various Mass Media

Throughout history there have been several factors that contributed to the historical evolution and development of the various mass media in the United States. Print, broadcast, and electronic media have changed drastically since man was first introduced to them. The speed of these changes are occurring more rapidly now, altering the different forms of media along with it. Though these changes have brought forth many benefits, a few negative impacts have been brought along as well. Print media has been used by people to spread information for centuries, dating all the way back to 59 B.C. by Julius Caesar. Caesar created the â€Å"newspaper† to tell the public about important events. During this time news was written on large white boards, which were located in places where people would usually go. Later the Chinese created the first hand-written newspapers. In 1447, Johann Gutenberg invented the printing press. Gutenberg’s creation made the exchange of people’s i deas much easier. Newspapers did not start having publications on a regular basis until the beginning of the 17th century. Print media completely transformed after the creation of the telegraph in 1844.Then finally in the 19th century, newspapers have became the primary source of news. Since the introduction of broadcast media in the 1900’s, print media has had to reevaluate their position as an information provider. Broadcasting media started with wireless telegraphy which was dots and dashes carried by radio transmissions. Audio broadcasting services that traveled through radio waves sent from a transmitter to an antenna became very popular quickly. People all across the world tuned into their radios regularly to hear current events.Television eventually began to take the place of radio in the 1950’s. During the cold war, shortwave broadcasting played an important role in keeping people informed. FM radio changed younger Americans interest in radio in the 1970â€℠¢s. Many stations would play entire record albums instead of just the top songs. In the 2000’s digital radio and satellite broadcasting became extremely popular. Electronic media is a form of media that uses electronics or electromechanical energy in order for its viewer to receive the content.Electronic media sources most commonly used by most people are audio and video recordings, multimedia and slide presentations, disk, and online content. The newest and most common form of electric media is in the form of digital media. The rise in electronic media can be dated back to the 1960’s. In 1968, the U. S. Department of Defense created a network to where different computers could communicate with one another. A student at the University of Minnesota developed the internet years later. The Web included images, audio and video features, and hypertext links.People can gain unlimited sources of information whenever and whenever through the internet. In the early 1990’ s local and national newspapers became based online. By the early 2000’s most magazines were even located online. Now, electronic media has almost completely taken the place of print media. In my opinion, broadcast media tends to have a uniting influence and it also niches audiences based on demographic consumer needs. People begin to feel a connection with the individuals they watch on television or regularly hear on the radio.This connection makes that or those particular individuals opinion have as huge impact on most of their viewers. MSNBC is known for being more democratic in nature, using social networks as an outlet to promote its cultural hegemony. Broadcasting medias such as MSNBC, Fox News, and PBS are visibly more diversity exemplified as opposed to other stations. They focus on politics and are mainly just concerned with showing their belief in a positive light, while putting a negative spin on other beliefs. Americans should be concerned about this, because it i nfluences people on terms that may not be truthful.Strategies media professionals from different industries have historically used to adapt to societal and technical changes include changing from print media to being online based, business developing pages on social networks, and interacting with its viewers. Certain changes have been made by the different forms of media in order to keep up with the latest trends in technology. I believe in the future, print media will be extinct and electronic media will be the main and maybe even only form of media.When attempting to prosper in the American marketplace, media professionals face the challenges of keeping up with the growing requirement for owners of content to arrange multi-format content in order to fully maximize new forms of digital technology. Legal challenges media professionals face include privacy, advertising, agreement terms, security concerns, and ensuring people with disabilities are able to access their content. In conc lusion, several events have had to take place in order for our several medias to be where they are today.This paper displayed some of the influences broadcasting and print media had on people. Print media has been used to spread information to people since the B. C. years. Digital media had virtually taken the place of print media, causing a drastic decrease in actual newspapers making them and magazines mainly online based. Electronic media continues to dominate all other forms of media and appears to grow even more powerful throughout the years.WORKS CITED Barber, Phil. â€Å"A Brief History of Newspapers†, Historic Newspapers and Early Imprints. 2002. . Bethelsen, John. Internet Hacks: Web News Cashes In†. Asia Times Online, April 2003. . B. L. Yates, . â€Å"History of Broadcast media. † . N. p. , n. d. Web. 15 Apr 2012. . Mathew, Roy. â€Å"Technology Advances in Journalism. † Cyber Journalist: Technology, Tools, Ethics. N. p. , 25 S. Web. 15 Apr 2012 . Middleberg, Donald & Ross, Steven. (March 1996). â€Å"The Media in Cyberspace. † Paper delivered at Columbia University. â€Å"Newspapers: A brief history. † World Association of Newspapers. N. p. , 2004. Web. 15 Apr 2012. . â€Å"Newspapers: The Continent† Columbia Encyclopedia, 6 Ed. , 2003.

Grammar school Essay

From 1834, the year of emancipation of slaves in Dominica and the other British West Indian colonies to 1845, the popular education that was existent was really religious education. The concept of a state system of education in the West Indies emerged in Britain in 1833 as part of the act to emancipate slaves in British custody. Prior to that, the masses of the people had practically no formal education. In Dominica, from 1834 onwards, the British subsidized primary education through grants but basically, education was imported and promoted mainly by missionaries. The content of education was divorced from the interests and needs of the masses and the community. Emphasis was on the classics and the arts. There is little doubt that the churches original interest in education was the creation of influential educated elite. In practice, their interests were denominational, especially seen in the establishment of secondary schools. Proposed educational policies depended greatly on the availability of funds, which were always insufficient. Therefore, changes and reforms were minimal. The newly elected legislative councils and their leaders gave little support. In reality, education, in practice was for a privileged minority. The populace remained virtually ignorant and illiterate. The pre-emancipation society was therefore not in any sense an educated one. Where slaves received any instruction at all it was of a religious nature provided by the church at long intervals. The authorities had no aims or standards; hence there was no system of formal education. It was against this background that the British Imperial Government incorporated an education grant in the 1833 Act of Emancipation to assist in the educational development of the Negroes. Establishing schools for the masses was provided for by the Act, which included grant money from the imperial government to provide education in the ex-slave colonies. This grant money is known as the Negro Education Grant. It was regarded as an urgent matter. The total grant amounted to a mere ? 30,000 per annum for five years for all the BWI of almost one million people. The decision to allocate the grant was executed through the local legislatures and the religious bodies. The grant was decreased each year and ended in 1845. The denominations were offered financial help to build schools, and later to assist in the payment of teachers’ salaries as the best means of developing a system of education. Dominica’s share of the Grant amounted only to ? 600 to be spent on 14,000 ex-slaves. This amount was very insignificant and was spent mainly by the Society for the Propagation of the Gospel (SPCK). After two years it became apparent that the desired and intended results were not forthcoming because of the many difficulties faced. Some churches were unable to accept more grants because they could not bear the recurrent expenditure on their schools. In August 1837, the grant was switched to pay one-third of teachers’ salaries instead. This was insufficient, and the societies did not expand their operations further. As the expected expansion did not materialise the imperial government was disappointed. Hence, the union of the imperial government, local legislatures and the churches could not fulfil the early ambition to create a viable education system. Thus, in 1841, the imperial government started to withdraw the fund. The Mico trustees who had done the most protested, but to no avail. In 1845 it came to an end, and so the burden fell on the West Indian legislatures and workers to increasingly support the education of their own children. In Dominica, the drive towards education for the masses was assisted by the local legislature, thus complimenting the work done by charities and the churches so that by July 1840, Dominica had 20 schools, 10 teachers, 1,086 pupils and total average attendance was 750. The British Imperial Government gave two main reasons for ending the NEG: 1. English workers were said to be worse-off than West-Indian workers 2. The Baptists were said to be prospering – although they had refused all aid Both claims were false. The churches lacked both money and resources. The British felt in the case of Dominica that the Catholic Church could not and would not provide appropriate education. They therefore supported alternatives to church schools. They decided to provide secular schools and to withdraw grants to the church schools. This was strongly opposed until a compromise was reached. The main success of the period of the NEG was the idea of popular education. The Provision of Secondary Education in Dominica: Providers and Gender Issues From the foregoing, one can appreciate the fact that the provision of education was a task that involved the participation of several providers or stakeholders: The British Imperial Authority, the Local Legislature or Assembly, the Church (especially the Catholics) and the Charities (especially the Mico Trust). Prior to emancipation, the provision of education was the responsibility of the churches and the charities. Education was very limited and very few benefited. In reality, what ever was taught was basically religious education. With the passage of the Act of Emancipation, an attempt was made to establish popular education. The NEG thus provided the needed funds for this purpose but eventually ended in failure. These funds were channelled through the bodies mentioned above, especially through the charities and the churches. By 1868 the main providers were mainly the state (the Local Legislature) and the church. It must not be forgotten that the vast majority of the population were Catholics and therefore co-operation and compromise between the two bodies were of paramount importance. By that date, the majority of primary schools belonged to the state i. e. 18 out of 33 (54%). This was unique, for no other West Indian society had such participation by the state in educational provision. In the case of secondary education, the provision was by the Church (Catholic). The first establishment for the provision of secondary education was the Convent High School (CHS) in 1858. This was exclusively for the children of the local elite. The children of the rural peasantry and the working classes were excluded. The state provided some funds for the school. But there were no secondary education provided for the masses. It is again unique to Dominica in that early period that post-primary education was being provided only to girls when this gender was marginalized in the rest of the W. I and in Britain itself. Even today, in 2000, over 65% of secondary school students are girls. The figures for the Clifton Dupigny Community College, University of Technology (Jamaica) and University of the West Indies are roughly the same. In the case of Dominica, male marginalisation has had a long history, contrary to popular opinion. Due to mounting pressure and clamour for secondary education for boys and the children of the masses, the state established the Dominica Grammar School (DGS) on the 16th of January 1893, with a registration list of 25 boys under the headmastership of one tutor, Mr. W. Skinner (M. A – a graduate from Catherine’s College, Cambridge, England). It was to be run as a government school, with the aim to provide higher education for boys. The building being used was a personal gift from Mr. Dawbiney, a respectable Jamaican who had settled in the island. The DGS remained a boy’s school until 1972. This occurred at a time when the number of girls selected by the Common Entrance Examinations far surpassed that of boys. The first DGS girls came from the CHS and the WHS. The total number of girls on the roll for that year totalled 34 out of a total of 560 students. Thus a reluctant but necessary era commenced in that year – the DGS becoming a co-educational institution under the headship of Mr. J. K. Gough (B. Sc; Dip. Ed. from Scotland). In that same year there were 14 Dominican staff members who were university graduates. Not to be outdone by the Catholics, the Wesleyan Society (Methodists) following the tradition of their rivals, opened the second high school for girls in the island, the Wesley High School (WHS) in October 1927. By that year, 80% of the students accessing secondary education were girls. This again was a unique situation second to none in the W. I. This further marginalized the boys given the restrictive and limited nature of access at the time. At this juncture, it is necessary to appreciate the great effort expended by the churches in the provision of secondary education in the island of Dominica, albeit for denominational reasons. In 1932, the Christian Brothers (Catholics) opened the second educational establishment providing secondary education for boys, the Saint Mary’s Academy (SMA). By that year educational provision was roughly equal for both genders with boys now having the slight edge, notwithstanding the fact that the girls were doing better in entrance and scholarship exams. There were insufficient spaces available. An entrance examination would soon be rigorously applied to ration out, select and match the number of students to the available supply of places. This state of inequitable affairs became unbearable as the girls were now being marginalized in favour of boys who were securing less ‘passes’ than girls in the exams. In other words, the selection was a function of available places. The two boys’ schools had more places than the two girls’ schools. Therefore, fewer girls were selected although their average scores were higher than that of boys who secured places. In the1972/1973 school year, the Labour government of Mr. Edward Oliver Leblanc took the bold step to make the DGS co-educational. This occurred at a time when the number of girls who had succeeded at the Common Entrance Examinations far surpassed that of boys. Since then, girls have kept on increasing the education gap or divide to the extent that in Dominica and the West Indies this problem of ‘male marginalisation’ and ‘male underachievement’ and the like, have now become so serious that it threatens the whole concept of male patriarchy. The year 1972 has been regarded as a milestone in Dominica’s educational history as far as secondary education is concerned. From that year all new secondary schools have opted to become co-educational with the exception of the Saint Martin’s Secondary School in 1988. Another important milestone in our educational history is the year 1971. For the first time, secondary educational provision moved out of Roseau with the establishment of the co-educational Portsmouth Secondary School (PSS). This greatly reduced the cost burden to parents in the northwest, north and northeast of the island, who, hitherto had to make tremendous sacrifices to provide education for their children in the capital, Roseau. By 1974, the Common Entrance Examinations as a selector of educational life chances was psychologically so devastating to pupils that those who were not selected felt that they were ‘rejects’ and ‘failures’ with no hope or future. It was against this backdrop that a group of concerned persons headed by Ms. Jean Finucane-James decided to provide a ‘second chance’ to those pupils that was not based on a selective exam. This co-educational school was named the Dominica Community High School (DCHS). Apart from the PSS, the early 1970s were characterised for having secondary education concentrated in the capital city of Roseau. The ‘70s was a period of political upheaval. In August 1979, Hurricane David struck and the island was devastated: 43 deaths, massive destruction of crops and the forest, wildlife was decimated, schools and the social and economic infrastructure was destroyed. The economy came to a standstill. Educationally, the students suffered greatly. A large number of students from the northeast could not attend the Roseau schools. In the aftermath of the hurricane, two schools were opened in the northeast: St. Andrew’s High School (SAHS) in 1979, located in Londonderry which is run and operated by the Methodists and in 1980, the Marigot Foundation High School (MFHS) headed by Mr. Martin Roberts, a former Methodist minister. The last named school was eventually renamed the Marigot Secondary School (MSS) when in 1999 it passed over to the state. These two schools are co-educational institutions. In this catchment area the Common Entrance Exams consistently selects more girls than boys. In the 1980s four schools were established. In 1981, the Seventh-Day Adventists began to provide secondary education. The Seventh-day Adventist Secondary School (SASS) is located in the Portsmouth suburb of Granvillia. It is a co-ed school. In that very same year the co-ed St. Joseph Campus of the DGS was opened which later became a separate entity as the St. Joseph Secondary School. In 1996 it was renamed the Isaiah Thomas Secondary School. In 1988, two government co-ed secondary schools were established from what were formerly Junior Secondary Programmes: the Goodwill Secondary School (GSS) and the Grand Bay Secondary School (GBSS). In that same year, the Catholic–run St. Martin’s School for girls upgraded its technical/vocational wing into a fully-fledged secondary school called the St. Martin’s Secondary School (SMSS). With the opening of these new schools and the continued use of the Common Entrance Exams the gender balance continue to be in favour of girls to the detriment of boys. In October 1994 the Nehemiah Christian Foundation headed by Mrs. Rhoda George opened the Nehemiah Comprehensive School with 60 boys and girls. The school is located in Jimmit, Mahaut. In the financial year 1995/96 the government entered into a loan agreement  with the World Bank to fund the Basic Education Reform Project (BERP). One of the three main objectives of the project was to expand access to secondary education. Under the project, this objective was fulfilled in the co-ed Castle Bruce Secondary School (CBSS) in 1998. TABLE I DOMINICA: Academic Secondary Schools, 2002/03 |School |Year Founded |Boys |Girls |Total |Status | |Convent High School | | | | | | | |1858 |0 |493 |493 |Assisted | |Dominica Grammar School |1893 |518 |281 |799 |State | |Wesley High School |1927 |0 |287 |287 |Assisted | |St. Mary’s Academy |1932 |420 |0 |420 |Assisted | |Portsmouth Secondary School |1971 |402 |435 |837 |State | |Dominica Community High School |1975 |79 |46 |125 |Assisted | |St. Andrew’s High School |1979 |233 |292 |525 |Assisted | |Marigot Secondary School |1980 |86 |59 |145 |Assisted | |Isaiah Thomas Secondary School |1981 |312 |393 |705 |State | |SDA Secondary School |1981 |108 |87 |195 |Private | |St. Martin’s Secondary School |1988 |0 |306 |306 |Assisted | |Goodwill Secondary School |1988 |380 |262 |642. |State | |Grand Bay Secondary School |1988 |334 |343 |677 |State | |Nehemiah Comprehensive School |1994 |64 |73 |137 |Assisted | |Castle Bruce Secondary School |1998 |266 |291 |557 |State | |Orion Academy |2003 | | | |Private | |Total | |3 202 |3 648 |6 850 | | Ministry of Education, Sports and Youth Affairs, 2002/03 The School Curriculum Several factors impinge on the development of the curriculum in Dominica: slavery, colonialism, politics, economics, religion, socio-cultural biases, parents, teachers and the learners themselves. In the pre-emancipation era the curriculum that existed was of a religious nature. The society was largely illiterate and ignorant. There existed no notion or idea of popular or mass education. With emancipation in 1834, the rudiments of a system of education began to take shape. The limited curriculum was non-scientific and bookishly academic based on rote and memory teaching and learning. By 1868, as the primary system took root the three r’s were taught namely reading, writing and arithmetic. The system that was taking shape was one that would provide labourers and servants and no more. At the secondary level, the curriculum catered for the children of the elite: Maths, Science, Geography, English, Greek, and Latin. The colonial powers and the local legislatures controlled the educational system. In other words, the ruling elites/classes decided who should be taught, what should be taught, when, how and where. The entire process from start to finish was decided for the learner. In 1899, Agriculture was being promoted as a subject to be taught so that the learner would become an agricultural labourer or worker on an estate or join the ranks of the impoverished peasantry. So agricultural schools were encouraged. In this way the islands would remain as sources of primary agricultural produce. When the British abolished the local legislatures and imposed direct crown colony rule the curriculum again was being used as a tool to keep the masses in their place. It limited them to learn the basics and agriculture. Attempts were made to improve education at the end of the First World War (1914-1918): salaries to teachers, payments by results and attempts at compulsory education. The West Indian Conference in Dominica in 1932 urged the region to struggle for compulsory education among other things. This failed. In 1957, the ministerial system was brought to Dominica with some exercise of authority by the house of assembly. But power still lied with the British parliament. Budgets could be passed, but had to be approved by Britain. In 1967, Dominica became an associate state with Gt. Britain. All internal matters were under local jurisdiction, but foreign affairs, trade and defence resided with Gt. Britain. Dominica could now influence and shape educational progress, but very little happened. The primary system continued to develop. The high schools became stagnant. The last one to be established was in 1936 (SMA). Thirty-seven years passed before the next one, the PSS was established. By 1978, the curriculum at the primary was now being driven by the Common Entrance Examinations to the detriment of all else. The same thing could be found at the secondary schools. The entire curriculum was driven by foreign external examinations. The foreign element was removed in 1985 when we switched from the Cambridge and London GCE ‘O’ Levels to the regionally based CXC examinations. But the GCE ‘A’ Levels still continue to dictate the curriculum at the post-secondary level. In 1998, CXC began to test pilot its own ‘A’ Levels known as CAPE, which will soon replace the English-based GCE ‘A’ Levels. The School Curriculum and Examinations The CXC and the GCE curriculum dictate the locus and focus of secondary education in Dominica. These exams cater for the 30-40% of the ability range of secondary students. The entire curriculum was driven by foreign external examinations. The foreign element was removed in 1985 when we switched from the Cambridge and London GCE ‘O’ Levels to the regionally based CXC examinations. But the GCE ‘A’ Levels still continue to dictate the curriculum at the post-secondary level. In 1998, CXC began to test pilot its own ‘A’ Levels known as CAPE, which will soon replace the English-based GCE ‘A’ Levels. The HSC, LSC and GCE dominated the curriculum of secondary schools since the 1880s. The failure rates were very high at both the ‘O’ and ‘A’ Levels. It was also a drain on the scarce resources of the region. The minimum of 5 ‘O’ Level subjects were required to move into the sixth form and five subjects were needed of which 2 must be at ‘A’ Level for university entry. The Caribbean was influenced by educational and curriculum developments in North America and Europe, especially Britain. Revolutionary curricular changes in maths and science were being undertaken in the USA as a result of the Russian success in Sputnik I. In the U. K, the Nuffield Foundation invested heavily in a science development project. In 1969-70, the West Indian Science Curriculum Innovation Project (WISCIP) began at St. Augustine, UWI, and Trinidad. It was a new approach with emphasis on enquiry and experimentation, understanding and constructive thinking. This was introduced in the DGS and the other high schools of the time. During that same period ‘New Mathematics’ was introduced in the schools’ curriculum. All five of the secondary schools in Dominica adopted it. The Convent High School had their first ‘O’ Level candidates in 1971, and the DGS in 1972. Results in all Caribbean schools were not so good at first because of the unfamiliarity with the new approaches and topics such as inverses, identities, algebra of sets and matrices, decimalisation and metrification, vectors, inequalities and topology. At first most of the schools used the School Mathematics Project (SMP) books, but these were replaced by the Joint Schools Project (Caribbean edition) series, as part of the CEDO/UNESCO/UWI Caribbean Mathematics Project. The CXC was established in 1972 to serve the Commonwealth Caribbean. The process took over 10 years. The CXC was to replace the GCE exams. It would develop syllabi, conduct exams and issue certificates. This was a form of asserting cultural and intellectual independence from our colonial past and from Britain. Politically, the Caribbean has eschewed integration. There was the West Indian Federation as colonies of Britain (1958-1962). It ended in failure due to insularity, nationalism and dependency. With independence, the nations can dictate their educational goals and match these to national needs. In Dominica, we have not had a long history of educational reforms established in law. In 1949 an Education Act was passed to regulate and govern the sector. This was changed in 1997 when the new Education Act was passed. This was part of an attempt to harmonise education legislation in the Eastern Caribbean. In 1995 the Basic Education Reform Project was launched (BERP). The Project had three main objectives: 1. to strengthen the management and planning capacity of the Ministry, 2. to enhance the quality of education, and 3. to expand and conserve school places. Economically, we live in an interdependent world, a global village. We are partners bargaining from a position of weakness. Unequal terms of trade, onerous foreign debts, trade deficits and balance of payment problems deplete our resources so that our educational budgets are severely constrained. In general (1999 – 2004), Dominica spends about 17% of its recurrent budget on education, 1-2% on materials and supplies and about 80% on personal emoluments. New Curriculum Developments. Primary schools follow a curriculum, which has recently been reviewed by the Curriculum Development Unit (CDU). Schools have been provided with curriculum guides for English Language, Mathematics and General Science for Grades K to 6. Curriculum guides for Social Studies, Mathematics, Science and English Language were to become available in September 1999 for grades K to 6. A curriculum guide for Social Studies has been prepared for Form 1 at the secondary level. Workbooks for Grades k to 3 for English were to have been made available from September 1999. In addition a curriculum guide for Health and Family Life covering primary and secondary age ranges is being monitored and supported in schools. A draft national policy for this was presented to Cabinet in August 1998 but has not yet been officially approved. The CDU has planned to review Music, PE, Art and Craft, and Agriculture in 2001 as well as to start writing and production of support materials for pupils and teachers. The revised primary schools curriculum appears to be appropriate at the national level. The main problem appears to be in its delivery. The main need at the primary level for curriculum development is in relation to adapting the teacher’s guides for multigrade teaching and provision of differentiated activities for all subjects and all classrooms. Dominica does not have a National Curriculum and therefore, the curriculum de facto is determined by each school and in practice is closely related to the requirements of the Caribbean Examination Council (CXC) other external examinations and higher ability students. A balance needs to be struck between the academic and practical skills education in the secondary sector in any future national curriculum. The Ministry of Education has outlined the following process to arrive at the promulgation and implementation of the National Curriculum (NC): National Curriculum Committee (NCC) established in school year 1999/2000 NCC reviews existing curriculum: locally and regionally Under the NCC, Subject Teams and Subject Areas are established Development of Syllabi, and Curriculum Guides in Core Subject Areas Curriculum Training of Staff/Subject Team Members Resource Provision First Draft National Curriculum in Core Subject Areas Review of Draft Curriculum Development of Curricula in other subject areas. Establishment of National Norms and Standards for all subjects Piloting of National Curriculum in a cross-section of schools Promulgation of National Curriculum by Minister of Education Use by all schools of the National Curriculum as of September 2003 The Secondary Education Support Project (SESP) had been working with the Curriculum Development Unit (CDU) to write and pilot a revised curriculum for Forms 1 to 3 in the core subjects of English, Mathematics, Science and Social Studies, incorporating activities for average and below average ability pupils. Drafts of curriculum guides for Form 1 have been completed and were made available to schools in September 1999. All the guides for the four core subjects were made available in 2001. The CDU also has completed work in Music, Art, Craft, and Agriculture. However, the major curriculum need resides in the consideration of a curriculum which will meet the needs of all students – academic, technical/vocational, aesthetic, spiritual, moral and for citizenship and fulfill the ambitions set out in the 1997 Education Act. This would be especially so when Universal Secondary Education is achieved.