Equal Opportunity for Women in the Workplace Agency Essay Example for Free

Equal Opportunity for Women in the Workplace Agency Essay The Equal Opportunity for Women in the Workplace Agency (EOWA) is an Australian government agency. It is statutory authority located within the portfolio of the Australian Commonwealth Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA). EOWA’s role is to administer the Equal Opportunity for Women in the Workplace Act 1999 (Commonwealth)[1] which was passed by the Federal Parliament in November 2012, and through education, assist organisations to achieve equal opportunity for women. Outlined in Part III Section 10 of the Act, the Agency is primarily a regulatory body, whose role is to annually monitor the reporting of eligible Australian organisations on equal opportunity for women in their workplaces. The Agency also has responsibility to undertake research, educational and other programs, and more generally promote the understanding of equal opportunity for women in the workplace within the community. In 2012, the Equal Opportunity for Women in the Workplace Act 1999 was replaced by the Workplace Gender Equality Act 2012. The passing of the new legislation means the Equal Opportunity for Women in the Workplace Agency has now been renamed the Workplace Gender Equality Agency. The Employer of Choice for Women (EOCFW) citation is announced annually  since the 2001 inaugural list of 55 organisations. As of 2012, the list had grown to 125 organisations.[2] Gender pay gap in Australia From Wikipedia, the free encyclopedia Main article: Gender pay gap Gender pay gap in Australia refers to the difference between the average female and average male salary. It is calculated on the average weekly ordinary time earnings for full-time employees published by the Australian Bureau of Statistics. The gender pay gap excludes part-time, casual earnings and overtime payments.[1] Australia has a persistent gender pay gap. Since 1990, the gender pay gap remained within a narrow range of between 15 and 18%.[2] In May 2013, the Australian gender pay gap was 17.5%.[3] Studies A 2009 report by the National Center for Social and Economic Modelling (NATSEM) prepared for the Department of Families, Housing, Community Services and Indigenous Affairsstated: Using robust microeconomic modelling techniques, based on a comprehensive and critical evaluation of several methodologies, we found that simply being a woman is the major contributing factor to the gap in Australia, accounting for 60 per cent of the difference between women’s and men’s earnings, a finding which reflects other Australian research in this area. Indeed, the results showed that if the effects of being a woman were removed, the average wage of an Australian woman would increase by $1.87 per hour, equating to an additional $65 per week or $3,394 annually, based on a 35 hour week. (The second most important factor in explaining the pay gap was industrial segregation.)[2] Data collected by NATSEM for the Catalyst Australia publication, Equality Speaks,[4] found that the gap between the average wealth of men and women also varies according to the occupations and industries in which they are engaged. According to industry, the largest gap in personal wealth between men and women is within the ï ¬ nance and insurance sector ($330 600 versus $88 500) where many women work. By contrast, there exists only a small differential in the construction industry ($63 500 versus $62 700) where few women work. In other industries where many women work, there are large wealth gaps: for example, in health and community services ($174 000 versus  $68 000) and retail trade ($84 000 versus $34 000). Turning from industry to occupation, other signiï ¬ cant disparities are revealed. The greatest disparity between the average wealth of men and women is amongst elementary clerical, sales and service workers ($110 400 versus $19 900). Jobs that fall within this category include sales assistants, security guards and laundry workers. The smallest relative wealth gap can be seen in advanced clerical and service workers ($91 600 versus $83 500). Jobs in this occupational category include book-keepers, personal assistants and secretaries. Ian Watson of Macquarie University also examined the gender pay according to occupation, specifically the gap among full-time managers in Australia over the period 2001-2008. He found that between 65 and 90% of this earnings differential could not be explained by a large range of demographic and labor market variables. Watson notes that a major part of the earnings gap is simply due to women managers being female. He also found that despite the characteristics of male and female managers being remarkably similar, their earnings are very different, suggesting that discrimination plays an important role in this outcome.[5] Economist Paul Miller explored the degree to which the Australian gender pay gap differs across the wage distribution and found that the gender pay gap was much greater among high wage earners than among low wage earners. At the top of the wage distribution (95th quantile) the pay gap reached 25% or more while at the bottom the pay gap was around 10%. He concluded that the notion of a ‘glass ceiling, whereby women struggle to advance beyond some point in the more typical career path, is certainly prevalent in the Australian labour market.[6] In a similar study, Hiao Joo Kee found that the gender pay gap increased at higher levels of the wage distribution in the private sector – leading to her conclusion that a glass ceiling existed there – but that the gap in the public sector was relatively constant over all percentiles. Moreover, Kee found that the acceleration of the pay gap across the wage distribution does not vanish even after extensive controls. She concludes that the gender pay gap in both sectors was a result of differences in returns to the same characteristics between men and women.[7] Trends in the Australian labor force[edit] In 2010 Australian females represented 50.2% of the Australian population and  45.3% of the workforce.[8] Trends within the Australian labour force have female workforce participants increasingly more educated than their male counterparts with more females completing year 12 and going on to university than males in 2008 females made up 55 per cent of students enrolled in Australian tertiary institutions.[9] In 2010 Finance was the industry with the widest gender pay gap at 32.2%, followed by Health Care and Social Assistance at 27.2% and Mining at 22.7%.[10] Cases and legislation Until 1969, legislation allowed employers to pay women a minimum rate of pay that was 25 per cent less than male employees doing the same or similar work. In 1969 the first federal pay case[11] established the principle of equal pay for equal work. The 1969 case established a principle that affected 18 per cent of women workers, mostly teachers and nurses.[12] In 1972, the second federal equal pay case widened the 1969 principle to equal pay for work of equal value in line with International Labour Organisations Equal Remuneration Convention, 1951 (100).[13] This meant that women were awarded the same rate of pay as men no matter what work they were doing, as long as it was assessed as comparable in value. New South Wales (NSW) was the first Australian industrial jurisdiction to legislate for equal pay in the Female Rates (Amendment) Act in 1958.[14] In 2000, the NSW Industrial Relations Commission created Australia’s first Equal Remuneration Principle (ERP). The principle provides an avenue for unions to seek redress where they believe work has been undervalued on a gender basis. In 2002, the Full Bench of the NSW Industrial Relations Commission fully ratified the Crown Employees (Librarians, Library Assistants, Library Technicians and Archivists) Award 2002, which incorporated pay increases of up to 26%. The Commonwealth Affirmative Action (Equal Employment Opportunity for Women) Act 1986 was enacted to improve equity in the Australian workforce and establish the Affirmative Action Agency. It aimed to promote equal opportunity for women in employment and eliminate discrimination by the employer against women. In 1999 the agency was changed to the Equal Opportunity in the Workplace Agency to administer the Equal Opportunity for Women in the Workplace Act 1999 (Commonwealth).[15] In 2009 an Australian House of Representatives Pay Equity Report called on the Commonwealth Government to elevate pay equity to  be a clear objective of modern awards and recommended the establishment of a federal Pay Equity Unit and the conducting of mandatory pay equity audits for companies with 100 employees or more.[16] Western Australia Western Australia has the largest gender pay gap of any state or territory in Australia. As of August 2010 it was 24 per cent, representing a gap between average weekly ordinary time male and female earnings.[17] Research has failed to adequately account for all the factors that underpin Western Australia’s relatively large gender pay gap and thus explain why its gender pay gap is higher than the rest of Australia, which was 17 per cent in August 2010.[18] A specialist Pay Equity Unit in Western Australian was established in 2006 to address the States gender pay gap. The Western Australian Pay Equity team in the Department of Commerce developed the WA Pay Equity Audit Tool, a resource for employers to use in assessing workforce data and assist in the development of strategies to improve pay equity and female career progression in the workplace. The Tool was adopted nationally by the Equal Opportunity in the Workplace Agency.[19] Income and wealth inequality, how is Australia faring? Australians like to think of themselves as egalitarian, and for much of our history we believed our income and wealth was spread around evenly. The Conversation is running a series, Class in Australia, to identify, illuminate and debate its many manifestations. Here, Peter Whiteford investigates what has happened to income and wealth inequality in Australia in recent times. Australians like to think of themselves as egalitarian, and for much of our history we believed our income and wealth was spread around evenly. For many years, the world also shared that view. As early as the 1880s, visitors  remarked on Australia’s relatively equal distribution of wealth, the lack of visible poverty, the country’s generally comfortable incomes and its relatively few millionaires. As late as 1967, prime minister Harold Holt could say that he knew of no other free country where â€Å"what is produced by the community is more fairly and evenly distributed among the community† than it was in Australia. From the 1980s onwards, however, this view of Australia came under scrutiny. As historian John Hirst wrote: ‘Egalitarianism – see under myths’: so runs the index entry in a standard sociological text on Australian society. The most common measure of inequality is the Gini coefficient, which varies between zero and one. If everyone had exactly the same income then it would be zero (perfect equality). If one household had all the income then it would be one (complete inequality). The most recent figures for OECD countries, from around 2010, show that Australia is the 11th most unequalof the 34 OECD members. Australia has only ever briefly been below the OECD average Gini coefficient: just as the mining boom started in 2003. Trends in income inequality Working out what has happened to inequality in Australia over the long term is complex. While there is disagreement about overall trends, according to economists Andrew Leigh and Tony Atkinson, inequality declined between the 1950s and the late 1970s, with Peter Saunders identifying an increase in the 1980s. These long-run estimates are usually based either on wage trends or income tax data, which means that findings apply to individuals rather than households. Household incomes after benefits and taxes, however, are generally regarded as a better measure of economic resources. Since the early 1980s, the Australian Bureau of Statistics (ABS) has conducted regular high-quality surveys of household incomes. The most recent survey covers the 2011-12 year. Research by economists David Johnson and Roger Wilkins found that the Gini coefficient increased from around 0.27 in 1981–82 to around 0.30 in 1997-98. Subsequently, the official ABS income statistics show that the Gini coefficient increased to 0.34 just before the global financial crisis in 2008, then fell to 0.32 in 2011-12. The ABS points out that changes from year to year are sometimes not large enough to be statistically significant. Yet the cumulative picture is of an upward trend, punctuated with periods in which inequality has fallen. Whether the most recent fall continues or is reversed remains to be seen. Trends in wealth inequality For many years, statistics on the distribution of wealth were even sparser than comprehensive statistics on the distribution of income. The improvements in income statistics achieved by the ABS were more recently matched by the collection of information on wealth – or more precisely on â€Å"net worth† (assets minus liabilities). According to the ABS, the wealthiest 20% of Australian households, with an average net worth of A$2.2 million per household in 2011-12, accounted for 61% of total household net worth. The poorest 20% of households accounted for 1% of total household net worth, and had an average net worth of $31,000 per household. This means that the wealthiest 20% of Australian households had net worth that was 68 times as high as the least wealthy 20%. In contrast, the 20% of Australian households with the highest disposable income were about five times better off than the poorest 20%. So, it seems pretty clear that wealth is much more unequally distributed in Australia than income. Or is it? This depends on how you look at it. The most recent Credit Suisse Global Wealth Report, prepared by Anthony Shorrocks, one of the most highly respected world experts on wealth distribution, estimates that the distribution of wealth in Australia is the second least unequal (after Japan) of 27 major countries and the 12th least unequal of 174 countries. It is also notable that the Credit Suisse report finds that Australia has the second highest average level of wealth in the world and the highest median wealth. The ABS survey – used by Credit Suisse – also presents two ways of looking at the distribution of wealth: first, by ranking households simply by the amount of wealth they have; second, by ranking households by how much incom e they have. When the ABS ranks households by their incomes, the 20% with the lowest incomes have an average net worth of around $437,000, while the 20% with the highest incomes have about $1.3 million in net worth. This means that the poorest one-fifth of households, measured by income, hold 12% of net wealth, while the richest  one-fifth hold 36%, a ratio of about 3 to 1. These figures suggest that wealth is actually more equally distributed than income when the joint distribution of income and wealth is used which is a more comprehensive measure of total household resources. These two approaches yield remarkably different pictures of wealth distribution. This reflects the fact that people accumulate wealth over the course of their life. Young people starting off in their first job generally don’t have much in the way of wealth, but as they grow older they will purchase homes – which have been the great wealth â€Å"equaliser† in Australia – and accumulate superannuation and other savings. As a result, older people have much higher average wealth than younger people, but older people generally have lower incomes than younger people. So, why did we think that income was equally shared in Australia if it wasn’t? The answer is that most of the earlier studies were based on a limited income measure: usually wages before tax and usually full-time wagesfor men. In the past, Australia’s wage-fixing system compressed the wage distribution. As late as 1999, Australia had the highest minimum wage relative to the median in the OECD. If you are a full-time employed male wage earner in Australia, then you have a lower level of income inequality than in Denmark, otherwise one of the lowest inequality countries. The most important source of inequality in Australia is whether you have a job or not. So the pillars of egalitarianism in Australia were high wages, high home ownership and low unemployment. If we want to regain this position, we need to ensure that unemployment remains low and that low-income earners are able to buy into affordable housing. References 1. Jump up^ Australian Government. Equal Opportunity for Women in the Workplace Act 1999. Retrieved 2013-09-26. 2. Jump up^ Employers compete to be first choice for women. Employer of Choice for Women (EOCFW). The Workplace Gender Equality Agency. 13 Mar 2012. Retrieved 3 September 2013. 2. ^Changes to the Equal Opportunity for Women in the Workplace Act reflect a shift in focus. |http://www.dibbsbarker.com/publication/Changes_to_the_Equal_Opportunity_for_Women_in_the_Workplace_Act_reflect_a_shift_in_focus.aspx DibbsBarker. 13 February 2013. 1. Jump up^ Department of Commerce. Frequently asked questions about pay equity. Retrieved on May 06, 2011. 2. ^ Jump up to:a b National Centre for Social and Economic Modelling. The impact of a sustained gender wage gap on the economy. Report to the Office for Women, Department of Families, Community Services, Housing and Indigenous Affairs, 2009, p. v-vi. 3. Jump up^ Equal Opportunity for Women in the Workplace Agency. 6302.0 Average Weekly Earnings, Australia, May 2013. Australian Government, 2013. 4. Jump up^ Catalyst Australia, Equality Speaks Chapter 10, 2009 5. Jump up^ Watson, Ian (2010). Decomposing the Gender Pay Gap in the Australian Managerial Labour Market. Australian Journal of Labour Economics, Vol. 13, No. 1, pp. 49-79. 6. Jump up^ Miller, Paul W. (2005). The Role of Gender among Low-Paid and High-Paid Workers.Australian Economic Review, Vol. 38, No. 4, pp. 405-417, quote p. 413-414. 7. Jump up^ Kee, Hiao Joo (2006). Glass Ceiling or Sticky Floor? Expl oring the Australian Gender Pay Gap. The Economic Record, Vol. 82, No. 259, pp. 408-427. 8. Jump up^ Toohey, Tim, David Colosimo Andrew Boak (2009). Australia’s Hidden Resource: The Economic Case for Increasing Female Participation. Melbourne: Goldman Sachs JBWere Investment Research, p. 3. 9. Jump up^ Department of Education, Employment and Workplace Relations. Student 2009 Full Year: Selected Higher Education Statistics. 10. Jump up^ Australian Bureau of Statistics, Average Weekly Earnings. Catalogue 6302.0, Time Series Tables 10A 10D. 11. Jump up^ Equal Pay Case 1969 (1969) Volume 127 Commonwealth Arbitration Reports p. 1142. 12. Jump up^ Brenda Finlayson. Equal Pay – We’ve Come A long Way. Workers Online, Issue No 17, 11 June 1999. 13. Jump up^ C100 Equal Remuneration Convention, 1951. 14. Jump up^ NSW Industrial Relations. A history of pay equity. 15. Jump up^ Equal Opportunity for Women in the Workplace Agency. Overview of the Act. 16. Jump up^ Parliament of Australia, House of Representatives. Inquiry into pay equity and associated issues related to increasing female participation in the workforce. 17. Jump up^ Australian Bureau of Statistics. Labour Force. 6202.0, Table 8, November 2010 (trend data) 18. Jump up^ Department of Commerce. Frequently asked questions about pay equity. 19. Jump up^ Equal Opportunity for Women in the Workplace Agency. The Pay Equity Audit Tool.

Resources to Support Childrens Language Development

Resources to Support Childrens Language Development Task 1 An annotated resource list detailing stories, books, rhymes, songs, finger-plays, story props, puppets, resources and classroom contexts which can be used to support and extend literacy for real life purposes in their setting. You must take into account the particular needs of bilingual learners. In doing this you will realise that what you are doing is describing what you will provide in the role-play context and why. This amounts to a very basic plan together with a rationale for the resourcing. Resource List Following much discussion about poor standards of English teaching, the Literacy Hour was introduced into all English primary schools through the National Literacy strategy during the school year 1998/99. The daily literacy hour is divided between 10-15 minutes of whole class reading or writing; 10-15 minutes whole-class session on word level work (e.g. phonics, spelling) and sentence level work; 25-30 minutes of directed group activities; and a plenary at the end for pupils to revisit the objectives of the lesson, reflect on what they have learnt and consider what they need to do next. The resource list that has been complied has been designed to support activities that take place during the literacy hour. The educational resources market is huge and there is a great deal of choice available. There are many new publishers. For example, Badger Publishing Ltd (www.badger-publishing.co.uk) was established in 1989 and provides a range of books, which are designed to improve children’s literacy skills. The company’s publications are divided into three categories. Badger History for Foundation and Key Stage 1 uses bright and colourful images to stimulate the interest of children in historical concepts. Badger History uses nursery rhymes, changes in everyday life, stories and legends, and significant people and past events drawn from the history of Britain and the rest of the word. Each year of Foundation and KS1 has its own Big Book and Teacher Book. Each Big Book has 10 themes. Details of the book for nursery / reception classes are listed below. Big Book 1 for Nursery / Reception Old Mother Hubbard 12 days of Christmas London Bridge is falling down Boys and girls come out to play Miss Polly had a dolly Ride a cock-horse Mary had a little lamb Sing a song of sixpence Oranges and lemons Rats Badger Nursery Rhymes introduces the first sight words for reception classes. They also provide a literacy course, which aims to fulfil the early learning communication, language and literacy goals and the National Literacy Strategy. The publication contains 24 popular nursery rhymes, coverage of all 45 high frequency words and a range of objectives (word, sentence and text level work). Badger also has another range of publications, which are called Storyteller. This is a new series which uses 36 familiar stories to support the writing, speaking and listening objectives of the National Literacy Strategy in Reception, Year 1 and Year 2. This publication allows children to hear and learn about traditional stories, develop comprehension skills, develop speaking and listening skills, use drama to explore themes and characters, and increase their experience of the language and structure of stories. Each book has its own focus. For example, the publication for Reception uses stories, (The Gingerbread Man) with rhyme and repetitive phrases. Fingerplays are a fun way of introducing poetry to children. Fingerplays are also useful tools for practicing fine motor skills, following directions and introducing concepts. They also provide the opportunity to strengthen children’s language experiences and improve their literacy skills. The following fingerplays can be added to the list of resources: Balls (size, counting) Grandmother’s Glasses Choo! Choo! Two Little Blackbirds (counting) Funny Bunny Up, Up, Up (spatial concepts) Jack in the Box (spatial concepts) Unwind the Thread Riding in a Wagon A Teeny Weeny Spider Pat-a-cake Hickory, Dickory, Dock Grand Old Duke of York Literacy Connections (www.literacyconnections.com) is an American based organisation, which provides a vast array of information on reading, teaching and tutoring techniques, ESOL literacy, and adult literacy. Whilst, its resources etc, obviously cater for the needs of the American educational market, many of the items can be readily adapted to meet the literacy needs of children in the UK. A variety of songs can be accessed from this website. They can used to promote and develop a range of literacy skills. A selection of these songs is shown below. â€Å"Alphabet† is an interactive rap song. It targets the comprehension and manipulation of the alphabet and various words in the English language. Using this rap for Reception classes, challenges the children’s abilities to listen, respond, and demonstrate awareness of language patterns and sounds. The â€Å"Alphabet† Song A, B, C, D, E, F, G H, I, J, K, L, M, N, O, P Q, R, S, T, U, and V W, X, Y, Z A Boy Caught Danny Eating Father’s Groceries A like ant, B – boy†¦. The â€Å"Alphabet Animals at the Zoo† song allows children to develop the following skills and gain a greater understanding of a number of concepts. Notably – identifying letters of the alphabet, learning the order of the letters of the alphabet, recognising symbol sound correspondence, and increasing vocabulary movement. The children stretch, shake and bounce to warm up during the opening verse. Next, they create motions which go with a word for each letter of the alphabet. For example, arch, reach up and bend backwards, bend, bend forward, clap, clap hands, droop, let head, arms and spine sag forward, expand, make the body tall and wide. After completing the alphabet, each child faces someone and does the motion that goes with the first letter of his / her name. Alphabet Animals at the Zoo Learn the abc’s with ease While getting fit and having fun Aphabetise your exercise And do your moves one by one At the store or in the car park You’ll cause a small commotion If you suddenly stand and start The alphabet in motion Scholastic, the global children’s publishing, education and media company, provides a wide range of resources, which can be accessed from its website (www.teacher.scholastic.com). It provides information on how children can create pet puppets and use them interactively in their play. Pet Puppets The creation and use of pet puppets in their play, helps children to develop their social, language and literacy skills. The following materials are required: socks (one for each child), fabric markers, children’s safety scissors, white craft glue, materials to decorate puppets (e.g. feathers, buttons, fabric scraps etc), chart paper and marker. The children work together to create sock puppet pets. In making the puppets the children will be engaged in the following activities: Read stories to children about pets or animals and then engage them in a conversation about different types of pets. Do they have pets? What types of pets do they have? What types of pets do they have? What types of pets do they wish they had? Tell the children that they make sock pet puppets out of socks. When the puppets are complete – the children should be encouraged to participate in activities to develop dramatic-play and language skills. The Role of Parents In Developing Their Children’s Literacy Skills The most important benefit that parents can give to their children is their undivided attention. In a classroom situation a teacher will have to deal with 30 or more children. Therefore, the scope for a teacher to work one-to-one with a pupil is highly restricted. Thus parents play a crucial role in developing their children’s language, literacy and social skills. Adams, M, (1990), estimated that by the time her son was six, he had received 1700 hours of stories being read to him. He had also spent 1000 hours watching the literacy-focused television programme â€Å"Sesame Street†. By contrast, she calculated that in the first year of schooling he would have received 360 hours of literacy instruction, and less than 18 hours were given in individual attention. Toomey, D, (1993), reported studies, which demonstrated that, without help and guidance, parents were much less likely than teachers to praise, and pause and therefore encourage guesses or self-correction, or to give clues if children were hesitant. He suggested that careful thought, and appropriate resources, needed to be given to ensure that this invaluable potential support was channelled effectively. To deal with this issue the government has launched a number of initiatives e.g. Sure Start. This is designed to encourage parents to play a proactive role in their children’s learning. Resources For Bilingual Children There is a huge selection of resources available for developing the language and literacy skills of bilingual children. The use of such resources in the Literacy Hour depends heavily upon the make-up of the Reception class. For example, let us assume that a reception class contains 24 children. If the class contained 20 bilingual children and four native English speakers, this would clearly need a completely different teaching strategy, if the numbers were reversed. In both situations the literacy needs of the two groups most be accommodated. This is why the role of Teaching Assistants has become very important in terms of helping Reception Class teachers deliver a teaching strategy that meets the learning requirements of the children in a specific set. In Task 2, this issue is revisited – as the observation of the children entails analysing the effectiveness of the teaching and resources used in the delivery of the Literacy Hour. In the activity that was observed a specialist bilingual resource was not used. A First Experience book was used Tidy Up – this introduces children to the everyday activity of tidying up. A list of household objects (e.g. coat hanger etc) are involved. No matter how good the teacher, the support and resources are, bilingual speakers are always going to have major problems, if their parents do not make a significant contribution towards developing their children develop their English language and literacy skills. Young children have the monumental task of learning their native language. However, more non-English speaking children are now entering UK schools and are required to develop skills in English as well. Many teachers are now finding that some pupils are not proficient in any language. This is because children are pushed into learning a second language without continuing development in their native language. According to Fillmore, W, (1991), this is happening because children are pushed into learning a second language without continuing development in their native language. Research has shown that children that develop adequate language skills are more likely to experience success when they begin reading (Liberman, 1983; Roth, Speece and Cooper, 2002; Snow, Burn and Griffin, 1998). Early language acquisition begins at home and occurs somewhat naturally, through interactions with friends and family members. Children need these opportunities to develop their native language before they can master a second language. Summary An extensive resource list has been developed. The source and purpose of the items in the list has been explained. If children are going to learn – they must be encouraged to participate. In other words they need to be engaged in a positive and progressive. The contents of the resources list are designed to become fully involved with role play. For example, a teacher can read a short story to group of children. The children will become completely in tune with the experience, when they dress up and act the storyline themselves. Resources provide the opportunity for children to use their imagination. Literacy skills do not sit in isolation. Reading, writing, speaking and listening all interact with social interaction and new learning experiences. Further to this, as highlighted, is the importance of parents becoming actively involved in developing their children’s literacy and language skills. For bilingual children different teaching strategies are required to facilitate their particular learning needs. Specialist resources do exist – but more often than not – the key to success, is using readily available learning resources in new and imaginative ways to meet their needs. Task 2 The second piece of coursework is an evaluation of how well the planned activity meet the intended outcomes – i.e. did the role play area, support and extend the reading, writing, speaking and listening of all the pupils, including bilingual pupils. Introduction This task involves the observation of a number of activities that took place during place Literacy Hour. The children that were observed are in a Reception Class. Communicative competence provides a theoretical framework within, which these observed activities will be reviewed and critically evaluated. Also research findings relevant to the areas under investigation will also be considered. Educational Theory Underpinning Literacy Skills Communicative competence is a concept introduced by Dell Hymes and discussed and redefined by many authors. Hymes’ original idea was that speakers of a language have to have more grammatical competence in order to communicate effectively in a language; they also need to know how language is used by members of a speech community to accomplish their purposes. There are eight aspects of communicative competence. They are grouped together into two groups of four: Linguistic aspects: Phonology and orthography – Phonological competence is the ability to recognise and produce the distinctive meaningful sounds of a language, including; consonants, vowels, tone patterns, intonation patterns etc. Orthographic competence is the ability to decipher and write the writing system of a language. Grammatical competence – This is the ability to recognise and produce the distinctive structures of a language and to use them effectively in communication. Lexical competence – This is the ability to recognise and use words in a language that speakers of the language use them. Lexical competence includes understanding the different relationships among families of words and the common collections of words. Discourse competence – This is used to refer to two related, but distinct abilities. Textual discourse competence refers to the ability to understand and construct monologues or written texts of different genres, such as narratives, procedural texts etc. Learning a language involves learning how to relate these different types of discourse in a way that is coherent to the readers and listeners. If you like, the linguistic aspects of learning a language are the theoretical aspects that have to be mastered. In terms of learning how to read and write, the starting point is phonology. Mastering phonetics is at the very heart teaching Reception Class pupils how to read. The other three aspects are developed over a longer term period. Although by the end of the Reception Year – the children must have made some progress towards becoming effective in terms of the grammatical and lexical competencies. Pragmatic aspects: Functional competence – This refers to the ability to accomplish communication purposes in a language. For example, the ability to use language to greet someone. Sociolinguistic competence – This is the ability to interpret the social meaning of the choice of linguistic varieties and to use language with the appropriate meaning of the communication situation. Interactional competence – This involves knowing and using the mostly-unwritten rules for interaction in various communication situations within a given speech community and culture. Cultural competence – This is the ability to understand behaviour from the standpoint of the members of a culture and to behave in a way that would be understood by the members of the culture in the intended way. Cultural competence therefore involves understanding all aspects of a culture, but particularly the social structure, the values and beliefs of the people, and the way things are assumed to be done. Practice makes perfect – is a phrase that all school children will be familiar. If a child is going to become a proficient reader, writer and speaker of English, then they must be provided with endless opportunities to practice their skills and knowledge of the language. Herein lies the real importance of role-play in learning – it provides children with the opportunity to master the pragmatic competencies. As already stated, in Task 1, parents must become actively involved in developing their children’s literacy skills. Observation Of The Literacy Hour This was a Reception Class in a primary school. The class has 24 pupils. 20 of who are native English speakers. The other 4 are bilingual. The literacy hour is spread throughout the day and is covered in a number of sessions. Session 1 – Whole Class Reading (15 minutes) Session Objectives: The pupils will extend their vocabulary, exploring the meanings and sounds of new words Hear and say initial and final sounds in words and short vowel sounds in words Read a range of familiar and common words and simple sentences independently Know that print carries meaning and, in English, is read from left to right and top to bottom Show sufficient understanding of the elements of stories, such as main character, sequence of events, and openings, and be able to answer questions about where, who, why and how. This session involved using the story (The Gingerbread Man) from the Storyteller range of books produced by Badger Publishing Ltd. The teacher read a line from the book and asked the whole class to read the line aloud. For those children who struggled with a line they were assisted by the teacher or the teacher’s assistant to complete the task. This process lasted for about five minutes. The teacher then asked questions to help the class to recap on what they had read so far. The children were then put into pairs and were asked to read alternate lines to their partners. For those pupils who struggled with this task – they were aided by the teacher or the teacher’s assistant to complete their sentence. The teacher then moved the session beyond the book and asked the pupils to consider what materials they would like to be made of. This generated a wide range of interesting and amusing responses – ranging from rubber to chocolate. The children were asked to consider what special power they would like to have and why, in their new characterisation. The repetition of the reading aloud of sentences from the story book did not really motivate the pupils. However, when they were allowed to use their imagination and develop their own characterisation in a new format, the majority of the group found this stimulating. The reading aloud and repetition of the sentences was designed to allow the pupils to further develop their lexical competence. The relaxation of the structured rigidity, that is a by-product of reading aloud, provided the pupils with much greater freedom to use their imaginations and consequently develop the pragmatic aspects of the communicative competence framework. As with everything in life, the educational system suffers from two major constraints. That is, a lack of time and a lack of resources. As outlined, in Task 1, there is very little scope for offering individual pupils a sufficient amount of one-to-one contact with the teacher. The average size of Reception Classes in the UK is greater than 24. The bigger the class size and the greater the diversity in language skills (i.e. how many bilingual children are in the class?) then more pressure is placed on the teacher. The Literacy Hour has been in operation for nearly 8 years and its impact has been extensively researched. According to researchers from the University of Newcastle – whole class teaching has not encouraged opportunities for pupils to question or explore ideas to help them regulate their own thinking. The researchers have identified the problem of teachers adapting to the new curriculum without changing their old teaching styles or patterns. Consequently, many of the innovations of the National Literacy Strategy are not implemented as a result. Session 2 – Fingerplays – Directed Group Studies (25 minutes) Session Objective Show sufficient understanding of the elements of stories, such as main character, sequence of events, and openings, and be able to answer questions about where, who, why and how. The class was divided into six groups of four. Each group was presented with a different fingerplay (e.g. Unwind the Thread, Riding in a Wagon, Hickory Dickory Dock etc). The teacher was assisted by a teacher’s assistant and a volunteer worker. Working their way round the groups – the children were instructed on how to participate in the fingerplay and were encouraged to work as a group to generate ideas on what they thought the words contained in the rhymes, actually. The children were then asked again to work as a group and think of a storyline that could be developed using a fingerplay. This session was adequately staffed and this meant that no group of children had to wait long for assistance, in terms of getting answers to their questions. This role-play element of the session proved to be very successful and the children on the whole worked well within the groups to which they had been allocated. This session provided opportunities for the children to develop their proficiency with regard to the pragmatic aspects of the communicative competence. Session 3 – Developing The Language Skills Of Bilingual Pupils (20 minutes) Session Objective – By the end of the session the pupils will show sufficient understanding of the elements of stories, such as main character, sequence of events, and openings, and be able to answer questions about, where, who, why and how. Two of the bilingual students have only recently joined the school. Both of them are new to the UK and to English. Although their parents read to them in Urdu, they are used to a different writing system and print which goes from right to left, rather than from left to right. The TA (Teacher’s Assistant) is using a book which the teacher used at the beginning of the academic year (ie Tidy Up). It is a picture story with no words. The TA had been working with the two new pupils for two weeks and had established a good rapport. She worked her way through each picture and explained to the children what was happening in each scene. A volunteer worker, who was fluent in English and Urdu was on hand. The TA had a number of items (e.g. a clock, a coat hanger, a drinking mug, a torch etc) which featured in the story. As she produced each object she encouraged the children to handle it and say its English name. She asked questions about the objects – what they were for, where might you find them, and so on – and asked the children to find them in the pictures. She talked about the each item’s part in the story. The volunteer remained silent throughout and only interjected when the children did not understand what was being asked of them. Speaking briefly in Urdu to clarify and issue, and then allowing the TA to resume contact with the children. She then asked the children to take on roles of characters in the book, and she also took on a role. Together they acted the story out, using the household objects as props and she encouraged the â€Å"characters† to talk about what they were doing. She then asked the children to â€Å"read† the book in English, and supported (with help from the volunteer worker when appropriate) them individually as they did this. At the end of the session, she reviewed the session, the progress the two children had made. Overall the session was a positive experience for all of the concerned parties. The volunteer worker is helping the children to develop literacy skills within their first language i.e. Urdu. The parents of the children are attending ESOL classes at the school and are actively involved in helping their offspring develop their language skills in Urdu. This is having a positive impact on their ability and willingness to learn English. The use of role-play both at school and at home is increasing their proficiency in both languages. Thus in this instance the use of role-play has generated positive benefits. The objective for the session was achieved. The successful completion of this activity reinforces the factors which are at the heart of the educational theory stated at the beginning of this task. It is counterproductive to fast track the two new arrivals into the class. They need to be helped to master their native language as well as being slowly introduced to English. Their confidence with regard to speaking their own language and becoming more exposed to English, will be increased by the use of role-play activities as observed and by being positively engaged by their parents and extended family, within their home and domestic surroundings. The results of this observation provide a clear link to the previously stated research of several authors (i.e. Fillmore, W, 1991; Liberman, 1983; Roth, Speece and Cooper, 2002; Snow, Burn and Griffin, 1998) that early language acquisition begins at home and occurs somewhat naturally, through interactions with friends and family members. Children need these opportunities to develop their native language before they can master a second language. References Research Evaluation of the National Literacy Strategy – Academic Findings and Recommendations (www.literacytrust.org.uk/research/liteval.html) Literacy Improvement Programme – Developing Literacy in the Early Stages (www.ltscotland.gov.uk) The National Literacy Strategy – Guidance on the organisation of the NLS in Reception classes (Department for Education and Employment, September, 2000) Parental Tips for Enhancing Print Awareness, Phonological Awareness and Oral Language Skills in Young Children Learning English as a Second Language – Crystal Torti, Yvette Carrasco (Top Tips on Parenting, Fall, 2004, Volume 6, Number 3) Beginning to Read: Thinking and Learning About Print – Adams, M. (Cambridge, MA: MIT Press – 1990) Parents hearing their children read: a review – Toomey, D. (Rethinking the lessons of the Haringey Project – Educational Research, 35/3, 223-236, 1993) Cluster 1 – Thinking about children as learners – What role do parents play in children (www.abdn.ac.uk/education/research-and-initiatives/RTR) Early Childhood Today – Pet Puppets (http://teacher.scholastic.com/products/ect/Petpuppets.htm) Fingerplays Index Page (http://falcon.jmu.edu/ramsey/fingerplayindex.htm) Aspects of communicative competence – (www.sil.org/lingualinks/LANGUAGELEARNING/OtherResources) First Experiences (http://books.kelkoo.co.uk/b/a/cpc) How Most Children Learn To Read – Derry Koralek, Ray Collins (Reading Rockets, 1997 – www.readingrockets.org/articles/386) Various pages from Literacy Connections (www.literacyconnections.com) Various pages from Badger Publishing Ltd (www.badger-publishing.co.uk) Literacy Reception Module (Department for Education and Employment, September, 2003)

Marketing Mix And Promotion Mix

Marketing Mix And Promotion Mix Ethics have been an important aspect of business activities across the world for a long time. Ethical considerations are always in inseparable elements of business activities, thus advertising cannot be ignored. So we can say that ethics play quite an important role in advertising. Some of the ethics in advertising are: There should be no offence to the generally accepted norms of decency. Claims and representations should be true and honest. There should not be careless use of advertising products which are harmful either to individuals or society. The principle of fair competition should be respected in case of comparative advertising. The dignity of the human person should be maintained. Manipulative techniques should not be used, that means those techniques that play on a customer emotions etc. Ethical considerations are different from legal considerations. Legal considerations are enforced by law, but in case of ethical considerations they can or cannot be enforced by law. Ethical consideration have more to do with responsibility of a person towards the society, while legal considerations are something that has been written, approved and then enforced by the Government. Different companies have different ethical considerations towards a particular product or services, but legal considerations will always remain same as the opposite will be against the law. If we take the case of cigarette advertisement, the writing which says that cigarette is injurious to health is legal consideration; they cannot sell it without that phrase. The non use of vulgarity or obscenity can be seen as an ethical consideration more than a legal consideration. Communication is quite important in business. Ineffective communication causes a huge amount of damage to the company. There are a lot of barriers to communication, which stops the message being transferred. So to ensure that the messages are not impeded barriers to communication should be taken to consideration. So barriers to marketing communication campaign are: Variation in tone or style: If the marketing communication being informal or friendly or if the letters written in the message is threatening, can be a barrier to marketing communication. Noise: Noise can be a barrier as it can cause disturbance and may lead to confusion. For example when talking to a customer faults in telephone line causing some noises could cause disturbances. Differing perceptions: We know that each person is different, so people can take things differently, so a message should always be loud and clear. For example let us consider the advertisement of green tea, if the message that it is green tea is not mentioned loud and clear people could think it as normal tea. Language: Most misunderstandings can happen due to the difference in spoken interpretation. As we know language is most important for communication. For example the usage of jargon can often distort a message, it is not necessary everyone understands it. Lengthy message: If the messages are long people may tend to not to read or hear it fully and the message may not be conveyed in the right way. For example the TV advertisements are mostly about 30 seconds to 45 seconds, if it is more than that most people tend to get annoyed and would not listen to carefully. Prejudices: Some people tend to hear what they tend to hear but not what is said, so it may create false assumptions. Overload: Too much information in the messages can cause problems and the targeted audience may get confused. For example the TV ads regarding toothpastes in which it says the ingredients of the toothpaste, if the names of all ingredients are said people would get confused. Inconsistency: If the messages received are conflicting or inconsistent people tends to ignore them. For example the ad regarding soap, in the ad the company claims some effects of the soap and if anyone who had used it before never got the result would tend to believe the message is false. Channel barrier: If the channel used to send the message is not proper the message may not be received. For example the advertisement have video scenes can only be communicated via TV or internet but not through newspaper. Physical distractions: For example if the message is communicated through E-mail and there are spelling or grammar mistakes, the person who receives it wonà ¢Ã¢â€š ¬Ã¢â€ž ¢t be able to concentrate on the message. Electronic Medias have always played an important role in communication. The evolutions of technology have made communication far easier. The electronic media includes Television, Radio, Telephone, Computers, Internet, Fax, DVD, CD-ROMs etc. As we know there are advantages and disadvantages for everything. The advantages of electronic media in todayà ¢Ã¢â€š ¬Ã¢â€ž ¢s communication campaign are: Messages can be communicated quickly. For example an E-mail can be sent quickly to people. Messages can be communicated at a time to a large number of people. For example an ad on television is seen by a lot of people at the same time. Distance is no longer a problem. For example a message can be communicated to a person at a far distance through telephone, e-mail etc. Audio, video and text can be used in the same medium. For example take the case of advertisements on television, in an ad there is video, audio and also text. It can be recorded and can be stored for future use. For example a message can be stored DVDà ¢Ã¢â€š ¬Ã¢â€ž ¢s and can be used for future use. Powerful impact on people. For example an advertisement on television can have a lasting and powerful impact on people. The disadvantages of electronic media in todayà ¢Ã¢â€š ¬Ã¢â€ž ¢s communication campaign are: They are less intimate. For example an e-mail message is not as close as communicating directly. The mechanism of feedback is slow. For example the response to a television advertisement cannot be known quickly. The medium is expensive. For example a computer is expensive to buy. To make programmes special trainings are required. For example trained people are required for the making of an advertisement which is aired on television. In rural areas the access is limited. For example in many rural areas in many countries the internet is not available so e-mails cannot be used as a medium of communication. They are not permanent. For example and advertisement cannot be aired permanently, they will be taken off air after a considerable time. 6. Marketing Communication objectives are derived from marketing objectives. The main objectives of marketing and marketing communication objectives are to increase brand awareness, increase sales, encourage action from the targeted audience, improve customer relations, establish themselves in the industry etc.

The Rattler essay :: essays research papers

Commentary on  ¡Ã‚ °Rattler ¡Ã‚ ±   Ã‚  Ã‚  Ã‚  Ã‚  The author ¡Ã‚ ¯s techniques in Rattler convey not only a feeling of sadness and remorse but also a sense of the man ¡Ã‚ ¯s acceptance of the snake ¡Ã‚ ¯s impending death. The reader can sense the purpose of the author ¡Ã‚ ¯s effective message through the usage of diction, imagery, and organization.   Ã‚  Ã‚  Ã‚  Ã‚  The author uses diction in the passages to signify the effect of the author ¡Ã‚ ¯s meaning in story and often sway readers to interpret ideas in one way or another. The man in the story arrives to a  ¡Ã‚ °[dry] desert ¡Ã‚ ± where he accosts an animal with  ¡Ã‚ °long-range attack ¡Ã‚ ± and  ¡Ã‚ °powerful fangs. ¡Ã‚ ± The author creates a perilous scene between the human and animal in order to show that satisfaction does not come from taking lives. With instincts of silence and distrust, both of them freeze in stillness like  ¡Ã‚ °live wire. ¡Ã‚ ± In addition, the man is brought to the point where animal ¡Ã‚ ¯s  ¡Ã‚ °tail twitched, ¡Ã‚ ± and  ¡Ã‚ °the little tocsin sounded ¡Ã‚ ± and also he hears the  ¡Ã‚ °little song of death. ¡Ã‚ ± With violence ready to occur, the man tries to protect himself and others with a hoe, for his and their safety from the Rattler. The author criticizes how humans should be  ¡Ã‚ °obliged not to kill ¡Ã ‚ ±, at least himself, as a human. The author portrays the story with diction and other important techniques, such as imagery, in order to influence the readers with his significant lesson.   Ã‚  Ã‚  Ã‚  Ã‚  The effect the reader perceives in the passage of Rattler is attained from the usage of the author ¡Ã‚ ¯s imagery. The author describes the pre-action of the battle between the man and the snake as a  ¡Ã‚ °furious signal, quite sportingly warning [the man] that [he] had made an unprovoked attack, attempted to take [the snake ¡Ã‚ ¯s] life...  ¡Ã‚ ± The warning signal is portrayed in order to reveal the significance of both the man ¡Ã‚ ¯s and the snake ¡Ã‚ ¯s value of life. The author sets an image of how one of their lives must end in order to keep the world in peace. In addition, the author describes how  ¡Ã‚ °there was blood in [snake ¡Ã‚ ¯s] mouth and poison dripping from his fangs; it was all a nasty sight, pitiful now that it was done. ¡Ã‚ ± This bloody image of snake ¡Ã‚ ¯s impending death shows the significance of the man ¡Ã‚ ¯s acceptance toward the snake. In a sense, the reader can interpret the man ¡Ã‚ ¯s sympathy toward the snake because of the possibility that he should have let him go instead of killing him.

Philosophy and Religion Essay -- essays research papers

The many religions of the world exhibit a large amount of different beliefs and philosophies. Some believe in many gods, some believe in just one god and yet there are those that believe in no god. One of the things that I agree with is that you can not love anything else unless you first learn to love and respect yourself. I also think that after one?s physical body is deceased, you become reincarnated. And lastly, I don?t recognize one god or overall being, but rather follow the example made by others. These are some religious elements I follow.   Ã‚  Ã‚  Ã‚  Ã‚  First of all, you can not love anything unless you love yourself. If you go around with self hate and little confidence, it gives you no room for any other affection. Buddhism and Taoism also believe this. Buddhism emphasizes love for one?s self greatly, and believe that you can not accomplish anything in life unless you take care of your mind and body. After you achieve self contentment, you must learn to love all beings. I am concerned with loving nature, much like Taoism. We get our food, oxygen, clothing and everything else we need to survive from nature. Without it, we would not exist. You should also pay great respect and love to your family and elders. As with nature, without them we would never have come into being. They teach us lessons and morals of how to live our lives. Shintoism feels strongly about praising our elders. They think that basically our whole life should revolve around those w...

Immanuel Kant `To Perpetual Peace`

Introduction:A common man, an intellectual, a philosopher and even a spiritual personality in his disposition at the secular level— are all conditioned by time. Their speech and writings strongly reflect the social life and beliefs of the era to which they belong. They mostly analyze and interpret what they see and experience. Thomas Hobbes (1588-1679) or Immanuel Kant are no exceptions.Kant and Hobbes: Where do they stand?Before attempting to understand the views of Kant and Hobbes, one important problem with such mind-level intellectuals needs to be examined. All the arguments and counter-arguments are mind related problems. Their force lasts up to the mind-barrier only. Once the mind barrier is crossed, these philosophers will shake hands with each other, without any reservations. The inner world being the fountainhead of bliss, the communion with it paves the way for eternal happiness. Happiness of Kant and melancholy of Hobbes are the outcome of their own positive and neg ative thoughts respectively.The desire for peace and eternal happiness so eagerly sought by either these philosophers (or thinkers as one may wish to address them), calls for thought control or mind control. No King, no Dictator, no President, no Chairman, no Military Dictator, no Philosopher can bring peace in his area (country) of governance, unless peace prevails in the hearts and minds of each citizen. It can be achieved by an individual only. From the point of view of relationship between the State and People, it is true that the people need to be basically sound and industrious. But, basic conditions also need to be created for the people to become basically sound and industrious. It is the two way traffic.To control something, we need something more powerful than it. However, there is nothing but soul that is mightier than highly potent individual minds. Until now, our medical world has discerned out that sadness, melancholy, stress and depression (the qualities dearest to th e heart of Hobbes) are related to imbalanced biochemical reactions. However, our physical world being supported by our psychological world, the whole range of biochemical reactions taking place in our body is linked with our thought pattern.Only when our thought process changes (of the common citizen and the rulers) the action process will also change. So, when the thoughts are changed, the mind is changed; when the mind is changed, the man is changed; when the man is changed, the society is changed; when the society is changed, the nation is changed. When the Nations change for the better, world peace becomes the reality. It is in this context, all the texts, all the theories, targeting peace need to be understood.1. Explain as concisely and precisely as possible how Kant weds a pessimistic realism to an optimistic idealism in his political teaching.  The pages of human history daubed in bloodshed relating to the ambitious wars between the kings, violence under the flag of religi on, territorial victories and defeats, ask the crying question. How to make this Planet Earth heaven-like? The answer is simple and direct. Eyes full of understanding, hearts full of love and the life that refuses conflicts—enough, these alone are enough. Kant said it long ago, in his own style. Traditions of historical thought are related to historical continuity.There are certain timeless issues, to which all scholars swearing by any school of thought must apply. Some see contradictions in the views of the authors in Realism and Liberalism. The area of confusion is, â€Å"On the one hand, the issues of war and peace provide a basis for continuity while, on the other, these authors are used to furnish contemporary theories with philosophical roots that lie outside the definition of the discipline.That is, Hobbes provides a theory of human nature and the state which underpin contemporary theories of power politics between states. Similarly, Liberals use the work of Kant to u nderline the domestic bases of international conflict and cooperation. In both cases, the attraction of the classics seems to lie in their holistic – or interdisciplinary – approach to social and political life which denotes a fundamental difference in the intellectual context of classical and contemporary theory.† (Classical†¦)2. Specify exactly where Kant reveals his Hobbesian views.â€Å"Establishing the concrete nature of the intellectual context of classical texts is, thus, important for any conscious reflection on the limits and possibilities of the definition of International Relations and its core concerns. And here again we find that the invention and use of classical traditions for the purpose of defining and structuring contemporary theoretical as well as political debates is often characterized by a lack of attention to specific historical continuities and discontinuities.†(Classical†¦.).Hobbes for Realism and Kant for Liberalism are often quoted. Many debates between these approaches are presented as ‘timeless.’ In the International politics their application is one of understanding to a particular situation, and the identical situation in two countries, may invite different types of response. Hobbes is known as the natural law philosopher. He lived during the most tumultuous period of the European history. The socio-political then prevailing had a profound bearing on his theories and as for his assessment of human nature, he was thoroughly pessimistic.According to Hobbes, a human being is guided by self-interests, and if this craze is not properly checked, the consequences would be highly destructive. He will be at war with his fellow beings. The instinct for survival makes one give respect and take respect. One renounces one’s rights to secure them, one abhors violence to seek protection and guarantee from violence. â€Å"One of the interesting elements of Hobbes's story is that concepts like morality, liberty, justice, property, etc. have no natural, intrinsic or eternal meaning.   They are pure social constructions.As history has shown no set of values will last forever but will evolve as circumstances change† What Hobbes and Kant wrote is in an entirely different context of International Relations as applicable to that era. The importance of theories of Kant or Hobbes becomes less important sometimes, and the objective to be gained holds relevance. In the final analysis, economic or political gains are important, and the ‘timeless’ views of Kant go hand in hand with the Hobbesian views.3. Exactly what makes him think that law and order are possible in international politics?Globalization is the watchword for the twentieth century. Technological advancement and internet revolutions are pushing the concept of globalization very fast, prompting the politicians to move in that direction. They are left with no other choice. The views of the classi cal authors hold even well today and they play an important role in International Relations. Whether Kant believes in the relevance of his theories as for contemporary International Relations or not, the present day International Relations specialists do, and make intensive and extensive use and application of such texts. Realists quote Hobbes, and liberals Kant.Conclusion:Hobbes saw laws as commands. He had his special ideas about the legitimacy of laws and power of governments. He is the ardent supporter of the rule of law. However, one notices latent similarity between their apparently dissimilar views, quite often. Sometimes, the mouth of Kant speaks, through the heart of Hobbes. In yet another occasion, the mouth Hobbes speaks through the heart of Kant. They seem to walk together on a parallel path.References Cited:Kant, Immanuel: Book: Perpetual Peace:Paperback: 72 pagesPublisher: Cosimo Classics (November 1, 2005)Language: EnglishISBN-10: 1596055499ISBN-13: 978-1596055490Arti cle: Classical Theory in International Relations – Cambridge University Presswww.cambridge.org/catalogue/catalogue.asp?isbn=9780521866859;ss=exc – 35k –Retrieved on December 9, 2007

Blood clots Essay

Blood clots are also known as the thrombus which is the result of blood coagulation step in hemostasis. Blood clots are formed through platelets’ aggression which makes a platelet plug and the stimulation of the humoral coagulation system. Blood clots noted as a pathologic in terms of thrombosis but then it is physiologic in terms of injury. Thrombus signifies blood clotting in the intact blood vessels. It is a big blood vessel that reduces blood flow via that vessel. Moreover, in the case of small blood vessel, the blood movement might totally stop which may cause death of tissue which provided by the said vessel. If the thrombus extricates and turns out to be free-floating, it becomes an embolus. There are several conditions in which blood clots form which involve atrial fibrillation which is a cardiac arrhythmia’s formation, heart valve replacement, extension periods of inactivity, a previous heart attack and genetic inadequacies (see â€Å"Thrombus†. Wikipedia, the free encyclopedia. October 11, 2006). Blood clots’ preventions may decrease the possibility of pulmonary embolism, heart attack and stroke. Warfarin and heparin are frequently used to slow and restrain formation and progress of prevailing blood clots which permit our body to decrease and suspend the blood clots by means of usual methods. A thrombus is distinct from haematoma by means of: >being non-laminar >being elastic and brittle > has a high haematocrit >lacks of circulation (see â€Å"Thrombus†. Wikipedia, the free encyclopedia. October 11, 2006). The purposes of this study are to: (1) know what blood clots are; (2) be aware on how blood clots do form and; (3) learn how blood clots treated. II. Discussion A. About Blood Clots If the blood vessels are destroyed, the lack of blood from the system should be suspended before â€Å"shock† occurs and may possibly leads patient’s death. It is achieved through the blood’s solidification and the said process is termed as coagulation or clotting. Blood clots comprise of a plug of platelets entangled in a group of insoluble fibrin molecules (see â€Å"Blood Clotting†. June 4, 2005). Moreover, blood clots are the misery and pest of the existence of human beings. The can create strokes and heart attacks and they suspend blood supply to an individual’s legs. Many physicians denote this process as thrombosis. Several scientists have extensive researched for a period of time regarding the vascular biology which has an intention to stop thrombosis and cure its consequences yet it continuously serves as a culprit for death causes. Approximately in the past five years, the Mayo cardiovascular researchers continually widened their investigations regarding the vascular biology after they found out that thrombosis formed through interaction of cells exist in the vessel wall and in the circulation of the bloodstream. Dr. Simari stated that: â€Å"The major focus of our lab is to understand the biological process that narrows blood vessels, both in arthrosclerosis and in re- stenosis. Our aim is to take the biological clues that we learn from our research and use them to generate biological markers and treatments that can predict, prevent and treat thrombosis at the site of vascular injury (see â€Å"The Biology of Blood Clots†. Mayo Clinic’s Online Research Magazine. 2006). In addition, the blood clots develop even if an individual does not experience injury. Even though majority of the blood clots have a tendency to suspend, there are circumstances in which blood clots can create medical dilemmas. Blood clots turn out to be risky if they block blood movement via artery or vein. If the blood clot prevents or deters the blood movement to an artery in the brain or heart, it may lead to stroke or heart attack. Blood clots can deter, too, the veins and arteries in our entire body which cause illnesses like varicose veins to serious pulmonary embolism. The picture below illustrates the formation of blood clot (see â€Å"Blood Clots†. HeartCenterOnline. May 9, 2006). B. How blood clots do form? The cells which line inside the layer of blood vessel becomes injured which is instigated by a wound. The blood platelets automatically go directly to the injured area and connect themselves with the intention to close of the wound. Look at the picture below (see â€Å"How do blood clots form? March 11, 2004). Platelets clump together and the clothing process begins The platelets discharge a chemical substance which draw and bring together more platelets to the injured area. In the meantime, other substances are mix with platelets to create and develop a blood clot. This process is named as coagulation. Fibrin is released. Fibrin describes as a thread-like protein which aids the stabilization of the clot in the blood vessel. The picture below shows how blood clot forms and fibrin stabilizes clot (see â€Å"How do blood clots form? March 11, 2004). Additionally, blood clot can be developed too through gradual increase of plaque inside the artery-an example for this is the atherosclerosis- or other illnesses. Any vein or artery may possibly experience and form blood clots inside our body which include the coronary arteries that provide the heart with blood, the arteries which provide the brain with blood-an example for this is the carotid arteries, and the veins in the legs. As mentioned earlier, blood clots can also be dangerous if will it develop inside in any of these arteries: ? The pulmonary artery passes through from the heart to the lungs. Obstruction in this artery is named as a pulmonary embolism and may create a great damage in the lungs and in several circumstances, may lead to death. This is because of the abnormal heart pulse which is termed as atrial fibrillation or through a peripheral venous disorder inside the veins of the legs-an example is the deep vein thrombosis. ? One of the coronary arteries that can be found on the heart’s surface and provide the heart muscle with new, oxygen-rich blood. The obstruction of the coronary arteries may possibly cause a heart attack. In this condition, blood clots normally develop as a reaction to the plaque rupture that happens if a plaque piles up inside the coronary artery fractures’ wall, which initiate blood clotting. ? The carotid arteries that is located in the neck and provide the brain with oxygen-rich blood. Obstruction may possibly initiate a stroke-an example for this is the transient ischemic attack. ? The femoral artery which is located in the leg. Obstruction may instigate pain like claudication, absence of color’s area, weakness and when this is not cured, infection like gangrene and tissue death like necrosis. An artery can be located in the abdomen. Obstruction may create diarrhea, vomiting or pain (â€Å"Blood Clots†. HeartCenterOnline. May 9, 2006). C. how blood clots treated Several physicians cure blood clots with several procedures. Treatments like anticoagulants that aid to prevent blood clots and clot busters that aid to suspend blood clots. In some serious circumstances, physicians may possibly decide to use for a catheter-based procedure which utilize a long, thin tube named as catheter or even decide for a surgery to take off the clot-thrombectomy. Moreover, there are maybe devices that need to be implanted in particular blood vessels in order to catch blood clots before there will be more injury happened (see â€Å"Blood Clots†. HeartCenterOnline. May 9, 2006). C. 1 Treatment options for blood clots The option in treating blood clots is a case to case basis whether the clot has developed in an artery or a vein and creates stroke or heart attack. During emergencies, thrombolytic treatments-clot busters- may possibly used to suspend the blood clot. These treatments are applied to some selected patients in accordance to an extensive protocol. In order to be efficient, they are provided no less than one hour of the heart attack or in three hours of the stroke. Thrombolytics are normally applied when there are huge clots which cause severe and life-threatening signs. These can create abrupt and unexpected bleeding. There are many invasive methods that can also be used. One of these is the catheter-directed thrombolysis. It is a method which the catheter procvides thrombolytic enzymes straight to the blood clot. Throughout this process, greater enzymes’ concentrations could be utilized and may possibly have lesser side effects compared when the enzymes are supplied subcutaneously no less than two days. Thrombolytic method is followed by a treatment that has anticoagulants to stop more blood clots from formation. Anticoagulants could be advised to patients that have great risk of a blood clot. Researchers are really trying very hard to different catheter-based procedures to cure stroke rapidly. One of the experimental procedures which included is the use of a tiny â€Å"corkscrew† device which rapidly reverses the injury created by a stroke. The said device is directed to where the blood clot is; where it removes the obstruction. Another procedure depends on a special laser catheter which utilizes light energy to suspend rapidly the blood clot. These latest therapies can be accessible to a patient that cannot bear clot-busting drugs (see â€Å"Treatment options for blood. † Blood Clot, HeartCenterOnline. May 9, 2006). Furthermore, when a blood clot develops in a leg vein, there is a risk that a pulmonary embolism will form. A pulmonary embolism may possibly be a life-threatening in which blood clots break away from its location and passes through the bloodstream and stay in one of the blood vessels of the lungs. To avoid and stop a pulmonary embolism, the present blood clots in the legs may cured with a mixture of heat, thrombolytics, painkilling treatments, elevation of the injured area to lessen swelling and anticoagulants. This procedure relies on the clot’s size and the seriousness of any current symptoms. When a patient does not react to anticoagulants, the physicians will decide for a process which uses a catheter having a special device named as vena cava filter. The vena cava filter is inserted in the large vein which transports blood from the legs up to the heart and lungs (vena cava). Additionally, the vena cava filter is a kind of a device which catches blood clots within the vein before the blood clots are permitted to reach the lungs. However, there are several danger related with vena cava filters which comprise failure of the filter in terms of time and blood clots created by means of it. Many researchers really work on in improving the vena cava filters which can be withdrawn right after the medication of pulmonary embolism. There are researches that substantiated and confirmed that treatment in a longer period of time along with a low-does anticoagulant drugs aids in stopping the presence of blood clots amongst those patients who have background of vein thrombosis or pulmonary embolism (see â€Å"Treatment options for blood. † Blood Clot, HeartCenterOnline. May 9, 2006). C. 2 Diagnosis methods There are several ways on how to diagnose blood clots. It starts with a medical background and physical test. When there is suspension of clot, several of examinations are utilized to substantiate the diagnosis and these include Doppler ultrasound, CAT scan and MRI: *Doppler ultrasound pertains to an imaging technology which utilizes sound or motion waves to give visual images of the structure and of several blood vessels and organs in our body (see â€Å"Diagnosis methods for blood clots†. Blood clots, HeartCenterOnline. May 9, 2006). * CAT scan refers to computer axial tomography. It is an examination which utilizes a number of x-rays which got from different sides in order to give a computerized three-dimensional image of a body shape (see â€Å"Diagnosis methods for blood clots†. Blood clots, HeartCenterOnline. May 9, 2006). *MRI means magnetic resonance imaging which is a noninvasive examination that utilizes magnetic fields to give high-resolution cross- sectional or three-dimensional visual images of the aimed surface (see â€Å"Diagnosis methods for blood clots†. Blood clots, HeartCenterOnline. May 9, 2006). References 1. â€Å"Thrombus†. Wikipedia, the free encyclopedia. October 11, 2006. http://en. wikipedia. org/wiki/Blood_clot 2. â€Å"Blood Clotting†. June 4, 2005. http://users. rcn. com/jkimball. ma. ultranet/BiologyPages/C/Clotting. html 3. â€Å"Blood Clots†. HeartCenterOnline. May 9, 2006. http://heart. healthcentersonline. com/bloodclot/bloodclots. cfm 4. â€Å"The Biology of Blood Clots†. Mayo Clinic’s Online Research Magazine. 2006. http://discoverysedge. mayo. edu/vascular_biology/ 5. â€Å"How do blood clots form? March 11, 2004. http://www. innohepusa. com/corporateweb/innohepus/home. nsf/Content/Howdoclotsform. 6. â€Å"Treatment options for blood. † Blood Clot, HeartCenterOnline. May 9, 2006. http://heart. healthcentersonline. com/bloodclot/bloodclots7. cfm 7. â€Å"Diagnosis methods for blood clots†. Blood clots, HeartCenterOnline. May 9, 2006. http://heart. healthcentersonline. com/bloodclot/bloodclots6. cfm