Buddhism and jainism Essay Example | Topics and Well Written Essays - 1000 words

Buddhism and jainism - Essay Example Buddhism is one of the indigenous religions in India, which came into existence around 2500 years ago. It is presumably the fourth largest religion in the world after the likes of Islam, Christianity and Hinduism (Doniger, 2010). The Buddhist followers around the world are approximately 390 million as of the statistics conducted in 2012. In India, Buddhism is very dominant in the East that is presumed to be the origin of the region. However over the years the region has influenced the west by constantly attracting new followers (Kelsang, 2011). Over the years since its origin, this religion has metamorphosed into a variety of sub-religions all which share common beliefs and faith. Despite the variety of religions that exist under the parent Buddhism the religion has grown into a form that emphasize on religious rituals and also strict emphasis on the worship of deities. However, Buddhism is primarily founded on the pretext that its followers are supposed to maintain pure mediation wi th the divinity and in this case Buddhist (Kelsang, 2011). The followers of this religion have the obligation to respect the teachings of Buddhism, which is the fundamental objective of this religion. Worship in Buddhism is conducted in a temple that is considered a sacred/holy place of worship where the followers are supposed to maintain purity as they are not supposed to enter the temple with shoes (Doniger, 2010). Buddha the divine element in this religion is regarded as a teacher who directs them on how they are supposed to lead their social life in order to receive favour from him. Worship in Buddhism is conducted in the Vihara but is not scheduled on a specific day or time to conduct the process; the followers are free to conduct worship sessions at any time of the day without any particular followed schedule or proceeding timetable (Kelsang, 2011). During worship food and flowers are placed at the Buddha statue in the

Critical thinking essay 2 Example | Topics and Well Written Essays - 500 words

Critical thinking 2 - Essay Example While water scarcity has always been a source of concern around the world, it had never got so much attention from the governments. But today, economies have begun preparing themselves for a water crisis and the Middle East which is one of the most poorly endowed regions in terms of water is faced with formidable task of providing clean and safe drinking water to its growing populations. What is challenging about the water scenario in the Middle East is the power it holds on economies and governments. In fact, countries here are divided and ranked on the basis of those who can manage to pay for access to or the creation of new sources of water and those who do not have the pecuniary prowess to do so. Conflict here is invoked not because water is not accessible but because it is not equally accessible. Water is extremely important for human survival but given its inequitable distribution in the Middle East, there is a mad scramble by governments to control and possess whatever they can get their hands on. For example, in the Upper Nile Basin, the Ethiopian government planned to build dams to secure its water supply for irrigation which was strongly opposed by the Sudanese and Egyptian governments because once a dam is constructed on a river it not only reduces the flow of water to downstream users but can also cause harm by affecting soil and water qualities downstream. Similarly, in the Euphrates Basin, the Southeast Anatolia Development Project (Dam) is causing much tension by benefiting Turkey but exhausting the water supply to Syria and Iraq and polluting the soil there. Conflict over water is not just about possession, it also has a lot to do with the modifications to the quality and quantity of the resource. Like Abu Saeed of Jiftlick Popular Committee points out in the Documentary, Jordan Valley Blues, â€Å"The Israeli side has done a good job stealing water by drilling deep into the aquifers specifically in many

Mississippi Burning Essay Example for Free

Mississippi Burning Essay Burning is a movie about racial hate and bigotry. How has the director Alan Parker presented the genre through the use of Camera, Music and other techniques? Racial hate has been one of the biggest issues in society over the past 100 years. Film has traditionally been considered a very effective medium in presenting a message about this. Mississippi Burning is a heart wrenching film based on racial hate and bigotry. Alan Parker is the director of the film and has incorporated many techniques such as, camera angles and lighting, costume and language and sound. All of these techniques are to suit particular scenes in the film and or to highlight certain attributes. Alan Parker provides a theme and or message with in his film, and his techniques used without help to provide the message and or theme he wishes to portray. Camera Angles and Lighting are highly influenced in the film as they help symbolise certain objects and highlight hidden meanings. SCENE displays this as once the FBI men have had the fright of their life they spot something outside, to then see it is a burning cross. At this point the cross is burning bright and the environment around is dull, almost not there. This is highlighting the fact that at this point of time the police are winning and their ways are brighter and better then there’s. This proves that the police believe that treating black people like dogs is okay. Throughout the film there are dramatic camera angles, the best one that highlights the whole movie is the opening scene, where we are looking directly at a white mans’ drinking fountain and a black mans’ drinking fountain, the differences in the fountains show that black men have no rights and white men have too many. Alan Parker uses language and costume to highlight certain characters and their actions. Language being a strong point throughout the film, Alan highlights the fact that the police for example are pig headed by the way they speak. They have a lot of slag and a lot of attitude. Alan highlights the fact that the black people have a voice as when they do speak, they are polite and confident. The way the characters all dress reflects them too, as Alan tries to portray a message that the black people cannot afford not only nice clothes but a better life, that the white men can afford to dress nice but cannot afford a nice attitude. Sound is used to help maintain a scene, to help make it more dramatic, to make you more excited, to prove a point or make you sadder. Sound helps portray messages in such a way that words cant. Mississippi Burning without fail reaches to enhance these points as the film carries out many strong ‘sound’ points. SCENE when the three civil right men are found, the funeral is withheld and a black woman with a strong voice take the scene as she evokes the point that the two white boys were not allowed to be buried near the black boy and not only she, but the whole black culture has had enough of being treated like dirt. This scene shows a rise up, a community of black people standing together for the last time as dirt and rising up together as strong-willed people. Mississippi Burning uses a wide range of techniques to provoke messages being hidden throughout the film. Racial hate and bigotry are constantly highlighted behind mixed messages and a hidden meaning as Alan Parker allows a viewer to withhold their own opinion on not just the film, but racism itself.

Middle Childhood: Evaluation of Development and Milestones

Middle Childhood: Evaluation of Development and Milestones These dimensions are not separate, they overlap consistently, for instance, can strongly influence another. Writing words, for an example, requires physical development (sub-category: fine motor skills) but it also requires language which falls under a part of the cognitive development. This essay discusses the developmental period of middle childhood (usually defined as ages 6 to about 12), addresses the milestones faced for this age group. It considers the theorists that have contributed frameworks and a deeper understanding in regards to human development and aging. Furthermore, an analysis of the environmental influences that foster typical middle childhood development shall be provided using the Bronfenbrenners model and then examines how conditions such as Auditory Processing Difficulties, might impact the development for an individual. Humans experience numerous periods of development throughout their lifecycle. Due to this, developmental stages are commonly defined as milestones. These are acknowledged as skills gained or age-specific tasks that are achieved within a stage identified usually by an age range, although these age specifications are generally used as guidelines to assist in identification of potential developmental delays as well. In modern western cultures, these identified stages in life are typically categorised into eight periods consisting of the following titles: Prenatal period, infancy, preschool period, middle childhood, adolescence, early adulthood, middle adulthood and late adulthood. Middle childhood, however, is around the identified age where children obtain an access to new settings, they witness pressures that present them with distinctive developmental encounters. Having achieved prior life milestones, the child is now moving into expanding roles and environments. Milestones typically associated with this stage is the development of foundational skills for building social relations and the preparation for adolescence beginning with entry into a school system and is denotes growing intellectual skills as well as the physical ability (Berk, 2014). For example, in the physical domain (domain interest lays in body size/systems, physical health, and brain development) the developmental growth continues at a firm rate but characteristics for this age group consist of youths mastering physical skills and exhibiting better command of large muscles (gross motor than fine motor) in addition to exhibiting better balance and coordination. Psychosocial development (pers onal and interpersonal aspects) would be an increased interaction with that of same-sex peers (Burton, 2015). Developmental Theorists and their Outlined Milestones Throughout history, theories have developed a model for understanding a persons thoughts, emotions, and general behavior. However, four major theoretical viewpoints are considered when developing an understanding of human development: The psychoanalytical viewpoint (established by Sigmund Freud and reviewed by Erik Erikson), the learning perspective (developed by Pavlov, Watson, Skinner and Bandura), the cognitive viewpoint (advanced by Piaget, Vygotsky) and the systems theory approach (exemplified by Bronfenbrenner and Gottlieb). Each theory produced emphases on a particular facet within development. When Sigmund Freud devised a psycho-sexual theory of development the domain of interest was in regards to how the mind works and what causes particular behaviors in individuals.This model proposed a sequence of psychosexual points, highlighting the possibility of problematic experiences leading to fixations or regressions (Burton et al., 2015). The characterization for middle childhood was known as the latency stage, it places importance on privacy and understanding their body.This stage is considered the time where sexual energy is at rest (quiet libido) between the early childhood and adolescence; the youths psychic energy began to narrow its focus primarily on social and cognitive growth (Sigelman Rider, 2009). This aspect of Freuds design is also captured by Eriksons emphasis on the development of a childs sense of industry. Erik Erikson established a social-developmental theory emphasising the social and emotional facets of human development (Sigelman Rider, 2009). For each of the eight stages developed, there was an identified milestone that exists for healthy personality development to occur. Industry versus inferiority stage (6 to 12 years) was considered the point where a child obtained a sense of self-worth from involvement.Children must master significant social and academic skills while matching their peers efforts otherwise, risk feeling inferior (Burton et al., 2015). It was the point where either the child established a sense of industry (providing a sense of purpose and confidence in their ability to be successful) or a sense of inferiority (cannot accomplish what is expected). Burton, Westen, and Kowalski (2015) outlines Ivan Pavlovs published work; his learning research regarding the salivation response in dogs began known as classical conditioning. Although bothJ.Watson and B.F.Skinner followed on from the work of Pavlov they rejected the psycho-analytical theory expressed by Freuds and explained his theory through the usage of learning principles establishing a learning perspective (behaviourism). This emphasised that behaviour is influenced by environmental stimuli and highlights a childs experiences. Furthermore, it suggests a mind is originally a blank slate gradually being moulded, while development is considered a response to positive and negative reinforcement. While Watson placed focused on the role of classical conditioning (the understanding of emotional responses) in his work, Skinner highlighted operant conditioning involving reinforcement and punishment (Sigelman Rider, 2009). The behavioural child development theory differs to the other th ree major viewpoints as it does not consider internal thoughts or feelings. Jean Piagets developmental theory focused on predictable cognitive (thinking) stages, particularly in regards to children. He described how they think and learn about the world they are currently observing; their mental operations. This was done through the usage of terms to describe processes (schemata, adaptation, assimilation, and accommodation) (Sigelman Rider, 2009). These processes occur during each stage of development and characteristics of thought among children were used to form various stages to identify milestones. The school-age (6-12 years) were identified as the concrete operational stage: the child is capable of mature thought when allowed to manipulate and see objects (Burton et al., 2015). The capability to solve practical, real-world problems is present. In addition, school-age children tend to be able to classify objects per several features, ordering in an arrangement of a single dimension (e.g. size) though egocentric thought tends to decline during this stage (Shaffer Kepp, 2009). Thus, when considering Piagets view, the significant psychological accomplishments in regards to middle childhood underlines in the intellectual competence field. The role of social interaction in learning was emphasised in a sociocultural theory of cognitive development, developed by Lev Vygotsky. His model proposes children collaborate and strive together on tasks to enhance their levels of understanding and development (Sigelman Rider, 2009; Shaffer Kepp, 2009). Humans are described as social creatures and being social beings childrens minds are developed through guided participation. Thus, Vygotskys zone of proximal development is a framework that stretches from sole performance to collaborative cooperation (Burton et al., 2015). Environmental factors directly impact development in ones lifespan. Unhygienic living situations (home environment) can harm health and developmental growth for children, while isolation can hinder social development.When little mental or sensory stimulation is provided within a childs environment, cognitive development can delay. The contribution between the innateness of genes based behaviours and the environmental factors areoften discussed in developmental psychology and referred to as the nature vs. nurture debate (Burton et al., 2015). Urie Bronfenbrenners model, The Ecological Systems Theory, suggests that there are different environments encountered across ones lifespan that may influence behaviour.This theory focuses on the interactions and influences of the outside environment on human development (Ben Price, 2011). It differs from the previous theories discussed prior in this essay due to the emphasis on outer world (community, school, and political systems) influence. Bronfenbrenner (1979) suggests that all surroundings need to be measured when identifying a childs development defining environment as a set of nested structures each inside the next like a set of Russian dolls. Therefore, the developing person is said to be at the centre of (embedded) in a system of five socially organised subsystems, all contained within the next. This theory outlines impacts on a childs cognitive, social and emotional development. The microsystem (first layer) represents the most influence on a childs development. Consisting of all experiences and impacts directly affecting the immediate environment of a child including family, school, peers (Berk, 2007). The interactions at this level are considered bidirectional relationships (an impact in two directions).For example, while children are being impacted by the people in their microsystems, their biologically and socially influenced traits (habits, capabilities, temperaments) effect behaviour of the company (Bronfenbrenner, 1979). Of the entire ecological systems theory, this is the most influential layer in regards to directly impacting a childs life development. The mesosystem (second layer) consists of the exchanges between different parts of a childs microsystem, it depicts the interrelations among such microsystems as peer groups or schools (Berk, 2015).Bronfenbrenner (1979) argues that when a childs environment contains supportive links between microsystems that development is optimized. For example, a childs ability to learn with an educational institution would depend on the quality of instruction that the teachers provide.Therefore, this is the layer where a childs independent microsystems do not necessarily function independently, but instead, asserting an impact upon another one. If there is trouble with interactions in one microsystem this will potentially affect others (butterfly effect). Although the prior layers are the most direct and influential in regards to a developing child, the following still impact development; the exosystem refers to settings in which the person is affected but not an active contributor. It indirectly influences experiences and is the third level of Bronfenbrenners ecological systems theory. In addition, the level, macrosystem, focuses on cultural values, laws, health ways that are affected by interactions with another. The final layer (chronosystem) reflects the dimension of time regarding the childs environment and can be external or internal factors as it consists of the experiences that have been undertaken during ones lifetime (Berk, 2007). This theory emphases influences (social, political and economic contexts) in which development occurs and been considered culturally sensitive. It acknowledges the presence of mutual interactions between, for example, a child and its various settings (Berk, 2007).To summarise and illustrate this theory, a child is placed in a centre of concentric circles representing a variety of different factors which all influence. Each of these layers of circles inexorably interacts with and influences each other including, every aspect of the individuals life.How each aspect interacts with the child will influence growth; the more nurturing these relationships founded, the better the child will be able to grow (Bronfenbrenner, 1979).However, a childs biology (genetic and influenced personality traits), plays part in affecting how others treat them; when a change/conflict occurs in one of the systems, it can produce changes in the other systems too. Auditory Processing Disorder (APD) is identified as a neurological defect that impacts how the brain processes spoken language. It is an inability to process sound meanings from surrounding environments (Lucker, n.d.).The central nervous system (CNS) is a vast system, known to be responsible for various functions (memory, attention, language etc.) APD in the broadest sense refers to how the CNS uses auditory information although APD individuals typically have regular hearing, it is the struggle to process and make meaning of sounds/verbal information, particularly when in presence of background noises (Bidwell, 2016). Poor expressive and receptive communication can arise due to this and generally leads to the deterioration of behaviour. Other behavioural indicators found to occur with APD children include mishearing/discrimination of sound difficulties, problematic direction following (predominantly multi-step), slow responsiveness to questions/instructions and short-term memory issues (Lucker, n.d.). In addition, an insensitivity to subtle properties of sound (pitch, volume, rhythm and stress) are all considered symptoms of APD. Formal diagnoses of auditory processing difficulties cannot be made by an audiologist until the age of 7 years when the system has maturated (Auditory Processing Disorder, 2015). Although, by 5 years speech-language pathologists, audiologists and/or psychologists are able to administer a sound based screening test in addition to auditory based language tests to determine if a child is at risk or showing signs of APD. A 3-5% estimation was apparent for children to be affected, worldwide (Mountjoy, 2002). Misdiagnosis/Testing: APD is often confused with other disorders such as attention deficit hyperactivity disorder (ADHD), learning disabilities, social delays, impairments in language or cognitive deficits etc. Multidisciplinary approaches are considered an accurate means for diagnosing this disorder due to the similarity in symptoms of other disorders (Bellis, 1997). This approach generally involves a child being assessed by an audiologist in addition to an educational psychologist and a Speech and Language Pathologist. Commonly misidentified most as an attention deficit due to similar types of behavioural problems consists with disorders such as ADHD or attention deficit disorder (ADD). Although coping mechanisms used for a child with attention deficit will not be effective for a child suffering from auditory processing difficulties (Musiek, Frank E., et al., 2010). Most APD children have a difficult time staying focused due to the inability to understand what is being communicated to them or they are bothered by the environmental background that most can block out. Possible Impacts and Long-Term Consequences: As discussed previously the concept of individuality is developing during middle childhood. Children can develop skills that enable them to work around challenges presented with APD, if left undiagnosed or unmanaged, however, lifelong difficulties become apparent. Effects of this disorder are individualised and the severity varies, as there are several categorises in regards to auditory processing issues: Auditory discrimination, auditory figure-ground discrimination, auditory memory and auditory sequencing; precise auditory skills may be needing to be developed for a child to progress (Bellis, 1997). Although, APD does impact all aspects of someones lifespan development: physical, cognitive and socioemotional. Language and communication are vital for a childs development and for life in general, competence in these areas enable bridges to be formed for engaging in social relationships, behaviour and emotion regulation.Language development is interrelated with social development when a child experiences difficulties with language (whether due to APD or otherwise) it can cause problematic relationships (with peers or parents for example) (Musiek, Frank E., et al., 2010).Adequate communicate is a necessity for children as expression of their feelings, thoughts and needs are vital in establishing, forming deep connections and preserving friendships, especially at this stage of development. Other areas of impact include academics, often children with APD experience complications developing reading and writing (language) skills. Developing phonemic awareness and vowel knowledge is a milestone often encountered with children associated with this disorder. Syllables that are not emphasised or contain similar sounds (e.g. free instead of three) may continue to cause complications long after other classmates have learned to correct themselves (Lucker, n.d. Auditory Processing Australia, 2016). This can invoke lowering self-esteem and a sense of inferiority among peers. Support for APD Children Direct intervention for APD (e.g. auditory training) combined with improved environmental settings and enhanced communication techniques in order to support and assist children can compensate for the difficulties experienced. Compensatory strategies, for example, would enable a child to recognise circumstances where their listening will be challenged and counter-tactics that could be used in such circumstances (Bidwell, 2016 Bellis, 1997). Bidwell (2016) proposes changes in ones environment can provide support to individuals with APD enabling more effective listening and learning. For example, eliminating environmental disruptions, say in an educational atmosphere (classroom) provides support because anything that captures the childs focus would minimised/decreased. Other probable distractions with classroom situations include background noise and visual clutter. In addition, there are general strategies that can be supportive for a child experiencing auditory processing difficulties: educating speakers on effective methods for communicating with the child (e.g. minimal language complexity and clear talking), or direct therapy for a type of impaired auditory functions are two. Recommendations, however, should be customised for each child, taking into consideration their personal and environmental factors (Bellis, 1997). In conclusion, the lifespan is across the age range, topics of importance vary among the periods of development (e.g. middle childhood) and the milestones faced are dependent on these stages. Major developmental theorists and theories were developed to establish an understanding of how we as humans change over time. In addition, this essay outlined the environmental influences that foster for typical development within the stage of middle childhood and examined how the condition of auditory processing difficulties might impact development for an individual.      Ã‚   References Auditory Processing Australia. (2016). Auditory Processing In the classroom. Retrieved January 2, 2017, from Auditory Processing, http://www.auditoryprocessing.com.au/computer-tablet-based-interventions-2/ Auditory Processing Disorder. (2015). CAPD central Auditory processing disorder. Retrieved January 2, 2017, from APD -Auditory Processing Disorder, http://auditoryprocessingdisorder.com.au/capd/ Ben Price (2011, October 27). Bronfenbrenners ecological systems. Retrieved from https://www.youtube.com/watch?v=sjhDYR1NbZYfeature=youtu.be Bellis, T. (1997). Understanding Auditory Processing Disorders in Children. Retrieved December 29, 2016, from American Speech-Language-Hearing Association, http://www.asha.org/public/hearing/disorders/understand-apd-child.htm Berk, L.E. (2014). Development through the lifespan, (6th ed), Pearson, Boston, MA. Berk, L. E. (2007). Infants, children, and adolescents (6th ed.). Boston: Allyn and Bacon. Bidwell, V. (2016). The parents guide to specific learning difficulties: Information, advice and practical tips. United Kingdom: Jessica Kingsley Publishers. Burton, LJ, Westen, D, Kowalski, R 2015, Psychology: 4th Australian and New Zealand edition, John Wiley Sons, Brisbane, Australia Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design (3rd ed.). Cambridge, MA: Harvard University Press. Lucker, J. What is APD? Retrieved December 27, 2016, from National Coalition of Auditory Processing Disorders, http://www.ncapd.org/What_is_APD_.html Mountjoy, A. (2002). What is APD? Retrieved January 3, 2017, from APD support UK, http://apdsupportuk.yolasite.com/ Musiek, Frank E., et al. American Academy of Audiology Clinical Practice Guidelines: Diagnosis, Treatment, and Management of Children and Adults with Central Auditory Processing Disorder. 2010. Web. http://audiology-web.s3.amazonaws.com/migrated/CAPD%20Guidelines%208-2010.pdf_539952af956c79.73897613.pdf Shaffer, D. R., Kipp, K. (2009). Developmental psychology: Childhood and adolescence (9th ed.). Boston, MA, United States: Wadsworth Cengage Learning. Sigelman, C.K., Rider, E.A. (2009). Lifespan human development (6th ed.). Wadsworth: Belmont, CA. EDC1100 Written Assignment Marking Criteria and Feedback Sheet Student Name: _Teianee-Kai Breznikar________________________________Marker Name: __________________________________________________ CRITERIA HD Outstanding A Advanced B Well developed C Satisfactory F Poor to Very Poor 1. Description of typical physical, cognitive, and psycho-social developmental milestones for identified developmental period. Demonstrates a sophisticated understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are no gaps or misunderstandings. Demonstrates a very good understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are a few minor gaps only. Demonstrates a well-developed understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are some gaps and/or minor misunderstandings. Demonstrates developing understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are many gaps and/or minor misunderstandings. Demonstrates limited to no understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are many gaps and/or minor misunderstandings. Lacks satisfactory breadth and/or many fundamental misunderstandings. The work does not meet the standard for a pass. No work submitted/ no response/ irrelevant response. 10-9 8 7 6-5 4-1 0 2. Analysis of the environmental interactions that shape physical, cognitive, and psycho-social development for the identified developmental period. Presents a balanced and exhaustive analysis of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period. Presents a mostly balanced and thorough analysis of most of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period. There are a few minor gaps in the analysis. Discusses many of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period. There is some balance to the analysis, but further analysis of some environmental systems was required. Discusses some of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period. There are many gaps in the analysis. The analysis lacks satisfactory breadth in terms of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period. The work does not meet the standard for a pass. No work submitted/ no response/ irrelevant response. 10-9 8 7 6-5 4-1 3. Analysis of an atypical developmental condition, and its influence on the physical, cognitive and psycho-social development for the identified developmental period. Presents an exhaustive analysis of how the atypical condition affects physical, cognitive, and psycho-social development. Provides a comprehensive set of recommendations to support an individual with the condition for the specified developmental period. Provides a thorough analysis of how the atypical condition affects physical, cognitive, and psycho-social development. Provides a practical set of recommendations to support an individual with the condition for the specified developmental period. There are a few minor gaps in the analysis and/or recommendations. Provides a good analysis of how the atypical condition affects physical, cognitive, and psycho-social development. Provides some recommendations to support an individual with the condition for the specified developmental period. There are several gaps and/or misunderstandings. Provides some analysis of how the atypical condition affects physical, cognitive, and psycho-social development. Provides few recommendations to support an individual with the condition for the specified developmental period. There are many gaps and/or misunderstandings. The analysis lacks satisfactory breadth in terms of how the atypical condition affects physical, cognitive, and psycho-social development. Recommendations to support an individual with the condition are limited or irrelevant. No work submitted/ no response/ irrelevant response. 10-9 8 7 6-5 4-1 0 4. Use of credible and relevant literature (all sections) Exhaustively supports all of the main points/arguments with relevant and credible literature/evidence. All main points/arguments are supported with relevant and credible literature/evidence. Supports most of the main points/arguments with relevant and credible literature/evidence but lacking in some places. Supports some of the main points/arguments with relevant and credible literature/evidence but lacking in many places. Provides little, if any, relevant or credible support for points/ arguments. The work does not meet the standard for a pass. No work submitted/ no response/ irrelevant response. 5 4 3 2.5 2-1 0 5. Literacy and written communication skills (all sections) Superb writing. Purposeful, well integrated and succinct academic writing which clearly conveys key points. No errors in vocabulary, grammar, punctuation, word choice, spelling, or organization. Very good writing. Purposeful, well integrated and succinct academic writing which clearly conveys key points. Very minor errors in vocabulary, grammar, punctuation, word choice, spelling, and/or organization which do not affect comprehension and readability. Good writing. Writing is generally academic in tone but may occasionally lack some focus, integration and/or succinctness and may be minor errors or instances of ineffective use of vocabulary, grammar, punctuation, word choice, spelling, and/or organization. Overall comprehension and readability is good. Adequate writing. May be several errors and instances of ineffective use of vocabulary, grammar, punctuation, word choice, spelling, academic tone, and/or organization which obscure meaning some of the time. Poor to very poor writing. The degree of errors in vocabulary, grammar, punctuation, word choice, academic tone, spelling, and/or organization is such that it is difficult to know what the writer is trying to express. The work does not meet the standard for a pass. No work submitted/ no response/ irrelevant response. 10-9 8 7 6-5 4-1 0 6. Application of referencing presentation style protocols (all sections) Referencing (in text and reference list) and presentation conforms to APA style and is error free. Referencing (in text and reference list) and presentation conforms to APA style but may be occasional minor formatting errors. Referencing (in text and reference list) and presentation mostly conforms to APA style but may be some errors or inconsistencies. Referencing (in text and reference list) and presentation is recognizable as APA sty

The Progression of a Hunter :: Hunting Sports Nature Papers

The Progression of a Hunter It's three o'clock in the morning. I've been sleeping since eight p.m., and now my alarm clock is telling me that it's time to wake up. Most people are sleeping at this hour of the night, but I'm just now waking up to pack up my gear and head into the forest for the morning. Last night I packed my .30-06, tree stand, a small cooler full of food and a rucksack full of hunting equipment including deer scent, camouflage paint and a flashlight. I've been planning a hunt for two weeks, and the weekend has finally come. I get up from bed, shake off the cold of the morning and get ready to leave by four. It's five a.m. when I get to the dirt road winding into Ocala National Forest. I park my car in a clearing gather my gear and head into the forest with my eyes to the trees. By five-thirty I'm set up in a tree, my rifle is loaded and I'm quietly sipping hot coffee from my plastic thermos cup. I'm well concealed by tree limbs, and I have a clear shot at the ground below within my line of sight. My camouflage pants and jacket keep me hidden from the poor eyesight of the deer below, and my height above the ground keeps the smell of a human away from the sensitive noses of animals on the ground. Six a.m. and the sky is turning a light blue. The night's shade is dissipating slowly, and I can begin to see my surroundings a little better. A shot rings out from the west, and that signals nearby hunters. I hope they drove some game my way. Within a few minutes, there is rustling in the brush below me. A young buck is coming within range. He's a big one too; I can see about eight points from where I am. He is cautious and sniffs at the air and flicks out his tongue often. His coat is a light brown color like khaki. There are white markings along his flank, and he has a stubby little white fluff of fur for a tail. I disengage the safety on my rifle. The bolt is forward on the gun, and I know there's a round in the chamber. I steady myself. I turn ever so slightly to get a better angle.

Examination of Characters in Katherine Anne Porters Short Story He Ess

Examination of Characters in Katherine Anne Porter's Short Story He Katherine Anne Porter's moving and stylistically cohesive short story "He" contains much worth discussing. The story's characters are quite memorable and provide for interesting character studies; in addition, the plot and themes of the story are also noteworthy. The most elaborately detailed character is Mrs. Whipple. She is the dominating member of the Whipple family; despite her belief in "men's work" as opposed to women's, she seems to have a great deal of say in family decisions. Mrs. Whipple is extremely concerned with status and appearances -- indeed, overly so. This preoccupation of hers is prominent throughout the story, from beginning to end. She is concerned, first of all, with making sure that no one else is aware of her family's poverty. She mentions, when things are going particularly bad for the Whipple, that "[The neighbors]'ll be calling us poor white trash next," and we know that would be tantamount to death for Mrs. Whipple. She is so concerned with keeping up appearances, in fact, that she goes against the advice of her husband and butchers a sucking pig when her brother, his "plump wife" and two "roaring hungry" boys come to visit. Although this will hurt them in the long run, Mrs. Whipple simply cannot bear to adm it the inadequacy of her family's income. Mrs. Whipple knows her family, especially her the long run, Mrs. Whipple simply cannot bear to admit the inadequacy of her family's income. Mrs. Whipple knows her family, especially her "simple-minded" son, is not like others, but she tries desperately to make them appear normal. Thus her other preoccupation lies in protecting her "simple-minded" son. We learn that Mrs. ... ...s moving and darkly humorous look at family dynamics. It certainly makes a clear statement against concern for appearances at all costs. It also explores the idea of "motherly love" and how good intentions can go bad. In the end, however, this story is just appearances at all costs. It also explores the idea of "motherly love" and how good intentions can go bad. In the end, however, this story is just depressing. We feel very sorry for -- and a little true sympathy for -- Mrs. Whipple and her family. Nevertheless, we cannot agree that it was "a mortal pity He was ever born," for we know that "she had loved Him as much as she possibly could"; in light of all her other concerns and preoccupations, however, it just wasn't enough. Work Cited Porter, Katherine Anne. "He." The Literature of the American South. Ed. William L. Andrews. New York: Norton. 1998.

Economic development Essay

Economic development and economic growth are both indicators of the economic position of the country. Economic growth is the growth in gross domestic product and economic development is related to growth in the standard of living and poverty. As you can see economic growth and economic development are not the same thing, economic development is far more than just growth in GDP as it involves indicators that are not purely economically related. However economic growth is an indicator of economic development but there are also several other factors that represent economic development. These indicators are; life expectancy at birth, infant mortality rate, daily calorie supply per capita, adult literacy rate, number of doctors per 1000 people, average years of schooling, availability of clean water, freedom of press, immunisation rates and levels of discrimination. As you can see these are generally not economic indicators but when they are combined they form the economic development figure. There are fifteen barriers to economic development, the first of these being a lack of physical capital. Lack physical capital is a significant barrier to the development of a country for several reasons. There is already a shortage of capital that further leads to less capital being produced; this creates significant problems for developing countries. In these countries the income levels are low leading to low savings and therefore little money for investment in capital. This lack of capital furthers the low productivity therefore the employment remains low. This also leads to a lack of demand for goods and services the low demand means that less needs to be produced therefore less capital needs to be produced. This then forces the country into a cycle of underdevelopment. This consequently creates a barrier for the country to develop. An example of this is in most less developed countries where they are in constant times of war and civil unrest. Their capital is destroyed through war making it difficult for the country to produce more capital. Also, Sierra Leone, the worlds least developed country, as shown by the human development index, has a GDP per capita of US$159 this creates significant problems for the economy and its development. A lack of human capital is the next barrier to development. This barrier is created through a lack of education and training of the population. It also relates to the general heath and wellbeing of the population. If the labour-force are getting sick then they are unable to work and therefore decreasing the labour capital. A current example of this situation is in South Africa. In South Africa the micro-economic impact of AIDS is very serious and is getting worse. Among skilled workers HIV prevalence is expected to peak between a fifth and a quarter percent by the year 2000, which is consequently depleting the number of skilled workers creating the lack of capital development barrier. These problems are also leading to a rise in insurance bills and the costs of health benefits rise. This therefore diverts government savings to pay for health care and as a result the availability of funds for investment will fall. AIDS is predicted to knock 0.3 to 0.4 percent off the annual growth rate. As you can see this is a severe barrier to development in these less developed countries. A strategy to this barrier is human resource development. The next barrier to development is a lack of savings. This also causes low levels of investment due to the low income leading to low savings. This low level of savings is also caused by several other reasons such as; poorly developed financial markets, holding of savings in traditional non-money forms, the purchase of unnecessary luxury items, cheap family labour reducing the incentive to save for investment and the general indebtedness of the population. The low incentive to reinvest profits by businesses also reduces the savings. Budget deficits by the government to make up for the low taxation revenue are also decreasing the amount being saved. When there is a lack of savings caused by any of these causes it forces the need to borrow form overseas that consequently leads to problems with the balance of payments. An example of lack of savings exists in Nigeria. In Nigeria there are severe problems with their currency. These begin with significant fraud problems also the majority of trading is done with cash in which until recently the currency did not exceed the equivalent of 50 cents. The next problem is that they don’t believe in banks, the only use of banks is to exchange foreign currencies for tourists, which leads to a lack of funds for investments. Also, Local traders keep all working capital stuffed in coca jars, as they believe business opportunities will disappear in the time it takes to make a withdrawal. Banks do not allow credit due to the fear of not being repaid. All of these factors contribute to a large barrier to development simply due to a lack of savings. This could be solved through improving the financial system. Another barrier to development is a lack of taxation revenue. A lack of taxation creates barriers as it means the government has little finances to use on economic development. The high unemployment, very low-income levels and difficulties in tax collection cause this lack of tax revenue. The government is then forced to collect tax mainly from customs duties, sales taxes and excises. These taxes can prove to be very inflationary and are also regressive. Another problem with these taxes is that they discourage investment and the creation of employment. Nigeria also has a problem with the collection of taxation. Most Nigerians that can afford to avoid paying taxes, as they believe that their money will be flinched by the corrupt government. This creates severe problems for the country, as there is no money for the government to use in investment to promote economic development. Improving the financial system will also help solve this barrier. The next barrier to entry is a lack of infrastructure. Less developed countries rarely have a sufficient supply of necessities such as roads, ports, sewerage, power schools or water- facilities etc. The main reason that this infrastructure is not being made is that the government simply cannot raise the funds to finance them due to their lack of taxation revenue. Another reason maybe that the government has chosen to finance defence spending or if they are in time of war, in which most LCD’s are. A lack of infrastructure restricts the free flow of goods and services and reduces the productivity of the labour force that further restricts the economic development of the country. In Africa infrastructure is very underdeveloped compared to the other less developed regions. They have 6 phone lines for every 1000 people compared to the average of 54 for other developing regions. Also their power supply is far less than the average of 300kw per 1000 peoples with 80kw this significant ly stops their development. In Nigeria there are serious problems with infrastructure causing business uncertainty. Telephones rarely work and the electric comes in periodic vengeful surges. Nigerian firms, particularly the state-owned ones due to the lack of taxation, devote little effort into maintaining their infrastructure and it therefore ends up breaking down. Reliable firms are so hard to come by that firms barter contacts: we’ll let you share the electricity from our generator if you can help us find spare parts for it. Firms wanting to set up in Nigeria face the problem known locally as BYOI (bring your own infrastructure) this shows how much of a problem infrastructure is in Nigeria. A lack of infrastructure could be solved in many ways such as encouraging enterprise, human resource development or improving the financial system. A lack of entrepreneurs is another barrier to economic development. Enterprise is essential in order for development to occur, as it is one of the key factors to production. In the less developed countries there tens to be a lack of entrepreneurs for several reasons. The first of these is the fact that there is a limited opportunity to make a profit, due to the lack of demand. The next reason is that the businesses not easily financed due to the low level of savings. The lack of infrastructure available also distracts these entrepreneurs. Another reason to the lack of entrepreneurs is that cultural beliefs often place little importance on monetary gain and entrepreneurs are thus given little status. The number of entrepreneurs is also reduced by the lack of education in these countries. The final reason is that it is risky for an entrepreneur due to the political and economic instability. An example of a lack of entrepreneurs is also in Nigeria as it closely relates to the lack of the infrastructure. The lack of infrastructure adds at least 25 percent onto a firms operating costs if it choses to set up in Nigeria, this is a significant deterrent for firms to set up and should be solved if the county wants to achieve economic development. A strategy that could be adopted to help this situation is encouraging enterprise. The next barrier to economic development is a lack of technology. There are several reasons why these less developed countries are not more technologically advanced. The first reason being that most new technology will involve some investment in capital that is lacking in these less developed countries. Also another problem is that the new technology will need skilled labour to operate it but skilled labour is also of shortage in a LCD. The next reason is that companies don’t really want to adopt labour saving technology when they already have cheap labour and there are high unemployment rates. The final reason that there is a lack of technology is that new technology is used to facilitate the achievement of economies of scale and the small markets in LCD’s reduce the incentive to mass-produce. The governments however, have managed to encourage technology into these LCD’s and most currently use modern technology that compliments the labour so workers maintain their jobs. A lot of the modern technology used in these counties is generally used in the foreign owned industries where they mass-produce in order to export to advanced markets. Over population and rapid population growth is another factor that causes a barrier to development. In these less developed countries the birth rates are often five times higher than in the more developed countries. The advances of medicine have also caused a fall in the deaths, which leads to a higher population growth. The growth of these countries is generally around 2 percent and their growth is usually below this figure, which therefore worsens the situation, and the real GNP per capita often falls. In the more advanced countries they generally have population growth of around 0.5 percent and their economic growth will usually be higher than that. This is where the widening gap occurs pushing less developed countries further away from more advanced countries. This high growth of the population also has the effect of increasing the labour force, but as there is little demand for labour the unemployment rate will tend to rise. Also, most of this population is below 15 or above 65 meaning they are unable to contribute o production but still need things such as food, water, clothing and shelter. This creates a problem known as dependency burden making development even harder. Governments in these LDC’s fight a tough battle with a rapid growing population and are always trying to slow this rate but they face several problems such as poor education, communication, lack of contraception and cultural attitudes. Africa is currently the fastest growing of all the developing regions with a growth rate of 3 percent over the past decade but with this high growth rate comes several associated problems. Africa has one doctor for every 20,000 people compared to an average 5000 people in developing countries and its infant mortality rate is the highest at 96 per thousand births almost double the developing countries average. Africans also have a life expectancy of 52 years where the average for developing countries is 64. As you can see that the effects of a high population are not beneficial to a developing country. This barrier to development can be solved with the population control strategy. The next barrier to development is inflation. Inflation in these countries is caused by the scare amounts of goods and services relative to the high population consequently causing demand pull inflation. The domestic supply is unable to match the domestic demand. The inflation rates in many of these countries gets above 200 percent compared to that of around 5 percent in most advanced countries. This high inflation has many unwanted effects such as decreased living standards and a reduction in real income, it also tends to redistribute the income from the poor to the wealthy therefore increasing the income inequality that already exists. A high inflation rate also causes the investment of non-productive assets such as antiques or gold, this money is therefore taken out of the economy reducing the funds available for investment. These high inflation rates also cause a reduction in the competitiveness of exporters and import competing firms that therefore leads to an increase in the countries current account deficit. Another effect that inflation will lead to is a falling exchange rate, which if the country has a large foreign debt will make it even harder to pay. Inflation is very high in most of the African countries and causes severe problems to their economy and development progress. Balance of payments problems is also another barrier to development of these less developed countries. The majority of LCD’s have problems with their external balance as the little income they do earn is used on imports and used to pay off interest on their foreign debts. As these countries are in deficit they are continually forced to borrow from overseas to finance their payments worsening their current account deficit even more. Many of these countries are also suffering from worsening terms of trade that also decreases their export revenue and thus further worsening their balance of payments. The WTO worldwide reduction of tariffs will help to assist this but government policies need to be implemented to seriously boost export revenue and turn the consumers away from imports. The strategy to help the balance of payments is import replacement. The next barrier to development that LCD’s face is a depletion of their natural resources. Many of these countries are highly dependent on one major export to create export revenue, create growth, employment and income and the reduction in the current account deficit. This creates problems as they may deplete natural resources without considering future production. This reduces the potential for further future development and growth. In Mauritius, they have cleared 25 percent of their forests in the last 19 years purely for export. This causes massive environmental effects and also is a serious concern, as when the resources run out the country’s economy will fail to stay afloat. This is the same in many less developed countries including many African counties and their dependency on oil. It can be helped with export development to have a wider range of exports and less dependency on one major export. Another significant barrier to economic development in these less developed countries is corruption and poor administration by the government. Corruption is a very common problem in LDC’s. The problem associated with this is that aid and government revenue is not all used in promoting growth, corrupt leaders and government officials take most of it. When a government is corrupt it causes most of their aid to be withdrawn forcing them to reform their political structures. This withdrawal of overseas assistance causes depletions in general living standards of the country. Another problem with these governments is that they know little or nothing about economics. These leads to several problems including poor administration and efficiency these lead to a poor ability to promote development. An example of this is in Nigeria where it has been estimated that in the last twenty years over two billion dollars of oil revenue from the country has been embezzled. This is mainly due to their last dictator who ordered the Nigerian Central Bank to deposit 15 million dollars a day into his own Swiss bank account. This works out to twenty percent of GDP and when you take into consideration that their NFD is over 40 percent of GDP, the country is not left with much money. A strategy that has been put into place for this specific barrier is the refusal to lend money to Nigeria from IMF. Natural disasters are another barrier to development in less developed countries. The effects of natural disasters such as floods or droughts have a much greater impact on less developed countries compared to that of advanced countries. Most LCD’s are prone to these natural disasters, which is a significant factor to their underdevelopment. In India they have times of severe droughts and flooding where 80 million people were affected. This has severely decreased their agriculture production and is consequently creating a barrier to their development. There is not much that can be done about natural disasters but do adjust to them and to adopt new ways to cope with them. Another significant factor preventing the development of less developed countries is war and civil unrest. Many LCD’s are in constant war and civil unrest, this causes several problems with development. The first of these problems is that entrepreneurs are discouraged by the countries instability also important infrastructure is destroyed and governments spend their little taxation revenue on maintaining order or producing weapons. Economies in war torn countries are unlikely to be operating at full capacity making it hard for development to occur. In Rwanda civil wars in the nineties have claimed the lives of almost 1,000,000 Rwandans. Most of the aid to the country was invested in weaponry and therefore not used in promoting economic development, as it should have been. This is how civil wars can create barriers to development. The only solution to this is to end the wars and focus the spending into promoting economic development. The final barrier to development is a lack of press freedom. Press freedom involves the exchange of ideas, criticism of government and increased awareness of world events and developments. This is something that most LCD’s do not have and therefore their economic development is limited. In Mexico the government allowed Televisa to have a monopoly in the television market if they didn’t play any anti-government shows and supported the government. In the eighties journalists were killed by the police in Mexico City if they published any anti-government articles. This is serious problem in these less developed countries and is usually the result of government corruption. The first strategy to promote economic development in these less developed countries is export development. This strategy involves assisting those producers who export to overseas markets. An increase in export development will earn foreign exchange and create unemployment and income and also help to solve problems with the balance of payments. The next strategy to promoting development is import replacement. Import replacement involves the shifting of demand away from imports and towards the domestically produced products. This can be done in several ways including the induction of tariffs on imports making them more expensive relative to the domestic product. This also encourages foreign investment as the foreign firms wish to have the same protection. Assisting domestic producers financially is another way of promoting this economic development, by subsidising and offering tax incentives to local producers it will increase their competitiveness with imports by the lower costs of production. However, replacing imports is only a short-term solution and therefore policies promoting long-term development must be applied. Human resource development is the next strategy to development. This development involves improving the size of the labour force and also the skills of the labour force. The labour force can be increased through improved health care and skills can be attained through things such as training and education. In Nigeria the World Bank is currently funding an $80 million project into their education as well as building a better and more consistent water supply. Also In Malaysia education investment has been amongst their highest priorities for decades, they have spent $731 million on improving their education levels to the level they are currently at Another way to promote economic development in these less developed countries is through encouraging enterprise. In most LDC’s there is a lack of entrepreneurs, in order to increase the quantity there are several solutions such as improving management and leadership training and tax incentives, subsidies and free loans. Cuba has introduced a group of people called the cuentapropistas, 170,000 entrepreneurs marking the arrival of a new business sector in the islands socialist economy. They account for 8% of the labour force and manage to put food on the table for one in ten Cuban’s. These new small businesses have been a result of reduced subsidies to state enterprises, increased foreign investment, and introduction of incentives in the agricultural sector and the legalisation of dealings in foreign currency. This has already had positive signs on the Cuban economy with growth in 1998 at 8 percent some 31percent higher than two years previous. Population control is another strategy to economic development. Rapid population growth is unwanted as it creates problems such as inflation and scarcity and therefore more poverty. There are plenty of methods that can be put into place to slow population growth. Some of these methods include maximum children policy such as China’s one child policy and free supplies of contraception. The Grameen bank is another contributor to helping population control in Bangladesh. The bank issue loans to woman and as part of the conditions to borrowing the money they must agree to have small families. This has proved to be a successful program all across the world and has helped to promote the small-scale development of many less developed countries. The next strategy to promote economic development is increasing the agricultural productivity. Agriculture is usually a major sector in the less developed countries and thus improving its productivity will significantly promote development. Improving the agriculture productivity can be done in many ways. Some of these include merging small farms to create larger more efficient ones and encouraging owner operators to increase the incentive to improve productivity there also several other ways in which these countries can improve their agricultural productivity. With 75 percent of the population living in rural areas, improving the efficiency of India’s agriculture is the key to attaining high growth and reducing poverty. Accelerating rural development and poverty reduction requires cutting spending on input subsidies; investing in rural infrastructure; providing more effective rural services, especially to the poor and socially excluded; improving management of water, forests, and other natural resources; liberalizing the rural economy, including the rural financial system. In the heart of India’s poorest region, the Bihar Plateau Development Project is increasing access to much-needed irrigation and safe drinking water by tribal communities and raising their incomes through the diversification of rural livelihoods. The project aims to reach 4.5 million people through a variety of institutional mechanisms, including water and sanitation committees, water user associations, and income generation schemes, all aiming to transfer skills and enhance people’s capabilities so that the benefits may be sustained once the project ends. This is one way in which India is proving to increase its agr icultural productivity. Another strategy to promoting economic development is by adopting intermediate technology. If a less developed country invested in new technology it may be forgiving employment possibilities, as most new technology is very labour intensive, this will consequently lead to a fall in employment. As these countries have an abundance of labour it is much easier, cost effective and better for the economy if they use intermediate technology that still requires high levels of labour. An example of this is Fred Hollows, Hollows uses local resources to create employment income and economic growth through the training of people to perform the medical tasks and also employment in the factories where the lens are created. The final strategy to promote economic development is to improve the financial system. In these economies there is a lack of savings and an insufficient financial system, this creates major barriers to development. Thus policies need to be adopted to improve this situation that promote growth and employment without generating high levels of inflation. The World Bank’s Executive Board approved a $506 million loan to support financial sector adjustment and reform in Colombia. The loan is part of a revised World Bank strategy for Colombia that includes intensified lending to help the country promote peace, ease the impact of the recession on the poor, and rebuild after their earthquake. It is also part of a $1.4 billion package to help bolster Colombia’s economy. â€Å"This financial sector adjustment loan reflects the World Bank’s confidence in Colombia’s wide-ranging reform strategy, which is critical to its effort to overcome the recession,† said An dres Solimano, director of the Bank’s program in Colombia. The financing of many of these strategies is usually funded through institutions such as the World Bank and the International Monetary Fund institutions. The World Bank is a major force behind the development of less developed countries as it gives issues discounted loans to most of these countries. Another way that these countries can fund their development is through overseas aid. The are large amounts of money flowing out of the developed countries from governments and other aid organizations as aid into the less developed countries hoping to achieve economic development. For all of these less developed countries to achieve economic development, an effort from all developed countries with aid and advice must be contributed, but until then the world will not have any chance of abolishing poverty. References: – IFC – Building the private sector in Africa – The Economist January 15th 2000 – survey Nigeria – World bank – Rwanda development project – The Economist May 27th – Aids impact in South Africa – World Bank – Cuba’s Cuentapropistas – World Bank – India’s development – The Grameen Bank – Economic Development in Bangladesh – The Economist May 27th – Growth is good – The Economist Feb 22nd – Televista – World Bank press release, 11th June 1998