No Child Left Behind ( Nclb ) Essay - 1860 Words

NCLB and Title III in Relation to ELLs No Child Left Behind (NCLB) has been something that brings out a lot of opinions of many different people living in the United States. As with everything political, people have positive opinions of NCLB, but also very negative ones. This spurs from the fact that NCLB may work better for some students, but perhaps not for others. Parents are frustrated by NCLB if their children struggle because of it and perhaps did not struggle before its existence. A lot of things are difficult pertaining to this Act, but one that may be much more difficult than others is when it comes down to dealing with how to teach ELL students in this country. Many people believe that Title III of NCBL really hurts ELLs in the United States, and there are many articles to prove that to be the case. Title III is very much dated in terms of what is happening in this country right now. When able to compare it to the Bilingual Education Act, it seems to have taken a step backward from what was happening in te rms of education in the late 20th century. There seems to be more of a focus on ELLs learning English, and not worrying about their native language, even though many young students may not even be especially proficient in their native language, even more so if they came to the United States at a very young age. This paper will show how NCLB and Title III indeed hurt non native students when it comes to learning, and how not having the Act would help ELLsShow MoreRelatedNo Child Left Behind ( Nclb )1409 Words   |  6 PagesIn 1965, then President Johnson signed the Elementary and Secondary Education Act into law. Over the years it has been repeatedly reauthorized and updated by congress. No Child Left Behind (NCLB) was first introduced as House Resolution 1 during the 107th Congress in March of 2001. The Act aimed to ensure that all students regardless of race or socioeconomic status would have the opportunity for a solid education. The 2002 reauthorization included major biparti san efforts to expose achievement gapsRead MoreNo Child Left Behind ( Nclb )761 Words   |  4 PagesNo Child Left Behind (NCLB); at the state level for example in Texas it is the Texas Essential Knowledge and Skills (TEKS). Due to poor school performance once again, the United States Educational Policy is in the midst of an education reform. No Child Left Behind (NCLB) is currently the educational policy in the United States. Prior to NCLB, the educational policies in effect were â€Å"A Nation at Risk, in 1987 America 2000, and a few years later with Goals 2000† (Eisner, 2001, p.21). No Child LeftRead MoreThe No Child Left Behind Act Of 2001 ( Nclb )1007 Words   |  5 PagesGeorge W. Bush is the No Child Left behind Act of 2001 (NCLB). This is a landmark educational reform designed to improve student achievement and drastically change the culture of American’s schools. In fact, President Bush describes the law as the â€Å"cornerstone of his administration.† Because children are our future, President Bush wanted to ensure our neediest children were not left behind. This paper will discuss pros, cons, and impact on students, teachers, and parents of NCLB. www.ed.gov In thisRead MoreThe No Child Left Behind Act Of 2001 ( Nclb )1227 Words   |  5 PagesThe No Child Left Behind Act of 2001 (NCLB) is a United States Act of Congress that is a reauthorization of the Elementary and Secondary Education Act, which included Title I, the government s flagship aid program for disadvantaged students. No Child Left behind was enacted with the intent to become a government aid program for disadvantaged students, and eventually raise the general education standards for the United States. This act was created with the idea to â€Å"close the achievement gap withRead MoreWhen The No Child Left Behind Act ( Nclb )1865 Words   |  8 PagesBefore The No Child Left Behind Act (NCLB) Before to the ratification of NCLB, the two main policies in effect relating to ESL students were The Elementary and Secondary Education Act (ESEA) and the Bilingual Education Act (Title VII of the ESEA) (Menken, 2010). The ESEA was put into action in the United States as a way to make sure that those who cannot afford to pay to go to school will have to opportunity to go to school and receive an education. The ESEA is the primary law that funds the pubicRead MoreEssay on No Child Left Behind Act (Nclb)858 Words   |  4 PagesNo Child left Behind Act (NCLB) In 2002, President Bush signed into law No Child Left Behind Act, to ensure that every state is testing every child. (http://www.whithouse.gov/infocus/education/2007) Students from culturally, and linguistically backgrounds, expanding access to tutoring, help parents to get information in time for their children. Our children must be equipped with the knowledge and skills to compete in the global economy. (Judy,R.,Reading in content areas.pg.71,2006) It is importantRead MoreThe No Child Left Behind ( Nclb ) Act Of 2001 Essay1773 Words   |  8 PagesThis trend reached its climax with the implementation of the No Child Left Behind (NCLB) Act of 2001. Over a decade has passed since the full implementation of this landmark legislation and many involved in education and pondering the true success of the program. Has the NCLB agenda improved the quality of learning in America or created a culture of failure that is hindering the efforts of educators? The primary goal of NCLB was to create a unified set of standards that would provide an equalRead MoreEffectiveness Of The No Child Left Behind Act Of 2001 ( Nclb )1613 Words   |  7 PagesIntroduction This study will focus on the effectiveness of the No Child Left Behind Act of 2001 (NCLB). The NCLB Act of 2001 was a reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA) (www.newamerica.org). The Elementary and Secondary Education Act of 1965 was a Great Society program that allocated federal funds for education and looked to hold schools accountable (www2.ed.gov). The NCLB Act of 2001 was passed through Congress in 2001 with bipartisan support and greatly increasedRead MoreNo Child Left Behind Act Of 2001 ( Nclb ) And It Mandates882 Words   |  4 PagesIntroduction What is No Child Left behind? This author discusses the No Child Left Behind Act of 2001(NCLB) and it mandates that every student in K-12 public schools will reach basic proficiency in math and reading by 2014. The goals of the accountability component of NCLB place emphasis on closing the achievement gap for all public school students, regardless of their socioeconomic status, ethnicity, or disabilities. The Federal Government mandates annual testing of all students in grades threeRead MoreThe Standards Of Education : The No Child Left Behind Act ( Nclb ) Essay1826 Words   |  8 PagesThe values of education have been promised to get better by the No Child Left Behind Act (NCLB), but instead the values have dramatically decreased. Standardize testing was enabled to help each child receive a fair and just education (Guilfoyle 14). The NCLB was put in place to help each school be able to help the students. Instead, not every school is equal and not every child is receiving the best education the government can p rovide. The Association for Supervision and Curriculum Development (ASCD)

Success Factor for Zara - 1108 Words

What are the Key success factors of Zara? â€Å"The ability to respond to customer requirements on a timely basis has always been a fundamental element of the marketing concept.† Martin Christopher et.al. Hence, it is important being proactive in a market such as the fast-fashion industry which Zara is operating in, time is always a crucial factor. The fast-fashion market, amongst other things, is characterized by short lifecycles, high volatility, low predictability, and high-impulse purchases. Therefore, it is very important for Zara to constantly have their products available for a potential customer in order to sell and earn more profit. Since the fast-fashion market is also constantly shifting and trends can be replaced over a night,†¦show more content†¦By having products for a reasonable price with relatively high quality, Zara is one of the leading fast-fashion companies in the world. But, how does their company function to have this much success? One of the main reasons why Zara is so competitive is because they have suppliers that are strategically designed to fulfill their conceptual idea. Their conceptual idea is to supply trendy clothes, to a broad market, for a reasonable price. Almost 30 percent of the company`s suppliers are situated in either Spain or parts of Europe. The local presence of the manufacturing facilities within a short distance to many of their stores and headquarters, has allowed the company to be very flexible in a changing market. With high integration to the company ´s suppliers, the products that are highly sensitive to availability and proactive response are mainly produced in Europe. They minimize costs and lead-time because of the local presence, which makes it possible to introduce new and fresh merchandise multiple times a year. Since, major parts of the production are situated locally, the products can reach the stores at the right time, meet the actual demand, and reach a higher sell-throug h. The other part of their product line that is not susceptible for seasonal changeShow MoreRelatedZara International Case Study1000 Words   |  4 PagesZara International was a retail shop originated in La Coruna, Spain in 1975. It was clothing and accessories shop and imitated the latest fashion trends and sold them at a lower cost. It became Zara International after entering Portugal in 1988 and then the United States and France in the 1990s. The distributor for this brand is Inditex and is considered the most successful retail chain in the world. Zara has a business strategy that is very different from the retailers nowadays. If a customer ordersRead MoreThe Retail Giant Of Zara Essay1351 Words   |  6 PagesThe retail giant Zara have proven that utilizing all resources and different management techniques branded the store as a fashion empire. However, Zara has been named one of the most profitable retailers in the world. Zara has expanded and is operating stores all over t he world which makes the retailer global. The philosophy behind the retail giant is immersing new fashion fast. Furthermore, Zara focus is producing high-end quality clothes through creativity. The retail giant uses a rapid responseRead MoreZara Corporate Strategy1203 Words   |  5 PagesCorporate Strategy – Zara The  core concept of Zara s business model is they sell medium quality fashion clothing at affordable prices, and vertical integration and quick-response is key to Zara s business model.   Through the  entire process  of Zara s business system: designing, sourcing and manufacturing, distribution and retailing, they presented four  fundamental  success factors: short cycle time, small batches per product, extensive variety of product every season and heavy investment inRead MoreCase Study : Marketing Brand Management Essay1398 Words   |  6 Pagesorganization Introduction of Brand: Zara is one of the most famous brands in the world, is also one of the largest international fashion companies. They is the third largest brands in the garment industry. Zara is a Spanish clothing brand. Zara is part of the Inditex group of Spanish fashion distributors. Inditex is one of the largest fashion retail dealers in the world. It has more than 4780 stores in 77 countries in Europe, America, Asia and Africa. The owner s name is Zara Amancio Ortega. Amancio OrtegaRead MoreCase Study - Zara International694 Words   |  3 PagesJay Case Study: Zara International Fashion at the Speed of Light Question 1: In what ways are elements of the classical and behavioral management approaches evident in how things are done at Zara International? How can systems concepts and contingency thinking explain the success of some of Zara’s distinctive practices? Answer 1: Elements of the classical management approach are very evident at Zara International. The classical management approach contains three branches, which are scientificRead MoreZar A Critique Of A Business Case Essay1269 Words   |  6 Pagesstrategy in the retail industry is the strategy employed by Zara which is discussed in this critique. Zara started as a single shop in La Coruna and then rapidly spread its wings to 68 countries; opening a store each day - one of the fastest global expansions the world has ever seen. Throughout the entire system of Zara’s business; designing, sourcing, manufacturing, distribution process and retailing come out a number of success factors: short cycle time, small batches per product, extensive varietyRead MoreCase Study : Zaras Success1299 Words   |  6 Pages3.0 Zara s success is due to its approaches to operations management Discuss. 3.1 INTRODUCTION Operations management refers to all operations and activities within the organization responsible for the creation of goods and services that the organization passes to its customers. The main activities of operation management include managing purchases, quality control, inventory control, storage and logistics and a great deal of focus is on efficiency and effectiveness of such a process (slackRead MoreDelivering Sources of Value (channels) To what extent does the organisation use multiple channels1400 Words   |  6 Pagesrelated or communication related) to its customers? Zara offers many sources of value to their customers, with heavy focus on the social and hedonic benefits of their product lines. Customer value is hard to define, and thus have many different ways of understanding from person to person. Generally, values may refer to: low price, receiving what you want, quality to price, and comparing what is received to what is sacrificed (Zeithaml 1988). Zara appeals to these ideologies of value through a varietyRead MoreZara Is Supporting The Business1309 Words   |  6 Pagesstrategy at Zara is supporting the business? Information Technology is the core of Zara’s business model. Zara currently uses the point of sale (POS) as one of the infrastructure based upon DOS which Zara is the only customer. DOS system is simple, user-friendly and it gives no problem at all. It allows Zara to have a responsive and integrated supply chain to gather information from the market in order to allow them to make quick decision, production and delivery of product. As Zara aims for fastRead MoreZara Internationalization Analysis1099 Words   |  5 PagesZARA-Internationalization Analysis When it comes to internationalization strategies, ZARA is the perfect case to look at. By putting in practice a set of different strategies, ZARA has accomplished great positioning worldwide and is one of the most recognized brands in the apparel market. Listed below are the main internationalization strategies ZARA has used to become one of the leading clothing brands in the world. Operating Filial When ZARA first started opening stores outside of Spain

How to Become a Better Student Free Essays

To become successful in life, we all need to learn to become a good student in every aspect of life. Becoming a good student is not an easy task. Most would agree that in order to be a good student it takes a great deal of hard work, time and self-discipline. We will write a custom essay sample on How to Become a Better Student or any similar topic only for you Order Now A student who possess these strong characteristics will often times stand out from the rest of their classmates. In order to become a strong student, one must have motivation, positive self-esteem, positive self-talk, commitment and good study habits. It has been said that to get the required performance out of an individual, you just first find what motivates them. There are many ways for a student to become motivated. These include settings goals, creating a dream career, and having good values. If a student makes an effort to try and discover these traits about themselves they will most likely find the motivation they need in their life. Setting goals is the first step a person can take in order to gain the motivation they need to become a better student. A goal is something a person is wishing accomplish in their life. There are two types of goals, short term and long term. Short-term goals are usually less than six months. A student should always set short- term goals for themselves in the beginning of a semester so they can work hard for the next couple of months to achieve them. A long-term goal is what a student is strives for in their more distant future, for example a career path. Setting short-term and long-term goals early on in life is positive tool in order for a student to be successful in their future. Another method to gain motivation is to create a dream career. A student attends college with hopes of receiving a degree that will allow them to specialize in a future job market. A student’s major should be their passion. If an individual majors in something they despise, they will eventually loose their motivation to perform well in their studies. Striving for a career that you love is a great motivation tool that will inspire students to do well in school. Working for a dream career also allows a student to major in something they are passionate about and keeps them motivated throughout their college career. An additional technique to expand student’s motivation is by having good values. A value is a principle that an individual considers important. Students must realize what things in life are of high importance and which things are not. For example a student’s schoolwork should come first and fun should be performed second. If a student considers having fun more important than their schoolwork, then their motivation will be severely lost. In order to balance motivation an individual must set good values for himself or herself to become stronger student. Students not only need to remain motivated but also need to have high amounts of positive self-esteem to stay on top of their studies. Positive self-esteem is defined as â€Å"belief in oneself. † It is also a student’s awareness that he or she is a person of Roth or values simply because he or she is a human being. If students constantly tell themselves that they are not worthy and gives up hope on their studies, they will deteriorate their ability to be a good student. If an individual feels as if they have lost their self-esteem, there are many ways for them to gain it back. To raise self-esteem a student can, pay close attention to their needs, take care of themselves, carry out positive self-talk, and perform in activities that make will make them feel good about themselves. Students that act upon these activities daily will maintain high self-esteem in their lives. It is important to maintain high levels of positive self-esteem because students should not only do well in the classes they are taking, but also feel good about themselves while doing so. Paying attention to one’s own wants and needs is a good first step to take when attempting to gain self-esteem. A good student should always be listening to what their bodies, mind, and heart are telling them. For example, if an individual has been studying for a long period of time, their body is probably telling them to stand up and take a break. People’s heart speak to them about for instances the individuals in heir life who they long to spend more time with. If a student’s mind is telling them to clean their room, they should act upon these thoughts, and clean their room. Acting on these bodily instincts are good ways for students to recognize their needs and to retain back positive self-esteem. Students should also heavily focus on their diets. Individuals who make healthy choices with their fitness and diet will find that they feel better about themselves. To keep a strong mind people need to consume the right foods and always make time in their busy schedules for exercise. Completing these simple tasks can boost a dent’s self-esteem and make sure they are performing at optimal level. In our society today, more students are daily telling themselves that they are not worthy or not smart enough. These negative thoughts people tell themselves are the number one force that can destroy one’s self-esteem. Students should really attempt to use positive self-talk as much as possible. Positive self-talk is defined as any time in which individuals think or talk to themselves in a beneficial manner. Students should start off everyday on a positive note. Simply waking up and starting mornings on a high note can make the day run much more smoothly. Students should not only use positive self-talk in the mornings but should also continue throughout the day. Thinking positive thoughts before a test will in a way make the stress go away and a student will perform better. Positive self-talk is extremely important in a student’s everyday routine because it will give them the confidence they need in their school careers. Another method to keep self-esteem high is for students to carry out the activities that they perform well in. If a student ever becomes frustrated with their schoolwork, they should always take a break and do the activities they love to bring up their self esteem. When a person performs something they love to do it helps them escape from their stress and worries. These are great tools to use while studying because once an individual finishes these special activities and continues with their schoolwork, they will feel refreshed. To perform well in school a student’s self-esteem needs to be high and also their commitment to their studies needs to be a number one priority. Commitment is defined as means to show loyalty, duty, or pledge to someone or something. Staying committed to schoolwork is not an easy task. Students can be distracted by so many efferent outlets today, which make it so easy to break their commitment to their studies. However, these distractions can be avoided by setting out time every day to look over notes from class. Making time everyday for your schoolwork is beneficial because it is keeping the material fresh in your mind and keeps your commitment with school strong. Good study habits follow closely behind a student’s commitment. Study habits are extremely important because it is the fuel for a student to perform well on quizzes and tests. A habit is a preference too particular action that you do a certain way on regular basis. Students should get into the habit of committing to a study schedule everyday. They should routinely take breaks and stay healthy in order to stay focused their studies. To keep their schedule in order students should also use a planner. It is difficult to organize tests and schoolwork without a planner. A Student can become easily confused and should incorporate using a planner everyday in their study habits. Overall, carrying out good study habits everyday will pave the road for students to perform well in their schoolwork. In conclusion, becoming a master student takes time and patience. It is not an easy task to be successful in school but with a lot of hard work it can be accomplished. There are many rewards for becoming a successful student. One of the greatest rewards is graduating from high school, college, or even graduate school. Students must always remember to be successful in school they need to have motivation, positive self-esteem, positive self-talk, commitment and good study habits. If an individual can master using these tools in their everyday routines, they will see the positive results in their schoolwork and in the long run become a stronger student. How to cite How to Become a Better Student, Papers

PSY 315 WEEK 4 PROBLEMS Essay Example For Students

PSY 315 WEEK 4 PROBLEMS Essay PSY 315 WEEK 4 PROBLEMS BY Broca1692 Week 4 Practice Problems 1 1 . List the five steps of hypothesis testing, and explain the procedure and logic of each Step 1: During this step of hypothesis testing, the query is stated again as a research theory and a null theory regarding the populations. The null and research hypothesizes are the opposites of each other. This step is necessary because it explains the theory and recognizes the populations, which will be worked throughout the study. Step 2: During this second step, the characteristics of the comparison distribution is determined. In instances that the null theory is correct, the comparison distribution is compared to the score depending on the samples outcomes. Step 3: During this third step, the cutoff sample score on the comparison distribution at which the null hypothesis should be rejected is determined (Aron, Aron, and Coups, 2009). Here a researcher rejects the null hypothesis if the point of the cutoff sample score reaches or exceeds the sample score. If the null hypothesis is true the Z score is set as a score, which is actually unlikely. Step 4: This is the step in which the tests sample results are gathered and the samples score on the omparison distribution is determined. Step 5: Lastly, this is when the decision whether the null hypothesis is rejected or not is made. A researcher either declares the test invalid or rejects the null hypothesis by comparing the cut off z score to the samples Z score. 14. Based on the information given for each of the following studies, decide whether to reject the null hypothesis. For each, give (a) the Z-score cutoff (or cutoffs) on the comparison distribution at which the null hypothesis should be rejected, (b) the Z score on the comparison distribution for the sample score, and (c) your conclusion. Assume that all populations are normally distributed. Population Study 5 7 Sample score p Tails of Test A . 01 . 05 1 (high predicted) B 1 (high predicted) D 2 A. )(a) 1. 64 Z score cutoff, (b) Z=2 (c) reject the null hypothesis B. )(a) 1. 96 Z score cutoff, (b) Z=2 (c) reject the null hypothesis C. )(a) 2. 3263 Z score cutoff, (b) Z=2 (c) fail to reject the null hypothesis D. )(a) 2. 76 Z score cutoff, (b) Z=2 (c) fail to reject the null hypothesis 18. A researcher predicts that listening to music while solving math problems will make a particular brain area more active. To test this, a research participant has her rain scanned while listening to music and solving math problems, and the brain area of interest has a percentage signal change of 58. From many previ ous studies with this same math problems procedure (but not listening to music), it is known that the signal change in this brain area is normally distributed with a mean of 35 and a standard deviation of 10. (a) Using the . 1 level, what should the researcher conclude? Solve this problem explicitly using all five steps of hypothesis testing, and Illustrate your answer wltn a sketcn snowlng tne comparlson OlstrlDutlon, tne cutoff (or cutoffs), and the score of the sample on this distribution. b) Then explain your answer to someone who has never had a course in statistics (but who is familiar with mean, standard deviation, and Z scores). a. ) First and Foremost, the researcher should conclude whether there is or is not sufficient data and statistical evidence that music actually increase math problem solving skills in people. Below all five steps of hypothesis testing will be examined to determine what the researcher should conclude: Step 1: Since the question needs to be restated as a research hypothesis and a null hypothesis about the populations, the new question would be Does listening to music while solving math problems make a particular brain area more active? (Whitaker, 2013). Population 1: Music increases math problem solving skills. Population 2: Music has no effect on math problem solving skills. Step 2:This step determines the characteristics of the comparison distribution. .ucce0c1de325b880b8618f223a3c5882f , .ucce0c1de325b880b8618f223a3c5882f .postImageUrl , .ucce0c1de325b880b8618f223a3c5882f .centered-text-area { min-height: 80px; position: relative; } .ucce0c1de325b880b8618f223a3c5882f , .ucce0c1de325b880b8618f223a3c5882f:hover , .ucce0c1de325b880b8618f223a3c5882f:visited , .ucce0c1de325b880b8618f223a3c5882f:active { border:0!important; } .ucce0c1de325b880b8618f223a3c5882f .clearfix:after { content: ""; display: table; clear: both; } .ucce0c1de325b880b8618f223a3c5882f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucce0c1de325b880b8618f223a3c5882f:active , .ucce0c1de325b880b8618f223a3c5882f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucce0c1de325b880b8618f223a3c5882f .centered-text-area { width: 100%; position: relative ; } .ucce0c1de325b880b8618f223a3c5882f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucce0c1de325b880b8618f223a3c5882f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucce0c1de325b880b8618f223a3c5882f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucce0c1de325b880b8618f223a3c5882f:hover .ctaButton { background-color: #34495E!important; } .ucce0c1de325b880b8618f223a3c5882f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucce0c1de325b880b8618f223a3c5882f .ucce0c1de325b880b8618f223a3c5882f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucce0c1de325b880b8618f223a3c5882f:after { content: ""; display: block; clear: both; } READ: Media Networks Analysis EssayTherefore, in this research, it is assumed that music increases math problem solving skills. Since the null hypothesis is music has no effect on math problem solving skills , the comparison distribution is population twos distribution. Step 3: Since during this tep, the researcher has to determine the cutoff sample score on the comparison distribution at which the null hypothesis should be rejected, the null hypothesis will be rejected if the music has no effect on math problem solving skills score is within the bottom or the top 2. % of the comparison distribution (Aron, Aron, and Coup, 2009). Furthermore the cutoff Z scores for the 1% level a re -2. 33 or 2. 33. Step 4: The samples score on the comparison distribution is determined which in his case is Z= (x-m)/s = (58-35)/10=2. 30 Step 5: This is the step in which the null hypothesis is rejected or not. Therefore, in this case since 2. 30 Furthermore, the result of this particular and one test is not sufficient evidence and data to reject the belief that the mean percentage is 0. 35. Below there is sketch showing the comparison distribution: (Whitaker, 2013). ReTerences Aron, A. , Aron, E. N. , Coups, E. (2009). Statistics for psychology (5th ed. ). Upper Saddle River, NJ: Pearson Prentice Hall. Whitaker, S. (2013). Individual Assingment . A Student of Psychology: A Walk Through the Human Mind .

Edit Flow Tutorial Create an Editorial Calendar and Manage Writers

Managing a busy editorial team and ensuring your content is created and published on time is no easy feat. One plugin that can help make it  easier is Edit Flow. And in our Edit Flow tutorial, were going to show you exactly how you can use it to manage your WordPress sites content creation process.Well start off our Edit Flow tutorial with a brief look at the plugins various modules. Then, well show you how you can use each module to manage your sites editorial workflow. Edit Flow Author(s): Daniel Bachhuber, Scott Bressler, Mohammad Jangda, Automattic, and othersCurrent Version: 0.9Last Updated: January 11, 2019edit-flow.0.9.zip 82%Ratings 223,529Downloads WP 4.5+Requires Edit Flow is free WordPress plugin that helps you manage your editorial calendar, process, and team.It comes with a variety of different modules that you can pick and choose as needed:Calendar View and edit the Edit Flow calendar so you can see what articles are being published and when. You can drag an d drop posts to the date when you would like them published, click on a post’s title to see an overview of the post’s content, and more.Editorial Metadata Share internal notes for each post, so editors and writers are all clear on the guidelines for each article.User Groups Group your users (writers, editors, designers, and others) into working groups, and then assign them to different posts.Custom Statuses By default, WordPress only offers ‘Draft’ and ‘Pending Review’ as post statuses. Edit Flow provides additional statuses including ‘In Progress’, ‘Pitch’ and ‘Waiting for Edit’, and you can also create your own custom statuses. Using this status range, you can easily define the stages of your editorial workflow.Editorial Comments Threaded commenting in each post’s admin allows for private discussions between editors and writers.Notifications Ensure users receive updates on comments made on a rticles as well as the developing status of individual posts.In the Edit Flow tutorial below, youll learn how you can actually apply these modules to your own siteHow to install Edit FlowTo install Edit Flow, open your WordPress website dashboard and from the menu select Plugins Add New.Then type Edit Flow into the search function. Once the Edit Flow plugin is displayed click on Install Now Activate.How to configure and use Edit FlowTo access the Edit Flow interface, click on the new  Edit Flow option in your WordPress dashboard sidebar.This will open the Edit Flow homepage, from where you can access all the Edit Flow modules.Lets first look at how to use and edit the Edit Flow calendarUsing the Edit Flow calendarThe first feature that you will probably want to get to grips with is the calendar. To configure the calendar, click on Customizable Calendar under the  Calendar module.To enter a new post, simply double-click inside the appropriate dated box and click on the + icon. Then add the new post’s title and select either Create Post or Edit Post. If you select Create Post, you will find the post added in the Post section of your WordPress dashboard. Edit Post will take you directly to the newly created post.The new post will now appear in the calendar with the status  Pitch. The calendar will now display any changes to the status of each post.  Therefore, at any time, the editors and writers can quickly see the status of a post.Other useful calendar customizations include†¦Move calendar entries by simply dragging and dropping the text.Filter and search your calendar based on post statuses, content categories, and writers.Alter the number of weeks your calendar displays, enabling you to focus on long-term, medium-term, and weekly content planning.Enter editorial metadataIf you have pitched the article idea for another writer, or for an editor to approve, then completing the editorial metadata for that post is important. When you open a n ew post, you will find the Editorial Metadata box on the right side of the screen.Here, you can choose a date for the completion of the draft article, add an overview of what the article needs to cover, set a word count and more. This information helps both writers and editors understand what is expected for each individual post.Create user groups and set up notificationsEdit Flow allows you to group your users into working groups. To do so, open the  Edit Flow  homepage in your WordPress dashboard. Then scroll down to User Groups and click on Manage User Groups.Here you can create new user groups, as well as add individual users to different groups.Next, you can assign each new post to an individual or group. To do so, open the appropriate post and scroll down to the bottom of the page to find the Notifications box.Here, you can select individual users and user groups to receive updates on the post in the form of email notifications. These notifications keep users informed of w hen a posts status changes or any editorial comments have been posted.These features will help you manage your writing teams, improve communication, and ensure the flow of content creation remains organized and on schedule.Add editorial commentsEditorial comments are another useful communication feature. Underneath each blog post, you will find an Editorial Comments box.These comments allow editors, writers, and any other user or group added to the post, to discuss the article and easily and quickly correspond. They wont be published publicly theyre strictly internal.Use custom post statusesTo round out our Edit Flow tutorial, lets look at custom post statuses.By default, WordPress provides two post statuses for unpublished posts ‘Draft’ and ‘Pending’. Edit Flow not only provides a range of additional statuses for each post, you can also create custom statuses.To do so, find Custom Statuses and select Edit Statuses  on the main Edit Flow page.Here you c an see what statuses Edit Flow has already made available. You can then also add any custom statuses as you deem necessary.Once you are happy with the post status options, open a post and  you can select the status of the post under Publish Status.Any users attached to the post will receive a notification of a change of status. The Edit Flow calendar will also display the newest status of each post. Using these detailed post statuses will help define the status of workflow for each article.Edit Flow tutorial wrap upBy using your calendar for a high-level look at your upcoming content and custom statuses/comments for post-level communication, you can create a truly streamlined workflow with Edit Flow.We hope you found this Edit Flow tutorial useful and it helps you better manage your editorial process going forward!Looking for help with a specific Edit Flow feature? Leave us a comment and well try to help out! Here's how to manage your #WordPress site's content with the Edit Flow #plugin

Simple Dépêcher (to Hurry) Conjugations in French

Simple Dà ©pà ªcher (to Hurry) Conjugations in French How would you say hurry up in French? One way is to use a conjugate of the verb  dà ©pà ªcher. For example, you can use dà ©pà ªche toi for a single person and dà ©pà ªchons vous for multiple people. That is just one very simple conjugation of the French verb. There are many others that you will want to know in order to use  dà ©pà ªcher  beyond a quick command. A short lesson will run you through the most common forms. Conjugating the French Verb  Dà ©pà ªcher Dà ©pà ªcher  is a  regular -ER  verb  and that makes the conjugations a little easier to remember. This is particularly true if you have already studied similar words like  demander  (to ask) or  dà ©cider  (to decide). Thats because they share the same infinitive verb endings. Before you can add an ending to  dà ©pà ªcher, we must identify the verb stem:  dà ©pà ªch-. To this, the endings are added to  match the subject pronoun with the appropriate tense. For example, I am hurrying is je dà ©pà ªche while we will hurry is nous dà ©pà ªcherons. Subject Present Future Imperfect je dpche dpcherai dpchais tu dpches dpcheras dpchais il dpche dpchera dpchait nous dpchons dpcherons dpchions vous dpchez dpcherez dpchiez ils dpchent dpcheront dpchaient The Present Participle of  Dà ©pà ªcher Adding -ant  to the verb stem of  dà ©pà ªcher  gives you the  present participle  dà ©pà ªchant. Its helpful beyond the verb usage and can also be an adjective, gerund, or noun. The Past Participle and Passà © Composà © Another way to express the past tense hurried is with the  passà © composà ©. To construct this, attach  the  past participle  dà ©pà ªchà ©Ã‚  to the appropriate conjugate of  avoir, the  auxiliary verb. As an example, I hurried is jai dà ©pà ªchà © and we hurried is nous avons dà ©pà ªchà ©. Notice how  ai  and  avons  are conjugates of  avoir  and that the past participle remains unchanged. More Simple  Dà ©pà ªcher  Conjugations to Know When the action of hurrying is in question or uncertain, you might use the subjunctive verb mood. In a similar fashion, the conditional form implies that the hurrying will only happen  if  something else occurs. The passà © simple is a common literary form of  dà ©pà ªcher  and its likely you wont use it yourself. The same can be said for the imperfect subjunctive, however being able to recognize these is a good idea. Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive je dpche dpcherais dpchai dpchasse tu dpches dpcherais dpchas dpchasses il dpche dpcherait dpcha dpcht nous dpchions dpcherions dpchmes dpchassions vous dpchiez dpcheriez dpchtes dpchassiez ils dpchent dpcheraient dpchrent dpchassent The imperative forms of  dà ©pà ªcher  are those short commands like, Hurry up! When using these, formality is dropped, so you can skip the subject pronoun: use dà ©pà ªchons rather than nous dà ©pà ªchons. Imperative (tu) dpche (nous) dpchons (vous) dpchons

Human nutrition Essay Example | Topics and Well Written Essays - 500 words

Human nutrition - Essay Example An unhealthy diet or crash dieting can lead to severe deficiencies and diseases of malnutrition. It is advisable to include plenty of whole grains, cereals, poultry, fish, eggs, vegetables and fruits and milk and milk products in our diet for a strong healthy body. Health is said to be man’s greatest wealth. Being healthy is choosing the right food. The dictum â€Å"What we are is what we eat†, is truer than most of us realize. Our body needs food for growth, energy, maintenance, repair and reproduction. Although extremely resilient, the right foods in the right quantities, are essential for the smooth functioning of all the body’s vital parts. We need to consume adequate quantities of food that provide the six essential nutrients - carbohydrates, proteins, fats, vitamins, minerals and water to ensure a healthy mind and body. Whole grains, vegetables, fruits, milk and milk products as well as meat and fish or pulses and legumes are essential to supply these vital nutrients. The American Medical Association’s Food and Nutrition council very aptly defines nutrition as â€Å"the Science of food†. (Kovacs 2008 Diet & Nutrition page 1) According to my recorded food intake for three days, All three varieties -carbohydrates, proteins and fats - seem to be over the required dietary intake as prescribed by the DRI .

Business plan outline Assignment Example | Topics and Well Written Essays - 750 words

Business plan outline - Assignment Example With Eglinton Avenue being a major road that joins various municipalities, the shop would form a quick drop by joint for travelers and other residents of Midtown Toronto, who are interested in sportswear, especially the young and active, and athletes. The lease rate that I am working with is that of $22.64 per square foot, with restoration provisions requiring a payable cost of $6 per square foot at completion of the lease. This is in view of the current 21 percent average rentals rate for properties of class A, B, and C (Dalglish, 2012). With my business dealing mostly with athletic shoes, the market holds great potential for me as a quarter of the total sales made in shoes within the entire Canada come from athletics shoes. In 2013, the total sale of athletics shoes around the entire country was a $1.3 billion (NPD Group, 2014). The major competitors that Chic&Fun has include Shoeland Discount Store and Foot Solutions, both of which are located along Eglinton Avenue and have annual revenue of $75,456 and $275,690 respectively. Nevertheless, given that I have my shoe production company, I would reduce the cost of production to offer quality shoes at a lower price than my competitors so as to attract more customers and gain a large market share. Given that Chic&Fun will put in a stock of $50,000 in its first year, with a markup of 50% employed on all the products, and assuming that all the products will be sold, then the sales forecast is as below. To protect my business property from any liability, I will seek insurance coverage for corporate liability and property insurance, all of which would sum up to a total of $5000. This would protect my business from any lawsuits. The business will offer different brands of shoes of varying sizes and quality, according to the consumer affordability. The Store’s point of different will include offering the products at reduced cost, given that I have a company that produces the shoes;

Balance lab Report Example | Topics and Well Written Essays - 250 words

Balance - Lab Report Example Record the reading The Centigram Balance, which gives a reading of 2.3 on weighing the copper slug directly, has a sensitivity of 0.1 grams, whereas the Electronic Balance which gives a reading of 2.999 for the same slug has a much higher sensitivity of 0.001g. It is important to use the same slug for both instruments to make sure that any disparity in the readings is due to the instrument being used and not because of a difference in the mass of the copper slug being measured. The Electronic Balance has a higher accuracy. This is further proved by the value obtained for average mass of a copper slug using an Electronic Balance. This value, 2.980, is very close to the reading 2.989 which was obtained when a copper slug was measured on the Electronic Balance using weight difference method. The Electronic Balance, due to its high sensitivity and accuracy is more reliable for measurement of small masses. The Centigram on the other hand has a much lower accuracy and sensitivity and is thus unsuitable for small masses. Weighing by difference is different from weighing directly because it involves taking two readings and then subtracting the two to get a value for the mass that has to be measured. Weighing by difference gives more accurate results because when the readings are subtracted then any zero error due to wrong calibration of the instrument will be removed from the final reading. In case of weighing a mass directly if the instrument contains a zero error it will show up in the reading obtained which will then be inaccurate. Conclusion: This experiment establishes that the use of an Electronic Balance as opposed to a Centigram Balance and the use of weighing by difference technique as opposed to weighing directly produce more accurate

Female circumcision in other states

Female circumcision in other states An estimated 100 million to 140 million girls and women worldwide have undergone female gender mutilation/cutting (Population Reference Bureau, 2008). This figure is enormous and unsurprisingly, Female Genital Mutilation (FGM) is an extremely controversial topic within the international sphere. Whilst some may argue that it is simply natural and a general norm within certain areas and cultures, others, largely from the Western world, believe it to be an infringement of a basic human right and so many concerns and condemnations of the practice emerge from an ethical and humanitarian perspective. Engaging with this debate involves studying the works of two academics, Martha Nussbaum and Yael Tamir, both providing counteracting views towards such a complicated debate like this one. This essay examines the practice of female circumcision, arguing that it is legitimate for states like the UK to attempt to bring them to an end, thus agreeing with the argument made by Nussbaum, namely that we should be ashamed of ourselves if we do not use whatever privilege and power has come our way to make it disappear forever (Nussbaum, 1996). My argument however is one of states only being able to legitimately intervene where FGM is being practiced against the will of females, yet if the practice is warranted and women, of adult age, consent to it, then it is not as permissible for states to intervene. Cultural opinions and determination are not valid enough reasons to allow such a horrific process to continue, specifically due to the medical implications of the circumcision procedure as a whole. The Capabilities Approach by Nussbaum (1999) is examined within this essay therefore, in terms of arguing that females should have the choice of whether or not to go through with the act of FGM as this procedure removes their opportunity to fulfil their full capabilities as both human beings and as women. Thus this goes hand-in-hand with the argument that states are legitimate in interve ning to allow capabilities to be satisfied. Finally, a series of policy recommendations are made with respect to the ways in which states, such as the UK, can intervene legitimately to prevent such practices occurring in future years, the key one being education. These measures will therefore protect the human rights and social welfare of females across the world, along with other institutions i.e. Non-Governmental Organisations (NGOs). FGM is commonly performed on young girls as a rite of passage to womanhood (Rahman and Toubia, 2000, p.3). Since the early 1990s, FGM has gained global recognition as a serious health and human rights issue. Often this act is committed for social and cultural values as opposed to medical ones and so it is very difficult to begin a process of change as in order to do this, as the whole thinking of society and its actors would need be adjusted. Largely conducted within African countries, the practice, although having decreased in recent years, still poses a threat to the rights and capabilities of women in such areas. The fall in numbers of females undergoing such circumcision coincides with numerous global efforts to target excisors, medical professionals, and families who perpetuate the practice (Population Reference Bureau, 2008). Political will and implementation of such legislation however is the key hurdle to achieving this. FGM poses severe health risks, both physical and psychological in both the immediate/short-term and also the long-term. Some of these medical problems include: haemorrhaging, infections, septicaemia, shock from the severe pain and loss of blood, risks during childbirth, and in extreme cases, death (Slack, 1988, p.451). Other side effects include: infertility, cysts and abscesses, urinary incontinence and psychological and sexual problems (Population Reference Bureau, 2008). Intense trauma is often caused as many of the females who undergo this operation are of an incredibly young age, held down by force and circumcised with little, if any, anaesthesia (Slack, 1988, p.454).These medical consequences for women who undergo genital mutilation are unbearable to even think of, let alone experience, yet still the practice continues due to the myths which surround the issue i.e. females being sterile until they have been excised and so the procedure will supposedly increase fertility (Slack, 1988, p.447) and other myths that the clitoris is incredibly dangerous to women so if not excised will be harmful to the foetus, physically and spiritually (Slack, 1988, 460). Such myths are of course based on fictitious information but due to social pressures are not questioned but preserved, as has been the case for many years. The following map illustrates where FGM is at its highest and thus such areas are the first which need to be aided through state intervention to stop it. Statistics have shown though, that although the practice is still occurring, largely within third world countries, the number of women undergoing FGM has actually fallen and so this is indicative that some level of progress towards eradicating FGM is occurring. African countries, specifically Egypt, Mali, North Sudan and Ethiopia are (according to 2009 figures) experiencing the highest rates of female circumcision procedures. In international relations, both high priority and low priority political issues need to be addressed, seeking global communication, negotiation and interaction. Globally, greater interconnectedness and increasing multicultural societies are leading to both domestic and international issues being discussed at a global level. This is indicative of states helping other states in terms of economics i.e. through increased trade and assistance during globalisation, and politics i.e. through the exchange of political ideologies and support. The argument here posits that if it is legitimate for states to intervene in economic and political issues, is it not also legitimate for states to intervene, when and where necessary, to improve social welfare and quality of life of the less fortunate? This does of course refer to intervention to stop FGM and resultantly improve the social welfare of women across the globe. Governments duty to take action against practices like female circumcision is e mbedded in international human rights treaties and thus states must comply with this (Rahman and Toubir, 2000, p.44). FGM is therefore a violation of a fundamental human right, and as the process cannot be reversed, the consequences are horrific. Bleeding profusely, reproduction problems, and even death are the terrible repercussions that those who undergo the process will endure. Hence these are serious medical implications and these are medical explanations for stopping the practice, as opposed to the usual moral explanations often spoken of within international ethics theory (Jaeger, Caflisch and Hohlfeld, 2009, p.31). Tamir (1996) however, makes the argument that before looking at other countries, we should look at our own countries as they are highly unlikely to be perfect. I disagree with this to some extent, particularly in relation to the issue of FGM. Countries where this occurs may simply believe this to be a custom or norm, something that is a normal and unquestionable pa rt of a females life. Without being educated and increasing awareness though, this disturbing process will continue. The people living in such small communities view FGM as normality, relying on myths on which to base the rest of their lives. Thus, it is the duty of those more educated i.e. in the West, to use education as the catalyst to bring about change and in turn stop this practice from occurring against the will of females. So why is it that FGM is seen as disgraceful whilst male circumcision is not seen with such unacceptability? A key reason for this relates to religion i.e. in Islamic teachings, male circumcision is natural and compulsory for all Muslim males. Male circumcision is not as harmful in any way when compared to FGM is and men are still able to fully function both physically and sexually whereas women arent. Male circumcision outside of Islam is often undertaken for hygiene reasons and so all of these reasons clearly display the picture that within most societies around the world, male circumcision is widely accepted as a type of norm. The term female circumcision seems to suggest an analogy with male circumcision yet in actual fact, the degree of cutting in female circumcision is anatomically much more extensive (Rahman and Toubia, 2000, p.4). In addition to this, FGM is seen as a way of sexually controlling females and although in current political debate this may seem to be rather liber al in appearance, references to cliteridectomy commonly reveal a patronizing attitude toward women, suggesting that they are primarily sexual beings (Tamir, 1996). Thus many advocates of cliteridectomy are concerned with corruption i.e. that the operation will restrict female sexual desires and in turn this will make them chaste wives and mothers (Tamir, 1996). The issue here though is that sexual enjoyment from women is not an openly discussed matter, but rather a taboo in many traditional communities, and so cliteridectomy is in itself symbolic of repressing female sexuality. Such non-Western cultural practices like FGM often symbolise resistance to the dominance of the West i.e. in Kenya, whereby cliteridectomy gained life as a political tool between British Colonials and African Nationals (Brown, 1991, p.262, cited in Jaggar, 2005, p.577/578). The counter-argument to this though lies within the hypothetical example given by Tamir (1996): mutilation enables women to be free of their reliance on men and thus they are able to function fully in order to follow social and political aspirations. The more common argument however is one of cliteridectomy and similar practices being corrupt in nature, restricting women and not allowing them to break free of the imposed barriers with respect to sexuality. All of these issues relate back to cultural and traditional values and so it often impossible to think beyond ones own culture. Nussbaum, a liberal feminist, provides an almost world-view which encourages people to think outside their own cultural box, raising the argument that just because something is done i.e. FGM, this does not mean that we cannot question it or interrogate it for the greater good. Her concerns therefore lie with issues of morality, freewill and choice. Nussbaum (1996) responded to Tamir (1996), focusing primarily on three points: (1) it is unfair to criticise another culture without being prepared to accept criticisms of ones own culture, (2) one cannot criticise another cultures acts without the certainty that their own culture is free of any evils, and (3) FGM is morally similar to dieting and body-shaping as within American culture. Nussbaum (1996) agrees with the first point, disagrees with the second and believes the third point to be egregiously wrong, con tending that the damage caused to women from extreme dieting and surgery can be undone in most cases, yet genital mutilation cannot be and so this is why it is of the greatest concern. The third critique Nussbaum (1996) makes is of greatest relevance as FGM is often compared cosmetic surgery and enhancements and so on by many theorists. It is often seen as the opposing argument, but as stated in the article, the eight differences between FGM versus dieting and surgery explain why Vogue is not illegal, whereas FGM is illegal in many of the countries where it occurs (Nussbaum, 1996). Nussbaum (1999) later built on Amartya Sens theory of Capabilities and this is of great relevance when examining the controversial topic of FGM. She understands capabilities to characterise each human life and is interested in ensuring that all persons have these capabilities to perform central functions, an explicitly Universalist standpoint. Her argument affirms that within the political arena, human beings exhibit moral capabilities which can in future be developed, yet such capabilities are deprived of the nourishment that would transform them into high-level capabilities (Nussbaum, 1999, p.236). Hence without these capabilities Nussbaum (1999) argues human beings are useless. With regards to FGM, the Capabilities Approach largely frowns upon the deprivation of individuals to have the opportunity to choose to be sexually active or indeed celibate (Nussbaum, 1999, p.238). Capabilities require constant development to be able to function fully. With respect to Nussbaums work, ten ce ntral human function capabilities are identified (Nussbaum, 1999, p.235). FGM breaks two of these capabilities, namely bodily health and bodily integrity (Nussbaum, 1999, p.235). Hence according to these, states are legitimate in intervening and influencing other states where practices like female circumcision are taking away the capabilities of their citizens. Resultantly, the Capabilities Approach is demonstrative of an accurate framework to use where the matter of states, like the UK, legitimising actions, such as FGM, is concerned. This Capabilities Approach was later put into action by the United Nations Human Development Reports, arguing that GDP per capita was not a true reflection of this and instead, Sen argued that how people live their lives and other similar economic indicators, need to be examined. Tamir (1996) opposes such points, arguing that there is much to criticise about ones own culture before one is able to criticise another. So common Western practices such as cosmetic surgery, in her argument, would be open to the same criticisms from non-Western countries as FGM is for people within the West. In her critique, states are not legitimate in intervening in other countries before they have addressed all issues of a similar nature within their own home country. With respect to this argument though, the fact of the matter remains that those individuals who undergo surgery and other cosmetic enhancements are usually doing so out of their own personal choice and so this raises other concerns as to why people feel the need to do this, as opposed to intervening to stop it. Other theorists are generally more reluctant for intervention to occur i.e. Walzer, who would argue that intervention of any kind would only be necessary if a clear case of genocide was being demonstrated whe re thousands of victims were losing their lives. In my critique of this though, the practice of FGM, although maybe not as severe as genocide, is indicative of female oppression and so causes a predictable number of deaths which could have been prevented had the right systems been put into place through state intervention. The factor specific to FGM which makes it appropriate for outsiders to intervene and attempt to halt it is that of women not being given a choice of whether or not to undergo the procedure. Women should be able to decide for themselves whether or not they wish to be circumcised, with no pressure from external forces, yet before such a decision they must be made aware of the implications in terms of health and future capabilities. This is what Nussbaum (1999) is referring to in her Capabilities argument as outlined previously. As prosperous developing countries, it is the obligation and duty of states like the UK to intervene to stop FGM when it occurs against the will of women, at least until sufficient change is seen and this change fosters sustainability. The following section therefore examines the ways of doing this. Since the early 1990s, FGM has been recognised as a global human rights issue and so numerous efforts have been made to end it or to at least reduce the number of cases of it occurring. Initiatives such as the annual International Day Against Female Genital Mutilation on February 6th, introduced by the United Nations Population Fund (UNFPA) in 2007, demonstrates this, calling for greater government commitment to programmes preventing the practice (Obaid, 2007). Although female circumcision is a heavily criticised practice in many developed countries, it is not feasible to simply condemn the practice as this suggests that Western culture is paramount. Understandings of cultural relativism need to transpire but more importantly, a process of change needs to be instigated. Nussbaum (1996) is correct in critiquing Tamir for this (suggesting cultural relativism is a valid argument), explaining how it is difficult to morally decide whether or not intervention should be committed in terms o f local or distant acts, and although individuals will legitimately prioritise about these decisions, this does not mean that we should not intervene. Poor education and low levels of income among women in African countries, coupled with inadequate governmental support (Wakabi, 2007, p.1069) are the key issues regarding the eradication of FGM and only when such problem areas are addressed, can progress begin to occur. Rahman and Toubia (2000, pp.58-68) identify three types of measure to be implemented in order to tackle the FGM issue: legal, regulatory and policy measures. It is important to note from the very beginning though that no single measure will be feasible if states are to intervene, but rather a series of combined approaches and changes must be adopted. Legal measures involve ratifying human rights arrangements to ensure that rights within such treaties are upheld and also carefully considering the imposition of criminal sanctions to dissuade people from committing the circumcision operation (Rahman and Toubia, 2000, pp.59-61). With regards to regulatory measures, suggestions have been made of disciplining those medical professionals who engage in the practice and removing their licences if they persistently offend (Rahman and Toubia, 2000, p.68). Finally, but most importantly, policy measure areas are discussed, these being: education, the media, empowering women and increasing access to reproductive welfare services (Rahman and Toubir, 2000, pp.68-71). The primary way of states intervening legitimately, in my argument, is through the process of education. By educating those within the countries where the practice of FGM takes place, the root cause of the problem can be targeted. This has previously been done through NGOs and alike, yet states too can intervene to promote adequate social welfare for the women within countries where FGM is a severe issue. Older generations need to be approached and made to understand the deficiencies associated with the practice and thus ultimately this will feed through to younger generations. Simultaneously though, younger generations too need to be targeted as t hey are the future and by educating them, forthcoming generations of females will be protected against such a painful practice. Governments need to begin devoting resources to providing FGM practicing countries and communities with information about the negative effects of the procedure and about human rights as important. Such information however must emphasize the potential psychological and physical impact[as well as] examine the history and purpose (Rahman and Toubir, 2000, p.68). If we now examine the media, the argument made is one of facilitating public dialogue and discourse about FGM along with the promotion of women to be free from FGM by various media outlets (Rahman and Toubir, 2000, p.69). This is a very good suggestion, yet in my critique, isnt feasible due to the fact that media within FGM practicing countries is relatively low, if at all existent. Thus this policy recommendation is good in theory yet in practice may not be as simple as first assumed. Empowering women is the third suggestion, self-explanatory in nature yet the ways of doing this include reforming policies which prevent women from improving their status i.e. social, economic etc, ensuring women can work alongside men and that issues of equal pay are addressed (Rahman and Toubir, 2000, p.70). Again this poses potential difficulties in that in certain rural communities, women are not seen as employable and do not have the opportunity to go out to work and more importantly have not been educated enough to undertake even the most low-skilled job positions. Hence such a recommendation is reliant on the previous policy suggestion of education, as only when communities are educated will the women within them be able to start working legitimately. The final proposal is that relating to reproductive services for females within the communities where female circumcision is occurring. These services are critical in providing women with accurate information about FGM as a whole in terms of th eir reproductive health (Rahman and Toubir, 2000, p.71). This is a great service as it is well-known that women who have been circumcised require regular medical attention and so this would address this issue and make it a more widely recognised initiative. Hence the ideal outcome of this is that women, who understand the severity of the practice for their health, will be less likely to make their daughters go through with it (Rahman and Toubir, 2000, p.71). This is ideal and would be the best possible solution but, Rahman and Toubir (2000) fail to consider the impact of community, religious, cultural, family and social pressures on women who do not undergo the FGM operation. Thus reproductive services although being an invaluable resource, are not as simple and easy in terms of changing social attitudes immediately. In the long-run however, reproductive services do have the potential scope to be a success. Other suggestions for intervention include: withholding aid to those countries where FGM is continuing to happen along with working with local groups to support advocacy efforts promoting negotiated, verbal intervention as opposed to plain physical intervention. The critique of this though relates to speaking but taking no action and some theorists would argue that an issue like FGM can only be tackled by head-on intervention that doesnt pussyfoot around the topic but rather stops the practice for the horror it causes, and rightly so. It can be argued by many that these policy recommendations are too simplistic and idealistic yet the fact of the matter remains that before any of these can be implemented, government structures need to be changed. In places like Somalia, several humanitarian organisations have launched campaigns to stop the spread of FGM, yet the widespread insecurity and absence of a central administration have only handed minimal success to their efforts (Wakabi, 2007, p.1070). A case study of Mali however informs us of the positive impact of NGO based intervention, working alongside local communities and governments. The initiative here used a mobile cinema travelling from village to village to encourage the open discussion of womens health issues and once trust had been established, discussed FGM more openly in an attempt to change social attitudes towards it (Good, 2010). This programme has increased awareness about FGM amongst the Malian community, and is beginning to get positive results in M ali, where women are deciding against their daughters being circumcised (Good, 2010). Kenya too has undertaken programmes, the key one being Ntanira Na Mugambo which translates to Circumcision by Words (BBC News, 1998). This week long programme secluded women from males, informing them about FGM in a subtle manner i.e. referring to anatomy, reproduction, self-esteem building, dealing with peer pressure and respecting adults (BBC News, 1998). Thus this type of programme didnt abhor FGM outright but rather tackled the issues surrounding it, offering an alternative view yet allowing the women to make up their own minds. Another project was employed in Uganda where an Outreach Plan was created, targeting leaders of rural communities who commit the practice of FGM. Such a plan provided local community leaders with economic incentives to stop the process i.e. that those women who undergo FGM find it incredibly difficult to work and thus their contribution to the workforce is trivial (Rahman and Toubia, 2000, p.78). Such intuition prevents women from being forced to be circumcised whilst also positively impacting upon productivity and as a result increasing economic efficiency. Outside pressure does still exist though and experts on FGM believe it is vital to actively engage with communities to ban the practice and penalise those who still conduct it. Thus as said before, education, although the most important element of this process of instigating change, cannot simply be the only solution, but rather must be combined with a series of other strategies. To conclude, FGM is a practice heavily debated about within international relations due to the ethical concerns it raises and ultimately infringes. Cultural relativist positions would argue that is necessary to understand the behaving of different groups due to cultural backgrounds, yet the stance that we should simply accept differences is highly critiques where FGM is concerned. In my critique, the practice is one worthy of severe condemnation, yet through little fault of the people continuing it but rather the myths and general history surrounding it. Hence, ultimately it is these myths and historical factors that need to be eradicated in order to promote the safety of women across the globe, particularly in less-developed countries. Thus this essay has agreed with and supported the argument put forward by Nussbaum that it is legitimate for states like the US and UK to intervene to bring the practice of FGM to an end yet this is relative to the situation. My core argument however remains that if women are being forced to undergo genital mutilation, then it is acceptable for states to intervene through the measures discussed previously. However, if the procedure if consented to and women are voluntarily wishing to go through with it out of their own freewill, then states are not legitimate in intervening. Intervention thus is dependent on the factor of choice towards FGM, yet women and men alike should be educated about the medical and psychological consequences of it. Additionally, such education should enlighten communities about the falsities of the myths they cling on to and how they are in actual fact untrue. The Capabilities Approach is fundamental to this process of education as it informs the public of how FGM can harm and worsen the capabilities of women. Education however will not work alone and must be accompanied by a series of other policy measures, namely legislation, regulatory policies and reproductive services. It is therefore legitimate for states like the UK to intervene to halt practices like FGM, according to the circumstances outlined in this essay and through the policy recommendations suggested. Bibliography BBC News (1998) Female genital mutilation [online] Available from: http://news.bbc.co.uk/1/hi/health/medical_notes/241221.stm [Accessed 25th November 2009] Good, H. (2010) Mobile cinema helps change attitudes about female genital mutilation/cutting in Mali [online] Available from: http://www.unicef.org/health/mali_52714.html [Accessed 21st March 2010] Jaeger, F., Caflisch, M. and Hohlfeld, P. (2009) Female Genital Mutilation and its Prevention: A Challenge for Paediatricians in European Journal of Paediatrics, Vol. 68, pp.27-33. Jaggar, A.M. (2005) Saving Amina: Global Justice for Women and International Dialogue in Pogge, T. and Horton, K. (2008) Global Ethics: Seminal Essays (eds.), New York: Paragon House, pp.565-603. Nussbaum, M. (1999) Women and equality: The capabilities approach in International Labour Review, Vol.138, No.3, pp.227-245. Nussbaum, M. (1996) Double Moral Standards? A Response to Yael Tamirs Hands off Clitoridectomy [online] Available from: http://bostonreview.net/BR21.5/nussbaum.html [Accessed 7th March 2010] Obaid, T.A. (2007) Statement on the International Day Against Female Genital Mutilation [online] Available from: http://www.unfpa.org/news/news.cfm?ID=927 [Accessed 21st March 2010] Population Reference Bureau (2008) Female Genital Mutilation/Cutting: Data and Trends [online] Available from: http://www.prb.org/pdf08/fgm-wallchart.pdf [Accessed 25th November 2009] Rahman, A. and Toubia, N. (2000) Female Genital Mutilation: A Guide to Laws and Policies Worldwide, London: Zed Books Slack, A.T. (1988) Female Circumcision: A Critical Appraisal in Human Rights Quarterly, Vol.10, No.4, pp.437-486. Tamir, Y. (1996) Hands off Clitoridectomy: What our revulsion reveals about ourselves [online] Available from: http://bostonreview.net/BR21.3/Tamir.html [Accessed 7th March 2010] Wakabi, W. (2007) Africa battles to make female genital mutilation history in World Report 2007, Vol.369, pp.1069-1070.

Social Networking Safety :: Social Networks, Facebook, Twitter

MySpace gained popularity when businesses and bands began using it for advertising. Since the launch of Facebook, both have made social networking part of daily life for millions of people worldwide. Internet relationships have become more popular and face-to-face interactions have become more rare. Though these websites allow friends to stay in touch more easily, they also raise safety concerns. Predators have found ways to gain access to innocent bystanders. The age of account users on these sites has become an issue. Parents’ main priority for their children when it comes to the internet is their safety. The safety risk has caused many parents to ban social networking sites in their home. The question on everyone’s mind is, is it worth risking personal safety to communicate more easily? While staying in touch with friends is essential to adolescent development, there are less risky ways to do so. An article by Jennifer Sexton and Marlanda English states that online sites put young people at risk for online predators when they believe they are socializing with friends. Cyber relationships can delay the growth of real relationships according to Sylvia Engdahl in Online Social Networking. Anne Whittaker and Geraldine Wagner wrote that these websites can stimulate the economy by creating advertising opportunities. Advertising and socializing can be combined with these sites, and as Craig Belanger and Laura Finley wrote in an online article, they allow even the shyest of people to express themselves freely. MySpace is a great place to advertise businesses, while Facebook can create the virtual interaction that everyone seeks. Safety precautions can be implemented to ensure only those of suitable age can have access to these sites. Each year there are more advances in technology that allow the world to connect on more personal levels. The new-found popularity of social networking sites accompanies advancements in technology. Social sites allow people around the world to connect with one another in an instant without much hassle. With many great achievements or advancements comes a controversy. The controversy over the popularity and use of social networking sites has alarmed groups of people around the globe. Each group seems to have its own opinion on each miniscule detail of the ever popular sites such as MySpace and Facebook, and they state their opinion in every way possible. While advancements in technology have allowed social networking sites such as MySpace and Facebook to connect people around the world, they may be releasing too much information and therefore making innocent people vulnerable to dangerous situations.