Oedipus the King Essay

In the play written by Sophocles â€Å"Oedipus the King,† is depicted as one who is blind to his own ego, pride stubbornness, anger and lack of knowledge. First written in Greek mythology this play is about a King of Thebes whose ego overshadowed his ability to focus on his the necessary things to stabilize his kingdom; his anger and pride eventually led to his down fall. Having solved the riddle of the Sphinx, (an evil creature) King Oedipus was able to succeed as the new king of Thebes and became the new husband of the queen Jocaster, not knowing that she was his biological mother. Oedipus son of king Laius and Queen Jocaster was doomed from birth, fearing that their son Oedipus will take his father’s life Jocaster give him (Oedipus) to a herdsman to be killed, he was then given to another herds man in the fields In a twist of faith who then returned him to Corinth where he was adopted by King Polybus and his wife Queen Merope, who raised him as their own. It would seem the gods will have their fun day with Oedipus. Blinded by ego as a king Oedipus seeks only to please his people, his city and himself. Plagued with sufferings throughout his kingdom in which famines, diseases animals becoming extinct, and the women who were stricken with bareness were becoming a desaster. With no end to their sufferings the people of Thebes turned to the king for guidance and to help appease their discomfort. Obligated to his people, his city, and himself the king in his search for answers, summons Creon his brother in law and uncle to provide him advice from the wise council of the Oracle in Delphi. Creon learns from the oracle that the kingdom was plagued by a series of unfortunate events and revealed it to the King. According to Creon the plague in the land must be driven out by bringing the murderer of the previous king to justice. â€Å"I will tell you, then, what I heard from the God. King Phoebus in plain words commanded us to drive out a pollution from our land, pollution grown ingrained within the land; drive it out, said the God, not cherish it. † (Sophocles 105-110). The plague was as a result of the murder of King Laius (Oedipus’s biological father) whose killer was never found and brought to justice. Oedipus felt it was his duty to find the killer and have justice served. Not satisfied with the answers he had gotten from Creon, Oedipus sent out for Tiresias a prophet. â€Å"Tiresias you are well versed in everything, things teachable and things not to be spoken, things of Heaven and Earth – creeping things. You have no eyes but in your mind you know with what plaque our city is afflicted. †(Sophocles 315-320). Again Oedipus’s ego drives him to pursue answers to which the end result will only destroy himself; the gods must be laughing now. Oedipus points out the fact that Tiresias is blind, but he fails to see that he himself is blind to the events taking place within his kingdom. Oedipus acknowledges that although Tiresias is physically blind he has discerning capabilities that allow him to see what others cannot, moreover he knows of the plaque in the city. It is Oedipus’s pride that compels him to seek the truth in order to bring freedom to the people of Thebes in hope of gaining more power from them. As Tiresias became hesitant and refuses to speak what he knows Oedipus became angry. There is no fairer duty than helping those in distress. † (C & B 301-302). Oedipus made this remark because he wants to be the savior of the city, the man who will bring it out of distress and misery. He sees Tiresias as hard headed individual and a man with no feelings; making reference to his eyes being cold (C & B lines 307-308). Oedipus continues to accuse Tiresias of his faults, finally! Tiresias decides to speak the truth behind Oedipus’s own blindness to which he is blind and thus cannot see the nature of his own wrong doings (C & B Lines 324). Tiresias revealed that Oedipus himself was the pollutant of the land because he (Oedipus) is the murderer of King Laius. It would seem the gods got their wishes in spite of Oedipus unknowingly killed his biological father. Oedipus stated,† it has but not for you; it has no strength for you, because you are blind in mind and ears as well as in your eyes. †(Sophocles 400-410). Oedipus refuses to believe Tiresias words and continues to provoke him, exclaiming: â€Å"your life is one long night so that you cannot hurt me or any other who sees light,† (Sophocles 410-420) although it is he Oedipus who cannot see the light. The irony here is supported by the metaphor of knowledge as vision. Tiresias though being sightless discerns the truth through wisdom, while Oedipus is essentially in a sense, blinded by his anger and cannot see the truth. Oedipus secret of killing his father is no longer remaining unknown for the Shepard, and Tiresias know of Oedipus hidden past. Blinded by lack of knowledge towards his past he accused his brother in law Creon of treason and plot to destroy he (Oedipus) an argument between Oedipus and Creon lures Jocasta towards Oedipus in which she tries to calm him down. Jocasta goes on to say that the oracle cannot be trusted. Throughout the story of her former husband death, she mentioned he died on the three way crossroads just before Oedipus arrive to Thebes. After Jocasta has mentioned how Laius died, Oedipus realized that he may be the one who murdered Laius (his father). Hoping that he is not identified as Laius’s murder, Oedipus sends for the shepherd that survives the attack. As he Oedipus finds out the truth about himself, his past, his biological father and mother his physical and spiritual eyes became opened. In his conviction as well as guilt he then blinded himself, the irony here, is just when he saw the light, he took his own sight, â€Å"what use are my eyes if I cannot see? † Oedipus was blind towards the past, not knowing his real parents, the present, putting pride ego and anger before rationalization, and the future, physically taking his own sight away by blinding himself. The play begins with the praise and love for a king, Oedipus is praised at the beginning of the play and is looked up to by the people, Tereisais refuses to speak the truth and Oedipus refuses to see the truth. Finally Oedipus went from being a blind man with seeing eyes to a man with sight, but his real eyes destroyed. This hero fell because his pride and ego made him blind to the truth that was right before his eyes. The gods got what they desired did they desire more?

Home Depot Case Study Analysis Essay

According to the case study, Home Depot Incorporated: The Specialty Retailer of Building Materials, Home Depot, Inc has been incorporated since 1978. The company functions in the home improvement retail industry, which includes multiple markets as do-it-yourself, professional, and renovation home improvement. At the end of 2000, the company had 1,190 brick and mortar retail stores, mainly located in the United States, but slightly less than 100 retail outlets were distributed between Canada and South America. The retail sales of Home Depot are various, and include building materials, home improvement and renovation, lawn and garden, as well as household appliances, supplies, and tools. Other retail sales at Home Depot include cabinetry, tiles and flooring, lighting fixtures. In services, Home Depot offers installation, design assistance, and even instruction/installation assistance. The case study, Home Depot Incorporated: The Specialty Retailer of Building Materials, further shows how Home Depot segments its products into Fix It, Build It, Grow it, Decorate It, and Install it. These segments are based on the three consumer markets, the do it yourself, buy it yourself, and professional customers. This allows Home Depot to seek competitive advantage in specialized retail outlets by defining the characteristics of consumers by their purchase type and buyer characteristics. Home Depot Incorporated: The Specialty Retailer of Building Materials shows that Home Depot’s long-term debt reached $1. 55 US billion in 2002, and total liabilities were at $6. 37 US billion. Home Depot had $177 US million in cash and short term investments as of January, 2001. Their inventory value was at $6. 56 US billion, and the cost of goods sold was $31. 46 US billion, leaving Home Depot with inventory turnover every 76 days. This means that Home Depot incurred more inventory costs in warehousing and distribution, than retail sales supported. Issues in Strategic Management The case study, Home Depot Incorporated: The Specialty Retailer of Building Materials explains that Home Depot’s management issues have several dimensions. First, the increase in retail stores and implementation of specialty stores in response to customer segmentation led to the speculation that Home Depot was having an ‘identity crisis. ’ The diffusion of the core home improvement domain was extreme and initially occurred over a short time line, thus operating expenses climbed. This was combined with a slowing of the do it yourself industry and markets, as well as competition from Lowe’s. In response to this, the CEO at the time, Robert Nardelli, shifted away from the exponential growth strategy and towards reducing warehousing of low-purchase items and boosting in-store item differentiation and sales. Nardelli’s strategy chain was, according to the case study, envisioned as gaining ground in installation and services growth before the competition cornered these markets. The company’s focus then changed from one of brick and mortar growth to one of service industry growth. Thus, Nardelli moved from the traditions of the home improvement industry and towards innovation. In growth strategy, the senior vice president of Home Depot’s management team felt that increasing operational efficiency and maintaining the strength of brick and mortar growth was more important than implementing new service dimensions. The basis of this argument was that traditional growth strategy had a huge success rate since the company’s inception, and multiple trade areas in the Northwest and Southwest United States were largely ignored by major competitors, specifically Lowe’s. The case study, Home Depot Incorporated: The Specialty Retailer of Building Materials, examines that the second management strategy was also in contention, where the executive vice president believed that instead of focusing on the service strategy, or the retail market strategy, Home Depot should maintain its segmentation of consumers into specialty stores, which would allow Home Depot to gain competitive corners of the market that it had not yet explored. In this strategy, Home Depot would be able to market towards the appeal of specialized services. In closing the management strategy analysis, the case study emphasizes the decision of Nardelli as being difficult, as both strategies presented held risk and benefits. Nardelli’s decision making process, therefore, had to be one that focused on the growth initiative of Home Depot, as overcoming competitors, establishing the domains, and segmenting (or not segmenting) the retail outlets. Based on this, the pertinent issues facing management processes at Home Depot are directly related to the growth initiative, growth strategy, and implementation of the growth strategy. Analysis and Evaluation of Issues The concern of Home Depot is to develop a management strategy that enhances growth. There are two main conclusions, as presented in the above case study. First, Home Depot can rely on its traditional method of retail brick and mortar store development with a focus on the under-marketed North-western and South-western United States. Secondly, Home Depot can focus on the development of specialty stores which are geared towards the segmented consumer markets. Key Concepts Lippert, Schwieger, and Schweiger (p 13 2005) examine that options to help a company achieve strategic growth are highly relative to the ability of the company to take action and rely on financial viability. Thus, a strategic growth initiative has the objective to be consistent with corporate growth and profit objectives through the development of key individuals in the organization (Lippert, Schwieger and Schweiger 3005). The focus of the growth strategy should be in the ability of Home Depot to maximize efforts with respect to investment opportunities, gather valuable and real-time data on existing market opportunities and strive for industry-changing innovations on an ongoing basis (Lippert, Schwieger and Schweiger 2005). The concern of either strategy presented to Home Depot is relative to that of all corporate entities. The basic concern is to maximize growth while reducing the risk of the strategy (O’Leary p 37 2005). The underlying strategy of corporate growth initiatives is largely based on innovation, and the engine for innovation is the creation of an efficient connection between technologists, funding, and scale is its abilities (O’Leary p 37 2005). The growth strategies should therefore include diversity in innovation, rather than relying on the older ideals. Based on these key concepts, Home Depot’s optional growth strategies will be evaluated through a SWOT analysis, with a focus on the financial viability and strategic innovation presented. Strengths Home Depot has a strong market position as one of the largest home improvement retail stores in the United States. The sales volume allows Home Depot to maintain strength in domestic and foreign markets. The strong market position inidicates that the traditional growth initiatives have facilitated consumer support. Furthermore, Home Depot has a diversified and balanced brand mixture. The company stocks major branded appliances and a wide range of its own store-branded products. While there has been some worry regarding financial viability, Home Depot has remained the top domestic retailer in the home improvement market, and has a wide range of resources it can use for supporting corporate growth and new market entry. Weaknesses The weaknesses in Home Depot can be identified as a lack of customer service and support, the store has little initiative towards customer service that is easily visible to customers other than the retail store ‘customer service’ line. This shows that Home Depot has lagged behind its competition in providing high customer service quality, and raises a concern for the ability of Home Depot to maintain specialty service stores. The other identifiable weakness of Home Depot is the multiple brick and mortar extensions, which created a diffusion from the central home improvement retail business, and is exemplified by the management decision to ‘cut back’ on building new retail outlets. For the retail store, this creates a loss of square footage, which is vital to maintaining supplier relationships and meeting consumer demands. Opportunities Home Depot’s opportunities lie in the acquisition of new businesses. The company has the financial stability to acquire multiple businesses to further its growth strategy. This could include the service industries and specialized markets. As an opportunity, acquisitions have the ability to save costs over implementing ‘new’ growth strategies. Threats Home Depot’s business is highly competitive. Home Depot must compete against multiple market segments: other home improvement stores, electricity and construction stores, plumbing and lighting stores; cabinet-makers and lumber yards. In the retail segments such as paint, appliances, and tools, Home Depot also competes with discount stores, local, regional and national hardware stores, mail order firms, warehouse clubs and independent building supply stores.

An Evaluation of Academic Performance of Grade Essay Example for Free

An Evaluation of Academic Performance of Grade Essay Introduction â€Å"Bright minds make bright future! † Preparatory children nowadays are far  Ã‚  better than before they are more advanced in teaching and more capable of absorbing the methods of learning that used with them. Modern teaching accompanied with modules and analytical measures develop the  preschooler’s memory retention that serves as the foundation of their education. Kids today  are more willing and not afraid to  try to discover new ways and methods of learning. The value of preschool is a  hot topic these days. A small but growing number of  studies link enrolment in preschool or child care  centers (which typically include a  preschool curriculum) to higher cognitive and language scores on kindergarten-entry tests The early childhood stage is a  permanent learning stage. Whatever they learn now, they will take home. This preschool education is the provision of education for  children  before the commencement of statutory education, usually between the ages of three and five, dependent on the jurisdiction. The institutional arrangements for preschool education vary widely around the world, as do the names  applied to the institutions. Effective preschool education can help make all children ready to learn the day they start school and, more importantly, help close the  enormous gap facing children in  poverty. Preschool gives our kids the strong  foundation they need to be  successful in school and in life. Children who attend pre-kindergarten programs have bigger  vocabularies and increased math  skills, know more letters and more letter-sound associations, and are more familiar with words and book concepts, according to a number  of studies (Patson P. Opido 2010). The child is the ultimate concern in all educational processes. He is the beginning at the end of all educational efforts. The goal of education is to help every child grow up well-rounded; physically well-developed, mentally healthy, intelligently alert, emotionally secure and socially well adjusted. These can be truly achieved by giving attention to the child’s foundation. The first day of the children in school is a unique experience. It may be their first contact with big group of children. The difference among first grade pupils in their level of preparedness to grade one work may vary. The grade I teacher should be aware of the differences in the children’s readiness; some readiness is the springboard to do actions. Knowing pupil’s differences will guide the teacher on what to do to develop them to the fullest ( Lindberg and Swedo, 1995). A child born of a healthy, responsible and emotionally mature parents has a good foundation. His parents, especially the mother, guide him through the proper habits of eating, sleeping and cleanliness. An individual’s attitude toward himself and others, his behaviour either at work or at play, and his emotional roots in his early childhood experiences. What he learns at home constitutes the basis for future learning and adjustment. As the child develops social awareness, he needs to experience association with a larger group outside his home. Parents send their children to school simply because they want them to develop basic health habits and self sufficiency. Furthermore, this also includes the ability to use language patterns for simple and correct social attitudes in relation to the company of people around him, whether adults or other children and the appreciation of the aesthetic attributes of his immediate surroundings. Modern teaching accompanied with modules and analytical measures develop the preschooler’s memory retention serving as the foundation of their education. Kids today are more willing and not afraid to try to discover new ways and methods of learning. The value of preschool is a hot topic these days. A small but growing number of studies link enrolment in preschool or child care centers (which typically include a preschool curriculum) to higher cognitive and language scores on kindergarten-entry tests. The early childhood stage is a permanent learning stage. Whatever they learn now, they will take home. This preschool education is the provision of education for children before the commencement of statutory education, usually between the ages of three and five, dependent on the jurisdiction. Parents on the other hand, play a vital role in educating their children because they are their first teachers, which is the greatest contribution before a child ever begins his formal education in school. When a child enters the formal school, he carries out with him the acquired values from his parents. Just like the teacher’s task, if parents fail to perform their responsibilities, it may bring misbehaviour on their children which may directly or indirectly affect the child’s academic performance. In the Philippine public elementary schools today, inner tensions have been continuously affecting the learners going to grade one level, especially those who had never gone to any kind of schooling before. These learners entering grade one have many apprehensions. Most of them have no experiences in going to school. Parents are not capable of sending them to school especially those in remote and slum areas. Instead of giving their children a chance to study in Day Care Centers and Kindergarten in some public elementary schools, they ended up waiting for their to be accepted in Grade One. With these scenarios the pupils encounter difficulties in catching up with different skills like numeracy and literacy which are now the basic skills necessary in the first grade level of formal schooling. These children also suffer in relating themselves to their new environment, the school. In order to have a smooth transition from home to school and to prepare them socially and psychologically, the curriculum on the Early Childhood Experiences was recommended for adoption in all public elementary schools as included in Every Child A Reader Program ( ECARP). It aims to developing the reading readiness and developmental reading in Grade one as launched by the Department of Education. One of the major goals of the 2015 Education for All (EFA) is the expansion of the coverage and improvement of the quality of the Early Childhood Care and Development (ECCD) programs in the country. The present government administration in its Ten-Point Agenda has declared a policy calling for the standardization of preschool and day care centers. The Department of Education (DepEd) in support of this thrust will administer School Readiness Assessment Test to All Grade One Entrants, effective SY 2005-2006. The School Readiness Assessment (SRA) is a tool to determine the readiness of Grade One entrants in tackling formal Grade One work. The School Readiness Assessment Tool will be administered by Grade One teachers assisted by the Grade Two and Three teachers one week before opening of classes. The assessment shall not be treated as an entrance test or examination. No child shall be refused entry to Grade 1 based on the results neither of this assessment nor without preschool experience. To continuously determine the school readiness of all Grade One Entrants, the School Readiness Assessment (SReA) was administered. One of the objectives of SReA is to assess pupils’ readiness across the different developmental domains – gross and fine motor, receptive/ expressive language, cognitive domain and socio- economic domain. The result obtained was the basis for grouping the Grade One entrants. It was also used to guide Grade One teachers in providing appropriate instruction and assistance to address specific needs of the pupils. The result of the School Readiness Test in May 2011 identified that there were at least forty two point ninety eight percent of the school population of Grade One entrants were not ready. Children with No Early Childhood Care and Development (ECCD) has low average in pupils’ readiness across the different developmental domains – gross and fine motor, receptive/ expressive language, cognitive domain and socio- economic domain. Background of the Study The researcher is motivated by the above mentioned situation and this led to the conceptualization of this study. As an educator, the researcher is faced with the fact that there is an imperative need to strengthen and streamline the internal management of educational arrangements in order to achieve efficiency and responsiveness to trends and challenges of the next millennium. It is therefore the aim of this study to empower parents and positively influence them on affirmative effects of pre-school education in the holistic development of their children particularly on the advancement of their academic performance. The value of preschool is a  hot topic these days. A small but growing number of  studies link enrolment in preschool or child care  centers (which typically include a  preschool curriculum) to higher cognitive and language scores on kindergarten-entry tests. The early childhood stage is a  permanent learning stage. Whatever they learn now, they will take home. This preschool education is the provision of education for  children  before the commencement of statutory education, usually between the ages of three and five, dependent on the jurisdiction. The institutional arrangements for preschool education vary widely around the world, as do the names  applied to the institutions ( Bustos Alicia and Espiritu 1985). The Early Childhood Experiences Curriculum, hence all Grade One teachers are expected to implement it. Teachers are also encouraged to make use of local songs, games, dances and indigenous materials to enrich the curriculum. It is hoped that the Early Childhood Experience for Grade One will greatly benefit the children and strengthen efforts to make the schools child-friendly. Theoretical Framework This study is anchored on Edward Thorndike’s, Jerome Bruner’s, and B. F. Skinner’s Theories of Learning. These theories enabled the researcher in the conceptualization of this work. The Law of Readiness as advocated by Thorndike is associated with mind set. It states that when an organism is prepared to respond to a stimulus, allowing doing so would be satisfying while preventing him would be annoying. This law works well in this study because the children is mentally ready to learn. The Law of Exercise states that the constant repetition of response strengthens its connection with the stimulus, while disuse of response weakens it. The exercises given to the children using a modifiable connection like instructional materials enables them to acquire the learning easier and faster because the responses will be utilized, the stronger the connection to be developed. Thus, when a modifiable between a stimulus and a response has been made, it is strengthened if its results in satisfaction as the Law of effect proves. Jerome Bruner’s (1915) theory of Instrumental conceptualization is also applied as it involves (3) three simultaneous processes as: Acquisition, Transformation and Evaluation. This theory of learning believes that the acquisition of whatever form of knowledge acquisition, who selects structures, retains and transforms information. Teaching without the use of proper strategic plans will result to failure. Through School Readiness Assessment Test (SReA), pupils will acquire knowledge through different techniques used by the researchers. Hence, learning to read is facilitated by Skinner’s Theory. Conceptual Framework This study focused on the evaluation of academic performance of Grade One pupils with and without Early Childhood Experience of Sto. Nino Elementary School. The independent variable consist of School Readiness Assessment Test (SReA) for children with and without Early Childhood Experience while the dependent variable is the academic performance of the respondents in terms of the following: Sensory Discrimination, Concept Formation, Numeracy, Reading Readiness and Construction and Visual Motor Integration. Research Paradigm Independent Variable Dependent Variable Figure 1 The above figure shows the relationship of independent variables to dependent variables of the study. Statement of the Problem This study intended to evaluate the academic performance of Grade One pupils with and without Early Childhood Experience (ECE) at Sto. Nino Elementary School, Division of San Pablo City. Specifically, this study sought to answer the following questions: 1. What are the mean pre-test scores of the two groups of pupils in terms of the following: a) Sensory, b) Concept Formation, c) Numeracy, d) Reading Readiness and e) Construction and Visual- Motor Integration? 2. What are the mean post-test scores of the two groups of pupils in terms of the following: a) Sensory Discrimination, b) Concept Formation, c) Numeracy, d) Reading Readiness and e) Construction and Visual Motor- Integration? 3. Is there a significant difference in the mean scores between the pupils with and without Early Childhood Experience (ECE) and their performance? Hypothesis The hypothesis stated below was tested in this study. There is no significant difference in the mean scores between the pupils with Early Childhood Experience (ECE) and those without Early Childhood Experience (ECE) and their performance in terms of the following: i. Sensory Discrimination, ii. Concept Formation, iii. Numeracy, iv. Reading Readiness and a. Construction and Visual- Motor Integration? Significance of the Study This study is of importance to the pupils, teachers, principals, parents and other researcher for the following reasons: Pupils are primary group which the study would benefit. They are the central point to be given much consideration because they are the recipients of this study. They will be assessed and it would be a big help for them to improve their academic performance. Teachers are the facilitators of learning. They may be able to undertake possible teaching alternatives that may be facilitate, enhance and improve their teaching skills to cater the needs of the pupils with and without Early Childhood Experience in order to improve their academic performance. They will specifically take cognizance of their status at present in terms of the problem arising in their own classroom. Likewise, they could assess definitely where the problem lie and thus, make remediation to solve them. Therefore the learners’ needs would be taken into considerations. The results of this investigation will also help other teacher in the field since the problems raised here may have also help them to improve the academic performance of their pupils. Principals are the ones who initiate support for every change that happens in the school. Good management and supervision of the school and the teachers, respectively, are the responsibility of the principals. Results which this study reveal may enable the school heads to plan out better and more effective ways to evaluate the academic performance of Grade One pupils with and without Early Childhood Experience. It is very important to take in consideration the needs of Grade One pupils because it is the foundation year for them. In that case the principal ought to have a plan to cater the individual needs of the learner to improve their academic performance to elevate the quality of education in the country. Parents are stakeholders of the school. The findings of this study are important to parents because they need to be informed about the performance of their school children in school. Through this, they will know the importance of Early Childhood Experience (ECE) for their children. For this reason, they will send them in preschool. So that their children will not be shocked with their new environment. The parents will work hand and hand with the teacher in facilitating strategies to evaluate the academic performance of the learners. They may also help influencing their children to have a good study habits. Their support to their children and school is important so that the goals will be attained. Other researchers who would be interested with this problem may gain further insights in developing their own research work. The data that will be revealed by this study may be used by other researcher to enhance their own studies. They may also use it as related study or augment data that they have to come up with a more comprehensive knowledge about the problem presented here into. Scope and Limitation of the Study The focus of the study to be conducted is An Evaluation of Academic Performance of Sto. Nino Elementary School, Dapdapan, District, Division of San Pablo City. It limits its coverage on the result of School Readiness Assessment (SReA) which includes the following areas – Sensory Discrimination, Concept Formation, Numeracy, Reading Readiness, and Construction and Visual Integration; the Pre test and Post test of School Readiness Assessment (SReA) and the instructional module being devised to answer the needs of Grade One pupils. The respondents of the study will be eighty (80) pupils of Sto. Nino Elementary School, forty (40) pupils with Early Childhood Experience (ECE) and forty (40) pupils without Early Childhood Experience (ECE). Definition of Terms For the interpretation of the study, the terms used are defined in order to avoid vagueness or ambiguousness meaning. Therefore, provide the reader a common point of reference. Public Elementary SchoolsThese are school managed, operated and maintained by the national government. It offers curricular programs for Grade One to Six children. Sensory Discrimination These refer to exercises in discriminating simplest form of mental operation that was clearly intellective. It includes exercises on identifying same and different shapes. Concept FormationThese refer to exercises that requires the learner to construct the properties of the object from the definition. It includes exercises on completing statements showing simple analogy. Numeracy The term refers the ability to learn the specific tasks in Mathematics like counting, arranging, sequencing sets of objects. The numeracy skills are designed to help with the more advanced levels of mathematics that pupils will encounter during the school lives and also into their adulthood. It includes exercises pointing out which has more or less sets. In this study, it pertains to the level of achievement of the Grade One pupils in different learning skills in Mathematics as perceived by their Grade One teachers. Construction and Visual-Motor Integration These skills refer to the smooth coordination of the eyes and hands working together. Sto. Nino Elementary School Public Elementary school situated in Brgy. Sto. Nino, San Pablo City where the present study is being conducted. Grade One Pupils. Refer to children entering the formal school in the primary grades as prescribed by the Department of Education, whose ages ranges from six (6) years old and above. Chapter II REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents literature and studies which are related to the problem. The materials found in local and foreign books, educational journals and magazines, documents, guidelines and reports by Department of Education provided references. Related Literature Philosophy and Goals of Elementary Education. Philosophy of pre-school education as stated in DECS Memo no. 107 s. 1989 considers the child, the school and the teacher with the support of the family in the maximizing the child’s potential. Pre-school education is based on the knowledge that each child is unique individual with his own biological make up, interest, capacities, and ways of viewing the world. He has a tremendous capacity for learning. He is active and understands the world differently from adult. His language has developed with acquisition of wide vocabulary making him capable of communicating his ideas and feelings. A pre-school child is always on the process of becoming, and therefore if properly developed can become a critical thinker and a socially sensitive, directed, creative, responsible and caring individual. Pre-school education must aim to develop children in all aspects physical, social, emotional and cognitive so that they will be better prepared to adjust and cope with life situations and the demands of formal schooling. By doing so, learning gaps and dropouts may be reduced or avoided to the maximum. Objectives of Pre-School education is founded on the following objectives; (Inc.DECS Memo No. 45 1995). They are as follows: To develop the child in all aspects ( physical, social, emotional and cognitive) so that they may be better prepared to adjust and cope with the life situations within the context of his experience. To maximize the child’s potential through a variety of carefully selected and meaningful experiences considering his interests and capabilities, and; To develop the child in all aspects so that he becomes a self- propelling, thinking and contributing individual able to make decisions which all prepare him more complex demands for future life. DepEd Order No. 10, s. 2004 is the legal basis in the implementation of the Enhanced Eight-Week Early Experiences for Grade One. Its main thrust is development of academic skills among learners. It is because most Grade One entrants have not gone through pre-school experiences. Hence, the Early Childhood Experience has been enriched and aligned with the BEC making it’s integral part of the Grade 1 Curriculum. In 1995, Early Childhood Experiences for Grade One was institutionalized at the same time as the official age for entry into the primary school was dropped to six years of age. All Grade One teachers were requested to implement the Eight-Week Curriculum and gradually move to the regular Grade One curriculum. Pursuant to DepEd Order No. 15, s. 2005, which calls for the administration of School Readiness Assessment for All Grade One Entrants, all incoming Grade 1 shall undergo a school readiness assessment using the revised tool. The School Readiness Assessment (SRA) will be administered by Grade 1 teachers to be assisted by Grade II, III and master teachers of their respective schools. This assessment shall be administered twice. The first assessment given on May. The second shall be administered after the children have undergone 8-week curriculum, focusing on the competencies not manifested by the child during the first assessment. The SRA will determine the level of progress of Grade 1 entrants across different developmental domains that are critical in tracking Grade 1 learning competencies. The result shall be the basis for grouping the Grade 1 entrants. It will be also used to guide Grade 1 teachers in providing appropriate instruction and assistance to address specific needs of the pupils through the utilization of the 8-week curriculum. The assessment shall not be treated as an entrance test or examination as children may be anxious about passing or failing. No child shall be refused entry to Grade 1 based on the results of this assessment. â€Å" Educating our children at an early stage will give more chance for young Filipinos in the future to compete for jobs and opportunities in the new world order in which better educated and highly skilled persons have become the most valued resources. † Giving access to free quality early childhood education will bridge the gap between the rich and the poor that will give our less privileged countrymen a strong foundation for the challenges in the next millennium. (Eduardo J. Angara, 1997) The Early Childhood Care and Development ( ECCD ) Law, enacted in 2000, recognizes the importance of early childhood and its special needs, affirms parents as primary caregivers and the child’s first teachers, and establishes parent effectiveness, seminars and nutrition counselling for pregnant and lactating mothers. The law requires the establishment of a National Coordinating Council for the Welfare of Children which: (a) establishes guidelines, standards, and culturally relevant practices for ECCD programs; (b) develops a national system for the recruitment, training, and accrediting of caregivers; (c) monitors the delivery of ECCD services and the impact of beneficiaries; (d) provides additional resources to poor and disadvantaged communities in order to increase the supply of ECCD programs; (e) encourages the development of private sector initiatives the Republic Act 6972 known as â€Å" Barangay (village) Level Total Protection of Childen Act† has a provision that requires all local government units to establish a day-care centre in every village ; the law institutionalized the features of day-care programme that provide for young children’s learning needs aside from their health and psychosocial needs. The universalization of early childhood education and standardization of preschool and day care centers was established though the Executive Order No. 658 of 2008 (Expanding the Pre-School Coverage to Include Children Enrolled in Day Care Centers). (PTFE 2008). According to Clark (2002), in her article First Grade Readiness, there are signs one can look for, to know if a child is a ready for first grade. In the physical realm, the first grade child’s limbs are now proportion with the body and head . There is a loss of baby far and greater definition in the face. In the emotional realm, the young child who once expressed strong emotions through sudden outburst now has a feelings that begin to deepen. A child will talk of â€Å"hurt feelings† and being sad. Socially, the first grade ready child begins to form friendships which go deeper than before. The child feels loyalty for friends and often expresses the desire to be with them. In the mental realm, there is the birth of free memory. This is different than the memory of a four year old. The younger child’s memory must be triggered by a sight, smell, or rhythmic verse when the memory and recall it will. Kagan (2000) stated that the concept of school readiness has been defined and redefined over the years resulting in differing viewpoints. Several theories of child development and learning have been used to explain the term. In fact, there appears to be two types of readiness: readiness to learn, which involves a level of development at which the child has the capacity to learn specific materials, and readiness for school and readiness for school which involve specific set of cognitive, linguistic, social and motor skills that enable a child to assimilate the school’s curriculum. According to Quinto (2001) the lowering of entrance to six years old for grade one pupils in the Philippines public elementary schools have created inner tensions, especially to those who had never gone to any kind of school before. So, in order to have a smooth transition from home to school and to prepare them socially, psychologically, the curriculum on the Early Childhood Experiences was recommended for adoption in all public elementary schools. Studies show that child’s mind is almost full developed before he reaches the age of five. This presents a need for an organized early childhood education. Pre-elementary or preschool education is one of the latest trends in childhood education which gives equal opportunities to all children at the lowest step of educational ladder. Preschool education holds a prominent place, being that level in the school system wherein children are trained to be better prepared for grade one. For the development of the child, the curriculum focuses on these areas of development: physical ( gross and fine motor coordination through play and manipulated activities like games, simple work); cognitive ( communication skills, sensory-perceptual concepts, numeracy skills); personal social (health habits and independence in dressing, eating, sleeping, toileting; relating with teachers, peers and other people through group play and interaction; follow rules and routine. Groark (2006) stresses that the school and district administrators, as well as policymakers are increasingly recognizing that early education and intervention services for young children have a direct and positive impact on later school performance and quality. Soliven (1999) stated that an authority on child development, underscores the significance of pre-primary education to the mental development of children citing the results of research which showed that pre-primary education is important to the child, she pointed out the intellectual capacity of the child is most susceptible to reaches a substantially higher rate of intellectual development of Early Childhood especially in a favourable environment. It is apparent that intelligence is best developed in the first six years of life, if the child is exposed to a favourable environment for development during this formative period. Vittetow (1994) former Education Expert of International Cooperation Administration (ICA) in his Educational Series Bulletin for the Bureau of Public Schools gave growth characteristics of Pre-school Filipino children, which are true to all children at this level of growth and development. Said development and growth includes: 1) Physical Characteristics, 2) Mental Characteristics, 3) Social Characteristics, 4) Emotional Characteristics, 5) Spiritual and Moral Characteristics and 6) Aesthetic Characteristics. According to Kats (2001) what the children learn, how they learn, and how much they learn depend on many factors. Among the most important factor’s are the child’s physical well-being, and his emotional and cognitive relationships with those who care for him. The school readiness goal reflects two concerns about the education of young children. The first is that the increasing numbers of young children in poverty, in single-parent households have limited proficiency in English are affected by the drug abuse of their parents have poor nutrition, and receive inadequate health care. The second area of concern involves such matters as the high rates of retention in kindergarten and primary grades, delayed school entry in some districts, segregated transition in classes in others and the increasing use of standardized tests to determine children’s readiness to enter school. Standardized tests used to deny children entrance to school or place them in special classes are inappropriate for children younger than six. These trends are due largely to the fact that an academic curriculum and direct instruction teaching practices that are appropriate for the upper grades have gradually been moved down to the kindergarten and first grade. These two areas of concern suggest that reaching the school readiness goal will require a twofold strategy: one part focused on supporting families in their efforts to help their children get ready for school, and the second on helping the schools to be responsive to the wide range of development levels, backgrounds, experiences, and needs of children to bring them in school. Watson (1985) pointed out that groups of children of higher economic status have higher level of intelligence than those favored economic status, the higher their average IQ’s on Standford – Binet or similar verbal test. The mismatch between the schools and children from low income working class families had led to concerted attempts to involve parents from these families in the schools. When the school can involve low-income parents, their children’s school attendance increases, the children are less disruptive in class and less aggressive on the playground, their classwork improves, and they are more likely to complete their homework. If they are raised in emotionally secured homes they tend to be emotionally secured children. If they are raised in homes which lack happiness and have little emotionally security they may in time tend to be unhappy and insecure. However, these differences between higher and lower socio-economic groups may be due to non-intellectual factors. Some of these factors serving to depress intelligence test scores among the lower socio-economic groups could be greater resistance to taking test, the effect of nutritional deficiencies, different attitudes towards education, suspicion, lack of support and the like. Although any or all of these factors seem reasonable, there are no definite research to establish the answer conclusively. It has been observed that most elementary teachers do not have the necessary educational background to teach visual arts. University of Hawaii’s Professor, Dr. Stephanie Feeny (1986); stresses the importance of the arts in the development of the thinking process in children. An Evaluation of Academic Performance of Grade. (2016, Oct 06).

Song of hummingbird Essay Example | Topics and Well Written Essays - 250 words - 1

Song of hummingbird - Essay Example Presently, scholars refer this ancient ruler using numerous and varying names due to divergence in spellings, which include Montezuma and montecuhzoma (â€Å"Aztec-history.com†). Born approximately around 1466, presently stands being among the most esteemed kings of that region before Spanish invading his region and rendered it into ruins in terms of influence he had. Some of the aspects scholars cite to have enabled this icon to be distinguishable was his wisdom and territory he managed to instill order. This is because of his controversial nature coupled with fine and critical judgeme4nts concerning the future though the emergency of Spanish was somehow tricky to him. However, his mode of aggregating power under him was extremely remarkable and uncommon during his time, which leaders of today and scholars remember him for. Contrary to numerous political icons, he was an industrious person an attribute that enabled him achieve much during his time. However, his demise was disgrace whereby up to date no one knows exactly what was its cause. Some contend it was his people because of having lost power of the empire whereas others cite it was the

Assignment 2 Term Paper Example | Topics and Well Written Essays - 1000 words

Assignment 2 - Term Paper Example Today, both of the countries are worrying about the rise of China and the Islamist ideological groups, which has created tension around the world. The younger generation of Americans considers Russia as another state, a less able country than India and China and more comfortable to deal with than USSR. According to many U.S officials, Russia does not pose any threat to the USA, and a small amount of attention is paid to Russia in the American foreign policy (Mankoff, 2010). Although Russians have shown frustrations after the Cold war, the interdependence between the two nations prevents them from taking any strong actions against each other. After the Cold War, the United States has granted permission to Russia to enter the European markets for trade, and Russian government has allowed the US military to move the equipment across the country to fight against the common enemy, Al-Qaeda. The Russians believe that their country should once again become a superpower, because they do not consider Americans as trustworthy. The Russian authority claims that the US foreign policy is often targeted to dismantle Russia again by destabilizing the country. The most recent issue is the construction of anti-ballistic missiles defense system in Europe, regarding which Russia has shown frustration. Americans consider Russia as unsympathetic to the Western world (Mankoff, 2010). In 1991, Russia and the United States signed a treaty known as START (STrategic Arms Reduction Treaty), which aimed to cut down the production of nuclear weapons in the countries. The free market and privatization concept were influential in Russia and were supported by the USA. The rise of poverty in Russia created tension between the two nations in the late 1990’s, and the situation became worse during the presidency of George Bush and Vladimir Putin. The relationship became assertive in nature, and both countries had disagreements on many issues regarding the invasion of American troops in Ira q. The US authorities have been frustrated due to the increase in the autocratic rule and limited freedom of speech in Russia (Harrison, 2004). The US relations with China after Cold War After the Cold War, the US has changed its strategic focus towards the Eastern Asia, particularly China. This strategic change in the US policy has been underlined by the increased significance of the region in economic terms and by a prognosis (made by many Western countries) of the emergence of China as the global economical and military power. Therefore, the United States has paid more attention to the relationship with China, a communist state. The future and the prosperity of billions of people depend on the relationship between the two countries. The US considers the political system of China as authoritarian and is not satisfied with the capabilities of the People’s Republic of China. Since the end of Cold War, China has been the second largest trade partner of the US, but both of the countries have fears which could hamper the relationship. The trade of China has always been criticized and considered as unfair by the US because of the unfavorable trade figures for the country, since the US imports exceed its exports. America fears that China has the capability to become the next superpower, and

Critical review of Prahalad, C. K. and Hamel, G. (1990) The Core Essay

Critical review of Prahalad, C. K. and Hamel, G. (1990) The Core Competence of the Corporation in Harvard Business Review, May-June - Essay Example They have dwelt on the role of core competence in the consolidation of business and their discussion of the topic has been on a very high level of consolidating the deeper roots of the tree that a corporation can be compared. If roots are strong, competitive advantage is always in reach (Ward & Rivani 2005). As there are different schools of strategic thought and leadership like the Great Man theory of leadership (Bodega 2004)), Prahalad and Hamel (2005) have analysed the leadership issue in detail through the means of consolidating the core competencies to lead not only through SBUs but overall exchange of competencies internally to avail all possible benefits from it. The article) provides knowledge of the strategic positioning of business from a heightened platform and perspective of how corporations should manage their business functions through core competency (Ward & Rivani 2005). The larger perspective of any industry requires P5F MODEL employing suitable tools like SWOT and PEST, then comes the time to strategise. Out of the choicest divisions of schools of thoughts on strategy building, the most comprehensive strategy has been presented by Whittington based on four approaches being Deterministic or Emergent, Single goal or Pluralistic, Strategy style and Influences. Examining the work of Prahalad and Hamel (2005), from Whittington’s model one can easily categorise it to the period of 1990s influencing the global economics with embedded strategy style, both single or plural and deterministic as well as emergent. What Prahalad and Hamel have said can be both compared and contrasted with what Whittington’s (2005) four approaches on strategy development are. The article stresses on both core competencies and core products in collaboration with alliance partners. Contrast seems to be in the deeper understanding

Project Research Paper Example | Topics and Well Written Essays - 750 words

Project - Research Paper Example Technology is the main tool used in this trend and this makes it possible for a multinational company carry out its activities with ease (Steers et al, 2010). ADNOC since it is an international company needs to install and run with the latest technological infrastructures in order to embrace the technological supply chain. The other trend that is noticeable in EAU’s oil industry is the use of technology to come up with innovations. Companies that have used technology as a tool for innovation have gained a competitive edge over the others in the industry. A notable innovation in the oil industry is the wrapping together of cloud computing, data management and mobility, which is useful for the easy running and closing deals by companies (Steers et al, 2010). ADNOC should recruit a team purposely meant to come up with innovations that would give the company some advantage over its rivals. Another trend that is in the EAU’s oil industry is the challenges posed by lack of experienced and talented workforce. The main course for this loss is the retirement of the old workers who had the expertise of how things operated in the industry. The research conducted on the industry revealed that close to 90% of the officials running the different companies are senior workers. ADNOC needs to appoint a few young people in the senior positions to help them acquire the experience needed to run the company (Steers, et al, 2010).. APCO consultancy is one of the newly operating companies in Middle East having been established in the area in 2007. The company has however become a success with its services of advising the international and local clients on several issues that are critical to the growth and success of their successes (Carland & Faber, 2008). Some of its diverse services include crisis management, government

Interrelationship between Leadership and Organizational Commitment Literature review - 1

Interrelationship between Leadership and Organizational Commitment - Literature review Example Leadership is an ability to persuade any group towards the attainment of goals. In the year 1964, Tannenbaum and others have considered leadership as an influential factor in human relations. Leadership is an attribute guiding a group of people to achieve preset goals through communication. According to Fiedler, leadership can be assumed to be a type of relationship to make the group members work together and achieve common goal. Rauch and Behling in 1984 and Hsieh in the year 1993 considered leadership as a process to influence any group to approach the goals. Since twentieth century, a number of theories and literature had been introduced to prove different standpoints. Four major perspectives had been shown through these theories. Some of the theories are articulated in the later segment (Wu et. al., 2006, p.438- 440). In 1957, Halpin and Winer had introduced two dimensions, initiating consideration and structure. Following the same, a number of studies conducted by Stogdill, Like rt and Kotter also introduced certain behavioral attributes of leadership. In the year 1967, Fiedler has introduced the contingency model of leadership. In the year 1971, House came up with a path-goal theory by extracting details from the research carried out by Ohio State University as well as the expectancy theory of motivation. In the year 1977, Blackchard and Hersey introduced situational leadership theory considering two leadership sides. On the other hand, transformational leaders possess significant personal.

Staff Report on Special Permit Request Assignment

Staff Report on Special Permit Request - Assignment Example The money circulation, good infrastructures, supporting services has made the town to have the best suitable entrepreneurial environment for businesses and firms. According to the 2008 community survey of the city of East Lansing on satisfaction levels of city services showed that about 90% of the residents agree that there is better services and good quality of life in the town. Majority of people are in support that the town is the excellent place to bring-up children (City Center II pp. 1). The city of East Lansing does provide a number of economic development initiates to majority of business which includes: Brownfield redevelopment which is a tax increment financing, downtown development which is an initiative by the down town development authority which does support projects redevelopment in urban sites and create a mix use projects that is carried out using assistance like public infrastructure and direct support for projects, entrepreneurial support by giving a technological based incubators to business in down town. Other loan programs are also offered by down town development authority locations in the town (City Center II pp. 1). 2.1 Zoning and uses of properties. ... ain an attractive community appearance and providing desirable living environments for residents by preserving the owners’ characters in the neighbourhood. The zones in Lansing do exceed expectations of the majority of the people living in the community. Within the town, one will be able to find diverse cultures, talents which go hand in hand with affordability, diverse and quality of services. Proximity to Michigan University provides enough workforces to the town. The population in the Michigan capital city does provide enough demand for goods and services. The council provides other services to the people around; the town contains river trails, excellent hospitals and other institutions like Lansing community college. The town is strategically located with Chicago being 220 miles away. Majority of the properties are used only as one family residential area (City Center II pp. 1). 2.2 Suitability of property to restricted zone residents The properties were to support the res idents of the region in a number of ways: it would support the city councils management in setting or laying down comprehensive city plans, housing plans, and downtown development and strategic plans. It would support west plan by providing a 5 year parking master plan. In support of the housing and residential sectors, it would provide quality to home owners by helping in renovations of obsolete buildings and providing residential houses for the emerging growing urban populations. The set up will provide a vertical urban development which will portray a number of mix uses including: restaurants and hostels. Socially it would integrate arts and cultures of the diverse populations living in the down town urban environment. The project will be beneficial to the transport and infrastructure

National Brands vs. Private Labels Term Paper Example | Topics and Well Written Essays - 250 words

National Brands vs. Private Labels - Term Paper Example Private brands, however, have a great economic value for both the retailer and the customer. They do create customer loyalty that eventually contributes to referrals and effective word of mouth to other customers and thus higher sales for the retailer. In addition, private labels give retailers sole ownership of the product. The retailer will come up with innovative ideas related to pricing and quantity and thus suiting the preferences of the customer (Horowitz, 2000). The main disadvantage of nation-manufacturer brand emanates from the high cost that may discourage some consumers and limit profitability while low unit profit margin that may compromise quality to consumers and motivation among retailers is the major disadvantage of private-label brands. It is quite difficult to determine whether the own-labeled brands are equal in pricing and quantity to national labeled brands. Hence, the customers may be exploited without their knowledge. Unlike the store brands, national brands spend exorbitant amounts of resources in advertising across a wider region and the burden of the cost falls on the customer because of the expenses incurred (Aaker, 1991; Horowitz,

Motivation in the Play Essay Example for Free

Motivation in the Play Essay Villains and why they do their villainy is always justified or explained in any literary work. Even those childhood fairy tales with the villain’s formulaic and predictable evil deeds will always do things that have a purpose or will do those things because they were compelled to do it caused by a negative feeling: jealousy, revenge, envy, greed, a childhood without someone to love them or support them, etc. William Shakespeare’s plays are not an exemption to this case as he even creates characters that are capable of not only of evil; they embody evil in their totality as a person—if you may call them that. An example of this would be Iago, touted as the most villainous of all villains in the literary world because of the simple reason that he was guiltless, conscienceless and definitely purposeless in his strategic deeds that destroyed Othello and the people close to the tragic hero. This analysis will focus on this villain and scrutinize his character, villainy and most of all, his purpose (or the lack thereof) on why he did the things he has done that aimlessly ended to other people’s lives. In fact, there is already an answer to this query for Iago is just plain evil, nothing less and definitely more. His motivation lies in the fact that he wants to end other people’s happiness and takes simple delight in causing other people pain and grief which makes him not just a villain but a very mysterious and most terrifying one. In Othello, the Moor of Venice, a man’s capacity to do evil is magnified as Iago is overcome with rage as Othello gives a position to another less qualified man that was originally intended for Iago. Iago takes this in deep and plots against Othello, a Moor in Venice that holds such high position, influential power and great riches. Iago uses jealousy to destroy Othello and the people around him by making it appear that Othello’s loyal wife, Desdemona, is having an affair with another man. In rage, Othello kills his own wife and when he realizes that it was all Iago’s evil plan, he kills himself out of grief and guilt. Iago confesses to no one and does not explain his actions; instead, he keeps mum about what he has done and the purpose in them. Thus, as the play concludes, it is only the audience who are witnesses to Iago’s malice and the extent of his wickedness—but there is a possibility that Iago also leads the audience into believing that they know the entire truth when in fact, he has been dishonest the whole time to everyone—even that of the audience. Iago acts as the villain in the play even if he was not really the one who did the bad deeds. He is the sole villain because he was the master plotter in the whole thing that even innocent people like Roderigo and Emilia were implicated as bad people when they were not wholly that capable of evil. Roderigo and Emilia were simply pawns to his plans and he used them and easily discarded them. In the book of Dobbs Wells entitled The Oxford Companion to Shakespeare, they sum up the villainy of Iago (and pretty much, the entire play) in a few words: He skilfully convinces Othello that his wife Desdemona has been adulterous with Cassio. He wounds Cassio, murders Roderigo, whom he has involved in his plots, and also kills his own wife Emilia. (211) The extent of Iago’s villainy does not merely end in his acts and plans but in an entirely different context and case because his villainy was unjustified and unexplainable. He did not have a purpose and an aim in ruining Othello’s life and soul. For even if it seems that Iago was motivated by the anger he felt over Othello’s passing over the position that was rightfully his to another man that was very much unqualified (according to Iago that is), it still seems not enough motive. In the first part of the play (act I, scene i), Iago insists that he does hate Othello and does a lengthy monologue on why he hates the Moor. However, it can be later learned that maybe Iago was not really motivated by that trivial act done by Othello since Iago has never really revealed the real reason on why he hates Othello. This is because in the same act, he declares that he will never say what he feels and thinks because it is dangerous and it is laughable: For when my outward action doth demonstrate / The native act and figure of my heart In compliment extern, ’tis not long after / But I will wear my heart upon my sleeve For daws to peck at. I am not what I am. (Shakespeare 1. 1. 63-7) His supposed reason on hating Othello may not be his true reason for the vendetta he so chillingly instills on the Moor because Iago will never disclose his real reasons. Thus, even though Iago was transparent with his feelings and thoughts to the audience and some characters like Roderigo and Emilia, he actually lied to everyone since he could never â€Å"wear his heart† on his sleeve. Moreover, even if the rage he felt over Othello’s actions propelled him to do/plan such things, it was not enough to completely destroy the life of one man and the lives around that man. To think that Iago even killed his own wife with his own hands—without a second thought on doing it or a guilt overcoming afterwards. As what Dobbs Wells wrote, Iago was a â€Å"motiveless evil† and that lack of motivation in him makes him a superior proponent of evil (211). In conclusion, Iago is most villainous not just because of the things he has done but also because of the lack of motivation in them, the absence of purpose, the incapacity to be guilty over the success of his evil plans and most of all, the mockery he throws to the characters and the audience at the end of the play with his silence. This silence is eerie as it has a purpose—to make everyone shiver at what other havoc and damnation he could have done with that evil mind of his. Works Cited Dobson, Michael and Wells, Stanley. â€Å"Iago†. The Oxford Companion to Shakespeare. New York: Oxford University Press, Inc. , 2001. 211. Shakespeare, William. â€Å"Othello, the Moor of Venice†. Ed. Russ McDonald. New York: Penguin Group, 2001. Print.

Environmental Impact of Ship Breaking Industry

Environmental Impact of Ship Breaking Industry Introduction: We are going to look into Ship breaking industry around the world and its impact on the environment, health and safety, social values and human rights issues. Ship breaking is the course of dismantling an archaic vessels structure for scrapping or recycle, mean to be conducted at a pier or dry dock to dismantling ship, it includes various activities, from removing all gears, parts and equipment to cutting down the ships substructure. Ship breaking is a difficult course of action due to the structural complication of ships. There are thousands of people involved in this industry. So many issues come up during breaking ships which remains beyond our knowledge. We are trying to demonstrate these serious issues and overcome these problems. Increasing demand of raw materials for re-rolling mills and other purposes and negative impacts on coastal environments, ship breaking activities present both challenges and opportunities for coastal zone management in a holistic manner. These activities are example of both the potentialities and the dangers of an increasingly globalised economy. It has achieved a good fame for being profitable but it cost huge environmental damage. A variety of disposable materials and refuse are being discharged from scrapped ships are often mixed with the beach soil and sea water which in turn has a negative impact on our coastal environment and biodiversity. However, accidents are normal phenomena in the ship breaking yards. Over the years more than 1000 workers have lost their lives and were seriously injured. Due to unconsciousness and lack of government patronization, the activities are facing several internal and e xternal problems. Considering all these facts, a distinct and well-balanced policy is necessary for sustainable ship breaking activities. Aims Objectives: There are some aims and objectives have been set to conducting this research: Aims †¢ Solve the serious issues †¢ Set proper guidelines †¢ Make awareness of the workers †¢ Keep the child workers away †¢ Awareness of the government †¢ Finding pros/cons Objectives †¢ Finding the problems †¢ Co-operate with the local authority †¢ Training for the workers †¢ Education for all †¢ Collecting data and analyze them †¢ Implement the outcomes of the research Environmental pollution: According to the report of Jim Puckett (International Conference on the Safe and Environmentally Sound Recycling of Ships, 2009), the Beaching Method whereby ships are run grounded on ocean beaches for cutting and breaking apart in the intertidal zone can never be achieved in a manner which is environmentally noise or shielding of human health. Careful analyses of the intrinsic characteristics of beaching operations are conclusive that no amount of prescriptive improvements or protections can remedy the four fatal characteristics of intertidal beaching operations: * there is the impossibility of containing pollutants on a tidal beach where hulls of ships are often breached accidentally or by cutting, or toxic paints erode or are abraded sending persistent organic pollutants, heavy metals and oils onto the beach and into the seawater; * due to a shifting and soft wet tidal sand surface, there is the impossibility of rapidly bringing emergency response equipment, including fire-fighting equipment and vehicles, ambulances and cranes alongside the ship, to assist or remove persons hurt inside the hull; * the impossibility of allowing cranes to work alongside to lift heavy cut sections of a ship and thereby preventing heavy cut sections from being subject to gravity, shifting or falling directly into workers or into the marine environment; and * There is the absolute incompatibility of conducting hazardous waste management operations (which is what they are as long as ships contain hazardous wastes) in the ecologically delicate and vital coastal zone. Puckett revealed that these fatal flaws of the beaching method inevitably will result in causing avoidable death and pollution and thus make a mockery of the application of Regulation 19 of this Convention. No amount of band-aid guidelines and criteria can cure the malignancy inherent in beaching operations. To ask Parties to prevent adverse effects to human health and the environment from massive toxic ships on an intertidal beach already makes the fulfilment of this objective impossible. However the worst outcome is that by not drawing a clear line at the outset, this fatally flawed method will be legitimized, millions of dollars will be thrown into trying to mitigate the inherently inappropriate and dangerous working platform and the IMO will have succeeded in perpetuating death and pollution for many years to come. Hazardous activities: Ship breaking activities are being condemned as the whole process entails a series of risky tasks and as a depot of hazardous substances, which pose threats to the ambient environment and working people. Depending on their size and function, scrapped ships have an unloaded weight of between 5,000 and 40,000 tonnes (an average of 13000+), 95% of which is steel, coated with between 10 and 100 tonnes of paint containing lead, cadmium, organ tins, arsenic, zinc and chromium. Ships also contain a wide range of other hazardous wastes, sealants containing PCBs; up to 7.5 tonnes of various types of asbestos; several thousand litres of oil (engine oil, bilge oil, hydraulic and lubricant oils and grease). Tankers additionally hold up to 1,000 cubic meters of residual oil. Most of these materials are defined as hazardous waste under the Basel Convention. In Asia old Ships containing these materials are being cut up by hand, on open beaches, under inhumane working conditions. Experts are unanimo us in their opinion that ship breaking is a high-risk industry. Paul J. Bailey criticized in his ILO discussion papers (2000) that By any standards, the demolition of ships is a dirty and dangerous occupation. The ship breaking hazards generally fall into two categories: intoxication by dangerous substances and risk of accidents on the plots. Violations of Human and labour rights: Be short of professional health and safety standard, personal or limited of training protection equipment provided. †¢ Limited or no access to emergency services, compensation when a worker is injured or killed on the job, and treatment. †¢ Less than bare minimum wages. †¢ Child labour uses. †¢ Wide range of working hours without right to overtime, annual leaves or sick. †¢ Short of job security: there is no pay where no work. †¢ No right to form or join or any trade union. In the most of the shipyards, workforces are being privileged of their human rights. They work under dangerous situation however they have no right of entry to job security, a take-home pay or safety kit. OHS, accidents and diseases: Over the last twenty years more than 400 workers have been killed and 6000 seriously injured according to the Bangladeshi media. These are the ones that have been reported. The explosion of the Iranian tanker TT Dena on 31st May 2000 alone is said to have caused 50 deaths. To this toll, the thousands of cases of irreversible diseases which have occurred and will continue to occur due to the toxic materials that are handled and inhaled without any precautions or protective gear need to be considered. On average, one worker dies in the yards a week and everyday a worker is injured (End of Life Ships: the Human Cost of Breaking Ships). It seems like nobody really cares: ship breaking workers are easily replaceable to the yard owners: if one is lost they know another 10 is waiting to replace him due to the lack of work. The Government collects the taxes and turns a blind eye. Workers are not aware of hazards to which they are exposed. The overwhelming majority of workers wear no protecti ve gear and many of them work barefoot. There is hardly any testing system for the use of cranes, lifting machinery or a motorized pulley. The yards re-use ropes and chains recovered from the broken ships without testing and examining their strength. There is no marking system of loading capacity of the chains of cranes and other lifting machineries. Consequently, workers suffer from lung problems which cause temporary loss of working capacity. The hatches and pockets of vessel may contain explosive or inflammable gases. The cutters, if they understand from experience, drill small holes in order to release gases or fumes. This still however, often cause severe explosions. Gas cutters and their helpers, cut steel plates almost around the clock without eye protection. This leaves their eyes vulnerable to effects of welding. They do not wear a uniform and most dont have access to gloves and boots. Those that are unskilled carry truck able pieces of iron sheets on their shoulders and th ere are no weight limits to the sheets they carry. Usually, these workers carry weights far above the limit prescribed in the Factories Act and Factories Rules. The beaches are strewn with chemicals and toxic substances, small pieces of pointed and sharp iron splinters causing injuries. Workers enter into the areas without wearing or using any protective equipment. Occupational health and safety is clearly not a priority for the owners and as for the workers their desperate need to find employment to support their families means that their livelihoods take precedence over their lives. Treatment and compensation: When there is an injury some immediate treatment may be given but there is no long term treatment for those who have a long term or permanent injury. In terms of compensation, only a nominal amount of compensation given and often only when there is public pressure. When a worker becomes disabled by a major accident, he gets a maximum of 10 to 15 thousand taka (1 USD=71 taka) and forced back to his home district. In most cases a worker will only get transportation costs to go back to their home district. When a worker killed in an accident, the contractor, who is responsible for the workers, will only pay the costs of sending the body back to the victims family and arranging for their burial. In the case of local workers from the area, if they die on the job, their family receives more than 50,000 taka as compensation. This is mainly due to the fact that the yard owners and contractors cannot avoid the locals who yield some power and pressure them. Prior to 2006, the labour laws in Ba ngladesh had a lot of limitations. The Workers Compensation Act 1965, only 30,000 taka was proposed for a 100% disable worker and 21,000 taka for dead workers family. The recently passed Labour Law Act 2006 now stipulates that a 100% disabled worker will receive 100,000 taka and a deceased workers family will receive xxx taka. Child labour: In Bangladesh, most poor families are more or less dependent on the childrens income for survival. The Bangladesh Shishu Adhikar Forum (BASF) has identified 430 risky jobs. Within these 67 professions are classified as very much risky and 11 are classified as dangerous. Ship breaking is falls in the latter. YPSAs baseline survey in 2003, 10.94% of the labour force is made up with children (age up to 18). Most of 5the children come from the northern regions of Bangladesh. It was noticed that ship breaking contractors prefer to recruit children as they are less expensive than their adult counterparts. The children work mainly as gas cutters assistants and move small iron pieces from one place to another. They either work in the yard from sunrise to sunset or do the night shift. On average they receive 50-60 BDT a day for their efforts. There are no educational or recreational facilities. Conclusion: Nobody seems to really care about the workers and their families. Neither the ship owners, nor the exporting countries, the ship breakers or the local governments. They are simply numbers that can be replaced. There is an urgent need to interconnect the reality on the ground, the dominating economic interests of the shipping industry and the discussions taking place at the international level, in order to change the working and environmental conditions on the yards. References: Akther, M. et al, YPSA (2005). Workers in Shipbreaking industry: a base line survey of Chittagong (Bangladesh), chapter 4, pp. 29-36. Bailey, P. J. (2000). Is there a decent way to break up ships? Sectoral activities programme discussion paper, International Labour Organization (ILO). Retrieved at 03:00 (GMT) Aug 22, 2009, from http://www.ilo.org/public/english/dialogue/sector/papers/shpbreak/index.htm Dr. Hossain, Md. M. M. Islam, M. M. (2006). Ship Breaking Activities and its Impact on the Coastal Zone of Chittagong, Bangladesh: Towards Sustainable Management, Young Power in Social Action (YPSA). pp 13-17 Vardar, E. et al, Greenpeace-FIDH (2005), End of life ships: the human cost of breaking ships, Human rights report, Puckett, J. (2009). The NGO platform on Ship breaking on the Beaching Method, Presented at the International Conference on the Safe and Environmentally Sound Recycling of Ships.

Hepatitis B infection: An overview

Hepatitis B infection: An overview HEPATITIS B What is hepatitis B? Hepatitis B is a liver infection caused by the hepatitis B virus. Chronic hepatitis B is a long-term infection of the liver that can sometimes develop after a bout of acute or short term, hepatitis B. How does a person get hepatitis B? The virus that causes hepatitis B is spread through contact with infected blood or other body fluids of people who have hepatitis B. For example, you can get hepatitis B by having unprotected sex with an infected person. People who use intravenous drugs can get hepatitis B when they share needles with someone who has the virus. Health care workers, such as nurses, lab technicians and doctors, can get these infections if they are accidentally stuck with a needle that was used on an infected patient. Pregnant women who are infected with hepatitis B can also pass the virus on to their babies. Hepatitis B cannot be transmitted through casual contact. For example, you cannot get hepatitis B by hugging or shaking hands with someone who is infected. How long does it take chronic hepatitis to develop after acute hepatitis B? The time between the acute illness and signs of chronic hepatitis B varies. It may take a short time, or it may be years after the acute infection before chronic hepatitis B develops. How is hepatitis B diagnosed? Blood tests are used to diagnose hepatitis B. Blood tests can tell your doctor whether your liver is working properly, and they can also be used to follow your condition during treatment. Your doctor may want to look at your liver with an ultrasound exam or x-rays. A liver biopsy may also be needed. With a liver biopsy, a small piece of the liver is removed through a needle and looked at under a microscope. A liver biopsy can help your doctor diagnose your illness and see the condition of your liver directly. What are the symptoms of hepatitis B? The symptoms of hepatitis B are: nausea, vomiting, loss of appetite, abdominal pain, jaundice (the skin turns yellow), weakness, fatigue, or brown urine (may look like tea), Symptoms of hepatitis B can range from mild to severe. If you have a mild case of hepatitis, you may not even realize that you have it. It may not cause symptoms or may only cause symptoms similar to the stomach flu. What are the complications of chronic hepatitis B? People with chronic hepatitis B may not have any symptoms at all. In some people, chronic hepatitis can lead to cirrhosis of the liver. Cirrhosis occurs when the liver cells die and are replaced by scar tissue and fat. The damaged areas of the liver stop working and cant cleanse the body of wastes. The early stages of cirrhosis may not have symptoms, but the following symptoms may arise as cirrhosis gets worse and more of the liver is damaged: weight loss, fatigue, jaundice, nausea, vomiting, or loss of appetite, Cirrhosis can lead to liver failure and even liver cancer. If you have hepatitis B, you are also susceptible to hepatitis D (also called Delta agent). Hepatitis D can only develop in people who already have hepatitis B. It can make your symptoms of hepatitis B or liver disease worse. It is spread through contact with infected blood or other body fluids of people who have hepatitis D. How is chronic hepatitis B treated? If you have chronic hepatitis B, your family physician will probably refer you to a gastroenterologist or other subspecialist that treats people with chronic liver problems. There are a number of medical treatments available that are often successful. These include Interferon alfa-2b and other antiviral medicines. Treatment may take a year or more, depending on the severity of the infection and the response to treatment. Can hepatitis B be prevented? The best way to prevent hepatitis B is to have protected sex (use a condom) and to avoid sharing needles. A vaccine is available to prevent hepatitis B. It is now routinely given in the first year of life to all newborn infants. It is safe and requires 3 shots over a 6-month period. This vaccine should be given to people who are at high risk for this illness, such as health care workers, all children, drug users, people who get tattoos or body piercing, and those with multiple sex partners. (Hepatitis B, 2007a) (Hepatitis B, 2007b) (Viral hepatitis B, 2007) References Hepatitis B. (2007). Retrieved December 30, 2007, from eMedicine Health website: http://www.emedicinehealth.com/hepatitis_b/article_em.htm Hepatitis B. (2007). Retrieved December 30, 2007, from World Health Organization website: http://www.who.int/mediacentre/factsheets/fs204/en/ Viral hepatitis B. (2007). Retrieved December 30, 2007, from CDC website: http://www.cdc.gov/ncidod/diseases/hepatitis/b/

History as Scourge :: essays research papers

History as Scourge How truly the wisest of men used to assert that the souls of despots, if revealed, would show wounds and mutilations – weals left on the spirit, like lash-marks on a body, by cruelty, lust, and malevolence. Tacitus, The Annals of Imperial Rome. Penguin Group. Translation by Michael Grant, 1996 ed. Pg. 202   Ã‚  Ã‚  Ã‚  Ã‚  Tacitus wielded his history like a scourge, excoriating the corruption of emperors and populous alike, attempting to revise the fictions of earlier histories and chart the decay of Roman values and virtue in the early Empire. The end of the Republic in 31 BC was, for Tacitus, the end of freedom and equality in the Roman state. Though he idealized the republic as the embodiment of Roman values and virtue, Tacitus had no illusions, fully recognizing that it was irretrievably lost. The histories of Rome’s emperors after Augustus were, according to Tacitus, tainted by flattery. Venerating the old republic, Tacitus sought to strip away the concealment of earlier historians, revealing emperors and aristocrats as transgressors against Roman values. Tacitus’ view of the purpose of the historian was shaped by his determination to truthfully illuminate the moral character of his subjects. While we may be uncertain with regard to some of the specific events of The Annals, we are quite certain of the actors as they cross the stage. Tacitus leaves us with no doubt about who was virtuous and who was corrupt.   Ã‚  Ã‚  Ã‚  Ã‚  Tacitus portrays the emperor Tiberius as a cunning and ambiguous figure, though Tacitus went to great lengths to resolve the emperors’ uncertain qualities as further evidence of corruption and excess. Tiberius suffers in comparison with his adoptive son, Germanicus. Tacitus always casts Germanicus in a positive light, praising his virtues, comparing him favorably to Alexander the Great who Germanicus surpassed, â€Å"in clemency, self-control, and every other good quality.† In elevating Germanicus to such heights, even raising the possibility that he might have restored the old republic, Tacitus denigrates Tiberius who is cast as scarcely able to conceal his delight at the death of his popular heir. In his final assessment of Tiberius, Tacitus maps the trajectory of his decline into corruption in proportion to his growing power.

Why Safety Belts? :: Car collisions

Why Safety Belts? To understand the value of safety belt use, it's important to understand some of the dynamics of a crash. Every motor vehicle crash is actually comprised of three collisions. The Car's Collision The first collision is known as the car's collision, which causes the car to buckle and bend as it hits something and comes to an abrupt stop. This occurs in approximately one-tenth of a second. The crushing of the front end absorbs some of the force of the crash and cushions the rest of the car. As a result, the passenger compartment comes to a more gradual stop than the front of the car. The Human Collision The second collision occurs as the car's occupants hit some part of the vehicle. At the moment of impact, unbelted occupants are still travelling at the vehicle's original speed. Just after the vehicle comes to a complete stop, these unbelted occupants will slam into the steering wheel, the windshield, or some other part of the vehicle interior. This is the human collision. Another form of human collision is the person-to-person impact. Many serious injuries are caused by unbelted occupants colliding with each other. In a crash, occupants tend to move toward the point of impact, not away from it. People in the front seat are often struck by unbelted rear-seat passengers who have become high-speed projectiles. The Internal Collision Even after the occupant's body comes to a complete stop, the internal organs are still moving forward. Suddenly, these organs hit other organs or the skeletal system. This third collision is the internal collision and often causes serious or fatal injuries. So, Why Safety Belts? During a crash, properly fastened safety belts distribute the forces of rapid deceleration over larger and stronger parts of the person's body, such as the chest, hips and shoulders.

Solutions to the Air Pollution Problem in America Essay examples -- En

Solutions to the Air Pollution Problem in America   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is steadily becoming harder to breathe these days. Every major city in the world is experiencing the ill effects of air pollution. The level of toxic air pollutants, known as toxics, has been on the rise globally, though not nationally, since the Clean Air Act of 1990, according to Office of Air Quality Planning and Standards [OAQPS], an office within the Environmental Protection Agency [EPA]. However, though more regions -- i.e., cities, metropolitan areas, rural areas, etc. -- are meeting the Office of Air Quality Planning and Standards, certain areas were and still are designated as "nonattainment" areas. These areas are regions which do not meet all the National Ambient Air Quality Standards [NAAQS] for ground-level ozone, a primary constituent of smog (USEPA-- National Air--Ozone and Carbon Monoxide 1).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What are air pollutants and what is their composition? According to studies done by Brigham Young University on air pollution, air pollutants are made up of sulfur dioxide, carbon monoxide, hydrocarbons, nitrogen oxides, ozone, and lead (Health Problems 3). They are in particulate form meaning these compounds are particles 10 microns in size -- i.e., the diameter of an average human hair. In fact, most sources agree that these are the main components of outdoor, versus indoor, air pollution.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Locally, the state of Arizona has had trouble with sulfur dioxide levels in the past near mining areas such as Globe-Miami (USEPA--Breathing Easier 5-2,3). Those problems have been addressed and have been reported as below the Office of Air Quality Planning and Standards (USEPA--Breathing Easier ES-2,5-2,3). The big problem which remains is withi... ...tants: A Citizen's Guide." March 1991. United States Envirmental Protection Agency. Office of Policy, Planning and Evaluation. Office of Air and Radition. Environmental Indicators. [WWW document]. URL Go To, July 17, 1996. United States Environmental Protection Agency. Office of Air Quality Planning and Standards. National Air Quality and Emissions Trends Report, 1995. Ozone and Carbon Monoxide Air Quality Update. [WWW document]. URL Go To, 1995. United States Environmental Protection Agency. Office of Air and Radiation. 1995 National Air Quality Trends Brochure -- Toxic Pollutants. 1995 National Air Quality: Status and Trends. [WWW document]. URL Go To, 1995. United States Environmental Protection Agency. Region 9 Air And Toxics Division. Breathing Easier: 1996, A Report on Air Quality in California, Arizona, Neveda and Hawaii. Update Report, September, 1996.

Adolescence is the period Essay

Adolescence is the period of transition from childhood to adulthood, which is between 13 to 20 years of age. The term â€Å"adolescent† refers to the arraignment of psychological maturity. Puberty, on the other hand, refer to the stage wherein adolescents become physically and biologically ready for reproduction. Most people refer to this stage as a period that is highly stressful and volatile although teenagers nowadays successfully meet these challenges. Every individual is born into a family with several generations of cultural traditions, norms and social patters. They belong to a specific family, race and community with its own language and religion. The social setting with which the child is brought up may have an effect on his growth and development, including his ability to think, his emotions as well as the behavior he exhibits. Children fundamentally learn through the adult’s modeling and instructions. Social settings include the child’s home, the school, the community at large, as well as religious organizations. Positive relationships with family members serve to protect individuals from the risk of negative behaviors. These relationships provide as secure and fundamental base for which individuals learn to grow and develop positively. The family exerts a considerable influence on shaping the individuals concept of self and his outlook towards those outside the family. The family serves as role models so that the child learns which behaviors are socially acceptable, the enhancement of relationship skills as well as maintaining effective communication patterns. In addition, conflicts within the family that are effectively resolved are also important since the child will be using these as the basis during his dealings with those outside the family See more: Beowulf essay essay According to Piaget, changes occurring inside the individual’s mind as well as his broadening exposure to various social settings allow the adolescent to achieve the highest level in terms of intellectual development, which is known as formal operations. The adolescent develops the ability to determine possibilities, rank possibilities, solve problems and make decisions through logical operations. The teenager has the ability for abstract thought and is able to effectively answer questions or problems that may be hypothetical in nature. Adolescents have the capacity to reason with respect to possibilities and new cognitive powers allow the adolescent to do more far-reaching problem solving including their future and that of others. Although adolescents have the capacity to think as well as an adult, they lack experiences on which to build their decisions which may also result in conflicts between teens and their parents. Piaget acknowledged that biological maturation plays a role in this developmental theory but believed that rates of development depend upon the intellectual stimulation and challenge in the child’s environment. An adolescent may perform at different levels in different situations based on past experiences, formal education, and motivation in the use of logic and effective deductive reasoning. Erik Erikson established the psychosocial development of human beings that consists of eight stages starting from infancy until the late adult stage. During each stage of psychosocial development, the individual is confronted with several challenges that he must master and be able to successfully master the conflicts within each stage as the inability to do so would result to future problems. The major task of adolescent psychosocial development according to Erikson is the search for personal identity. Teenagers may become isolated socially during their inability to establish close relationships within their social environment. The primary danger of this stage is identity versus role confusion. Adolescents work at becoming socially independent from their parents while retaining family ties. Furthermore, they need to develop their own ethical systems based on their own personal values and principles. Choices, especially regarding lifestyle, vocation and future education must be made by the adolescent. Indecisiveness and the inability to make an occupational choice are behaviors indicating negative resolution of the developmental task at hand. According to Kohlberg’s Moral Developmental Theory, adolescents are at the â€Å"Post Conventional Level† wherein individuals find a balance between basic human rights and obligations and societal rules and regulations in this level. Individuals move away from moral decisions based on authority or conformity to groups to define their own moral values and principles. Individuals at this stage start to look at what an ideal society would be like. Under this Level, are 2 stages namely: Social Contract Orientation and Universal Ethical Principle Orientation. Under social contract orientation, an individual may follow societal law but he recognizes the possibility of changing the law to improve society. The individual may also recognize that different societal groups may have differing views as well as values although they may be in agreement on several fundamental concepts such liberty and life. On the other hand, the universal ethical principle orientation defines the â€Å"right† by decision of conscience with self chosen ethical principles. Kohlberg himself questioned this stage because he found out that very few subjects reasoned at this stage and thus termed it a â€Å"theoretical† stage. References: Behrman, R. , Kiegman, R. and H. Jenson. Nelson textbook of Pediatrics. Philadelphia: WB Saunders, 2000. Bukatko, D. , and M. Daehler. Child development, a thematic approach. 4th ed..Boston: Houghton Mifflin, 2001. Edelman, C. , and C. Mandle. Health promotion throughout the Life Span. 5th ed.. St. Louis: Mosby, 2002. Hockenberry , M. J. Wong’s nursing care of infants and children. 7th ed. St. Louis: Mosby, 2003 Howe, D. , Brandon, M. , Hinings, D. and Schofield (1999). Attachment Theory, Child Maltreatment and Family Support. A Practice and Assessment Model. Palgrave: Houndmlls, Basingstoke, Hampshire and New York. Kohlberg, L.. â€Å"Review of child development research. â€Å"Hoffman, ML. 1964.