Monday, September 30, 2019

The Role of Teachers as Nation Builders

The role of teachers in the building of a nation can not be ignored. It is they who influence the immature minds of the youth and tries to mould the living stuff into various forms. It is they on who depends the future of the nation. Hence, they are the most important part of the society. In the past, teachers were considered respectable figures even by the kings and the emperors, because only teachers were there to guide and advice them in hours of crisis. They were the true benefactors of the society.With the change of time they lost their dignity to some extent. Still, they are considered the backbone of a nation, and a society. Teachers are the real guide of the students. With their deep knowledge of the subject and teaching technique they can impart valuable information to the students. They can guide them towards noble deeds, studies, health, and cleanliness and above ail the moral values of life. All these qualities enable a child to grow into an ideal citizen of his/her natio n. Teachers are considered the noblest section of the society.This increases their responsibility towards nation and the students to a great extent; they must be dedicated to the service of the students. Their own actions and high ideas about life can easily shape the young minds into good personalities and responsible citizens of tomorrow. They are a guiding light for students throughout their lives. The importance of the role of the teachers as an agent of change, promoting understanding and tolerance has become more obvious today. This places enormous responsibilites on teachers who participate in the moulding of the character and minds of the new generation.Now days, the whole scenario has been changed. Teachers and parents are engaged in blaming each other. Parents are displeased with them because their sons and daughters do not do well in the examination. Teachers blame the parents that they do not pay much attention on their wards due to lack of time. Even we do not find any accord between the teachers and the students. The overall result is that the students have become aggressive, bold and daring- They are less concerned with their studies and think more about other activities. The teachers become helpless at this juncture.This leads to dissatisfaction and frustration among them. They do not get proper respect from the students. In addition to this, the teachers are not paid highly and regularly. This makes their situation miserable. It is necessary to improve the conditions of the teachers. Only then they will continue their job with full vigour and zeal. Only then they will discharge their duty towards the students as well as the nation in true sense of the term. Only then their potentialities will shine in the new generation, the real hope of the nation.

Sunday, September 29, 2019

Compass Records Essay

Backgrounds Alison Brown and her husband Gary West, who were both musicians, founded compass Records in 1995. Compass Records is a small independent recording company that centered on folk and roots music. Compass Records occupies only a tiny part of the 32-billion dollar music recording industry, competing with some multi-national corporations dominating 86% of the business, such as Sony/BMG, Universal Music Group, Warner Music Group, and EMI. However, the industry has witnessed a stagnant growth since 1995, with a decline on annual sales at a compound annual growth rate of 5%. By 2005, Compass Records had grown to include nearly 50 artists under contract and were averaging around 20 releases a year. With 40% of its albums selling over 5,000 units, Compass Records turned a profit on 80% of its titles in 2005. Brown and West also acquired a $100,000 recording studio in May 2004 in order to give the label and its artists more flexibility in the creative process and save $500 a day on studio rental. Problems * (General) Licensing vs. Producing and Own   * Compass Records has to decide between licensing the finished recordings, which is less risky and less expensive with a finite life to the future cash flows associated with the recordings, and producing and owning a master copy, which will be more risky and more expensive with an infinite life to the future cash flows associated with the recordings. * (Specific) How to maximize firm value through the Roscommon decision * Whether to license Adair Roscommon’s music or own the master recording outright.

Saturday, September 28, 2019

Response to Monets Water Lillies Thesis Example | Topics and Well Written Essays - 3000 words

Response to Monets Water Lillies - Thesis Example This commentary note is a series of reflections and important aspects of Clark’s experiences as he viewed two works by Poussin and wrote on his insight through these viewings, and on my own art-making, First, I discuss what insight the current body of literature concerning Monet’s Water lilies series can offer to a discussion of the work. Second, I examine the work through the perspectives presented in The Sight of Death and Art and its Objects. Third, I explore future research and lesson developments. Finally, I considered my reflections as they impact my future scholarship and art-making. While there are a host of famed artworks that grace the walls and spaces of the world’s great cultural centers and museums, few have gotten the attention of the public like those of the impressionists, particularly the works of Claude Monet (1840-1926). In fact, one of the highest prices paid for a single work of art was invested in one of his Water Lilies (1920-1926) series, which sold in 2008 for over $70 million. The interest in this series of paintings continues today, as seen by the public and critical response to the Monet’s Water Lilies exhibition held in New York City at the Museum of Modern Art from September 13, 2009 until April 12, 2010. The in-person access to artworks of this stature gives an opportunity for critique and interpretation from many viewpoints. It was in this spirit that Dr. Baldacchino granted permission for me to use my personal notes from several visits during this showing period in order to offer my interpretation of Water Lilies through a novel lens. Water Lilies In-class Presentation November 2010, Monet’s Water Lilies series is astounding in person. Its size is monumental, its colors are overwhelming, and its brushwork is beautiful. Upon my initial viewings, several key aspects of the work became apparent to me. First the monumental perspective of the three paintings seemed interesting to me because it stand s in contrast to many of the landscape paintings of the same time period. Second the brush strokes used by Monet in these works seemed expressive and natural, specifically in the water reflections and surroundings areas. Lastly, Monet’s unique style of brush stroke intrigued me. The Water lily triptych has a strong drawing quality about it that is also noticeable in many of Monet’s other artworks. He draws nature’s movement with his brush strokes rather than painting them. As a viewer felt, this technique gave me the effect of feeling closer to nature, as if having been face to face with elements of nature facing back at me. This water lily triptych created a romantic and natural atmosphere that caused me to become aware of the natural environment that I live in and appreciate this further. Considering Monet as naturalistic opens up a larger idea. As Temkin and Lawrence explain, â€Å"Artist’s ambition to create a panorama that enveloped the viewer, an e nvironment that in today’s parlance would be called an â€Å"installation†Ã¢â‚¬â„¢ (Temkin&Lawrence, p.9). As the High Museum states, these installations were sometimes large in size. â€Å"Monet created 250 different water lily paintings and 19 were large panels† (High Museum, 2009). The unique way he wanted to view these triptych paintings in the gallery space was interesting to me. As always, there is no indication of the horizon or pond’s edge, but here the viewer is treated to an exceptionally harmonious expanse of painted reverie. Softly flowing passages of cloud reflections, overhanging foliage, lily pads, and water share the space without dramatic incident (Temkin& Lawrence, p.34). The Water lilies panel caused two things to

Friday, September 27, 2019

Civil Liberties, Habeas Corpus, and the War on Terror Research Paper

Civil Liberties, Habeas Corpus, and the War on Terror - Research Paper Example The provision is based on Former U.S. President Abraham Lincoln’s jailing suspected Confederate sympathizers without relief during the U.S. Civil War, suspending the Writ of Habeas Corpus. President Lincoln issued the Habeas Corpus suspension to keep the spies, enemies, aiders, abettors, and deserters during the Civil War (Lincoln, 1989, p. 511). In the case of Rasul v. Bush, 542 U.S. 466 (2005), the Supreme Court ruled that foreign nationals being held as enemy combatants in the war on terror had the right to challenge their incarceration at Guantanamo Bay. Similarly, the Supreme Court decided in the Boumediene v. Bush (2008) case that the Detainee Treatment Act of 2005 did not implement any alternative to the habeas corpus provision of the U.S. Constitution (Vile, 2010, p. 48). Further, U.S. Criminal law’s cause and prejudice rule reiterates the doctrine that the prisoners can petition, through a representative or by himself, the courts for a federal writ of habeas co rpus on the ground that the prisoners’ constitutional rights were overlooked or abused, prejudicing the prisoner(Garner, 2009, p. 279). Habeas corpus is related to the protection of the other civil liberties. Black’s law dictionary defines civil liberty as â€Å"Freedom from undue government interference or restraint.† The civil liberties include freedom of speech, freedom of the press, freedom of religion, freedom of association, and other liberties mentioned in the U.S. Constitutions’ Bill of Rights section. Further, the prior U.S. civil liberties were provided by the 1648 Lawes and Libertyes of Massachusetts. Likewise, the civil liberties were enshrined in the 1791 Bill of Rights provisions. In addition, the civil liberties were included in England’s 1216 Magna Carta Law. The Civil liberties were also emphasized in England’s 1628 the Petition of Rights and the 1689 Bill of Rights Law. Just like the civil liberties, the affected persons an d groups are granted the right to ask the courts to produce the body of the detained prisoners, including those incarcerated in Guantanamo Bay (Garner 2009, p.308). Further, Black’s law dictionary states that the U.S. Bill of Rights is based Habeas Corpus Act [31 Car. 2, 1679] (Garner 2009, 217). Question 2.During the 18th Century, England assigned governors to oversee the statehood of each United States’ historic colonies. England’s policy of promoting the colonies into states was incorporated in the Article 5 of the 1787 Ordinance. The State Constitution’s Article 2’s civil liberties sections included a habeas corpus provision protecting the citizens from government abuses (Keene, 2004, p.74). Further, the United States President authorized the suspension of the Write of Habeas Corpus in 1863, 1866, and 1857. The United States Congress approved the United States president’s suspension during the same time periods. However, there was no gen eral act that would suspend the Writ indicated in the Revised Statutes. During the 17th Century, Britain allowed its English subjects the right to Habeas Corpus. Only England’s Court of the King’s Bench had the power to execute a Writ of Habeas Corpus, not the court judge. The courts implemented the Habeas Corpus Act of Charles II and revised the defects found in England’s 1869 Bill of Rights (Stimson, 2004, p.166). In terms of history, the September 11, 2001 twin towers attack can be classified as an

Thursday, September 26, 2019

Youth Justice Essay Example | Topics and Well Written Essays - 1250 words

Youth Justice - Essay Example nstructive and more productive members of the society. However, it also must be noted that Youth justice is currently being viewed in different perspectives than it used to be. Many view the current reforms in youth justice due to modernization of the governments and political systems to accommodate the issues like young justice however there is also another dimension to it also as the emergence of private practice into the youth justice have significantly contributed to this issue also. However one also need to consider the fact that these youth justice practices lack the effective quality assurance systems and procedures in place which can ensure that the practice is being done on more professional as well as ethical footings. This essay will argue the role of quality assurance system to be designed to measure the effective practice in youth justice and will attempt to explore the issue from different perspectives so that a balanced view of the same can emerge.... ion must also have been given to this issue so that a positive critic of the same could have helped provide a better understanding of the problems so that quality assurance of the same could have been attained. Youth Justice has been under the complex influences of various forces working within the society which put extra pressures even on the proceedings of the cases against youth therefore the argument has also been put forward to bring in an approach which requires that those who bring children to the legal proceeding should give it a more holistic and comprehensive view so that children who somehow commit crimes are better represented into the legal system within which they are brought in. This therefore requires that those who conduct their practice into the youth justice must make efforts to bring in more quality in their work. (Geraghty). The historical roots of the practice in youth justice are basically founded on two critical principles of justice and welfare appraoch suggesting a approach which demands that a child must be treated differently than an adult criminal thus ensuring equality into the system based on the pecular nature of the status of children within the society. (Stephenson, Giller and Brown) Youth Justice Practice It is believed that the recent emergence of literature on youth based practice and policy has concentrated on the evidence based effective practice. This evidence based practice has now spread almost all the areas of the youth justice and has been considered as an effective and efficient means of dealing with the issue. However one also need to understand the fact that youth based justice practice and the system largely depend upon the society as it has been argued that the society gets the youth justice system which it deserves as

BUS503 - Org. Change and Transformation Mod 5 Case Assignment Essay

BUS503 - Org. Change and Transformation Mod 5 Case Assignment - Essay Example Bahe (2005) tells us that the average employee responds to each change in the following way, disbelief and denial, anger and blame, reluctant acceptance, and the final stage. In each of these stages the employees are very needy and need to be kept informed. Unfortunately today, change happens so fast that the employee often only has time to get through this process and then start again making change a time consuming process for managers as well (Sherman, 2009). The possible sources of resistance from the structural point of view are many. Bahe (2005), tells us that there are six sources of resistance that are typical of most organizations. Those are identified as structural inertia, limited focus of change, group inertia, perceived threat to expertise, and threat to established resource allocations. Structural inertia is the process of actually running the business, policies and procedures etc. The idea is to keep the company moving forward so the question is, is there a threat to that? The focus of change, we have all seen. This happens when no everyone makes the change. For example, one department decides to go on and do it the way they always have even though the rest of the departments have changed. It might even take a little while to discover. When group inertia happens, there is usually a specialized group that attempts to stop the change such as a union. There is of course the perceived threat to expertise. If we make this change will my knowledge not be important any more, will a robot be doing my job? Power relationships are what leadership is all about. It can be good power or bad power but everyone needs certain amount of power to get the job done. It is not unusual for a leader to have spent some time building up different kinds of power in his position. If that is possibly going to be affected there is then huge resistance and a lot of that will come from managers.

Wednesday, September 25, 2019

Lloyd George Essay Example | Topics and Well Written Essays - 2500 words

Lloyd George - Essay Example An important era of study has been the era of Lloyd George's peacetime government, from 1919 to 1922 in the realm of foreign policy. Britain's external relation in this period has been quite interesting and people have conflicting views about the policies in this period. This period has also been of significance for historians because of the role of the Foreign Secretary in the making of British foreign policy. Secrecy has been a key characteristic of the foreign policy in the late nineteenth century. Small number of ministers and officials has been known to play crucial roles in the formulation of the foreign policy. Those were the times when press had its limited presence and it was not considered an important driver in the policy making. Also public opinion about different issues related to external relations of a country was not given any importance. Even among the government circles a selected elite group made key decisions. Prime Ministers directly controlled the affairs of the Foreign Office. If we look at the background history of foreign policy in Britain then we get to know that Benjamin Disraeli from 1874 to 1878 intervened constantly in the affairs of his Foreign Secretary. During the 1902 to 1905 period Arthur Balfour gave some respite in the direct intervention culture set by his predecessors but still kept a close eye on the developments in British foreign policy. ... This scenario changed with war in 1914 and foreign policy was criticized by all & sundry. Different governments also started making comments about the way foreign policy was being tackled. President Wilson of the United States became the biggest critic of covert ways of foreign policy dealings and demanded that democratic process should be involved in the affairs. War continued till 1918 and then Paris Peace Conference took place in 1919 the attention shifted to foreign policy in the peace time. Again policymakers became conscious of the relationships between Prime Minister and Foreign Secretary. After the Great War the importance foreign policy increases manifolds. Lord Curzon of Kedleston became foreign secretary from October 1919 to January 1924. British electorate also became more conscious of the foreign policy matters as many believed that poor foreign policies were behind the war. Lloyd George became the prime minister and realized the importance of foreign policy particularly in the eyes of electorates as a result of war. He realized that winning foreign policy can result in the success of a government in the eyes of public. Considering tits importance Lloyd made it a point to attend many international conferences in the period 1919 to 1922. Lloyd saw these conferences as the opportunity for both showing government presence as well as gaining economic benefits as most of these were related to trade, war debts and recompense. Foreign policy also held many dangers for the government of Lloyd George. The government could not have afforded any new wars with any other country as public opinion went heavily against war. It was during this scenario that the Chanak crisis took place in September 1922. This crisis brought the

Tuesday, September 24, 2019

History of Cinema Essay Example | Topics and Well Written Essays - 250 words

History of Cinema - Essay Example In particular, the history of cinema dates over 100 years, beginning from late 19th century to the current time. Since the evolution of the cinema during the 1890s, it was considered an economical method of providing mass entertainment. During the first three decades of film discovery, motion pictures did not have sound as the pioneers had not yet figured out how to link sound with the motion pictures. Through continual improvements, inventors succeeded in merging motion pictures with sound in 1923; hence, this resulted in the end of the silent era, while marked the beginning of the sound era (Goodwin, 129). The cinema has undergone various stages of development to reach the current 3-Dimensional films, which has been made possible by continuous learning and improvements. This confirms the fact that the history of Cinema has been useful as it has allowed the ultimate transformation of primitive film to a world class and reliable cinema. Without studying the history of the cinema, there would be nothing to improve. Consequently, the film industry would be lagging behind. As such, we must study the history of cinema because it will enlighten us on new ways of establishing better services than are currently being offered. In conclusion, the study of the past assists us to appreciate the present and makes us ready for the

Sunday, September 22, 2019

BUSINESS LAW Essay Example | Topics and Well Written Essays - 1000 words - 1

BUSINESS LAW - Essay Example The difference between them is that the former pre-qualify on the basis of â€Å"good citizenship† working on a part-time basis while the latter are lawyers who sit as full time judges. The former sits in threes with the aid of a legally qualified clerk whilst the latter sits alone (Kelly et al 2005 p. 51; Whincup 2006 p. 7). The Crown Court is part of the Supreme Court together with the Court of Appeal and the High Court. It is a single court which sits in 90 centres unlike the magistrates’ court which is a local court. A Crown Court centre is divided into three tiers: the first tier deals with both civil and criminal cases; the second tier hears criminal cases, and; the third tier hears criminal cases presided by circuit judges and recorders (Kelly et al 2005 p. 52). The Crown Court has a two-fold jurisdiction: original criminal indictable cases, and; appeal cases from summary convictions in the magistrates’ courts. If the accused enters a plea of not guilty, the Crown Court judge hears the case with a jury of twelve. The Court also hears either way-offences (Kelly et al 2005 p. 52). The Magistrates’ Courts, aside from having jurisdiction over criminal cases as stated earlier, have also civil jurisdiction. This civil jurisdiction is largely confined to domestic issues like adoption, affiliation, guardianship and the maintenance and separation issues in separation and divorce proceedings between husbands and wives (Whincup 2007 p. 7).. The County Court is part of the national system and hears minor civil disputes, claims for contract breaches and torts up to  £50,000. A lone judge sits, sometimes joined by a jury. It also hears small claims (below  £5000) although the task is relegated to a registrar who is the court’s administrative officer and follows a less stringent procedural method (Whincup 2007 p. 7). The High Court deals with the most important civil cases with its approximately 100 judges appointed so by the Lord Chancellor. It has

Saturday, September 21, 2019

Explain Crime Rates Essay Example for Free

Explain Crime Rates Essay The two theories with respect to criminology I would be using would be the Social Disorganization Theory and the Anomie Theory. Durkheim introduced the term ‘Anomie’ in the 19th or the early 20th century. He considered that Anomie had a major role to play with respect to social behavior. He felt that the level of moral consciousness may differ from one individual to another, and deviations often resulted in crime. Robert Merton developed ideas to establish a link between criminal behavior and Anomie. Merton considered that social pressures caused an individual to behave in a non-compliant or an abnormal manner. In society, an individual had certain goals and means of fulfilling these goals. Initially an individual may choose acceptable means to achieve these goals. However, as the situation deteriorates, he would be choosing increasingly unacceptable means to achieve the goals (Reid, 1985). The social disorganization theory was proposed by the Chicago School of Sociology. It is a situation in which divergence away from the normal is seen due to certain social situations. Any disturbance to normal social life would result in an increase in crime and disharmony. When social organization is present, positive relationship, values and goals also develop. Read more:Â  Essay About Crime Rate Increase in India In the past the social disorganization theory has been utilized to explain disturbance during the World War 1, World War 2 and the Great Depression (Reid, 1985). A criminal case in our local community was a string of suicides committed by three teenagers who attended school. Investigations revealed that the teenagers were not happy with the results they had obtained in High School. Studies revealed that the local leader, who was responsible for the educational policy adopted by the state, had adopted rather tough measures, which resulted in high failure rates and frustration in the school children. As the social pressures were high, the teenagers were behaving in a non-complaint or an unreasonable manner. This goes along with the Anomie theory. Studies also revealed that the other ministries that were responsible for public welfare were not functioning properly during that period. Hence, there was an increase in the social disorganization rate (as normal life was affected). The teenagers committing suicide expressed the dissatisfaction and the disharmony in the society. This helps to prove the Social Disorganization theory.

Friday, September 20, 2019

Distinguishing Fear From Anxiety

Distinguishing Fear From Anxiety Introduction Anxiety disorders constitute the largest group of mental diseases in European countries {Andlin-Sobocki et al., 2005, Eur J Neurol, 12 Suppl 1, 1-27}. Human anxiety disorders can be categorized into generalized anxiety disorders, panic attacks, Posttraumatic stress disorders (PTSD), Obsessive-compulsive disorder (OCD) and special phobias, are amongst the most prevalent with a 28% lifetime prevalence and an incidence of 18% {Kessler et al., 2005, Arch Gen Psychiatry, 62, 617-27}. Pathological expression of both fear and anxiety are thought to represent certain aspects of anxiety disorders. Specific phobias are considered, as fear disorders, whereas generalized anxiety is viewed as an example of anxiety disorders.   PTSD patients do not only suffer from conditioned fear symptoms to discrete cues that act as a reminder of a previous trauma, but they also exhibit persistent symptoms of sustained anxiety. The regulation of fear and anxiety is the heart of many psychopathological di sorders also reflected in the extremely high comorbidity rate with other mood disorders, such as depression. Up to 90% of individuals expressing an anxiety disorder also develop depression, which could increase suicide rates (Gorman, 1997) and constitutes a significant problem for the community in general. Currently available pharmacotherapies such as selective serotonin reuptake inhibitors (SSRIs) and tricyclic antidepressants (TCAs), have emerged as effective alternatives to the benzodiazepines and have been paralleled by a similar growth in effective and available psychological treatments, particularly cognitive and cognitive-behavioural therapy. A considerable portion of patients, however, requires long-term treatment throughout the whole life or does not respond at all. For coping with these limitations, focusing on a better understanding of these diseases and improved treatment is urgently needed. Distinguishing fear from anxiety Fear Vs Anxiety Fear- Behavioural manifestation associated with clearly identified imminent threat. Anxiety- Generalized fear without object, an apprehensive anticipation of future potential threats The main function of fear and anxiety is to act as a signal of danger, threat, or motivational conflict, and to trigger appropriate adaptive responses. For some authors, fear and anxiety are indistinguishable, whereas others believe that they are distinct phenomena. In particular fear is a generalized adaptive state of apprehension to an imminent threat (Michael Davis, 2010). It begins rapidly and dissipates rapidly once a threat is removed. Fear is provoked by imminent and real danger, Animals may learn to fear situations in which they have previously been exposed to pain or stress, and subsequently show avoidance behavior when they re-encounter that situation. Young animals may show an innate fear reaction to sudden noise or disturbances in the environment, but rapidly become habituated to them. When they are used to a familiar environment, then a fear of novelty may develop. Ethologists have also made the important observation that fear is often mixed up with other aspects of moti vation. Thus, conflict between fear and approach behavior may results in displacement activities (e.g., self-grooming in rats and mice). Such displacement activities may be the behavioral expression of an anxious state. In contrast anxiety is often elicited by less specific and less predicable threats (Michael Davis, 2010). Anxiety is a generalized response to an unknown threat or internal conflict, whereas fear is focused on known external danger. It has been suggested, anxiety can only be understood by taking into account some of its cognitive aspects, particularly because a basic aspect of anxiety appears to be uncertain. Originally, anxiety is associated with arousal and vigilance, as a result it can be defined as longer lasting state of apprehension that can become pathological if its become extreme.    Defense and coping strategies Fear or anxiety, result in the expression of a range of adaptive or defensive behaviors, which are aimed to escape from the source of danger or motivational conflict. These behaviors depend on the context and the repertoire of the species. Fight or flight, was coined exactly 75 years ago, in 1929, Walter Cannon originally formulated this term for the human response to threat, Fear and anxiety. The phrase fight or flight has influenced the understanding and expectations of both clinicians and patients. However, both the order and the completeness of Cannons famous phrase are suspect. Fight or flight mischaracterizes the ordered sequence of responses that mammals exhibit as a threat escalates or approaches. In recent years, ethologists working with nonhuman primates have clearly established distinct fear responses that proceed sequentially in response to increasing threat. The order of these responses may have important implications for understanding and treating acute stress in humans . The sequence, originally described by Jeffrey A. Gray, begins with what ethologists call the freeze response or freezing, terms corresponding to what clinicians typically refer to as hypervigilance (being on guard, watchful, or hyper-alert). This initial freeze response is the stop, look, and listen response associated with fear. The survival advantage of this response is obvious. Specifically, ethological research has demonstrated that prey that remains frozen during a threat are more likely to avoid detection because the visual cortex and the retina of mammalian carnivores primarily detect moving objects rather than color. Immobilization or freezing, are usually elicited when the threat is inescapable, and is characterized by autonomic inhibition (hypotension, bradycardia), and a more pronounced increase in the neuroendocrine response activation of the hypothalamopituitary-adrenal axis and increased glucocorticoid secretion. This type of passive response was originally described by Engel Schmale as a conservation-withdrawal strategy. The concept of alternative (active/passive) strategies itself owes much to the work of Henry and coworkers. Specific brain circuits appear to mediate distinct coping reactions to different types of stressors. Psychopathological fear/anxiety Although fear acts as a physiological signal of danger, threat, or motivational conflict, it can become pathological and interfere with the ability to survive. Development of specific anxiety disorders, i.e., social phobia, obsessive-compulsive and panic disorders or specific phobias are consequences of pathological fear expression. Anxiety disorders are marked by excessive future fear, often in response to specific objects or situations and in the absence of a true danger. Anxiety disorders are extremely common in the general population. According to a recent epidemiological study, the lifetime prevalence of any anxiety disorder is 28.8% (Kessler et al, 2005). Increased anxiety in animal models, as a trait, can be attributed to at least two sets of factors: (i) a genetic predisposition, essentially linked to the expression of genes that are involved in the various neurochemical mechanisms underlying fear and anxiety; and (ii) the influence of environmental factors. These environmental factors can interact with the expression of the relevant genes during early development and determine the functional properties of the neural and biochemical systems involved in coping with stressful events. They can also modulate the learning processes that occur at a later stage, when the individual is confronted with various life events, and determine the capacity to cope successfully with aversive or threatening situations in adulthood. These predisposing factors, either innate or acquired, determine individual affective styles or coping strategies, which are thought to play an important role in vulnerability to psychopathology. Brain structures and functional circuitry involved in fear/anxiety Limbic System: Emotional brain Limbic areas include the hippocampus (HPC), amygdala, cortex, thalamus, hypothalamus and the bed nucleus of striaterminalis (BNST). Hippocampus and amygdala are considered as a main area involves in emotion, but I will mainly focus on the amygdala. Hippocampus The hippocampus is a part of the forebrain, located in the medial temporal lobe. The hippocampus consists of the dentate gyrus, the Cornu Ammonis fields (CA1-CA3), and the subiculum. The main information input to the hippocampus is via the entorhinal cortex and the main information output from the hippocampus is via the subiculum. Between entorhinal cortex and subiculum, three major pathways of the hippocampus are described. The perforant pathway from entorhinal cortex forms excitatory connections with the granule cells of the dentate gyrus (Bliss and Lomo, 1973). The mossy fiber pathway, formed by the axons of the granule cells of the dentate gyrus, connects the granule cells with the pyramidal cells in the area CA3 of the hippocampus (Lu et al., 1997). The Schaffer collateral pathway connects the pyramidal cells of the CA3 region with the pyramidal cells in the CA1 region of the hippocampus (Collingridge et al., 1983). Amygdala The amygdala is a limbic system structure and is a key target area implicated in emotional processing. It is composed of several interconnected nuclei located in the medial temporal lobes in mammals and is reciprocally linked to sensory cortices, thalamus, and autonomic control centers (Sah et al., 2003). Its internal and external connections permit the amygdala to evaluate environmental stimuli, attach salience to them, then generate appropriate autonomic, endocrine, and behavioral responses (Adolphs, 1999; Rogan LeDoux, 1996; Walker Davis, 2002). In addition, the amygdala is involved in detecting and evaluating emotional expression (Adolphs, 1999). The lateral nucleus of the amygdala (LA) has been implicated as the critical area where sensory stimuli achieve emotional salience. Consequently, the amygdala is needed for proper emotional processing, as in fear and anxiety, memory, and attention (Davis, 1997; Keele, Hughes, Blakeley, Herman, 2008; LeDoux, Cicchetti, Xagoraris, Roma nski, 1990). Plasticity in neurotransmission is important in maintaining the emotional significance of stimuli we encounter (Ehrlich, 2009). However, if those synapses and circuits become super-sensitized, what was once adaptive emotional behaviors can become psychopathologies, such as anxiety disorders and depression (Keele, 2005; Rosen Shulkin, 1998). Amygdala structure The amygdaloid complex is comprised of 13 nuclei, which are further divided into 3 groups: the basolateral complex, the cortical nuclei, and the centromedial nuclei. The basolateral complex is composed primarily of the basolateral (BLA) and lateral (LA) amygdala nuclei (Keele et al., 2008; Sah et al., 2003). Neuroanatomical studies reveal that there are extensive internuclear and reciprocal intranuclear connections (Pitkanen, Savander, LeDoux, 1997). Physiological studies further suggest that the amygdala nuclei are primarily individual functional units with the flow of information through the amygdala being highly organized, as seen in fear conditioning studies (LeDoux, 2000). Sensory afferents (context + tone) terminate in the LA (Romanski, Clugent, Bordi, LeDoux, 1993). The information proceeds in a predominantly unidirectional flow from the lateral to medial at which point the LA sends glutamatergic projections to the central nucleus of the amygdala (CeA), as well the BLA and o ther nuclei (Sah et al., 2003; Pitkanen et al., 1997; Smith Par eacute;, 1994). The CeA, where much of the amygdala nuclei projections converge and insubstantial intra-amygdaloid fibers exit, constitutes the output of the amygdala (Sah et al., 2003; Pitkanen et al., 1997). Two main cell types have been described morphologically and physiologically in the BLA (Rainnie, Asprodini, Shinnick-Gallagher, 1993; Sah et al., 2003). The first type is glutamatergic projection neurons that give off collaterals within the nucleus. They account for 70% of the neuronal population (McDonald, 1982). Their secondary and tertiary dendrites appear spiny, distinguishing them from the other neuronal type (Sah et al., 2003). In the LA, pyramidal neurons account for about 95% of the population. Pyramidal neurons show broad action potentials and spike frequency accommodation of varying degrees, and express N-methyl-D-aspartic acid (NMDA), a-amino-3-hydroxy-5-methyl-4-isoxazolepropionic acid (AMPA), and k ainate receptors. Main input to these neurons is cortical and thalamic, but they are highly modulated by interneurons and monoaminergic afferents from brain stem nuclei (Marowsky, Yanagawa, Obata, Vogt., 2005; Rainnie, 1999; Sah et al., 2003; Sullivan, Coplan, Kent, Gorman, 1999). The second type of neurons is interneurons, also called stellate cells (Sah et al., 2003). They account for 5-10% of the neurons in the BLA and are local circuit gamma-aminobutyric acid (GABA) releasing cells with short duration action potentials and no spike frequency accommodation. AMPA receptors are expressed but NMDA receptors are reportedly absent (Sah et al., 2003). Like the projection neurons, input is cortical and thalamic with modulatory input from brainstem nuclei (Lang and Par eacute;, 1998). Afferent and Efferent Connectivity Amygdala innervation consists of sensory input from the thalamus and cerebral cortex and autonomic input from the hypothalamus and brain stem (Keele et al., 2008; Sah et al., 2003). All sensory modalities glutamatergically project to the amygdala via the thalamus, sensory cortices, association cortices, and other polymodal cortical areas (McDonald, 1998; Romanski LeDoux, 1993; Sah et al., 2003). Brain stem projections provide monoaminergic modulation of the amygdala. There is extensive serotonergic innervation from the dorsal raphe nucleus (DRN), dopaminergic innervation from the ventral tegmental area, and noradrenergic innervation from the locus coeruleus (Clayton Williams, 2000;Marowsky et al., 2005; McIntyre, Power, Roozendaal, McGaugh, 2003; Rainnie, 1999). Main output of the amygdala is projected from the CeA. Lesion and stimulation studies have shown cortical, hypothalamic, and brain stem regions to be target areas, directly and indirectly through projections to the bed nuc leus of the stria terminalis (Iwata, Chida, LeDoux, 1987; LeDoux, Iwata, Cicchetti, Reis, 1988; LeDoux, 2000; Sah et al., 2003; Turner, Mishkin, Knapp, 1980; Walker Davis, 2002). CeA efferents modulate specific behavioral and autonomic responses to fear, anxiety, and stress (Davis, 1997; Rosen Schulken, 1998; Sah et al., 2003). The CeAs connection to the hypothalamus allows activation of the sympathetic nervous system, such as an increase in heartbeat, galvanic skin response, and pupil dilation in response to fear. For inducing behavioral responses to fear, there are projections from the CeA to brainstem nuclei. For instance, connections with the periaqueductal gray induce freezing behavior and with the nucleus reticularis pontis caudalis (PnC) increase acoustic startle response (Davis, 1992). The brainstem innervation is so extensive that the amygdala contacts almost every brainstem region involved in autonomic functioning (Keele et al., 2008; LeDoux, 1992; Price, 2003). Behavioral Function The amygdalas contribution to emotion has long been documented. Initially, monkey bilateral temporal lobectomy studies performed by Klà ¼ver and Bucy (1937 1939), resulted in agnosia, hyperorality, hypersexuality, social withdrawl, difficulty recognizing emotionality of objects, and placidity. This became known as Klà ¼ver-Bucy syndrome. In following amygdalectomy studies a loss of fear, aggression, and normal social interactions with an increase in exploration was found (Goddard, 1964; Aggleton Young, 2000). Rodent lesion studies further demonstrated decreased active fear avoidance (Poremba Gabriel, 1999) and decreased passive conditioned fear response (Roozendaal, Koolhaas, Bohus, 1993), for instance, amygdala lesioned rats fail to show freezing behavior in the presence of danger, such as a cat (Blanchard Blanchard, 972). Specific lesioning of the lateral nucleus of the amygdala blocked conditioned fear (LeDoux et al., 1990). Amygdalectomized humans also show impairments in fear conditioning (LaBar, LeDoux, Spencer, Phelps, 1995). Additionally, human subjects do not recognize fear from facial expressions, voices, (Adolphs, Tranel, Damasio, Damasio, 1995), or music (Gosselin et al., 2005), and judge deceitful looking individuals as trustworthy (Adolphs, Tranel, Damasio, 1998). Stimulation and activation studies further corroborate amygdala lesion evidence. Human amygdala stimulation often produces observable fear responses as well as subjective feelings of fear (for review see Davis, 1992). Functional magnetic resonance imaging (fMRI) further shows activation of the amygdala during viewing of fearful faces (Rosen Donley, 2006) and following fear conditioning when the conditioned stimulus is presented (LaBar, Gatenby, Gore, LeDoux, Phelps, 1998). In animals, amygdala stimulation shows an increase in behaviors, such as, vigilance, attention, and arousal (Rosen Schulkin, 1998) and an increase in autonomic responding; such as, respiration, heart rate, and blood pressure (for review see Davis, 1992). Additional emotions reported in humans have been anger and rage (Joseph, 2000). One female subject displayed enraged facial expressions, lips retracted and grimacing, then progressed to aggressive behavior and attack (Mark, Ervin, Sweet, 1972). These are emotional behavior autonomic responses that are often a component of the fear response. Fear Conditioning and Long-Term Potentiation One commonly used technique for studying amygdala function in both animals and humans is conditioned fear learning (Bà ¼chel, Morris, Dolan, Friston, 1998; Walker Davis 2002). To accomplish this type of learning a neutral sensory stimulus (conditioned stimulus or CS, often a light or tone) is paired with a noxious stimulus (unconditioned stimulus or US) such as a mild electric shock. Upon repeated US-CS pairing the learned association between the two stimuli elicits a behavioral response (conditioned response or CR) that can last indefinitely with o nly a few pairings (Maren, 2005). The convergence of the cortical sensory input and thalamic relays from the spinothalamic tract in the amygdala as well as the abolishment of learned fear response after amygdala lesions implicate it as the site for conditioned fear learning (LeDoux et al., 1990; Ledoux, 2000). The learned association as well as the fear behavioral response is seen across many species and has been extensively studied in rats, cats, primates, and humans. The neural mechanisms have also been conserved across these animal species and probably humans as well (LeDoux, 1996; Price, 2003). Long-term potentiation (LTP) functions as a mechanism for increasing synaptic strength between two neurons. Experimentally it can be induced by tetanic stimulation of afferent fibers; however, naturally occurring similar mechanisms are induced in the LA during conditioned fear learning (McKernan Shinnick-Gallagher, 1997; Rogan LeDoux, 1996; LeDoux, 2000). Support comes from the observat ion that before conditioning, neurons in the LA respond to CS and US input. After conditioning, the postsynaptic neurons response to the CS is greatly enhanced. This suggests that fear conditioning provides a suitable means for examining amygdala synaptic plasticity and fear circuitry. The proposed LTP molecular mechanism initiating fear conditioning is that the CS induces a release of glutamate, which activates the glutamatergic receptors on postsynaptic LA neurons. The US further depolarizes the neurons causing the release of the Mg2+ block in the NMDA receptors (NMDARs) allowing an influx of Ca2+. The additional Ca2+ initiates second messenger cascades that are responsible for the increased neuronal response to the CS. Blocking NMDARs with the antagonist DL-2-amino-5- phosphonovalerate (APV) prevents the acquisition of fear conditioning. If APV is delivered after training it does not affect the consolidation of the fear memory further supporting the necessary involvement of NMDAR s in the LTP mechanism. Ca2+ influx due to L-type voltage-gated calcium channels (L-VGCCs) is also required for the association to occur. The L-VGCCs may be opening in response to the strong depolarization from the US, especially when postsynaptic spiking and back-propagating action potentials occur. How learned fear memories are acquired and the mechanisms involved is essential to understanding normal amygdala functioning. Fear conditioning provides a means for studying dysfunction of fear circuitry and the resulting abnormal fear behaviors. Fear circuitry receives intense inhibitory modulation. When the inhibition is removed the fear conditioning mechanisms, such as LTP, are unmodulated and the circuitry enters a hyperexcited state. This could potentially lead to abnormally enhanced fear associations resulting in heightened fear responses. Manipulating the fear circuitry by altering inhibitory modulators and then assessing the fear behavior responses could elucidate the mechanisms leading to fear and anxiety disorders. Neuropeptide Y (NPY) system: Involvement in fear and anxiety NPY: Overview Neuropeptide Y(NPY) was isolated from porcine brain more than two decades ago (Tatemoto et al., 1982). This 36-amino-acid residue is one of the most abundant peptides found in the central nervous system (CNS) of all mammals, including humans {Chan-Palay et al., 1985; Chan-Palay et al., 1986}. It is one of the most conserved peptides in evolution (Larhammar, 1996; Larhamar and Salaneck, 2004), suggesting an important role in the regulation of basic physiological functions (Larhammar et al., 1993). At present, five NPY receptor subtypes have been cloned and designated-Y1, Y2, Y4, Y5, and y6 (Dumont et al., 1993; Gehlert, 1994; Michel et al., 1998)-all of which couple to Gi/o proteins and inhibit the production of cyclic AMP (Palmiter et al., 1998). NPY has important modulatory functions in the immune and cardiovascular systems (Song et al., 1996; Michalkiewicz et al., 2001), circadian rhythms (Antonijevic et al., 2000; Yannielli and Harrington, 2001), food intake (Jolicoeur et al., 199 5), and seizure (Husum et al., 1998; Colmers and El Bahh, 2003) and the response to pain (Munglani et al., 1996). NPY is involved in anxiety related behaviors (Thorsell and Heilig, 2002), and there is increasing support for the role of NPY in mood disorders such as depression (Redrobe et al., 2002a). It is constantly reported that NPY producing anxiolytic-like effect and can be observed different battery of behavioral tests like elevated plus maze, light dark, open field, and stressed induced hyperthermia. Consistent findings across different rodent modes have been proving the true anxiolytic effect of NPY. The presence of different NPY receptors and the plethora of NPY-induced behavioral effect raise the question as to whether NPY and its receptors have an effect on fear, and extinction of conditioned fear. The NPY Y1 receptors can be found in number of brain regions but prominent in cerebral cortex, amygdala, and hippocampus (Kask et al., 2002). The majority of studies have been proved the involvement of NPY Y1 receptor in the regulation of anxiety. In the present study I am focusing on fear reducing properties of NPY following the hypothesis that anxiolytic-like effect of NPY mediated my Y1 receptors.

Thursday, September 19, 2019

Soccer Scholarship Essay 1 :: Scholarship Essays

Soccer Scholarship Essay 1 Â   Let me introduce myself. My name is Heather Smith; I'm 18 years old and am a senior at Suttons Bay High School. I was born and raised here and have attended Suttons Bay Schools for 13 years. My hobbies include playing socer, spending time with ym friends, music, art, snowboarding, biking, working out and traveling. Six years ago I startedmy love of travel when I had the opportunity to travel on a 16-day European History trip to the countries of England, France, Italy, Switzerland and germany with family and friends. Last summer I traveled to Spain with my school's Spanish club, and in March I went to Mexico. I speak Spanish and plan on continuing my studies at Michigan State University this fall. I find that traveling is so interesting as it gives me the chance to see how others live and experience their culture. Â   Soccer has always been my passion. I started to play when I was in second grade. I have played continuously and am now a captain of the Suttons Bay Lady Norsemen. We are a high school cooperative team consisting of players from Suttons Bay, Leland and Northport. This is our fourth year of existence and we worked hard to establish our team and its killer reputation. The part that I am most proud of is that I was among a group of girls that helped convince the Suttons Bay School Board that our high school should establish a girls' high school team. We asked to be put on the board's agenda and prepared a persuasive presentation outlining the reasons that girls at Suttons Bay High School deserved their own team. We knew that money was not available to fund the team, so we promised to find it ourselves. The Board approved our team in the spring of 1997. Our team members and parents spent long hours in fundraising to pay for our uniforms, equipment, transportation, referees and coaches. Â   This experience has taught me many valuable lessons. I learned that it is important to fight and work for what you believe in. I have learned more skills than soccer, such as teamwork and communication skills. I have learned that it's good to broaden one's horizon by meeting and becoming friends with people from other schools and communities. I'm looking forward to the soccer district and regional, and we hope we qualify for the state championship.

Wednesday, September 18, 2019

Shelley Jacksons Patchwork Girl Essay example -- Shelley Jackson Patc

Shelley Jackson's Patchwork Girl Patchwork Girl, a hypertext vision sewn together by Shelley Jackson, is a story and an account of the creation of a monster and the relationship the mind has with the monster within the technical boundary of lexia. The monster metaphorically was originally created by Mary Shelley in Frankenstein, but has now resurfaced in a layered identity with an opposing forum of complexity. Jackson has designed her version of the timeless tale from the female perspective by offering the reader not only a facet into the monster’s mind, but that of Mary’s, the girl’s, and of the author’s, which accounts for three female angles of perception. Through each narrative voice (and/or lexia), the reader discovers the psychological nightmare of mental maturity and the pains of achieving the ultimate sense of creativity or life. For Mary it is the obsession of the creation of life and the dedication to keep a promise, while for the girl and the monster it is the aspect of finding the understanding and acceptance in a stitched life. However, for Shelley Jackson the nightmare is the hyper literary challenge of stitching together thought and creation in fictional prose to show the relationship of mother to child or writer to the word by the means of technology. The Hypertext fiction Patchwork Girl is offered with three primary story lines in lexia story format, which is effectively connected or stitched together to reveal the lives of Mary, Shelley, the girl, and the monster from the creative impulse of the mind’s imagination visually represented in a non-linear string of links. As the reader or in this case user enters the hypertextual world of Shelley Jackson’s words, the initial question, "Where should I begin," ... ...readers or audience a compelling story, visual stimulation, various inter-linked story progression, unlimited path access, complex thematic motives, and unpredictability of discovery. For these reasons alone, it can be assumed that hypertext fiction will intrigue itself into the spectrum of popular culture and with that establish a longevity, which may surpass previous forms of literary media. Works Cited and Consulted Hayles, N. Katherine. "Simulating Narratives: What Virtual Creatures Can Teach Us." Critical Inquiry 26 (1999): 1-26. ---. "Virtual Bodies and Flickering Signifiers." How We Became Posthuman: Virtual Bodies in Cybernetics, Literature, and Informatics. Chicago: University of Chicago Press, 1999. 25-49. Jackson, Shelley. Patchwork Girl by Mary/Shelley and herself. Watertown, MA: Eastgate Systems, 1995. Electronic. .

Tuesday, September 17, 2019

Witchcraft, Murder and Ghosts in Macbeth Essay examples -- Macbeth ess

Witchcraft, Murder and Ghosts in Macbeth       A notable point within Shakespeare’s play Macbeth is the use of the three witches in the opening scene.   The number of witches for a contemporary audience can go unnoticed.   However in the time that Shakespeare the symbolic meaning of the number three was important, as it symbolized unluckiness and when remembering the fear of the unnatural and being unlucky (epitomized by such historical events as the rage of witch trials within Britain).   This is not the only symbolism within the play, the use of the disparity between light and dark is an important concept.   We can perhaps see the parallel between the horror movies of today, and the images of witchcraft, murder and ghosts of the past.    Firstly in the initial scene of Act IV there are a number of references to the number three.    First Witch: "Thrice the brinded cat hath mew.d" (1) Second Witch: "Thrice and once the hedge-pig whin'd" (2) First Witch: "Days and nights hast thirty-one" (7) First Witch: "Pour in sow's blood, that hath eaten Her nine farrow;" (65)    All of these examples refer to the number three, or the denominator of nice.   The final example of the number three used is within the fourth act with Macbeth... ... of Shakespeare enjoy an aura of immortality because we see in Shakespeare the mirror of the human condition with which we may all identify and gain a sense that in some strange way his plays are a reflection of our souls.       Bibliography The Tragedy of Macbeth New Haven: Yale University Press Revised 1994 Shakespeare's Macbeth Total Study Edition Coles Editorial Board 1990 Holinshed R. Historie of Scotland (2nd Ed. Chronicles of England, Scotland and Ireland 1587) "Historie of Scotland" Paul. Henry N. The Royal Play of Macbeth 1950 pp. 213-17 Bradley A. C. Shakespearean Tragedy 1912 pp. 468-9   

Contract and Hire Purchase Act

1. What are the principles under the doctrine of binding precedent? When it comes to deciding on case, judges do not decide solely on their own. They are bound to follow certain accepted principles which are commonly known as â€Å"the doctrine of binding precedent†. The doctrine of binding precedent required that â€Å"like cases decided alike†. If a case now before the court has facts and raises issues similar to those of a previously decided case, then the present case will be decided in the same way as the earlier one.In this way, the earlier case, referred to as ‘a precedent’ will have provided a legal basis on which the latter case and subsequent cases could be decided. Generally, lower courts are bound to follow the decisions of courts higher than them in the same hierarchy. If the judge fails to follow a binding precedent, the decision of the said judge will be legally wrong and it may be reversed on appeal or overruled in a later case. Below is how The Doctrine operates in Malaysia. The court system in Malaysia, was last restructured by the Constitution (Amendment) Act 1994.The present court structure, which has been in force since then, is as follows : * The Federal Court stands at the apex of the Malaysian court system. It is headed by the Chief Justice. * Below the Federal Court is the Court of Appeal. This court is headed by the President of the Court of Appeal. * Below the Court of Appeal are two High Courts with co-ordinate jurisdiction. One is the High Court of Malaya which serves Peninsula Malaysia, while the other is the High Court of Sabah and Sarawak, which serves East Malaysia, i. e. Sabah and Sarawak.Each of the High Courts is headed by a Chief Judge. * Below the High Courts are the Subordinate Courts, the highest of which are the Sessions Courts, each of which is headed by a Sessions Court Judge. * Below the Sessions Courts are the Magistrates’ Courts, each of which is presided over by a magistrate. Paral lel to the Magistrates’ Court is the Juvenile Court (Court For Children) which is also presided over by a magistrate. * In Peninsular Malaysia (West Malaysia) there are provisions for Penghulu’s Courts below the Magistrates’ Courts.These are headed by a penghulu or village headman. He has very limited jurisdiction and usually deals with local disputes in an informal manner. However, in practice, these courts hardly function. * There are also the Native Courts and the Syariah Courts. These courts operate only at the State level. The Native Courts exist only in Sabah and Sarawak and they deal with native rights while the Syariah Courts deal with matters pertaining to Islamic law in the respective states. 2. Does silence amount to acceptance? Kindly support your answer with evidence.Silence does not necessarily indicate that there is acceptance. However, there are exceptional instances where silence may amount to acceptance itself. The rationale behind this general rule is based on the idea that acceptance must take some form of objective manifestation of the offeree’s intention though some form of positive action. This is to ensure that no one should be able to enforce a contract upon an unwilling party. Based on Section 3 of the Contract Act 1950 provides that acceptance must be made in the manner prescribed by the offer.However, based on Section 7(b) of the Contract Act 1950 states that when the acceptor deviates from the prescribed manner, the offeror must not keep silent. If he does so and fails to insist upon prescribed manner, he is considered as having accepted the modified manner. For instance, refer to the below case of Felthouse v. Bindley (1826) Case : Felthouse v. Bindley (1826) 11 CB (NS) 869; 142 ER 1037 * The plaintiff had discussed with his nephew, John, on the purchase of a horse belonging to John, and wrote to him, offering to buy his horse and added, â€Å"If I hear no more from him, I consider his horse is mine at ? 0 15s†. However, John did not reply. * Six weeks later, John, whilst selling his faming stock, told the auctioneer to keep the horse out of the sale as he planned to reserve the horse for his uncle. But the auctioneer sold it by mistake. The plaintiff then sued the auctioneer. * Held : There was no acceptance of the plaintiff’s proposal by John. Therefore, the plaintiff had no right to impose upon his nephew a sale of his horse by silence. However, there are exceptions to this, and a strong case to find for silence mounting to acceptance is when the offeree explicitly states that he wants his silence to be regarded as an acceptance. Using the above case of Felthouse v. Bindley (1826), if the fact is twist by saying that Plaintiff and John have communicated with each other about the sale of the horse, and John told Plaintiff that he should write him a note about the sale of the horse, and if Plaintiff does not receive any reply from him, Plaintiff can assume that John has agreed to the sales. In such an instance, should John not replying to Plaintiff, acceptance may be found and a binding, enforceable contract may be found.Hence, communication becomes effective when it has been communicated. 3. â€Å"A consideration must be adequate†. Do you agree with the statement? Is a contract without adequate consideration void? Support your answer with cases and statuses whenever necessary. I do not agree with the statement above as consideration need not be adequate but must be sufficient. There is no requirement that the consideration must be at market value, as long as the promisee provides something in value in example ? 2 for an exchange of a car would be valid. The courts are not concerned the adequacy.For example, we may refer to the below case of Chappell & Co v. Nestle (1960) Case : Chappell & Co v. Nestle (1960) Nestle had a special offer involving if customer sent in 1s6d and three chocolate bars wrappers, they would get a record of a son g called ‘Rockin Shoes’. Chappell & Co who owned the copyright of the song has brought an action for breaches of copyright and claimed royalties. Nestle willing to pay the royalties at 6. 25% of 1s6d however Chappell and Co argued that it should be include the chocolate wrappers although Nestle thrown it away after they received it.The court held that consideration must be sufficient but need to be adequate; hence, the chocolate wrappers were part of consideration as it was part to increase sales and provided value. Therefore, Chappell & Co granted the injunction and Nestle could not sell the records. Under the Malaysian Law, explanation 2 to Section 26 of Contract Act 1950 provides that an agreement to which the consent of the promisor is not void merely because the consideration is inadequate; but the inadequacy will be question by the court whether the consent of the promisor is freely given.The illustration (f) to Section 26 of Contracts Act 1950 clearly states the application of the rule: â€Å"A agrees to sell a horse worth RM1,000 for Rm10. A’s consent to the agreement was freely given. The agreement is a contract notwithstanding the inadequacy of the consideration†. This was illustrated in the case of Phang Swee Kim v. Beh I Hock (1964), the respondent’s solicitor notified the appellant that she had trespassed on the said land and claimed for vacant possession and for an account of all income received by her from the land. In May 1963, the respondent instituted an action against her claiming the relief stated.The appellant counter-claimed for a declaration that she was entitled to the said land. At the hearing, the appellant contented that there was an oral agreement made between her and the respondent in which the respondent agreed to transfer the land to her on payment of $500 in 1958. The learned trial judge accepted her evidence, but held that the agreement is void due to inadequacy of consideration. However, on ap peal the Federal Court held that by virtue explanation 2 to Section 26 of Contracts Act 1950, there was adequate consideration as being no evidence of misrepresentation or fraud.The appellant was therefore entitled to the declaration sought by her. 4. Is an invitation to treat an offer? Support your answer with cases, whenever necessary. An ‘invitation to treat’ is not the same as an ‘offer’. In order for binding contract to be formed, there must be an ‘offer’ and an ‘acceptance’ of that offer. An invitation to treat is sometimes mistaken for an offer. There are many similarities between an invitation to treat and offer, making the distinction can be difficult.A good way of looking at the difference between the two terms is that an offer is a definite promise to be bound on specific terms, whereas an invitation to treat is only an indication that someone is prepared to receive offers with the view of forming a binding contract. Thu s, the distinction turns on the specificity of the offer and the degree of vagueness or conditionality attached to it. The main situation where an invitation is mistaken for an offer is in advertising. Advertising is not an offer, but rather an attempt to induce offers. Advertising is therefore classed under contract law as an invitation to treat.Only when the customer offers to pay for the goods at the advertised price has an offer been made. Similarly, the ‘exhibition of good for sale’ can be confused as an offer when really it is an invitation to treat. When goods are displayed in a store this constitutes invitation to customers to make offers to purchase the items. Another situation is in auction sales. At an auction the bid itself is an offer then the auctioneer can either accept or reject the offer. Refer below list of cases of invitation to treat :- * An auctioneer inviting bids offers an invitation to treat when a bidder makes a bid.Case : Payne v. Cave (1789) I n this case, the defendant made the highest bid for the plaintiff’s goods at an auction sale, but he withdrew his bid before the fall of the auctioneer’s hammer. It was held that the defendant was not bound to purchase the goods. His bid amounted to an offer, which he was entitled to withdraw at any time before the auctioneer signified acceptance by knocking down the hammer. * When a customer puts goods in basket, he or she makes an offer. Case : Pharmaceutical Society of Great Britain v. Boots Cash Chemists Lts (1952)Certain brand name medicines were displayed for sale in a self service store. The issue arose as to when and where the sale of the medicines took place. The reason this was an important issue was because the Pharmacy and Poisons Act 1933 S 18(1) provided that it was unlawful to sell such medicines unless the ‘sale is effected by, or under the supervision of, a registered pharmacist’. If the sale took place when the customer put the medicines in her shopping basket the sale would not take place ‘under the supervision of, a registered pharmacist’ because a pharmacist was present at the checkout desk.The issue here is before the court was when did the sale tale place? Was it when the customer put the medicines in her shopping basket or was it when the customer presented the goods to the cashier? The court held that the sale took place when the customer presented the goods to the cashier. The placing of the medicines in the shopping basket has no contractual significance. It was not even an invitation to treat since there had been no communication between the shopper and the shop. The contract would only be made at the cashier’s desk. The display of goods in a shop by shopkeeper is an invitation to treat. Case : Fisher v. Bell (1961) A shopkeeper was convicted of offering for sale a flick knife contrary to the Restriction of Offensive Weapons Act 1959 S 1(1); he had displayed the knife in his shop window . The shopkeeper appealed. The issue here is, before the court was whether the shopkeeper was offering a flick knife for sale. On the appeal the shopkeeper was acquitted of ‘offering’ a flick knife for sale. Before the magistrates court he was actually convicted of ‘offering’ the knife for sale.This case shows that goods on display are inviting customers to make an offer to buy them from the shopkeeper. In other words ‘goods on display in a shop’ are an invitation to treat not an offer to buy. * Supply of information is an invitation to treat. It is considered to be in the process of negotiation and not a define offer to sell. Case : Harvey v. Facey (1893) The prospective buyer, Harvey, sent a telegram to the seller Facey, asking: â€Å"Will you sell us Bumper Hall Pen? Telegraph lowest cash price. † Facey responded by telegram: â€Å"Lowest price for Bumper Hall Pen ? 900. † Harvey later eplied: â€Å"We agree to buy Bumper Hall Pen for the sum of nine hundred pounds asked by you. Please send us your title deed in order that we may get early possession,† but received no response. Harvey brought an action to enforce the contract. The court held a contract for the sale of the property could only have been concluded of Facey accepted Harvey’s final telegram. Facey had not said that he would sell the property and had merely stated the lowest price he was willing to sell at. Harvey could not imply Facey’s telegram was an offer to sell as this must be expressy given.In essence, a price quotation of itself does not amount to an offer but is merely an invitation to treat. An invitation to treat is quite literally an invitation to another party to negotiate, which does not suggest an intention of being bound. Hence, an invitation to treat is a tool to get negotiations going and show the terms which one party may be willing to accept, as opposed to an offer in which one party is prepared to be le gally bound by upon acceptance. 5. What is the definition of ‘contract of sale of goods’ under the law?A contract of sale of goods is a contract whereby the seller agrees to transfer the property in goods to the buyer for a consideration called the price, consisting wholly or partly of money. Where, by virtue of one or more contracts, a person has agreed for value to bail goods to a bailee on such terms that the property in the goods will or may at the option of the bailee pass to the bailee then, for the purposes of this Act, that person is deemed to have agreed to transfer the property in goods to the bailee, and the bailor shall be deemed to be the seller and the bailee shall be deemed to be the buyer.There may be contract of sale between one part owner and another. Thus, a contract of sale may be absolute or conditional. 6. Does the Hire Purchase Act cover all hire purchase transaction? The Hire Purchase Act does not in actuality cover all hire-purchase transaction. Hire Purchase agreement is used by Financial Institutions to fund the purchase of consumer goods (goods purchased for personal, family and household purposes), vehicles and other business equipment and industrial machinery.In Malaysia, the legislation governing hire purchase transaction is the Hire Purchase Act 1976, which came into force on 11 April 1968 after hire purchase became popular in the acquisition of expensive consumer goods such as cars, business equipment and industrial machinery. In respect of goods not specified in the First Schedule of the Hire Purchase Act, the parties are free to contract outside the provision of the Act or agree to be bound by the provisions. However, the First Schedule may be amended by the Minister concerned from time to time. 7. i) What is the main legislation governing partnership in Malaysia? In Malaysia the governing law that addresses partnership matters is provided in the Partnership Act 1961 (Act 135) (ii) What is the statutory definitio n of partnership as provided under the Malaysian Law? Partnership is defined by Section 3(1) of the Partnership Act 1961 as ‘the relation, which subsists between persons carrying on a business in common with a view of profit’. No person may be a partner with himself. There must be at least two or more persons to form a partnership.

Monday, September 16, 2019

Genetics of Alcoholism. Does Alcohol Dependence Depend of Race

Alcoholism is very all known occurrence that have a place in every culture. Modern medical definitions describe alcoholism as a disease and addiction which results in a persistent use of alcohol despite negative consequences. Although this definition do not specify current and on-going use of alcohol as a qualifier for alcoholism, some do, as well as remarking on the long-term effects of consistent, heavy alcohol use, include dependence and symptoms of withdrawal. Psychiatric geneticists John I. Nurnberger, Jr. and Laura Jean Bierut suggest that alcoholism does not have a single cause—including genetic—but that genes do play an important role â€Å"by affecting processes in the body and brain that interact with one another and with an individual's life experiences to produce protection or susceptibility. † They also report that fewer than a dozen alcoholism-related genes have been identified, but that more likely await discovery. At least one genetic test exists for an allele that is correlated to alcoholism and opiate addiction. Human dopamine receptor genes have a detectable variation referred to as the DRD2 TaqI polymorphism.Those who possess the A1 allele (variation) of this polymorphism have a small but significant tendency towards addiction to opiates and endorphin releasing drugs like alcohol. Although this allele is slightly more common in alcoholics and opiate addicts, it is not by itself an adequate predictor of alcoholism, and some researchers argue that evidence for DRD2 is contradictory. Also, studies indicate that the proportion of men with alcohol dependence is higher than the proportion of women, 7% and 2. 5% respectively, although women are more vulnerable to long-term consequences of alcoholism.Around 90% of adults in United States consume alcohol, and more than 700,000 of them are treated daily for alcoholism. Professor David Zaridze, who led the international research team, calculated that alcohol had killed three millio n Russians since 1987. In the United Kingdom, the number of ‘dependent drinkers' was calculated as over 2. 8 million in 2001. The World Health Organization estimates that about 140 million people throughout the world suffer from alcohol dependence and dominant number of them is European people. 70% of Asian people, according to Svetlana Borinskaya PhD.Laboratory worker of institute of General Genetics behalf of the Vavilov, have a particular gene that works as a protector from alcohol addictive syndrome. My hypothesis statement is that Asian people are less predisposed to become an alcohol addictive that European people. In order to test my hypothesis I will use an experimental method. In my experiment I will need two groups of participants, both groups will be experimental. First group will contain 100 participants that belong to European race, second group will contain 100 participants that belong to Asian race with â€Å"Asian† gene of alcoholic protector.In my exper iment I will try to select in general alike participant from the physical appearance point of view. Also they should not be active alcohol users or they should be people that never taste alcohol. There are criteria for participants: males, 25-35 years old, weight 70-90 kg, height 170-190 cm, average constitution, good health, average social status and average economical status. Experiment will last two months. In the beginning of my experiment I will place participants in two houses. During experiment they will have five ingestions per day: breakfast, dinner, snack, lunch and supper.Then every day before ingestion they will receive portion of vine- 400 g. and also they will have an access to vine. Vine intake before ingestions and free access to vine will lasts one month in the second month we will stop access to vine and also in taking vine before ingestion. And during whole this month observe their behavior. After second month of experiment we will give them a portion of vine. Als o directly after experiment we will ask them to evaluate their self-appraisal about them from the alcohol dependence point of view.Then according to participants reaction to final portion of vine and also refers to a self-appraisal of participants we will collect and then analyze data. There are three expected outcomes of the research First, European people will demonstrate less tolerance to alcohol dependence then Asian people and it will mean that my hypothesis is right and â€Å"Asian† gene is worked as alcohol dependence protector. Second, there will be no difference between European and Asian people from the tolerance to alcohol dependence point of view it will mean that â€Å"Asian† gene do not influence to alcohol protector mechanism.Third, European people will demonstrate higher tolerance to alcohol dependence then Asian people, it will mean that†Asian† gene do not influence to alcohol protector mechanism or works inversely than that we suppose.

Sunday, September 15, 2019

A Rationale for teaching the Foundation Subjects within Early Years and Primary Education

The underlying basis for the inclusion of foundation subjects within early years and primary education might not be immediately apparent, particularly for first year students studying towards qualified teacher status. This essay will, therefore, unfold the reasons for this inclusion whilst including specific reference to the enclosure of history teaching.The National Curriculum (NC), introduced in 1988 and currently undergoing revision, consists of the core subjects: English, mathematics and science; compulsory at all key stages, and the foundation subjects: art, design technology (DT), geography, history, information and communication technology (ICT), modern foreign languages (MFL), music, personal, social and health education (PSHE) and physical education (PE); most of which are compulsory at one or more of the key stages (DfE, 2013).It is also important to remember that Religious Education is included within the basic curriculum and is legally bound to be taught, however children can forego the subject at their parents request. Since 2008 the Early Years Foundation Stage (EYFS) has become integrated within all childcare providers, except mother and toddler groups, nannies and short-term crà ¨ches, and covers the welfare and development of children (BBC). This essay will not only demonstrate a rationale for the inclusion of foundation subjects in both the EYFS and NC, but also examine how history is developed into children’s learning through both stages.Boys and Spink (2008) believe the foundation subjects and RE ‘have the potential to be the most powerful, most meaningful and most relevant areas of learning for all learners’ (p. xii). Hoodless (2008) develops this further with history, stating â€Å"the most significant reason for teaching history in primary schools is that it motivates children and captures their imaginations† (p. 2). Both statements reflect on the importance of teaching history and other foundation subjects, ye t focuses on extra-curricular benefits.History can lead to many cross-curricular links and it has been suggested by Davies and Redmond (1998) that teaching history in isolation ‘would be a horrible waste of universal discipline’ (p. 39). Looking at time-lines in history can help to develop mathematical skills, whereas art can be pulled in by the associations with drawing or painting ancient artefacts. Fines (2013) also believes in the importance of history due to its cross-curricular abilities, he says â€Å"history can contribute to learning across the whole spectrum of the curriculum and does so effectively† (p.6).As a core subject, mathematics is something that, when applicable, should always be integrated into a child’s learning. However, as a foundation subject itself, art is a skill which helps to develop children’s creativity and imagination, thus making art a valuable attribute that should be included when possible. Furthermore, childrenâ₠¬â„¢s art work is often used as displays within schools; this way of celebrating work is a great way of boasting children’s confidence as well as giving them a sense of reward.This is vital for motivation, enthusiasm and inspiration which will encourage children to get involved in further learning and therefore learn more effectively (NASP, 2003). The NC is currently undergoing revision, due for implementation into schools in September 2014. Government says the review comes from the need to catch up with the world’s best education systems. Prime Minister, David Cameron says this â€Å"revolution in education† is vital for the country's economic affluence and that it should be written by experts and not restricted to ministers' â€Å"personal prejudices† (BBC, 2013).According to The Guardian (2013) changes will be welcome across the Key Stages (KS). However, it claims that for KS1, history will not differ too much from the previous NC and that ‘the m ore noticeable changes are in KS2’. Both Key Stages will see a new stress in the importance of chronological understanding. This is a result of the 2011 Ofsted report in which it states â€Å"although pupils in primary schools generally had good knowledge†¦their chronological understanding and their ability to make links across the knowledge they had gained were weaker† (p. 5).Ofsted (2011) claimed that this was due to ‘many primary teachers not having adequate subject knowledge’ (p. 4). This developed the need for the curriculum to ensure that pupils study an overview as well as in-depth topics. The old curriculum (2000) states that pupils should be taught the knowledge, skills and understanding through: a local history study; three British history studies; a European history study; a world history study (p. 106). Whereas the Programmes of Study for the revised curriculum (2013) shifts towards how history fits together and how events from one time pe riod can affect another, maintaining that  teaching should combine overview with in-depth studies to aid pupils understanding on chronology (p. 3).In Ofsted-registered settings, children from birth to 5 years old work towards the EYFS as opposed to the NC. With regards to history, much of what this age range will learn comes from the ‘Knowledge and Understanding of the World’ aspect of the Early Learning Goals. It is expected that by the end of the foundation stage, children will ‘talk about past and present events in their own lives and in the lives of family members’ (DfE, 2012, p.9) The EYFS understands that it would be unrealistic for such young children to fully comprehend the defined body of factual information that is history, however a development of finding out about changes and passage of time is not (O’Hara and O’Hara, 2001, p. 18). There are many story books that can reveal to young children a language that identifies a concept o f ‘long ago’. Stories such as ‘When Grandma Was Young’ (Humphrey, 2000), ‘Elmer and Grandpa Eldo’ (Mckee, 2001) and ‘My Granny is a Pirate’ (Mcdermid and Robins, 2012) can invoke interest with early years children and inspire them to become inquisitive about the past.It has been suggested that time means nothing to young children. However learning to ask and answer questions through story reading will enhance their concept history. Therefore continuing to do so through the Early Learning Goals will prepare children, entering at primary level, to appreciate the importance of history (Lunn and Bishop, 2004). It is important to remember to children do not stop learning history when they finish their time at primary school. Maintained secondary schools follow the NC which maintains that all children will continue to learn history by means of the KS3 History Programmes of Study (2013).Therefore it is important to prepare children for mo re challenging and precise history learning. New topics shall be introduced so it is important children have the skills to ‘identify significant events, make connections, draw contrasts, and analyse trends’ (p. 72). It is, furthermore, defined that pupils will ‘pursue historically valid enquiries including some they have framed themselves’ (p. 72). This indicates towards children becoming independent critical thinkers, a valuable quality to have in adult life, this alone is a fundamental reason for the inclusion of history in the NC (DfE, 2013).Hoodless (2008) believes that history offers a range opportunities to overcome barriers in learning, with specific reference to gender, class and ethnic and cultural backgrounds. She believes that there are many ways to teach history to make it inclusive to everyone and says that â€Å"inclusive practise involves treating each individual with respect, included them equally in whatever is taking place and responding appropriately to their different needs† (p. 140). She argues that history education can reach individuals in different ways because of the many approaches and strategies used to teach it.For example, a child who struggles to read can be given visual sources to aid their learning rather than long pieces of text, thus benefitting the child more (p. 135). Another underlying reason for teaching history is because of the opportunities it can give to children from minority ethnic and cultural backgrounds. Although sensitivity must be empathised, using cases of past civilisations to stimulate an identification of how prejudgments, such as racism, sexism or any other type of discrimination, arose can then contribute to eliminating them (p.139).Boys and Spink (2008) expands on this by proposing that the history curriculum should be ‘culturally relevant to all pupils’ (p. 71). The United Kingdom has become a diverse multicultural society over the years. Consequently, Boys a nd Spink (2008) suggest that the NC study unit ‘Britain since 1948’ provides an opportunity to explore the Commonwealth immigration (p. 71). Exploring such a topic will provide children with an understanding of different culture’s arrivals into the United Kingdom which they might otherwise not ever be educated on.As part of the Professional Standards for qualified teacher status (QTS), teachers are expected to demonstrate that they are able to plan opportunities for children to learn in out-of-school environments (DfE, 2013, p. 8). Such settings as, museums, theatres, school visits, fieldwork and employment-based locations can all be used as a means for enriching children’s learning. From birth children are trying to make sense of their multi-sensory environment, making them active learners. To limit children’s learning to the classroom would be a shameful waste of the valuable resources that are on offer to enhance their education.Out-of-school lea rning helps to develop skills including decision-making, group work and critical thinking, all of which are key attributes to have. Hoodless et al. (2003) takes this further by saying that ‘the sensory experiences help all kinds of learner to remember and learn from the locality and its inhabitants’ (p. 136). Outside learning can be restricted to the school’s boundaries or the close localities and still offer the same benefits. The school itself can be studied for design elements that can be analysed to identify the age of the building.Taking a short walk out the school grounds can provide a wealth of people, building and landscapes that children can learn from. It is important to remember, however, the risk assessments that need to be carried out in order for these events to take place. In many cases consent from the parent will need to be given in order to take children out of school. It is also essential to prepare clearly structured learning objectives in ord er to achieve greatly from out-of-school learning and make the most of the time dedicated to such pedagogy (Hoodless, 2003, p.137-140).Furthermore, with the threatened return of rickets in children recently, giving them more chances to study outside could prevent this. The Telegraph (2013) reported that the increase has come from children spending ‘too much time indoors on computers and gaming consoles’ which is why incorporating outdoor study into children’s learning will benefit them entirely. Finally, multiple reviews of the foundation subjects within the curriculum only reflect on the commitment for enriching children’s learning that government have (Boys and Spink, 2008, p.xii). Foundation subjects influence cross-curricular and out-of-school learning, making them more appealing and beneficial for children. Additionally, Johnston (2002) talks of how young children [in the EYFS] develop knowledge of how the world works by exploring the world around the m. She says â€Å"the wider their informal experiences, the broader and deeper will be their understandings† (p. 24). This suggests that the integration of foundation learning within the EYFS is the source of children’s initial understanding of the world they live in.The need to develop a sense of history learning in the EYFS has been addressed by looking at the importance of invoking interest about the past. Furthermore, Ofsted (2011) found that history was a ‘popular and successful subject, which many pupils enjoyed’ (p. 5). This statement alone could be the rationale for teaching history in primary schools. A subject that can captivate students and encourage them to learn more is an underlying reason for that subject to be taught. A Rationale for teaching the Foundation Subjects within Early Years and Primary Education The underlying basis for the inclusion of foundation subjects within early years and primary education might not be immediately apparent, particularly for first year students studying towards qualified teacher status. This essay will, therefore, unfold the reasons for this inclusion whilst including specific reference to the enclosure of history teaching.The National Curriculum (NC), introduced in 1988 and currently undergoing revision, consists of the core subjects: English, mathematics and science; compulsory at all key stages, and the foundation subjects: art, design technology (DT), geography, history, information and communication technology (ICT), modern foreign languages (MFL), music, personal, social and health education (PSHE) and physical education (PE); most of which are compulsory at one or more of the key stages (DfE, 2013).It is also important to remember that Religious Education is included within the basic curriculum and is legally bound to be taught, however children can forego the subject at their parents request. Since 2008 the Early Years Foundation Stage (EYFS) has become integrated within all childcare providers, except mother and toddler groups, nannies and short-term creches, and covers the welfare and development of children (BBC). This essay will not only demonstrate a rationale for the inclusion of foundation subjects in both the EYFS and NC, but also examine how history is developed into children’s learning through both stages.Boys and Spink (2008) believe the foundation subjects and RE ‘have the potential to be the most powerful, most meaningful and most relevant areas of learning for all learners’ (p. xii). Hoodless (2008) develops this further with history, stating â€Å"the most significant reason for teaching history in primary schools is that it motivates children and captures their imaginations† (p. 2). Both statements reflect on the importance of teaching history and other foundation subjects, yet f ocuses on extra-curricular benefits.History can lead to many cross-curricular links and it has been suggested by Davies and Redmond (1998) that teaching history in isolation ‘would be a horrible waste of universal discipline’ (p. 39). Looking at time-lines in history can help to develop mathematical skills, whereas art can be pulled in by the associations with drawing or painting ancient artefacts. Fines (2013) also believes in the importance of history due to its cross-curricular abilities, he says â€Å"history can contribute to learning across the whole spectrum of the curriculum and does so effectively† (p.6).As a core subject, mathematics is something that, when applicable, should always be integrated into a child’s learning. However, as a foundation subject itself, art is a skill which helps to develop children’s creativity and imagination, thus making art a valuable attribute that should be included when possible. Furthermore, childrenâ€℠¢s art work is often used as displays within schools; this way of celebrating work is a great way of boasting children’s confidence as well as giving them a sense of reward.This is vital for motivation, enthusiasm and inspiration which will encourage children to get involved in further learning and therefore learn more effectively (NASP, 2003). The NC is currently undergoing revision, due for implementation into schools in September 2014. Government says the review comes from the need to catch up with the world’s best education systems. Prime Minister, David Cameron says this â€Å"revolution in education† is vital for the country's economic affluence and that it should be written by experts and not restricted to ministers' â€Å"personal prejudices† (BBC, 2013).According to The Guardian (2013) changes will be welcome across the Key Stages (KS). However, it claims that for KS1, history will not differ too much from the previous NC and that ‘the more noticeable changes are in KS2’. Both Key Stages will see a new stress in the importance of chronological understanding. This is a result of the 2011 Ofsted report in which it states â€Å"although pupils in primary schools generally had good knowledge†¦their chronological understanding and their ability to make links across the knowledge they had gained were weaker† (p. 5).Ofsted (2011) claimed that this was due to ‘many primary teachers not having adequate subject knowledge’ (p. 4). This developed the need for the curriculum to ensure that pupils study an overview as well as in-depth topics. The old curriculum (2000) states that pupils should be taught the knowledge, skills and understanding through: a local history study; three British history studies; a European history study; a world history study (p. 106).Whereas the Programmes of Study for the revised curriculum (2013) shifts towards how history fits together and how events from one time period can affect another, maintaining that  teaching should combine overview with in-depth studies to aid pupils understanding on chronology (p. 3). In Ofsted-registered settings, children from birth to 5 years old work towards the EYFS as opposed to the NC. With regards to history, much of what this age range will learn comes from the ‘Knowledge and Understanding of the World’ aspect of the Early Learning Goals. It is expected that by the end of the foundation stage, children will ‘talk about past and present events in their own lives and in the lives of family members’ (DfE, 2012, p.  9)The EYFS understands that it would be unrealistic for such young children to fully comprehend the defined body of factual information that is history, however a development of finding out about changes and passage of time is not (O’Hara and O’Hara, 2001, p. 18). There are many story books that can reveal to young children a language that identifies a concept o f ‘long ago’. Stories such as ‘When Grandma Was Young’ (Humphrey, 2000), ‘Elmer and Grandpa Eldo’ (Mckee, 2001) and ‘My Granny is a Pirate’ (Mcdermid and Robins, 2012) can invoke interest with early years children and inspire them to become inquisitive about the past.It has been suggested that time means nothing to young children. However learning to ask and answer questions through story reading will enhance their concept history. Therefore continuing to do so through the Early Learning Goals will prepare children, entering at primary level, to appreciate the importance of history (Lunn and Bishop, 2004). It is important to remember to children do not stop learning history when they finish their time at primary school. Maintained secondary schools follow the NC which maintains that all children will continue to learn history by means of the KS3 History Programmes of Study (2013).Therefore it is important to prepare children for mo re challenging and precise history learning. New topics shall be introduced so it is important children have the skills to ‘identify significant events, make connections, draw contrasts, and analyse trends’ (p. 72). It is, furthermore, defined that pupils will ‘pursue historically valid enquiries including some they have framed themselves’ (p. 72). This indicates towards children becoming independent critical thinkers, a valuable quality to have in adult life, this alone is a fundamental reason for the inclusion of history in the NC (DfE, 2013).Hoodless (2008) believes that history offers a range opportunities to overcome barriers in learning, with specific reference to gender, class and ethnic and cultural backgrounds. She believes that there are many ways to teach history to make it inclusive to everyone and says that â€Å"inclusive practise involves treating each individual with respect, included them equally in whatever is taking place and responding appropriately to their different needs† (p. 140). She argues that history education can reach individuals in different ways because of the many approaches and strategies used to teach it.For example, a child who struggles to read can be given visual sources to aid their learning rather than long pieces of text, thus benefitting the child more (p. 135). Another underlying reason for teaching history is because of the opportunities it can give to children from minority ethnic and cultural backgrounds. Although sensitivity must be empathised, using cases of past civilisations to stimulate an identification of how prejudgments, such as racism, sexism or any other type of discrimination, arose can then contribute to eliminating them (p.  139).Boys and Spink (2008) expands on this by proposing that the history curriculum should be ‘culturally relevant to all pupils’ (p. 71). The United Kingdom has become a diverse multicultural society over the years. Consequently, Bo ys and Spink (2008) suggest that the NC study unit ‘Britain since 1948’ provides an opportunity to explore the Commonwealth immigration (p. 71). Exploring such a topic will provide children with an understanding of different culture’s arrivals into the United Kingdom which they might otherwise not ever be educated on.As part of the Professional Standards for qualified teacher status (QTS), teachers are expected to demonstrate that they are able to plan opportunities for children to learn in out-of-school environments (DfE, 2013, p. 8). Such settings as, museums, theatres, school visits, fieldwork and employment-based locations can all be used as a means for enriching children’s learning. From birth children are trying to make sense of their multi-sensory environment, making them active learners. To limit children’s learning to the classroom would be a shameful waste of the valuable resources that are on offer to enhance their education.Out-of-school learning helps to develop skills including decision-making, group work and critical thinking, all of which are key attributes to have. Hoodless et al. (2003) takes this further by saying that ‘the sensory experiences help all kinds of learner to remember and learn from the locality and its inhabitants’ (p. 136). Outside learning can be restricted to the school’s boundaries or the close localities and still offer the same benefits. The school itself can be studied for design elements that can be analysed to identify the age of the building.Taking a short walk out the school grounds can provide a wealth of people, building and landscapes that children can learn from. It is important to remember, however, the risk assessments that need to be carried out in order for these events to take place. In many cases consent from the parent will need to be given in order to take children out of school. It is also essential to prepare clearly structured learning objectives in order to achieve greatly from out-of-school learning and make the most of the time dedicated to such pedagogy (Hoodless, 2003, p.  137-140).Furthermore, with the threatened return of rickets in children recently, giving them more chances to study outside could prevent this. The Telegraph (2013) reported that the increase has come from children spending ‘too much time indoors on computers and gaming consoles’ which is why incorporating outdoor study into children’s learning will benefit them entirely. Finally, multiple reviews of the foundation subjects within the curriculum only reflect on the commitment for enriching children’s learning that government have (Boys and Spink, 2008, p.  xii).Foundation subjects influence cross-curricular and out-of-school learning, making them more appealing and beneficial for children. Additionally, Johnston (2002) talks of how young children [in the EYFS] develop knowledge of how the world works by exploring the world around them. She says â€Å"the wider their informal experiences, the broader and deeper will be their understandings† (p. 24). This suggests that the integration of foundation learning within the EYFS is the source of children’s initial understanding of the world they live in.The need to develop a sense of history learning in the EYFS has been addressed by looking at the importance of invoking interest about the past. Furthermore, Ofsted (2011) found that history was a ‘popular and successful subject, which many pupils enjoyed’ (p. 5). This statement alone could be the rationale for teaching history in primary schools. A subject that can captivate students and encourage them to learn more is an underlying reason for that subject to be taught.