Disso proposal Essay Example | Topics and Well Written Essays - 2500 words

Disso proposal - Essay Example The primary features of the online shopping helps in providing business accuracy, flexibility of design and readiness of accessibility (Gay, Charlesworth & Esen, 2007, p. 173). Today internet is an increasingly popular medium of shopping due to its convenience of shopping at the click of a mouse. This research paper focuses on this subject because of its growing relevance among the young generation. The behavior of the consumers in shopping is highly essential for the businesses in tracking the discrete preferences and engineers their strategies for focusing on the key requirements of the consumers. Various factors stand in the way of influencing the behavior of the consumers. From the standpoint of Warner, various external influences which affect the consumer’s behavior are demographics, socio-economics, technology and public policy; culture; subculture; reference groups; and marketing. Within the domain of internal influences, attitudes, learning, perception, motivation as well as self image and semiotics are various psychological attributes affecting the consumer behavior in online shopping (Malcolm). From the studies of Sheth in 1983 it can be also found that the consumers are predominated by mainly two types of motives which are basically functional as well as non functional. It is a common agenda that people in today’s world have drastically changed their shopping patterns and there has been application of various strategies by the companies towards positioning their products in systematic and successful manner. The marketing managers while strategizing optimal marketing plans and concentrating on the four ‘P’ of marketing, product placement becomes highly essential. The application of online shopping finds its rigorous importance as life in today’s world has taken a jet propulsive pace and people need their products available at their doorsteps. Majority of the people in today’s world go for online shopping

Impetus to Department of Homeland Security Essay Example for Free

Impetus to Department of Homeland Security Essay Abstract This is a case study into the impetus of The Department of Homeland Security due to the 9/11 terrorist attack on the World Trade Center and the increase awareness of terrorist attacks. This study will also cover the Oklahoma City and the 1993 World Trade Center bombing and why it did not have the full impact or awareness of the 9/11 attack. Also, the study will try inject ways that the two earlier kinds of attacks could have been prevented according to the protection strategy in place today. Title of Paper (Does not Count as Heading) The word terrorist and terrorism is synonymous in that they both are used as violent acts to frighten the people in an area as a way of trying to achieve a political goal. The 9/11 attack on The World Trade Center serves as a prime example to the type of terror that Americans have never witness before. It showed that our great nation was venerable to a new kind of attack where people do not value life but value their pursuit of life, liberty, and justice much more. These are the type of organization or people who will die for a justice cause. These very people lead to the Impetus of The Department of Homeland Security. The main reason the 9/11 attack was so gruesome was the fact that the organization did not need weapons of mass destruction to accomplish it goal. The organized group of the Taliban or Al Qaeda, as known by some, was able to commandeer two 747 planes and launch an attack on the World Trade Center and the Pentagon. This was a strategic threat that was well plan and the funding of it leader Osama bin Laden. These types of suicide missions that were televised to the nation through the media signified the dawn of a new kind of threat and that a new kind of organization or rational think had to be formed. This formidable threat lead to the formation of the Department of Homeland Security with the expressed mission of keeping our people, cyber, and critical infrastructure safe from terrorists and natural disasters. This is the third largest federal department that encompasses state, local, and the private sector. Of course this is not the first time that our soil has been threatened by extremist or terrorist groups. For example, on the morning of April 19, 1995, an ex-Army soldier and security guard named Timothy McVeigh parked a rented Ryder truck in front of the Alfred P. Murrah Federal Building in downtown Oklahoma City(n.d.). He was about to commit mass murder. Inside the vehicle was a powerful bomb made out of a deadly cocktail of agricultural fertilizer, diesel fuel, and other chemicals(n.d.). McVeigh got out, locked the door, and headed towards his getaway car(n.d.). He ignited one timed fuse, then another. McVeigh’s anger with the federal government on how his colleagues was treated at the Waco incident cause massive destruction and the loss of 168 human beings lives. Although, this was one of the worst home grown act of terrorist it did not gain that much dramatic impact from society and politicians because it was small scale and did not appear to have the funding to escalate to large scale terrorism. It also did not have the mass appeal of the 9/11 incident that was broadcast to the nation. Only the after mass was on display. Plus the ingredients used in making the bomb were your everyday garden variety, not weapons of mass destruction. Another example of the destructive nature of a terrorist group was the bombing of the Epicenter Parking Center under the World Trade Center. On Friday, February 26, 1993, Middle Eastern terrorism had arrived on American soil with a bang(n.d.). A small group of Islamic terrorist detonated a bomb that caused a massive crater killing 6 people and injuring thousands of others. The intent was to topple one building into the other collapsing both. The Federal Bureau of Investigation had intelligence information on this group but did not foresee them as a threat. Again, this incident did not have the dramatic impact as the 9/11 attack because the group was small scale and did not have the funding to inflict the damage of weapons of mass destruction. There were no ties to a large terrorist group with unlimited funding and followers. In both of these examples as stated neither gain the grandeur nature of the 9/11 attack because of they were not televised live as the event occurred, they did not have the notoriety or followers as Taliban or Al Qaeda terrorist group, they not have the funding of group capable of amassing weapons of mass destruction, and they were not the all for nothing suicidal group that would have giving their life for a cause. What we have in place today that could have thwart the attacks in the examples are different agencies are task with investigating specific areas and that is what they specialize in. For example, if one department had the responsibility of investigating the intelligent on the Islamic terrorist group they would have been more inclined to have arrested the group before they did any damage. The deployment of explosive sniffing dogs at critical infrastructure sites may have been able to detect the bombs before they were detonated. Surveillance camera located at critical location may a detected the vans being abandon for an undetermined time and helped to identify those involved. Quotations (n.d.). Retrieved from http://www.fbi.gov/about-us/history/famous-cases/oklahoma-city-bombing (n.d.). Retrieved from http://www.fbi.gov/news/stories/2008/february/tradebom_022608 References http://www.fbi.gov/about-us/history/famous-cases/oklahoma-city-bombing http://www.fbi.gov/about-us/history/famous-cases/oklahoma-city-bombing Gaines, Larry K., and Victor E. Kappeler. Homeland security. Boston: Prentice Hall, 2012. Print.

Summary of The Pianist Essay -- essays research papers

The Pianist Summary From 1939 to 1945, the world merely watched while six million Jews were viciously executed by the Nazis. Never in the history of the world had man kind experienced such evil against one class of people. The Pianist, a movie directed by Roman Polanski, is a touching, yet brutally honest film about a man living under the unforgiving conditions of the Holocaust. Adrien Brody demonstrates spectacular acting skills while playing this man, Wladyslaw Szpilman. The story starts out in Warsaw, Poland, 1939, at the house of Szpilman’s Jewish family. Szpilman helped to support his family by playing the piano at different cafes and bars, and for the Polish radio station. By 1940, the Nazi force had already impacted many of the Jewish population. The Jewish were only allowed into some shops and restaurants, they had to walk in the gutters, and bow to the Nazis. On October 13, 1940, the Nazis issued an announcement stating that all Jews had to report to a â€Å"settlement† in Warsaw by the 31st and wear one-inch armbands with the Star of David printed on them. This was to dist... Summary of The Pianist Essay -- essays research papers The Pianist Summary From 1939 to 1945, the world merely watched while six million Jews were viciously executed by the Nazis. Never in the history of the world had man kind experienced such evil against one class of people. The Pianist, a movie directed by Roman Polanski, is a touching, yet brutally honest film about a man living under the unforgiving conditions of the Holocaust. Adrien Brody demonstrates spectacular acting skills while playing this man, Wladyslaw Szpilman. The story starts out in Warsaw, Poland, 1939, at the house of Szpilman’s Jewish family. Szpilman helped to support his family by playing the piano at different cafes and bars, and for the Polish radio station. By 1940, the Nazi force had already impacted many of the Jewish population. The Jewish were only allowed into some shops and restaurants, they had to walk in the gutters, and bow to the Nazis. On October 13, 1940, the Nazis issued an announcement stating that all Jews had to report to a â€Å"settlement† in Warsaw by the 31st and wear one-inch armbands with the Star of David printed on them. This was to dist...

Kucera Clothiers

Proposal The implementation of a Collaborative System was chosen because as a distributed organization with multiple units in different geographical locations, with a semi decentralized decision making structure involving a large degree of autonomy in each organizational unit, collaboration between all these multiple units, collaboration and communication between these multiple units is of utmost importance, according to Munkvold (1998). Also, Stahl (2001) notes that increased collaboration strategies can help increase sales, create opportunities, improve customer service and decrease costs.According to a white paper by Cisco (Enhancing Business with Smarter More Effective Communications, 2006),Communication-caused delay or disruptions are major problems faced by most business. A Sage Research report found that in a survey, 36 percent of respondents said they typically were unable to reach remotely located colleagues on the first attempt, with 52 percent saying that they had to use m ultiple means of contact on a daily basis.Communications complexity affects long-term productivity, financial performance as well as business processes reform. Poor communications affect strategic initiatives such as lean or just-in-time production, supply chain optimization and customer relationship management.The inability to access, communicate and collaborate effectively with primary players causes decision support outcomes to suffer. A Forrster Consulting study found that many workers find it difficult to quickly assemble team members in real time to discuss a critical problem.Complexity of communications causes resources to be underused or misallocated. Under-use and lack of integration of communication tools such as cell phones, pagers, mobile PCs and PDAs   cause investment in developing human talent and enabling technologies to be less effective.A collaboration system, by enabling communication and collaboration between remotely located employees and the company, can addr esses and correct these problems. This project will also help Kucera achieve its mission statement of â€Å"fostering a positive environment that promotes teamwork and co-operation between employees†, and its goal of improving communications and operations between the central corporate location in Chicago and the other satellite offices and stores throughout the world.The benefits of a wireless network to connect offices is also to enable and facilitate better communications, however, it is less practical, more costly and less integrated and structured than a collaboration system. Furthermore it cannot be extended to cover all the multiple organizational units and employees located remotely or in different geographical network. Hence a collaboration system is more feasible and beneficial, especially since it can be accessed by any employee or organizational unit no matter their locations.The implementation of a CRM system to improve service to customers by tracking customer p urchases requires a stable, efficient and reliable communication and collaboration platform to be in place before it can collect, store, analyze and utilize customer data effectively, as described previously. Hence it is not a good choice to implement a CRM system right away.References Munkvold, Bjorn Erik, ‘Implementation of information technology for supporting collaboration in distributed organizations’, 1998, Norwegian University of Science and Technology Cisco White Paper, ‘Enhancing Business with Smarter More Effective Communications’, Cisco, 2006Stahl, Stephanie, ‘Collaboration's Benefits Outweigh Difficulties’, Information Week, Dec 10 2001SummaryThe project of implementing a collaboration system is consistent with Kucera Clothier’s IT strategy as it aids and facilitates Kucera Clothier’s currently existing business operations, as well as its plans for further expansion globally. As Bartel (2002) says, collaborative commer ce helps to optimize the web of relationships that an organization participates in, and is focused on building capabilities and improving the interactions that a company is engaged in. A collaboration system enables collaborative commerce for Kucera Clothiers; hence it serves its strategic needs.This project should be implemented as soon as possible, since the effectiveness of other information technology initiative such as a CRM system, ERP system or E-procurement system all relies heavily on efficient and reliable communication and collaboration. If other projects are developed without first enabling a stable, reliable and efficient method and platform for corporate communication and globalization among remotely located employees, office and geographically dispersed unit, there will be a high chance of project failure or impaired efficiency/implementation of these other projects.ReferencesBartel, Derrick, ‘Collaborative Commerce: A Strategic Perspective’, 2002

Introduction To Curriculum Development Education Essay

To get down with, all the trainees, of the Boys Department, had a meeting with the curate, who told us a spot about the college and its staff members. He, so, pointed out some regulations that the instructors must stay to, for illustration, the male instructors should have on a tie and the female 1s should avoid dressing in denims or pants. Afterwards, he leads us towards the staff room and we introduce ourselves to the instruction staffs. We, the mathematics trainees, were told to loosen up for the first twenty-four hours and so, we stay in the staff room till the school ends. The 2nd twenty-four hours, I followed Mr Gaudy ‘s lower six category and two of Mr Navin ‘s category. On the 3rd twenty-four hours, I was transferred to another section. There, I followed Mr Inder ‘s category and most of the clip I really did his category. He had categories with the Form III and Form IV pupils. With the Form IV pupils, he was explicating a subject on absolute mistake and the Form III pupils were analyzing matrices. However, as Mr Inder had merely a few categories, it meant that I was free most of the clip and so, I proposed to Mr Saidoo to let me to follow his categories. Mr Saidoo was a prevocational instructor. It should be noted that most of the pupils of this section were prevocational 1s. I participated in an inter-department Quiz competition where I was given the function of the time-keeper. Before the Quiz competition, Mr Inder told me to do a speedy alteration with the two participants and the latter really won the competition by crushing the Form IV boys from Department A. I besides attended two chitchats, one on smoke and the other was about the jobs confronting the young person. My Experience as a Replacee Teacher After my graduation from university in July 2008, I had the chance to work as a replacee instructor at Hamilton College ( Boys ) till the terminal of the school twelvemonth in October 2008. There, I had the chance to work with the pupils of Form III up to Form VI. The topics that I taught were English and Mathematics. Overall, it was a really fruitful experience as I had the juncture to work with the HSc pupils, both male childs and misss. Furthermore, I learnt that learning is non a simple occupation as a batch of readying is needed so as to do the instruction and acquisition experiences a success. One other experience I gained was about how to carry on scrutiny and all the troubles it entails sing be aftering the scrutinies every bit good as the invigilation agenda. My Experience as a Full-Time Teacher In January 2009, I joined Dar-Ul-Ma'arif Secondary School where I taught Mathematics and Additional Mathematics with the Form 4 and Form 5 pupils, male childs and misss individually. The school population was about 110 pupils and there were non many instructors working at that place. So, any instructor had a heavy timetable and had many duties. For case, I was responsible to fix the strategy of work for Mathematicss and Additional Mathematics for the Form 4 and Form 5 despite being a novitiate in the profession. Furthermore, during my say at Dar-Ul-Ma'arif, I did a six month class at Mauritius Institute of Education for the Educator ‘s Licence which helped me a batch to understand the pupils. In February 2010, I joined the Doha Academy Secondary School. Chapter Two – The Bachelor in Education ( B.Ed ) Course Besides entry of a thesis and the portfolio at the terminal of the academic twelvemonth, the B.Ed class comprised of the undermentioned faculties: Sociology of Education Doctrine of Education Education Psychology Introduction to Curriculum Development Appraisal and Evaluation Education Management and Supervision Instructional Technology Tendency in Pedagogy Educational Research Capable Didactics ( Mathematics ) Functional English In the following parts of this chapter, issues raised in five of the faculties will be discussed and reflected upon. 2.1 Doctrine of Education This faculty enabled me to hold a deeper penetration about what instruction is. Dr Rassool, the lector, made us reflect upon our ain doctrine of instruction and without a uncertainty, it helped us to better understand ourselves as instructors. A learning doctrine statement is â€Å" a systematic and critical principle that focuses on the of import constituents specifying effectual instruction and acquisition in a peculiar subject and/or institutional context † ( Schonwetter et al. , 2002, p.84 ) . 2.1.1 My Teaching Philosophy â€Å" Teaching should be such that what is offered is perceived as a valuable gift instead than a difficult responsibility † – Albert Einstein Bing a mathematics instructor every bit good as a lover of the topic, there are some characteristics of mathematics that makes it a really particular subject. To call a few: Mathematicss is an first-class rational game where all the participants win. Mathematicss is besides a theoretical account that can be used for developing independent and critical thought. Mathematicss can be seen as a linguistic communication that allows us to pass on thoughts exactly between ourselves. Last, mathematics is a tool used in natural scientific disciplines and, therefore, a needed subject for many pupils. The above statements entirely actuate me to portion my mathematical cognition, among others, to my pupils. However, my ends for learning mathematics are many. First, communicate to my pupils that mathematics is a merriment and better their assurance approximately mathematics every bit good as cut downing their anxiousness about mathematics. Other ends are: Develop a mathematical sense about measures, geometry, and symbols every bit good as a assortment of problem-solving schemes and basic computational accomplishments Enable pupils to do judgements based on quantitative information, to turn out basic consequences, to read mathematics efficaciously and to understand their ain idea procedures Ensure that pupils truly understand constructs Establish constructive pupil attitudes about mathematics Facilitate acquisition of life-long acquisition accomplishments Foster a desire to inquire mathematics inquiries, critical thought, pupil find of mathematics and surrogate apprehension of the cogent evidence of cardinal theorems Teach the beauty of mathematics Aid pupils learn the cardinal theorems and their applications Improve pupils ‘ apprehension of engineering Increase the figure of mathematics big leagues every bit good as the pupils ‘ mathematical cognition Model expert problem-solving Motivate pupils to do an attempt to larn mathematics Open the doors to other chances for pupils Prepare future mathematicians, pupils for proficient callings and pupils to be knowing grownups Thatch applications to other Fieldss ; particularly for abstract topics like vectors whereby pupils frequently ask the inquiry: â€Å" where will vectors used us in our life? † Teach reckoner and computing machine accomplishments, cardinal constructs, generalizing, logical logical thinking, mathematical authorship, foretelling, problem-solving and proof-reading of mathematics Thatch pupils how to interpret back and Forth between words and mathematics Thatch pupils to work collaboratively My mathematics schoolroom features multiple methods of direction that depends chiefly on the subject to be taught and my experience with how single pupil best learn mathematics. On some occasions, the student-centred attack is undertaken while on other occasions, small-group probes, among others, are carried out. These assorted schoolroom patterns help turn to the varied acquisition manners found in the mathematics schoolroom. Furthermore, I prepare my categories meticulously, but I like to improvize whenever possible. I dislike being interrupted during my account but I love it when the pupils ask inquiries afterwards ; and I congratulate them for any good inquiries and remarks. Prophet Muhammad ( Peace and Blessing of God Almighty be upon him ) one time said: â€Å" Facilitate things to people and do non do it difficult for them † ( Sahih Al-Bukhari ) . Since I learnt about this expression, I try effortlessly to use it in my day-to-day life and particularly in my instruction. 2.1.2 Criticism The positive facet of this faculty is that it makes one reflect a batch on issues related to instruction. However, compared to other faculties, this one is more bulky and we have excessively small clip to cover everything. Furthermore, this faculty was presented by Dr Rassool who had three faculties with us and many a clip, we could non calculate out what faculty that we are really making. In my sentiment, this faculty can non be assessed through scrutiny as it is excessively abstract a topic. 2.1.3 Self-Reflection The first of import facet of the class was to assist us understand better what instruction is. Previously, I thought that instruction was merely transportation of cognition from the instructor to the pupils. But, at the terminal, of the class, I realised that instruction is much more than a transportation of cognition. Among the assorted definitions of instruction that I came across throughout the class, there is one put frontward by Dr Sohawon that I truly appreciated and upon which there is a batch to reflect. Harmonizing to Dr Sohawon, instruction is â€Å" the deliberate and systematic influence exerted by the mature individual upon the immature, through direction, subject, and harmonious development of physical, rational, aesthetic, societal and religious powers of the human being, harmonizing to single and societal demands and directed towards the brotherhood of the educated with his Godhead as the concluding terminal. † 2.2 Instructional Technology Upon farther reading sing articles related to this faculty, I came across a term that caught my attending. The term was coined by Professor Prensky ( 2001, p.1 ) who stated that, today, school pupils are â€Å" digital indigens † and they â€Å" are all ‘native talkers ‘ of the digital linguistic communication of computing machines, video games and the Internet † . The different talks provided with farther penetrations about the usage of information and communications engineering ( ICT ) in the field of instruction. 2.2.1 Application of ICT in Education Ertmer et Al. ( 1999 ) identified three degrees of instructors ‘ computing machine usage, changing in their relationship to the bing course of study. These involve utilizing ICT as: a addendum to the course of study, a support or enrichment of the course of study, or a facilitator for an emerging course of study. The emerging ICT tools that may be utile in the instruction and acquisition of Mathematicss can be subdivided into two chief classs: Mathematicss package For the lower secondary pupils, the freeware Graph can be used for the subject Coordinates Geometry to pull simple additive graphs in the signifier. Thereof, pupils shall be able to place the different points on the line. This really light but utile package can besides be used with the Form IV pupils to pull quadratic curves every bit good as other maps like cubic, trigonometric, logarithmic and exponential. For 3-D representations of objects, the freeware Microsoft Mathematics 4.0 can be used. It has many characteristics from different of import Mathematicss subjects runing from statistics to trigonometry to calculus among others. This freeware may besides be used to explicate â€Å" absolutely † the subject on pulling simple additive inequalities and hence to happen the needed part fulfilling two or more inequalities. The Yenka freeware is another great mathematical package that incorporates different facets of mathematics and particularly the subjects in Statistics. Explaining the construct of chance becomes much more easy with it as lifes are besides provided. For case, when explicating about the different results possible when fliping two coins, Yenka provides a 3-D life whereby two coins are tossed. At the same clip, a tree diagram is constructed. Social Media The different societal media that I find dependable to integrate in instruction and acquisition are: Web log A web log can be created by the instructor whereby notes on specific subjects may be posted every bit good as related pictures can be embedded. Blogs besides offers the ability to post exposures. Useful links can besides be shared. Another benefit is that it offered the participants, that is, the pupils the possibility to post remarks and so, pupils can give their feedbacks and portion their positions. Wikis Like web logs, wikis can be created to post of import information about Mathematical subjects. But unlike web logs, participants can besides redact the station by adding other utile information. However, the danger is that can cancel any information or station information non related to the subject. Social Networking Sites ( SNS ) such as Facebook The different characteristics offered by Facebook make it a really utile tool in the instruction and acquisition of Mathematics. Some of these utile characteristics areFor instructorsBookTag: This app offers a great manner to portion and loan books out to pupils, plus make helpful quizzes for analyzing. Webinaria Screencast Recorder: Record a picture for pupils, and portion it with this application. Mathematical Formulas: Distribute expressions, solutions, and more with this application. SlideShare: Create presentations to direct to pupils with this slideshow application.For pupilsBooks iRead: Share the books you ‘re reading, and see what others think of books with this application. Notely: Form your school life with Notely, an app that helps you wrangle your calendar, notes, assignments, and more. Survey Groups: Get everyone together on your group undertaking by join forcesing with this application. HeyMath! : These mini-movies explain hard math constructs, so these are great to portion with pupils or utilize on your ain. ( Monaghan, 2008 ) A ‘fan page ‘ can besides be created to advance Mathematics. Each ‘Like ‘ will increase its popularity. Chirrup Refering its educational usage, it may enable the instructor to ‘tweet ‘ utile links and reminders to his pupils, for case, about an appraisal to be done in the coming hebdomad or to make a research on a peculiar subject. Furthermore, it has the characteristic of sentiment canvass. This may benefits the professional growing of the instructor. Vodcast The usage of Vodcast might benefits pupil that were absent for a peculiar lesson or have non to the full grasped the different constructs in a lesson. It may besides be an advantage when making alteration. The instructor can utilize the picture to measure his ain instructions. 2.2.2 Criticism This faculty was every bit interesting as all other faculties but I believe that this faculty needs to be accompanied with practical exercisings and lesser literature. These practical exercisings could be assessed and evaluated. 2.2.3 Self-Reflection The ‘Instructional Technology ‘ faculty provided us with introducing thoughts to heighten the instruction and larning experiences every bit good as to actuate pupils and instructors. While researching on the subject, I came to gain how powerful a tool engineering can be and besides how the worldwide web can be a manner of making out to different sorts of pupils. For case, Facebook has got many applications that would do Mathematicss much more easy and gratifying. I unfeignedly believe that engineering can be an integrating portion of the instruction and learning experience but before its integrating, there needs to be a alteration in the course of study, particularly for the usage of engineering in test. What is the point of utilizing a batch of engineering in learning and larning but in tests, merely really few pieces of engineering are allowed? At the same clip, I fear the abuse of engineering and its impact on society. 2.3 Introduction to Curriculum This faculty helped many of us pupils to understand the construct of course of study and at the same clip, to clearly distinguish the course of study from the course of study. Tyler ( 1949 ) defines the course of study as ‘all the acquisition of the topics which is planned by and directed by the school to achieve its educational ends ‘ . The different types of course of study were besides discussed. 2.3.1 Types of Curriculum Curriculum is subdivided chiefly as Official course of study Harmonizing to Posner ( 1992, p.10 ) , the official course of study, besides known as the written course of study â€Å" gives the basic lesson program to be followed, including aims, sequence, and stuffs. This provides the footing for answerability. † It can be said that the official course of study consists of the course of study and content of different topics, the legal model, the scrutinies, the school and its substructure, the disposal amongst others. Taught course of study The taught course of study, besides known as the operational course of study is â€Å" what is taught by the instructor, and how it is communicated. This includes what the instructor Teachs in category and the acquisition results for the pupil † ( Posner, 1992, p.10-12 ) . Therefore, the taught portion of course of study involves all the instruction and acquisition experiences that take topographic point in the schoolroom when pedagogues interact with pupils and vice-versa. Personally, I normally adopt different learning schemes with my pupil. The learner-centred instruction attack and the squad instruction attack are favoured for the upper categories while the important manner is favoured with the lower categories as it is a democratic attack in which the rights of both the instructor and the kid are recognized and respected compared to the autocratic manner ( Shaffer & A ; Kipp, 2007 ) . Formative appraisals are performed during the lessons so as to obtain feedbacks to both the scholar and myself and thereof, learning schemes are altered consequently. Hidden course of study Harmonizing to Horn ( 2003, p.298 ) , concealed course of study is defined as â€Å" the unrecognised and sometimes unintended cognition, values, beliefs that are portion of the acquisition procedure in schools and schoolrooms † . It can be deduced that the concealed course of study refers to those things which pupils learn indirectly at school. For illustration during a lesson, different teaching-learning schemes are used for active engagement. This indirectly inculcated values and accomplishments in them such as: Keeping subject Obedience To be democratic, that is, freedom of sentiment to give replies without any fright of being incorrect Tolerance and forbearance towards others ‘ sentiments to go good hearers To be critical, they are asked to notice on their friends replies in instance they do n't hold Social interactions through group treatments and whole category treatments Communication accomplishments are developed Null course of study Harmonizing to Posner ( 1992, p.10-12 ) , the nothing course of study â€Å" consists of what is non taught † . Eisner ‘s ( 1995 ) place on the â€Å" void course of study † is that when certain topics or subjects are left out of the overt course of study, school forces are directing messages to pupils that certain content and procedures are non of import plenty to analyze. When the Mathematics course of studies of Cambridge for the O-level and A-level every bit good as that of the National Assessment at Form III, prepared by the Mauritius Institute of Education, are exhaustively analysed, it is observed that two really of import constituents of Mathematicss have non been included, viz. History of Mathematicss. The mathematician Glaisher one time said that â€Å" no topic loses more than mathematics by any effort to disassociate it from its history. † Hayes ( 1991 ) stated: â€Å" I believe that it is a sedate error and mistake of scheme to try to learn mathematics without mention to its cultural, societal, philosophical and historical background † . † Application of Mathematicss in existent life state of affairss for complex subjects. From past experience, when learning complicated subjects, like â€Å" Vector of Plane † , pupils frequently asked the inquiry: â€Å" Why should we analyze this subject? † as for them, they do non understand the importance of such a subject as the jobs they are faced with are sometimes excessively abstract. But, when they are made cognizant of its importance in existent life, they are more eager to make the subject. 2.3.2 Criticism Understanding the construct of course of study and all that it entails was a really of import measure in the calling of an pedagogue. However, cognizing all this and accordingly, placing the assorted defects of a course of study can be seen as a loss of clip as we, as pedagogues, can non make anything to alter a course of study, particularly for S.C and H.S.C, that is prepared by an elect group in England. 2.3.3 Self-Reflection Besides holding had a deeper penetration of instruction, the construct of course of study became much clearer. I realised that when following a peculiar course of study, it is non merely finishing the different subjects involved in the course of study. In fact, the course of study is merely one portion of the course of study and there is more to a course of study. We have the purposes and aims that besides need to be achieved. In fact, these course of studies that we usually follow are the official course of study. However, there is one other type of course of study that is every bit or more of import than the official course of study. It is the concealed course of study. It is through the concealed course of study that moral values and moralss are passed on. Therefore, this helped me to be even more cautious in category as acting severely or weirdly would ensue in the pupils acting as such. Sometimes, when I observe a pupil acting severely, I say to myself that possibly the pupil is acting like this because of his instructor who was rude. Besides, upon farther contemplation, on a larger graduated table, I came to gain that possibly the manner ordinary people behave may be the consequence of how those who are regulating them behave. 2.4 Education, Management and Supervision Among the many of import constructs learnt in this faculty, there is one that I think is indispensable for every instructor to possess – managerial accomplishments in the schoolroom. 2.4.1 Managerial Skills Required by Teachers in the Classroom Mintzberg ( 1973 ) identified the undermentioned managerial accomplishments: Leadership Skill This accomplishment is concerned with the ability of the instructor to actuate and assist his pupils and at the same clip, to cover with their jobs efficaciously. For those pupils who are per se motivated, the instructor merely acts as an instigator and a facilitator. However, for those pupils who are non motivated, the instructor ‘s leading function is critical of import to actuate them. As a Mathematics instructor, the undermentioned schemes can be adopted to actuate the pupils: The instructor himself/herself must be seen as being motivated Find suited ways to do pupils love the topic State the purposes and aims of the capable affair Let the pupils know that the instructor is ever available whenever person is holding troubles in his surveies. Set-up the schoolroom regulations and ordinances in coaction with the pupils. Use different instruction manners in order to fit the diverse larning manners of the pupils. Peer Skill Peer accomplishment would mention to the ability of the instructor to move, at one clip, as a director of the schoolroom and at another clip, as a friend to his pupils. This friendly relationship should be to some bound and the pupils should be made cognizant of it. Otherwise, being excessively friendly would do pandemonium and undiscipline in the category and later, the larning environment of the category would be to a great extent and severely affected. Conflict Resolution Skill Life in a schoolroom is non ever sweet. On and off, things get rancid between the pupils or even between the pupil and the instructor for diverse grounds. Classroom struggles, may it be a minor or a major one, must be dealt with every bit shortly as they arise so as to forestall the state of affairs from acquiring out of control. Otherwise, they would botch the instruction and larning environment of the schoolroom. Information Processing Skill This accomplishment is about the instructor ‘s ability to pull out, collect and portion information relevant to the capable affair or subject. In the traditional position of instruction and acquisition, the instructor was the exclusive beginning of cognition and hence, the category was dominantly teacher-oriented. However, despite the fact that this attack to learning and acquisition is regarded as being disused, some topics, like mathematics, are most of the clip teacher-centred. But, a good mathematics instructor would happen ways to do his category an gratifying and fruitful experience. A good mathematics instructor should be able to utilize a assortment of learning manners in order to do the topic appear interesting and easy, and at the same clip, cater for the different acquisition manners of his/her pupils. Resource Allocation Skill This skill trades with the instructor ‘s ability to pull off his clip decently and to make out to each pupil ‘s encountered troubles. The best manner to accomplish these is through proper lesson planning. From past experience, the followers should be taken into consideration when fixing a lesson program: Carry out one lesson at a clip The purpose and aims of the lesson should be good set and the pupils should be made cognizant of it Since about all subjects in mathematics is based on some pre-requisites, ever recall those old cognition in order to acquire the pupils in the temper Based on the trouble of the subject, take a considerable sum of clip to to the full explicate the subject, taking into consideration the jobs pupils are holding and blow no clip to unclutter these misconceptions Allow pupils to hold sufficient sum of clip to pattern some jobs in category and at the same clip, utilize this ‘free ‘ clip to cover separately with those holding farther jobs Summarize the whole lesson Give a sensible sum of prep Reserve the following session for rectifying prep and for farther pattern ( remedial plants if needed ) A well-prepared lesson program non merely affect the resource allotment accomplishment but besides the entrepreneurial accomplishment of the teacher-manager as the latter trades with the ability of the instructor to look for jobs and chances that may originate during a lesson and thereof, implement the necessary alteration swimmingly. 2.4.1.6 Introspection Skill This maybe the most of import accomplishment needed by a teacher-manager. It deals with the instructor ‘s ability to reflect upon his ain work and the impact it has on his pupils. In other words, after each lesson, the instructor needs to self-evaluate himself. Successful rating would be that learning and acquisition has occurred and each pupil has understood the lesson and all plants have been completed. Else, the instructor needs to alter his learning schemes and/or behavior in category. 2.4.2 Criticism Dr Sohawon made this talk lively through his assorted real-life instances and so, it was an gratifying and enriching experience. However, some facets of the faculty, I believe, are out of range of a instructor, for case, the construct of quality control. I think that these constructs should be taught to a group of experient educational officers that entirely has for occupation to supervise the public presentation of instructors and pupils. 2.4.3 Self-Reflection At the beginning of the faculty, I thought that the subjects were beyond me as I am comparatively new to learning and the lector was speaking about being a director, a supervisor or an inspector and how to pull off or oversee. But, as the faculty was dealt farther, these managerial manners and accomplishments are as of import for a instructor as they are for a director. This is because, in the category, I concluded that the instructor has multiple functions. Furthermore, since I have been appointed as Section Leader for Form 4 and Form 5 ( Boys ) , I am gaining the importance of the different theories learnt in the faculty sing managing and supervision. 2.5 Tendencies in Pedagogy This faculty, harmonizing to me, is one of the most of import faculties of the whole class as it covered really of import subjects which are straight related to the instructor and his instructions. Among the many fruitful subjects, I would wish to portion my positions on instructor motive as it is a subject that is non frequently talked about. 2.5.1 Teacher Motivation A definition of instructor motive, harmonizing to me, would be a force that drives a instructor to make his best so as the best acquisition environment is formed for pupils. Associated to teacher motive are a low degree rate of absenteeism and a good disciplinary record of the instructor. Harmonizing to Michaelowa ( 2002, p.5 ) , teacher motive can be defined as â€Å" willingness, thrust or desire to prosecute in good instruction † . Hence, mathematically talking, teacher motive is tantamount to efficient instruction and accordingly, efficient acquisition. Some people believe they are born to be instructors. Others believe they have the necessary qualities for being a instructor. Normally, these people are per se motivated instructors. No external factors, positive or negative, would impact their finding to give their best as they care for the pupils and they want to see their pupils achieve in their surveies and in life. For making so, they are willing to make a batch of forfeit and utilize a battalion of schemes for the addition of the pupils. The bulk of instructors need to be motivated extrinsically, that is, their degree of motive is based on some external factors which may be straight related to the school environment or related to personal issues in their private life. A first issue that can assist in actuating a instructor, in my sentiment, is a just and just timetable. Bing a mathematics instructor, it would be really hard and demotivating to work excessively many periods per hebdomad, particularly if there are a batch of lower secondary categories. This is because to learn mathematics, one needs a batch of readying, concentration and energy so as to further a fruitful and dynamic acquisition environment whereby pupils are active and interested in the topic. Otherwise, from past experience, pupils are easy bored in mathematics categories that have a humdrum acquisition environment. Furthermore, instructors are motivated when they have pupils who make attempt and work good every bit good as participate in category. H armonizing to Csikszentmihalyi ( 1990 ) , a individual who is involved in an activity and is working at the extremum of his abilities reaches a province of felicity and satisfaction. Schonfeld ( 1989 ) claimed that being satisfied with one ‘s occupation is an index of morale and motive. Another component for teacher motive is being praised and rewarded by the direction or inspectors/supervisors. Bamisaye ( 1998 ) found that unjust administrative and supervisory patterns tend to sabotage teacher morale. Furthermore, harmonizing to Nwankwo ( 1984 ) , instructors feel extremely motivated when they are consulted about determinations sing their work. One farther component of import for actuating instructors would be a better wage. It is frequently argued that instructors are non being salaried for what they are truly deserving. The student-teacher ratio in a category should besides, harmonizing to me, be sensible. Just imagine learning mathematics with 40 pupils in a category. Will the instructor have sufficient clip to look at each of his pupils separately? To farther motivate instructors extrinsically, all educational installations should be offered to the instructor to to the full show himself suitably in category. For case, in mathematics, while explicating the subject ‘Transformation ‘ , a set of geometrical instruments is needed to heighten instruction and acquisition. Apart from offering the necessary installations for instruction, it would be every bit actuating for instructors to hold installations to rest or loosen up during their free clip. Some instructors, with a position to reenforce their instruction, like to introduce utilizing different schemes which may affect different siting agreement or the usage of modern technological tools. However, if the direction is loath to alterations, the instructor might be demotivated. Hence, holding the support of the direction is critical importance in the devising of well-motivated instruction and acquisition environment. Last, instructors may hold some personal crisis related to their household and relations. Problems such as statements with their childs and partner or divorce or even fiscal jobs, among others, may impact the end product of the instructor. By supplying appropriate psychological services, the direction could assist in work outing the jobs of instructors. In a survey by Gokce ( 2010 ) about instructor demands, there were 29 inquiries about the extent to which their demands were satisfied and 29 inquiries about the importance of those demands. He so compared most of his consequences to Maslow ‘s Hierarchy of Needs ( 1954 ) , reasoning that instructor ‘s psychological demands were non being met, though their most basic demands are. He besides concluded that if instructors know that their most basic demands will be met, it will increase motive. 2.5.2 Criticism I believe that this faculty, along with Functional English, was possibly the most apprehended faculty by all the pupils. Mr Bakarally generated a lively schoolroom environment through his treatments. However, sometimes, we had the same job as with Dr Rassool. We were confused about which faculty we are discoursing due to the fact that we did two faculties with Mr Bakarally, Trends in Pedagogy and Functional English. 2.5.3 Self-Reflection ‘Trends in Pedagogy ‘ allowed me to larn about the different attacks to learning. Upon farther reading, I came to recognize that for better bringing of a peculiar lesson in Mathematics, sometimes, a blend of these attacks is most appropriate depending on the contents of the lesson. For case, the behaviorist attack can be applied to take down secondary pupils holding troubles with simple arithmetic operations by giving them a considerate sum of jobs to undertake. Motivation is another facet of this faculty that I think is indispensable for the proper operation of a schoolroom activity. Without both teacher motive and pupil motive, I think that effectual instruction and acquisition will non happen. Chapter Three – General Decision I can state that after merely a twelvemonth following the B.Ed class, I have grown up professionally as a mature pedagogue. Through the faculties ‘Introduction to Curriculum ‘ and ‘Assessment and Evaluation ‘ among others, I have learnt the necessity of fixing a professional day-to-day lesson program. Five lesson programs have been annexed to the portfolio. Even though the journey was a hard one, I believe it was worthwhile to ship on it in order to be a better instructor. I think that this class helped us to gain that money is a secondary issue for a instructor. The most of import issue for a instructor is to utilize the different agencies at his disposal to bring forth efficient and effectual instruction and acquisition. Success for a instructor I believe is to see his pupils going some of import people in the society.

The Bakun Dam Project in Sarawak Essays

The Bakun Dam Project in Sarawak Essays The Bakun Dam Project in Sarawak Paper The Bakun Dam Project in Sarawak Paper For more than 30 years, there have been discussions concerning the development of the Baku Dam in the East Malaysian state of Karakas. If built, the dam would be the largest in South-East Asia. The Baku Dam: A Case Study indicates that generating 2400 megawatts of power, it would provide electricity for all of Karakas, and for industries and cities in mainland Malaysia, through a cable under the South China Sea. At 650 kilometers, this would be by far the longest cable in the world. The Baku Dam has been a highly controversial issue spanning over three decades as its validity and use to the people of Malaysia have been questioned. For the cost that involves producing this dam, at seven billion dollars and rising, is there a need for so much power at all? The main environmental issue here is whether Karakas should sacrifice forests in order to promote the economic growth of its country or cease construction to preserve the traditional environment and standards of living. It is essential to the people of Malaysia that the construction of the dam continues, as it will benefit them in the future through industrialization. This dam can be seen as a source of employment for the nation, the creation of international interest, and increased economic growth. There are also many negatives to the completion of the dam; which include the displacement of natives, increased foreign debt, and the gradual deterioration of the dam after many years. There are many other factors that contribute to this issue, however, the above three positive components are fundamental to the further growth of Malaysia. The main stakeholders involved in this area of interest include Malaysian non- governmental organizations opposed to the project, indigenous peoples affected, non-governmental organizations outside Malaysia opposed the reject, Malaysian State and Federal governments, Koran Bernhard (the developer), and international corporations contributing to the project. The Baku Dam has had an uncertain, highly controversial history. The project is of importance to Malaysian political and business leaders as there is a promise of abundant electricity and a lever by which Karakas could be lifted out of its backward state. It has been said that for environmentalists and the native people, the project would flood tropical forests and force the resettlement of approximately 10 000 people in order to generate high cost electricity, for which no market might exist (Dams Initiative). These contrasting perspectives on the Baku Dam make it valuable as a case study to identify the best power solution for a nations economic problem. There have been many complications regarding the Baku Dam since its introduction. Bevies (1 995, p. 65) stated that after initial surveys in the early asses, in 1 986, a decision by the national government was made to construct the dam. In 1 990, official postponement of the project was made due to protests and doubts about the dams economic viability. In 1 993 however, he project was renewed with the catalyst being Malaysias desperate need for power. It was said that in 1 994, the awarding of the project contract to Koran Bernhard cemented the importance the dam was for the Malaysian government to address its financial issues (Bevies, 1995, up. 101-102). But nevertheless, further problems mounted and in 1 997, the project was deferred in the face of the Asian economic crisis. In recent years, the project has been rehabilitated with last year being the set date for the completion of the project. Clearly however, the completion of the Baku Dam will not take lace for a further few years. There are many advantages to the completion Of the Baku Dam for Malaysia. Proponents of the project argue that the dam has several benefits, and minimal impacts. For the native residents of the region, it would be a source of employment during construction, and would indirectly stimulate creation of other employment opportunities. It has been stated that increased cash income for these residents was advocated as the only means to change the backward status of this region, and to address poverty (Chocolates, 1993, p. 163). These are the initial steps to consolidating Malaysias economic and environmental future. Even after the project had been shelved in 1990, lobbying by its proponents continued, particularly by the Karakas government, which urged the federal government to revive the project. Finally, in September 1993, the Malaysian cabinet approved construction of the Baku Dam. In reviving the project, Malaysias need for power was most often invoked as justification. By 1993 the Malaysian economy was growing by more than 8 percent per year, with electricity demand expanding even faster. The Borneo Bulletin affirms that lockouts in 1992 and 1993, and a predicted doubling of demand by 2000, were indications of a power crisis, justifying extraordinary efforts to expand supply. Project proponents also believed the Baku Dam could help reduce dependence on fossil fuels, especially oil. Most evident however, was that this project was consistent with an energy policy relying almost entirely on supply. In Hardens argument, he referred to the quote from environmentalist Grit Sings (1995) to prove his theory: The concept of energy conservation and certainly its implementation is virtually absent in Malaysia. This is why Malaysia needs to complete the dam, to enhance its economic and environmental status on the worldwide scale. Furthermore, the Baku Dam has attracted the attention of numerous international engineering and construction companies, with experience building dams elsewhere. The IRON Baku Campaign specifies that this is a means of attracting investment to Karakas, of fostering its industrialization, so that it could develop to the same extent as, or even beyond, mainland Malaysia. Originally, Germany, Mexico and Brazil were major participants in a consortium to bid to have privileges to build the dam. The dam was used as a connection to develop close ties between Malaysia and associated countries. Spires (1 995 p. 135) reported that recent contract an announcements have included Europe, Latin America and certain parts of Asia to add to the increasing number of foreign firms constructing the dam. This is beneficiary for the Malaysian economy as there is more money coming into the nation. Beyond the economic viability of the project itself, the Baku Dam has been justified in terms of the overall economic development of Malaysia. In 1991 Malaysia established Vision 2020, a plan that envisages Malaysia becoming fully developed and industrialized nation by 2020. Within this context, the IRON Baku Campaign informs that the Baku Dam could contribute in several ways to Vision 2020 through the supply of electricity, needed by manufacturing. In recent years, demand for power has increased by up to 13%/year. In addition, the project would be a model of close partnership between the state and federal governments, and the private sector. Furthermore, Vision 2020 can be achieved through gaining access to advanced power technology, such as turbines and transmission lines, provided by foreign engineering firms. The role the dam plays on Vision 2020 can progressively contribute to Malaysia becoming industrialized in the future. However, the Baku Dam has been the focus of intense controversy as well. Human implications included the displacement of approximately 10 000 native people to the Karakas region. The displacement and resettlement of these people in effect involved the loss of their way of life, and the acceptance of a modern lifestyle. Most people are now subsistence farmers, supplementing their income through cash crops or jobs in timber companies. These native people once valued their autonomy, as one indigenous person dated in a Friends of the Earth press release (1995): We are poor only insofar as we have little money. In fact, we are rich, because we have all we need to feed ourselves and house ourselves. Rice is free, fish and meat are free, vegetables are free, water is free, and lumber is free. After the relocation these natives no longer have their own land, and have to seek work instead on large plantations to survive. Malaysia: the progress bought by the Baku Dam in Karakas states that the project had long been criticized for the possibilities of a dam collapse, earth remorse, new waterborne diseases, deterioration of the reservoir, disruption of downstream water quality, salt water intrusion, loss of fish habitat, and sediment accumulation behind the dam that would render it useless within fifty years. Construction of the dam would also result in loss of approximately 23 000 ha fertile agricultural land. These were some of the many environmental effects cited that would one day harm Karakas. There were also questions about the economic costs of the project. The Lira Monthly (1 995, p. 71) assumed that in the asses, much of the necessary UAPITA would be raised through loans from international agencies such as the World Bank and the Asian Development Bank. These loans would substantially increase Malaysias foreign debt. It was even unclear whether the nation, then in recession, needed so much electricity. However in todays society, research shows that the need for electricity would aid in the industrialization of the nation. There have been many alternating perceptions on the Baku Dam issue. Many people believe that the Baku Dam is just the start of the transformation of Malaysia. Private investors from all around the world live that their investments will bring them great financial returns. One investor from Belgium stated: There has been so much controversy over this dam. I chose to invest in it because I believe it has great potential. The Baku Dam will be the means Of a new and improved Malaysia, all it needs is some financial assistance. Is there any controversy in financial assistance? As part of an international lobbying effort, Friends of the Earth along sent letters to hundreds institutional investors and fund managers in February 1997 warning them of the financial, environmental and social risks involved in he Baku project. Sarah Tack of Friends of the Earth said: It is clear that major institutional investors and financial analysts are beginning to realizes that an investment in this Baku Hydroelectric project is not only unethical but carries a high financial risk due to overly optimistic performance forecasts. Koran must take this Luke warm response from potential foreign investors as a reflection Of the lack Of confidence in this project There is a great need for private intervention on the project to assist in its completion. In the projects incarnation in the asses, funding for the dam was to discussed in any detail publicly. It was the assumption that Malaysia would seek loans from international sources. However, in the 1 sass, there were strong intentions from the federal government to avoid funding from multilateral sources. In a recent newspaper article published by the Borneo Bulletin (2001 a statement by Prime Minister Mathis helps explain his governments effort to avoid involvement of the World Bank: We in the poor countries would like to have some cheap hydroelectric power. But all manner of campaigns are mounted against our proposals the World Bank will be used to deprive poor countries of cheap hydroelectric power. And all this after the rich have developed most of their hydro potentials. Instead, funding is being sought through domestic private and government sources, as well as international private investors. While domestic sources are envisaged as the dominant sources of funding, funding from foreign private sources is also clearly a priority for project proponents, perhaps because of the credibility such funding would provide. However, the effort devoted to obtaining private funding illustrates the obstacles encountered in financing such a project without subsidies. It has often been argued by dam opponents that such projects could not survive without large subsidies from governments or multilateral development banks. Difficulties that Koran has encountered in soliciting interest from foreign private investors suggest that this is also the case in this project. Malaysia: the progress bought by the Baku Dam in Karakas reports that in July 1 996, Delphi International, a British consulting firm, warned its clients and potential investors in the project that the Baku Dam promised far greater kiss than is typical of power projects, and lower returns. This has presented an additional obstacle to Sarans efforts to attract foreign investment. The extent to which the Baku Dam represents prevarication of power generation is ambiguous; while Koran Bertha currently holds the largest stake in the project and is actively seeking private investment, the Karakas state government and Cosec are also major shareholders. (Spires, 1995, p. 139-140). Evidently, although there are firms that are currently investing in the Baku Dam, more needs to be done to attract further investors. Koran has also agreed to sell much of the power to the national public utility, at rates that may involve considerable subsidy of the project by Malaysian electricity consumers. This is an important process towards providing for a more advanced and Industrialized Malaysia. There is certainly a way the Baku Dam can be built with minimum impact on the environment and the Malaysian economy. Initially, there are uncertainties concerning the technical details of project. These include variations in rainfall and stream flow at the dam site, and the design and stability of the dam itself. One of the most significant technical worries relates to the cables that will deliver power to the Malaysian mainland. They are, in effect, an unprecedented experiment. Dams Initiative studies show that at 650 km, they are far longer than the longest existing undersea power cables, beneath the calmer waters between Denmark and Sweden. No reliable estimates of how much these cables will cost, how long they will last, or how much power will be lost as it travels through the cable, are available yet. The Baku Dam project is definitely manageable, and a positive step to consolidating Malaysias economic and environmental future. The design of the Baku Dam has evolved since the initial studies carried out in the early asses, taking into account developments worldwide. The design of the dam has incorporated features that will ensure the highest degree of safety and economics. The project certainly yields more positive outcomes with respect to the use of local resources and employment, promotion of regional development and industrialization, savings of fossil fuel, and river regulation. Negative ecological effects include the deterioration of the water quality (although temporary), displacement of natives, and high foreign debt. However, with proper planning of precautionary measures, these negative outcomes can be kept under control. The main recommendations in consideration are to constantly monitor water quality, provide to the natives essential needs, and maintain appropriate foreign debts. Ultimately, the negative outcomes are only temporary. Although environmental conditions may not be positive and debt will mount during construction of the dam, these situations will diminish over a period of time and these impacts will lessen. Malaysia will benefit greatly from the Baku Dam in the not too distant future.

Events and Legacy of the Amistad Case of 1840

Events and Legacy of the Amistad Case of 1840 While it began more than 4,000 miles from the jurisdiction of the U.S. federal courts, the Amistad Case of 1840 remains one of the most dramatic and meaningful legal battles in America’s history. More than 20 years before the start of the Civil War, the struggle of 53 enslaved Africans, who after violently freeing themselves from their captors, went on to seek their freedom in the United States highlighted the growing abolitionist movement by turning the federal courts into a public forum on the very legality of slavery. The Enslavement In the spring of 1839, traders in the Lomboko slave factory near the West African coastal town of Sulima sent more than 500 enslaved Africans to then Spanish-ruled Cuba for sale. Most of the slaves had been taken from the West African region of Mende, now a part of Sierra Leone. At a slave sale in Havana, infamous Cuban plantation owner and slave trader Jose Ruiz bought 49 of the enslaved men and Ruiz’s associate Pedro Montes bought three young girls and a boy. Ruiz and Montes chartered the Spanish schooner La Amistad (Spanish for â€Å"The Friendship†) to deliver the Mende slaves to various plantations along the Cuban coast. Ruiz and Montes had secured documents signed by Spanish officials falsely affirming that the Mende people, having lived on Spanish territory for years, were legally owned as slaves. The documents also falsely anointed the individual slaves with Spanish names. Mutiny on the Amistad Before the Amistad reached its first Cuban destination, a number of the Mende slaves escaped from their shackles in the dark of night. Led by an African named Sengbe Pieh – known to the Spanish and Americans as Joseph Cinquà © – the escaped slaves killed the Amistad’s captain and cook, overpowered the rest of the crew, and took control of the ship. Cinquà © and his accomplices spared Ruiz and Montes on the condition that they take them back to West Africa. Ruiz and Montes agreed and set a course due west. However, as the Mende slept, the Spanish crew steered the Amistad northwest hoping to encounter friendly Spanish slaving ships headed for the United States. Two months later, in August 1839, the Amistad ran aground off the coast of Long Island, New York. Desperately in need of food and fresh water, and still planning to sail back to Africa, Joseph Cinquà © led a party onshore to gather supplies for the voyage. Later that day, the disabled Amistad was found and boarded by the officers and crew of the U.S. Navy survey ship Washington, commanded by Lieutenant Thomas Gedney. The Washington escorted the Amistad, along with the surviving Mende Africans to New London, Connecticut. After reaching New London, Lieutenant Gedney informed the U.S. marshal of the incident and requested a court hearing to determine the disposition of the Amistad and her â€Å"cargo.† At the preliminary hearing, Lieutenant Gedney argued that under admiralty law – the set of laws dealing ships at sea – he should be granted ownership of the Amistad, its cargo and the Mende Africans. Suspicion arose that Gedney intended to sell the Africans for profit and had, in fact, chosen to land in Connecticut, because slavery was still legal there. The Mende people were placed in the custody of the United States District Court for the District of Connecticut and the legal battles began. The discovery of the Amistad resulted in two precedent-setting lawsuits that would ultimately leave the fate of the Mende Africans up to the U.S. Supreme Court. Criminal Charges Against the Mende The Mende African men were charged with piracy and murder arising from their armed takeover of the Amistad. In September 1839, a grand jury appointed by the U.S. Circuit Court for the District of Connecticut considered the charges against the Mende. Serving as the presiding judge in the district court, U.S. Supreme Court Justice Smith Thompson ruled that the U.S. courts had no jurisdiction over alleged crimes at sea on foreign-owned vessels. As a result, all criminal charges against the Mende were dropped. During the circuit court session, abolitionist lawyers presented two writs of habeas corpus demanding that the Mende be released from federal custody. However, Justice Thompson ruled that due to the pending property claims, the Mende could not be released. Justice Thompson also noted that the Constitution and federal laws still protected the rights of slave owners. While the criminal charges against them had been dropped, the Mende Africans remained in custody because they were still the subject of multiple property claims for them pending in the U.S. district court. Who ‘Owned’ the Mende? Besides Lieutenant Gedney, the Spanish plantation owners and slave traders, Ruiz and Montes petitioned the district court to return the Mende to them as their original property. The Spanish government, of course, wanted its ship back and demanded that the Mende â€Å"slaves† be sent to Cuba to be tried in Spanish courts. On January 7, 1840, Judge Andrew Judson convened the Amistad case trial before the U.S. District Court of in New Haven, Connecticut. An abolition advocacy group had secured the services of attorney Roger Sherman Baldwin to represent the Mende Africans. Baldwin, who had been one of the first Americans to interview Joseph Cinquà ©, cited natural rights and laws governing slavery in Spanish territories as reasons the Mende were not slaves in the eyes of U.S. law. While U.S. President Martin Van Buren at first approved the Spanish government’s claim, Secretary of State John Forsyth pointed out that under the constitutionally mandated â€Å"separation of powers,† the executive branch could not interfere with the actions of the judicial branch. In addition, noted Forsyth, Van Buren could not order the release of the Spanish slave traders Ruiz and Montes from prison in Connecticut since doing so would amount to federal interference in the powers reserved to the states.   More interested in protecting the honor of his nation’s Queen, than the practices of American federalism, the Spanish minister argued that the arrest of Spanish subjects Ruiz and Montes and the seizure of their â€Å"Negro property† by the United States violated the terms of a 1795 treaty between the two nations. In light of the treaty, Sec. of State Forsyth ordered a U.S. attorney to go before the U. S. District Court and support Spain’s argument that since a U.S. ship had â€Å"rescued† the Amistad, the U.S. was obligated to return the ship and its cargo to Spain. Treaty-or-not, Judge Judson ruled that since they were free when they were captured in Africa, the Mende were not Spanish slaves and should be returned to Africa. Judge Judson further ruled that the Mende were not the private property of the Spanish slave traders Ruiz and Montes  and that the officers of the U.S. naval vessel Washington were entitled only to the salvage value from the sale of the Amistad’s non-human cargo.   Decision Appealed to U.S. Circuit Court The U.S. Circuit Court in Hartford, Connecticut, convened on April 29, 1840, to hear the multiple appeals to Judge Judson’s district court decision. The Spanish Crown, represented by the U.S. attorney, appealed Judson’s ruling that the Mende Africans were not slaves. The Spanish cargo owners appealed the salvage award to the officers of The Washington. Roger Sherman Baldwin, representing the Mende asked that Spain’s appeal should be denied, arguing that the U.S. government had no right to support the claims of foreign governments in the U.S. courts. Hoping to help speed the case ahead to the Supreme Court, Justice Smith Thompson issued a brief, pro forma decree upholding Judge Judson’s district court decision. The Supreme Court Appeal Responding to pressure from Spain and growing public opinion from the Southern states against the federal courts’ abolitionist leanings, the U.S. government appealed the Amistad decision to the Supreme Court.   On February 22, 1841, the Supreme Court, with Chief Justice Roger Taney presiding, heard opening arguments in the Amistad case. Representing the U.S. government, Attorney General Henry Gilpin argued that the 1795 treaty obligated the U.S. to return the Mende, as Spanish slaves, to their Cuban captors, Ruiz and Montes. To do otherwise, Gilpin warned the court, could threaten all future U.S. commerce with other countries. Roger Sherman Baldwin argued that the lower court’s ruling that the Mende Africans were not slaves should be upheld. Aware that a majority of the Supreme Court justices were from Southern states at the time, the Christian Missionary Association convinced former President and Secretary of State John Quincy Adams to join Baldwin in arguing for the Mendes’ freedom. In what would become a classic day in Supreme Court history, Adams passionately argued that by denying the Mende their freedom, the court would be rejecting the very principles upon which the American republic had been founded. Citing the Declaration of Independence’s acknowledgment â€Å"that all men are created equal,† Adams called on the court to respect the Mende Africans’ natural rights. On March 9, 1841, the Supreme Court upheld the circuit court’s ruling that the Mende Africans were not slaves under Spanish law and that the U.S. federal courts lacked the authority to order their delivery to the Spanish government. In the court’s 7-1 majority opinion, Justice Joseph Story noted that since the Mende, rather than the Cuban slave traders, were in possession of the Amistad when it was found in U.S. territory, the Mende could not be considered as slaves imported into the U.S. illegally. The Supreme Court also ordered the Connecticut circuit court to release the Mende from custody. Joseph Cinquà © and the other surviving Mende were free persons. The Return to Africa While it declared them free, the Supreme Court’s decision had not provided the Mende with a way to return to their homes. To help them raise money for the trip, abolitionist and church groups scheduled a series of public appearances at which the Mende sang, read Bible passages, and told personal stories of their enslavement and struggle for freedom. Thanks to the attendance fees and donations raised at these appearances, the 35 surviving Mende, along with a small group of American missionaries, sailed from New York for Sierra Leone in November 1841. The Legacy of the Amistad Case The Amistad case and the Mende Africans’ fight for freedom galvanized the growing U.S. abolitionist movement and widened the political and societal division between the antislavery North and the slave-holding South. Many historians consider the Amistad case to be one of the events that led to the outbreak of the Civil War in 1861. After returning to their homes, the Amistad survivors worked to initiate a series of political reforms throughout West Africa that would eventually lead to the independence of Sierra Leone from Great Britain in 1961. Long after the Civil War and emancipation, the Amistad case continued to have an impact on the development of African-American culture. Just as it had helped lay the groundwork for the abolition of slavery, the Amistad case served as a rallying cry for racial equality during the modern Civil Rights movement in America.

Lodz Ghetto

Lodz Ghetto What Was the Lodz Ghetto? On February 8, 1940, the Nazis ordered the 230,000 Jews of Lodz, Poland, the second largest Jewish community in Europe, into a confined area of only 1.7 square miles (4.3 square kilometers) and on May 1, 1940, the Lodz Ghetto was sealed. The Nazis chose a Jewish man named Mordechai Chaim Rumkowski to lead the ghetto. Rumkowski had the idea that if the ghetto residents worked then the Nazis would need them; however, the Nazis still started deportations to the Chelmno Death Camp on January 6, 1942. On June 10, 1944, Heinrich Himmler ordered the Lodz Ghetto liquidated and the remaining residents were taken to either Chelmno or Auschwitz. The Lodz Ghetto was empty by August 1944. The Persecution Begins When Adolf Hitler became the Chancellor of Germany in 1933, the world watched with concern and disbelief. The following years revealed persecution of Jews, but the world reveled in the belief that by appeasing Hitler, he and his beliefs would remain within Germany. On September 1, 1939, Hitler shocked the world by attacking Poland. Using blitzkrieg tactics, Poland fell within three weeks. Lodz, located in central Poland, held the second largest Jewish community in Europe, second only to Warsaw. When the Nazis attacked, Poles and Jews worked frantically to dig ditches to defend their city. Only seven days after the attack on Poland began, Lodz was occupied. Within four days of Lodzs occupation, Jews became targets for beatings, robberies, and seizure of property. September 14, 1939, only six days after the occupation of Lodz, was Rosh Hashanah, one of the holiest days within the Jewish religion. For this High Holy day, the Nazis ordered businesses to stay open and the synagogues to be closed. While Warsaw was still fighting off the Germans (Warsaw finally surrendered on September 27), the 230,000 Jews in Lodz were already feeling the beginnings of Nazi persecution. On November 7, 1939, Lodz was incorporated into the Third Reich and the Nazis changed its name to Litzmannstadt (Litzmanns city) - named after a German general who died while attempting to conquer Lodz in World War I. The next several months were marked by daily round-ups of Jews for forced labor as well as random beatings and killings on the streets. It was easy to distinguish between Pole and Jew because on November 16, 1939, ​the Nazis had ordered Jews to wear an armband on their right arm. The armband was the precursor to the ​yellow Star of David badge, which was soon to follow on December 12, 1939. Planning the Lodz Ghetto On December 10, 1939, Friedrich Ubelhor, the governor of the Kalisz-Lodz District, wrote a secret memorandum that set out the premise for a ghetto in Lodz. The Nazis wanted Jews concentrated in ghettos so when they found a solution to the Jewish problem, whether it be emigration or genocide, it could easily be carried out. Also, enclosing the Jews made it relatively easy to extract the hidden treasures that Nazis believed Jews were hiding. There had already been a couple of ghettos established in other parts of Poland, but the Jewish population had been relatively small and those ghettos had remained open - meaning, the Jews and the surrounding civilians were still able to have contact. Lodz had a Jewish population estimated at 230,000, living throughout the city. For a ghetto of this scale, real planning was needed. Governor Ubelhor created a team made up of representatives from the major policing bodies and departments. It was decided that the ghetto would be located in the northern section of Lodz where many Jews were already living. The area that this team originally planned only constituted 1.7 square miles (4.3 square kilometers). To keep non-Jews out of this area before the ghetto could be established, a warning was issued on January 17, 1940 proclaiming the area planned for the ghetto to be rampant with infectious diseases. The Lodz Ghetto Is Established On February 8, 1940, the order to establish the Lodz Ghetto was announced. The original plan was to set up the ghetto in one day, in actuality, it took weeks. Jews from throughout the city were ordered to move into the sectioned off area, only bringing what they could hurriedly pack within just a few minutes. The Jews were packed tightly within the confines of the ghetto with an average of 3.5 people per room. In April a fence went up surrounding the ghetto residents. On April 30, the ghetto was ordered closed and on May 1, 1940, merely eight months after the German invasion, the Lodz ghetto was officially sealed. The Nazis did not just stop with having the Jews locked up within a small area, they wanted the Jews to pay for their own food, security, sewage removal, and all other expenses incurred by their continuing incarceration. For the Lodz ghetto, the Nazis decided to make one Jew responsible for the entire Jewish population. The Nazis chose Mordechai Chaim Rumkowski. Rumkowski and His Vision To organize and implement Nazi policy within the ghetto, the Nazis chose a Jew named Mordechai Chaim Rumkowski. At the time Rumkowski was appointed Juden Alteste (Elder of the Jews), he was 62 years old, with billowy, white hair. He had held various jobs, including insurance agent, velvet factory manager, and director of the Helenowek orphanage before the war began. No one really knows why the Nazis chose Rumkowski as the Alteste of Lodz. Was it because he seemed like he would help the Nazis achieve their aims by organizing the Jews and their property? Or did he just want them to think this so that he could try to save his people? Rumkowski is shrouded in controversy. Ultimately, Rumkowski was a firm believer in the autonomy of the ghetto. He started many programs that replaced outside bureaucracy with his own. Rumkowski replaced the German currency with ghetto money that bore his signature - soon referred to as Rumkies. Rumkowski also created a post office (with a stamp with his image) and a sewage clean up department since the ghetto had no sewage system. But what soon materialized was the problem of acquiring food. Hunger Leads to a Plan to Work With 230,000 people confined to a very small area that had no farmland, food quickly became a problem. Since the Nazis insisted on having the ghetto pay for its own upkeep, money was needed. But how could Jews who were locked away from the rest of society and who had been stripped of all valuables make enough money for food and housing?   Rumkowski believed that if the ghetto was transformed into an extremely useful workforce, then the Jews would be needed by the Nazis. Rumkowski believed that this usefulness would ensure that the Nazis would supply the ghetto with food. On April 5, 1940, Rumkowski petitioned the Nazi authorities requesting permission for his work plan. He wanted the Nazis to deliver raw materials, have the Jews make the final products, then have the Nazis pay the workers in money and in food.   On April 30, 1940, ​Rumkowskis proposal was accepted with one very important change - the workers would only be paid in food. Notice that no one agreed upon how much food, nor how often it was to be supplied. Rumkowski immediately began setting up factories and all those able and willing to work were found jobs. Most of the factories required workers to be over 14 years old but often very young children and older adults found work in mica splitting factories. Adults worked in factories that produced everything from textiles to munitions. Young girls were even trained to hand stitch the emblems for the uniforms of German soldiers. For this work, the Nazis delivered food to the ghetto. The food entered the ghetto in bulk and was then confiscated by Rumkowskis officials. Rumkowski had taken over food distribution. With this one act, Rumkowski truly became the absolute ruler of the ghetto, for survival was contingent on food.   Starving and Suspicions The quality and quantity of the food delivered to the ghetto were ​less than minimal, often with large portions being completely spoiled. Ration cards were quickly put into effect for food on June 2, 1940. By December, all provisions were rationed. The amount of food given to each individual depended upon your work  status. Certain factory jobs meant a bit more bread than others. Office workers, however, received the most. An average factory worker received one bowl of soup (mostly water, if you were fortunate you would have a couple of barley beans floating in it), plus the usual rations of one loaf of bread for five days (later the same amount was supposed to last seven days), a small amount of vegetables (sometimes preserved beets that were mostly ice), and brown water that was supposed to be coffee.   This amount of food starved people. As ghetto residents really started feeling hunger, they became increasingly suspicious of Rumkowski and his officials. Many rumors floated around blaming Rumkowski for the lack of food, saying that he dumped useful food on purpose. The fact that each month, even each day, the residents became thinner and increasingly afflicted with dysentery, tuberculosis, and typhus while Rumkowski and his officials seemed to fatten and remained healthy just spurred suspicions. Searing anger afflicted the population, blaming Rumkowski for their troubles. When dissenters of the Rumkowski rule voiced their opinions, Rumkowski made speeches labeling them traitors to the cause. Rumkowski believed that these people were a direct threat to his work ethic, thus punished them and. later, deported them. Newcomers in the Fall and Winter 1941 During the High Holy days in the fall of 1941, the news hit - 20,000 Jews from other areas of the Reich were being transferred to the Lodz Ghetto. Shock swept throughout the ghetto. How could a ghetto that could not even feed its own population, absorb 20,000 more? The decision had already been made by the Nazi officials and the transports arrived from September through October with approximately one thousand people arriving each day. These newcomers were shocked at the conditions in Lodz. They did not believe that their own fate could ever really mingle with these emaciated people, because the newcomers had never felt hunger. Freshly off the trains, the newcomers had shoes, clothes, and most importantly, reserves of food. The newcomers were dropped into a completely different world, where the inhabitants had lived for two years, watching the hardships grow more acute. Most of these newcomers never adjusted to ghetto life and in the end, boarded the transports to their death with the thought that they must be going somewhere better than the Lodz Ghetto. In addition to these Jewish newcomers, 5,000 Roma (Gypsies) were transported into the Lodz ghetto. In a speech delivered on October 14, 1941, Rumkowski announced the coming of the Roma. We are forced to take about 5000 Gypsies into the ghetto. Ive explained that we cannot live together with them. Gypsies are the sort of people who can to anything. First they rob and then they set fire and soon everything is in flames, including your factories and materials. * When the Roma arrived, they were housed in a separate area of the Lodz Ghetto. Deciding Who Would Be the First Deported December 10, 1941, another announcement shocked the Lodz Ghetto. Though Chelmno had only been in operation for two days, the Nazis wanted 20,000 Jews deported out of the ghetto. Rumkowski talked them down to 10,000. Lists were put together by ghetto officials. The remaining Roma were the first to be deported. If you were not working, had been designated a criminal, or if you were a family member of someone in the first two categories, then you would be next on the list. The residents were told that the deportees were being sent to Polish farms to work. While this list was being created, Rumkowski became engaged to Regina Weinberger - a young lawyer who had become his legal advisor. They were soon married. The winter of 1941-42 was very harsh for ghetto residents. Coal and wood were rationed, thus there was not enough to drive away frostbite let alone cook food. Without a fire, much of the rations, especially potatoes, could not be eaten. Hordes of residents descended upon wooden structures - fences, outhouses, even some buildings were literally torn apart. The Deportations to Chelmno Begin Beginning on January 6, 1942, those who had received the summons for deportations (nicknamed wedding invitations) were required for transport. Approximately one thousand people per day left on the trains. These people were taken to the Chelmno Death Camp  and gassed by carbon monoxide in trucks. By January 19, 1942, 10,003 people had been deported. After only a couple of weeks, the Nazis requested more deportees. To make the deportations easier, the Nazis slowed the delivery of food into the ghetto and then promised people going on the transports a meal. From February 22 to April 2, 1942, 34,073 people were transported to Chelmno. Almost immediately, another request for deportees came. This time specifically for the newcomers that had been sent to Lodz from other parts of the Reich. All the newcomers were to be deported except anyone with German or Austrian military honors. The officials in charge of creating the list of deportees also excluded officials of the ghetto. In September 1942, another deportation request. This time, everyone unable to work was to be deported. This included the sick, the old, and the children. Many parents refused to send their children to the transport area so the Gestapo entered the Lodz Ghetto and viciously searched and removed the deportees. Two More Years After the September 1942 deportation, Nazi requests nearly halted. The German armaments division was desperate for munitions, and since the Lodz Ghetto now consisted purely of workers, they were indeed needed. For nearly two years, the residents of the Lodz Ghetto worked, hungered, and mourned. The End: June 1944 On June 10, 1944,  Heinrich Himmler  ordered the liquidation of the Lodz Ghetto. The Nazis told Rumkowski and Rumkowski told the residents that workers were needed in Germany to repair the damages caused by air raids. The  first transport  left on June 23, with many others following until July 15. On July 15, 1944 the transports halted. The decision had been made to liquidate Chelmno because Soviet troops were getting close. Unfortunately, this only created a two week hiatus,  for the remaining transports  would be sent to Auschwitz. By August 1944, the Lodz Ghetto had been liquidated. Though a few remaining workers were retained by the Nazis to finish confiscating materials and valuables out of the ghetto, everyone else had been deported. Even Rumkowski and his family were included in these last transports to Auschwitz. Liberation Five months later, on January 19, 1945, the Soviets liberated the Lodz Ghetto. Of the 230,000  Lodz Jews  plus the 25,000 people transported in, only 877 remained. * Mordechai Chaim Rumkowski, Speech on October 14, 1941, in  Lodz Ghetto: Inside a Community Under Siege  (New York, 1989), pg. 173. Bibliography Adelson, Alan and Robert Lapides (ed.).  Lodz Ghetto: Inside a Community Under Siege. New York, 1989. Sierakowiak, Dawid.  The Diary of Dawid Sierakowiak: Five Notebooks from the Lodz Ghetto. Alan Adelson (ed.). New York, 1996. Web, Marek (ed.).  The  Documents of the Lodz Ghetto: An Inventory of the Nachman Zonabend Collection. New York, 1988. Yahil, Leni.  The Holocaust: The Fate of European Jewry. New York, 1991.

Accounts Report for JT Engineering Essay Example | Topics and Well Written Essays - 500 words

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Able Corporation Essay Example | Topics and Well Written Essays - 1250 words

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