What kinds of consent are there Can any of them explain our obligation Essay

What kinds of consent are there Can any of them explain our obligation to obey the state's commands - Essay Example dominion of a prince, which one might leave, every individual has given a tacit consent to his authority, and promised him obedience; it may be answered, that such an implied consent can only have place, where a man imagines, that the matter depends on his choice.† (Hirschhorn 2004), further demonstrates consent and notes, â€Å"Failure to follow ethical principles in the informed consent process can result in serious legal action through tort law (civil wrongdoing) and even criminal law, the lack of informed consent constitutes assault and battery.† Related to political theory, there are three main types of consent that will be explored. They are express, tactic and hypothetical. Although there are other forms in political theory, these are three main to be explored as they are the primary cause for debate within the spectrum. Express consent can be defined as total agreement with an order, demand or request. An example of this would be if someone was asked to meet at a location and they agreed. Another example would be if a state law required that all drivers wore their seatbelt and every driver of that state did while driving. Complying, agreeing and deciding to comply with a request, is express consent. In democratic nations, this is easier to define as the people elect officials to represent them in their best interest. If they do not, then the elected official is not re-elected. People in democratic nations also have the ability to live where they chose and states have individual laws that are not applicable beyond their bounds. (Allsop 2011) states, â€Å"The reasons to obey the law may be either prudential or moral. Prudential reasons are related to self-interest. This theory states members of society conform to the law out of fear of punishment or being socially outcast for being labeled a criminal.† Although people will inherently have express consent for many laws in that state, they may not understand or be aware of all laws they are subject to

Money in Marriage Essay Example for Free

Money in Marriage Essay Money is a vital component for a sustainable and harmony life. Knowing the main function of money in marriage is important for a successful marriage. According to (Loh,2012) a research by Smart Money magazine, cited by shows that 70% of spouses surveyed discuss about money no less than one weekly while 36% of men and 40% of women confess that they lied to their couple about their spending. Many couples do not aware about the importance of money. The ability to pay household and utility bills, the tendency to ensure the children get their rights as well as the chance to have a comfortable and sustainable living are therefore, the importance of money in marriage. One of the reasons why money is important in marriage is to pay household and utility bills. Just like how organizations have their organization’s financial details each year to trace how they spend their money to pay for things married couples also need to record their expenditure and examined them monthly. (Eugene, 2009). A couples need to distribute their money to pay the energy, electrical and telecommunication bills. Electricity is necessary to run all home utilities such as refrigerator, television, radio, including hot water heaters and water pump that allow toilet to work. Besides electrical bills a telecommunication bills also need to be managed well so that we can ensure smooth communication between a family members. The example of communication utilities is such as encompass telephone, satellite television service and Internet service. For instance communication utilities such as internet can be used by the family members especially children who are still study to find information, communicate with their friend, and sharing their opinion. A married couple also need to allocate their money for the household food budget. The monthly budget for the food and groceries of the house should be managed accurately. â€Å"It is significant to give them with a healthy-balanced diet and encourage them to work out frequently† (Vijaindren, 2012). Parents should aware that your child needs a variety of food to fuel his growth, strengthen his immune system and support his brain and nervous system. So it can be conclude that money is important in marriage to have a healthy lifestyle because an apple a day can keep a doctor away. Another importance of money in marriage is to ensure children get their rights. A beneficial education is a necessary for children (Rosmah, 2010). Every child should have an adequate education to secure their future. Money can be used to pay necessary fees regarding the education or study. For example, money can be used to pay an education fees for children who studying at primary, secondary or even children at the college. As an example, money is useful for buying a basic need for children education such as school uniform, stationeries, and of course a books. Every child deserved an additional education such as home tutor or tuition. With money, tuition fees and additional books can be paid consistently. According to Rosmah (2010, as cited in Lim (2010) a marriage that has consistency in money should give their children a well-nourished life. Every parent can make their children more valuable and comfortable with money. For example provide a comfortable shelter such as personal room for their uses. Furthermore with money parents will have the tendency to ensure that children get their rights. As an example, children nowadays will request for an up-to-date gadgets, such as smart phone, tablet, or even an android phone. This can be fulfilled with money. Thus, money is important not only for an adult, but can be very useful for a sustainable in children’s life. One of the other reasons why money is important in marriage is to have comfortable and sustainable life. Najib(2012, as cited in Shuman, 2012) â€Å"My feverent wish is to ensure that each and every one of our young productive adults and, indeed the future generation of Malaysian will have enough savings and financial assets to enjoy their retirement to the fullest†. This pension scheme is one of the ways to have a sustainable life. Many of young married couple do not aware about the importance of this pension scheme it is to persuade and influence people to set aside money for the upcoming and urgent situation. For instance one of the family members having any major health problem such as cancer or heart problem that need to spend a lot of money to heal at least this scheme can support it. Another importance of money is to keep away the future cohort to cope with difficulty and struggle to have a sustainable and comfortable life. Life insurance gives a person chance to propose a consistent financial for his or her family in the event of disaster or poor health problem happen to the family members (Morris, 2010). With the power of money a couple can buy a life insurance for their house, vehicle and family member. For example when a giant Tsunami hits Japan on 2012 many facilities and infrastructure has been demolished, at the same time many victim had lost their family members. So the reason why you need to take out an insurance policy is to look after who’s left behind you especially the ones that you loved. In a nutshell, the importance of money in marriage include chance to have a comfortable and sustainable life, the tendency to ensure the children get their rights as well as the ability to pay household and utility bills. Money is vital asset that are useful for a long time, and can secure the future. Thus, money must be managed well to ensure that the flow of money will run smoothly and can lead to a sustainable life and harmony marriage. Everyone must have their own budget so we can prepare for the unpredictable thing that may occur. Tracking your money expenses, create a monthly budget, prepare for unexpected emergencies, and plan for big expenses are few steps that can be made to managed money well. This can educate a person to become a discipline and independent in his life.

Reflection of Independent Learning in the Classroom

Reflection of Independent Learning in the Classroom Reflecting on the approaches around the development of pupils independent learning and evidence and evaluate application in the classroom. Independent learning is when pupils set goals, monitor and evaluate their own academic development, so they can manage their own motivation towards learning (Mullings 2015). After looking into the research, one of the determining factors when it comes to independent learning, is getting a child to work on their own, with minimal direction and confidence. As I want my pupils to be able to manage their own learning and make independent decisions, I need to take a back seat and critically think about whether or not I need to intervene. Depending on the circumstances and the appropriateness of the situation, I will need to judge the relevance of my scaffolding, give students options and choices to encourage independency, and allow them to take responsibility for their own learning by also offering effective formative feedback. However, this cannot be done until I establish where they already are in their learning and how they actually learn. Knowing a childs zone of proximal development, will enable me to intervene at the most appropriate and effective stage. As Vygotskys theory implies, it is what a child can achieve by themselves and what they can achieve in collaboration with others (Vygotsky, 1978). According to Haring and Eastons instructional hierarchy (Fig 1), there are four phases of learning (Haring et al., 1978).   Ã‚   Fig 1. Most of the children I get to support are either at the acquisition stage or at the halting fluency stage, which determines the type of intervention they receive. Even if the intervention is set in line with the pupils ZPD, there is no guarantee that their work is appropriately differentiated back in the classroom, leading to a zone of anxiety. When I deliver Mind-the-Gap tutoring, the pupils I work with are at the acquisition stage and lack confidence. With sessions of repetitive practice and instructional techniques I am able to build upon their accuracy. I then focus on training the pupils to become more fluent. This is supported via precision teaching (e.g. times-tables) constant encouragement and instructional feedback to aid their self-motivation. Once the fluency is achieved and being maintained, I need to ensure it is being applied back in the classroom. The focus is then teaching them how to either apply the skill into meaningful contexts or not to confuse it with other similar skills. Finally, pupils can then be scaffolded on how to know how to adapt the target skill to and apply it to new challenges and situations. Communication is paramount and teamwork essential to ensure work is set at the right level by the teacher and that the newly acquired skills are being uitilised. the teacher should work closely with th e TA to planinterventions to how they can be linked to classroom teaching (SEN Code-of-Practice 6.52). I have started to introduce additional resources, such as a math mat and progressive success criteria to help promote independency. If successful, I will suggest it to other support staff within my year group, with the view to it being rolled out to all. I will need the full support of the SENCo and SLT to make sure this is consistently implemented. Carol Dweck deals with the theory that people view their intelligence in one of two ways; fixed and growths mindsets (Fig 2). Her findings also show that, rather than focusing on intelligence and innate achievement, it is far more important to reward effort, creative strategies, and perseverance. Becoming is better than being (Dweck 2006).    Fig 2. Upon reflection, I observed two children from the perspective of determining what type of learner each child was (Appendix 1). Initiating the change of learned helplessness to that of self-scaffolding with the SEN child will not happen overnight. I always aim to support pupils to become more independent. Van de Pol implies a key principle of scaffolding on which a TAs role should be based, is fading to develop the independence of the learner by reducing support and hand over responsibility to the child (Van de Pol et al., 2010). This is a strategy I have started to use with the pupils I work with, alongside roaming and roving around the classroom. My intention is purely to divorce myself from their learned attachment and their needing constant reassurance. I want them to adopt the concept of being able to assess what they can do independently first, before I intervene at the appropriate level (Fig 3). Blatchford defines the heuristic role as using a method of teaching that encourages learners to discover solutions for themselves (Blatchford et al., 2012). Fig 3. If there is any uncertainty, I encourage my pupils to ask a partner, throw their question out to the rest of the table or see what resources are available to help, before even thinking about asking an adult. Even then, I need to be aware of my questioning techniques. The more open ended questions that are asked, then the more emphasis is redirected back onto the pupil to provoke their own critical thinking skills. The cognitive domain involves knowledge and the development of intellectual skills (Bloom, 1956). Fig 4. Using Blooms Taxonomy questioning for critical thinking as a bench mark (Fig 4), I have tailored a more child friendly set of questioning cards as a pupil resource, helping to build upon their dialogic talk. I plan to share these with other support staff, with SLTs approval. Additionally, my school has implemented Talk 4 Learning strategies, which although at the early stages, have started to have a positive effect. Within one year group I observed, children were only provided with a learning objective and modelled WAGOLL. This seemed to be just enough to get by on with a majority of the class, but the lower attainers had no differentiated input, with the hope that the TA would offer that much needed support. The lower attainers had been given very little direction, so straight away looked to the TA for guidance. The TA aimed to guide the pupils through a series of open ended questions, praising when giving a correct answer. Some were prompted further with the aim of trying to refer back to previous lessons, but without the correct scaffolding and feedback little progress was made. John Hattie, famously analysed the effects of various educational innovations and methods and determined that feedback ranked highest, with an effect size of 1.13, whereas most innovations in schools sit around 0.4. Feedback needs to be formative to identify what pupils have achieved, what has been preventing them from achieving their learning goals and what they can do to improve further. It also needs to be progressive, done whilst pupils are still able to reflect upon the decisions they made. This can be effectively delivered when roaming and roving or fading in and out during a lesson, but after realising my own lack of informative feedback (appendix 2), I intend to ask SLT about CPD on feedback for TAs, as I see this as a needed area of improvement for us all. It has become quite apparent that processed success criteria is a much needed determiner when it comes to initiating the first stages of independent learning for the SEN child. I have recently been given a small group of lower attaining students to support with their maths work. After observing how these children were faltering when working their way to achieving the learning intention (appendix 3), I have now started to use process success criteria to help plug the gaps within their learning, which has been hindering achieving their overall objective. I not only aim to help break down their steps to success in written format but also where applicable, visually (Fig 5). Fig 5. So far, this has proved a successful strategy and has been fully embraced by the pupils, as they are now actively making progress independently, albeit resource supported. I will be trialing this as part of their assessment for learning, as success criteria should be linked to the learning, not the activity. Introducing AFL sheets will allow teachers to close the gap between current knowledge and new learning. Not only do they help clarify the learning objective and promote self-evaluation, they also act as a form of feedback. I have already liaised with an SLT member regarding the introduction of processed success criteria as a pre-requisite for all our lower attainers, to which he was in full agreement. Ironically, not long after our conversation, it was announced that as part of our high focus for this term that the school will be addressing how success criteria will be differentiated, so that they are appropriate for all children, and so that all groups make improved progress. It has been said that some people think that we have created a nanny state thats contributed to promoting fear of failure. John Cridland states that the education system must better prepare young people for life beyond the school gates. We need to take a step back to see the big picture and create a system that better reflects how well a schools culture nurtures the behaviours and attitudes young people need. This cannot be judged by exam results alone (Cridland 2014). I do agree, however, my concern is, given the expanding national curriculum and the focus on increased testing as a way to measure both teaching ability and pupil progression, how can time be found for the implementation of such productive concepts. Schools need to build a stronger foundation and utilise their support staff appropriately. I gave a copy of my first assignment on the role of the TA, to a member of SLT. The feedback I received initially was that it was very informative and provoked food for thought, so mu ch so, he planned to take it along to the next SLT meeting. I eagerly await further comment. Appendix 1 A always relies on the support of an adult to supply her with the answers. The first thing that she does is to look directly to the supporting adult in the room to come and work with her, without even attempting any independent work. A will always try to copy from whoever sits next to her, lacks confidence and fears making mistakes. She has a firm fixed mindset of learned helplessness which has resulted in her reliance on being spoon-fed. Z is self-initiated and not afraid to make any mistakes. He can work independently or collaboratively within a group. Z draws upon prior learning His growth mindset allows him the confidence to persevere, seeing any setbacks as a mini hurdle he needs to overcome, choosing which learner disposition he takes on board to aid his learning. His positive attitude feeds his hunger for knowledge. Appendix 2 Recorded Conversation After a basic skills assessment of using visual arrays, mastery questions on applying the written grid method were required for their next steps in multiplication. E:Miss, Im not sure how to do the grid method. TA:So, written method. Same scenario, but we are not going to draw the arrays. What is the calculation? E:13 x 9. TA:OK. What do you need to do first? E:Break the 13? TA:How? E:Into place value. TA:Correct. Show me how youll do that. E:One 10 and three 1s. TA:Good. Now what? E:First you times 3 by 9, then 10 x 9. TA:OK, off you go. E:(writes) 3 x 9 = 27 and 10 x 9 = 90. TA:Good, now what do I do with those two answers? E:Add them together. TA:See. You know what to do. What do we need to remember when we use column addition? E:Make sure everything is in line. TA:Yes. We need to make sure our place value is aligned correctly. Well done! Reflection: Upon evaluation, I believe that I succeeded when it came to asking the appropriate open questions to provoke their own thinking, which helped them achieve their learning objective but evidently lacked the necessary more informative feedback the child deserved to understand their next target. I hope that I will be able to address this better after some directed CPD training. Appendix 3 Child Y LO: To use the grid method to solve multiplication word problems. SC: R U C S A C CAN DO CANT DO Understood what had to be done for step 1 of question. Chose correct operation. Partitioned numbers correctly on the grid. Did not know all of 4x table. Used times table grid in classroom. Aware that all the answers had to be added together. Addition calculation was written incorrectly. (pv not aligned) Able to calculate once prompted to use correct pv alignment. References Blatchford, P., Russell, A., Webster, R. (2012) Reassessing the impact of teaching assistants: How research changes practice and policy. Oxon, UK: Routledge. Blooms Taxonomy Available at: http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf Accessed: 1 January 2017. Cridland, J. (2014) Available at: http://31.222.129.40/media-centre/the-point/2014/07/jcs-education-blog/ Accessed: 07 December, 2016. Dweck, Carol S. Mindset: the new psychology of success New York: Random House, 2006. Haring, N.G., Lovitt, T.C., Eaton, M.D., Hansen, C.L. (1978). The fourth R: Research in the classroom (pg 23-40). Columbus, OH: Merrill. Hattie, J., Timperley, H. (2007). The Power of feedback. Review of Educational Research Mullings, C. (2015) Available at: http://blog.irisconnect.co.uk/9-tips-for-encouraging-students-to-become-independent-learners/ Accessed: 12 December, 2016. SEND Code of Practice (2015) Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf Accessed: 26 December, 2016. Van de Pol, J., Volman, M., Beishuizen, J. (2010) Scaffolding in teacher-student interaction: a decade of research. Educational Psychology Review, 22, 382-296. Vygotsky, L.S. (1978) Mind in society: The development of the higher psychological process. Cambridge, MA: Harvard University Press.

Declining Air Quality :: Environment Environmental

Declining Air Quality Section A The declining air quality can be held responsible for many things such as city smog and the greenhouse effect. Such problems are very definite in America since they are one of the top air–pollutant–creating countries in the world. The original list of air pollutants created by US industries was made up of arsenic, asbestos, benzene, beryllium, coke oven emissions, mercury, radionuclides (radioactive isotopes), and vinyl chloride. In the 1990’s this list was expanded to include 189 substances, and by the end of the 1990’s regulations were put in place for the â€Å"major sources†, which require the emission of no more than ten tons of any of these substances and no more than twenty five tons of any combination of them per year. Air pollution that worsens the global air quality is mostly generated by the wealthier, more populated nations. America has a population of 275,372,000, making it one of the most populated countries; it is also the most powerful nation in the world. As a result almost every household in the United States own a car or two. Cars are major contributors to the ozone hole and when almost every household in one of the most populated countries in the world own one, the level of air pollution emitted would be paramount. As a result, many of the major cites in the US such as New York, Miami and Los Angeles have very bad smog that reduce visibility and increase health risks. In Los Angeles, for example, the smog causes eye and chest irritations for residents and exacerbates asthma. Attempts have been made to clear the smog, but no reasonable success has been achieved. There have been measures taken to stop the problem from getting noticeably worse, but it is not a long term option. The smog in LA is caused fundamentally by the Californian sun. The heat of the sun creates a layer of warm air that acts as a seal, trapping the cold air in the basin of the Los Angeles harbour. This effect traps all of the industrial pollution and the car exhaust above the city. The millions that live there are all exposed daily to harmful levels of carbon monoxide. It is not yet known what the long term effects of this will be. Due to this hazard to human health the Los Angeles authorities have been urged to cut down on pollution, which means burning fossil fuels more completely and restricting the industries, all at the cost of millions of dollars.

Marche shoe district

Logistics Is simplified by the geographical concentration of firms in the district and the personal knowledge and trust that characterizes relationships amongst district entrepreneurs. Flexibility by the small firms' supply network enables the ups or downs of fashions to be met. Since asses, however, the district network has had to come to terms with an outsourcing trend to low labor-cost countries that is always a threat to mature and labor-intensive industries in developed countries. As a result, production of low-cost shoes has been outsourced almost fully, first to Eastern Europe and then to the Far East.In low-price product ranges, district companies retain only high-value activities of design, marketing and distribution in the Macerate district. Outsourcing has also affected the core district products In medium- to high- quality footwear. Here, however, foreign partners are Involved In only less complex tasks to preserve Italian style and quality. The result Is an Increasingly widespread network. Processed leather is brought into the district after initial processing in Asia eastern Europe for further processing (mainly to Romania and Albania for sewing and hemming).Prepared leather is returned to the district for finishing and assembly. Such partial outsourcing – called outward processing traffic – preserves he high-quality standards of district shoes, whilst cutting down on costs. This makes logistics a critical activity. Transportation costs per unit have increased, and responsiveness has been put at risk. This is of particular concern to a business that is linked to fashion, where season collections and sales campaign deadlines cannot be missed.Whilst offshore sourcing has led to significantly longer lead times, increasing inventories and lot sizes are not an effective answer. Most district firms offer differentiated products based on fashion trends, and therefore loud face a high risk of markdowns at the end of season. Therefore, firms normally order only 25-30 % of requirements for a seasonal collection from their suppliers and the basis of forecasts, and these are mainly carry-over models and â€Å"classic† leather. Orders for the rest of the collection are made in line with incoming orders from fashion fairs, distributors and boutiques.The new international network (including a sales network that is extending progressively towards Asia) has become so complex that even large companies find it difficult to manage. Leading district firms are tackling logistics issues through increased information processing capabilities and through advanced services from logistics service providers. In order to manage a production network spanning from nearby district suppliers to Eastern Europe (mainly for shoes) and China (for clothing), Forward has installed SAP-OAFS (Apparel and Footwear Solution).This new ERP system has allowed the company to improve visibility over production planning an tighten control over suppliers . Forward has outsourced outbound logistics, and is considering a logistics platform to handle information exchange for districts abstractors and foreign suppliers to reduce costs, an RIFF system to improve responsiveness to European customers and a logistics network to support its strong selling presence in China.However, most district companies are not large enough to become attractive propositions for IT or logistics service providers. Whilst they can't afford to lose outsourcing opportunities, theses small firms risk being unable to manage the more complex networks that result. Moreover, most district entrepreneurs do not fully support the potential advantages of sharing outsourced services. Since they lack the accounting tools for getting a complete picture of logistic costs, the do not perceive logistics as a competitive weapon.They care only about emergencies when a rush order is required or when a planned delivery is late, but dealing with such emergencies becomes more diffi cult when distant foreign partners are involved. Developing the infrastructure, the skills and the mind-sets, in order to manage such a radical change in international supply chain management, is probably the biggest challenge district companies will face in the next 5-10 years.

October 15, 2015 Essays - Americas, Politics, Political Philosophy

October 15, 2015 Essays - Americas, Politics, Political Philosophy October 15, 2015 Intro to Afro American Studies Bi-Weekly Essay #3 What are some of the similarities and differences in practices of self-determination of Africans in the U.S. and their counterparts throughout the hemisphere? Abstract: Both Africans in the Western Hemisphere and Africans in the United States practiced self-determination. They practiced self-determination in many ways such as marronage and quilombismo as a means to bring African people together to determine their own statehoods and form their own allegiances. Africans used their difference to fight one another rather than uniting themselves in the 18th and 19th century. However, Africans began to realize that if they wanted to conquer enslavement they would have to overcome the dominating social structure. The Africans in the Western hemisphere used the knowledge passed down from their griots when practicing self-determination. They did this more often than the Africans in the U.S. because they underestimated them and they were uneducated for a while. Africans in the U.S. were more aware of what was happening around them versus the other parts of the world. Although, Africans were divided by suffering from the injustice of slavery. they we re able to preserve their culture and use such as their means to resist. Critical Review of Scholarship: To begin answering this question, I will use the information provided during lectures as well as the readings. One of sources is coming from "Black Self Determination: A Cultural History of the Faith of Fathers. This source will be used to elaborate on what self-determination is and how it evolved. The second source is "Quilombismo: An Afro-Brazilian Political Alternative. This source will be used to further elaborate on what quilombismo is and how it effective in helping the African race as a whole in the practice of self-determination. Another source I will use to elaborate on marronage is the "Black Movements in America by Cedric Robinson. My other evidence will come from class lectures and Dr.Carr particularly from the human social organization and their influence over people and nations. Discussion: To completely understand the practices of self-determination within the African community, you have to define what self-determination is. "Self Determination is the uniqueness of culture" (Dr.Carr). It is the process by which a person or group controls their own life, decides their own statehood and forms their own allegiances. (Franklin P., V. Black Self Determination: A Cultural History of the Faith of the Fathers. Southern Historical Association, 1986. Print.) From the small movements such as spiritual and secular slave songs, the Federal Writers Project and addresses in front of the Congress have demonstrated what self-determination means in the African community. The Western Hemisphere Africans and the U.S. Africans used maroonage to practice e self-determination. Maroonage was a common way Africans resisted throughout the hemisphere. Maroon is a based word from the Spanish culture. Maroons are small private communities that served as a safe refuge for runaway slaves and indentured servants. (Robinson, Cedric J. Black Movements in America. New York: Routledge, 1997. Print.) They were fugitive communities where escapees went. These maroons gave slaves hope of a community where they could have a new home and are apart of a safe haven to rebuild their families. Unfortunately these maroons never lasted so long because of the pressure it created on the Europeans. Regardless of the hardships of slavery, Africans did not let anyone take their culture from them. Their culture is what kept them dehumanized. Abolition always followed the Blacks regardless of where they were from. Because the Africans seemed less than the Europeans, the Africans wanted to create something to become equal with the higher powers. They combined their religion to create Afro Catholicism in hopes in acceptance of their religion to become equal as the Europeans. North Americans began practicing Afro Christianity as a means of resistance and a way Africans could gather publically. Quilombismo significance was "the value in the tactics and strategies of survival, resistance and progress of African communities in contemporary Brazil" (Nascimento Do, Abdias. Quilombismo: An Afro- Brazilian Political Alternative. Journal of Black Studies, 1980. Print.) Quilombismo revealed itself as a factor capable of mobilizing the Black masses in a disciplined manner when the Afro-Brazilians registered the quilombist concept. Quilombismo is in a constant process of renewal