Battle Of The Bulge Essays - Battle Of The Bulge, Adolf Hitler

Battle of the Bulge The Battle of the Bulge took place on December sixteenth 1944. The Germans mobilized the last chance they had to win the war. The Germans wanted to cut the American forces in to two parts this way the could easily be destroyed. Hitler felt this was his last to win Because his forces were being pushed back and soon they would run out of the resources the would need to win the war. Hitler was mobilizing a task force of 500,000 Germans solders. The allies were slowly pushing throng the Ardennes Forest on the Germany, Belgium Boarder, with a force of 600,000 American solders And 55,000 British solders. Hitler hoped to surprise the Allies of gard and quickly separate the army. The allies pushed through this are because they felt this was the least like place to set up a attack to assault the Allies. The Germans selected it because it was easy to hide troops in the hills. Hitler code-named this attack as the "wacht am Rhein" The Americans whit through the area in a thin line to give suppor t to the flank were the attack was expected. During the War Eisenhower and his staff felt this spot was the least likely to be attacked. The thought the Germans would not try any thing through the narrow passageway. The American Army was kept long and thin whit a reinforced left and right flakiness to make sure of any attacks that would come right up the middle. The Germans wanted to of the opposite of what the Americans wanted to do. As stated above the Allied troops were 'resting' and reforming; they consisted of General Simpson's 9th Army and General Hodges 1st US Army in the north and General Patton's 3rd Army to the south. The Ardennes was held by General Middleton who had the 8th US Army Corps, 106th and 26th Infantry Divisions and 4th and 9th Armoured Divisions. "In late 1944 Germany was clearly losing the war. The Russian Red Army was steadily closing in on the Eastern front while German cities were being devastated by intense American bombing. The Italian peninsula had been captured and liberated, and the Allied armies were advancing rapidly through France and the Low Countries. Hitler knew the end was near if something couldn't be done to slow the Allied advance. He soon came up with a plan to do this." (David Sargent).This shows how Hitler has to come up with a brilliant game plain to win the war. The object of the German offensive was to push through the Belgian Ardennes, cross the Meuse, retake Antwerp and its harbour facilities, thrust to the north and reach the sea. This would cut off the Allied troops in Holland and Belgium, making it impossible for them to withdraw. The success of the operation depended on three important parts, the speed of the initial breakthrough, the seizure of Allied fuel supplies and communications centres be tween St.Vith and Bastogne, and the widening of the breach in the Allied lines to allow German troops to pour into Belgium. There would be three armies the 15th Army in the North, 7th Army in the South and the main push by Sepp Dietrich's 6th and von Manteuffel's 7th Panzer Divisions in the center! Specially trained German soldiers who spoke English fluently were infiltrated behind the Allied lines wearing American uniforms with orders to disrupt the deployment of Allied units and prepare the way for the German advance.The crucial problem for the German was their lack of fuel and the whole 'adventure' depended on their initial thrust capturing the allied supplies. Whit out a supply of fuel they where siting ducks if they ever ran out. Hitler's last attack had to work or he would be defeated. The plan was to march 85 miles from Southern Belgium to Luxembourg and attack the allies by surprise. He would attack during the Christmas season in the Ardennes Forest, an area where there were only a few allied shoulders. The invasion was designed to split the American and British armies in half. However it did not succeed. The German armies caught the allies by surprise. They had some success in the beginning and

Aquatic Communities

Aquatic Communities Aquatic communities are the worlds major water habitats. Like land biomes, aquatic communities can also be subdivided based on common characteristics. Two common designations are  freshwater and marine communities. Freshwater Communities Rivers and Streams are bodies of water that continuously move in a single direction. Both are rapidly changing communities. The source of the river or stream usually differs significantly from the point at which the river or stream empties. A variety of plants and animals can be found in these freshwater communities, including trout, algae, cyanobacteria, fungi, and of course, various species of fish. Estuaries are the areas where freshwater streams or rivers meet the ocean. These highly productive regions contain widely diverse plant and animal life. The river or stream usually carries many nutrients from inland sources, making estuaries capable of supporting this rich diversity and high productivity. Estuaries are feeding and breeding grounds for a variety of animals, including  waterfowl, reptiles, mammals, and amphibians. Lakes and Ponds are standing bodies of water. Many streams and rivers end in lakes and ponds. Phytoplankton are usually found in the upper layers. Because light is absorbed only to certain depths, photosynthesis is common only in the upper layers. Lakes and ponds also support a variety of plant and animal life, including  small fish, brine shrimp, aquatic insects, and numerous plant species. Marine Communities Oceans cover approximately 70% of the earths surface. Marine communities are difficult to divide into distinct types  but can be classified based on the degree of light penetration. The simplest classification consists of two distinct zones: the photic and aphotic zones. The photic zone is the light zone or area from the surface of the water to the depths at which the light intensity is only around 1 percent of that at the surface. Photosynthesis occurs in this zone. The vast majority of marine life exists in the photic zone. The aphotic zone is an area that receives little or no sunlight. The environment in this zone is extremely dark and cold. Organisms living in the aphotic zone are often bioluminescent or are extremophiles and adept at living in extreme environments. As with the other communities, a variety of organisms live in the ocean. Some include  fungi, sponges, starfish, sea anemones, fish, crabs, dinoflagellates, green algae, marine mammals, and giant kelp.

Application of epidemiology Case Study Example | Topics and Well Written Essays - 1500 words

Application of epidemiology - Case Study Example of the infections that have occurred within the past year at the facility include the E Coli infection that infected 6 patients at the hospitals Ward 10. Records at the institution also show that there was infection of Fever, coughs and foul smelling urine in various other wards during the same year. Most of the patients who reported high fever were the patients in the intensive care unit but this lasted only a week before it the situation was stabilized. There were 3 patients at the ICU at that time, two males and a female and they recorded high temperatures from late at night till early morning.The other outbreak of these infections was in the pediatric ward, Ward 5 where there was a breakout of cough infections. At the time, the ward had 12 patients, 8 boys and 4 girls. The infection started with a small boy and within a week 7 other patients at the ward had already been put under cough medication. The situation was stabilized in two weeks as the records show this is when the coug h treatment stopped. The treatment of these infection results in an increased expenditure by the hospital. It is therefore important to determine who will bear the costs of this treatment, whether it is the patients, the hospital or if it will be shared by both of them. Even though the patients did not come to the facility with these diseases, they will have to be treated as soon as the symptoms are noticed. The patients can then decide not to pay the extra cost for this extra medication by claiming that the cost was due to negligence by the staff and therefore the cost of treatment lies with the hospital. The issue of whether the patients should be informed of these infections should also be discusses. This is because they might occur without the knowledge of the patients who might think it is just another infection related to their current situation. If they are made aware of these conditions they can sue the hospital for negligence, on the other hand if the patients become aware

Obesity Term Paper Example | Topics and Well Written Essays - 250 words

Obesity - Term Paper Example However, health issues are not the only problems associated with obesity there are also certain economic side effects of it (Sandman, 2007). Different nutritionists and dieticians suggest a number of solutions and cures for this disease. However, there are a few major categories where the first one is in the form of dieting in which the aim is to cut down on consumption of fattening food. Another popular technique is working out, which includes aerobics, yoga, gym, wait training and many others (Wright, 2004). Some people use the combination of these both with a proper weight loss plan, which is another technique. Also taking prescribed medication is essential to control obesity as medicines control appetite (Caprio, 2006). Also the surgical options have started to work more and more with the passage of time. Obesity is a disease that has no boundaries and is common amongst all age groups, gender and ethnic backgrounds. It is an epidemic that has spread all around the globe. Statisti cs show that 31% of Americans are considered obese with a BMI crossing 30 (Grossman, 2004). Works Cited Butcher, Kristin F. Childhood Obesity: Trends and Potential Causes. The Future of Children, 16, 2006 Caprio, Sonia. Treating Child Obesity and Associated Medical Conditions. The Future of Children, 16, 2006 Grossman, Michael. The Economics of Obesity. Public Interest, 2004 Sandman, Nirit.

Federal emergency management agency (FEMA) Term Paper

Federal emergency management agency (FEMA) - Term Paper Example The FEMA also secures state and local governments with the resources and the expertise in specific areas where help is needed (FEMA, 2012a). They also provide funds for rebuilding; and release funds for infrastructure relief by allowing affected individuals to secure low interest loans. This agency also secures funds for the training of emergency response personnel within the US and other territories (FEMA, 2012a). The FEMA’s mission is to support citizens and â€Å"first responders to ensure that as a nation we work together to build, sustain, and improve our capability to prepare for, protect against, respond to, recover from and mitigate all hazards† (FEMA, 2012b). The goals of the FEMA include the preparation of communities for emergencies. In effect, it secures resources to improve the capacity of federal, state, and local government agencies in order to secure best practice and secure grants for local communities (Malcolm, 2012). Another goal of the FEMA is to mit igate the damage caused by disasters. These mitigation goals come about before and after disasters occur; this is when risk management is carried out before disasters and grants are offered for affected individuals in order to mitigate the impact of such disasters (Malcolm, 2012). Another goal is to protect communities from external threats and more importantly to respond to disasters and emergencies. Supporting recovery in communities impacted by disaster is also a significant goal for the FEMA (Malcolm, 2012). The objectives of this organization include the securing the participation of agency employees for the renewal process; emphasizing mitigation as a means of reducing the risks to people, property and communities of disasters; securing a culture of assistance among citizens by ensuring national emergency management partnerships; establishing an all-hazards resource in emergency management; maintaining close relationships with federal agencies in most areas of emergency manage ment; establishing flexibility in the state and local emergency management programs; securing a quick and effective administration in assistance claims; and establishing means by which the efficacy of the FEMA programs can be assessed (FEMA, 2012c). The structure of the FEMA leadership is primarily lodged with the President of the United States from whom main orders for the mobilization of the organization resides (FEMA, 2012d). The FEMA is headed by an administrator, assisted by a deputy administrator and the chief of staff. Staff members would include the directors for the following offices: Executive Secretariat, and the Office of the National Advisory Council. The Chief Counsel would also form part of the administrative staff, including the senior advisor to the Secretary for Emergency Management and the Deputy Administrator of the office for Protection and National Preparedness (FEMA, 2012d). Under the Protection and National Preparedness office are the following assistant dire ctors in specific areas: national preparedness, grant programs, national continuity programs, and the Office of National Capital Region Coordination. The Administrator for the US Fire Administration would also form an office under the FEMA administration (FEMA, 2012d). An associate administrator for t

Malaysian Education And Malaysian Science Curriculum

Malaysian Education And Malaysian Science Curriculum CHAPTER 5 5.0 Introduction This chapter will mainly discuss the generic aspects in Malaysian education system and will give more focus on Malaysian science curriculum. In discussing Malaysian science curriculum, I will be looking at the four main aspects of a curriculum which are the objective, content, implementation and assessment. However, I would prefer to give more focus on the implementation and the assessment which are basically the aspects that influence students performance and the effectiveness of a curriculum. I will highlight the strengths and the weakness of this curriculum or system from the data gathered and the analysis of related documents. 5.1 Brief History on Malaysian Education System In conducting this research, I do believe that one needs to understand the Malaysian education system as a whole, in order to understand how this system develops and works. The development had so many influences from internal and external namely religion, colonialism, integration among races, science and technology, political view and others. However the establishment of Malaysian education system became significantly enhanced after World War II as a result of the rise in awareness among the intellectuals in Malaya. Therefore, to explain brief history of Malaysian education, I would to discuss education in Malaysia, previously known as Malaya, post World War II. 5.1.1 Towards A National Education System In order to help the government to decide the best education system, an Advisory Committee on Education was established in 1949 by British government in Malaya. The government intended a system which could be implemented and on the same time could unite the races in Malaya. Due to that reasons, British believed that a standard type of education could help British to foster the aims in Malaya. Hence, an education system was established which this system used one medium of instruction. On the subsequent year 1950, Barnes Report proposed of the conversion of primary vernacular schools into national schools which using Malay and English languages. In secondary schools however, supposed to maintain the use of English as medium of instruction (Rosnani, H., 2004). From the Barnes report, there were subsequent reports produced with attempts to view the education system in Malaya such as Fenn-Wu report in 1951 and Razak Report in 1955. Razak report was the one which really gave tremendous effect in Malaysian education. The committee was chaired by Dato Abdul Razak Hussein and was given the task to review the education system of Malaya. Based critical analysis and deliberation on 151 memorandums which received, Razak Committee recommended the following; (Rosnani, H., 2004). Two types of primary school National schools and National-type schools with a common content syllabus. Use of Malay language as medium of instruction and English as compulsory subject. In 1960, the Rahman Talib committee was established to investigate the acceptance of Razak Report among the Malaysians. It also aims to strengthen the implementation of Razak Report and the use of Malay as the medium of instruction. Report by Rahman Talibs commitee later was served as the basis for the Education Act 1961 and the act was subsequently approved by the Parliament. 5.1.2 Development of Malaysian Science Education during Post-Independence In Malaysia, science education started under the British colonialism period. At that time, education was received only by the elite groups and only a small group of people in Malaya pursued their study in secondary level where formal science education was provided. During that era, students were used imported textbooks and sat for the examination that was set up by Cambridge Universities. The examination is exactly the same as the ones sat by students in England. After independence, and the establishment of the new state of Malaysia in 1963, a more comprehensive system of education was developed. The system use Malay language as the main medium of instruction and a national curriculum together with examination system (Wong Ee, 1975). Later in 1973, the National Curriculum Development Centre (CDC) was established to oversee matters pertaining to curriculum adaptation and adoption. According to Zainal (1988) curriculum reforms at secondary level were very much influenced by the British education system. In 1960s and 1970s, the reforms (Nielsen, 1985) emphasized the following: integration and relevance of the science curriculum, and science process skills However, research found that the implementation of these reforms at classroom level was very minimal (Zainal, 1988). Even though the reform supposes to change the pedagogy of teachers, studies conducted reported that teachers modified or ignored the inquiry strategies proposed by the reformed courses. There were cases where teachers keep using the traditional pedagogy in teaching. Most of the reasons cited were (Lee, 1992); Lack of confidence and competence on the part of teachers to try out new teaching techniques, probably due to their poor grasp of the subject-matter and poor training; Physical constraints in terms of class size and facilities; Social pressure to teach towards examinations; and A cultural context where respect for authority inhibits independent and critical thinking. Due to the factors listed, the reform process did not met its expectation which to provide a better education for Malaysian citizens. Thus, in 1988, a further wave of reform was carried out. This time the reform was led by the establishment of the Integrated Curriculum for Secondary School (ICSS), which serves to provide the better basis for secondary schooling science programs. Alongside development of scientific knowledge and skills, ICSS Science also emphasizes the inculcation in students of social values and positive attitudes to science. 5.1.3 Implementation of the National Education System The National Philosophy of Education was released in year 1989. The philosophy is as follows: Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving high level of personal well-being as well as being able to contribute to the harmony and betterment of the family, the society and the nation at large. 5.1.4 Education towards Vision 2020 To achieve the status as a fully developed country is the ultimate goal for Malaysia by the year 2020. The definition of Malaysia as a fully developed country is: By the year 2020, Malaysia can be a united nation, with a confident Malaysian society, infused by strong moral and ethical values, living in a society that is democratic, liberal and tolerant, caring, economically just and equitable, progressive and prosperous, and in full possession of an economy that is competitive, dynamic, robust and resilient. In order to reach as fully developed country, it is important for Malaysia to put sufficient effort to overcome nine challenges in Vision 2020. Following are the challenges that are believed to be related to the role of education in Malaysia (Malaysia as a Fully Developed Country, 2010; p.2) The third challenge we have always faced is that of fostering and developing a mature democratic society, practicing a form of mature consensual, community-oriented Malaysian democracy that can be a model for many developing countries. The fifth challenge that we have always faced is the challenge of establishing a matured, liberal and tolerant society in which Malaysians of all colors and creeds are free to practice and profess their customs, cultures and religious beliefs and yet feeling that they belong to one nation. The sixth is the challenge of establishing a scientific and progressive society, a society that is innovative and forward-looking, one that is not only a consumer of technology but also a contributor to the scientific and technological civilization of the future. The ninth challenge is the challenge of establishing a prosperous society, with an economy that is fully competitive, dynamic, robust and resilient. In the history of Malaysia, it is evident that the education policy over the past years has been consistent and in line with Vision 2020. Vision 2020 emphasizes Malaysia as a fully developed country, one which is developed in every aspect economically, politically, socially, spiritually, psychologically and culturally. The challenges in Vision 2020 which related to education will only be overcome by ensuring that adequate supply of human resources in the area of science and technology are provided. This is done through increasing the intake of science students, encouraging the use of technology in among the teachers and students. Critical reviews on the National Education system from time to time ensure that the present curriculum is in line with the progress and needs of our country. The needs include restructuring the society, achieve racial unity and fulfill the aims of the Vision 2020. 5.2 Objective The objective of Malaysian science curriculum lies in its philosophy which is extended and based on the National Educational Philosophy (NPE); In consonance with the National Education Philosophy, science education in Malaysia nurtures a science and technology culture by focusing on the development of individuals who are competitive, dynamic, robust and resilient and able to master scientific knowledge and technological competency Therefore in general, aims of science education in Malaysia are to develop the potentials of individuals in an overall and integrated manner. It also intended to produce Malaysian citizens, who are scientifically and technologically literate and competent in scientific skills. In line with the National Educational Philosophy, the individual produced is believes to practice good moral values and has abilities to cope with the changes of scientific and technological advances. He or she also be able to manage nature with wisdom and responsible for the betterment of mankind. Educational Development Plan for Malaysia (2001 2010) stated that, the aims of the development in secondary education are to enhance students critical and creative thinking skills; emphasize science and technology; provide adequate and quality teaching and learning facilities. By giving focus on science and technology, the prescribed curriculum by means will ensuring the workforces who are knowledgeable and skillful in various fields especially in science, technology and ICT can be produced. From the aims that highlighted, one can see that the philosophy of Education in Malaysia works as a reference or guide for the system in producing the intended products. This can be seen from the following lines; The aspiration of the nation to become an industrialized society depends on science and technology. It is envisaged that success in providing quality science education to Malaysians from an early age will serve to spearhead the nation into becoming a knowledge society and a competitive player in the global arena. Towards this end, the Malaysian education system is giving greater emphasis to science and mathematics education. Dr.Sharipah Maimunah, Director of Curriculum Development Centre (CDC) The focus in the teaching-learning approach in the science curriculum in Malaysia at all levels is the mastery of scientific skills among the students. Since science subject stress on inquiry and problem solving, therefore scientific and thinking skills are need to be utilized. Scientific skills are important in any scientific investigation such as conducting experiments and carrying out projects as it comprises process skills and manipulative skills. Process skills are mental processes that encourage critical, creative, analytical and systematic thinking while manipulative skills are psychomotor skills used in scientific investigations such as proper handling of scientific equipment, substances, living and non-living things. Thinking skills comprise critical thinking and creative thinking, which when combined with reasoning lead to higher order thinking skills such as conceptualizing, decision making and problem solving. In the science curriculum, it is recommended that the scientific and thinking skills are infused through science lessons in various stages. These stages range from introducing scientific and thinking skills explicitly, applying these skills with guidance from teachers and finally applying these skills to solve specific problems independently. The infusion of desirable values and attitudes is also emphasized in the teaching approaches. Such values include showing interest and curiosity towards the surroundings, honesty and accuracy in recording and validating data, flexibility and open-mindedness, perseverance, being systematic and confident, cooperation, responsibility for ones own and friends safety, and towards the environment, appreciation of the contributions of science and technology, thankfulness to God, appreciation and practice of a healthy and clean life style and the realization that science is one of the ways to understand the universe. Hence, to achieve the targeted objectives and aims of the stipulated education,, the Integrated Curriculum for Secondary School (ICSS) or Kurikulum Baru Sekolah Menengah (KBSM) for all subjects including science is are supposed to subscribe lifelong learning among the students, inculcate moral values across the curriculum, and promote students intellectual, spiritual, emotional and physical development. Form the interview that I carried out on an expert in science education, she views KBSM as; I think the philosophy of the Kurikulum Bersepadu Sekolah Menengah (KBSM) science is good. To ensure a scientist that is not only good in the field but also knows the limit of science in understanding the phenomena and knowing science to know God as well. Also the science curriculum is to educate science for all and not specifically to train students to be scientists. (personal communication) 5.3 Content Science education in Malaysia offers wide range of topics arranged in accordance to its theme. The topics are arranged thematically to help students conceptualize and understand how concepts are related to one another. However, lack of effort or perhaps in some cases, failure, among teachers to relate previous chapter from the next caused students to perceive knowledge as detached instead of connected and complete. For example, when students are in form one, they will learn about Matter which covers the details on solid, liquid and gas. When the students move one form higher the following year, two of the chapters on Water and Solution and Air Pressure taught in form two are built on the previous topic on Matter. Later at the upper secondary level, the students will learn about matter in two separate subjects, namely chemistry and physics. The difference is that at upper secondary level, the topics are covered in more depth in comparison to what was leant at the lower secondary level. For chemistry, topic related to Matter focuses more forces that exist between particles while in Physics, learning and discussions are geared towards energy and its influence on matter. In forms one to three, students do general science where certain aspects of biological, physical and chemical sciences are integrated into a subject. The general science subject that students learn, in other words, serves as foundation to prepare them for more advanced science specific subjects such as biology, chemistry, physics and additional science at upper secondary level. In the Malaysian science curriculum, each science subject has its own objectives and focus. The focus of science subjects at primary to secondary levels of schooling change as students ability changed in accordance to their increasing age. However, moving from one stage to another, the focus of the curriculum still intended to achieve the aims and target of the national curriculum. The curriculum in primary school is less critical and serves more as basic or foundation for the students. As students move from primary school to upper secondary school, the designed curriculum undergoes gradual transformation and changes on its level of difficulty whereby the curriculum in secondary schooling is more critical and wider. The science curriculum in secondary schooling is supposed to nurture and reinforces what was learnt at the primary level. At the secondary level, particular emphasis is given to the acquisition of scientific knowledge, and mastery of scientific and thinking skills. The em phasis was given throughout the syllabus designed and the teaching and learning process. At the end of the day, the curriculum that the students had went through, whether in primary or secondary will make them to be all-rounded, balanced, knowledgeable and possess high morality. Therefore, as means of ensuring the development of holistic and ethically upright citizens or possess high morality those who would develop yet manage and preserve the environment the science (and other curriculum for that matter) curriculum has been infused with moral values as indicated by Director of Curriculum Development Center herself; The Science curriculum has been designed not only to provide opportunities for students to acquire science knowledge and skills, develop thinking skills and thinking strategies, and to apply this knowledge and skills in everyday life, but also to inculcate in them noble values and the spirit of patriotism. It is hoped that the educational process en route to achieving these aims would produce well-balanced citizens capable of contributing to the harmony and prosperity of the nation and its people. Dr.Sharifah Maimunah Syed Zain Even though the content of Malaysian science curriculum seemed exceptional on paper, it has, nonetheless, been criticized by students and teachers alike. In fact, there were also experts in education who indicated that the content of Malaysian science curriculum is too ambitious and burdening teachers and students. Some of the interview responses on the content and implementation of Malaysian science curriculum are as follows: It is burden in the sense that the content is still abstract and conceptual in nature, less relevance to the need of their daily life. The content is still subject based rather than societal based. Expert However, sometimes the contents are too much. Not all the experiments or topic that teachers are able to do or show to the class. Teacher ..the syllabus is quite a lot and the teacher must finish it because it will be asked in examinationà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ Teacher .I reckoned Malaysian science syllabus as a mile wide, an inch deep. There is too much too cover, and yet all those topics are being covered at only at a superficial level. There are many repercussions due to thatà ¢Ã¢â€š ¬Ã‚ ¦. Teacher ..I observed teacher making extra effort on teaching important topics in class using up extra period of time, and it ended up with no time left to teach the last topic. Teacher The content of Malaysian science curriculum to some extend failed to address the importance for the students to learn the content and how the content relates to their life. With the feature of Malaysian science curriculum which content-laden, this directly affect on how the curriculum is implemented in school by the teachers. Implementation In order to discuss on the implementation of Malaysian science curriculum effectively, I have divided this section into three subheadings, namely; teaching strategy, textbook and overall conclusion on the curriculum implementation. Teaching Strategy Based on the documents provided by Curriculum Development Centre (CDC) on Malaysian science curriculum, there are various effective methods suggested for science teacher in Malaysia to teach the subject. Among the recommended teaching practices in science classrooms are; constructivist, mastery learning, science process skills, thinking skills and metacognition, student-centered learning and the integration of information and communication technology. However, it can be observed the most common method used by teacher is the traditional teaching or direct teaching which is basically known as chalk and talk method. When teaching science, teachers in Malaysia usually use textbook as their main source of references together with other materials provided by the Ministry of Education (MOE). This is supported by interviews conducted on the students; ..most of them (teacher) using traditional method, chalk and blackboard and cd-rom provided by government and experimental as stated in the text books, absolutely they are using 100% text book .to save time, teachers prefer to use chalk and talk only.. teach something based on textbook. No other source. All teachers are aware that they are responsible for covering all topics in the syllabus. However due to time constraint, it is commonly observed and reported that science teachers in Malaysia tend to cover parts of the syllabus with high probability of appearing in examination only. Since other methods like inquiry learning and constructivism usually consumes much time and energy to carry out, the easier way out is to use the didactic approach that captures the majoritys attention. With that approach, more often than not, many students will ask questions, Hence teachers can pace lessons to quickly cover all topics within the syllabus. Effendi and Zanaton (2006) highlighted the two pedagogical limitations that have been identified as major shortcomings in traditional secondary education: lecture-based and teacher centered instruction. These two types of pedagogical approach actually do not support most of the aims and the outcomes intended by the curriculum. The direct teaching method tends to encourage low-cognitive, surface level learning outcomes such as to define, to list and to state. This is in contrast to the intention of the curriculum which expected students be taught to be creative, critical thinkers and proactive problem solvers who not only master the science process skills but also adapt scientific thinking and attitudes in their daily lives. The mismatch between intended curriculum and the way teaching is carried out in class have been reported by many, including in research conducted by Nor Aishah, et al.(2007) whom proposed inculcation of entrepreneurial skills in science as a method to make the cur riculum moving away from being exam-oriented. A student whom I interviewed also claimed: According to my experience, teacher just tries to make science as something static, no expanding, so they actually promote science is just like a history. Just memorizing the fact without knowing the truth behind the sceneà ¢Ã¢â€š ¬Ã‚ ¦. Amongst the recommended approaches in science teaching, I observed that many teachers are integrating technology in their lessons. However, the integration of technology into teaching only applies to schools which are equipped with the required facilities such as computer, LCD and transparency projector. Most teachers who are not familiar with technology prefer to use transparencies to teach since they are easier to use and can save time. For those teachers who are competent in technology, using power point is their best option. However, integrating technology in the teaching of science has its disadvantages. There were teachers who took advantage by playing the CD provided by MOE throughout the lesson instead of using the CD to support teaching and learning in class. There is also small number of teachers who do not get students to carry out experiments; instead they just demonstrate science experiments to students. On the other hand, there were also those who got students to carry out experiments following procedures stated in textbooks, and make conclusions for the students without much deliberation and discussions. Neither do the students given room to discover science for themselves. These classroom realities are so against the whole notion of science which supposes to be an empirical subject that encourages students to explore and inquire in order to gain knowledge and make conclusions. The way science lessons are carried out in class has seriously affected the students interest in science and their ability to engage in scientific inquiry. Report of Public awareness of Science and Technology Malaysia (2004) throughout the survey conducted revealed that about 43% of Malaysians think that science subjects are difficult and 32% of them think that the approaches that use to teach science and technology are too academic in sense of emphasis only be given on the delivery of the content. However, Kamisah and Lilia (n.d) discovered that Malaysians students have high attitudes in learning science and the attitudes are so much influenced by the students level of educational experiences. Therefore recommended by the Public Awareness Report of Science and Technology Malaysia (2004), Malaysian science teachers should also emphasize on fostering for science among the students. The recommendation also supported by Kamisah and Lilia (n.d) whereby they suggested that teachers should reflect on their content knowledge so that teachers could bring changes in students attitudes in learning science. In relation to enhancing students attitude and interest in learning science, supposedly more practical works should be conducted by students in learning science. However, based on the interviews conducted, it is observed that practical work is often conducted in groups rather than individually or in pairs. Such practices limit active work to two to three students while the other members tend to be passive observers. In some cases, this occurs due to the large number of students in a class (especially in urban schools) and limited apparatus and equipments. These are the factors that prohibit practical work to be conducted in small group or as individual work. Worse than that, there are teachers who did not conduct experiments with their students at all and only learn the theories in science. The following opinions supported the situation described earlier; teacher always refuses to conduct experiments, even when students ask for it Student not all the experiments or topic that teachers are able to do or show to the class Teacher 5.4.2 Textbook Textbook for science subjects are provided to all students in Malaysia. As earlier highlighted, the specified textbook is the main source of reference for local science teaching. In past ten years, science textbook in Malaysia underwent many reformations in order to make it up-to-date with the existing educational and situational needs. At present, the school textbooks are generally more interactive and comprehensive; they are not as thick as the textbooks previously used, with more pictures and diagrams. There is also a CD accompanying the text as means of integrating content with technology. The CD consists of exercises and short notes for students as well as internet links for students to look for extra sources and reading materials; as well as to search for applications of the topic learnt. Even though there were improvements made by the government on the textbook, the improvements somehow did not so much significant changed to Malaysian science classroom. This wide area of content covered by the syllabus make the science textbooks in Malaysia as a source of reference which covers superficial information. Although provided in the textbook internet link for additional information of the topics, it is not fully utilized neither by teachers nor students. This is happened mostly due to the problems such as time constraint, existence of digital gap between schools, the lack of facilities and other reasons. In term of applications of a topic in textbook, its often to be placed at the end of each topic. Mostly only small part provided for application such it usually covers quarter of a page. Even worst, this part always neglect by teachers since it will not appear in examination. All in all, my analysis of the overall implementation of the Malaysian science curriculum revealed numerous issues that both teachers and students encounter, ranging from the teaching approach used in classroom, the need to cover the required syllabus, students perceptions and attitudes towards science, and related issues pertaining to textbook. What could probably be concluded here is that while the documented curriculum appear to be well planned, covering all topics deemed crucial to prepare students prior to entry to tertiary institutions, the execution of lessons somehow do not take place as it should be as highlighted by Curriculum Development Centre, a local expert in science education: Implementation of the science curriculum is always a problem. The visions of the curriculum developers are not fully shared by the teachers who are the implementers. The intended implementation is also restricted by the assessment that is employed currentlyà ¢Ã¢â€š ¬Ã‚ ¦. Assessment Assessment of student learning in Malaysia has, for the past decades and perhaps will continue to be, exam-oriented. This is evident as the most important aspects/criteria people look for when applying for entry into boarding schools, for scholarships, and entry into universities are the number of As students obtained in examinations. In fact, the main method to assess what school students learn and know is via written and/or oral examination. Nonetheless, the problems with examination-dependent assessment have been pointed out by the following parties: it is just for examination, just forget it only excellent people will be produce but they are not able to survive in real world. Knowledge just for sake of exam and later will be forgotten. our curriculum in Malaysia is not too good because only stressed on the examination But, the beauty of the curriculum did not appear because the application or the integration of the curriculum is not effective. Since in Malaysia, the system of education is too exam oriented. revamp the current exam based oriented teaching in schools. Students should be taught how to think, especially when it involves science theories. In Malaysia, examination can be classified into two types which are the national level and internal examination (examination carried out by school). There are two main examinations carried out at secondary level. There are Penilaian Menengah Rendah (PMR) which conducted for form three students and Sijil Pelajaran Malaysia (SPM) for form five students. Both examinations offer science subject. However in SPM, there are more science subjects being offered as compared to PMR which offer only one science subject. The major science subjects sat by students in their SPM are biology, physics and chemistry. Often students who scored excellent result in science subjects will have greater probability of being offered critical courses in higher education such as medical and engineering courses. Internal examinations are examinations carried out in schools. It is compulsory for school administra

Health care cost Analysis Essay -- essays research papers

Health Care Costs Analysis   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Healthcare is expensive and Americans want the best possible healthcare they can get. Consumers are demanding more tests, better drugs and insurance coverage. Americans desire a high quality of life and insurers/employers are trying to provide the means, but cost effectively and without raising costs. In order to do this, â€Å"consumers will have to make more decisions, pay more and perhaps demand greater value† (Barr, Paul).   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The common forces driving utilization and costs are medical technology advancement, demanding consumers, and an aging population† (Barr). Advancements can be seen all over the medical field in areas such as MRIs, new cardiology procedures, highly specialized drugs, cancer treatments, and new laboratory procedures. Consumers are savvy and know their options. There is advertising from pharmaceutical companies and medical technology corporations promoting their drugs and products nationally via the Internet, magazine and television ads. The aging population is also living longer.   Ã‚  Ã‚  Ã‚  Ã‚  This population is living longer due to technological advances and insurance coverage. A huge portion of this coverage provided is by Medicare. Generations have paid into and depended upon this source of funding for years. It is projected that Medicare will be exhausted within the next 14 years. Currently Medicare â€Å"is the biggest single p... Health care cost Analysis Essay -- essays research papers Health Care Costs Analysis   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Healthcare is expensive and Americans want the best possible healthcare they can get. Consumers are demanding more tests, better drugs and insurance coverage. Americans desire a high quality of life and insurers/employers are trying to provide the means, but cost effectively and without raising costs. In order to do this, â€Å"consumers will have to make more decisions, pay more and perhaps demand greater value† (Barr, Paul).   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The common forces driving utilization and costs are medical technology advancement, demanding consumers, and an aging population† (Barr). Advancements can be seen all over the medical field in areas such as MRIs, new cardiology procedures, highly specialized drugs, cancer treatments, and new laboratory procedures. Consumers are savvy and know their options. There is advertising from pharmaceutical companies and medical technology corporations promoting their drugs and products nationally via the Internet, magazine and television ads. The aging population is also living longer.   Ã‚  Ã‚  Ã‚  Ã‚  This population is living longer due to technological advances and insurance coverage. A huge portion of this coverage provided is by Medicare. Generations have paid into and depended upon this source of funding for years. It is projected that Medicare will be exhausted within the next 14 years. Currently Medicare â€Å"is the biggest single p...

Somme Coursework

These three sources help us understand why the public at home supported the war. The three sources combined are very positive and are always very calm. Firstly, Source D is an extract from a book. The extract was taken from â€Å"The first years of the great war†. It was published in London 1916 already becoming biased as it is all English. The extract provides a very real clue as to why the general public, waiting at home would be behind the war. The author gives a bright description of the British soldiers. The author spends a picture to the public at home describing the soldiers â€Å"leaping from their trenches,†. The author describes the German soldiers by the use of the word â€Å"Hun†. The word â€Å"Hun† is a negative term used for the Germans. Again the author, is becoming biased as he is very negative towards the Germans whereas he describes the British as being invincible. By this source the public get a vivid description imaging that the war is in favour to Britain as it does not refer to the amounts of deaths for the British soldiers. The writer says they didn't â€Å"falter† as they reached the Germans. He describes them as brave and advancing through the war easily. He mentions they attack in â€Å"Line after line†. This makes the public at home feel secure as they think that not many British soldiers are dieing. They get this image from a few words, â€Å"didn't falter as they advanced, and move steadily as if on parade before the King, Heroes all.† This creates an unreal image in the readers mind as this is not actually happening in the war. Source E was a last letter written by Lieutenant John Raws on 19th August 1916. The person who wrote the letter shortly died during the Battle of the Somme. In his last letter he says, â€Å"Goldy† and the others officers were murdered.† For the murder of Goldy he blames â€Å"the incompetence callousness and personal vanity of those in high authority†. He suggests that the soldiers in high authority such as the seniors were not good at their jobs and cowardly. In this Source there is a lot of emotive words like â€Å"callousness†. He felt that the senior staff were all self centred and didn't care about the soldiers and their lives. When Lieutenant John Raws refers to â€Å"Goldy† Goldy was his brother his full name was Robert Gold Thorpe Raws. Source F, is an extract from a film. This was to show the public at home not to worry as everything was going in England's favor. The reason why they did this was for propaganda. The film had many real pictures however some of the footage was edited and made less violent removing a lot of deaths of the British soldiers Another vital aim for this film was to reassure the public at home the â€Å"reality† of the war. The film was made to make the public at home think that the British soldiers were on top and advancing through the war with ease. Sources D and F were to boost the support from the public at home and back the war. All three sources left out the horrific description of the war which was really occurring.

Blood And Water Essays - Characters In Macbeth, Free Essays

Blood And Water Essays - Characters In Macbeth, Free Essays Blood and Water In William Shakespeare's masterpiece Macbeth, he uses many motifs. Two of these motifs are blood and water. The play is full of images of blood and water, to show the characters' attitudes toward their own guilt at each stage. Both motifs mature and change in their meaning along with the setting and mood of the play. The functions of both are important if the subtleties of the play are to be understood. Blood symbolizes honor, treachery, and guilt. Water symbolizes cleanliness of the soul, as though all it takes is water to wash guilt away. While reading the play, it is noticed that blood comes up repeatedly. This is important to the overall effect of the different usages in the play. The word "blood," or different forms of it, is found forty-two times in the play, along with several other passages dealing with the symbol. The symbolism of blood strangely follows the change in the character Macbeth. Macbeth is first a soldier, very highly revered by the King Duncan. As the play progresses, Macbeth's demeanor and personality declines, as does the meaning of blood. Blood is then viewed as a symbol for treachery and bloodshed, along with the various forms of guilt. The first reference of blood is one of honor, and occurs when Duncan sees the injured captain and says "What bloody man is that?"(I, 2, ln.1). This mention of blood is symbolic of honor, for the brave fighter has been injured in a glorious and ardent battle for his country. In the next passage the captain says that Macbeth's sword ". . .smoked with bloody execution"(I, 1, ln.20), with this he is referring to Macbeth's braveness in which his sword is steaming because it is covered in the hot blood! of the enemy on the cold morning of the battle. This function is important because it shows that at this point in the play the word blood is used as a sign of fighting valiantly. It is a sort of pride to have a bloodied sword, or have bled in battle for your king. After blood has been referred to a few times with reference to honor, the symbol of blood now changes to show a theme of treachery and treason. Lady Macbeth begins the change when she asks the spirits to "make thick my blood, "(1, 5, ln.50). What Lady Macbeth is saying is that she wishes to be remorseless and insensitive about the murders she and Macbeth will soon commit. Also in this area the symbol of blood is changes to one of guilt. Lady Macbeth knows that the evidence of blood is a treacherous symbol, and knows that if they are found with bloody daggers they will be hanged for their betrayal of the king, so she tells Macbeth to "smear the sleepy grooms with blood."(II, 2, ln.64), and Macbeth replies "If he do bleed, I'll gild the faces of the grooms withal /for it must seem their guilt."(II, 2, ln.72-3). When Banquo states "and question this most bloody piece of work,"(II, 3, ln.150) and Ross says "is't known who did this more than bloody deed?"(II, 4, ln.31), they a! re both inquiring as to whom performed the treacherous acts upon Duncan. Once again, blood is used as a sign of guilt. Both use blood as a mark upon a person which would point them out as a sure suspect for the killing of Duncan. Whoever has the blood of Duncan on them is guilty of treason, and more importantly, they are guilty of the murder. It is also here where the theme of water is first brought in. Macbeth is fretting about the fact that it was he who killed the king, and he was beginning to regret the choice he made, saying "Will all great Neptune's ocean wash this blood /clean from my hand?"(II, 2, ln.78) Lady Macbeth, still sure that they will never be caught, says "A little water clears us of this deed."(II, 2, ln.86) This shows that the function of water is to be used as a symbol for an element which can absolve a person of all guilt. This is important because it seems to be the counter, or the antithesis of

Thank You Note Definition and Writing Tips

Thank You Note Definition and Writing Tips A thank-you note is a type of correspondence in which the writer expresses gratitude for a gift, service, or opportunity. Personal thank-you notes are customarily handwritten on cards. Business-related thank-you notes are usually typed on company letterhead, but they, too, may be handwritten. Basic Elements of a Thank-You Note [The] basic elements for writing a thank-you note should include: Address the individual(s), using a  salutation  or greeting. . . .Say thank you.Identify the gift (be certain to get this one right. It does not look good to thank Mr. and Mrs. Smith for the lingerie when they sent you a toaster.)Express how you feel about the gift and what it will be used for.Add a personal note or message.Sign your thank-you note. Within this framework, there is a great deal of latitude. When preparing to write a note, sit for a moment and consider your relationship with the person to whom you are writing. Is it intimate and personal? Is it someone you know as an acquaintance? Are you writing to a complete stranger? This should dictate the tone of your writing. (Gabrielle Goodwin and David Macfarlane, Writing Thank-You Notes: Finding the Perfect Words. Sterling, 1999) Six Steps to Writing a Personal Thank-You Note [1]Dear Aunt Dee, [2]Thank you so much for the great new duffel bag. [3]I cant wait to use it in my spring break cruise. The bright orange is just perfect. Not only is it my favorite color (you know that!), but Ill be able to spot my bag a mile away! Thanks for such a fun, personal, and really useful gift! [4]Im really looking forward to seeing you when I get back. Ill come over to show you pictures from the trip! [5]Thanks again for always thinking of me. [6]Love, Maggie [1] Greet the recipient. [2] Clearly state why you are writing. [3] Elaborate on why you are writing. [4] Build the relationship. [5] Restate why you are writing. [6] Give your regards. (Angela Ensminger and Keeley Chace, Note-worthy: A Guide to Writing Great Personal Notes. Hallmark, 2007) Thank-You Note Following a Job Interview An essential job-seeking technique, as well as a gesture of courtesy, is to thank the person who interviews you. Write a note immediately after the interview and before a decision has been made. State what you liked about the interview, the company, the position. Emphasize briefly and specifically your suitability for the job. Address concerns about your qualifications that came up during the interview. Mention any issue that you didnt have the opportunity to discuss. If you felt you misspoke or left the wrong impression, this is where you can correct your interviewbut be brief and subtle. You dont want to remind the interviewer of a weak point. (Rosalie Maggio, How to Say It: Choice Words, Phrases, Sentences, and Paragraphs for Every Situation, 3rd ed. Penguin, 2009) Thank-You Notes to College Admission Offices Call it a testament to how carefully students court college admissions offices these days: Thank-you notes have become the new frontier. . . . Miss Manners, Judith Martin, who writes a syndicated etiquette column that runs in more than 200 newspapers, says she, for one, does not think thanks are needed for a campus visit: I would never, ever say, Don’t write a thank-you note under any circumstances. I don’t want to discourage them. But it is not really a situation that is mandatory. Still, some admissions advisers [disagree]. It seems like a small thing, but I tell my students that every contact with the college contributes to their perception of you, said Patrick J. O’Connor, director of college counseling at the private Roeper School in Birmingham, Mich. (Karen W. Arenson, Thank-You Note Enters College Admission Game. The New York Times, Oct. 9, 2007) A CEOs Thank-You Notes Dear Bloomberg Businessweek Friends, Thank you for asking my perspective on writing thank you notes. In my 10 years as President and CEO of Campbell Soup Company, I sent out over 30,000 notes to our 20,000 employees. I found it was a powerful way to reinforce our strategies, to let our employees know we were paying attention and to let them know that we cared. I kept my notes short (50-70 words) and to the point. They celebrated accomplishments and contributions of real significance. They were virtually all handwritten to make the communication more authentic and personal. It is a practice that I highly recommend. Good luck! Doug (Douglas Conant, Write a Thank-You Note. Bloomberg Businessweek, Sep. 22, 2011) Thank-You Note to Anita Hill Anita Hill, I want to personally thank you for what you did for us twenty years ago. Thank you for speaking up and speaking out. Thank you for your quiet dignity, your eloquence and elegance, your grace under pressure. Thank you for illuminating the complexities of female powerlessness and for explaining why you didn’t complain when the offense first occurred, and for describing how cowed and coerced a woman can feel when she’s hit upon by a man who controls her economic destiny. . . . (Letty Cottin Pogrebin, A Thank-You Note to Anita Hill. The Nation, Oct. 24, 2011)

The Individual and the State Essay Example | Topics and Well Written Essays - 1500 words

The Individual and the State - Essay Example In toerh ways, citizens give up some freedoms in return for the state guaranteeing much larger freedoms such as the right to live safely and to own personal property without it being stolen. Within this context, it would appear that "civil disobedience" would not be allowed. For civil disobedience would not bow to the general will, it would be an expression of natural right. This is only the case when the government of a country genuinely adheres to the general will, and when the social contract is being honored. Thus if a despotic ruler takes control, or if the citizens start to tyrannize their fellow people, then disobedience would be in order. This seems a sensible point of view. Most of the most advanced countries of the world adhere to the idea of the social contract, and thus civil disobedience is not needed. However, when the laws are demonstrably unjust (such as race laws in the American South in the 1950's) then a degree of "civil disobedience" (such as Rosa Parks) is legitimate. Rousseau would support such actions. In The Death of Socrates David portrays the last seconds in the life of Socrates, who had been condemned to death by the Athenian state for corrupting the morals of young men by his teaching methods. These teaching methods essentially enabled them to think for themselves and to question the logic of authority through the Socratic method of questioning. The main feature of the painting is the contrast between the powerful-looking, animated and yet controlled Socrates who is about to drink the hemlock with those of the young men surrounding him who seem miserable in their inability to accept the situation. Formally, Socrates is placed just to the right of center of the picture, and has a kind of light exuding from him. This makes him the most powerful figure in the painting. In contrast, his disciples are painted in a darker manner, and they are looking away from the figure of Socrates, even as one of the young men is handing him the hemlock. In this situation David is suggesting that the individual must stand up for what he believes in against the forces of the state. The masses are represented by the apparent anger of the old man looking at Socrates on the right. Two young men look at him like timid animals, while an old man sits at the end of the bed, apparently impotent to do anything. It is only Socrates who is facing the reality of the situation, as an individual must if he is to take on the state. c)What areas of shared concern can you identify between Rousseau's argument in The Social Contract and David in The Death of Socrates One major area of shared concern is what the individual should do when he/she is about to take on the state. Thus within The Social Contract the individual should in nearly all cases give up the "natural right" for the good of the whole mass of people. Essentially Socrates has demanded his freedom to assert his natural right through teaching the young men of Athens as he sees fit, rather as the state sees fit. The background to the scene in the painting is that Socrates has in fact refused to escape his death sentence, but rather voluntarily drinks the

Forensic Essay Example | Topics and Well Written Essays - 1000 words

Forensic - Essay Example The modern world is experiencing more sophisticated criminal activities that use technology to hide the identity. One of the commonly used method in crime propagation is the use of typewritten documents. Printed documents are used for criminal purposes such as communication, threatening, or soliciting ransom. Investigators thus face a dilemma on how to track the suspects. However, locating the machine used in printing or photocopying the documents is critical in narrowing the search area. Several methods are used to identify the machine that printed a particular document. The machines are traced from the unique characteristics of their output. Some of the characteristics include; paper banding due to variations in speeds of toner cartridges, marks from feed system, graphic marks put by specific printers and identification of indentations using Electrostatic Detection Device (EDD). According to Chiang et al. (2004) printer prices have enormously dropped, and almost everyone can afford one. However, the manufacturers of these printing machines lower the quality of the machines to reduce costs of production. Changes are visible in aspects such as plastics gears that move the toner cartridge. The cartridge gears are also never uniform making toners cartridges run at different speeds. Every printer or photocopiers have unique toning pattern as a result of toner morphology and chemical composition (Girard, 2013). Forensic experts are thus able to determine the machine used in printing or photocopying a paper. As noted, the variability in cartridge speeds inhibits accuracy of the toner. The photoconductor is subsequently rotated at different speeds. The situation leads to uneven detection of text or image with certain parts being darker and others lighter. The phenomenon is called banding and is common in printers and photocopiers that use rotation beams.