Natural Resources And The Economy Of Middle East Essay

The job of oil in the economies of the Middle East has modified after some time and it is conceivable to perceive arranges in its turn of events. From the start the principle advantage was monetary for the explanation that, despite the fact that incomes were unobtrusive from the 1930s to the 1960s, these met the greater part of the use needs of the imperial family units in the Gulf and subsidized the significant extent of government current spending. Since oil creation extended during the 1960s incomes developed, and the quadrupling of oil costs in 1973-4 brought about a gigantic benefit. This could be deciphered as the subsequent stage. Oil income was seen mostly as a methods for financing venture as opposed to simply current uses, regardless of the way that for a portion of the Gulf expresses the income was incredible to such an extent that it was likely to set some aside into ‘funds for future generations’. Since Middle East creation deteriorated and declined in a few nations, the connection between oil costs and advancement happened to vital essentialness. This was evident from the framework blast resulting from the 1979 oil value rises, and the virtual end to significant speculation ventures following the value falls of the 1980s. (Mohamed Rabie, 1992). A third stage has now begun in which the volume of fares and the cost of unrefined petroleum is happening to less significance for the economies of the area. Oil is less essential as a yield anyway progressively significant as an info. It is the promoting of refined items and petrochemicals which matters to an ever increasing extent, not the deals of unrefined petroleum. In these situation valuing issues end up being progressively mind boggling. Low household evaluating of oil data sources can help the universal intensity of the Middle Eastern refining and petrochemicals industry, especially during the section, fire up and newborn child industry stages. In the more extended term Middle Eastern unrefined petroleum may not be universally exchanged, rather it is oil items sends out which will matter. In this circumstance OPEC’s declining criticalness as a cartel is less harming to the economies of the Middle East than might some way or another have been the situation. Broadening into downstream creation implies that it is important considerably less that oil costs are performing like those of other primary wares, with repetitive instability and a drawn out inclination to decay. The economies of the Middle East may at present be oil-subordinate; anyway the idea of this reliance is changing from yield to enter reliance. This has the benefit of being progressively controllable. A portion of the issues which were significant in the writing on the oil and improvement interface are disputably now less relevant in a time of lower oil costs. There was a long discussion during the 1970s and 1980s with respect to whether oil godsends were a gift or a revile. One contention for the last view was the view that oil-subordinate economies would in general experience from ‘Dutch disease’, purported because of the impact of gas sends out from the Netherlands in driving up the guilder, making producing trades uncompetitive and imports less expensive, with resulting unfriendly ramifications for joblessness. Despite the fact that this contention is from the outset sight enticing, and there was assurance verification in its help in the Netherlands and ostensibly in Britain, its pertinence to the Middle East is available to address. (Mohammed Akacem, 1992). The nations of the Gulf had minimal neighborhood producing limit during the 1970s which could have been undermined, and the absence of work was a greater amount of an issue than joblessness. Oil sends out were regardless named in dollars, as were most imports, subsequently the degree of the swapping scale was of relatively minor hugeness for exchange. A solid conversion standard checked inflationary weights, and any devaluation would only have brought about imported swelling which would have added to that produced locally through gracefully bottlenecks. For nations, for example, Egypt, with assembling limit and non-oil sends out for example cotton and materials, Dutch sickness was almost certain, especially as oil turned out to be increasingly more the main fare after the arrival of the Suez fields by Israel, and there was too the aberrant impact of Gulf oil trades on the conversion scale through settlements. Examination by market analysts, especially Bent Hansen, made known minimal exact help for Dutch infection in Egypt. Cotton and materials were for the most part sent out to Eastern Europe under reciprocal exchange accords that had directed instead of market costs. Imports were liable to levies, quantities, outside trade controls and different limitations. The official conversion scale was itself-controlled, while truly at a high, and maybe exaggerated, level during the 1970s. It is questionable, however, on the off chance that a lower rate would have done a lot to help sends out, given the flexibly requirements in the Egyptian economy. (R. K. Ramazani, 1998). Oil incomes were doubtlessly of more result at the political economy level, as they fortified the job of the state by expanding the two its capacity of support and its ability to control financial action. There was less need to gather different types of expense incomes because of the importance of oil incomes, and furthermore possibly less government responsibility. All nations in the Gulf embraced some type of advancement arranging, essentially in order to discover their use needs and determine how spending plans connected. The interview when arranging the consumption of oil incomes just reached out to the administration services, however, and not to the overall population. What's more, governments regularly overlooked their own advancement plans if conditions changed, either through new protection and security concerns or because of the changing cost of oil. References: John Page (1999). The Impact of Lower Oil Prices on the Economies of Gulf States; Middle East Policy, Vol. 6 Marc J O’Reilly (1999). Oil Monarchies Without Oil: Omani and Bahraini Security in a Post-Oil Era; Middle East Policy, Vol. 6 Mohamed Rabie (1992). The Politics and Economics of Oil; Middle East Policy, Vol. 1

The American Dream Essays (400 words) - The Great Gatsby

The American Dream In The Great Gatsby, F. Scott Fitzgerald utilizes many rehashed references to time so as to cause to notice the supposed American Dream, which is something Jay Gatsby painfully wants in this novel. Time is the most significant theme in The Great Gatsby, the word itself seems multiple times! Gatsby is continually endeavoring to return to that ideal second in time is to recover Daisy's heart. These time references are communicated through all the artistic procedures. A few scenes which represent time are when Gatsby thumps over the clock and his rundown of well known gathering visitors composed on a timetable. Time itself is a disintegration, and in this way represents the incongruity of the American Dream, another disintegration. Over the long haul, Gatsby and his yearnings for understanding this Dream appear to float more distant and more remote separated. Others in the novel are taking a stab at this energetic objective too. Myrtle (who's name is a poisonous weed vine, that endeavors to climb) figures she can discover it through affection; love of Tom Buchanan's cash. The yellow-gold vehicle that executed her (gold speaking to wealth) is actually her enthusiasm for everything materialistic breaking her fantasy. George Wilson, presumably the most legitimate character in the book, likewise thinks the response to finding the fantasy is love, however genuine love; for Myrtle, and himself. At the point when he thinks Gatsby has executed his affection, he slaughters him and afterward himself, realizing that his variant of the fantasy is out of reach. The two individuals who genuinely seem to live the fantasy are Tom and Daisy. Be that as it may, they undermine one another and have no affection for each other. What sort of dream is that? Jay Gatsby tossed luxurious gatherings so as to see Daisy, who never appeared (But, on the other hand neither did he). He looked out of his manor, a simple duplicate of loftiness, and viewed different visionaries spend their time.And concerning time, the novel starts with the expression: In my more youthful and increasingly defenseless years... furthermore, closes with ...borne bck unendingly into the past. Both underscore the ignificance of time. The main commendation Nick pays tsby shows how the American Dream isn't so substantial in theGreat Gatsby. As Nick is going out, he shoutsfrom the lawn,They're a spoiled crowd....you're worth thewhole pack set up. l taking all things together, time has dissolved every one of these characters' discernment of the American Dream. English Essays

An Advertising Competition Like No Other

An Advertising Competition Like No Other This past weekend, I was in South Bend, Indiana competing at the National Student Advertising Competition competing on behalf of the American Advertising Federation (AAF) student chapter here at Illinois. Every year, the AAF pairs up with a national brand. This year, Snapple asked us to create  an advertising campaign for them to increase overall sales for the beverage. Since September, weve been working extremely hard on the campaign, and this past weekend we finally were able  to give a 20-minute presentation to 3 advertising industry professionals and 1 marketing professional from Dr. Pepper Snapple Group! I served as a copywriter for the team, which meant I got to write the words for all of the ads as part of the campaign. We thought of a new slogan called Snap Out of It. There were about 20 to 30 of us on the team, including designers, writers, researchers, and strategists. Unfortunately, we didnt win the competition, but it made me  proud of the team and to be an advertising major here at Illinois. What I love about being in the College of Media is that everyone is so passionate about their major and the work they do outside classâ€"whether theyre in  journalism, media and cinema studies, or advertising. Although Im partial, I find that the Advertising majors here and in AAF are the most fun group of people, and theyre super smart too! Advertising is a small world of an industry where everyone knows everyone, so I truly think that a lot of the people I work with in AAF could  be my co-workers one day or at least great people to network with  post-graduation. Illini want to help each other, and I think thats the best part about being an Illini. The best part of it all is that I made some great friends that are sure to last a lifetime: Daniel Class of 2018 I’m an Advertising major in the College of Media. I’m from a northwest suburb of Chicago called Buffalo Grove. I chose Illinois because it was the first university in the entire world to offer an Advertising major, which is pretty cool!

The Five Key Managerial Skills - 1075 Words

1.Technical skill, interpersonal skill, conceptual skill, diagnostic skill, and political skill are the FIVE key managerial skills that a manager needs. A well-developed technical skill can contribute to management ability to succeed. Managers whom understand a specific activity that involves methods, processes, procedures, or techniques is considered a good manager. In order for a manager to conquer their goal he or she must prepare a spread sheet analysis, upload information onto a social networking site, develop a marketing campaign, and demonstrate a piece of electronic equipment. Interpersonal skill is a manager’s ability to work effectively as a team member and to build cooperative effort in the unit† (17). An important part of†¦show more content†¦2. Behavioral approach to management – an approach to management that emphasizes improving management through an understanding of the psychological makeup of people (22). Contingency approach to management- a perspective on management that emphasizes that no single way to manage people or work is best in every situation. It encourages managers to study individual and situational differences before deciding on a course of action (27). 3. An important part of interpersonal skills is communication skills which for managers is multiculturalism. Multiculturalism is the ability to work effectively and conduct business with people from different cultures (18). 4. Managers perform outsourcing. Outsourcing revolves primarily on finding an individual or organization to perform a specific task for his or her company (40). Also, managers perform offshoring, which is also known as global outsourcing. Offshoring refers to outsourcing but involves communications and connections not only within the country but among foreign countries as well (40). â€Å"A global force behind global outsourcing is the pressure discount retailers such as Wal-Mart Target, and Dollar General exert on manufacturers to keep their prices low† (40). 5. NAFTA (The North American Free Trade Agreement) On January 1, 1994, NAFTA established liberal trading relationships among the United States and

Victor Vasarely, Leader of the Op Art Movement

Born on April 9, 1906, in Pecs, Hungary, artist Victor Vasarely initially studied medicine but soon abandoned the field to take up painting at the Podolini-Volkmann Academy in Budapest. There, he studied with Sandor Bortniky, through which Vasarely learned about the functional artistic style taught to students at the Bauhaus art school in Germany. It was one of a variety of styles that would influence Vasarely before he became the patriarch of Op Art, an abstract form of art featuring geometric patterns, bright colors and spatial trickery. An Emerging Talent Still an emerging artist in 1930, Vasarely traveled to Paris to study optics and color, earning a living in graphic design. In addition to the artists of the Bauhaus, Vasarely admired early Abstract Expressionism. In Paris, he found a patron, Denise Rene, who helped him open up an art gallery in 1945. He exhibited his works of graphic design and painting at the gallery. Vasarely unstintingly joined together his influences—the Bauhaus style and Abstract Expressionism—to reach new levels of geometric precision and foster the Op Art movement in the 1960s. His brilliant works went mainstream in the forms of posters and fabrics. The ArtRepublic website describes Op Art as Vasarely’s â€Å"own geometric form of abstraction, which he varied to create different optical patterns with a kinetic effect. The artist makes a grid in which he arranges geometric forms in brilliant colors in such a way that the eye perceives a fluctuating movement.† The Function of Art In Vasarely’s obituary, the New York Times reported that Vasarely viewed his work as the link between the Bauhaus and a form of modern design that would spare the public â€Å"visual pollution.† The Times noted, â€Å"He thought that art would have to combine with architecture to survive, and in later years made many studies and proposals for urban design. He also devised a computer program for the designing of his art -- as well as a do-it-yourself kit for making Op Art paintings -- and left much of the actual fabrication of his work to assistants.† According to the paper, Vasarely said, It is the original idea that is unique, not the object itself. The Decline of Op Art After 1970 the popularity of Op Art, and thus Vasarely, waned. But the artist used the proceeds from his Op Art works to design and build his own museum in France, the Vasarely Museum. It closed in 1996, but there are several other museums in France and Hungary named after the artist. Vasarely died on March 19, 1997, in Annet-on-Marne, France. He was 90. Decades before his death, Hungarian native Vasarely became a naturalized French citizen. Hence, he’s referred to as a Hungarian-born French artist. His wife, the artist Claire Spinner, preceded him in death. Two sons, Andre and Jean-Pierre, and three grandchildren, survived him. Important Works Zebra, 1938Vega, 1957Alom, 1966Sinfel, 1977 Links to Sources Cited http://www.nytimes.com/1997/03/18/arts/victor-vasarely-op-art-patriarch-dies-at-90.html

Impact of Computers in Todays Society Free Essays

Computer, as the term is most commonly used, refers to the digital computer, an electronic device that makes lengthy or complicated calculations at high speeds and (except for certain small models) is also able to make decisions based on logic. A less common type of computer is the analog computer. A digital computer forms the core of a data processing system. We will write a custom essay sample on Impact of Computers in Todays Society or any similar topic only for you Order Now Data processing is, basically, the organization of information into a useful form by such processes as comparing, selecting, and arranging. A very simple example of data processing is alphabetizing a list of names. Electronic data processing, or EDP, is data processing performed by a computer. Computers vary greatly in the speed at which they can perform calculations and in their ability to handle complicated tasks. Computers also vary greatly in size—from arrays of equipment occupying a large room to a slice of silicon smaller than a postage stamp. In general, small computers are referred to as microcomputers; large computers, as mainframes; and computers of intermediate size, as minicomputers. General-purpose microcomputers are commonly called personal computers. The computer ranks as one of the major technological developments of the 20th century. Beginning about 1950, it took the computer less than two decades to revolutionize the methods of business, industry, and government; to greatly advance work in the sciences; and to find wide application in such diverse fields as accounting, education, medicine, and publishing. Today, the computer industry—which includes the manufacturing of computers, the designing and marketing of computer programs, and the providing of computer-related services—is among the most important in the world. History Early forerunners of the computer were the abacus, developed in the ancient times in the Far East, and an adding machine invented in 1641 by Blaise Pascal of France. The principle of the punched card was developed about 1801 by Joseph Marie Jacquard, also of France. His cards were used to control the pattern produced in textiles by a loom. All of the basic principles of the modern digital computer—input and output devices, storage and arithmetic units, and the sequencing of instructions—were conceived in the 1820’s and 1830’s by Charles Babbage, an English mathematician. He completed a small computer, called a difference engine, in 1822. It consisted primarily of gears and levers and was similar to a modern mechanical desk calculator. Impact and use of computers A computer is a high-speed mathematician, file clerk, and a typist. It can perform many thousands of times more rapidly than human without error. Its many uses grow out of these characteristics. Computers are used in business to do many routine and time-consuming jobs, such as handling billing, payrolls, and inventory. Computers can be used in making forecasts of future sales figures or economic conditions. In many organizations, computers are used as word processors, simplifying the production of reports, letters, and other documents. Some organizations routinely transmit memos and other messages by means of computer linkups, a form of communication known as electronic mail. Reporters, salespeople, and other workers can produce their written work on portable computers and then transmit the work to an office via telephone lines. In the school, computers are used in many classrooms to assist teachers in instructing students. Computers are used in a variety of ways, from supplying simple drills to providing complex simulations of such processes as conducting a scientific experiments or managing a large company. In such sciences as physics, chemistry, and psychology, computers are used to monitor experiments and organize the results so that they can be interpreted more easily. In astronomy, computers perform the complicated alculations necessary for determining the orbits and relative positions of various heavenly bodies. In engineering, computers are used to help produce and evaluate the design of new products. Another use of computers is to control industrial processes. This form of control, a type of automation, has been applied to such processes as machining, oil refining, and the manufacture of chemicals. Another industrial use is to control robots used in assembly operations. Computers are essential for a variety of functions performed by government agencies. For example, computers are used by the National Weather Services for analyzing large amounts of weather data to make weather forecasts; by the Federal Aviation Administration for operating the complex equipment needed to direct air traffic; by the Internal Revenue Service for handling tax records; by the Census Bureau for compiling statistical data on the country’s population; and by the military for communication, defense, and weapons systems. In the home, computers are used for a number of purposes. A popular used of home computers is for playing video games. They are also used to gain access by telephone hook-up to networks providing a variety of information and communication services. In some homes, computers are used for word processing and for maintaining household records. It is also known to surf the web and collect various information off of the internet. Many people work off of a computer for a living. A computer can perform a virtually unlimited number of calculations, one after another, without further action on the part of the person using it. It is this ability that sets a computer apart from an ordinary calculating machine, which requires control by a human operator for each calculation. Although the computer itself deals only with numbers, it can work with information that was not originally in numerical form if that information lends itself to mathematical and logical analysis. It does so by first converting the information into numbers; it then performs calculations with the numbers and converts the result into a usable form. Although computer does not think, it does make decisions. Each decision is based on a logical pattern previously stored—by a human being—in the computer. It makes a decision by following instructions such as â€Å"If the number you are reading is 10 or less, proceed to the next step. If it is greater than 10, skip the next step. † In making decisions, the computer uses the same processes as those described in the article LOGIC. How to cite Impact of Computers in Todays Society, Papers

Planning for the Future free essay sample

Hopes and Dreams A. Even if you have not done much research on the topic what are your hopes and dreams for your employment future? â€Å"What do you want to be when you grow up? † -When I grow up I want to be an ultrasound technician. I’m very interested in the female body and reproductive system. I also love babies so it was keep me interested in my studies. I want to be able to help women out with the beautiful experience of birth and child development. B. What do you want your life to look like in 10 years? In 10 years I want to be a successful ultrasound technician. I will also make my own schedule so I can spend time with my amazing future family. I want to be living by the beach with my husband, Jason Zeigler, and my two children, Carson and Brayden. I will be in the upper-class and have a river house. We will write a custom essay sample on Planning for the Future or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We will have two dogs, Jackson and Parker. C. What do you want your life look like in 5 years? -In 5 years I will be in college. Hopefully University of Riverside after I get my general education done at Chaffey. I will also be moved in and engaged to Jason Zeigler. That will be the biggest turning point of my life in my own personal opinion mainly because I will be focusing on my major and my career, which will in turn determine the rest of my life. Either successful or a failure. D. What are you doing now that will affect the rest of your life? -Things that I am doing now that will affect the rest of my life is graduating high school, going to college, and working and becoming independent. Graduating is a huge step in life. It’s the start of the rest of our lives. There’s no more messing around anymore. We are growing up and now we must be independent and do things on our own. Going to college is another big step in what is going to affect the rest of my life. There is no more free education. Especially when your parents are making you pay for it by yourself like I am. At least I have a very good, well-paying job, In N Out. In N Out has really taught me how to be responsible with my money. It has made me realize how fast your money can disappear. It has also broken me out of my shell. In N Out has taught me how to deal with angry customers and how to talk to anyone. These are some very important traits I feel that I will need for the rest of my life. Step 2: Evaluate your Current Job A. What are the tasks that you are performing in your current job that will transfer to future jobs and your career? * The tasks that I am performing in my current job that will help me transfer to future jobs and my career is dealing with agitated people, working at a fast pace, being able to talk to anyone, and being able to do what people tell me quickly and efficiently. Dealing with angry and/or agitated customers is probably the hardest part of the job. Not only is it awkward, but it is also very agitating for you. I normally want to just scream in their face that it’s not my fault but I always keep my cool. Working at a fast pace without stressing is also a very good skill to have. You have to be able to work very fast at In N Out. We are constantly busy and having to please hundreds of customers a day. B. What are the possibilities for advancement at this current job, and what are the skills you could still learn at this job? * In N Out runs off of a level system. A level 1 cleans the dining room. A level 2 takes orders and can work the back pay window. A level 3 can take orders outside with something we call a hand held, and can also hand out food for the drive through. A level 4 works fries. A level 5 dresses, puts the condiments, on the burger. A level 6 actually cooks the burgers. Lastly, a level 7 is a manager’s assistant. They help run the shift when the manager isn’t around. Then after all those are the managers. Each separate store has 4 different mangers. They move up as well. They all start out as 4th managers and then move up to a 1st manager, which is a â€Å"store manager†. After that they can move up to district managers and then a regional manager. I am currently a level 3 but I am hopefully getting my level 4 soon. I’ve been working and learning fries. In N Out is definitely my fall back if the ultrasound technician fails. Step 3: Interests A. What do you like to do? * I love to hang out with friends, my boyfriend, go out to eat, and sleep. I can hang out with my friend and Jason for days. Probably like every other teenager but that’s when I have the most fun. Going out to eat is my favorite thing to do. I don’t really care if it’s bad for you. I love food. Sleeping is what I do in my free time. I am constantly tired so I love sleep when I actually have the time to do so. B. What is the best experience you have ever had? The best experience I’ve ever had was probably my senior prom. Basically it was the best night of my life. It was amazing. From getting ready, to pictures, to dinner, to the bus, to the dance, to the bus again, and then Kyle Wades spa. I got to get ready with my best friends and my boyfriend’s mom paid for me to get my makeup done. I love that woman. The pictures were great with m y boyfriend and best friends. We got some really cute ones. Dinner was delicious at chilis. The bus was the best part in addition to the actual dance. We had a stripper pole and all the guys got on it. This is the irst dance I’ve been to that the teachers didn’t care how we danced. By the time we got off the dance floor everyone was dripping sweat. My legs were sore for 3 days after. After that we hopped back on the bus, made a quick stop to In N Out and then chilled in Kyle’s spa. Jason and I had to sleep in my truck that night but we woke up early and went to Denny’s for breakfast. C. What makes you the happiest? * My boyfriend and friends are definitely my top priority at this point. They have made me who I am today. D. What makes you feel most satisfied? * Making everyone around me happy and accomplishing a new goal. E. When have you felt the most rewarded? * When I reached my level 3 and got my raise because I earned it all on my own with no one else’s help. Step 4: Aptitudes A. What are you good at? * I am very good at following orders. When someone tells me to do something I will get it done right away and get it done very well. B. 1. After the first set of questions, what are the top 10 careers that come up? * 1. Choreographer / Dance Instructor * 2. Correctional Officer * 3. Director of Photography * 4. Director * 5. Athletic Trainer * 6. Security Guard * 7. Vending Machine Servicer * 8. Kinesiologist * 9. Auto Detailer 10. Stock Clerk 2. How do you feel about these careers? I don’t this a lot of these careers suit me at all. 3. What are the results now, how did they change? 1. Bailiff 2. Artist 3. Special Effects Technician 4. Computer Network Specialist 5. Stuntperson 6. Director of Photography 7. Cardiologist 8. Doctor 9. Anesthesiologist 10. Nurse Practitioner 4. Did your t op 3 interests appear? What are they and why do they interest you? My top 3 interest groups did not appear at all. Ultrasound technician, Crime Scene investigator, or working in advertisement. They all seem like jobs you can’t get bored of.

An Urge to Teach Men Chivalry Essay Example

An Urge to Teach Men Chivalry Essay Example An Urge to Teach Men Chivalry Essay An Urge to Teach Men Chivalry Essay An urge to teach men chivalry Today, we are living in an extra-modernized era totally engulfed by the western culture, seems like we are preety much advanced in the race and now can we be called a cool nation. Then why are our general mass, both young and old, still such uncouth and uncivilized to harass women of our country? Why do women still need to face abuses and barbarous attitude from men of our country? Why? Few days back, I was taking a stroll to a friend’s house and I had to hear few offensive comments passed by some guys at the road. Enraged and exasperated, I stormed into my friend’s place.I was wondering why men today don’t bother to show the respect which women deserve. I was actually having a brainstorm in my head out of extreme fury, that is when my friend’s mom came up to me and asked me what had happened. After hearing the incident from me, to my utter surprise, she told me it was petty enough to react to such things because she believes it is quite natural to happen with girls since we are girls. As if, it is a crime to be born as a girl and since you are a girl, you cannot help facing the criticism from the society every now and then. And sad but true, it is a matter of regret that most of us oday, tend to believe such unfair theories. I cannot stand it when women face discrimination and are treated as inferior to men. Women are not just mere objects of sex, but they are equally capabale of making a mark side by side with men. Men and women are not competitive, rather complementary to each other. And ergo, my intention to write this article is not that I want it to be regarded as a tour-de-force view, but to draw the attention of today’s men to chivalry. What I really want is to get rid of this present pathetic society of male chauvinism and make this earth a healthy place worthy of living! Karishma Mahfuz.

Animal Sounds in Spanish

Animal Sounds in Spanish If a cow says moo in English, what does she say in Spanish? Mu, of course. But, when we are talking about the sounds that animals make, it is not always that simple. Although the words we give to animal sounds are an example of onomatopoeia (onomatopeya in Spanish), meaning words that are intended to imitate sounds, those sounds are not perceived the same in all languages or cultures. A Frog Makes a Different Sound For example, take the lowly frog, who says ribbit when he is in the United States. According to a language compilation done by Catherine Ball of the Department of Linguistics at Georgetown University, the source of much of the information in this article, if you take that same frog to France, he will say coa-coa. Take the frog to Korea, and he will say gae- gool-gae-gool. In Argentina, he says  ¡berp! Terms Vary by Country and Culture Below, you will find a chart that details the sounds that some animals make in Spanish, the corresponding verbs forms where they exist (in parentheses) and its English equivalents. Keep in mind that some of these terms can vary by country  and that there very well may be other additional terms in use. Having a variation of other terms should not be surprising, as in the English language we use a variety of words such as bark, bow-wow, ruff-ruff and arf to imitate the sound a dog makes. There also may be a variety of spelling alternatives to these animal sounds. Also, note that in Spanish it is possible to use the verb hacer to put a sound in verb form. For example, one could say the pig oinks by saying el cerdo hace oink-oink. List of Sounds by Spanish Speaking Animals The following list of animal sounds shows the sounds made by various Spanish-speaking animals. You will notice that some terms are similar to English, such as abeja  (bee) sounding like bzzz  similar to  our buzz. Special verb forms, where they exist, are noted in parenthesis following the word(s) for the animal sound. English forms follow the dash. See the animal sounds list below: Abeja (bee): bzzz (zumbar) - buzzBà ºho (owl): uu uu (ulular) - who, hoo, hootBurro (donkey): iii-aah (rebuznar) - heehawCaballo (horse): jiiiiiii, iiiiou (relinchar) - neigh, n-a-a-a-yCabra (goat): bee bee (balar) - b-a-a-a-aCerdo (pig): oink-oink, oinc-oinc (grunir) - oinkCuco (cuckoo): cà ºcu-cà ºcu - cuckooCuervo (crow): cruaaac-cruaaac - cawGallina (hen): coc co co coc (cacarear), kara-kara-kara-kara - cluckGallo (rooster): kikirikà ­, ki-kiri-ki (cantar) - cock-a-doodle-dooGato (cat): miau (maullar) - meowLeà ³n (lion): grrrr, grgrgr (rugir) - roar, growlMono (monkey): i-i-iOveja (sheep): bee, mee (balar) - b-a-a-a-hPaloma (dove): cu-curru-cu-cà º (arrullar)) - cooPato (duck): cuac cuac - quackPavo (turkey): gluglà º - gobblePerro (dog): guau guau, guau (ladrar) - bark, bow-wow, arf, ruffPollito (chick): pà ­o pà ­o - chirpRana (frog): cru cru, berp, croac (croar) - ribbit, croakTigre (tiger): ggggrrrr, grgrgr (rugir) - roar, growlVaca (cow): mu, mu uu (mugir) - moo

Realism and Idealism Essay Example | Topics and Well Written Essays - 500 words

Realism and Idealism - Essay Example Take for instance a U.S. nation where every citizen is inclined to get by the latest trends in technology and relevant aspects of industrialization or the modern thinking of wellness by achieving personal satisfaction through continuous individual endeavor, an increase in self-respect is established as a consequence. With an improved sense of well-being, one chooses to act with freedom that yields a more conscious attachment to the golden rule of acting with liberty yet preserving the value of not causing any potential impedance on anyone’s path. Because a person at this stage is shaped by a justice model aimed at even distribution of resources, one learns the essence of working interdependently so that the desired individual objectives are made capable of casting reflections that affect others in the similar manner. The outcome of the conceptualized justice in application should however ensure agreement on base policies that constitute every individual’s freedom in rel ation to the welfare of the rest of the society. In this fashion, J. Rawls took to account the social contract proposed by Locke as well as the equal allocation of all social primary goods. While the typical odds may direct it to the risks of acquiring a communist profile along with the corresponding disadvantages thereof, American culture has become sufficiently flexible to adopt an ideology patterned after Rawls’ proposition. If liberty, wealth, opportunity, and confidence have been met in the process such that these good attributes.

Analyzes pages Essay Example | Topics and Well Written Essays - 500 words

Analyzes pages - Essay Example When one considers the role transportation plays in the global dissemination of goods and services, it is but natural to conclude that those nations that constitute the hub of international shipping and road routes are poised to benefit much owing to their geographical location. According to Warf, globalization signifies a â€Å"†¦ unprecedented growth in interconnectedness, of flows of capital, goods, people and information across those borders†¦ (Warf 271).† Being geographically located at important points on the international trade routes makes a nation have access to the global goods and services and the commensurate influences they bring in their wake (Warf 284). Thereby, being exposed to the global trading activities, such nations but naturally tend to accrue economic efficiency that is the hallmark of globalization owing to having a ready access to a wide range of goods and services at a low cost, the economies of scale and the competitive advantage that goes with them. Such nations are also more exposed to diverse ideas, philosophies and cultures (Warf 284). Geographically speaking, being the primary producer of a specific resource also makes a nations accrue the fruits of globalization. For instance, considering the concentration of the petroleum industry in the Middle East, the nations in this region are bound to be influenced by global trends and ideas and are relatively more susceptible to globalization. However, the thing that needs to be kept in mind is that many a time geography may also impede globalization. For instance the regions where the transportation routes and communications technologies are not well developed like say the sub-Saharan nations, owing to economic, political, cultural or climatic reasons, may not cull out the benefits of globalization. This is because such regions are not conducive to the free flow of goods and services, people and ideas for globalization is about,

Contract of Hire Purchase Answer

Contract of Hire Purchase Answer FOUNDLING FINANCE LIMITED Claimant and MISS DIANE DALY and MR DEREK DOBSON Defendant OPINION I am asked to advise Miss Diane Daly and Derek Dobson (â€Å"the defendants†) with regard to their contract of hire-purchase with Foundling Finance Limited for the purchase of a ‘Nuffield’ knitting machine from Saffron Supplies Limited. This contract is the basis of an action in the Dover County Court against Miss Daly and Mr Dobson for repayment of arrears, and interest thereon, for the period from 3rd January to 3rd April. I am asked to advise whether Miss Daly and Mr Dobson are still bound by the terms of the hire-purchase contract, and if not, what type of compensation they may recover by way of damages. Conclusions In summary, I would advise that the defendants were entitled to disregard the hire-purchase contract after they found out the representations of Mr Stone about the fitness of the ‘Nuffield’ for the intended type of work were false. That this right probably subsisted and was exercisable on the 16th January 2006 but can only be determined with further information. The compensation available largely depends on the success of the rejection action. If the defendants are successful then they will be able to recover their money that they have paid and hand back the knitting machine as if they had never been in the contract. If they are unsuccessful they will be left with the residuary claim in damages for the purchase price of the ‘Newmark’ knitting machine and breach of contract but will be liable to keep paying the hire-purchase contract. I have also advised that some more investigation may be required to ascertain whether any further losses have been incurred. Finally, I have been cognisant of Miss Daly’s concerns surrounding the high APR of the hire-purchase agreement and have therefore attached a consideration of whether the bargain may be considered extortionate. Contract On the 3rd October 2005 the defendants went to Saffron Supplies in Sandwich. They entered into a hire-purchase contract for the supply of a ‘Nuffield’ knitting machine for their fashion design business. According to Miss Daly, their business specialises in the knitting of thick wool garments. They took samples of their wool and made it clear to Mr Stone that the sewing machine had to be capable of knitting those types of fibres. Mr Stone replied that the machine was ‘man enough’ to handle such fibres and on the back of which the defendants entered the hire-purchase contract with Foundling Finance Limited. A matter of importance in the formation of this contract is whether or not you entered as a consumer. If you’re not then clause 12 of the hire-purchase contract may exclude any implied term of fitness for purpose. It appears as though the key matters are whether the contract is one which is regularly entered into by the buyer or bought for a distinctive business purpose (R B Customs Brokers Co Ltd v. United Dominions Trust [1988] 1 ALL ER 847). This will depend on the nature of the business and whether this particular sewing machine was integral to the defendants business. These are again facts which the Instructing Solicitors will need to ascertain in particular look at whether there have been any other sewing machines purchased? How was the ‘Nuffield’ used in the business? Was it used for any personal purposes? Breach of Contract The first issue is whether or not the hire-purchase contract was breached when it became evident that the ‘Nuffield’ knitting machine was unfit for knitting the type of fibres that the defendants use in their business. The difficulty will be whether or not we can establish the conversation between the defendants and Mr Stone as to its fitness for the knitting of the thick wool because it was purely oral. The evidence of both the defendants will be critical – Could instructing solicitors please ascertain more details of the conversation. Was Mr Dobson party to the conversation with Mr Stone? If so, what did he hear? How much was the issue of fibres stressed as important to Mr Stone? The obvious difficulty will be that the evidence of Mr Dobson could turn out to be hearsay unless he was party to the conversation. The strength of this argument will become clearer when we have an indication of Foundling Finance’s or Mr Stone’s stance on the issue; currently I only have Miss Daly’s statement as to the matter. It would seem pragmatic to assume that Mr Stone will be a difficult witness for two reasons; he presumably deals with many customers which may make his recall of a conversation that he had seven months ago rather vague and a fear of losing his job could cause him to be a completely useless witness for us. It isn’t clear from my instructions whether Foundling Finance have acknowledged this claim by the defendants but it seems safe to assume that they will deny it given that an admission would bar their current action in the County Court. However if we can establish the oral assurances by Mr Stone then breach of contract will be more likely. The Implied term of fitness for purpose under Consumer Credit Act 1974 will have been breached as long as the facts bear out consumer status, as I advised above. If we cannot establish consumer status we may have to rely on more general common law considerations .In particular Harlingdon Leinster Ltd v. Christopher Hull Fine Art Ltd [1991] 1 QB 564 which argues that even where the Unfair Contract Terms Act 1977 doesn’t apply the totality of the negotiations will be looked at and the exclusion of an implied term of fitness for purpose, as Foundling Finance Limited have done, maybe disregarded. The strength of this argument will largely depend on the oral evidence which is lead at trial and will depend on the information which I have requested above. Repudiation of Contract The success of maintaining the breach of contract will also rely on whether we can establish the defendants effectively rejected the contract by their letter of the 16th January. This is fundamentally an issue of fact which will need to be ascertained by the Instructing Solicitors. Short of an outright denial, as suggested above, Foundling Finance will likely attempt to argue that either the defendants accepted the breach through acting inconsistently with the ownership of the seller or through lapse of a reasonable time. In order to give my opinion on the strength of this argument could the Instructing Solicitors ascertain facts regarding the dates of the various repairs and more details about the communications between Saffron Supplies and the defendants regarding the repairs. What date was the third repair? Were the repair men’s concerns communicated to the defendants orally or in writing? Were both defendants present at all of the repairs? Was the Knitting machine used at any point between the third repair and the purchase of the ‘Newgate’ knitting machine? The ‘lapse of a reasonable time’ is the test for acceptance of a breach under the Consumer Credit Act 1974 therefore these factors will be critical. If there was a significant period of time between the third repair and the 16th January then I would advise that the Defendants attempt to argue rescission by misrepresentation under the Misrepresentation Act 1967 which is not subject to the same time-constraints as the rejection argument under the Consumer Credit Act 1974. However, I have some doubt as to the strength of this argument not least because it appears never to have been attempted in any reported cases. A critical issue for the success of refuting any defences by Foundling Finance will be the ability to prove that the letter was actually sent. Therefore could the Instructing Solicitors please find out whether Miss Daly has any proof of postage or proof that Foundling received the letter? The copy letter that I received looks as though it was word processed and it may be possible to establish postage through the creation date of the file. According to Miss Daly, she also telephoned the finance company to express her concerns; it would be extremely useful if the Instructing solicitors could ascertain more details about these telephone calls. Does Foundling Finance record phone-calls? When were they made? What exactly was stated in those telephone calls? In my opinion, in order to clarify the issues in dispute between the parties, we should contact Foundling Finance’s representatives to see whether they dispute either the letters or the telephone calls. It maybe that we could then avoid applying for disclosure of evidence Compensation There is a distinction to make between the situation where we can establish that the defendants effectively rejected the contract and where they failed to do so therefore I have treated the separately under this heading. Many of the grounds of damages will be interlinked between the various substantive claims in law. However, if we cannot realistically establish a breach of contract at all then as I am sure Instructing Solicitors will appreciate we have no defence or counterclaim to the current action. If the latter occurs my opinion is that you enter a defence and counter-claim in any case and attempt to settle and avoid some of the interest. (i) If rejection is effective The difference between the two grounds turns on whether or not the sums paid, by my calculation  £3194.57 (that being the November, December and January payments and the two-thousand pound deposit paid on 3rd October 2005), will be recoverable and whether the hire-purchase contract is at an end. I appreciate what a big difference this will make to the defendants. If the rejection is effective then the aim of the court is to put the two parties back in the same position so the money paid will be recoverable and there will be no obligation to continue paying the hire-purchase agreement. However, if rejection is not effective there is in most cases still an action for damages for breach of contract but there is no possibility of ending the contract other than the statutory termination powers in the Consumer Credit Act 1974. (ii) If rejection is not effective As the Instructing Solicitors will appreciate in these circumstances we are limited purely to claiming for purely breach of contract financial losses rather than any emotional losses. However, it is clear that there have been certain losses that will have been caused by the breach in contract. The defendants will remain liable to pay the instalments, including the arrears, if they fail to establish their rejection this is because all the express conditions of the contract will still be enforceable and as a result the defendants will be in breach of contract until they remedy the arrears, along with interest which has been contractually included. (a) Purchase of the ‘Newgate’ It is unclear whether the defendants can claim for the purchase of the ‘Newgate’. It certainly can be characterised as a cost of mitigating the loss which they had initially suffered by Foundling’s breach of contract (as per Bacon v. Cooper (Metals) Limited [1982] 1 ALL ER 397). However, the question of whether it is reasonable will depend on a number of factors which would perhaps require the opinion of an expert. It would be necessary to quantify whether the price paid was reasonable for the product? Whether there were cheaper alternatives available on the market? It seems likely that it would be possible to claim for the whole purchase price of the ‘Newgate’ despite the fact that it may be a better product and leave the defendants in a better position. It seems analogous to Bacon where the court held that replacement of a new item for an old item which became broken didn’t entitle the defendants to reduce the damages to the value of the old item. (b) Loss of Earnings / Damage to Wool. Aside from the purchase of the ‘Newgate’ Miss Daly is of the opinion that her business has not suffered through the breach of contract. However, with all respect to Miss Daly, she is not to my knowledge legally qualified and it would be a breach of professional ethics if we just accept her judgement on this issue. It would be useful if the Instructing Solicitors can check this. In particular: Did the machine not stop being workable for at least three separate twenty-four hour periods? Was there any wool damaged by the machine? What about wasted time waiting for repairmen? It is likely that we can claim these as damages and I am of the opinion that there will be something other than the replacement sewing machine which the defendants can claim for. (c) Extortionate Bargain According to Miss Daly, she feels horrified at the level of the interest that she had to pay for the knitting machine which naturally leads to concerns over whether this hire-purchase agreement could be considered extortionate under the Consumer Credit Act 1974. This could form part of the counter-claim if it can be established. The salient point of the credit agreement is the extremely high APR of 46.2%. In line with A.Ketley Limited v. Scott [1981] ICR 241 the correct approach is to look at whether the rate of interest is extortionate in comparison to other sorts of transactions. I am of course not an expert and thus not qualified but given that the amount repayed will be 161% of the value of the item and that the APR seems to be extremely high at a period of time when interest rates are relatively lower than they have been in the last couple of decades it certainly seems arguable. I think it would be necessary for the Instructing Solicitors to obtain some sort of expert evidence on this point or perhaps some diligent research. In particular – what level of risk is assumed by Foundlings Finance? What sort of experience and means did the defendants have at the time of the agreement? The purpose of arguing this would not so much be as compensation but if Miss Daly was unable to establish a rejection of the contract it could be extremely useful in making the remainder of the payments more equitable. In particular I could ask the court to alter the terms of the credit agreement under s.139 of the Consumer Credit Act 1974. I am not overly confident about the success of this argument because generally the court have been reluctant to find bargains extortionate because of the ordinary principles of fair dealing and even where high APR’s have existed such as in Grangewood Securities v Ellis (unreported 23 November 2000) an APR of 35.4% on its own was not held to be extortionate. My largest reservation is that both Miss Daly and Mr Dobson will be construed by the court as business people who ought to have been more aware (this was a factor in A.Ketley). Next Steps I would advise that we enter a defence and counter-claim to the current action that Foundlings Finance has risen. However, before it calls I would suggest that a letter setting out the key elements of our case be sent to the other side because until now they haven’t appeared to have responded to our claims. I would hope that the Instructing Solicitors would be able to settle this case in the meantime. In that event I would be happy to advise on the terms of such a settlement or a Part 36 offer. In particular, it would put the defendants in a strong bargaining position if they can establish whether or not any other damages were sustained by the defendants such as loss of earnings or destruction of property. If you do wish me to advise then please could such instructions include further items of evidence that I have requested throughout this opinion. IN THE DOVER COUNTY COURT Case No. DV6/49215 BETWEEN FOUNDLING FINANCE LIMITED Claimant / Part 20 Defendant and MISS DIANE DALY MR DEREK DOBSON Defendants / Part 20 Claimants DEFENCE AND COUNTERCLAIM Paragraphs 1, 2 and 3 of the Particulars of Claim are admitted. Save that the Defendants admits that they have not paid instalments on all the relevant dates, it is denied that they are due to be paid as alleged in Paragraph 4 or at all. On 16th January 2006 the Defendant’s rejected the contract for breach of the implied condition of fitness for purpose under the Consumer Credit Act 1974 . A copy of the Defendant’s letter to the Claimants confirming the above is attached to the defence and counterclaim. Paragraph 5 is admitted. The defendants are and were at all relevant times a partnership carrying on business as fashion designers. The Claimants are and were at all relevant times a limited company carrying on business as a provider of consumer credit. The ‘Nuffield’ knitting machine was supplied to the defendants by Saffron Supplies Limited, 6 Shadwell Street, Sandwich (â€Å"the suppliers†) in terms of the Consumer Credit Act 1974. Whereas it is admitted that a hire-purchase contract was entered into as set out in Paragraph 5 of the Particulars of Claim, prior to the signing of said contract, on 3rd October 2005, it was orally agreed by Mr Scott Stone of the suppliers that the said ‘Nuffield’ knitting machine would be capable of knitting specific thick wool as used in the Defendants fashion design business. A sample of said wool was exhibited to Mr Stone by the first defendant for the confirmation of the same. It is averred that in consequence of this conversation, the defendants entered the said contract and that it was implied term that the said knitting machine would be fit for the said purpose. On the 3rd October 2005 The Defendants paid a deposit of  £2000 to the Claimants and paid instalments on 3rd November 2005, 3rd December 2005 and 3rd January 2005. The amount of these instalments plus the deposit was  £3194.57 Between 3rd October 2005 and 16th January 2006 the Defendants complained on three occasions to Saffron Supplies Limited that the said knitting machine had broken. On the first two occasions representatives of the suppliers diagnosed the same as being due to minor problems which were rectified without charge. On the third occasion they diagnosed the breakage as being due to the inability of the said knitting machine to knit the said thick wool fibres. The Defendants refused to pay for the cost of repairing said knitting machine in consequence of which the suppliers thereafter failed and/or refused to repair the said knitting machine at the time. By various phone-calls to the Claimant in or about January 2006 the Defendants demanded the repair of the said knitting machine. Despite this, the Defendant thereafter unlawfully failed and / or refused to arrange repair of said knitting machine. By reason thereof the Defendant sent the said letter of the 16th January 2006 which duly informed the Claimants within a reasonable period of time of their intention to reject the said hire-purchase contract because they had breached the said implied condition and the Defendants are consequently not liable thereon, further the Defendant’s demanded (without prejudice to his claim for damages herein) return of the said  £3194.57 and stated that they would exercise a lien over the said knitting machine until the same had been done.. In the circumstances it is denied that the Claimant is entitled to the relief claimed or any relief for the reasons alleged or at all. Further or alternatively, the Defendants will seek to set off against the Claimant’s claim the matters set out in the Counterclaim below, so as to reduce it or extinguish it altogether. COUNTERCLAIM The Defendants repeat their Defence herein. The hire-purchase agreement has an Annual Percentage Rate (APR) of 46.2% which it is averred is much higher than hire-purchase agreements for other knitting machines and comparable items. In the Circumstances, the said hire-purchase agreement is extortionate pursuant to section 139, Consumer Credit Act 1974. By reason of the Claimant’s said breach of contract the Defendant’s were unable to knit their wool fibres and by reason thereof the Defendants have suffered loss and damage. PARTICULARS By reason of the Defendant’s said breach of contract, the Claimant suffered additional loss and damage, in that they were forced to purchase a similar knitting machine elsewhere, about January 2006 the Defendants purchased a ‘Newgate’ knitting machine at a price of  £9,500. Wasted Time during said repair visits. Cost of Wool Material damaged by said ‘Nuffield’ knitting machine.[1] Further the Defendants are entitled to and counterclaims interest on the sum found due to them for such period and at such rate as the court may think fit pursuant to section 69, County Courts Act 1984. The value of this action exceeds  £5,000 but does not exceed  £15,000. AND the Defendants Counterclaim: Refund of the said Deposit and three instalments of  £3194.57 Interest pursuant to statute as aforesaid. Further or Alternatively; Damages for breach of contract Further or Alternatively; An order that the said hire-purchase agreement is extortionate and that the APR be judicially altered to a more reasonable APR. Statement of Truth I believe (the Defendant believes) that the facts stated in this Defence and Counterclaim are true. Signed†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ DATED thisDay of2006 Bibliography Atiyah, P.S., Adams, John MacQueen, Hector ‘The Sale of Goods’ 2005 / Pearson-Longman / 11th edition. Bridge, Michael ‘The Sale of Goods’ 2000 / Oxford University Press / 1st edition Doonan, Elmer Foster, Charles ‘Drafting’ 2000 / Cavendish Publishing / 1st edition. Inns of Court School of Law ‘Opinion Writing’ 2003 / Oxford University Press Marshall, Enid ‘Scots Mercantile Law’ 1997 W.Green / Sweet Maxwell Edinburgh / 3rd edition. Rose, William M. ‘Pleadings Without Tears: A Guide to Legal Drafting Under the Civil Procedure Rules’1999 / Blackstone Press Limited / 5th edition. 1 Footnotes [1] I have added these in the case that they can be proved as per my opinion.

Assessing the Level of Environmental Literacy of Teachers

Assessing the level of environmental literacy of teachers in Epe division of Lagos State, Nigeria Fatona P. Olugbenga School of Environmental Health Science Ogun State College Of Health Technology P. M. B 2081 Ilese – Ijebu Email: [email  protected] ca 08033835621, Akinyele C. Babasope School of Environmental Health Science Ogun State College Of Health Technology P. M. B 2081 Ilese – Ijebu Email: [email  protected] com 08037221905 & Musah K. Toyin School of Public Health Nursing Ogun State College Of Health Technology P. M. B 2081 Ilese – Ijebu Email: musahk. [email  protected] com 08033708027 Abstract The crucial role that teachers’ environmental literacy plays in realizing the goals of environmental education and its importance cannot be overemphasized. Therefore, this study sought to measure the environmental literacy of teachers who are saddled with responsibility of imparting environmental ideas and knowledge into the school-going population. The tudy employed a descriptive research design and administered questionnaires on four hundred (400) male and female teachers drawn from government controlled secondary schools that were randomly selected from the teachers’ corps in Epe division of Lagos Nigeria. However, three hundred and fifty-two (352) copies were retrieved and analyzed. A self-designed instrument that has a reliability coefficient of 0. 945 was used in gathering data which was analyzed by using analysis of variance (F-te sts and T-tests). Three (3) null hypotheses were formulated and tested in the study; two (2) were accepted while one (1) was rejected. The findings revealed a tendency regarding the impact of training of teachers on their environmental literacy among others. Consequently, the study suggested the need for pre-service as well as in-service environmental education training of teachers and that the existing curriculum at all levels of education should be reviewed to richly include environmental sustainability. Keywords:Environmental literacy, education, teachers Introduction The earth is primarily life supporting system. It consists essentially biochemical processes that imbue it with the capacity to sustain life. As an ecosystem, the earth however, has a threshold within which it can effectively absorb or withstand interruptions and radical changes in the biochemical processes that help to sustain life. Unfortunately, development-oriented activities of man over the last century or so have primarily restructured the environment and upset the delicate balance of nature. It has resulted in a number of changes on the planet, earth. These changes are essentially inimical to the continued existence of man and other life forms here on earth (United Nations, 1992). For example, the air we breathe is constantly being overloaded with carbon dioxide and other poisonous material from vehicular emission, exhausts of industrial and power plant etc. Land are stripped bare of vegetation or polluted with oil spills and human waste. The use of ozone- depleting substance such as products with chlorofluorocarbon, halons and methyl bromides (from which plastics and foams are made) allow excessive levels of harmful ultraviolet rays to reach the earth, resulting in increased rates of skin cancer, eye damage and weakened immune system. There is higher rate of exploitation and use of natural resources and higher levels of waste become a global issue (United Nations, 1992). According to the Council of Ministers of Education (2005) sustainable development is both a goal and a concept. As a goal, it is an idea of a world where people protect the environment as they carry out their daily activities. As a concept, it involves conceptual probing about limits on natural resources, capacities of ecosystem and interactions among social, economic, political and environmental systems. In other words, it works towards a sustainable quality of life, now and in the future. Thus, Noibi and Lawal (1993) sees it as a development strategy wherein the physical assets, natural and human resources as well as available funds are managed in a manner that ensures increasing health and wealth for both the present and future generations on planet earth. The essences of sustainable development is to meet the needs and aspirations of the present generation of man and other living creatures, both plants and animals, without compromising the capacity of future generations to meet their own needs and aspirations (NEST, 1991). The United Nations (1992), Uche (1995), UNESCO (1997) and Inyang-Abia (1998, 2001) all assert that education is humanity’s best hope and most effective means for the quest to achieve sustainable development at national or global levels. This may be due to the fact that sustainable development calls for the particular skills, knowledge, values and attitudes regarding the environment, the economy and the well-being of people. Perhaps, in response to the calls by UNESCO and United Nations, education for sustainability has become the norm in most countries of the world in recent years. In Nigeria, there have been some activities aimed at creating awareness and educating the masses on environmental issues. Initially the mass media, various Non-Governmental Organizations (NGOs) and government agencies were used to create awareness of the nature of the environment and the need for its sustainability, as Uche (1995) observed. The birth of Nigerian Conservation Foundation (NCF) in the 1980’s, the rising interest among policy makers on the need for a sound environmental base for development, launching of national conservation strategy (NCS) in 1986, the natural resources conservation council (NRCC) in 1988 and the ultimate launching of the national policy on the environment in 1989 were all critical steps in the national drive towards environmental awareness and resources conservation. In order to facilitate the education of the citizenry for sustainability, the Nigeria government has infused environmental sustainability topics into the 2003 version of the national curriculum for primary schools (NERDC, 2003). The topics infused include population, pollution, soil management, waste and waste disposal, drugs and drug abuse, etc. The idea is to start education for sustainability from the foundation. While arrangements are made to do the same in higher levels of education, teachers are encouraged to incorporate environmental sustainability issues in their instruction (NERDC, 2003). The potential of environmental literacy as a vehicle to realize the educational agenda of sustainable development cannot be over-emphasized. According to Disinger and Roth (1992) environmental literacy is a prerequisite to maintaining and improving the quality of the environment and life as such. The development and fostering of environmental literacy need, therefore, to be a key objective in any general education programme (Roth, 1992). Apparently, the term â€Å"environmental literacy† does not mean the same to everyone. Since the first general reference to the concept â€Å"environmental literacy† appeared in 1969 (Roth, 1992), various researchers have made an effort to define it or to refine description of it. Example can be found in, inter alia, Clacherty (1992), Roth (1992) and Subbarini (1998). A definition of environmental literacy was developed from the various efforts of researchers such as Leeming, Porter, Dwyer, Cobern and Oliver (1997), Loubser (1994), Smith-Sebasto and Smith (1997), Pohorille (1985) and Buethe and Smallwood (1987). This definition was used for the purposes of this research and it stated that: Environmental literacy is the ability to be aware of one’s environment. It enriches one with the knowledge to realize the imbalances and threats the environment faces and enables one to form positive attitudes towards it with the aim of developing skills to resolve and prevent environmental problems and urge to protect and improve the environment for the present and future generations by active participation. A study was also made of various models comprising concepts researchers regard as important to environmental education and environmental literacy. From these attempts by, inter alia, Munson (1994), Odum (1992), Roth (1992) and Loubser (1994), ten concepts that were regarded as necessary for teachers to have a grasp of, before being able to really do justice to environmental education were identified. The ten concepts are in line with the definitions, aims, objectives and guiding principles of environmental education and preceding definition of environmental literacy. Each of the ten concepts is a cluster of related sub concepts representing aspects of environmental literacy. These ten concepts were selected mainly from major environmental area such as ecology and interactions in the environment, participation in the identification and prevention of environmental problems, decision making on environmental issues and environmental ethics. The ten concepts are biosphere, ecological perspective, interrelationship in an ecosystem, environmental changes, basic human needs, resources, maintaining environmental quality, the ability to make choices, decision-making on environmental issues, as well as environmental ethics. In most of these concepts there is a close link between knowledge, affect, skills and behaviour. Environmental literacy, therefore, is considered to be continuum of competencies raging from zero competencies to a very high competency. There is a broad spectrum of environmental literacy, from complete unawareness to deep, thorough understanding and concern (Buethe and Smallwood, 1997). For the purposes of this research a few distinguishable, but not separable, disposition levels on this continuum were identified, namely awareness, knowledge, attitude and participation. Teachers- more than any other professional group- can probably promote environmental literacy, by virtue of their interaction with society (more specifically learners, parents and colleagues). Teachers at all levels and subject areas have a role to play in this regard, i. e. contribute to the development of citizens who possess the basic understanding and skills to make informed decisions in matters affecting the environment and whose personal lifestyles support sustainable development. Teachers can, however, hardly assist learners to become environmentally literate if they themselves lack environmental literacy. Despite the important role teachers’ play in educating students, research into teacher’s level of environmental literacy has been extremely limited. The few studies that were reported indicated a relatively low level of environmental literacy. An example is a study by Buethe and Smallwood (1997) which stated that the environmental literacy of Indiana teachers is far from optimal. In addition several researchers, for example, Schreuder (1995), Braus (1995) and Papadimitriou (1995), mentioned that most teachers are not trained to do justice to environmental education. It seems, therefore, imperative to be able to determine the state of affairs regarding the environmental literacy of the teacher corps. Hypotheses The following hypotheses were formulated and tested in this study: 1. There is no significant difference between the levels of environmental literacy of teachers if they are divided according to learning area in which they offer tuition. 2. There is no significant difference between the levels of environmental literacy of teachers if they are divided according to learning area in which they offer tuition. 3. There is no significant difference in the level of environmental literacy between teachers who receive training in environmental education and those who did not receive any training. Method Research design This is a descriptive survey research design of ex-post facto because the variables being studied had occurred and were not manipulated by the researchers. Instrumentation The questionnaire developed in this study consisted of two sections- section A which comprised items on background demographic information of respondents and section B which comprised 30 items dealing with the various aspects of environmental literacy assessed in this study. The items were developed according to a matrix with the ten central concepts representing environmental literacy on one axis and the disposition level of the respondent on the other axis. A 4-point scale ranging from ‘strongly agree’ to ‘strongly disagree’ was used as a response-measuring scale. Sample The study sample was drawn from the entire population of teachers in public secondary schools in Epe division of Lagos State. It consisted of 400 teachers randomly selected from 40 secondary schools randomly selected from the 4 local governments that make up the division. Questionnaires were however, adequately completed by 352 teachers. These respondents were representative of gender, age, learning area taught and qualifications obtained. Procedure Three research assistants were employed to assist in administering the printed questionnaires on the teachers in their respective schools. In some cases the filled questionnaire were returned on the spot while in other cases the research assistants went back on a different day to collect the completed questionnaires. Data analyses The data obtained from the questionnaire was analyzed by using analysis of variance (F tests and t tests). Results and discussion Hypothesis 1 ‘There is no significant difference between the levels of environmental literacy of teachers with different academic qualification’. Table 1:Level of environmental literacy of teachers with different qualifications |Qualification N Means SD | |NCE 103 416. 31 35. 71 | |B Ed 64 418. 88 37. 62 | |B A 24 417. 50 51. 4 | |B Sc 12 446. 00 41. 59 | |Other 149 422. 58 40. 48 | F (4. 347) = 1. 70; p>0. 05 The respondents were divided into five categories based on highest academic qualification as indicated in table 1. In order to compare the mean scores of the five groups an analysis of variance (F test) was carried out. The results of the F test, which appear in table 1, revealed that the null hypothesis could not be rejected (p>0. 5). It can, therefore, be concluded that there is no significant difference between the average environmental literacy of teachers with different academic qualification. It appears that this result contradicts research results reported by Buethe and Smallwood (1997), if one assumes that almost all secondary school science teachers in the USA have a BSc degree. According to them, science teach ers had higher levels of environmental literacy than other teachers. Hypothesis 2 ‘There is no significant difference between the levels of environmental literacy of teachers if they are divided according to learning area in which they offer tuition’. In order to test this null hypothesis, the respondents were divided into eight categories. According to an analysis of variance (F test), the null hypothesis cannot be rejected when the means of the total score obtained for the questionnaire are compared [F (7. 344) = 1. 81; p>0. 05]. This result is in line with a finding from a study by Abraham and Chacko (1999), according to which teacher training college lecturers have average environmental literacy, irrespective of the subjects they teach. An analysis of the mean scores (F test) obtained for the four dl fields in the eight categories revealed, however, an interesting picture. The results for the Knowledge dl field are indicated in Table 2. Table 2:Knowledge dl field scores of teachers in different learning areas |Learning area N Mean SD | |Language, literacy and communication 133 98. 62 11. 1 | |Human and social science 47 100. 49 9. 60 | |Maths, maths’ literacy and maths’ science 66 99. 36 8. 69 | |Natural science 76 103. 66 10. 89 | |Arts and culture 12 100. 2 4. 40 | |Economic and management science 9 103. 33 16. 12 | |Life orientation 7 90. 43 5. 06 | |Technology 2 100. 00 2. 83 | F (7. 344) = 2. 74; p

Origin Of And Role Played By Manifest Destiny - 1323 Words

Name Institution Course Date Task 1: Origin of and Role Played by Manifest Destiny John O’Sullivan, a newspaper editor, coined the term Manifest Destiny in 1845. Since then, scholars have used the term to refer to the expansionistic excitement that defined the 1840s. During that time, the United States’ population had more than quadrupled and Americans believed God had destined that they span the entire North America from one coast to the other. Although the term â€Å"Manifest Destiny† was used to typify the 1840s American expansionistic exuberance, it can be broadly used to characterize any country’s imperialistic thrusts (Harriet). In this regard, Utah, the indigenous American Indians, faced expansionistic archetypes with the Americans, Spanish imperialists, European and French fur traders. However, this essay focuses on the origins of the Manifest Destiny, as well as the part the concept played in the push to settle the west On the one hand, some Americans believed that the doctrine of manifest destiny was founded on the idea that United States of America had divine providence and frugality. In their wisdom, they believed God had destined Americans to limitlessly expand the American territory, conquer, Christianize, wield control and populate as they deemed necessary. On the other hand, a section of pro manifest destiny viewed it as the historical inevitability of United States’ dominance of North America from coast to coast. Manifest Destiny influenced the manner inShow MoreRelatedThe United States Essay1243 Words   |  5 Pagesknown as Manifest Destiny. Over the five decades that Manifest Destiny lasted politics and the government changed along with the geographic face of the United States while the country expand to cover most of North America. 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The Historical Development And Influences On Physical...

Eugene Pring S3547404 Times are Changing: The History of Physical Education in Australia Topic: Discuss the historical development and influences on Physical Education in Australia and how this has impacted on the current Physical Education programs in Victoria, Australia OHTH2122 Teaching Methods of Health Physical Education 1B Lecturer: Kate Jenkinson Part B - Essay Response (30%) Due: 4pm Tuesday 25th August 2015 (Week 6) Word Count: words. Submitted to the School of Medical Sciences, RMIT, in partial fulfilment of the requirements for the degree, Bachelor of Applied Science (Health and Physical Education) Physical education is a fundamental component of the Australian curriculum that maintains an underlying goal of providing the knowledge and skills to students to allow them to live healthy and productive lives. 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