Ethiopian Economy essay part 2Essay Writing Service

Ethiopian Economy essay part 2Essay Writing Service Ethiopian Economy essay part 2 Ethiopian Economy essay part 2  Ethiopian Economy essay part  1In actuality, some behemoths of Ethiopian economy remain under control of the government, including telecommunications, financial and insurance services, air and land transportation services, and retail. In such a situation, the government still has a considerable impact on the economic development of the country and businesses have to take into consideration policies conducted by the government, while planning their business activities.  Ã‚  Ã‚  Ã‚   Agriculture as the main branch of Ethiopian economyToday, agriculture comprises the largest share of Ethiopian GDP with about 85% of the labor force employed in agriculture. Historically, agriculture played the leading part in the economic development of Ethiopia (Mauri, 2010). Favorable physical conditions and rich natural resources favorable for the development of agriculture stimulated the fast development of agriculture. Moreover, agriculture comprises a large part of the national export. This is why agriculture is strategically important for Ethiopia. In this regard, the cattle farming are particularly important but the health safety of Ethiopian agricultural products has become the primary concerns at the international market because of epidemics of the cattle in Ethiopia. Nevertheless, Ethiopian agriculture still keeps progressing and plays an important, if not to say the determinant, part in Ethiopian economy.  Ã‚  Ã‚  Ã‚   Tourism as one of the most prospective industries in EthiopiaTourism is a relatively new direction in the development of Ethiopian economy. In this regard, the development of tourism matches- the development of the global tourism industry. The development of the tourism industry opens new opportunities for Ethiopian economy to stimulate the fast growth of the GDP without rapid industrialization, consistent environmental changes and technological breakthrough, which is required to close the gap between Ethiopia and de veloped countries in terms of their industrial development (Ofcansky Berry, 2010). In actuality, Ethiopian tourism industry focuses on the development of green tourism. The target customer group of Ethiopian tourism companies comprises westerners and tourists from well-developed countries mainly.American Perspective on Ethiopian EconomyThe export of minerals and natural resources does not play the determinant part in the economic development and international economic relations of Ethiopia, but the US views Ethiopia as the attractive country for investments in the gold mining industry. The export of gold comprises the core of Ethiopian export of minerals. At the same time, export of gold contributes to the overall growth of international economic relations of Ethiopia. Therefore, the US companies can enhance their position in Ethiopia, in case of the further cooperation between the US and Ethiopia.The import of knowledge from the US implies the professional training of professional s from Ethiopia, who will work in Ethiopia. Today, Ethiopia needs well-qualified professionals, who can work in different fields and accelerate the economic growth and progress of Ethiopia as a regional leader. However, the training of Ethiopian professionals abroad often leads to brain drain, when Ethiopian students just stay in those countries, where they get their training.In such a situation, the development of the local higher education is one of the priorities for Ethiopia along with the possible involvement of foreign educators. At the same time, Ethiopia still relies heavily on the training of its professionals abroad (Zewde, 2001).The import of knowledge is crucial for the further enhancement of the position of Ethiopia in international markets because, in the post-industrial world, Ethiopia should focus on the development of high technologies and introduce innovations which can boost not only particular business development but also and mainly the economic development of t he entire country.In such a way, the US views Ethiopia as the economy with huge potential, where American companies can develop perspective industries, such as gold mining and where they can supply machinery, equipment and knowledge, through professional training of students from Ethiopia. Moreover, the US views Ethiopia as the country attractive for American investors, who can invest in the local agriculture, industrial production, gold mining, and other sectors. In addition, American companies can move production to Ethiopia, where the costs of the labor force is much lower that will open wider access to African and Middle Eastern markets.Chinese Perspective on Ethiopian economyChina also views Ethiopia as an attractive country for its investments. However, unlike the US, China is also concerned with the possible export of weapons to Ethiopia, taking into consideration the tense situation in neighboring states. In addition, China views Ethiopia as the target market for its export- oriented companies. The fast growth of Ethiopian economy at the moment creates conditions for the fast growth of import and Chinese companies have a chance to take the lion share of the local market. In this regard, policies of Chinese companies will be different from American ones because Chinese companies are not interested in the move of production from China to Ethiopia but they are interested in the direct export of their products to Ethiopia. In addition, Chinese universities can become alternative and European ones, where Ethiopian students can learn successfully but pay lower fees compared to western universities.ConclusionThus, Ethiopian economy is growing fast. The economic growth contributes to the overall improvement of the quality of life of Ethiopians. However, Ethiopian economy still remains to be agricultural with agriculture contributing a lion share to the national GDP. This is why Ethiopian economy needs further reforms and changes, among which the development of tourism is one of the most prospective directions, especially taking into consideration that the larger part of the population comprises young, economically active people.

Prepositional Object Pronouns in Spanish

Prepositional Object Pronouns in Spanish As in English, prepositions in Spanish need an object to be complete (for example, a sentence such as I am going to or Voy a doesnt make much sense). That object can be a noun or a pronoun (or sometimes a verb functioning as a noun). Most of the pronouns used with prepositions in Spanish are the same as the subject pronouns, but they are different in the first- and second-person singular. Otherwise their use is fairly straightforward, as indicated in the following list: mà ­ - me Es un regalo para mà ­. It is a gift for me.Salieron sin mà ­. They left without me. ti - you (singular familiar) Hablan de ti. They are talking about you.No valà ­a nada mi vida antes de ti. My life before you was worthless. usted - you (singular formal) Las flores son para usted. The flowers are for you.Ella no tolera fumar alrededor de usted. She doesnt put up with smoking around you. à ©l, ella - him, her Corrieron hacia à ©l. They ran toward him.Fue escrito por ella. It was written by her. nosotros, nosotras - us Vienen tras nosotros. They are coming after us.Andan al lado de nosotros. They are walking beside us. vosotros, vosotras - you (plural familiar) No estoy contra vosotros. I am not against you.Salgo sin vosotros. I am leaving without you. ellos, ellas - them El coche no es para ellos. The car isnt for them.Salgo con ellas. I am leaving with them. There are two main exceptions to the above usages: Conmigo and contigo: When used with con (usually translated as with) the forms conmigo and contigo are used instead of con mà ­ and con ti, respectively. Voy contigo. Im going with you. ¿Vas conmigo? Are you going with me? Use of yo and tà º with certain prepositions: The following six prepositions are used with the subject pronouns yo and tà º instead of mà ­ and ti, respectively: entre (usually translated as among or between), excepto (except), incluso (including or even), menos (except), salvo (except) and segà ºn (according to). Also, hasta is used with the subject pronouns when it is used with roughly the same meaning as incluso. Es la diferencia entre tà º y yo. Its the difference between you and me.Muchas personas incluso/hasta yo creen en las hadas. Many people including me believe in fairies, or many people, even I, believe in fairies.Todos excepto/menos/salvo tà º creen en las hadas. Everybody except you believes in fairies.Es la verdad segà ºn yo. Its the truth according to me.

Denny's Corporation - Analysis on 2011 Annual Report Research Paper

Denny's Corporation - Analysis on 2011 Annual Report - Research Paper Example These executives are mainly involved in the decision making process in the company and decide about the expansion or franchising projects that the company undertakes. (Denny's, 2012) The company also has a very catching title that says, ‘America’s diner is always open’, showing their great commitment towards serving their customers. (Denny's, 2012) The company’s profitability ratios indicate that the return on assets is substantially positive, 33.93%, giving a good indication that the company is making money out of its current assets very effectively. Nevertheless, the ROE gives a very bleak picture for its investors with a negative value of 198%. This is not a good sign for its equity holders who are not being repaid for their capital that they have invested in the company and are probably suffering in the form of stuck capital. It can also be said that the company is finding it hard to attract new investors as its image as a profitable investment has been badly tarnished. The company’s current ratio is very high compared to industry standards, 70.2, indicating a strong control over the short term assets with which it can finance its day to day operations or pay off its debts. The working capital indicates that the company requires excessive amount of money on a daily basis to keep the operations running. As the business consists of high variable costs due to its ongoing purchase of raw materials, it requires plenty of short term cash to finance these costs. The difference between the current and acid-test ratio shows why inventories form such a big part of the current assets of the company, contributing around 60% of total current assets of the company. The company’s activity ratios show signs of a promising growth as the inventory is converted into finished goods 96 times in one year. On the other hand, the company receives back its credit within an average of 10.9 days, showing there isn’t much delay between t he transaction and the inflow of cash. This is a good sign for Denny’s Corporation as it requires great sums of money in the short term to finance its inventories of raw materials. By maintaining such low Accounts Receivable Turnover that company ensures it keeps on getting cash from its customers to further fund its operations in the future. The company didn’t pay out any dividend to its shareholders indicating why it isn’t a great investment for investors and not a good opportunity for growth in the long run. Although the company has a respectable price to earnings ratio of 3.72, meaning that for every dollar the company earned, the price that the investor has to pay for the company’s share was 3.72. Keeping this in mind, the company still didn’t offer any dividends to its equity holders and instead resorted to retaining the profits within the company either for purpose of expansion or funding the operations of the company. The company’s l everage ratio portrays a risky picture. The company has roughly 1.02 units of debt for every 1 unit of asset, making it highly volatile and prone to huge burden and failure to pay the interest payments. The company has high financial leverage and can use it to their advantage if it carefully monitors the progress of the company. At the moment, the debt to equity ratio is 37.22, which is substantially higher than a safe level. This can be

Marketing Management Class Discussion wk1 Essay Example | Topics and Well Written Essays - 250 words

Marketing Management Class Discussion wk1 - Essay Example Branding is vital for mineral water, as one may copy products and a place on quality. The main distinct factor that may distinguish the mineral water from other brands. Specialists in marketing urge that any given product (Douglas, 2010) For instance, water can get branded viably. The wellspring of the water gives us a decent establishment to differentiation if youre going to take advantage of the brand society; you begin with the peculiarity of the source The main proposition within branding the product is to make sure is recognized and identified easily within the market. This will ensure there is a mass loyalty in reference to quality and trust of the customers. It is vital to portray positive reaction of the product within the target market and the buyer.The item, product and, a physical item offered to the market is bottled mineral water. In regards to physical items, it likewise alludes to any product or service that is a piece of the advertising. Item choices incorporate viewpoints, for example, appearance, bundling, administration, guarantee, and so forth (Douglas, 2010) the pricing of the product and the estimations should be affordable to the target buyers. Valuing incorporates the rundown cost, as well as rebates, financing, and different alternatives, for example, renting. The place where the mineral water will be sold includes to wholesalers and retailers in the. Spot (or position) choices are those connected with channels of distribution that serve as the methods for getting the mineral water the water to the target clients. In conclusion, for the mineral water to be used within the entire market, the manager should deploy great marketing concepts, starting from communication, production, advertising, distribution, and brand positioning and customer retention. The manager should also apply the marketing mix to ensure the mineral water penetrates the market. Furthermore, the information about competitors and how to deal

Susan Berk-Seligson Essay Example for Free

Susan Berk-Seligson Essay That same year, Berk-Seligson (199o) ground-breaking study of hundreds of hours of courtroom interpreting also appeared. Her major finding was that interpreters became actively involved participants in the discourse process of courtroom proceedings. She found that court interpreters are intrusive elements in court proceedings far from being the unobtrusive figure that attorneys and judges would like her to be. For example, ordinary court procedures, as well as other participants, shift attention to interpreters on Ð ° regular basis in Ð ° courtroom. Judges have to introduce and swear in interpreters, thus calling attention to them as another participant in Ð ° judicial process, as well as calling attention to the notion of accuracy in translation. In the voir dire process with jurors, attorneys ask directly if the presence of an interpreter is bothersome. More important, what will show up repeatedly in future studies is that attorneys and judges often resort to addressing the interpreter rather than the witness when they ask their questions. Berk-Seligson also demonstrated that interpreters were not always just interpreting. They ask for permission to speak when proceedings become confusing; they ask for clarification of Ð ° term or idea; they halt proceedings when they hear Ð ° word they do not understand; they ask for repetition of what they did not hear. At times, they report difficulty, such as clarifying ambiguity, dialect differences, or grammatical problems. Finally, witnesses, defendants, plaintiffs, and other participants within the court make side comments to interpreters or talk to them directly. Moreover, she provided examples of interpreters’ who controlled the flow of testimony by urging or prompting Ð ° witness to speak or by getting witnesses and defendants to be silent. For example, interpreters say to witnesses do you understand? or answer! or answer, please. Interpreters also ask questions of witnesses such as what? or І didnt hear you. Berk-Seligsons study is the first sociolinguistic study of interpreters to follow traditional sociolinguistic studies by recording hundreds of hours of data, looking for patterns and variations in the speech of the participants (see Labov 1972). More important, it is the first published study to observe, describe, and evaluate interpreters active participation in the role of one who passes on what others say and in the role as an individual participant in Ð ° speech situation. Cecilia Wadensjo Interpreter-mediated conversations as Ð ° mode of communication have been dealt in the book of Wadensjo, interpreting as Interaction that was published in the year 1998. Interpreters and their responsibilities have also been included in this book. Empirical data recorded interpreter-mediated encounters within medical, legal, and social services settings have been examined in the heart of her book. Moreover, analytical frameworks of the nature of social organizations have been theoretically grounded in the works of Wadensjo. In addition, the dialogic theory of language and interaction has also been included in her works. A seminal perspective of the interpreter has been offered by her, by whom problems of translations are not the only that are solved as an engaged actor, but problems of mutual understanding in situated interaction are also solved. Two interdependent activities-translations and coordination are consisted in the interpreting that was revealed by the application of a dialogic framework. Moreover, two kinds of talk are created by the interpreters, which is a fact that established the abovementioned revealing of the interpreting. In this regard, relaying of a message generates first type of talk, and the assisting of a flow of talk by the interpreter generates the second type of talk. When the interpreters role performance is investigated as interaction [italics hers], however, when the interpreter is studied in relation to Ð ° relevant audience or role others (Goffman), it becomes self-evident that the dialogue interpreter must be conceived of as both relayer and co-ordinator (1992: 266). Examples of utterances directed at the interpreter and from the interpreter have also been provided by her. The content of the relayed message has not been included in these examples. Thus, perception of a co-ordinate activity among the participants, as well as, Ð ° responsibility of the interpreter has been included in the progression of talk. Mutual and shared understanding has been created by the progression and substance of talk, and the distribution of responsibility for this among co-interlocutors in an interpreter-mediated conversation. Understanding in conversation and its opposite miscommunication has been problematized by Wadensjo, in order to further elaborate on interpreter rights and responsibilities. In this regard, three different ways in terms of handling of miscommunication events by the interpreters have been showed by Wadensjo. Perspectives for the constituting of sufficient understanding among the participants are revealed by the ways, in which miscommunication is dealt by the interpreters. In this regard, exploration of interpreters and their responsibilities has been done by Wadensjo, as it has been seen in her discussion of replaying by displaying and replaying as re-presenting. Through language, interpreters can distance themselves from an utterance they speak, Ð ° distinction that results in the primary participants better understanding of the message. Her point is that even when interpreters move further away from the role of strictly transferring, it benefits the goal-oriented exchange. By noticing this distancing, it demonstrates how the reality of interpreting does not reflect the idealized pedagogy about how interpreters do their work. Notably, in manifesting this distance, we get an idea of personal style. While the old adage to just translate and translate everything is Ð ° useful shorthand for explaining interpreting to lay persons and newcomers, it is not useful for explanations needed to define interpreting as Ð ° profession and to define the actual rights and responsibilities that define the everyday experience of interpreting work. A vast new perspective for understanding, researching and teaching the work of interpreters has been opened by Wadensjo. The perspective of interpreter as engaged actor solving not only problems of translation but problems of mutual understanding has been offered by Wadensjo in a seminal way. It has been suggested in her first full-length work that the task of interpreting much better can be understood by people, if the perception of interactivity of the primary participants should be accounted, as compared with the looking up of interpreter and the interpreted message. Again for the first time, a deeply theoretical understanding of the complex nature of participation in an interpreter-mediated encounter has been provided by the frameworks of social interaction and dialogic linguistics. Wadensjo differs from Berk-Seligson in attempting to understand interpreters as they do their job, not evaluating them against idealized and unsubstantiated notions of ideal practice.

Enduring Love Extract :: essays research papers

In an extract from Ian McEwan’s ‘Enduring Love’ the main character, Joe, faces many conflicts emotionally. In Joe’s mind, his emotions and rational thought pull him in two different directions when all he seeks is a common answer. In order to portray Joe’s emotional distress, ‘Enduring Love’ is told through first person narration. Joe searches for logical explanations but the more he looks, the further the truth seems to be. The day after John Logan’s death, Joe’s conscious makes the whole event ‘illumined and animated’ in his mind. He begins to relive the nightmare, trying to find the right answers. His guilty conscious accuses him of ‘kill[ing] (John Logan)’. Joe cannot deal with his new-found responsibility and tries to find what he believes to be the ‘truth’. On one hand, he wants the truth to be that he was not an accomplice in a man’s death yet on the other hand he wants to know what actually happened and who was the cause of it. However, the truth is, he will never know. He is left with questions and he who believes entirely in science, math and the nature of knowing, can’t comprehend this fact. Joe analyzes the situation using his mathematical and scientific knowledge. He believes that ‘eight hundred pounds would have kept [them] close to the ground’ and therefore, the ‘first person’ to let go is at fault. He is looking for someone to blame and so places all the responsibility on this one soul. Yet he does not want to be this person, when he knows he very well could be. The thought of this being possible is excruciating and he obsessively tells himself that it was ‘not [him]’. He only wants the truth if the person turned out to be him. Joe tries manipulating mathematics to make ‘calculations’ regarding the balloon incident and uses his analytical mind to find answers yet he never allows his feelings to consume him. He’s always analyzing his own thoughts. He wants a selected truth not reality. Joe’s conflict is also shown through a repetition of certain words. They show his feelings transition from self- blame to searching for the culprit. While trying to ease his mind, Joe no longer uses the word ‘I’. He can’t take his own accusations and so places the blame on the group as a whole. He repetitively uses the word ‘we’ when referring to what could have been done but was not.

Health Risks Posed by Preservatives Present in Processed Food

Food additives are used in processed food because of the following: 1) to keep the consistency of a certain product, for instance, to prevent it from separating, to keep its even texture, to assist salt to freely pour; 2) to keep the product’s nutritional value; 3) to keep the food’s delectableness, for instance, to prevent it from getting spoiled; 4) to regulate acidity or alkalinity level in the product; and 5) to improve the color and flavor of the product (Benivia.. , 2006). There may be a number of advantages for food additives on processed food; however, there are numerous disadvantages that go along with it as well (The.. 2006). These disadvantages include the following:1) some bring about cancer; 2) some may cause allergic reactions; 3) some may pose hazard to those individuals who are pregnant, those with certain sicknesses like hypertension and kidney trouble, as well as, those who are only between 1 and 12 months old; 4) etc. (The.. ,2006). That being said, a ny researcher will only be left with the question, â€Å"How do I deal with the health risks posed by food additives present in many processed food? There are several things that can be carried out including the following: 1) as much as possible, avoid purchasing and eating processed food by consuming only organic/freshly picked ones, setting up one’s own garden, etc;2) if too busy to purchase organic/fresh food everyday, then read the labels of the processed food, do a little research and check if such are safe, tested not only in animals but humans, as well; 3) read â€Å"health† updates, typically, the â€Å"Food and Drug Administration† issues advisory on food additives proven to be hazardous to one’s health; 4) familiarize oneself with the most common food additives that have been positively associated with negative effects, for example, remember that intake of nitrites results in nausea, or that natural flavors may have free glutamates that may rui n the nervous system, etc; last but not least 5) include antioxidants in the daily diet, since such fights off and releases free radicals in the body which include the preservatives or food additives mentioned (The.. ,2006).

The Effects of a Teachers Religion in the Classroom

Existing studies on Instructor's spiritual convictions and understanding concerning teaching either has failed to address an educator's alignment of his instructional practices and evaluation or has one it presumably. This paper provides a traditional literature review on the impact of a teacher's religion In the classroom. Keywords: teachers' beliefs, pedagogy, classroom practices Introduction Teachers' religion has been seen as a vital section that requires being tackled in the perspective of most educational modifications.This is particularly so when teachers are to aid students' learning in the classroom because a teacher's beliefs could affect his/her teaching practices. It is vital for teachers to comprehend the intricate association between their epistemic beliefs (beliefs concerning information ND learning), pedagogical beliefs (beliefs concerning teaching), and the manner in which the teaching contexts affect the endorsement of these beliefs. Teachers are not supposed to sup port or disparage some particular religions or not have any spiritual belief.Teachers are expected to be exceedingly perceptive to revere, and not impede, students' religious beliefs and practices by not interpolating personal perspectives or advocating those of some students (Chaw, 2010). The main aim of this study is to establish the degree to which teachers plan their classroom teaching and assessments so that they are geared toward their personal spiritual beliefs. An associated purpose is to establish whether learners perform better on their teachers' perspectives due to belief or on the state assessments if educators are compelled only to pursue a strict curriculum.The research question employed is: To what level are teachers' instructional activities focused on personal belief compared to concentrating on state assessments that are administered? Definition of Terms Pedagogy-for the present study, refers to the activity of training or teaching and the techniques applied to tea ch. Beliefs-in this study denotes the decisions and assessments that we make concerning ourselves, concerning others, and concerning the world surrounding us. They are individual beliefs founded on reasonable ways of thinking.Van Hover (2006) described beliefs to mean a set of perceptions and views that are installed in a person through his experiences and the overlaying of ideas throughout the learning courses. Educators' Beliefs- in the present study denotes the mindsets and ideals regarding training learners, and the learning process those educators bring to classrooms. They are the notions held by the educator in the instruction and learning process, which affect his classroom instructional performance. Classroom Practices-A group of instructional strategies and techniques of training utilized in the classroom.Van Hover (2006) described the interface between the educator and his learners to develop their cognitive and proficient experiences through the proper classroom administr ation, will power to instruct, and constant assessment to attain the preferred instructional goals. Literature Review This research is based on the idea that the individual instructor's spiritual beliefs e regarded as leading beliefs that educators affirm to be right and that function as lenses by which new experiences can be inferred.When people Judge something as right, they recognize information backing that conviction. What educators perform in the classroom is known to be controlled by what they trust, and these convictions habitually operate as sieves through which instructional decisions and choices are formed (Levin & He, 2008). A study has shown that educators have a huge range of complex spiritual convictions about educational matters. Accommodating the nature ND the theoretical function of these spiritual convictions is vital to comprehend the instructional preferences and Judgments that educators make.It has become extensively accepted that the educators' pedagogical con victions play a fundamental role in their instructional practices because these spiritual convictions are demonstrated in the training techniques, in selecting teaching subjects, decision- making, and formulation of class assessments (Levin & He, 2008). From the point of view of Levin and He (2008), the instructors' spiritual beliefs are depicted as being the cost imperative in the psychological constitution of the educator.They suppose that there is an urgent want to delineate the theory of educators' spiritual beliefs, while realizing that there is a complexity in distinguishing a comprehensible description of the spiritual beliefs because of the divergence of investigators' and scholars' opinions. These researchers observe that the convictions are a type of notions that envelop all issues that there is inadequate comprehension about, but that have sufficient faith to practice them.Sadler, Maraschinos, Shoemaker and Allows (2006) scribe spiritual beliefs in the education context a s the educator's spiritual contentions, and their perspectives on instruction and training. Conversely, other researchers perceive that the educators' beliefs are the holistic concept of a number of aspects connected to the beliefs about teaching and learning, the syllabus and the training career generally, and that such convictions outline the â€Å"education culture† that influences pedagogical goals and principles.Van Hover (2006) showed that an educator's spiritual convictions originate from three sources that encompass individual experiences of the educator in ordinary life and teaching, educator's experience as a learner, and the educator's knowledge from his religious affiliations. This experience, as said by Sadler et al. (2006), characterizes the attainment of the teaching career via direct examination because it presents the educators with information associated to the teaching career. It as well assists them in the development of particular theories regarding the w ay training should be.From the point of view of the traditional instructional study, the views and assumptions the educators obtain from this source may be regarded as an extremely strong control in impacting their instructional beliefs (Levin & He, 2008). Early educator spiritual condition studies concentrated on a set of features connected to school with the creation of educators' convictions, the organizational support, the mind-set of workmates, school climate, learners' capabilities and backgrounds, as well as the canons and guidelines that apply in a specific school.Sadler et al. (2006) recapitulated the outcomes of study on educators' religious convictions by mistreating that there is a strong correlation between religious convictions of educators and their design for training, teaching Judgments, and classroom profession play a vital role in the clarification of understanding and instructional behavior when Joining the teaching career. In his view, these religious beliefs ar e the most substantial aspects on which we can forecast the teaching behavior.Sadler et al. (2006), as well, articulates that educators' religious convictions have a strong impact on the teaching practices by changing those convictions into a practical actuality. Similarly, Van Hover (2006) perceives that educators' religious beliefs are a wealthy depot of knowledge that may influence teaching programs and ideas. There is a rising interest in examining the correlation between educators' religious convictions and their classroom instructional practices.Even though some research outcomes (Van Hover, 2006; Levin & He, 2008) have revealed that the educators' instructional practices were incoherent with their religious beliefs, some studies established that the educators' religious convictions played a significant part in the alignment and design of their classroom instruction and assessments. In the teaching profession, there is a rising need to review the traditional literature on the religious beliefs of the educators to recognize the aspects that influence their classroom practices.Beliefs and State Assessments It appears that the degree of epistemic beliefs demonstration relies mainly on what educators envisaged as their priorities with respect to objective attainment and their insight of students' willingness (Iridous & Morton, 2007). In this regard, it appears significant to modify the framework in which educators function if the forms based on state assessments are to begin. On this note, researchers have found out that it is not adequate for teachers to enhance improvement in teachers' beliefs.A favorable setting mutually generated by policy makers and stakeholders, such as the school leadership, has to be instituted for success of state assessments. Devoid of such a favorable environment, educators could opt to embrace traditional methods of teaching that work successfully only for passing of examinations and assessments. It is this optimism that leads to this study demonstrating a complex interplay between the beliefs of teachers and the success of state assessments, from a teacher's perspective.In spite of some considerable challenges with state assessments, the deep-seated mistake in such a move is the presumption that the presence of an excellent progression in the course of observation links to the academic achievement of learners. If the learning of students is the ultimate objective of state assessments, then it ought to be gauged directly and not being interpolated from inadequate observations of classroom teaching and teacher's beliefs.A reasonable advance to teacher assessment would entail an examination of the understanding of instructions, in addition to the outcomes of tutoring (Iridous & Morton, 2010). Nevertheless, the application of classroom reflection to promote teaching enhancement cannot be underestimated. The success of both students and teachers can be evaluated and illustrated by both understanding of instruct ions and The majority of teachers would concur that they are accountable for student learning, but the career as an entirety has avoided assessments anchored in measures of student learning (Ross & Gray, 2006).This at times is explained excellently, given the inequitable advances that have been recommended. Nonetheless, the solution is not to maintain traditional policies merely due to their being benevolent and comfortable, but instead to generate Just and rational ways of assessing teacher achievement with learners. A good number of school structures and teaching plans have discovered inventive means of attaining suitable and consistent information on student learning to inform the educator-assessment progression (Iridous & Winkle, 2010).Generating reasonable advances for the valuation of the success of teachers demands an unwavering glance at both the justifiable considerations that have propelled the prevention of outcomes direction in the past, and the potential capacities that lead to it being more gorgeous in the modern climate of enhanced responsibility for student learning results. Teachers' Instructional Activities To comprehend which prospective educators require learning, it is vitally significant to comprehend their beliefs and their personal characters that could aid in their associating beliefs and teaching.Tsar, Jessie Ho, Liana, and Line (2011) suggested that the beliefs of teachers are the foundation of the Judgments, practices, and activities that they make about in the progression of teaching and assessments because the belief systems of educators, their discernment, and examinations of best practices have a vital function in determining teaching performances. GÃ'Ëœr$m#k (2014) affirmed that learners take up teacher education plans with an array of beliefs concerning education, glasswork, and students emanating from their educational encounters.For example, teachers' beliefs concerning the significance of teaching as transferring a pre-esta blished tenet of knowledge from educator to learner could be n line with affirmations in relation to teachers' beliefs concerning the task of the learner, and the beliefs regarding the function of educators and the effects of a teacher's religion in the class. The beliefs of teachers generate a challenge to their operations aimed at advancing the functions of future teachers. The aforementioned challenge arises because in students' learning it is evident that it is more intricate to unlearn taught beliefs as compared to other beliefs.Educator's education-teaching processes are a monumental source of cognitive, psychological, and ethical advancement of learners. It is distinguished that teaching conducts, teaching techniques, administration policies, and learners' discernment of the learning atmosphere are associated with the learners' learning and generation of beliefs concerning themselves and other people. On this note, educators must adhere to a broad array of concerns and challe nges in the classroom (Tsar et al. , 2011).The outcomes of different studies illustrate that amid others, the greatest concern of educators and starting candidates is the administration of learners' conduct and learners' control. Teaching Method and Leadership Approach The Effect of Studies have shown a link involving the teaching methods of educators, the leadership approaches of school principals, and teachers' directions of student agreement with the general idea in research: teaching methods and custom of a school are closely linked to leadership approach and conduct.In this regard, after assessing the functions and operations linked to school principals and educators, Tsar et al. (2011) affirmed that the leadership approach extends all through the school and has an impact on the teachers' teaching methods. In a study that was carried out, the School Description Inventory (SD') was applied to twenty secondary school principals, 300 teachers, and 7,400 students to seek views of t he teaching methods and leadership approach.With the application of teachers' SAID responses, it was assumed that a positive association would exist between teaching methods of teachers, hierarchical conduct in leadership approach, and tutelary student control directions as recognized in the student management beliefs. The hypothesis of this study was proved as indicated by the Pearson correlation coefficients and with aspect to the different specific characteristics. The study concluded that the Pupil Control Ideology of public secondary school educators is tutelary in schools that are bureaucratic, and humanist in non- bureaucratic schools.In contrary, a transformational leadership approach promotes different attributes linked to humanist school customs. Such customs are in agreement with the Theory Y, where leaders see workers as self-induced, accountability-taking, and dependable. The interpretation of successful leadership with respect to democratic deliberation of teacher's co ncerns as evident in research ND the representation of humanist student control beliefs are consistent with the facilitation of confidence and strengthening dealings between educators and learners.A comprehensive empirical study of the effect of the school principals leadership approach on the learning atmosphere and the success of students was carried out by Tsar et al. (2011). The study used a varied sample of 2,800 students, 500 educators, and 25 school principals in 20 schools, in the United States. In this study, there were statistically significant indications in the learning atmosphere and n the success of students that were seen to be associated with the leadership approach of school principals.Even though studies affirm that the school learning atmosphere relies on the leadership approach, they also find a powerful trend for school principals to employ the supporter approach of leadership that has a sturdy direction in satisfying the requirements individuals and engaging pa rents and the society in the Judgment- making progression. In the present school leadership approaches, school principals are more probable of creating learning societies where the enlightenment of cheers happen in the course of the practices, actions, and associations.GÃ'Ëœr$m#k (2014) established that the perception of school principals as the only instructional directors makes the endowments of educators go underexploited. For schools to be self-governing, all-encompassing, and a successful society, the empowerment of teachers is vital and for this to be attained, the leadership approach has to be transformation. Studies also have affirmed that teachers start becoming causal, developing constituents of the learning setting when they are taken as partners in the progression.School principals who go beyond the hierarchy form of proficiency distinguish the proficiency in other people and guide in the transformation approach both teachers and school principals will be cognition trans missions. Conclusion As it appears, there are only a few teachers who have highly advanced epistemic beliefs. On this note, the teacher educators and other stakeholders should offer a chance for teachers to elucidate their beliefs. Teachers beliefs regarding teaching appeared to differ from knowledge attainment to knowledge creation.Moreover, it appears that the teachers' religion manifestation relies mainly on what their teachers leveled to be their priorities with respect to goal attainment and their knowledge of students' willingness. It thus appears significant to adjust the circumstance in which teachers function if teachers' belief-based efforts are to bear better fruit. A highly favorable learning environment mutually generated by the policy-makers and the school principals has to be established.Devoid of such a school environment, teachers could decide to take up traditional teaching methods that were only directed to passing of examinations and assessment rather than overal l betterment of students. This study has demonstrated the intricate interchange involving teachers' beliefs and their teaching perspectives from a teacher's viewpoint. In sum, it is significant for future studies to aim at discovering teachers who are capable of solving the tension between their beliefs and their teaching perspectives in any given environment and ensure their students' overall triumph.

The contribution of Immanuel Kant to the modern philosophy

The contribution of Immanuel Kant to the modern philosophy Introduction The contribution of Immanuel Kant to the modern philosophy made him be considered as one of the greatest and the most remarkable philosophers existed in the 18th century. His ideas on the transcendental idealism, opposition to skepticism and ideas about metaphysics gained him a niche in the world of philosophy. Born in Konisberg, Kant showed great interest in academics and learning.Advertising We will write a custom essay sample on The contribution of Immanuel Kant to the modern philosophy specifically for you for only $16.05 $11/page Learn More His work was influenced by significant historical movements in philosophy Empiricism and Rationalism that took place in the 18th century. (Guyer,2010) He found and addressed all the gaps in the contents and arguments of the empiricists and rationalists. It is also believed that his â€Å"philosophical awakening and reasoning† emerged after studying the works of a Scottish philosopher Hume. (Guye r, 2010) Transcendental Idealism Transcendental idealism is one of the major beliefs that Kant postulated in his philosophical approaches. Kant claimed that human beings focused too much on appearance but not on their feelings and their inner world (Guyer, 2010). He ascertained that space and time were only immanent forms of human hunch. To advance that reasoning, Kant referred to it as â€Å"transcendental idealism†. (Guyer, 2010) In his view, Kant appreciated that one’s experience of some phenomenon in life was based on how such things appeared to the individual, but not on the way the things precisely were. He based his approach on the acknowledgement of a priori mental function (Guyer, 2010). The appearance of these spectacles, according to Kant, existed outside nature. Kant and Empiricism Empiricists like John Locke argued that knowledge was gained through our senses. John Locke, for instance, posited that human beings were born as blank slates (Allison, 1983). Th e senses synthesize everything the one is exposed to, leading to learning. Dismissing this theory, he argued that it was deficient in explaining the beliefs an individual had on the objects he/she possessed. In fact, philosopher proposed that portions of the belief came through experience that the mind of an individual had undergone (Guyer, 2010) Kant and rationalism Kant rebutted the ideas of Descartes on rationalism. Descartes argued that an individual could actually extrapolate the existence of objects outside him/her, basing them on knowledge of his own existence. However, Kant strongly rejected this reasoning. External objects, according to him, could not be known through inference. Kant and moral philosophy Kant argued that moral responsibilities were based on â€Å"categorical Imperative†, meaning that an immoral individual breached the â€Å"categorical Imperative†. (Guyer, 2010)Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More He immensely contributed to the philosophical understanding of ethics. Kant posited that actions could either be moral or immoral. In such a case, the morality could only be deduced from the motive of an action but not from its consequence. He further asserted that only motives dowered actions with moral value arising from universal principles discovered by reason. This was in contrast with the utilitarianism view of actions. The utilitarianism school of thought laid emphasis on the outcome of actions and not on the objectives. Kant objected to that belief, saying that the utilitarian theories focused entirely on the end result of actions, ignoring the initial goals. Moreover, utilitarianism is motivated by human spectacles and happiness. It ignores the role of reasoning to an individual. In summary, Kant immensely contributed to modern philosophy; he bridged the rationalists’ school of thought to the empiricists re asoning and outlined the difference between how things were and how we perceived them. Due to his work, philosophers have established a distinct difference between Empiricism and Rationalism. References Allison, H. E. (1983). Kants transcendental idealism: an interpretation and defense. New Haven: Yale University Press. Guyer, P. (2010). The Cambridge companion to Kants Critique of pure reason. Cambridge: Cambridge University Press.

Using the Spanish Word Bien

Using the Spanish Word Bien Bien is most often used as an adverb meaning well (i.e., in a good manner) although in a more flexible way than the English word. Bien also can be a noun whose meanings include goodness and asset. Here are some examples of where well is a good translation for bien: Raquel cree que canta bien. Raquel thinks she sings well. Un alimento bien cocinado puede contaminarse si tiene contacto con carnes crudas. A well-cooked food can get tainted if it has contact with undercooked meats. Aprende bien las reglas de manejar. Learn well the rules of driving. Mi bebe duerme bien. My baby sleeps well. No entiendo bien tu pregunta. I dont understand your question well. Bien often carries the idea of something occuring correctly, sufficiently or to a great degree: No puede reparar bien mi coche. He cant fix my car correctly. Llovià ³ bien hasta enero y despuà ©s se cortà ³. It rained a lot until January and then it stopped. La computadora no me funciona bien. The computer doesnt work right for me. Se sentir en casa con la comida deliciosa y las bebidas bien frà ­as. You will feel at home with the delicious food and well-chilled drinks. No estoy seguro de haber descargado bien el software. Im not sure the software was downloaded properly. La pelà ­cula est bien divertida y no tiene mensajes de doble sentido. The film is quite fun and doesnt have mixed messages. Often with estar (and sometimes other verbs), bien is sometimes translated as a positive adjective that varies with context: Estuvo muy bien el desayuno. The breakfast tasted great. Estoy bien hoy. Im feeling good today. Ests bien en tu foto de Facebook. You look good in your Facebook photo. Todos estamos bien. Were all fine. Todo est bien. Everythings OK. Te est bien la camisa. The shirt looks good on you. As an interjection, bien can have a similarly positive meaning. For example, fans at a sports context might shout  ¡Bien! as a way of saying Good job! As a noun, el bien can mean goodness or something similar: El mundo est plagado de gente que no hace el bien. The world is plagued by people who dont do the right thing. La à ©tica, por definicià ³n, busca el bien. Ethics, by definition, looks for the good. In financial matters, el bien can refer to various types of assets or goods. For example, un bien tangible is a tangible asset, and bienes raà ­ces refers to real estate.

Buying the Farm Essay Example | Topics and Well Written Essays - 250 words

Buying the Farm - Essay Example From the case of Tim to purchase a farm from Mary Ann and complete the arrangement on oral ground is a contract which is not enforceable as it is against the statute of frauds which require some contracts to be in writing and should be signed by all parties who are to be bound by the contract (Hinkel, 2007). This is to prevent injury of any party due to any fraudulent conduct (Hinkel, 2007). The contract between Tim and Mary Ann, which involves the transactions in a farm, is not enforceable because the following conditions were not met, there was no legal capacity of the parties into the contract because the contract was made contrary to what the law provides, there was lack of mutual agreement as the parties failed to agree on a written platform, the oral contract lacked the lawful purpose and intention as the contract was arrived at, contrary to the laws (Hinkel, 2007). Lastly the contract lacked a written agreement, which is provided in the statute of the frauds which demand such contracts to be in writing (Hinkel, 2007). These conditions make the contract invalid and

Shakespeare's Sonnet 73 Essay Example | Topics and Well Written Essays - 750 words

Shakespeare's Sonnet 73 - Essay Example The first two metaphors refer to cyclical events: the speaker compares his old age to winter (1) and to twilight (5). The decrease in length of time – from a year to a day – has often been commented on as reflecting the speaker's gradual acceptance of his own death, but an equally valid interpretation is that neither of these metaphors appropriately address the finality of dying. Winter takes place not just at the end of the year, but also at its beginning: the Christian notion of an afterlife comes across at full strength, along with hints that even if the speaker does believe in a life after death, they do not fully realize that such a life would be far removed from an earthly one. The use of twilight as a metaphor does represent an evolving acceptance of the end of life, as 'twilight' refers specifically to the end of the day. It does, however, have a twin in dawn, and is also not a true ending because it is part of a cyclical event. It is only in the final quatrain, which portrays a â€Å"fire† (9), that the speaker comes to realize the extent of their own mortality. Although other fires will no doubt exist in the future, each fire is an entity of itself, feeding so voraciously off its own nourishment that it gutters out. The fire is not cyclical, and offers little hope of returning to life, just like the speaker. All of the metaphors use very sensory imagery to portray their meanings. The speaker draws attention to the visual, invoking a picture of a young and old man standing opposite one another, as the old intones that â€Å"thou mayst in me behold† (1) the winter of life; â€Å"In me thou seest† (5) the twilight of life; and â€Å"In me thou se'est† (9) a dying fire. It is a very visible poem, but this is not the only sense with which Shakespeare plays. The evocation of â€Å"Bare ruin'd choirs† (4) creates a vacancy of sound, the ringing silence that occurs once the echoes of a song have dissipated; a f eeling of shivering cold emanates from â€Å"those boughs which shake against the cold† (3). The final two metaphors conjure forth a sense of darkness, a tunnel which draws one imperceptibly into the â€Å"black night [which] doth take away† (7), hampering the visual images from the earlier part of the poem. The reader is overwhelmed with sensory experience. The final couplet of the sonnet draws on the strong manipulations of time and one's senses to impress the reader with the deep significance of the multi-layered command. The speaker makes reference to the visual imagery of the earlier metaphors with â€Å"This thou perceivest† (13); he also asks the listener to love with more intensity, given his own decrepitude and the listener's own similar fate. Calling upon his own, shortened time, and the extended time of bodily decay of â€Å"thou† (1, 5, 9, 13), the speaker imbues his sparse words with multiple intentions in order to make the most out of the so nnet. The line â€Å"To love that well which thou must leave ere long† (14) asks the listener to love the speaker, whose time on this earth is limited, and to love their own youth before ageing takes them. The speaker's own horror of old age is tinged with fear that their younger companion is not enjoying