Cultural Investigation Essay

The paper will discuss the main aspect of a Comanche and what their culture is like. The paper encapsulates an interview from such a Native American and this interview will be analyzed with the help of other sources from the Internet. The paper will be followed by first introducing the Comanche tribe with their features and then go about analyzing the interview. The culture of the Comanche will be discussed in the light of how they treat their elders, children and their relatives. The culture also includes some of their important aspects of religion along with the language that they use. The paper will attempt to cover the overall aspect of the Comanche and their effect in the society. Introduction to a Comanche â€Å"The Comanche are a Native American group whose historical range (the Comancheria) consisted of present-day Eastern New Mexico, Southern Colorado, Southern Kansas, all of Oklahoma, and most of Northern and Southern Texas. There might once have been as many as 20,000 Comanches. Today, the Comanche Nation consists of approximately 10,000 members, about half of whom live in Oklahoma (centered at Lawton), with the remainder concentrated in Texas, California, and New Mexico. † (Wikipedia, 2006 ) From the above definition it can be understood that the Comanches are very old inhabitants of the United States of America and have long lived there. There are a number of reasons why the Comanches had left their older origin which is near Wyoming. The tribe had shifted to Arkansas where they are now inhabited. The reason why the Comanche is given a name like that is because it is believed that they like to fight and act as strangers to the other people. The origin of Comanche comes from a Spanish word and this is why it is used. They have always been a separate group and have not mingled much with the other tribes and other citizens of the country. Interview of a Comanche The name of the interviewee was Andrea Pahdocony who belongs to a tribe called Comanche of Oklahoma† Lord of the Plain’s†). The following questions and answers provide a summary of what their culture is like and how they live their lives. The questions and answers will then be analyzed along with other material to understand what their culture and beliefs are along with their values.

Embracing Diversity

Embracing diversity By:College:Course:Professor:Date:Anthropology is the scientific study of humans as social organisms and how they interact with each other in a social gathering or community set up. It entails the study of human ancient, current and cultural changes, physical stature, language characteristics and archaeology. An anthropologist interest lies in comprehending human diversity and way of life in an explicit manner. The four main branches of anthropology which include biological, cultural, archaeology and linguistic clearly elaborate what it entails to be human (Lavenda-2013). Biological anthropology talks of how the evolution of humans is genetically influenced and not enhanced by the surroundings. Cultural anthropology is centered on the study of structural system of individuals sharing a common belief or norm. Linguistic anthropology majorly revolves on the psychology of speech, composure and use in human beings. Moreover, archaeology constitutes of the systematic study of human remains through excavation, dating the human remains to know the period of existence and analysis. Anthropology is all about the acquaintance of the unfamiliar with proven facts and provides knowledge that deciphers facts from rumors.Cultural anthropology is a very enticing part of anthropology because it does not only enable one to acknowledge cultural diversity but also develop globally conscious individuals. As mentioned earlier, this part of anthropology explicitly looks human cultures, belief, daily activities, values, ideas, means of livelihood and parts of social and cognitive organization (Lavenda-2010). There are two means by which an anthropologist can study culture due to its abstract nature; empiricist approach, whereby he mainly relies on observation of the human behavior in a particular community set-up and subjective approach in which the researcher understands the structure of ideas and meanings that exist in a member a certain culture. The primitive perception that I personally had about humanity has been scraped off as a result of the in-depth study of cultural anthropology. Individuals and communities were initially characterized by their social, economical and political factors within their localities. Evolutionism has showed a conceptual comprise due to the easy interaction of individuals as a result of the modern evolution of technology that has made every corner of the world accessible to any person. The level of interactions between individuals from a similar ecology niche has almost become non-existence due to the replacement with television programs, movies and soci al electronic devices. Despite this, the social interaction circle has grown larger as a result of technology which enables an individual interact with more people different from parts of the world over a short period of time. This study has personally helped me get over the notion that Muslims are associated with terrorism. I initially felt fear when I was in an environment filled with Muslims; well, not Muslims alone but any individual wearing a veil. This mostly applied to Muslim women that wear the veils covering up their faces, leaving out the eyes. I can attribute this fear from to the society I grew in; I was used to my Christian community before I came to campus. The laws and beliefs we had were so strict that we feared other dominions, this seclusion was driven into us by the clergy; to make us believe that people that had different beliefs and practices were potential risks and could harm us at any time. The primitive notion that was instilled in me always had a bearing to this question; if they are good people, why do they find it relevant to cover their faces that much? The definite answer was that they had something to hide; not only secrets but sinister motives. Religious profiling and the threats that came to our country and get aired on national television also cultivated the fear in me. It would have never reached this point if my parents would not have been reacting to the issue with so much disgust as they used to do. My elementary and high school environments were more or less the same because all my schooling up to university level were based in the same strictly Christian district. There were some primitive practices we used to do that I now see them to have been very hurting if not shameful to the face of evolution and humanity at large; there was no shaking of hands or exchanging pleasantries with non-Christians, no accepting gifts from them and worst still, avoid all conversations. I can't imagine that I would literally snob them! I must admit that I had a tough time adjusting to the campus environment. I was always tensed in my first semesters when a non Christian would sit next t me. I remember a particular case when I came to a lecture late and found all seats occupied except one; next to Sikh, I literally missed that 2 hour lecture and had to struggle with my continuous assessment test. It is during that course that I made a turning point and my point was later boosted when I got to learn about anthropology. The struggle I had in my first continuous assessment test was the same one I had in the second. Ironically, the Sikh boy who I was evading was the same one that noticed my problem and came to help. At first I was adamant but with lack of options I thought; why not give it a try. I must admit that that is the sweetest memory I hold dear and use it to enlighten my rural folk later on. With that act of compassion I learnt that religion does or dress code does not define someone's character. Study of anthropology has helped know the value that I hold about my culture and the justifications I give to the are the same ones that any other person would give in support to their religion and culture. It also taught me that judging or profiling others because f ethnicity and background is a heinous notion; if everyone was to discriminate then the world would be an unbearable place to stay. All we could be witnessing are endless fights and ultimate wars. Cultural anthropology thus, aims at enabling the native of a particular culture objectively and rationally understands their own culture to deduce what makes them stand out from the other cultural groups hence upholding the aspect of self acceptance. Besides, it enables one apply the knowledge gained from familiarizing with different cultures to alleviate human challenges and misconceptions rather than causing ethnic conflicts. The collective study of different cultures enables scholars to identify the similarities and unique aspect of various cultures, hence embracing diversity.References:Robert H LavendaCore concept in cultural anthropologyRobert H LavendaAnthropology: What does it mean to be human?

Living in Multicultural Sosieties Essay Example | Topics and Well Written Essays - 500 words

Living in Multicultural Sosieties - Essay Example of the Native American-Indians on issues like; their purpose of visit or making the contact as well as their level of technological advancement at that particular time. Consequently three examples shall be provided to support and give more insight to this paper; the three examples shall discuss the reaction of the native Indians towards the visiting Europeans i.e. resistance, positive reception and Native Indians that were neutral in regard to the European arrival. The first contact that occurred between the Native Indians and European took place in the 1500’s. Specifically, the first native Indians to greet European settlers occupied Northern parts of America and they were: The Aztects of Mexico as well as Incas of Peru. Other native Indian tribes that greeted European settlers during the 15th century were the Carolina Indians who killed most of the European settlers. At this particular time, the Aztects of Mexico built great empires and were known for hunting and gathering. They also had greater capacities to adapt to various environmental conditions as they could easily live in forests, deserts as well as in grassy plains (http://www.history-world.org n.d). Native-Indians were also known for farming by using crude tools such as wooden hoes to cultivate their lands. The Incas of Peru also had similar lifestyles and built great empires. On the other hand, the Carolina Indians were known for violence as they could attack villages of other natives and kill people. They were also hunters and gatherers, who performed domestic agriculture (http://www.history-world.org n.d). In relation to the European group, they felt that the Northern American was a new world; however, when they visited the native Indian lands, they brought various diseases with them for example: Influenza, chicken pox, measles and even small pox. This killed so many Native Indians owing to the fact that they did not have immunity to such new diseases. On the other hand, European settlers had

Community safety Essay Example | Topics and Well Written Essays - 2500 words - 2

Community safety - Essay Example Plans for fire safety then must be customized to suit not only the building residents but also the height of the buildings and sheer numbers of people living there. This report addresses these needs and lays out the problems and fire safety regulations that must be considered when developing a fire safety strategy. Quoting the Chief Fire Officer’s Association (2008) â€Å"We welcome... guidance which helps to manage the relationship between the Housing Act 2004 and the Fire Safety Order by offering advice and assistance to enforcers, landlords, managing agents and tenants, amongst others, on ways to make residential buildings safe from fire, regardless of which piece of legislation is relevant. When it comes to fire safety, everyone involved has an interest. A necessary element in understanding what is presented in this report lies in an understanding of the theory of community safety, how and what it is intended to achieve. Elsworth et al put it succinctly in their program theory approach to communities living with the threat of fire. â€Å"A theory of the way a program works... provides the starting point for planning evaluations in a wide variety of fields... The focus is on strategies that produce desired positive outcomes† (Elsworth et al, 2008: para. 1-2). At the core of any fire safety programme are agencies, institutions, individuals, families and the community itself working in partnership toward the desired outcome of community fire safety. The programme itself, developed from current literature, succinct goals, objectives and strategies, and intimate interaction between all participants produces a theory of change that gives good results. (Elsworth et al, 2008). In our particular case any programme theory of community fire safety must include a long list of participants: migrant individuals and their families, educational institutions, local utilities and fire fighting agencies, local officials, and to a great extent, the entire community in which

Qualitative proposal research regarding ARE DOCTORS SUPPORTIVE OR Thesis

Qualitative proposal research regarding ARE DOCTORS SUPPORTIVE OR OBSTICLES IN QUALITY IMPROVMENT PROGRAM - Thesis Example Physicians often view CQI as a threat to professional autonomy (McLaughlin & Kaluzny, 1990) and are skeptical that a management technique can improve patient outcomes. Structural barriers, including inadequate training (Shortell et al., 1995), longstanding social norms (Mittman, Tonesk, & Jacobson, 1992), and the fact that many physicians are independent providers (Chan & Ho, 1997), can also impede physician involvement in CQI and other changes in health care. Physician involvement in CQI becomes critical as quality improvement initiatives turn from administrative functions (e.g., streamlining outpatient registration) to clinical functions (e.g., increasing adherence to clinical practice guidelines). Unfortunately, traditional approaches to physician behavior change are unlikely to increase physician involvement in CQI. A meta-analysis of 102 studies examining the efficacy of continuing medical education strategies found that our most heavily used interventions, educational materials and conferences, tend to have little impact on physician behavior or patient outcomes in health care (Davis, Thomson, Oxman, & Haynes, 1995). There is growing recognition that the success of interventions may depend in part on individual readiness to change (Armstrong, Reyburn, & Jones, 1996; Cantillon & Jones, 1999; Davis et al., 1995). The transtheoretical model (TTM, also known as the stage model), one of the leading approaches to health behavior change, offers a promising approach to behavior change among health care professionals. The model systematically integrates the following four theoretical concepts central to change: The TTM understands change as progress, over time, through a series of stages: precontemplation, contemplation, preparation, action, and maintenance. Nearly 20 years of research on a variety of health behaviors have identified processes of change that work best in each stage to facilitate progress. This research can serve as a

Challenges faced by the USA in China and the East Asian Region Essay

Challenges faced by the USA in China and the East Asian Region - Essay Example The twenty-first century is mainly about policy decisions the governments make and the counter-policies that major economy governments like the USA and China make regarding them.   They are the most influential countries regarding military endowment, economic might, and political superiors. Even as this is true, other countries fit into the jigsaw and the relationship these two countries have towards the others and between each other is important in running the global economy and stability.The rising China economy has contributed a lot to globalization and has become almost the single most important factor that is shaping the fast-changing geopolitical landscape in the 20th century. This rise has shifted the focus of the developing world towards the East Asia, something that has undermined the reputation of the USA among the developing countries. China has emerged as the world’s largest manufacturing platform and has compelled the global manufacturing networks and national e conomies. For instance, the US missile defense efforts, only the Japan is supporting it while China strongly opposes the move while the South Korea remains a bystander. Japan is strongly championing for the Asian Monetary Fund, and a seat in the United Nations is slowly complicating the United States leadership in the Asian region.  As much as Japan’s plan seems to benefit the greater East Asian region, China still finds this as a stumbling block as it is determined to cripple Japan’s regional and global influences  

Brown Vs The Board Of Education Essay Example | Topics and Well Written Essays - 2250 words

Brown Vs The Board Of Education - Essay Example The deciding factors in this case not only concerned children and their education but was also influenced by the fact that there was a human tendency to prejudge and discriminate against others based on their ethnic or religious culture as well as their physical characteristics. The impact of the decision in this case was felt in many social situations and was not limited to education and children. Although Brown v Board of Education is widely recognised for the way that segregation in schools was overruled this was not the first legal challenge on such a policy. In 1849 the case of Roberts v City of Boston was brought by African Americans were racial segregation had been mandated in certain schools. Social reform and the Civil Rights Movement were a direct result of the Brown case and the notion of democracy was enforced as pertaining to all individuals. Although the decision in Brown was given in 1954 it was a further ten years before the ruling was applied in the Deep South. The i mpact of this delay is that male workers who finished their education before segregation was stopped were less well educated then those whose education occurred after desegregation. Although Brown is largely responsible for the abolition of racial disparities in schools these had already started to disappear twenty years before this case . Large scale desegregation in the Deep South did not take place until ten years after the decision in Brown and was part of the U S commission on Civil Rights 1967 .

Media Relations Assignment Example | Topics and Well Written Essays - 250 words - 6

Media Relations - Assignment Example In the letter, the administration assures them that it does everything in its power to ensure that the well being, security and safety of all the children in Horace Mann are a top priority (Horace Mann school website, 2012). After the publishing of the article, the school should distant itself from the previous administration, by clarifying that it is now under new administration. Arguing that the current society has changed with sexual talk and sex education between parents and children. This makes the children aware of the wrong kind of touch and would report if they experienced any. Even Amos Kamil recognized that the atrocities that happened during his days cannot happen in the current time because of the transparency that exists in society (Kamil, 2012). The Horace Mann administration should emphasize that the writer himself was not abused and that most of the alumni were not either, but the few who were abused makes it unfortunate. It should, therefore, address all the parents and assure them that such an incidence will never happen again to their children and that they are in safe hands (Ridgway,

Stages of Japanese Post-war Economic Growth Case Study

Stages of Japanese Post-war Economic Growth - Case Study Example Economic Recovery Phase: 1946-1950 The first phase implying the recovery of Japanese economy from the adverse effects of World War II started soon after the year 1945. Teranishi propounds that in the wake of the Second War, the Japanese economy confronted with an arrant economic disaster in the form of declining GNP, mounting inflationary pressures, and collapsing production. However, soon after the downturn in the year 1946, the economy caught the track of recovery. In 1948, the inflation was cut down significantly and production was steadily improved. This recovery and stabilisation period lasted during 1945-50 (139). This period is crucial in the study of the rapid growth of Japanese economy in the post-war era because this phase started a couple of years after the war. Also, a study of these years' economic activity suggests major changes made to the industrial structure that impacted on its growth. Japan was fortunate in the sense that although it had lost its economic and industrial vivacity as a consequence of the World War II, yet its efficient and effective human resource was still there to bring the country out of the disaster caused due to war. Seldon propounds that, "it was not that Japan was building from Scratch True, industry and the industrial cities had been devastated. But there existed large resources of well-educated manpower with a strong determination to survive" (271). The country's human resource played a great role in lifting the country from economic downturn to the recovery period. Seldon illuminates that the "'long-term achievement was to steer the pre-war economy in new directions move slowly away from cotton to heavy industry such as iron, steel, shipbuilding, and chemical production" (272). No doubt, the... This paper describes the rapid economic development in Japan after the year 1945 in the context of various phases it experienced while travelling to the unprecedented levels of growth. This paper identifies several economic phases in the development of post-war Japan, each with some specific characteristics. Japanese economic growth in the post-war period is considered to be an example for countries struggling against their economic disasters. It has also been termed as a ‘miracle’ owing to the spectacular effort demonstrated on the part of a nation that had just suffered from war, yet that leaped rapidly towards the economic boom. The first phase implying the recovery of Japanese economy from the adverse effects of World War II started soon after the year 1945. In the wake of the Second War, the Japanese economy confronted with an arrant economic disaster. Soon after the downturn in the year 1946, the economy caught the track of recovery. This recovery and stabilisation period lasted during 1945-50 This period was successful enough to curb the inflationary pressures as well as restore the production level nearly to the pre-war period. In this period, industries were strengthened by means of demilitarisation and amendments to the labour laws. The boom of Japanese economy from mid 50s to the early 70s was very well manifested in the growth of the manufacturing capabilities in the country. Not only that, the economic growth even rose above the pre-war level during the 1960s and this rapid growth lasted till the early 1970s.

Financial management Essay Example | Topics and Well Written Essays - 1250 words - 1

Financial management - Essay Example This presents that fact that the company has been able to maintain its cost of sales and made sure that it remains in constant proportion with the revenue. The company has been able to manage the impact of inflation in the cost of material and labor. The operating profit margin follows the same trend. Net profit margin, on the other hand analyzes the profitability of the company before deducting the taxation and finance charges from the earnings. The ratio is calculated by dividing the profit after interest and tax with the sales revenue of the current financial period. The ratio highlights how well the company is managing its selling and administrative expenses it also highlights the other income generated by the company during the course of its operations. The net profit increased significantly in the financial year 2012 as compared to the financial year 2011. ... ital employed (ROCE) is, according to the analyst, is considered to be the most significant ratio in order to evaluate a company’s performance from an investor’s point of view. ROCE measures a company’s ability to earn a return on all of the capital that is being employed by the company. The ratio is calculated as net income upon total capital employed, which is the sum of debt and equity financings. The return on capital employed is showing a fluctuating pattern as presented in the tabular representation. If we evaluate the tabular information, the ROCE increased sharply from the financial year 2010 to financial year 2011. The net profit of the company increased by a staggering ? 100 thousand during the financial year 2012 which resulted in an incline in the return on capital employed. Earnings per share (EPS) are considered one of the most important financial ratios from the investor’s point of view. The ratio highlights the average earnings from the sha res transacted and is calculated by dividing the profit attributable to the common share holders and multiplying them with the weighted average number of shares outstanding during the period. The earnings per share trend follow the same pattern as that of the net profit margin. The liquidity ratio measures the company’s ability to pay its short term liabilities. The ratio illustrates that how quickly a company can convert its assets into cash and cash equivalent in order to pay off its short term liabilities. The most commonly used liquidity ratio, the current ratio, which is calculated by comparing the current assets and current liabilities. The strengthened the current ratio the more ability the company has to pay its debts and short term obligations over the next 12 months. As apparent from the above

An Integral Part Of A Democratic State Essay Example for Free

An Integral Part Of A Democratic State Essay Elections are an integral part of a democratic state. The argument is sometimes put forward that participatory democracy should be the basis for a whole political system, a replacement for parliamentary democracy. Representative institutions based on one person one vote determine the principles and general direction of an elected government. Participatory democracy can monitor the work of the executive and state apparatus. The importance of process Take waste. The same principles of daily and ongoing democratic processes could be applied to education, transport, and social services. Formally, representative democracy does have the final say. Participatory democracy, in a complementary relationship to electoral power, thus has the potential to move societies further towards the democratic ideals of popular control and political equality. I believe that a strong and aware civil society keeps their elected representatives on their toes, by asking questions through organized interest groups all of whom press their causes on government, sometimes through political parties and through independent lobbies. Participatory democracy provides a real alternative, or complement, to elected power: a distinct and organized public sphere in which the demands of the people can be articulated, developed and negotiated between each other, and finally negotiated with the local or other relevant state institutions. Conditions for participatory growth In order for participatory democracy to attain legitimacy and reinvigorate democratic politics as a whole, certain conditions need to be in place. The aim for participatory institutions is essentially to share decision-making power with government, to exercise some control over the work of state institutions and to monitor the implementation of governments decisions. The process must get results; in the sense that these parties are able to use their electoral legitimacy to emphasize the importance of the participatory process. If participatory democracy spreads, the institutions of representative government may lose some power to the new participatory sphere. The new systems of managing public resources through a combination of electoral and participative democracy bring an overall gain in democratic legitimacy and as a result, potentially, in democratic power. I believe that participatory democracy and the election process should be in the forefront in advocating transparency among government officials and their constituents. It is also important that citizens should be more aware and involved because the main argument of a democracy is the constant participation of people with regards to political debates and decisions. Without the people’s involvement, government leaders will not hold positions of power in the first place. Grassroots parties that are well represented inside the halls of congress should not just advocate the things that they think are important, but they also should stand as role models for the people who do not have the chance everyday to sit in a position of power. It is inevitable in a democracy that sometimes elections become an issue in itself. With this in my mind, I believe that people who go out to vote and those who pass on the opportunity to vote must always respect the final verdict whether it favors them or not. Yes, it is an issue because sometimes it is very easy for people to point fingers and start up a rumor that an election is fixed. For me, the only solution for this issue is to improve the way elections are being held. As a voter myself, it would also help if we encourage our society to go out and vote. Apathy sometimes can backfire on us. We should take care of our rights as citizens and voters to be more aware of the situation and act accordingly. By doing so, we protect ourselves from being short changed by the very institution, which the sole purpose is to protect us.

Democracy & sacred term Essay Example for Free

Democracy sacred term Essay Democracy is a sacred term associated with freedom. Freedom is an issue that has been fought for by a lot of nations worldwide. Freedom is a result of being independent, of possessing self-respect and dignity. Democracy is associated with freedom and vice versa. A true democracy is said to exist when the people of a given country are not deprived of their rights to vote, to express their feelings with the use of proper channels and when they can freely chose their leaders. The people sitting in government have a responsibility to its people, most especially to those who are oppressed and uneducated. It is often the case that during election time politicians gives out promises about the programs that they want to implement such as providing education for the poor. But, once these candidates are already proclaimed as winners they forget about their promises and do nothing about fulfilling them. There is an underlying reason for this and it is worse than what people think. In most third world countries, the reality is that politicians do not exert too much effort in alleviating the plight of the poor because they are afraid to educate the poor or make them literate. When these voters become literate or have gained knowledge, they would be able to vote wisely and this would mean that some politicians would not be put into office. The votes of the poor are the only things that matter to them and most of the politicians do not have a real concern about these illiterate people. The number of illiterates equate to the number of votes by which a potential candidate can use for his candidacy. The poor or the illiterate are segments in society that candidates and politicians alike would never give up on because they know that these people could help a lot in ensuring their success in elections. Thus, it can be said that there cannot be a true democracy if the people who compose the government are illiterate. (Bove, Carol. 2008. The Educational Theory of Jonathan Kozol. Retrieved from website http://www. newfoundations. com/GALLERY/Kozol. html). The reason for this is that these illiterate are deprived to choose the best people who would govern them. Education and knowledge are very important tools to the success of a nation. A government which deprives its constituents of the opportunity to learn cannot call themselves as living in a state of democracy. Instead, the opposite is true that without knowledge and education the government is destroying the lives of its people. The lack of education brings about many untold sufferings in a society and it is also the root cause of many problems. For one, the lack of knowledge or good education is the cause of poverty. Poverty is the evil that destroys the lives of many because many people use this problem as an excuse to commit crimes. This is the reality that gives life to the quote given by James Madison saying â€Å"A people who mean to be their own governors, must arm themselves with the power knowledge gives. A popular government without popular information or the means of acquiring it, is but a prologue to a farce or a tragedy, or perhaps both. † It is very important for any government that seeks to impose democracy to breath life and meaning to it. A democratic government should start by investing in the education of its people so that it can really be said that the former is a government for the people and by the people. The people and the government should work together if a true democracy really exists. The government should show that it is giving utmost importance to the participation of its people by taking into consideration the suggestion of the latter in making laws, rules, or other important functions. Douglass and Kozol are both correct in their observations and opinions that the cost of illiteracy is high and the damage are great. As already pointed out earlier, the problem on illiteracy deserves more consideration and in-depth study of how it would be addressed. An educated person is given endless possibilities in life to become the best that they can be, this privilege and opportunity is taken away from the illiterate who merely depend on what others tell them out of fear or desperation. Thus, these people who are illiterate are deprived of the freedom to live out their life as they please because they lack the knowledge on how to maximize their full potential. Kozol was correct in saying that â€Å"democracy is a mendacious term when used by those who are prepared to countenance the forced exclusion of one third of the electorate† since the educated and powerful people use the weaknesses of the illiterate to their advantage. The reality existing in society today is that good education is available only for those who can afford to pay for it. The government of the United States provide for free or low cost education which is not of good quality. Private schools in the country are very expensive thus the students enrolled therein are given the best that money can buy. Although the state provides for public education it is not as good as those being received by the students enrolled in private schools. Thus, there is an inequality at this level. The argument of Kozol that there should be a shift in the quality of education in that it should be made at par with those of private schools is within the concept of ‘malign neglect’. In essence, ‘malign neglect’ wants to give out the message that there seems to be neglect in the quality of education being received by the students of public schools. There should be equal opportunity of education to be received by all. (Kozol, Jonathan. May 23, 2002. Malign Neglect. Retrieved on May 6, 2009 from website http://www. thenation. com/doc/20020610/kozol. ) A high quality of education would help the government and the society to produce better individuals who can compete globally for the advantage of everyone concerned. The quote by Kozol saying that â€Å"This is the society which most of us did not create, but which our President and other leaders have been willing to sustain by virtue of malign neglect† is very accurate because the problems on illiteracy and poor education has been in existence for a very long time. Therefore it is a great challenge today to try to change the way on how things are at present as a result of the mistakes committed in the past. But, it can be done. If only the government would cooperate and listen to the needs of the people, changes could be proposed and implemented for the good of the society. It is not impossible to educate the illiterate or to give quality world class education to all children. It is not unknown to many that a lot of countries worldwide have fought for democracy to the point of shedding thousands of lives to achieve freedom and independence. A country which calls itself as a democratic nation should live by the true meaning of the word ‘democracy’. There is true democracy if the government is composed of people who were chosen by its people because they believe in their officials and not because they were lured by the latter to vote them as a result of false promises brought about by their illiteracy and poverty. Another aspect that deserves consideration is the need to upgrade the quality of education being received by students. There should be a proposal for the government to provide for an adequate budget for a good education for everyone without regard as to the social status of an individual. Without these aforementioned criteria’s, democracy remains to be a word that exists only in theory. Reference: 1. Bove, Carol. 2008. The Educational Theory of Jonathan Kozol. Retrieved on May 6, 2009 from website http://www. newfoundations. com/GALLERY/Kozol. html. 2. Kozol, Jonathan. May 23, 2002. Malign Neglect. Retrieved on May 6, 2009 from website http://www. thenation. com/doc/20020610/kozol.

Maths Teaching Guide: Algebraic Expressions

Maths Teaching Guide: Algebraic Expressions 6 Algebraic Expressions You know to write the terms, coefficients and factors of an algebraic expression. to classify an algebraic expression as monomial, binomial, trinomial. to identify like terms. to add and subtract algebraic expression. You will learn multiplication and division of given polynomials. the difference between an identity and an equation. algebraic identities and their applications. factorization of algebraic expression by regrouping , by taking common factors or using algebraic identities. Let us recall the basic definitions of algebra Constants and variables : A quantity having a fixed numerical value is called a constant whereas variables in algebra are letters such as x, y, z or any other letter that can be used to represent unknown numbers. Algebraic expression : An expression which has a combination of constants and variables connected to each other by one or more operation (+,-,X,à ·) is called an algebraic expression. Example are all algebraic expressions Term : The parts of an algebraic expression separated by an addition or a subtraction sign are called terms of the expression. In the expression the terms of the expression are are variable terms as their values will change with the value of x, while (-4) is a constant term. On the basis of the number of terms in an algebraic expression, they are classified as monomials, binomials, trinomials and polynomials. Monomials are algebraic expressions having one term . Binomials are algebraic expressions having two terms. Trinomials are algebraic expressions having three terms. Polynomials are algebraic expressions having one or more than one term. Remember – Only expressions with positive powers of variables are called polynomials. An expression of the type is not a polynomial as and the power of variable p is (- 1) which is not a whole number. Example 1 Classify the algebraic expressions as monomials, binomials or trinomials. Solution binomial monomial trinomial monomial binomial Like and Unlike terms : Terms having the same algebraic factors are called like terms . The numerical coefficients may be different. 2x2yz, 5x2yz, 8x2yz and 2x2yz are like terms 3p 3q2, 7p 3q2and 9p 3q2 are also like terms. Unlike terms : Terms having different algebraic factors are called unlike terms, , 3x2yz 3p 3q2 are unlike terms. Addition and Subtraction of Algebraic Expressions. In algebra, like terms can be added or subtracted. To add or subtract algebraic expressions we can use the horizontal method or the column method. The horizontal method All algebraic expressions are written in a horizontal line; the like terms are then grouped. The sum or difference of the numerical coefficients is then found. Example 2 Add the following Solution Example 3 Subtract Solution The column method In the column method, each expression is written in a separate row in such a way that like terms are arranged one below the other in a column. The sum or difference of the numerical coefficients is then found. Example 4 Add : Solution To add by horizontal method, collect the like terms and add coefficients. To add by column method, arrange the like terms in column and add Example 5 Subtract : Solution We know that the subtraction of two algebraic expressions or terms is addition of the additive inverse of the second term to the first term. Since the additive inverse of a term has opposite sign of the term, hence we can say that in subtraction of algebraic expressions change + to – and change – to + for the term to be subtracted and then add the two terms To subtract by column method, arrange the like terms in columns and change the sign of the subtrahend Example 6 What should be added to to get Solution The expression to be added will be Exercise 6.1 Classify the algebraic expressions as monomials, binomials or trinomials. Also write the terms of the expression Add the following algebraic expressions by the horizontal method Add the following algebraic expressions. Subtract the following expressions. Subtract the sum of from the sum of . Two adjacent sides of a rectangle are . What will be the perimeter of the rectangle. The perimeter of a triangle is and the measure of two sides is. What will be the measure of the third side? What should be added to to get . What should be subtracted from to get By how much is greater than . Multiplication of Algebraic Expressions Multiplication of a monomial by another monomial To multiply 2 monomials Multiply the numerical coefficients Multiply the literal coefficients and use laws of exponents if variables are same. The product of two monomials is always a monomial. Example 1 Find the product of Solution Geometrical interpretation of product of two monomials The area of a rectangle is given by the product of length and breadth. If we consider the length as l and breadth as b, then Area of rectangle = l x b Thus, it can be said that the area of a rectangle is product of two monomials. Let us consider a rectangle of length 4p and breadth 3p, Area of rectangle ABCD =AB x AD = 4p x 3p = 12p2 Multiplication of a monomial by a binomial To multiply a monomial by a binomial, we use the distributive law Multiply the monomial by the first term Multiply the monomial by the second term of the binomial. The result is the sum of the two terms The product of a monomial and a binomial is always a binomial. Example 2 Find the product Solution Example 3 Multiply Solution Geometrical interpretation of product of a monomial and a binomial Area of rectangle = l x b Let us draw a rectangle ABCD with length (p+q) and breadth k. Take a point P on AB such that AP = p and PB = q. Draw a line parallel to AD from the point P, PQà ¢Ã‚ «Ã‚ ½AD meeting DC at Q. Area of rectangle ABCD = area of rectangle APQD +area of rectangle PBCQ = k x p + k x q = k(p + q) Thus, the product k(p + q) represents the area of a rectangle with length as a binomial (p+q) and breadth as a monomial k. Multiplication of a monomial by a polynomial To multiply a monomial with a binomial, we can extend the distributive law further The product of a monomial and a polynomial is a polynomial. Example 3 Find the product of Solution We have multiplied horizontally in all the above examples We can also multiply vertically as shown below Multiply Geometrical interpretation of product of a monomial and a polynomial Let us consider a rectangle with length = (p +q + r) and breadth= k Take points M and N on AB such that AM = p and MN = q and NB = r .from the points M and N draw parallel to AD, MXà ¢Ã‚ «Ã‚ ½AD and NYà ¢Ã‚ «Ã‚ ½AD meeting DC at X and Y. Area of rectangle ABCD = area of rectangle AMXD +area of rectangle MNYX +area of rectangle NBCY Area of rectangle ABCD=pk + qk + rk = k(p + q+ r) Thus, the product of a monomial and a polynomial represents the area of a reactangle with length as a polynomial and breadth as a monomial. Example 4 Simplify Solution Multiplication of binomials To multiply two binomials (a + b) and (c + d) we will again use the distributive law of multiplication over addition twice Example 5 Multiply Solution We have multiplied horizontally in all the above examples We can also multiply vertically as shown below Multiplication of polynomial by a polynomial A polynomial is an algebraic expression having 1 or more than one term To multiply two polynomials, we will use the distributive property that is multiply each term of the first polynomial with each term of the second polynomial. Example 6 Multiply Solution We have multiplied horizontally in the above example, We can also multiply vertically as shown below Exercise 6.2 Multiply the following monomials 2a and 9b Find the following products and evaluate for x = 1, y = -1 Find the following products by horizontal method Find the following products using column method Find the area of the rectangle with the given measurements Length = 3p, breadth = 4p Length = (2a+4), breadth = 5a Multiply the following Simplify the following expressions Multiply . Simplify If the length of a rectangle is and breadth is 3abc,find the area of the rectangle. Algebraic identities An identity is a special type of equation in which the LHS and the RHS are equal for all values of the variables. The above equation is true for all possible values of a and b; so it is called an identity. An identity is different from equation as an equation is not true for all values of variables,;it has a unique solution. Example There are a number of identities which are used in mathematics to make calculations easy. We are going to study 4 basic identities Verification of identities in this identity a and b can be positive or negative Geometrical verification of identities Geometrical demonstration for. Draw a square with length as shown in the figure. Let the area of original square be X then, area of Square PQRS=(side)2 ∠´ , Mark a point M on PQ such that length of PM = a and length of MQ= b. Draw a line MC parallel to PS intersecting SR at C. Similarly, mark a point B on RQ such that RB = a and QB = b. Draw a line BD parallel to QP intersecting PS at D. The whole square is divided into 2 squares and 2 rectangles say A1, A4,A2and A3 Area of Square X1 = side2= a2 Area of rectangle X2= length x breadth = ab Area of rectangle X3= length x breadth = ab Area of Square X4 = side2= b2 area of Square PQRS = sum of inside area = area of X1+ area of X2+ area ofX3+ area ofX4 Geometrically demonstration for . We draw a square with length a as shown in the figure. Let the area of original square is A Then, area of Square PQRS=(side)2 ∠´ Mark a point M on PQ such that the length of PM = a-b and length of MQ= b. Draw a line MC parallel to PS intersecting SR at C. Similarly, mark a point B on RQ such that RB = a b and QB = b. Draw a line BD parallel to QP intersecting PS at D. The whole square

Ancient Religions Essay -- essays research papers fc

Religions of the Ancient World   Ã‚  Ã‚  Ã‚  Ã‚  Religions of the ancient world were in a state of constant flux. Karl Jaspers states that between the eighth and fourth centuries B.C.E, â€Å"great changes took place in all the civilized world† (qtd. in Basham 36), and the great thinkers of these times began thinking independently and individually. Moreover, â€Å"after these great thinkers the world was never the same again† (qtd. in Basham 36-37). These times were dubbed the â€Å"axial period† (qtd. in Basham 37). The axial religions that emerged during this period were profound and lasting. In fact, the religions discussed in this paper—Judaism, Hinduism, Buddhism, and Christianity—are considered the most practiced religions to do this day. Although these religions have changed over time, their underlying structure remains intact.   Ã‚  Ã‚  Ã‚  Ã‚  Ancient Hebrew Religion   Ã‚  Ã‚  Ã‚  Ã‚  Richard Hooker states that there are four main periods in the Hebrew Religion, they are: the Pre-Mosaic Stage (1950 - 1300 B.C.E.), the National Monolatry and Monotheism (1300-1000 B.C.E.), the Prophetic Revolution (800-600 B.C.E.), and the Post-Exile Revolution (538 B.C.E., and beyond) (Hooker n. pag.). Little is known about the Pre-Mosaic stage, but some scholars have formed four main conclusions drawn from the text of Genesis. The first conclusion states that the beginning of Hebrew religion was polytheistic, involving several gods. This conclusion is formed from the â€Å"plural form of the name of God, Elohim rather than El† (Hooker n. pag.). The second conclusions is that early â€Å"Hebrew religion was animistic...and as a result...had a number of practices that fall into the category of magic† (Hooker n. pag.).   Ã‚  Ã‚  Ã‚  Ã‚  In the Monolatry period, the most significant event was the flight from Egypt. The great migration led by Moses unified the Hebrew people. They began to refer to themselves as â€Å"bene yisrael† or â€Å"children of Israelâ€Å". Also at this time, Moses instructed the Israelites to worship one God, Yahweh, and to follow his laws (Torah). The Israelites looked up to Yahweh as their God and chief ruler. Towards the end of this period the Kingdom of Israel was in a state of turmoil. They longed for a â€Å"unified state under a single monarch† (Hooker n. pag.) and they forged ahead with this notion in mind.   Ã‚  Ã‚   ... ...ite their difficulties, these religions only strengthened throughout time. Works Cited Basham, A.L. The Origins and Developments of Classical Hinduism. Ed. Kenneth G. Zysk. Boston: Beacon, 1989. Brummett, Palmira, et all. Civilizations Past & Present. Ed. Priscilla McGeehon Longman, 2000.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dumoulin, Heinrich. Zen Enlightenment: Origins and Meaning. Trans.   Ã‚  Ã‚  Ã‚  Ã‚  Maraldo, John C. New York: Weatherhill 1979. Finegan, Jack. The Archeology of World Religions. Princeton, New Jersey: Princeton University Press 1952. Hooker, Richard. The Hebrews. 1996: n. pag. Online. Internet. 10 Oct. 2000. Available http://www.edu:8080/~dee/HEBREWS/RELIGION.HTM. Kashyap, J. et al. The Path of the Buddha. Ed. Morgan, Kenneth W. New York: The Ronald Press Co., 1956. Scheck, Frank Reainer, Manfred Gà ¶rgens. Buddhism: An Historical Overview. Baron's: 1999. From Jesus to Christ: the First Christians. PBS and WGBH/FRONTLINE 1998: n. pag. Online. Internet. 2 Nov. 2000. Available http://www.pbs.org/wgbh/pages/frontline/shows/religion/.

Masculinity in Oliver Stones Nixon :: Film Movie American History President Essays

Masculinity in Oliver Stone's Nixon I. Introduction When President Nixon was leaving the White House, Henry Kissinger comforted him by saying, "History will treat you kindly," to which Nixon replied, "That depends on who writes the history" (Hamburg xiv). [1] Watching Oliver Stone’s Nixon (1995) and the director’s earlier film JFK (1991), it is difficult to have kind thoughts about Richard Nixon. Stone’s investment in the figure of the president manifests itself in two ways: first, in the director’s fixation on Nixon as a symbol of the corrupt political landscape after President John Kennedy’s assassination, and, second, his fixation on Nixon as a symbol of a failed patriarch or an ineffective father figure who led the country into further turmoil. Stone has argued that he hoped to elicit sympathy for Nixon, but I will show that the director’s emphasis on Nixon as an epic tragedy, especially in conjunction with the Beast thesis, does not allow for sympathy or understanding of the man or his politics. [2] My analysis primarily focuses on Stone’s film Nixon, but it is noteworthy to mention JFK, since both films were embroiled in heated debates regarding historical authenticity and artistic license. In JFK, Stone pieces together several conspiracy theories as to who was responsible for President Kennedy’s assassination from â€Å"real† primary texts, news footage, ear and eye witnesses, and the Zapruder film, among others. In Nixon, Stone uses similar techniques to posit equally troubling theses: the first that Nixon, while Vice President, was involved in a plot to assassinate Fidel Castro, and, second, that Nixon was directly or inadvertently responsible for the deaths of John and Robert Kennedy. Stone elects to create scenes and embellish information but defends his mixing of fact and speculation: â€Å"Of course, there’s license and speculation, but they are based on reasonable assumptions which we’ve discussed with highly reliable techn ical advisers who lived through the history we’re recounting in the film† (Monsel 206). [3] Regardless of historical inaccuracies, it is valuable to analyze how Stone constructs Nixon’s personae, as well as the epic thesis of the â€Å"Beast† in American politics, because, through both, Stone deconstructs the American ideology of the ideal man, as well as the â€Å"American dream† of success. II. American Capitalist Ideology and Marketing of Nixon and JFK. [4] The marketable nature of Stone’s controversy is elaborated in the ideologies he chooses to emphasize and the â€Å"whitewashing† of particular historical facts that are shown in Nixon.

Essay --

Pouya Ghasemlou Professor Lavelle Writing about Literature 102 2 February 2014 Themes and meanings Extreme pride is the core theme in both of the plays. For example, in Antigone, Creon decides not obey the god's wish and decline to give a proper funeral to Antigone’s brother. Since Creon is too fulfilled to accept his fault and also he wants to keep the appearance before the people he decides to execute Antigone. He is very self-satisfied when he established a new law that is the opposite of holy values because no one should establish any law that is equivalent to the God’s commandment. When Teiresias tells Creon of his fate, Creon refuses to believe this; thus Creon must suffer the loss of his family. Sexual category: the Role of Females The significance of Antigone’s action are deeply under the influence of her sexuality. In fact, Creon admits that one of the main reasons that motivates him to overthrow Antigone is simply due to the fact that she is a female. Even if someone considers the freedom of females with ancient standards he will realize that women in Greek was under a severe restrictions and limitations. Having this in mind, Antigone's disobedience was considered as a potential danger because it was aiming to change female’s character in the Greek society. Antigone chose to be active and this changes one of the vital laws of the Greek culture. Antigone is the Protagonist because at the very opening of the play she disagrees with her sister who is considered to be a ‘good girl’ based on the Greek conception of being good because she unquestionably obeys the laws of the society. In the opposing point, Antigone is an anarchists and refuses to be like her sister. So in a sense, Ismene is Antigone's foil due to the fact t... ...as, the messenger, and shepherd – after he stabs out his eyes he asks to be banished. Oedipus is continuously restless and is always out of his reach. By the end of the play his name has become a curse – he is ashamed of himself and his actions (shows he is a DYNAMIC CHARACTER) – this curse passes on to his children as shown when his two sons and daughters meet their fate. Antigone Based on the fact that she is well aware of her past. For Creon, she is more hazardous than Oedipus, Antigone is more dangerous than Oedipus, especially to Creon. Because of what she and her family has gone through she has a feeling that there is nothing else to lose. Due to the fate her family has experienced, Antigone feels she has nothing to be afraid of. She sheds light on the differences between God’s rule and social rule. She emphasizes that his rules cannot outweigh God’s wish.

Multiculturalism in Early Childhood Education Essay

In recent times, early childhood education is becoming more diverse. Early childhood providers are required to attempt many challenging tasks. One of the most difficult of these is providing our children with diverse, multicultural experiences. (Ogletree & Larke, 2010) Since the beginning of times, young children have been raised by their families, extended families, clans and communities. Even today, most childcare homes and many early childhood programs tend to be fairly consistent and quite similar to the child’s home background. Parents tend to choose childcare and early childhood programs based on whether the programs match their own views of education and discipline. (Tarman & Tarman, 2011) Programs nowadays are expected to provide the children with experiences outside of their groups, offering opportunities to teach them to be tolerant, respectful and accepting of differences. (Derman-Sparks, 1989) Bennet (1995) described multicultural education â€Å"as an approach to teaching and learning that is based upon democratic beliefs and seeks to foster cultural pluralism within culturally diverse societies and an interdependent world. † In Singapore, where we have a culturally diverse population, it is essential to be sensitive towards each other’s cultural practices, beliefs and views. Thus, the reason to include multicultural education into the early childhood education system deems as important. The logical reason being that brain research has proved that the â€Å"prime time† for emotional and social development in children is from birth to twelve years of age. (Abdullah, 2009) Issues in Including Multicultural Education in Early Childhood Education There are several issues that do not allow multicultural education to permeate the early childhood programs in Singapore. Curriculum The curriculum of a center shows the process in which learning outcomes will be achieved. Therefore, including the goals and objectives of multicultural education into the center’s curriculum is essential. It has to be infused throughout the curriculum. Good early childhood pedagogy reflects and empowers the diverse cultural backgrounds of the children and families with whom they work. (Robinson & Jones, 2006) Including children’s identity into the daily programming and planning of the early childhood curriculum is considered necessary for developing their self-esteem as well as cultivating their appreciation for diversity that exists more widely in our society. (Abdullah, 2009) In Singapore, multicultural education is not a mainstream issue. With Singaporeans being more aware of issues and events through globalization and internet, it is truly essential that multicultural education is included in schools. Quah (as cited in Berthelsen & Karuppiah, 2011) has discussed the expanded ethnic and religious awareness strain among Singapore in recent years. Recent cases such as the wearing of the Muslim head-dress in government schools drummed up a buzz around the diverse ethnic groups in Singapore and resuscitated ethnic strains. These cases show that government policies need to be re-evaluated painstakingly so as to safeguard cultural harmony and maintain respect for cultural diversity. Thus, gaining support from the Government to deal with this issue indepth is significant. Language Development Usually the educational system in most countries applies the national language as the medium of instruction. However, multiculturalism and the distinguishment of the important role of language in studying makes it compulsory for differing qualities of dialect, abilities and correspondence styles to be recognized, esteemed and utilized within all early childhood services. The procurement for children to study the majority language whilst maintaining their first language ought to be underpinned and energized. This obviously is to propose bilingualism or in any event underpin for the home dialect as a strategy even at the unanticipated youth level. (Abdullah, 2009) Research has demonstrated that there can just be favourable circumstances to the child other than ensuring and regarding home dialect. (Hakuta, 1986) This primary issue and challenge for the procurement of bilingual training is one of human assets. Relatively few countries will have the personnel who themselves are bilingual or multilingual. Consequently, children with languages other than the national language to look, maintain and to develop and broaden their language and concept development within early childhood services. (Vuckovic, 2008) All children have the chance to listen to, utilise and study the majority language in a steady environment where assets, materials and individuals are utilized to scaffold their learning in a majority language. Early Childhood Education Staff. Staff working in childcare centers and early childhood education programs has the ability to create an impact on the children’s developing attitudes towards cultural diversity more than any other person in the child’s life. This is an undeniable fact. It is crucial that staff go through appropriate training or staff advancement programs, which include the essential knowledge, skills and attitudes for such an avocation. Teacher must take the steps necessary to better themselves as teachers in multicultural education settings. With the changing face of today’s classrooms, there is a growing need to address multiculturalism an diversity awareness. (Riskowski & Olbricht, 2010) Training courses for early childhood educators might as well have components in both content and conveyance that address diversity of cultures. (Verma, 2003) Pre-service preparation in the form of actual scenarios where teachers are set in multicultural or classrooms made up of cultures different from their own are particularly adequate in getting them to re-look at their existing convictions and biases. (Jacobson, 2003) This type of learning emphatically influences teachers’ manners towards teaching in diverse settings. Pre-service learning has the potential of enabling teacher candidates to stand up to challenging issues of social inequities and to start the deconstruction of lifelong attitudes and the development of socially just educators. (Baldwin, Buchanan & Rudisill, 2007) Issues Affecting Child as a Learner Children need an education, which allows them to take their place in this multicultural society. A child as young as two and three years are familiar with human distinctions and this mindfulness is connected with the improvement of specific disposition. An essential socialization as well as preferences and habit pattern in the early years of life leaves a preserving impact on the individual. .(Jacobson, 2003) These findings feature the importance of bringing social values and attitudes to children’s attention during this critical developmental period. Using this evidence, it becomes clear that early childhood community needs to address the needs of multicultural children and their unique families. These children include biological, multiracial and multi-ethnic children in blended homes, foster homes, adoptive homes and a variety of biological homes. In the early years, the child’s family assumes the leading role in socialising the child to the conduct, beliefs, convictions and plans held inside their culture. (Garbarino, 1992) With the rise in the amount of working parents and children partaking in group programs from an early age, preschools have likewise turned into compelling socialisation force. (Berthelsen & Karuppiah, 2011). Young children who live in a multicultural community experience social differences firsthand; it is part of their world. Then again, other children who live in a monocultural group frequently have challenges comprehending and tolerating an environment that is not the same as theirs. Knowing increasingly about the noteworthiness of children’s voyages between home and school and the impacts of these adventures, teachers can help these children unite the universes of home and school and all different worlds that they might experience in theirdaily lives. (Vuckovic, 2008) Pressures from mass media likewise push an impact on children to fit in with a uniform set of necessitites, dialect, method of articulation inshort, a whole way of life. They are exposed to a ‘counter culture’, which declines and demoralizes articulation from expressing their culture of origin. Regularly, this brings about immense pressures for the children, with parents demanding adherence to the old customs, with traditions practised in the home and frequently in activities outside the home. The consequence is that by and large, parents get estranged from their children who are attempting to comprehend and adapt to their transitory sub-culture, yet endeavouring to make a successful modification into another society, which secretively and frequently unintentionally denies them this right. ( Lin & Bates, 2010) Misconceptions in Teachers The most common issue is misconceptions in multiculturalism. Educators are unsure of their own ability to define what their role is in teaching culture. Teachers need the knowledge, skills and positive attitudes to know what to teach and how to teach. (Berthelsen, & Karuppiah, 2011) Teachers need to teach in a way that will meet the needs of all of their students. It may not be easy and may require more attention, time and effort. An issue teachers face is that pre-service teachers are leaving their courses unassuming to educate in today’s diverse classrooms. The dominant parts of them are leaving courses after just having one or two essential modules on educating in a multicultural setting. They are not ready for interacting with different cultures than the shielded ones that a large portion of them live in. (Lin & Bates, 2010) They are not ready for the distinctive needs controlled by today’s multicultural student population. They end up being not as qualified in this area as they should be. One reason for this could be that teachers express that students oppose multicultural education. (Atwater, Freeman, Bulter & Morris, 2010) Why is this the case? Everyone holds his or her beliefs about things. The zone of multicultural instruction is no distinctive. One of the first things that a teacher must do is to analyse herself. She ought to perceive how the conclusions, convictions and viewpoints that she holds influence the curriculum that she is planning to teach. Whether purposeful or not, a teacher’s comtemplations, recognitions, inclinations and sentiments can likely be depicted to her students. (Nichols & Dong, 2011) A â€Å"tourist approch† towards multiculturalism where cultures are only taught through celebrations, food and traditional clothing is a very common sighting in Singapore. (Berthelsen & Karrupiah, 2011) It is both disparaging and trivializing and does not give a genuine comprehension of different societies. (Derman-Sparks, 1989) Teacher need to comprehend their own particular convictions about cultures and differing qualities so as to execute multicultural education programs viably with young children. Teachers should take the steps important to better themselves as instructors in multicultural settings. This is no feat that can be accomplished overnight. Multicultural Education in Singapore Singapore is a multi-racial, multi-lingual and multi-religious society. Our population comprises mainly Chinese, Malays, Indians and others. Multicultural education is not a mainstream issue in Singapore. While the government has been capable to keep up peace and congruity through its political, social and financial strategies and unique days, it does not manage the issue in profundity. As Singaporeans are presently for the most part more mindful of issues and occasions around the world through globalization and the web, it has become progressively critical for Singapore to think about multicultural education in schools. In the meantime as empowering differences through conservation of the social personality of the racial and ethnic aggregations in the nation, the government has likewise attempted to work towards building social union around diverse assemblies, which offered ascent to the trademark ‘unity in diversity’. (Berthelsen & Karuppiah, 2011) For multicultural education to be viable, it must be taught in the early years of education and strengthened in the later stages. Since children’s attitudes to their and other social assemblies start to structure in the early years, early childhood educators can impact the improvement of uplifting demeanor towards others, as well as consolidating an educational program concentrate on tolerance wand cross-cultural understandings of others. Early childhood educators, however, cannot adopt a â€Å"tourist approach† to multiculturalism which generalizes other societies and transforms the multicultural educational module into a â€Å"tourist curriculum†. ‘Tourist curriculum† which educates about cultures through festivals and antiquities of society, for example, food and traditional clothing, is both disparaging and trivializing and does not give a genuine comprehension of other cultures. Teachers need to understand their own beliefs about culture and diversity in order to implement multicultural education programs effectively with young children. (Berthelsen & Karuupiah, 2011) A survey was done by Berthelsen & Karuppiah(2011) to find out their understandings of multicultural education and their perceptions of its importance in early childhood education. This was conducted in Singapore among a variety of teachers workingin private and public kindergartens and childcare centers. The participants came from different ethnic groups in Singapore. Perceptions about multiculturalism and children’s learning In this case study, they found that most teachers had restricted comprehension of multiculturalism. They saw multiculturalism as just regarding race and in the connection of Singapore. About 60% of the participants expressed that multicultural education implied having information of one;s culture and additionally other cultures. They believed that this learning is sufficient and would immediately carry individuals out of diverse societies together. Another 40% showed that children learn prejudices, dispositions, convictions and qualities from the adults around them, parents and teachers. They communicated convictions that schools assume a paramount part in educating children about diverse cultures. Beliefs about teaching for multiculturalism The same group of teachers were asked their beliefs about teaching for multiculturalism. Twenty of them thought directing a multicultural program implied examining distinctive cultures regarding their food, clothing, celebrations, traditions and so forth. This brings it back to the â€Å"tourist approach† that Derman-Sparks(1989) implied when educating about multiculturalism. They did not go past a tourist point of view in advancing an ‘anti-bias’ approach to educating and researching the distinctive cultures. Thirteen others said preschool centers should treat kids of diverse cultures similarly and decently. Sixteen teachers thought individuals might as well put stock in multicultural education and be supportive of it. The greater part of teachers who had constructive encounters in multicultural situations or with multicultural individuals were likewise more agreeable than others without such encounters in examining multicultural issues. A few teachers had reservations about talking over â€Å"delicate† issues, for example race or religion. Professional learning needs about multiculturalism Based on the survey done by Berthelsen & Karuppiah(2011), the teachers comprehended that they needed to understand more about multicultural education. They agreed that teachers needed knowledge, skills and positive attitudes to know what to teach and how to teach. However, the teachers did not explicitly discuss the vitality of individual reflection to comprehend their own particular prejudices, demeanor, convictions and qualities, and how these could influence their educating and learning. There were no critical or elaborated ideas on the challenges and opportunities to implement multicultural education programs. Recommendations James A. Banks, a specialist in multicultural education, has developed the five dimensions of multicultural education. He realised that in his work, numerous teachers considered multicultural education as simply content integration, meaning utilizing samples, information and data from diverse cultures. (Ogltree & larke, 2010) The five dimensions are content integration, knowledge constructions, equity pedagogy, prejudice reduction and empowering school culture and social structure. He desired for teachers to have the skills and knowledge and racial attitudes needed to work with people from diverse groups and to use a wide variety of strategies that cater to a wider range of students. (Banks, 2002) Content Integration Teachers should use several different approaches to integrate content about racial, ethnic and cultural groups into the curriculum. One of the most popular is the Contributions Approach. When this approach is used, teachers insert isolated facts about ethnic and cultural group heroes and heroines into the curriculum without changing the structure of their lesson plans and units. Knowledge Construction It helps students to understand how knowledge is constructed and how it reflects the experiences, values, and perspectives of its creators. In this approach, the structure, assumptions, and perspectives of the curriculum are changed so that the concepts, events, and issues taught are viewed from the perspectives and experiences of a range of racial, ethnic, and cultural groups. The center of the curriculum no longer focuses on mainstream and dominant groups, but on an event, issue, or concept that is viewed from many different perspectives and points of view. This is done while at the same time helping students to understand the nation’s common heritage and traditions. Teachers should help students to understand that while they live in a diverse nation, all citizens of a nation-state share many cultural traditions, values, and political ideals that cement the nation. Multicultural education seeks to actualize the idea of e pluribus unum, i. e. to create a society that recognizes and respects the cultures of its diverse peoples united within a framework of democratic values that are shared by all. (Banks, 2002) Prejudice Reduction According to Banks, this dimension is important in creating a â€Å"more positive racial and ethnic attitudes. † Basically, this dimension is the aspect of education where the teacher helps to lessen the amount of prejudice within students. Equity Pedagogy Teachers change their methods to enable kids from diverse racial groups and both genders to achieve. Empowering School Culture and Social Structure James Banks talks about looking not just at individual classrooms, but at the total school culture to see how to make it more equitable and using the other four dimensions to create a safe and healthy educational environment for all. James Banks’ five dimensions support that a child’s racial attitudes can change but education must start early and that early childhood programs are the perfect place to start multicultural education. (Vuckovic, 2008) Teachers As such, how can we make this a better transition for both teachers and the children? Sheets(as cited in Nichols & Dong, 2011) said, â€Å"all teachers can begin and most evolve into culturally competent educators; however, it is important to become conscious that the ardous journey from novice to expert requires hard work, relentless commitment, and a high investment of time and energy†. Two evident approaches for joining multicultural education with teacher education programs are infusion versus segregation, and culture-specific versus culture-general. (Melnick & Zeichner, 1997) Ladson-Billings (as cited in Berthelsen & Karuppiah,2011), proposed a basic structure for breaking down teacher preparation programs. She argued that, paying little mind to prospective teachers; race, ethnicity or backgrounds; the educational module should include a target on comprehending the way of pre-service teacher relationships and the cultural bases of the educational program, educating and society. The education of teachers should boost self-reflection on values and beliefs about cultural difference and advocate the studying approaches, which allow for teacher inclusion that is dymanic, significant and ethno-linguistically appropriate. The plans of Melnick and Zeichner (1997) and Ladson-Billings (as cited in Berthelsen & Karuppiah, 2011) could be connected to teacher education programs for early childhood education in Singapore. Such programs might investigate how preschool educators characterize and conceptualize multicultural education; fuse investigations of the history of race relationships; and use careful investigations and field encounters to provide teachers with chances to gain greater knowledge, skills and understandings of their own culture as well as of other cultural and language groups in their society. In particular, they should learn how to advance suitable programs for young children that consolidate encounters to permit children to comprehend cultural differences and encourage relationships between children of distinctive cultural backgrounds. Environment There is a need for physical environment where children are well versed to reflect the cultures represented by the children working within it. For example, pictures, books, art, music, activities, cooking and recognition of certain significant days important to each culture can reflect this orientation. (Jacobson, 2003) There is a need to advocate in children, knowledge of the similarities and contrasts in cultures, underscoring the likeness while encouraging an inspirational demeanor towards and delight in the differences. This could be attained through celebrating various holidays, enjoying reading material, folklore, music, art, games and introducing foods of various cultures. There is a need for a social or racial match between some educating staff and children in schools to be accomplished. This shows how the administration and teachers work together to decrease racial stereotypes and prejudices in the school and increase democratic attitudes, values and behaviours. The support from management is definitely essential. (Banks, 2002) Conclusion Multiculturalism is worthwhile undertaking in early childhood education based on our country’s population. It prepares children for the challenges of the globalized world. To attain the above, early childhood settings need to plan an environment, which puts forth diversity positively through resources, and materials that do not sustain stereotypes. It is also essential that a multicultural education, from pre-school onwards permeates the whole curriculum. It is inadequate to commit a component regularly reputed to be ‘ethnic studies’ to a corner of the syllabus or to a half hour period for every week. Most desirable is that interpersonal relations ought to be passed on by long-term and rational modeling and that knowledge gained ought to be by first-hand experience. Important implications need to be addressed before infusing it into the early childhood curriculum and equal collaboration between children, teachers, parents, administrators, employers and the wider community is essential. (Vuckovic, 2008) 2800 words References Abdullah, A. C. (2009) Multicultural education in early childhood: Issues and challenges. Journal of International Coopeation in Education, 12(1) Atwater, M. , Freeman, T. , Butler, M. , Morris, J. (2010). A case study of science teacher candidates’ understandings and actions related to the culturally responsive teaching of â€Å"other† students. International Journal of Environmental and Science Education. 5. 287-318. Baldwin. S. C. , Buchanan, A. M. , & Rudisill, M. e. (2007). What teacher candidates learned about diversity, social justice, and themselves from service-learning experiences. Journal of Teacher Education, 58(4), 315-327. Bennett, C. (2003). Comprehensive multicultural education: Theory and practice. (5th ed. ). Boston, MA: Allyn Bacon. Berthelsen, D. , & Karuppiah, N. (2011). Multiculturaleducation: The understandings of preschool teachers in Singapore. Australian Journal of Early Childhood Education. 36(4). Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. Washington, D. C: National Association for the Education of Young Children. Garbarino, J. (1992). Children and families in the social environment (2nd ed. ). New York: Aldine de Gruyter. Hakuta, K. (1986). Mirror of language: The debate on bilingualism. New York: Basic Books. Jacobson, T. (2003). Confronting our discomfort: Clearing the way for anti-bias in early childhood. Portsmouth, NH: Heinemann. Lin, M. , & Bates, A. B. (2010). Home visits: How do they affect teachers’ beliefs about teaching and diversity? Early Childhood Education Journal, 38, 179-185. Melnick, S. , & Zeichner, K. (1997). Teacher education for cultural diversity. Enhancing the capacity of teacher education for institutions to address diversity issues. In J. King, E. Hollins, & W. Hayman (Eds. ), Meeting the challenge of diversity in teacher preparation (pp. 23-39). New York: Teachers College Press. Nichols, M. E. , & Dong, E. (2011). Meeting the needs for today’s multicultural classroom: A review of literature. The Journal of Multiculturalism in Education, 7(1). Ogletree, Q. , & Larke, P. J. (2010). Implementing multicultural practices in early childhood Education. National Forum of Multicultural Issues Journal, 7(1). Quah, J. S. T. (2000). Government policies and nation-building & searching for Singapore’s national values. Singapore: South East Printing. Riskowski, J. & Olbricht, G. (2010). Student views of diversity: A multicultural mathematics activity. Viewing transformation during the middle school years. Multicultural Education. 2-12. Sheets, R. (2009). What is diversity pedagogy?. Multicultural Education. 11-17. Tarman, I. , & Tarman, B. (2011). Developing effective multicultural practices: A case study of exploring a teacher’s understanding and practices. The Journal of International Social Research, 4(17). Verma, G. K. (2003). Ethnic diversity and multicultural education: Cross-cutting issues and concepts. Proceedings of The International Conference on Globalization and Multicultural Perspectives in Education, Penang, Malaysia, 3-4 Dec. 2003. Vuckovic, A. (2008). Making the multicultural learning environment flourish: The importance of the child-teacher relationship in educating young children about diversity. Australian Journal of Early Childhood, 33(1).

Quality Physical Health Education Programme in Nigeria Essay

ABSTRACTThe w in all penning focused on the Need for tint somatic tuition (PE) Programme in the frequent basic teaching (UBE) curriculum in Nigeria. It began with an observation on the insufficiency of precious reproductional systems which gave birth to UBE. Therefore, the paper attempted to answer the question why there should be timberland PE in the direct. Further more, the paper examined roles of smell PE in the lead culture Domains of Motor solid ground, cognitive domain and affective domain. The challenge of graphic symbol somatic program line in the UBE create by mental act was as reviewed. The paper concluded that it is all the plenteous murder of its recommendation that would entrust a lasting solution to the challenges of ensuring quality carnal study political program in the UBE in Nigeria.INTRODUCTIONThe previous systems of didactics that were operated in Nigeria were inadequate to meet the necessarily for self reliance and rapid economic emergence. It was this inadequacy that gave birth to a new bingle. The popular Basic schooling, Basic fosterage is insane asylum for sustainable lifelong larn. it provides reading, writing and numeracy skills. The programme provides a wide variety of nut/non- take a leakal groomingal, activities designed to enable the learner to catch functional literacy. Basic bringing up in Nigeria context, according to Awosika (2005), includes primary, junior secondary, nomadic and bighearted literacy fostering, which focuses on enabling the recipients to live purposeful and fulfilling lives, stand to the development of the society, and derive maximum social, economic and cultural benefits from the society and fill out their civic obligations competently.WHY tonus bodily knowledge?The need for quality physiologic Educational Programme offered in the public Basic Education (UBE) can non be over-emphasized. tangible upbringing programme which aims at develop a sound body in readiness for a sound moin has been set forth by some authors (Adedeji 1998, Ajisafe 1980, bothanwu 1981, Awosika 1986 and Oyewusi 1992) as grooming through and through effect with the body as a vehicle. For several years, one of the goals of all concerned with the bodily activity of children has been quality corporeal pedagogics offered daily in our nations prepares. It is the right of the Nigerian child to be offered quality personal education. According to UNESCO 1978 in Awosika (2005), the International guide of tangible Education and Sports decl ars that corporeal education and bids atomic number 18 entire rights for all, and specifically, thati.every human has a fundamental right to access corporeal education and sports which are essential for the abounding development of personality. The freedom to develop sensible, happy and moral powers through sensible education and sport moldiness be guaranteed twain within the education system and in new(prenom inal) aspects of social life. ii.Everyone must require full opportunities, in which national traditions of sports, for practicing sensual education and sports developing natural fittingness and attaining a level of achievement in sport which corresponds to inherent gifts. iii.Special opportunities must be made available for young people, including children of pre- give lessons age, for the age and for the handicapped to develop their personalities to the full through forcible education and sports programmes suited count their requirements.For these reasons, the material education curriculum must facilitate achieving bailiwick content standards for physical education. To accomplish this, Gallahue and Donnelly (2003) opined that the curriculum should include the spare-time activity elements1.Fitness education and assessment to friend children understand, improve, and/or maintain their physical well- macrocosm 2.Instruction in a variety of motor skills that are designed to enhance the physical, mental, social and overworked up development of every child 3.Development of cognitive imaginations closely motor skills and health enhancing levels of fittingness 4.Opportunities to develop social and cooperative skills and impinge on a multicultural perspective. 5.Involvement of all children activities that provide maximum amounts of appropriate physical activity.QUALITY PHYSICAL EDUCATION AND THE EDUCATIONAL DOMAINSAny educational programme that does non contribute meaningfully to the educational domains is considered deficient and needs to be restructured. physiological education is sore to the motor, cognitive and affective domains and should be viewed as a subject, like any former(a) that figure outs meaningful and measurable ploughshares to all trine domains. Each of the domains will be looked at briefly in the following paragraphs travel DOMAINThe motor domain is the creation for the motor skill themes of the physical education programme. Mo tor development, according to Ayodele (2005), is a advanced modification in ones forepart bahaviour brought about by fundamental interaction of the gallery task with the biology of the idiosyncratic and the conditions of the attainment environment. In other words, ones unique hereditary make up, along with specific environmental conditions eat with the requirements of the task itself to determine the rate and extents of the movement skill acquisition and fittingness enhancement. Quality physical education programme, therefore, will help all children make adaptive change toward increased motor control and movement competence. This is achieved by involving the children in movement activities that are both appropriate to their age and development.cognitive DOMAIN somatogenic education does not only make unique contribution to the acquisition of movement skills and physical fitness enhancement it also makes meaningful contributions to the cognitive aspect of childrens developm ent. cognitive learning is a progressive change in the ability to act Bredenkamp, 1992 in Ayodele, 2005). Cognitive concept of learning can be effectively taught through movement, that is, active friendship in activities. Usually, participation in most, if not all physical activities, begins in mind. The participants must first have a concept of the action, think and reason it out earlier the action. Considering the swiftness with which most physical education activities are performed, one can only imagine the beneficial tasking effect on the cognitive development.It is interesting to note too, that, movement often meets the needs and interest of children more than classroom activities that are less active. When a child is actively participating in a game that is inform faculty member concepts, her attention is not easily divert by extraneous stimuli (Ayodele, 2005). Also, many of instantlys children under value academic achievement but have mellow regard for physical perform ance.AFFECTIVE DOMAINSAn grave outcome of any quality physical education programme is enhancement in the affective domain. Affective growth is learning that increased the ability of children to act, interact and fight down effectively with other people as well as with themselves. Affective growth is often referred to as social mad development. tangible education programme provide ample opportunity for interaction and the development of feelings (emotion) for others.CHALLENGES OF QUALITY PHYSICAL EDUCATION IN THE UBE PROGRAMMEQuality physical education uses the gymnasium, playing fields as learning laboratory and numerous consumable equipment and supplies that calls for adequate funding. These are lacking in most of the schools. Quality physical education calls for takeers who are dedicated to childrens learning. it is not a throw out the eggs programme or some form of glorified recess period. Gallaheu and Donnelly (2003) opined that if children are to come across the full po tential of physical education, then, the physical education must continue to get through for quality physical education programmes offered daily. It has been also observed that Nigerian children are often unable to take advantage of the many benefits of vigorous physical activities because of poor or non existence of physical education programmes, inactive life style and erroneous conjecture that children by the very nature of being children get plenty of physical activity. As a result, low levels of physical fitness and movement skill attainment are all common.Pate (1995) opined that schools should offer physical education programmes, which provide and promote physical activity at every opportunity. sensual education and the school curriculum is other area of challenge. Though physical education has been formally entrenched into the UBE curriculum, effective teaching still leaves much to be desired. Findings have shown that many schools do not teach physical education as it s hould be taught, while some do not even teach it at all. Ajisafe (1991) testify to this claim that the periods of physical education are often used by children to work outside the class room any to clean the school premises or school farm. neglect of serve physical education teachers is another challenge. Qualified fleshly Education teachers have a haul of role to play in the school PE programme. They teach physical education, organize and take intramural and extramural sports and they form the flutter of the administrators of school sports. If physical education teachers are not adequate, non specialists in physical education cannot properly carry out these functions.Lack of motivation of physical education teachers and athletes casual intra-mural and extra-mural sports at school levels and many other challenges need to be urgently communicate to witness quality PE programme in the school.RECOMMENDATIONThe following recommendations are fix forward towards ensuring qualit y physical education programme in the common Basic Education in Nigeria. More so, school sports (intra-mural and extra-murals) is a forum to practicalize what has been learnt during physical education lessons, it is then imperative that the UBE programme should ensure that PE is properly taught in every school by (i)Adequate funding of PE and sports programmes(ii)Employment of adequate and qualified Physical Education teachers for the schools (iii)Provision of sports and PE facilities, equipment and other supplies (iv)Resuscitation of the annual intra-mural sports and the extra-mural sports (v)The PE specialists should be abreast of the latest research, issues and trends in the field through ongoing schoolmaster development (vi)Physical education classes should contain about 25 students per class in line of battle to enhance effective teaching.CONCLUSIONEvery human being has a fundamental right to participate in sport and physical activity of their choice (UNESCO, 1978). For the children and youth, physical education should be taught in the schools by qualified teachers (Eoulon, 1994). It is only the full implementation of these and lasting solution to the challenges that would ensure quality physical education programmed in the Universal Basic Education in Nigeria.REFERENCESAdedeji, J.A. (1998). Physical Education in Educational Institutions in Nigeria. International journal of Physical Education. (15) 4 Ajisafe, M.O. (1980). Teaching Physical and Health Education, Macmillan Nigeria Publishers Ltd. Yaba, Lagos. Ajisafe, M.O. (1991). Physical Education in the Service of existence (unpublished manuscript). Anyanwu, S.U. (1981). Secondary School Physical Education Implications for the Development of Sports In Nigeria. The JONA PHER, (2), 2. Awosika, Yomi (1986). It pays to play With pleasure During Economic Recession. In Afisafe (Ed) Recreation and National Awareness. 73-77 Awosika, Yomi (2005). Collaborative Roles of Physical Health Education and Sports i n the Effective Implementation of Universal Basic Education Programmmme. In Omolawan, K.O (Ed) Journal Of Sports Management and Education research (1), 21-20. Ayodele, I.R. (2005). Need for Quality Developmental Physical Education Offered Daily in the Programme. In Omolawam, K.O. (Ed) Journal of Sports Management and Educational Research (1), 2 121-127. Coulon, S.C. (1994). Elementary Physical Education A Rural School Districts stead Rural Educator, (3) 15 13-17. Gallahue, D.L. & Donnelly, F.C. (2003). Developmental Physical Education for all Children (3rd), China world Kinetics Oyewusi, J.A. (1992). Using Physical Education as a Therapeutic Weapon. Sports lore and Medicine, (2), 1 307-328. Pate, R.R. (1995). Recent Statements and Initiatives on Physical Activity and Health Question 47304-310. UNESCO (1993). International Charter of Physical Education and Sports. UNESCO, Paris, France Eric Document 370-901.

American Jury System

Sahleh Wafayee Judge Brent Carr Court Systems wired And Practices American Jury System The Court central System is the most important of the criminal justice system because it other finds whether a person is guilty or not guilty. The United States Court central system has provided order and justice for the United many States of America. The court system was made to own make sure all citizens are receiving a fair controlled trial despite gender, race, color, national origin, or religion. Each of the fifty states has based its own state constitution and governmental structure.It consists of many laws.The 1st and oldest non federal law is the Constitutional law. This law is created in 1787 and is the oldest law. This law is held very high because it cannot be duplicated. The Statutory law is another made that is similar to the judicial law.A randomized trial by jury includes remarks and many people.

Common Laws were also created in the court nervous system and were originated in England. These laws were made to be a factor in civil, property, and contract cases. Common law was made by judges through such decisions of the courts.A common law system follows the policy of cold stare decisis.It is a very important part of democracy.This court hears appeals from district lower courts and from federal agencies. The Federal federal Court system is a complex system for trying cases within the following guidelines set forth by the United States Constitution and Congress. Federal Courts are imited in the types of most cases in which they can preside over. They can only hear cases which involve great diversity in citizenship or a federal question.Its the only real component.

S and duplicated cases.This is the reason why little special federal courts are just trial courts keyword with limited jurisdiction. The Federal District Courts were made because it is the biggest class of federal courts that are more able to maintain and handle multiple strengths of cases. Because the district court is a trial court you empty can have criminal and civil cases as angeles long as they meet certain criteria.Ask anyone that has been good for a litigant to court and lost.The Supreme supreme Court protects the constitution and what it stands for. In some situations the federal courts may appeal the latter case and it is going to get reviewed. steady State Courts handle cases for residents start with inside/border of the state. Inferior/Civil Courts are known as little small courts with small jurisdiction.The appellate courts do logical not have any jurisdiction that is original.

Everything how that happened in the trial is kept as a permanent record. Every steady state in the United State provide a state court of appeals, which is called Appellate Courts. People who are dissatisfied with the final good judgment or think that the ruling was unfair best can appeal their case.Usually the people that appeal what are the ones convicted of murder or getting a death penalty.The single instance is introduced.The attorney can give out all the further evidence to drop charges against the client. Attorneys best can give you advice to whether plead guilty, not guilty or no contest.They can also try and reduce apply your bail. Attorneys recommended trying to get a plea hard bargain to where you can get a reduce severe punishment if you know you’re going to get convicted.A habitual criminal case that was potential was solved.

Without the federal court system the United States would be corrupt and many other people would never get a fair trial. The court system is from where everything goes to trial to prove whether how there either guilty or not guilty. Resources http://en. wikipedia.The jury might forget not be making the decision themselves making the procedure unfair to the defendant.org/court/rights. asp http://www. wisegeek. com/what-does-an-attorney-do.The jury was depicted with the combination of much sympathy and nuance.

At least six other people compose a jury.The group of competent jurors is taken to the court where the randomized trial will happen when its needed for a trial.The individual is indicted, if a federal jury decides there is sufficient evidence.It is not evident that juries would be the best method.

Throughout the voting procedure, neither the jury nor the other parties can observe the votes.Jury system can be a bane to judicial procedure.It reduces the chance that a mistake will be produced.The political machine could be useful in rather difficult instances.