ECommerce and ECRM and eCommerce Essay Example | Topics and Well Written Essays - 1500 words

ECommerce and ECRM and eCommerce - Essay Example Businesses and other productive sectors used to experience problems carrying out their duties due the communication breakdown and the ineffective methods which used to exist (Barnes, 2000 P. 34). According to Mwenda (2004), for one to appreciate the importance the new computer-aided communication can have, he/she must consider the dynamics of the same in that, it has made the world a global village since every one of us can communicate with his/her accomplices every where they are instantly (P. 41). Businesses have been made efficient since the transactions are made over the net in a faster way than we could have imagined sometimes back, advertisements are nowadays being made over the net, which is cheap. The important sectors of our economies are now safe in terms of communication due to the coming of this technology. Internet has been used for so many beneficial activities in sports, culture and the general wellbeing oh the human race (Richmond, J 2003 P. 102). On the same note, websites are being used by organizations to market their products and also to carry out transactions. For them to be efficient they should be well planned for and the organization of the materials should be in order. In addition, it should be attractive for the users. Intuitive and good level of innovation as well as easy navigation is an important issue for every website that is to sell the ideas of an organization. Poorly designed web pages cause confusion, frustration and total dissatisfaction to would be potential customers. This can sometimes cause them to opt out of using your services and consider using that of your competitor. With website metrics data, a company can test different operations to see how potential customers react and view the data to determine the overall navigation style for your site to take a notch higher. The use of website metrics is also called website analytics and is a tool for enhancing customers experience as well as ensuring that

Learning Theories Essay Example for Free

Learning Theories Essay Lev Vygotsky, born in the U. S. S. R. in 1896, is responsible for the social development theory of learning. He proposed that social interaction profoundly influences cognitive development. Vygotsky’s key point is his belief that biological and cultural development do not occur in isolation. Vygotsky approached development differently from Piaget. Piaget believed that cognitive development consists of four main periods of cognitive growth: sensory motor, preoperational, concrete operations, and formal operations. Piaget’s theory suggests that development has an endpoint in goal. Vygotsky, in contrast, believed that development is a process that should be analyzed, instead of a product to be obtained. Marcy P. Driscoll stated (as cited in Riddle, 1999) that â€Å"Vygotsky believes the development process that begins at birth and continues until death is too complex to be defined by stages†. The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygoysky states: â€Å"Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first between people (interpsychological) and then inside the child (intrapsychological) (Funderstanding, 2001). This applies equally to voluntary attention, to logical memory, and to formation of concepts. All the higher functions originate as actual relationships between individuals. A second aspect of Vygotsky’s theory is the idea that the potential for cognitive development is limited to a certain time span that he calls the â€Å"zone of proximal development† (ZPD). Vygotsky believed that this life long process of development was dependent on social interaction and that social learning actually leads to cognitive development (Kearsley, 1998). Vygotsky describes it as â€Å"the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through Learning Theories 3 problem solving under adult guidance or in collaboration with more capable peers† (Funderstanding, 2001). In other words, a student can perform a task under adult guidance or with peer collaboration that could not be achieved alone. The Zone of Proximal Development bridges the gap between what is known and what can be known. Vygotsky claimed that learning occurred in this zone. Therefore, Vygotsky focused on the connections between people and the cultural context in which they act and interact in shared experiences. According to Vygotsky, humans use tools that develop from a culture, such as speech and writing, to mediate their social environments. Initially, Children develop these tools to serve solely as social functions, ways to communicate needs. Vygotsky believed that the internalization of these tools led to higher thinking skills (Riddle, 1999). When Piaget observed young children participating in egocentric speech in their preoperational stage, he believed it was a phase that disappeared once the child reached the stage of concrete operations. Driscoll states (as cited in Riddle, 1999) â€Å"in contrast, Vygotsky viewed this egocentric speech as a transition from social speech to internalized thought†. Thus, Vygotsky believed that thought and language could not exist without each other. Vygotsky’s theory was an attempt to explain consciousness as the end product of socialization. For example, in the learning of language, our first vocal noises with friends or adults are for the purpose of communication, but once mastered they become internalized and allow â€Å"inner speech†. Traditionally, schools have not promoted environments in which the students play an active role in their education and in the education of their friends. Vygotsky’s theory, however, requires the teacher and students to play untraditional roles as they collaborate with each other. Instead of a teacher dictating the lessons to students and later evaluate them, a teacher should collaborate with her students in order to create meaningful ways that students can make their own evaluation. Learning then becomes a reciprocal experience for the students and the teacher. Learning Theories 4. The physical classroom, based on Vygotsky’s theory, would provide clustered desks or tables and work space for peer instruction, collaboration, and small group instruction. Like the environment, the instructional design of material would be structured to promote and encourage student interaction and collaboration. Thus, the classroom becomes a community of learning. Because Vygotsky asserts that cognitive change occurs within the Zone of Proximal development, instruction would be designed to reach a developmental level that is just above the student’s current developmental level. Vygotsky proclaims, â€Å"learning which is oriented toward developmental levels that have already been reached is ineffective from the view point of the child’s overall development. It does not aim for a new stage of the developmental process, but rather lags behind this process† (Social Development, 1996). Appropriation is necessary for cognitive development within the zone of proximal development. Individuals participating in peer collaboration or guided teacher instruction must share the same focus in order to access the zone. Samuel J. Hausfather states (as cited in Riddle, 1999), â€Å"joint attention and shared problem solving is needed to create a process of cognitive, social, and emotional interchange†. Furthermore, it is essential that the partners be on different developmental levels. In addition, the partner that is on the higher level needs to be aware of his partner’s lower level. If this does not occur, or if one partner continually dominates, the interaction is less successful. Scaffolding and reciprocal teaching are effective strategies to access the zone. Scaffolding requires the teacher to provide students the opportunity to extend the current skills and knowledge. Hausfather reports (as cited in Riddle, 1999) â€Å"the teacher must engage students’ interests, simplify tasks so they are manageable, and motivate students to pursue the instructional goal. In addition, the teacher must look for discrepancies between students’ efforts and the solution, control for frustration and risk, and model an idealized version of the act†. Learning Theories 5 Reciprocal teaching allows for the creation of a dialogue between students and teachers. This two-way communication becomes an instructional strategy by encouraging students to go beyond answering and discussing questions. A study (as cited in Riddle, 1999) demonstrated the Vygotskian approach with reciprocal teaching methods in their successful program to teach reading strategies. The teacher and students alternated turns leading small group discussions on reading. After modeling four reading strategies, students began to assume the teaching role. Results of this study showed significant gains over other instructional strategies. Cognitively Guided Instruction is another strategy to implement Vygotsky’s theory. This strategy involves the teacher and students exploring math problems and then sharing their different problem solving strategies in an open dialogue (Riddle, 1999). Vygotsky’s social development theory challenges traditional teaching methods. Historically, schools have been organized around recitation teaching. According to Hausfather, (as cited in Riddle, 1999) â€Å"the teacher disseminates knowledge to be memorized by the students, who in turn, recite the information back to the teacher†. However, the studies described above offer empirical evidence that learning, based on the social development theory, facilitates cognitive development over other instructional strategies (Riddle, 1999). School structure does not reflect the rapid changes that society is experiencing. Opportunities for social interaction have greatly increased with the introduction and integration of computer technology. Therefore, the social context for learning is transforming as well. Learning relationships can now be formed from distances through cyberspace, whereas collaboration and peer instruction was once only possible in shared physical space (Bacalarski, 1994). Computer technology is a cultural tool that students can use to mediate and internalize their learning. According to Kathryn Crawford (as cited in Riddle, 1999) â€Å"recent research suggest changing the Learning Theories 6 learning contexts with technology is a powerful learning activity†. If schools continue to resist structural change, students will not be as prepared as they should be for the world. Lev Vygotsky lived during the Russian Revolution, a time of great change in his culture. His theory was that biological and cognitive development does not happen apart from each other. These two developments sustain and grow from each other. This is when learning takes place. Because of this theory, his environment of change was a great influence in his own cognitive processes. Learning Theories 7 References Bacalarski, M. C. , (1994). Vygotsky’s Developmental Theories and the Adulthood of Computer Mediated Communication: a Comparison and an Illumination. Retrieved November 7, 2003 from http://psych. hanover. edu/vygotsky/bacalar. html. Funderstanding, (2001). Vygotsky and Social Cognition. Retrieved November 7, 2003 from http://www. funderstanding. com/vygotsky. cfm. Kearsley, G. , (1998). Social Development (Vygotsky). Retrieved November 9, 2003 from http://members. aol. com/daidpeal/vygotsky. html. Riddle, E. M. , (1999). Lev Vygotsky’s Social Development Theory. Retrieved November 7, 2003 from www. kihd. gmu. edu/immersion/knowledgebase/theorists/constructivism/vygotsky.

The Bond Girls Essay -- essays research papers

The Bond Girls Whenever there is a Bond film, there is always a Bond girl. She is as indispensable as the gadgets, the car, the chase and the villain set on overtaking the earth. They have always been in the centre of controversy; they have always been branded as beautiful women (often with sexually overt names) who need Bond and ironically, Bond cannot complete his mission without them. They always seem to have perfection in everything they do. However, this portrayal of women can be somewhat unrealistic. Some may want the representation of the ‘Bond Girl’ to stay as it is but others may want the portrayal of the ‘Bond Girl’ to depict the modern idea of ‘girl power.’ I for one think that this representation of women is harmless, partly because it is only a fictional character. It is a representation to be regarded only in entertainment.   Ã‚  Ã‚  Ã‚  Ã‚  In this essay, I am going to look at and analyse the Bond saga looking especially at how the ‘Bond Girls’ in particular are shown and how their characteristics and qualities have changed over the decades. The James Bond series was created to boost up Britain’s prospects of being noticed as a powerful country with their own hero armed with fast cars, girls, gadgets and gimmicks. Over the years the audience grew to love this hero who they called ‘Bond, James Bond’ with his callous persona, dead-pan humour armed with good looks and a sexy voice to go with his trademark saying. In reality, Britain was falling rapidly from the world stage. The first ‘Bond’ film, released in 1962 was ‘Dr. No’. It was created with a meagre  £90.000 budget and featured Sean Connery (then a virtually unknown actor) who was to play Bond’s character for the remainder of the decade with the exception of 1969’s release of ‘In His Majesty’s Secret Service’ featuring George Lazenby. Throughout the years of Bond, every film has been popular despite the changes in actors, directors and producers. The films gave the audience a visit back to the propaganda-filled forties. It also gave the audience a sense of diversion through all the action and the sense of satisfaction at being able to predict the finish. Every Bond film has followed the ‘Bond formula,’ which helps the audience become aware of the chain of events that occurs in the Bond movies. His character, although quite old, is still popular with younger generation. I t... ...suggests that she has been through some sort of rough activity. The font used in the postcard is big, gold, in use of capitals, which alludes to luxury and wealth, and the symbol of the gold gun suggests wealth and action. The gold colour connotes glamour and sexiness. The writing and name of the title; ‘the world is not enough’ suggests that the characters are not happy with what they have and therefore they want more. The world cannot give them what they yearn for. Whatever’s changed about the Bond Girls, they still have to be racy, active, sexy and uncomplicated. I think perhaps that this is what has made them more accessible and acceptable to women. I think these changes have occurred because women’s’ role in the society have changed over the years. Until recently, women were the weaker sexes compared to the dominating males. Women were passive and were just happy being portrayed as such. However, over the years, more and more women fought for their rights and nowadays want equality with men. More women have taken up occupations, which before were considered to be men’s jobs. The depictions of women in films have changed in time with society to ensure the films popularity.

Neuropsychological and Employment Implications: A Case Study of :: Medical Medicine Essays

Neuropsychological and Employment Implications: A Case Study of Whiting’s Patient Introduction: In 2005, the case study patient was involved in an automobile accident, where he sustained a head injury (Whiting, 2005). During a routine CT scan to check for possible brain damage, his physicians discovered an abnormal growth within his third (3rd) ventricle, in the approximate region of the frontal lobe. The physicians later determined that the growth was a colloid cyst, which is a collection of gelatinous material. On the advice of his physicians, the patient underwent neurosurgery to have the cyst removed, and recovered without any serious side effects. The diagnostics, treatment, and follow-up care associated with brain surgery are not performed in a vacuum; rather, the appropriate level of pre-operative and post-operative care relies on the deliberate cooperation of various parties. These parties include the neurologist, the neurosurgeon, the psychological and psychiatric professionals, the patient’s spouse, his or her employer, and the patient her or himself. The intent of this paper is to examine the roles of the neuropsychologist and the patient’s employers in the successful treatment, using the case study of the patient as a vehicle to conduct this analysis. This paper will begin with a brief overview of the frontal cortex and the 3rd ventricle, followed by the viewpoints of the neuropsychologist and the patient’s employer. The Frontal Cortex: A Brief Overview The brain’s outermost covering, the cerebral cortex, is partitioned into four lobes: the occipital lobe, the parietal lobe, the temporal lobe, and the frontal lobe. Although these lobes, as well as the rest of the brain, mutually innervate each other, each particular lobe is associated with different aspects of behavior and information processing (Drubach, 2000). The occipital cortex contains much of the neurons used in the processing of visual images, the temporal lobe processes many components used in the understanding of language, and the parietal lobe contains the primary somatosensory cortex, the cortical structure involved in the processing of touch sensations and muscle and joint data. (Kalat, 2001) Of interest to us is the frontal lobe. It extends from the central sulcus (a deep cortical groove extending along the coronal plane to both hemispheres of the brain) to the anterior limits of the brain. The two main divisions of the frontal lobe are the primary motor cortex and the pre-frontal cortex. The latter structure, the primary motor cortex, is responsible for the coordination of fine motor movements throughout different

Impact on children in the bilingual education programme

Stung Treng, one of the distant northeasterly states of the Kingdom of Cambodia, is inhabited by different cultural minority groups in add-on to the bulk Khmers, such as â€Å" Brao, Kaveth, Lun, Phnong, Khmer Khe, and Kuy † ( Center for Advanced Study, 2009, p. 285 ) . Without schooling, these groups have high hazards of being exploited and exposed to bad behaviours such as drug maltreatment and unprotected sex. With low degrees of literacy they can be more prone to infection by common diseases in their community like malaria and dandy fever febrility, which farther depletes their minimum incomes necessitating outgo on medical specialties and medical expertness. Furthermore, their full potencies to develop themselves every bit good as their community have non been realized due to miss of chances. There are many benefits associated with female parent lingua based bilingual instruction: higher registration rates in formal system ; lower dropout rates ( a common ground for dropout in the early old ages of instruction is linguistic communication ; there are high dropout rates for kids talking a different female parent lingua to the linguistic communication of direction ) ; lower repeat rates, for kids necessitating to reiterate peculiar classs of their schooling ; higher rates of success for misss remaining in instruction ; higher rates of parental and community engagement in kids ‘s instruction ; it can better the relationship between political leaders and a multilingual population ; it leads to greater proficiency and eloquence in national linguistic communication ( and besides so international linguistic communications if these are pursued ) if initial direction is done in female parent longue ; and community engagement in instruction is really of import – affecti ng parents, community and instructors in instruction helps kids learn. Greater engagement is found when initial direction is in the female parent lingua. Over recent old ages the United Nations Children ‘s Fund ( UNICEF ) , in coaction with the Ministry of Education, Youth and Sport ( MoEYS ) , has piloted a bilingual instruction programme in Siem Pang territory, Stung Treng state, where most Kaveth cultural group members are concentrated. This has been done in order to supply primary instruction to kids of this group by utilizing a bilingual theoretical account of larning implemented by CARE Cambodia, portion of CARE International, in Rattanakiri state. The programme focused on a minority population in three small towns of Siem Pang territory straight profiting about 225 kids. For confidentiality purposes the small towns will be known as small town K, small town O and small town T. 1.2 Problem Statement The bilingual method of learning adopted in the plan has been the agencies of supplying primary instruction to kids of cultural minorities in this state and its impact has non been studied therefore far, so the research worker has great involvement in researching this. 1.3 Purpose and Significance It is anticipated that the informations collected and analyzed in this survey will be used as a strong foundation to reason for an enlargement of the plan to other minority communities which are presently underserved by the Kampuchean instruction system. This has deductions for an addition in instruction entree for the-hard-to-reach kids of the state ‘s minority groups. The scope of possible impacts include the person ‘s future work chances, their attitudes towards and value for instruction, and the development of positive behaviours towards effectual wellness and hygiene patterns within the minority communities. Hopefully, the research findings will show the positive results and impact of the bilingual instruction programme. It may besides bring out issues or jobs that can be addressed. The positive impact will function as an protagonism message to the Ministry of Education, Youth and Sport â€Å" for bilingual instruction to be portion of national instruction policy programs, and the programs must be implemented in pattern with sufficient resources in the signifier of allocated financess, decently trained forces and other necessary resources † ( UNESCO, 2005, p. 3 ) . 1.2 Research Questions This research proposal intends to research the inquiry â€Å" What are the self-reported impacts of attending at the bilingual instruction programme on kids, their households and communities? † with the following purposes: To document the impact on take parting pupils of their attendance/involvement in the bilingual instruction programme in Stung Treng ; To document the impact on the households of pupils who attend the bilingual instruction programme in Stung Treng ; and To document the impact on the local communities in which pupils and their households attend bilingual instruction programme in Stung Treng.2. MethodsDiscussed in this subdivision will be the sampling technique, informations aggregation procedures and the method for informations analysis. Ethical issues and the stairss taken to turn to them will besides be considered here. 2.1 Sampling The proposed research will concentrate on the impact of bilingual instruction on the minority communities in Siem Pang territory, Stung Treng state. In each of these communities there is one school supplying bilingual instruction from classs one to three, and this research will utilize a convenience sample to choose one school with ready entree for the research worker. Two pupils from each of the three classs ( n = 6 ) from the selected school will be invited to take part in an interview. A parent of each of the invited pupils will be invited to take part in a focal point group treatment plus two members of the school support commission based on their handiness ( n=8 ) . A list of male and female pupils from the selected school will be sought from the school principal by the research worker. Simple random sampling will be used to choose two pupils from each of the three classs. The research worker will compose each single pupil ‘s name on a separate faux pas of paper, topographic point all the faux pass in a container, agitate the container, and choice faux pass from the container until the coveted figure of participants is selected. This procedure will be repeated by class and gender with misss in one container and male childs in the other in order to hold gender balance. It is of import to hold gender balance in this survey so that every bit representative voices can be heard. An Information Form and an Informed Consent signifier and missive from the school principal developed by the research worker will be sent to parents by the instructor through the selected pupils to seek their parental blessing. If parents of the selected pupils do non O.K. of their kids take parting in this research, the same procedure will be repeated with other pupils of the selected school until the coveted sample has been achieved. There are restrictions deducing from both clip restraints and geographical conditions for carry oning this research, so the sample size will non be big plenty to generalise the results of this survey. This trying attack besides has some restrictions. It can non vouch a good representation of the whole population in the small town or the category, cut downing the generalizability of the consequences. However, the impact of bilingual instruction in this minority community can still be measured through a carefully structured research tool. 2.2 Data aggregation 2.2.1 Interviewing Data will be collected through single interviews with the pupils of each of the three classs who have received parental consent to take part, and with two grownup focal point groups of four each group dwelling of the parents of three pupils and a member of school support commission in each group. Student interviews will be done by class degree, three interviews with the 2 kids from the same class degree. Due to clip restraints, carry oning pair interviews with pupils is a preferred option to the research worker. To cut down the possibility of male childs ruling the interview, the interviewer will deliberately direct the inquiries to girl pupils in an attempt to promote female engagement. The possible grownup participants in focal point group treatments will be provided with an Information Sheet in their ain linguistic communication, explicating the research intent and a Consent Form ( see Appendix A ) . Potential kid participants will be provided with an Information Form and Consent Form in their ain linguistic communication that requires parental every bit good as child consent, in an effort to turn to ethical concerns about questioning kids who are under the legal age of consent. Interviews with pupils will be conducted at their school on Thursday forenoon because Thursday is no-class twenty-four hours whilst focal point group treatments will be conducted in the afternoon of the same twenty-four hours and at the same topographic point. The interviews and concentrate group treatments will be audio-recorded for ulterior written text and analysis The interviews and concentrate groups ( draft inquiries in Appendix E ) will be conducted by the research worker and facilitated by a bilingual instructor, who can talk the local linguistic communication good, to assist smooth the procedure and to avoid any possible misinterpretation during interviews and concentrate group treatments. The instructor will non be the kid ‘s instructor to forestall any concerns of the kid in the event they make a critical remark. An instruction functionary each from the provincial and territory offices will be approached to set up communicating flow between the research worker and survey participants in footings of doing assignments for the interviews and concentrate group treatments. An interview protocol and inquiries will be developed for usage in the interviews and concentrate group treatments ( see Appendix B ) . Students will be asked semi-structured inquiries by the research worker, with interlingual rendition by a bilingual instructor. Possibly examining inquiries will besides be developed to utilize when new subjects come up during interviews and concentrate group treatments. The research worker will discourse the inquiries beforehand with the transcriber to clear up the content and purpose of the inquiries with the purpose of thereby cut downing confusion during the times of questioning and treatment. All interviews and treatments will be audio-recorded so that the procedure can be conducted swimmingly without breaks for note pickings. The recordings will subsequently be transcribed for thorough analysis, and will be translated into English. The recordings, the written texts every bit good as the interlingual renditions will be stored and watchword protected in the research worker ‘s personal computing machine for confidentiality and will be destroyed after the research study has been completed. There are some restrictions to the usage of interviews and concentrate group treatments. Students, their parents and community leaders of the minority group do non hold much exposure to the universe outside their immediate community, and this may take to narrow positions in their responses and treatments and limit the profusion of data/information aggregation. All the research participants are new to interviews and concentrate group treatments, and this may keep them from talking openly and honestly. The usage of a transcriber could besides perplex the procedure and add an unintended confusion to participants. Focus groups can non vouch confidentiality hence single respondents may be restrained in their responses if they believe person in the group might state others about peculiar remarks, particularly any perceived as critical. 2.3 Data analysis The analysis will be done first by transcribing the recorded responses from the interviews and focal point groups. Similar phrases from each transcript are put together under descriptive labels. By making so, informations are pooled and a form or subject will emerge. Give the little figure of participants in both interviews and concentrate group treatments, informations analysis will be done utilizing excel spreadsheet. 2.4 Ethical considerations The true intent of this survey will be obviously explained to all participants in this research and the general benefits deducing from this research for their community will besides be explained in order to derive their full engagement. It will be explained that engagement is voluntary and anon. . By making so the research participants understand they are non compelled to prosecute against their will and may retreat from take parting at any clip. The research worker pays great attending to ethical issues that might be concerned with the survey in footings of coercion and power imposed on the participants. Therefore, the research worker has designed an Information Sheet and Consent Form in the cultural linguistic communication explicating the intent and the procedure of the survey every bit good as their right to decline to take part before the survey can get down. An informal attack to the behavior of the interviews and focal point groups will be pursued in order to set all the participants at easiness and to arouse as rich and varied information as possible.3. Literature Reappraisal3.1 International context Surveies have shown that direction in the female parent lingua is good to achievement in other capable countries and 2nd linguistic communication acquisition. In parts where the linguistic communication of the scholar is non the national linguistic communication of the state, bilingual instruction can do female parent lingua direction possible while supplying acquisition of the national linguistic communication at the same clip ( UNCESCO, 2003 ) . International research shows that at least five old ages of direction in the first linguistic communication -but sooner throughout the instruction system – is required to supply a solid foundation for farther surveies. A strong foundation in the female parent lingua is besides needed for 2nd linguistic communication acquisition and successful transportation of the literacy accomplishments from the first to the 2nd linguistic communication ( UNESCO, 2006 ) . Teaching basic accomplishments to hapless kids through linguistic communication submergence may be damaging, but bilingual instruction is a much more effectual option. Students in the United States of America having direction in a native linguistic communication and English at different times of the twenty-four hours were found to do the most dramatic additions in reading public presentation compared to their English-only equals. This research is pertinent to multilingual low-income states ( World Bank, 2006 ) . The figure of old ages of direction in the first linguistic communication is the most of import forecaster of reading public presentation in a 2nd linguistic communication. It is non of import what the first linguistic communication is, but instead how much cognitive and academic development the pupil has experienced in it. The higher the pupils ‘ accomplishment in the primary linguistic communication, the faster they will come on in the 2nd linguistic communication ( World Bank, 2006 ) . 3.2 Kampuchean context The footings â€Å" cultural minorities, † â€Å" autochthonal peoples, † â€Å" hill folks † and â€Å" Highlanders † are non synonymous. They are used interchangeably to depict the population groups who reside in remote, difficult-to-access countries within Cambodia. They make a life largely by subsistence agriculture and from forest merchandises, and do non talk Khmer, the national linguistic communication, as a female parent lingua ( UNCESCO, 2005 ) . With the publicity of Education For All ( EFA ) , the Royal Government of Cambodia ( RGC ) is cognizant of the demand to do instruction accessible to all. The Ministry of Education, Youth and Sport is get downing to acknowledge that bilingual instruction may be an effectual manner of run intoing the educational demands of Cambodia ‘s cultural minorities while enabling them to take part more to the full in Khmer society ( UNESCO, 2007 ) . To accomplish Education For All in minority communities, particular schemes such as bilingual instruction can be used ( UNESCO, 2006 ) . Bilingual instruction encompasses more than the female parent lingua as the linguistic communication of direction. Curriculum, stuffs, instructors and, learner-centered methodological analysiss are all elements of the educational procedure related to the autochthonal people ‘s civilization in a wide sense. Furthermore the attack has promoted the acceptance of inclusive instruction with scholars from upland autochthonal groups have long been marginalized and deprived of any chance for formal instruction ( UNCESCO, 2005 ) . Cultural minority communities have maintained their cultural, lingual and traditional differences through their farness from the bulk cultural communities. Given this farness, there has non been the chance to back up substructure and the development and/or renovation of school edifices, conveyance and administrative substructure that instruction may necessitate ( UNCESCO, 2005 ) . This compounds the disadvantage of the minority groups even further. There have been few educational chances for autochthonal peoples and, accordingly, there are few trained forces who are fluid in cultural minority linguistic communications and Khmer. As Khmer is non the first linguistic communication of the different upland groups, kids are placed at a disadvantage when it is used as the lone linguistic communication of direction ( UNESCO, 2005 ) .Find some figures that describe the engagement rates of cultural minority groups in higher instruction in Cambodia – it will beef up this point every bit good as the Significance of the research Given that there have been few undertakings that catered to the specific educational demands of cultural minorities, there is besides a deficiency of stuffs that are culturally relevant or readily adaptable for usage in footings of linguistic communication and content ( UNESCO, 2005 ) . Indeed, small town support for schooling has been missing, most likely due to the fact that formal school services did non run into the demands of the community, and conflicted with socio-cultural norms in upland small towns. Besides, learning methodological analysis and inflexible time-tabling were non suited. Curriculum and stuff developed for the cultural minorities needs to be appropriate to accommodate the demands of the autochthonal communities. If an instruction undertaking is non based on existent, identified demands in the targeted communities, the scholars will hold it inappropriate and non utile for their demands ( UNESCO, 2005 ) with subsequent low engagement and success rates. Education for misss faces particularly tough obstructions within Cambodia and can be observed frequently in the signifier of negative attitudes – by parents, instructors and community members. Discrimination is apparent in societal norms, linguistic communication, and submissive stereotypes. Socio-cultural influences work against misss ‘ entree to instruction in the signifier of early matrimonies, a heavy domestic work load and low educational outlooks ( UNESCO, 2005 ) . This is particularly true in a traditional society like Cambodia, in which miss ‘ instruction is less valued than male childs ‘ and misss are confined to household jobs, allow entirely misss from the state ‘s minority groups.

Spanish Shawl Nudibranch - Flabellina iodinea Profile

Spanish Shawl Nudibranch - Flabellina iodinea Profile    The Spanish shawl nudibranch (Flabellina iodinea), also known as the purple aeolis, is a striking nudibranch, with a purple or bluish body, red rhinophores and orange cerata. Spanish shawl nudibranchs can grow to about 2.75 inches in length. Unlike some nudibranchs, which remain on their chosen substrate, this nudibranch can swim in the water column by flexing its body from side to side in a u-shape. Click here for a video of a Spanish shawl nudibranch swimming. Seeing this nudibranch swimming may remind you of the fringed shawls worn by Flamenco dancers, for which this nudibranch gets its name.    Classification:    Kingdom: Animalia Phylum: Mollusca Class: Gastropoda Order: Nudibranchia Family: Flabellinoidea Genus: Flabellina species: iodinea    Habitat and Distribution: You might think of a colorful creature like this as inaccessible - but Spanish shawl nudibranchs are found in relatively shallow water in the Pacific Ocean from British Columbia, Canada to the Galapagos Islands. They can be found in intertidal areas out to a water depth of about 130 feet. Feeding: This nudibranch feeds on a species of hydroid (Eudendrium ramosum), which possesses a pigment called astaxanthin. This pigment gives the Spanish shawl nudibranch its brilliant color. In the Spanish shawl nudibranch, the astaxanthin shows up in 3 different states, creating the purple, orange and red colors found on this species. Astaxanthin is also found in other marine creatures, including lobsters (which contributes to the lobsters red appearance when cooked), krill, and salmon. Reproduction:    Nudibranchs are hermaphroditic - they poses reproductive organs of both sexes, so they can mate opportunistically when another nudibranch is nearby. Mating occurs when two nudibranchs get together - the reproductive organs are on the right side of the body, so the nudibranchs match up their right sides. Usually both animals pass sperm sacs through a tube, and eggs are laid. Nudibranchs may be found first by seeing their eggs - if you see eggs, the adults who laid them may be nearby. The Spanish shawl nudibranch lays ribbons of eggs that are pinkish-orange in color, and are often found on the hydroids upon which it preys. After about a week, the eggs develop into free-swimming veligers, which eventually settle on the ocean bottom as a miniature nudibranch that grows into a larger adult.    Sources:    Goddard, J.H.R. 2000. Flabellina iodinea (Cooper, 1862).  Sea Slug Forum. Australian Museum, Sydney. Accessed November 11, 2011.McDonald, G. Intertidal Invertebrates of the Monterey Bay Area, California.  Accessed November 11, 2011.Rosenberg, G. and Bouchet, P. 2011. Flabellina iodinea (J. G. Cooper, 1863). World Register of Marine Species. Accessed on November 14, 2011.SeaLifeBase. Flabellina iodinea. Accessed November 14, 2011.

LES MISERABLES Essays (485 words) - English-language Films

LES MISERABLES Essays (485 words) - English-language Films LES MISERABLES Behind the plot of the story there was a great meaning of what life is all about and human nature. I is not only the main character searching for justice but about the world living one terrible lie. The book touches fragile aspects of crime, love, poverty, and the meaning of life and death. Sometimes life is unfair and you cannot change the way it is, but make the best of it. Things I have Learned What is justice? Anyone, would say it is what the law says and how people abide by it. A man caught stealing money from the poor should in fact go to jail. A man who has killed should also be executed. But what about morals? A man who steals bread to feed his starving family goes to jail. A man kills an man who attacks and threatens the lives of his family goes to jail. This changes the scenario, but who is really the convict? This idea put me to think. Is it okay to overlook the good thief and punish the bad thief? No, its not just to either one of them. The just to do would be to punish them both, but then the innocent suffer. This book has well over a thousand themes. Each one uniquely different towards the reader, but there is a principal message behind the book, the Miserable?s name is mankind. No matter in what society, region, or country, they are all still affected by the same kind of miseries. This text refers to the hardcover edition of this title - Tender story of an ex-convict who re-discovers life. I began to read "Les Mis" as a challenge to myself. As I read the last pages this evening it was all that I could do to keep from bawling. Although I've never seen the musical or the various films, I can't believe that any adaptation can do justice to Hugo's beautiful knowledge of language. Although there is some rough going at the descriptions of historical, societal and political France Hugo constantly returns to his masterful description: "Only a thin partition separated him from that small cluster of lost souls groping in the darkness and sundered from the living world; he had heard them living, or rather suffering, with a few yards of him.... They are les miserables the outcasts, the underdogs. And who is to blame? Is it not the most fallen who have most need of charity?" It is thus that Hugo captures the most icy hearts. The reader can't help but be enthralled by the trials and tribulations of Jean Valjean, the ex-convict wi th a will ! to live outside the mire. With some help, he learns that there is so much to live for, and so much to lose. With a bittersweet ending that does a Mexican-hat-dance on the emotions, "Les Mis" is a true classic.