How Does Teen Suicide Affect Society - 1622 Words

There are multiple negative effects of teen suicide. Large numbers of teens that do not have support from friends, peer groups, family, or religious association may and can feel isolated from the world and disconnected. (Larry’s). The tragedy of a young person dying as a result of overwhelming hopelessness is devastating to everyone. Suicide rates differ between boys and girls. Girls think about and attempt suicide about twice as often as boys, and attempt suicide by overdosing. Boys die by suicide about four times as often as girls, due to using more lethal methods, such as firearms, hanging, or jumping from heights. (Nock). There are several different factors that may lead a teenager to take their life, but the most common is depression.†¦show more content†¦Sure, it is a time of large possibility, but it also can be a period of stress and worry. There is pressure to fit in socially, to perform academically, and to act responsibly. Adolescence is also a time of sexu al identity and relationships and a need for independence that often conflicts with rules set by others. Young people with mental health problems, such as anxiety, depression, bipolar disorder, or insomnia, are at higher risk for suicidal thoughts. Teens going through life changes (parent’s divorce, moving, a parent leaving home, financial changes) and those who are victims of bullying are at greater risk of suicidal thoughts. Some factors that increase the risk of suicide are feelings of distress, irritability, or agitation, feelings of hopelessness and worthlessness, or even emotional, physical, or sexual abuse. (Nock). Birth factors may offer some clues. 60 percent of teens who commit suicide have one or more factors in their history. While young people are powerless to control the varied circumstances of their birth, plenty of them have two traits in common; they want action right now, and they have trouble seeing into the future. (Francis. Page 20). Psychiatrists describ e depression as a condition of general emotional dejection and withdrawal. (Francis. Page 33). Prevention is the main goal in coping with suicide, and while parents and siblings would seem toShow MoreRelatedTeen Suicide Essay1571 Words   |  7 PagesTeen suicide is the third leading cause of death for high schools students (Health wise). Suicide is a voluntary self-inflicting injury or act of violence with the intent of dying (Teen Suicide). Suicide is such a depressing way to end your life, especially for young people. Young people have their whole life ahead of them, college, discovering themselves, making a family, and just living their life. Committing suicide throws these choices away and it can negatively impact the people around themRead MoreTeen Depression Essay910 Words   |  4 PagesDepression is the most widespread mental illness in today’s society. Studies have found that, 1 out of 8 teens are affected with this disease. It also predominantly affects young lad ies than it does males. (www.kidshealth.org). Teens are at a position in their lives when they must face significant transition and peer pressures. They are trying to identify with themselves and trying to figure out where there puzzle piece fits in society, all of which can show the way to behavioral and emotional changesRead MoreTeen Suicide Is The Third Leading Cause Death For High School Students1396 Words   |  6 PagesOver the years teen suicide has increased tremendously. According to Michael Jellinek, â€Å"the adolescent may feel they have no choice but to end their intense internal suffering or to solve a hopeless dilemma by ending it all†(Preventing Teen Suicide). According to the Center of Disease Prevention, â€Å"suicide is the third-leading cause of death for high school students after car accidents and homicides†(Bratsis). Everyday teens are faced with internal struggles and challenges that are difficult to copeRead MoreBreaking News : Teen Commits Su icide1222 Words   |  5 Pages â€Å"BREAKING NEWS: TEEN COMMITS SUICIDE† is not an unusual headline to read. Time and time again teens are making the choice to end their lives much like Richard Kirchoff’s son, Ryan Kirchoff, who took his life at the young age of 18. Kirchoff’s son was a normal kid who had many friends, a loving family, and dreamt that he would become a successful doctor, but all was taken away after he made the decision to take his life. Ryan had depression and refused to seek help from the people he trusted resultingRead MoreResearch Paper on Suicide1571 Words   |  7 Pages14 January 2013 The Effects of Suicide Over 38,000 people in the United States die by suicide every year. Suicide is the tenth leading cause of death in the United States. It is said that every 14 minutes, another person has taken their life. In this generation, for teenagers, suicide is looked at as a joke until it happens to someone dearly close to them. In that case, it affects them more than actually publicized. Depression is a major risk factor for suicide. Deep thoughts of regret and hopelessnessRead MoreTeens that Commit Suicide Are Not Selfish1080 Words   |  4 Pages Growing up has its ups and downs. As a teen, we stumble upon different issues that are overbearing and stressful. One of the major problems is teenage suicide. Teenage suicide is slowly arising, and is becoming more serious year after year. â€Å"Suicide is the third leading cause of death for teens†(†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦). As a result, it is progressively important on how we handle suicide, the major affects it causes, and un derstanding why teens choose to take that pathway. The teenage years are one of theRead MoreTeen Suicide Essay1495 Words   |  6 PagesSuicide is the act or an instance of taking one’s life. Many different factors can cause suicide such as, bullying, mental disorders, or other complicated situations. Over the years, teen suicide ratings have been steadily increasing. For young people in the United States, suicide is ranked the second in the leading cause of death. Society needs to bring more awareness to this issue. There should be more awareness on how to identify suicidal people, the risk factors, and ways to prevent suicideRead MoreEssay On Teen Depression1321 Words   |  6 PagesWord count: 1108 Summary: Teen depression is a serious issue that plagues the nation. The 3rd leading cause of death for young adults and teens is suicide, which can often be the result of depression. Olivia Reardon is one such victim of teen depression. Beginning high school, Olivia was Captain of the lacross and field hockey team as well as an honors student. This all changed when Olivia turned 15. Her mother slowly began to notice the subtle signs of depression in her daughter. These includedRead MoreInformative Speech On Teen Suicide989 Words   |  4 Pages Topic: Teen Suicide Awareness Teenage suicide is preventable, and ways that the society can help prevent are through the media, in schools, and in a Teens home. General Purpose: To bring awareness to my audience on teen suicide Specific Purpose: To inform and persuade my audience to take an active role in teen suicide awareness and prevention. Thesis: Spreading Awareness to teen suicide is a means to answering their silent cry by getting knowledge and donating, After all, knowledge is a veryRead MoreEssay about Teen Suicide916 Words   |  4 PagesIn today’s society, teenagers are faced with problems on a daily basis. When they are unable to deal with those daily hassles, serious problems can develop within the teen that can ultimately lead to resulting effects including depression or even suicide. Suicide in teens is one of the most traumatic and problematic issues that we face today in not only adults but many adolescents as well. Today suicide is one of the top causes for death in teenagers, out shadowed only by homicides and accidents

Holocaust vs. Native American Genocide Essay - 961 Words

The term genocide brings awful things to mind. For most, it probably directs their attention towards the Holocaust; this was definitely a gruesome and obvious example of genocide, but there are many others with great similarities that are not very well known. One of these is the decimation of the Native American population by the European settlers and the atrocious things that were done to them such as the trail of tears following the Indian Removal Act of 1830 during the settling of North America. The Holocaust might be the most well known but there have been many other incidents in history just as abhorrent. The Holocaust and Native American Genocide are different in weapons used and the motives for killing but similar in intent,†¦show more content†¦The Nazis justified their killing through survival. To the Nazis, as a superior race they had the right to dominate the world, and their survival and lives as individuals were far more important than the people they persecuted . They believed they had the right to expand to cover the globe and to kill everyone who interfered with this mass expansion. They also believed that the natural order of nature required them to assert their dominance, that as the dominant race it was their job to do this, and that it was also nature’s intention (â€Å"Victims†). On the other hand, the European settlers justified the killing of the Native Americans as noncompliance. They believed that they had right to the land of North America, since it was only occupied and not colonized. On top of this, the natives were primarily nomadic tribes and did not live in the same area year-round (†Settlement†). In their quest for land, the settlers told the natives they were to move west; when the natives did not obey, they were made to do so by force. These Native Americans were sometimes coerced into leaving their lands through murder and biological warfare by the settlers (â€Å"Lewy†). The settlers, however, did not believe the murder of the native people was ultimately necessary. They even set aside tracts of land in which the lives of the American Indians would not be interfered if they complied. They also traded with natives regularly and were greatly assistedShow MoreRelatedGeoncide Against Native Americans2048 Words   |  9 Pagesatrocity and the Jewish during the holocaust, the European settlers, British garrisons and later the United States Army had drastically reduced the numbers of Native American by committing the same actions. Was genocide committed against the Native Americans? Many may argue the decline of the Native American population was caused by new diseases being introduced by the Europeans to which the native tribes had no immunity. Others argue forcing the Native Americans from their homes was a necessity forRead More Racism: a Short History Essay example1347 Words   |  6 Pagesthis nexus of attitude and action range from unofficial but pervasive social discrimination at one end of the spectrum to genocide at the other . . . In all manifestations of racism from the mildest to the most severe, what is being denied is the possibility that the racializers and the racialized can coexist in the same society (9). The genocide of Native American peoples initiated by the Spanish in the Caribbean and ultimately propelled and most fiercely executed by English colonials inRead MoreNative Americans And The American Government Essay1373 Words   |  6 PagesThroughout history, Native Americans have been victimized by Americans and the American Government. Native Americans were here long before the English settlers found and migrated to America. They tried to buy the land from Native Americans, and money was not important to them so they refused. Over time this costed a lot of Native American lives and most of their land was taken from them. Native Americans were immensely mistreated in the 1900’s by white Americans and are still being wronged by deceivingRead MoreGeorge Orwell s Dystopian Classic, 19841878 Words   |  8 Pagesillustrates this oppression in his piece about the native and the colonialist perspective of Columbus’ story. The colonialist of today continue to provide Chr istopher Columbus with delusions of self-grandeur, and conveniently exclude the Native’s side of the story. However this is not the only case of using history as a tool of self-validation as McNeill suggests, it has been done numerous times by historians and led to many wars and genocides. History can effortlessly become a falling domino ifRead MoreHow The Environment Impacted The Political Structure Of One Pre Columbian Society2426 Words   |  10 Pagescarried bananas across the Atlantic to the Americas. These bananas were native to the Philippines and had been spread into Eurasia due partly to Indian Ocean trade. Briefly explain how ONE of the examples from Part A changed work or trade in the Americas. The introduction of sugar cane in Latin America transformed its economy greatly. Spanish colonizers in the Americas used the labor system known as Encomienda that forced native Indians to be slaves and grow cash crops like sugar cane and tobacco.Read MoreAnalysis Of David Irving s The Crucible 2083 Words   |  9 Pagesdenier or a liar. Irving considered accusations of him being a Holocaust denier to be wrong and damaging, so on September 5, 1996, he took Deborah Lipstadt to court on the grounds of libel because she had according to Irving; wrongly accused him of being a denier. Irving is notorious because even though the judge ruled in favor of Lipstadt, he still argued that he was right and did not accept the undeniable fact that the holocaust did happen and that it was one of the lowest points in humanityRead MoreThe Holocaust And The Eugenics Movement2285 Words   |  10 Pagesstrong negative feelings with the flag. This is because Americans are widely familiar with the atro cities committed by Nazi Germany. However, most Americans are quite less educated about similar atrocities committed in the United States. Case in point: did you know that the Native American population today is a mere 10 percent of what it was before the Age of Exploration (meaning that there population has been decreased 90 percent due to genocide, diseases, etc.) ? Did you know that there was a sterilizationRead MoreEssay on The Pursuit of Human Progress2821 Words   |  12 Pagestry to change them in, what may be, a dishonest or incorrect way. In America, textbooks have been revised to change the way we see popular political figures and major events. Since President Johnson signed the Freedom of Information Act in 1966, Americans have been made more aware of the history of their people. Many controversial topics have come out of America’s own history. In many textbooks it is clear that the story has been changed to avoid offending certain groups. By doing so, sometim esRead MoreGp Essay Mainpoints24643 Words   |  99 Pages GP NOTES 2010 (ESSAY) Content Page 1. Media a. New vs. Traditional b. New: narcissistic? c. Government Censorship d. Profit-driven Media e. Advertising f. Private life of public figures g. Celebrity as a role model h. Blame media for our problems i. Power + Responsibility of Media j. Media ethics k. New Media and Democracy 2. Science/Tech a. Science and Ethics b. Government and scientist role in science c. Rely too much on technology? d. Nuclear technologyRead MoreCRM 1301 Midterm uOttawa Carolyn Gordon Essay10218 Words   |  41 Pagesand men. The Church of Rome set the Inquisition to enforce its will. People who criticized the church or held different beliefs were executed as criminals. 85% of people who were killed for witchcraft were women. It was considered as the women holocaust. The witch craze involved the destruction of life with endured for thousands of years. Pagans lived on a particular part of the land, had ceremonies, traditions, goddesses that were appropriate to God. They were part of life traditions (crops grow

Geography Coursework Keswick Free Essays

string(139) " as Honey pot Sites In geography, a honey pot is a particularly popular attraction within a managed tourist area, such as a national park\." General aim: To find whether Keswick is a honeypot site. Specific Hypotheses: To test the general aim to prove that Keswick is a honey pot site, we will investigate 3 specific hypotheses: 1. Keswick town centre caters mainly for its tourists in its land use. We will write a custom essay sample on Geography Coursework Keswick or any similar topic only for you Order Now 2. Keswick demonstrates some of the key problems associated with honeypot sites. 3. Keswick attracts a high proportion of non-local visitors. What is a honeypot site? A honeypot site is a site where there is attractive scenery or historical interest, and tourists visit in large numbers. Honeypot sites are areas which attract many tourists. They are so called because tourists flock to these places like ‘bees around honey’. Problems with a honeypot site The large number of tourist causes many problems in and around Keswick. These problems include – * Litter and pollution * Noise pollution * Vandalism * Traffic Congestion – This is a problem in the village to both locals and visitors. There is a large car park, with space for coaches, and public toilets but as peak times the parking provision is not enough and the congestion spoils the character of the village and affects its enjoyment by all. You can read also Classifications of Restaurants * Footpath erosion resulting from overuse. This is particularly the case around popular natural attractions. * Conflict with other landusers e.g. farmers and walkers How are these problems are being tackled? Footpath erosion – Improvements such as surfacing paths in local stone or re-routing certain paths have been undertaken to reduce the impact of erosion. An increasing number of litter bins have been provided throughout the village. What benefits are created by Tourism in the area? Social Benefits: * Jobs are created * Crime reduces due to higher levels of employment Economic Benefits: * Jobs are created. Therefore people have more money to spend on local goods and services. * Multiplier effect – by creating a factory and providing new jobs, the local economy grows by more than the original cash injection What is a National park? * National parks provide for tourists facilities * They encourage tree planting * They give advice to land uses * They arrange talks and guided walks * They mark out footpaths for you to walk along * They buy land to protect its character * They monitor and clean pollution * They provide on information service * They encourage suitable developments * The refuse permission for unsuitable buildings * The lake district is the largest National park in England * It is 885 square miles in size * There is 11 National parks in England * There are 1800 rules for footpaths in the countryside Introduction to Keswick Tourism is the world’s largest industry, with annual revenue of almost $500 billion. And it is growing fast, with airline arrivals expected to double by 2010. In 1950 25 million international arrivals were recorded worldwide a figure which has risen to 500 million by 1996. Leisure is estimated to account for 75 per cent of all international travel. The World Tourism Organisation estimated there were 694 million international tourist arrivals in 2003, a drop of 1.2 per cent (attributed to the problems of the Iraq conflict, SARS and a generally weak world economy). Arrivals have picked up in 2004, and they are expected to reach 1.6 billion by 2020. Domestic tourism (people going on holiday in their own country) is generally thought to be 4-5 times greater than international arrivals. Globally, tourism accounts for roughly 35 per cent of exports of services and over 8 per cent of exports of goods. Tourism is now the world’s largest employer. In 2001, the International Labour Organisation estimated that globally over 207 million jobs were directly or indirectly employed in tourism. In the UK alone, 10% of total employment is in the tourism sector. People who have employment within the UK usually earn a high salary compared to the rest of the world and people consider that they must strike a work/life balance and hence spend more time on holidays. The UK has seen a greater increase in car ownership since the 1950’s when in 1951 only 1 in 20 families’s had a car, by 1996 this figure had risen to 71% of all UK families owned at least 1 vehicle and by 2005 this figure has risen with many families owning 2 vehicles. The increase in car ownership obviously goes hand in hand with an improvement in the transport system of the UK which since the 1950’s has seen improvements in roads especially motorways and urban by-passes have resulted in driving times between places reduced and encourage people to travel more frequently and greater distances. Keswick has excellent an excellent road system and is easy to reach being just 20 minutes along the A66 trunk road from junction 40 of the M6 motorway. As mentioned above a major factor for the increase in tourism in the Keswick area has been a change in lifestyle compared to the 1950’s, people are retiring early and living longer and are able to take advantage of their greater fitness, also many people due to retiring early and greater disposable income has seen an increase in people buying 2nd homes in the Keswick area. There has been an increase in active holidays compared to the 1950’s with a lot more people involved in water sports and fell running etc which the Keswick area offers a wide choice of such activities. Since the 1950’s now almost everybody has a television and many have access to the internet, there is a greater ability to access information about holiday and tourism in general and the tourism industry use all means of advertising. There has been an increase in Green tourism or sustainable tourism which the Lake District and Keswick are a prime example where tourism is needed to benefit the local economy and the environment with people visiting the area and not spoiling the natural beauty of the area. With the increase in tourism since the 1950’s there have been several areas described as Honey pot Sites In geography, a honey pot is a particularly popular attraction within a managed tourist area, such as a national park. You read "Geography Coursework Keswick" in category "Papers" Honey pot sites are often encouraged because they concentrate the damage caused by tourists on small sites, making conservation easier in other parts of the managed area. The problem is how to preserve the honey pots natural beauty and their unspoilt quality while providing facilities for the hordes of people who arrive at peak summer periods. The main problem with Honey pot sites is too many tourists overcrowding small places. Due to the fact that footpaths are been overused, they get eroded casing the council to pay out a large sum of money to repair these paths. There is a high level of litter, vandalism and trespassing on Honey pot sites which causes discomfort and trouble to those who live there this has sparked off a conflict between local farmers and tourists which has caused, restricting tourists access to footpaths, bridleways and separating activities, e.g. Water Skiing and Angling. Also roads have been congested by heavy Lorries, local traffic and tourist traffic which has caused scenic routes separating local and tourist traffic. A National Park is an area of great natural beauty can be preserved and enhanced, and so that enjoyment of the scenery by the public can be promoted. There are12 National parks in England these 11 parks contain some of the most diverse and spectacular upland and a variety of scenery which in turn provides a wide range of recreational activities. All the parks provide basic opportunities for walking, riding, fishing and water sports. These parks are within easy reach of both urban and rural conurbations, they all have motorways running near them which make them all easy access sites. National Parks are mostly owned privately (81%) , mainly by farmers with 6% owned by the Forestry Commission, 5% to the National Trust , 3% to the ministry of defence , 3% to the water authorities. The aims of National parks were updated in 1995, the aims were: 1. To conserve and enhance the natural beauty, wildlife and cultural heritage of the National Parks. 2. To promote opportunities for the public understanding and enjoyment of the special qualities of the Parks. The idea for a form of national parks was first proposed in the United States in the 1800s where National Parks were established to protect wilderness areas such as Yosemite this model has been used in many other countries since, but not in the United Kingdom. After thousands of years of human integration into the landscape, Britain lacks natural areas of wilderness. Furthermore, those areas of natural beauty so cherished by the romantic poets were often only maintained and managed in their existing state by human activity, usually agriculture. In1931, Christopher Addison chaired a government committee that proposed a ‘National Park Authority’ to choose areas for designation as national parks. A system of national reserves and nature sanctuaries was proposed: 1. To safeguard areas of exceptional natural interest against (a) disorderly development and (b) spoliation; 2. To improve the means of access for pedestrians to areas of natural beauty; and 3. To promote measures for the protection of flora and fauna. In 1947 by a Government committee, this time chaired by Sir Arthur Hobhouse, which prepared legislation for national parks, and proposed 12 national parks. Sir Arthur had this to say on the criteria for designating suitable areas: â€Å"The essential requirements of a National Park are that it should have great natural beauty, a high value for open-air recreation and substantial continuous extent. Further, the distribution of selected areas should as far as practicable be such that at least one of them is quickly accessible from each of the main centers of population in Wales and England Lastly there is merit in variety and with the wide diversity of landscape which is available in England and Wales, it would be wrong to confine the selection of National Parks to the more rugged areas of mountain and moorland, and to exclude other districts which, though of less outstanding grandeur and wildness, have their own distinctive beauty and a high recreational value.† History Granted its market character by Edward in 1276. Keswick was an important wool and leather centre until about 1500. Location Keswick is standing on the shore of Derwentwater at the junction north, south east and west routes through the Lake District. It is situated in the north of the Lake District it is surrounded by lots of tall mountains. Carlise to Keswick 39m, Penrith 20m, Windermere 23, and Workington 22. Maps Here are some maps to show you where about Keswick is positioned. Map of Great Britain Map of North West Map of Cumbria Map of Keswick As you can see Keswick is very accessible due to the many roads that go through it and pass close by. Landscape around Keswick The Landscape around Keswick has stunning scenery, it has many lakes and mountains near by and it has vast countryside. It also has a well kept old town centre which is very popular for tourists, where they can buy souvenirs and enjoy dinner at the many restaurants. Here are some pictures to show why Keswick is a honeypot site because of its breath taking scenery. Here is at the centre of Keswick where there are many shops. Here is a picture of one of Keswick’s beautiful lakes Here is one if the breath taking views that attract hikers and walkers to go to Keswick. A glacially eroded landscape Tourists are attracted to the Lake District by the spectacular landscape, which has been formed mainly by glacial erosion. The world’s climate is continuously changing. Between 14 and 20 glacial periods have occurred in the last 1 million years. The most recent ice age started 100 000 years ago and ended 10 000 years ago. During it, ice sheets covered most of Britain north and the Midlands and changed the landscape by glacial erosion and deposition. A glacier is a mass of moving ice. It erodes by two main processes: * Plucking: water enters cracks in the rock and freezes so that it is attached to both the rock and the glacier. When the glacier moves, the block of rock is pulled out of the ground. * Abrasion: Blocks of rock (or load) in the base and sides of the glacier are scraped over the rock surface. They scratch it, making parallel groves called striations. Abrasion has a sandpaper effect so the rock surface looks smooth. Frost shattering also occurs in glacial environments. This is a weathering process, not an erosion process. When water enters a crack in the rock it expands by 10 per cent. The ice pushing on the sides of the crack it widens it. Blocks of rock can then fall on to the glacier from the valley side above. Frost-shattered rock surfaces are easier for glaciers to erode by plucking. Corries are produced by glacial erosion. Red tarn corrie is an armchair-shaped hollow on the eastern side of Helvellyn mountain in the Lake District. It is 0.5 km wide and 1km from the front to back. The steep back and side walls are up to 220 m high. A small round lake called Red Tarn lies in the hollow in the base of the corrie. The water is kept in by a rock ridge on the floor of the corrie called a rock lip. The quickest way to identify a corrie on a map is to find a round lake less than 0.5 km in diameter with a U-shaped pattern of contours. How ever many of them do not have lakes in them. Here is Red tarn corrie Conclusion My conclusion is that Keswick is defiantly a honeypot site, and that it is a honypot site because of its location and beautiful scenery. I also think that in time to come Keswick will still be honeypot site for years and years. How to cite Geography Coursework Keswick, Papers

Contract in a Business Situation

Question: Be able to apply the elements of a contract in a business situationNow that you understand the principles of liability in negligence in business activities. You need to apply the elements of the tort of negligence and defences in different business situations. You need to give example of business situations and then apply the elements of the tort of negligence and defences in those situations. Include examples from academic sources and use proper referencing.Mr. Jawad is an executive director of a company. He hired Mr. Owais to conduct and establish his business in United Kingdom and assigned him the responsibility to spread it the European countries. But instead of expanding the business, he has even failed to properly establish it in UK. The reason Owais postulated was his severe and sudden illness, but he didn't inform the company in three months despite his normal correspondence with the company. Under the circumstances, whether Mr. Owais will be held for negligence in the busine ss or his defence shall be entertained by the Court. You need to apply the elements of vicarious liability in this situation.As a legal advisor in the above stated Scenario, explain the nature of liability in negligence and inform the parties in this case of what legal options may be available to them Explain how a business can be vicariously liable and advise Mr. Jawad if they have a claim against Mr Owais for Vicarious Liability. Answer: Relevant Laws: Liability in negligence In the tort of negligence, the liability is imposed upon the wrongdoer to take due and reasonable care. Secondly, it has to be first observed in negligence, is whether there exists any relationship between the parties. The relationship should be of due and reasonable, care if a person wants to sue the other party for negligence. The parties in the case of negligence may be known to each other or can be strangers. The doctor is known to a patient, but driver of any vehicle is not known to the road user who is injured by him. In Caparo Industries PLC V Dickman 1990 UKHL 2, 2 AC 605 the defendants were not liable as their contract was with the Company. They were auditors of the Company were not liable to the shareholders as potential investors (Review Editor, 2003). Vicarious Liability: It is vicarious liability when wrong is done to a third party by the employee when he is in the employment. Its employer's vicarious liability for the wrongdoing of employees to the third party when he is in employment, For vicarious liability to exist, there has to be an employer employee relationship and the wrong is done during his employment. The employer is directly liable for another way of behaving, conduct and wrongdoing to third parties. In the vicarious liability, the provisions of law of torts apply when the relationship is of employer and employee.It was held in Hollis V/s Vabu Pty Ltd (2001)207 CLR 21 that an employer is vicariously liable for the wrong done by employees when in employment (TAN, 2008). The owner of the car is vicariously liable for the neglected conduct of his driver. The employer is vicariously liable for the acts done by his employee in case of harassment and discrimination. As a legal adviser, it is suggested that Mr Owais was hired to spread Mr Jawad's business in the U.K. and further spread in European countries. It was Mr Owaiss responsibility to do so, but he failed to carry out his responsibilities as he felt sick for three months. He further did not inform Mr Jawad of his illness. He was negligent in carrying out his responsibilities. Thus Mr Jawad can take legal action against Mr Owais for negligence and tort. It is advised to Mr Jawad to initiate legal proceedings against Mr Owais as he is vicariously liable for being negligent in spreading the business and not informing Mr Jawad about his illness. Mr Jawad is also entitled to get damages from Mr Owais for the loss of business for three months. Had Mr. Owais had responsibly spread the business; the Company would have made huge profits. Mr Owais will be held to pay damages for the loss of business due to his negligence. References International Labour Law Reports, E. (2001). AUSTRALIA.International Labour Law Reports Online, 22(1), pp.109-123. Sharkey, C. (2003). Punitive Damages as Societal Damages.The Yale Law Journal, 113(2), p.347. Review Editor, B. (2003). Genestream Pty Ltd.PharmaDeals Review, 2003(40). TAN, S. (2008). Vicarious Liability.Internal Medicine News, 41(24), pp.36-37. Zinn, C. (2002). Australia proposes peer review of alleged negligence cases.BMJ, 325(7364), pp.565-565.

Instructional Model for E Essay Example

Instructional Model for E Essay A Classroom Model for Designing an ESL Course Ayami Gunasinghe University of South Alabama A Classroom Model for Designing an ESL Course The demand for English-as-a-second-language (ESL) courses has increased tremendously in recent years. This may be due to many reasons including the pervasive influences of globalization and the Internet revolution, and the general attitude change towards the English language as a whole.In former colonial nations such as Sri Lanka, English is no longer viewed as a tool of colonial oppression. Instead, English is vastly perceived by non-native speakers as a non-threatening, utilitarian language that would be of tremendous advantage to them. In the present context, English departments in countries such as Sri Lanka have been overwhelmed by the huge demand for ESL courses and Extension courses in English. The pressure to meet this demand has led to ESL courses being hastily churned out in great quantity but at the expense of quality.Many of these course s are often poorly designed, generic language courses that lack structure and purpose. They often include outdated content and strategies, and pay little or no attention to specific curriculum goals and learner needs. For this reason, I believe that ESL courses must be designed using a systematic approach that is focused on achieving particular communicative and language goals that meet the needs of the learner. The ESL Course Design model was created to facilitate this task.This model has been inspired primarily by the Kemp, Morrison and Ross Model (as cited in Gustafson Branch, 1997), which focuses on curriculum planning. It has, however, also been influenced by other classroom-oriented models such as the Gerlach and Ely model (as cited in Gustafson Branch, 1997)) that emphasizes the specification of content and objectives and the Foresee model (Kid Marquardson, 1994) that adopts a content-based approach to ESL instruction. Like the latter model, this model also takes note of p ractical and theoretical considerations involved in course design.However, while the Foresee model emphasizes the need for sound theoretical basis for content design, the ESL Course Design model focuses on the need for designers to consider research findings and established principles of language teaching with regard to every aspect of the language course design process. In addition, the ESL Course Design model is focused on the design process of a curriculum whereas the Foresee model (Kid Marqurdson, 1994) by contrast, is devoted to integrating content, language and learning strategies instruction in the ESL classroom.The ESL Course Design model advocates a systematic approach to language course design. This does not however mean that this model adopts a linear, lock-step approach. This is essentially a non-linear model that has been created to help language teachers in the design of an effective ESL curriculum. An Overview of the ESL Course Design Model The Three Outer Circles: N eeds, Resources Delivery and Research The ESL Course Design model’s three outer circles are linked to the inner circle via two-way arrows, which indicate that the components of this model are mutually supportive rather than separate and isolated.See figure 1. These three outer circles (Needs, Resources and Delivery, and Research) represent practical and theoretical considerations that will guide the designer during the course design process. A thorough needs analysis of learner needs will result in realistic goals being set and purposeful content being developed, in accordance with the learner’s language learning goals and proficiency level. A focus on available resources and feasible delivery systems will also help designers in their quest to design language courses that are situation appropriate.It is my contention that all these processes must be guided by current research findings and established teaching principles to ensure that the most suitable methods are bei ng employed. Figure 1: The ESL Course Design Model The Innermost Circle: Goals At the heart of the inner circle is a circle with goals at its center. This innermost circle is meant to represent the importance of setting clear goals when designing a language course. As such, in many ways this is a goal-based or goal-driven model although it does pay equal importance to learner analysis and content.In addition, just as Gerlach and Ely (as cited in Gustafson Branch, 1997) acknowledge the fact that teachers may think about instruction from differing points-objectives or content, this model too makes provisions for the designer’s preference. In this respect it allows greater design flexibility than the afore mentioned model as it allows the designer the freedom to approach the task from any point. The Inner Circle: Content and Sequencing, Format and Presentation and Assessment The inner circle is divided into three components. They are Content and Sequencing, Format and Presentat ion and Assessment.The Content and Sequencing segment of the design process includes what will be taught and in what order. A focus on content ensures that learners are being presented with the opportunity to further their knowledge and practice of the language. The Format and Presentation segment draws the designer’s attention to how the subject matter will be taught. The Gerlach and Ely and Kemp models (as cited in Gustafson and Brach, 1997) include the above-mentioned segments, as they are vital ingredients in keeping ESL learners motivated and focused.The Assessment segment prompts designers to focus on evaluation instruments and feedback, which are often given step-motherly treatment in language course design but are a prominent feature of classroom models such as the Gerlach and Ely model (as cited in Gustafson and Branch, 1997). The Outermost Circle: Evaluation The outermost circle represents evaluation. This is a much needed aspect of course design which involves insp ecting every aspect of the course to determine its value, if it meets the required standard and /or whether it needs improvement.The Kemp, Morrison and Ross model (as cited in Gustafson and Branch, 1997) and the Gerlach and Ely model (as cited in Gustafson and Brach, 1997) both emphasize the importance of evaluation in course design and see evaluation as being closely linked to learner goals. As such, this model also incorporates this vital aspect of course design. Parts of the ESL Course Design Model All the parts of this model in my estimation merit equal consideration by the designer. An elaboration of each of the design processes of this model follows, beginning with the three outer circles.The Three Outer Circles: Needs, Resources Delivery and Research Needs A thorough analysis of learner needs is imperative for useful course goals to be set. Many language theorists like Nunan and Lamb (as cited in Valdez, 1999) believe that an effective curriculum is one that has been designe d after a needs assessment has been done to set out the learning objectives, which guide the teacher. In many respects needs analysis influences every aspect of course design including content, format and presentation, and assessment.Learner needs analysis will yield vital information regarding the learner’s current proficiency level, learning style, attitude towards the language and course, in what context the knowledge and skills gained from the course will be utilized, and what interests the learner. This information is invaluable in developing a course that meets the needs of the learner, which should be the primary goal of any language course. Many language courses have been unsuccessful in achieving the desired learning objectives because of the designers’ failure to take note of individual learner goals and preferences.A case in point was the recently developed ESL course for Business Management students at a major university. This course though well organized, was rooted in linguistic development and subscribed to the traditional ESL emphasis on grammar-based exercises. The Business Management students who viewed English as a business tool were disappointed that the course failed to provide them with practical skills that would help them as they entered the corporate world. They were able to attach very little use or meaning to the grammar exercises that were used in isolation, in this course.This resulted in poor attendance and dropouts among the disgruntled students. As such, if learner needs had been considered this course would have been focused on the communicative aspects of language learning and developing communicative competence, which would have been more favorably received by the learners in question. Apart from learning purpose, an analysis of learner needs may also yield data on learning styles and preferences, which have an equal impact on the success or failure of a course.For instance adapting Willing’s grouping (as cited in Valdez, 1999) there are those who are concrete learners; those who like using games, pictures, films and practicing English outside the class. Then there are analytical learners; those who like to study grammar, and English books, and read newspapers, and who like to study alone, find their own mistakes and work on problems set by the teacher. Others are communicative learners who learn by watching, listening to native speakers, talking to friends, in English, and watching television in English.These students value the interactive nature of group work and activities such as simulations that provide them with meaningful opportunities to practice the target language. Others are authority–oriented learners who prefer that the teacher explain everything and who learn by reading and studying grammar (Valdez, 1999). Learner differences such as these must be considered during course design in order to keep learners motivated and engaged in the course material and activitie s. Resources and DeliveryThis aspect of the model prompts designers to consider the situation in which the course will be used and the resources that it has to offer. Resources in this model represent many things. It refers to classroom equipment such as video and audio equipment, recording facilities and computers. It also refers to the monetary resources provided by sponsors for the design, development and implementation of the course. In addition, the teacher or instructor too maybe viewed as a resource and his or her skills and knowledge must be a vital consideration during course design.Yet another resource that is a crucial factor in course design is time. The students themselves become a resource in my opinion in the eyes of the instructor as the number of students and their level of competence plays a large part in designing appropriate activities and content. Designers of ESL curricula must pay attention to all these resources during the design process. The delivery system of the course i. e. if it is to be traditional, web-based, computer-based, self-paced, etc is another important consideration for the language course designer, and will depend on the resources available.Computer-based language learning simulations have become popular in certain developed nations as a means of communicative language instruction. In developing countries such as Sri Lanka, designers must seek alternatives to such instruction due to budgetary constraints and the lack of technological skill amongst learners and instructors, especially in the rural areas. Designers need to focus on resources and delivery in order to ensure that the course will be suitable, practical, and realistic.Research I believe that along with the practical considerations of language course design, designers must also focus on the theoretical implications of language use, acquisition and teaching. There is much research on how to encourage learning in general, and language learning in particular, whi ch must be used to guide content development along with format and presentation. There are many principles that have been established from this research.For instance, research done by Nunan (as cited in De Dilva, 2001) indicates that learners have â€Å"hidden agendas† and that effective learning takes place when the curriculum is expanded to accommodate these hidden individual agendas. Such research supports the principle that individual learner differences and styles must be considered during course design. Designers must explore applied linguistic research and principles related to all the components of this model. They must be guided by this research during their curriculum design journey and quest to establish meaningful content and realistic learning goals.The Innermost Circle: Goals Goals Goals take center stage in this model. Nunan and Lamb (as cited in Valdez, 1999) believe that all language programs should take their form of departure from the goals and objectives t hat have been derived from an analysis of learner needs. I have placed goals at the center of this model, as it is my belief that it is essential to establish why a course is being designed and what it hopes to achieve from the very outset. Having a clear statement of goals is vital for determining the content of the course, deciding on the presentation, and guiding assessment.What follows is an example of goals that were set for an ESL extension course at a major university in Sri Lanka. The course was targeted at Law Faculty students and was based both on tradition and task-based methodology. This course aims to: a) Assist students in developing communicative competence in the English Language by providing them with meaningful opportunities to practice their language skills. b) Help students understand and master the grammatical rules of English. c) Acquaint students with basic legal terms. d) Develop confidence in using the target language.Establishing clear goals for a course al so benefits learners. Crookal and Oxford (as cited in Hill, 2002) suggest that many students, especially graduate students, benefit from being told the goals or purpose of an activity or course. The goals of a course influence the overall design of the course in general and content in particular. The Inner Circle: Content and Sequencing, Format Presentation and Assessment Content and Sequencing The content of language courses consists of the language items, strategies and tasks that meet the goals of the course. When the goal of a language lass is to promote communicative competence the content of the course centers on task-based activities. Conversely, if the goal of the course is focused on developing grammar skills, course content will then be characterized by grammatical features. A systematic way of checking the content of a course is via lists such as frequency-based vocabulary lists, lists of functions and topics, and lists of subskills and strategies (Valdez, 1999). Working from lists is an effective way for designers to make sure that what should be covered is covered and not left to chance and what is unnecessary or redundant is omitted.It is also my view that these lists should be chosen and adapted as a result of the needs analysis in order to set the language learning content of the course. Content also needs to be properly sequenced for logical learning according to the Kemp, Morrison and Ross model (as cited in Gustafson Branch, 1997). I believe that the best way to achieve this is by including easier tasks or units at the beginning of the course and then progressively introducing more challenging ones. This helps to build confidence, which is imperative in language learning.The content of a language course should serve to motivate learners by presenting information that is relevant to the learner and is within the purview of his /her experiences and worldview. I believe that what Gredler (1994) states in relation to language skills /communica tion simulations may also be applied to the content of a language course in that it must be a challenge but not a threat to the learner. In addition, content must also be based on available resources, and current research. Format and Presentation Format and Presentation are often neglected aspects of course design, in my experience.The material in a course needs to be presented in a form that will facilitate learning and achieve the goals of the course. The presentation of a course includes the teaching strategies and activities that will be used. It is imperative that the designer focus on these aspects during the design process as it plays a vital role in keeping ESL learners motivated. The learner analysis and available resources along with current research must guide format and presentation in the design process. Especially vital is the consideration of individual learning styles. For nstance, the format and presentation must appeal to both auditory and visual learners. Some res earch reveals that learners are more comfortable with â€Å"traditional† learning activities over more â€Å" communicative† types (De Silva, 2001). Another study by Pope and Saka (as cited in De Silva, 2001) revealed that stronger (according to test scores and teacher grading) pupils preferred more learner oriented or learner-teacher oriented activities whereas weak students preferred teacher controlled classroom activities. Such findings must be considered when designing a course.During my brief stint as an ESL instructor at a major university in Sri Lanka I began to realize the importance of having a set format for a course. The university ESL course was structured in such a way that learners would first be introduced to a topic of current interest. This would be followed by a listening activity, a reading activity and finally a speaking task in that order. Having this kind of set format is beneficial as it makes the course easier to monitor and fosters learner conf idence, as they become familiar with the learning procedure.Learners are often more comfortable with the predictable than they are with the unpredictable. The fear of â€Å"pop† quizzes is testaments to this, although certain surprise elements do need to be incorporated into course design to prevent students from becoming complacent. These â€Å"surprise† elements may include a role-play activity or a simulation in a traditional grammar-based language course. Course design according to this model is not a linear process. As such, it may be necessary to alter the content or sequencing to suit the lesson format and meet the learning goals. Content must also focus on and facilitate assessment.Assessment Assessment plays a key role in determining if a course has achieved its goals. As such, it is a useful and recurring part of the design process. Of the many ways assessment may be carried out, tests take precedence over the other methods. These tests are an important consi deration in course design. Language courses are associated with both proficiency tests and achievement tests. Proficiency or placement tests are usually held prior to the commencement of a course to determine the learner’s level of language knowledge and which level of the course best fits him or her.Based on this knowledge ESL learners at a major university in Sri Lanka are enrolled in three different courses, simply labeled level one, level two and level three. Level three courses cater to the more proficient learners while level one courses are focused on the needs of learners with little or no knowledge of the target language. These students are subjected to achievement tests that monitor their progress and identify knowledge gaps, at the end of each unit. They are also subjected to a comprehensive achievement test at the end of the course.Such tests elicit valuable information on the effectiveness of the course. As such, designers must pay careful attention to the struct ure of such tests and their place in the overall course design. Curriculum design must also make provisions for the inclusion of other non-test-based assessment such as observation, journal entries, simulation debriefing outcomes and student accounts of their learning. Data gathered from such methods of assessment may in some cases prove to be more valuable than tests in determining the strengths and weaknesses of the course design.The Outermost Circle: Evaluation Evaluation Apart from using assessment data, a course maybe evaluated via learner and instructor input gathered through surveys, interviews and focus groups. This information will determine whether the course meets the required standards, is deficient and needs improvement or needs to be discontinued. Although immediate or formative evaluation of a course is vital, the true worth of a language course can be evaluated only after some time has elapsed allowing learners to utilize the knowledge and skills gained from the cour se in the desired setting.The effectiveness of a language course in my view lies in how it has impacted the life of the learner. In this regard summative evaluation is an important part of the design process. The evaluation process maybe regarded as a backstage process that is imperative for the successful completion and realization of center stage processes such as setting realistic and purposeful goals and content. Responsible curriculum design must therefore include ongoing evaluation of the course. Conclusion The ESL Course Design model serves language teachers in course design, which is often seen as an arduous task.It portrays course design as a process and emphasizes the importance of considering learner needs, resources and applied linguistic research as a practical and theoretical basis for course design. According to the model, this knowledge will hold designers in good stead as they proceed to the other vital components of course design. Goals, content, format and present ation and assessment are all vital aspects of this model that must be given equal consideration. Evaluation too, is given prominence and designers are advised to conduct continuous evaluations to ensure that the curriculum design is effective and viable.The ESL Course Design model testifies to the fact that course design is not a linear or static process. It also implies that ESL course design is a constantly evolving process that needs careful consideration and planning. References De Silva, R. (2001). Students’ perceptions of the English teaching / language experience in the classroom. In David Hays (Ed. ), Teaching English: Possibilities and opportunities ( pp. 85-91). Colombo: The British Council. Hill, J. L. (2002). Playing with the three pigs. Simulation Gaming, 33 (3), 353-359. Gredler, M. (1994). Design evaluation games simulation: A process approach.Texas: Gulf Publishing Company. Gustafson, K. , Branch, R. (Ed. ). (1997). Survey of instructional development mode ls (3rd Ed). New York. Eric Clearinghouse. Kidd, R. , Marquardson, B. (1994, March). The Foresee approach. Paper presented at the annual meeting of the teachers of English to speakers of other languages, Baltimore, MD. Valdez, M. (1999). How learners’ needs affect syllabus design. Forum, 37(1), 30-34. Format Assessment Presentation Content Sequencing Goals Needs Research Resources Delivery Evaluation Evaluation Evaluation Evaluation Evaluation Instructional Model for E Essay Example Instructional Model for E Essay A Classroom Model for Designing an ESL Course Ayami Gunasinghe University of South Alabama A Classroom Model for Designing an ESL Course The demand for English-as-a-second-language (ESL) courses has increased tremendously in recent years. This may be due to many reasons including the pervasive influences of globalization and the Internet revolution, and the general attitude change towards the English language as a whole.In former colonial nations such as Sri Lanka, English is no longer viewed as a tool of colonial oppression. Instead, English is vastly perceived by non-native speakers as a non-threatening, utilitarian language that would be of tremendous advantage to them. In the present context, English departments in countries such as Sri Lanka have been overwhelmed by the huge demand for ESL courses and Extension courses in English. The pressure to meet this demand has led to ESL courses being hastily churned out in great quantity but at the expense of quality.Many of these course s are often poorly designed, generic language courses that lack structure and purpose. They often include outdated content and strategies, and pay little or no attention to specific curriculum goals and learner needs. For this reason, I believe that ESL courses must be designed using a systematic approach that is focused on achieving particular communicative and language goals that meet the needs of the learner. The ESL Course Design model was created to facilitate this task.This model has been inspired primarily by the Kemp, Morrison and Ross Model (as cited in Gustafson Branch, 1997), which focuses on curriculum planning. It has, however, also been influenced by other classroom-oriented models such as the Gerlach and Ely model (as cited in Gustafson Branch, 1997)) that emphasizes the specification of content and objectives and the Foresee model (Kid Marquardson, 1994) that adopts a content-based approach to ESL instruction. Like the latter model, this model also takes note of p ractical and theoretical considerations involved in course design.However, while the Foresee model emphasizes the need for sound theoretical basis for content design, the ESL Course Design model focuses on the need for designers to consider research findings and established principles of language teaching with regard to every aspect of the language course design process. In addition, the ESL Course Design model is focused on the design process of a curriculum whereas the Foresee model (Kid Marqurdson, 1994) by contrast, is devoted to integrating content, language and learning strategies instruction in the ESL classroom.The ESL Course Design model advocates a systematic approach to language course design. This does not however mean that this model adopts a linear, lock-step approach. This is essentially a non-linear model that has been created to help language teachers in the design of an effective ESL curriculum. An Overview of the ESL Course Design Model The Three Outer Circles: N eeds, Resources Delivery and Research The ESL Course Design model’s three outer circles are linked to the inner circle via two-way arrows, which indicate that the components of this model are mutually supportive rather than separate and isolated.See figure 1. These three outer circles (Needs, Resources and Delivery, and Research) represent practical and theoretical considerations that will guide the designer during the course design process. A thorough needs analysis of learner needs will result in realistic goals being set and purposeful content being developed, in accordance with the learner’s language learning goals and proficiency level. A focus on available resources and feasible delivery systems will also help designers in their quest to design language courses that are situation appropriate.It is my contention that all these processes must be guided by current research findings and established teaching principles to ensure that the most suitable methods are bei ng employed. Figure 1: The ESL Course Design Model The Innermost Circle: Goals At the heart of the inner circle is a circle with goals at its center. This innermost circle is meant to represent the importance of setting clear goals when designing a language course. As such, in many ways this is a goal-based or goal-driven model although it does pay equal importance to learner analysis and content.In addition, just as Gerlach and Ely (as cited in Gustafson Branch, 1997) acknowledge the fact that teachers may think about instruction from differing points-objectives or content, this model too makes provisions for the designer’s preference. In this respect it allows greater design flexibility than the afore mentioned model as it allows the designer the freedom to approach the task from any point. The Inner Circle: Content and Sequencing, Format and Presentation and Assessment The inner circle is divided into three components. They are Content and Sequencing, Format and Presentat ion and Assessment.The Content and Sequencing segment of the design process includes what will be taught and in what order. A focus on content ensures that learners are being presented with the opportunity to further their knowledge and practice of the language. The Format and Presentation segment draws the designer’s attention to how the subject matter will be taught. The Gerlach and Ely and Kemp models (as cited in Gustafson and Brach, 1997) include the above-mentioned segments, as they are vital ingredients in keeping ESL learners motivated and focused.The Assessment segment prompts designers to focus on evaluation instruments and feedback, which are often given step-motherly treatment in language course design but are a prominent feature of classroom models such as the Gerlach and Ely model (as cited in Gustafson and Branch, 1997). The Outermost Circle: Evaluation The outermost circle represents evaluation. This is a much needed aspect of course design which involves insp ecting every aspect of the course to determine its value, if it meets the required standard and /or whether it needs improvement.The Kemp, Morrison and Ross model (as cited in Gustafson and Branch, 1997) and the Gerlach and Ely model (as cited in Gustafson and Brach, 1997) both emphasize the importance of evaluation in course design and see evaluation as being closely linked to learner goals. As such, this model also incorporates this vital aspect of course design. Parts of the ESL Course Design Model All the parts of this model in my estimation merit equal consideration by the designer. An elaboration of each of the design processes of this model follows, beginning with the three outer circles.The Three Outer Circles: Needs, Resources Delivery and Research Needs A thorough analysis of learner needs is imperative for useful course goals to be set. Many language theorists like Nunan and Lamb (as cited in Valdez, 1999) believe that an effective curriculum is one that has been designe d after a needs assessment has been done to set out the learning objectives, which guide the teacher. In many respects needs analysis influences every aspect of course design including content, format and presentation, and assessment.Learner needs analysis will yield vital information regarding the learner’s current proficiency level, learning style, attitude towards the language and course, in what context the knowledge and skills gained from the course will be utilized, and what interests the learner. This information is invaluable in developing a course that meets the needs of the learner, which should be the primary goal of any language course. Many language courses have been unsuccessful in achieving the desired learning objectives because of the designers’ failure to take note of individual learner goals and preferences.A case in point was the recently developed ESL course for Business Management students at a major university. This course though well organized, was rooted in linguistic development and subscribed to the traditional ESL emphasis on grammar-based exercises. The Business Management students who viewed English as a business tool were disappointed that the course failed to provide them with practical skills that would help them as they entered the corporate world. They were able to attach very little use or meaning to the grammar exercises that were used in isolation, in this course.This resulted in poor attendance and dropouts among the disgruntled students. As such, if learner needs had been considered this course would have been focused on the communicative aspects of language learning and developing communicative competence, which would have been more favorably received by the learners in question. Apart from learning purpose, an analysis of learner needs may also yield data on learning styles and preferences, which have an equal impact on the success or failure of a course.For instance adapting Willing’s grouping (as cited in Valdez, 1999) there are those who are concrete learners; those who like using games, pictures, films and practicing English outside the class. Then there are analytical learners; those who like to study grammar, and English books, and read newspapers, and who like to study alone, find their own mistakes and work on problems set by the teacher. Others are communicative learners who learn by watching, listening to native speakers, talking to friends, in English, and watching television in English.These students value the interactive nature of group work and activities such as simulations that provide them with meaningful opportunities to practice the target language. Others are authority–oriented learners who prefer that the teacher explain everything and who learn by reading and studying grammar (Valdez, 1999). Learner differences such as these must be considered during course design in order to keep learners motivated and engaged in the course material and activitie s. Resources and DeliveryThis aspect of the model prompts designers to consider the situation in which the course will be used and the resources that it has to offer. Resources in this model represent many things. It refers to classroom equipment such as video and audio equipment, recording facilities and computers. It also refers to the monetary resources provided by sponsors for the design, development and implementation of the course. In addition, the teacher or instructor too maybe viewed as a resource and his or her skills and knowledge must be a vital consideration during course design.Yet another resource that is a crucial factor in course design is time. The students themselves become a resource in my opinion in the eyes of the instructor as the number of students and their level of competence plays a large part in designing appropriate activities and content. Designers of ESL curricula must pay attention to all these resources during the design process. The delivery system of the course i. e. if it is to be traditional, web-based, computer-based, self-paced, etc is another important consideration for the language course designer, and will depend on the resources available.Computer-based language learning simulations have become popular in certain developed nations as a means of communicative language instruction. In developing countries such as Sri Lanka, designers must seek alternatives to such instruction due to budgetary constraints and the lack of technological skill amongst learners and instructors, especially in the rural areas. Designers need to focus on resources and delivery in order to ensure that the course will be suitable, practical, and realistic.Research I believe that along with the practical considerations of language course design, designers must also focus on the theoretical implications of language use, acquisition and teaching. There is much research on how to encourage learning in general, and language learning in particular, whi ch must be used to guide content development along with format and presentation. There are many principles that have been established from this research.For instance, research done by Nunan (as cited in De Dilva, 2001) indicates that learners have â€Å"hidden agendas† and that effective learning takes place when the curriculum is expanded to accommodate these hidden individual agendas. Such research supports the principle that individual learner differences and styles must be considered during course design. Designers must explore applied linguistic research and principles related to all the components of this model. They must be guided by this research during their curriculum design journey and quest to establish meaningful content and realistic learning goals.The Innermost Circle: Goals Goals Goals take center stage in this model. Nunan and Lamb (as cited in Valdez, 1999) believe that all language programs should take their form of departure from the goals and objectives t hat have been derived from an analysis of learner needs. I have placed goals at the center of this model, as it is my belief that it is essential to establish why a course is being designed and what it hopes to achieve from the very outset. Having a clear statement of goals is vital for determining the content of the course, deciding on the presentation, and guiding assessment.What follows is an example of goals that were set for an ESL extension course at a major university in Sri Lanka. The course was targeted at Law Faculty students and was based both on tradition and task-based methodology. This course aims to: a) Assist students in developing communicative competence in the English Language by providing them with meaningful opportunities to practice their language skills. b) Help students understand and master the grammatical rules of English. c) Acquaint students with basic legal terms. d) Develop confidence in using the target language.Establishing clear goals for a course al so benefits learners. Crookal and Oxford (as cited in Hill, 2002) suggest that many students, especially graduate students, benefit from being told the goals or purpose of an activity or course. The goals of a course influence the overall design of the course in general and content in particular. The Inner Circle: Content and Sequencing, Format Presentation and Assessment Content and Sequencing The content of language courses consists of the language items, strategies and tasks that meet the goals of the course. When the goal of a language lass is to promote communicative competence the content of the course centers on task-based activities. Conversely, if the goal of the course is focused on developing grammar skills, course content will then be characterized by grammatical features. A systematic way of checking the content of a course is via lists such as frequency-based vocabulary lists, lists of functions and topics, and lists of subskills and strategies (Valdez, 1999). Working from lists is an effective way for designers to make sure that what should be covered is covered and not left to chance and what is unnecessary or redundant is omitted.It is also my view that these lists should be chosen and adapted as a result of the needs analysis in order to set the language learning content of the course. Content also needs to be properly sequenced for logical learning according to the Kemp, Morrison and Ross model (as cited in Gustafson Branch, 1997). I believe that the best way to achieve this is by including easier tasks or units at the beginning of the course and then progressively introducing more challenging ones. This helps to build confidence, which is imperative in language learning.The content of a language course should serve to motivate learners by presenting information that is relevant to the learner and is within the purview of his /her experiences and worldview. I believe that what Gredler (1994) states in relation to language skills /communica tion simulations may also be applied to the content of a language course in that it must be a challenge but not a threat to the learner. In addition, content must also be based on available resources, and current research. Format and Presentation Format and Presentation are often neglected aspects of course design, in my experience.The material in a course needs to be presented in a form that will facilitate learning and achieve the goals of the course. The presentation of a course includes the teaching strategies and activities that will be used. It is imperative that the designer focus on these aspects during the design process as it plays a vital role in keeping ESL learners motivated. The learner analysis and available resources along with current research must guide format and presentation in the design process. Especially vital is the consideration of individual learning styles. For nstance, the format and presentation must appeal to both auditory and visual learners. Some res earch reveals that learners are more comfortable with â€Å"traditional† learning activities over more â€Å" communicative† types (De Silva, 2001). Another study by Pope and Saka (as cited in De Silva, 2001) revealed that stronger (according to test scores and teacher grading) pupils preferred more learner oriented or learner-teacher oriented activities whereas weak students preferred teacher controlled classroom activities. Such findings must be considered when designing a course.During my brief stint as an ESL instructor at a major university in Sri Lanka I began to realize the importance of having a set format for a course. The university ESL course was structured in such a way that learners would first be introduced to a topic of current interest. This would be followed by a listening activity, a reading activity and finally a speaking task in that order. Having this kind of set format is beneficial as it makes the course easier to monitor and fosters learner conf idence, as they become familiar with the learning procedure.Learners are often more comfortable with the predictable than they are with the unpredictable. The fear of â€Å"pop† quizzes is testaments to this, although certain surprise elements do need to be incorporated into course design to prevent students from becoming complacent. These â€Å"surprise† elements may include a role-play activity or a simulation in a traditional grammar-based language course. Course design according to this model is not a linear process. As such, it may be necessary to alter the content or sequencing to suit the lesson format and meet the learning goals. Content must also focus on and facilitate assessment.Assessment Assessment plays a key role in determining if a course has achieved its goals. As such, it is a useful and recurring part of the design process. Of the many ways assessment may be carried out, tests take precedence over the other methods. These tests are an important consi deration in course design. Language courses are associated with both proficiency tests and achievement tests. Proficiency or placement tests are usually held prior to the commencement of a course to determine the learner’s level of language knowledge and which level of the course best fits him or her.Based on this knowledge ESL learners at a major university in Sri Lanka are enrolled in three different courses, simply labeled level one, level two and level three. Level three courses cater to the more proficient learners while level one courses are focused on the needs of learners with little or no knowledge of the target language. These students are subjected to achievement tests that monitor their progress and identify knowledge gaps, at the end of each unit. They are also subjected to a comprehensive achievement test at the end of the course.Such tests elicit valuable information on the effectiveness of the course. As such, designers must pay careful attention to the struct ure of such tests and their place in the overall course design. Curriculum design must also make provisions for the inclusion of other non-test-based assessment such as observation, journal entries, simulation debriefing outcomes and student accounts of their learning. Data gathered from such methods of assessment may in some cases prove to be more valuable than tests in determining the strengths and weaknesses of the course design.The Outermost Circle: Evaluation Evaluation Apart from using assessment data, a course maybe evaluated via learner and instructor input gathered through surveys, interviews and focus groups. This information will determine whether the course meets the required standards, is deficient and needs improvement or needs to be discontinued. Although immediate or formative evaluation of a course is vital, the true worth of a language course can be evaluated only after some time has elapsed allowing learners to utilize the knowledge and skills gained from the cour se in the desired setting.The effectiveness of a language course in my view lies in how it has impacted the life of the learner. In this regard summative evaluation is an important part of the design process. The evaluation process maybe regarded as a backstage process that is imperative for the successful completion and realization of center stage processes such as setting realistic and purposeful goals and content. Responsible curriculum design must therefore include ongoing evaluation of the course. Conclusion The ESL Course Design model serves language teachers in course design, which is often seen as an arduous task.It portrays course design as a process and emphasizes the importance of considering learner needs, resources and applied linguistic research as a practical and theoretical basis for course design. According to the model, this knowledge will hold designers in good stead as they proceed to the other vital components of course design. Goals, content, format and present ation and assessment are all vital aspects of this model that must be given equal consideration. Evaluation too, is given prominence and designers are advised to conduct continuous evaluations to ensure that the curriculum design is effective and viable.The ESL Course Design model testifies to the fact that course design is not a linear or static process. It also implies that ESL course design is a constantly evolving process that needs careful consideration and planning. References De Silva, R. (2001). Students’ perceptions of the English teaching / language experience in the classroom. In David Hays (Ed. ), Teaching English: Possibilities and opportunities ( pp. 85-91). Colombo: The British Council. Hill, J. L. (2002). Playing with the three pigs. Simulation Gaming, 33 (3), 353-359. Gredler, M. (1994). Design evaluation games simulation: A process approach.Texas: Gulf Publishing Company. Gustafson, K. , Branch, R. (Ed. ). (1997). Survey of instructional development mode ls (3rd Ed). New York. Eric Clearinghouse. Kidd, R. , Marquardson, B. (1994, March). The Foresee approach. Paper presented at the annual meeting of the teachers of English to speakers of other languages, Baltimore, MD. Valdez, M. (1999). How learners’ needs affect syllabus design. Forum, 37(1), 30-34. Format Assessment Presentation Content Sequencing Goals Needs Research Resources Delivery Evaluation Evaluation Evaluation Evaluation Evaluation

Profile of Michael Skakel - Part One

Profile of Michael Skakel - Part One Michael Skakel: Michael Skakel should have had it all - wealth, security, friends in high places, but something went terribly wrong. Being a nephew to the Kennedy clan failed to protect him from himself and problems for Michael started early. In an autobiography proposal that he was trying to sell to a publisher, Skakel described his rage, his learning disability, alcoholism and sibling jealousy. Twenty-seven years later, a jury decided that his personal demons led him to bludgeon 15-year-old Martha Moxley to death with a golf club. Silver Spoons: Michael Skakel was born on October 19, 1960 to Rushton and Anne Skakel. He was the middle son of six siblings and grew up in a large home in the gated wealthy community of Belle Haven in Greenwich, Conn. Rushton Skakel Sr., the brother of Ethel Skakel Kennedy, who was married to the late Robert F. Kennedy, was chairman of the Great Lakes Carbon Corp. The Skakels were part of Americas elite, enjoying an exclusive place in society, wealth, and a home in one of the richest towns in the U.S. Anne Skakel: In 1973 Anne Skakel died from cancer. Michael was 12 years old and devastated at the loss of his mother. Anne was a central part of his life and Michael blamed himself for her death, pointing at his poor attention to his prayers as the reason. The balance that Anne had kept inside the Skakel household was gone and a kind of sibling chaos took over. Rushton Skakel spent much of his time at work, leaving the kids on their own or with hired tutors or live-in sitters. Michaels Miserable School Years: Michael was a terrible student, suffering from undiagnosed dyslexia. His father was constantly lecturing him on improving his study skills. He flunked out of numerous private schools and by the age of 13 he was a self described, full-blown daily-drinking alcoholic. Danger Signs: As a kid, Michael had earned the reputation as being violent and quick to lose his temper. He also was known for torturing and killing birds and squirrels then displaying them in an almost ritualistic way. His quick temper and spoiled nature effected his relationship with the neighborhood kids and often parents would disapprove of their children associating with the volatile Skatel boys. Brotherly Rivalry: Tommy, Michaels older brother, was more popular and had a way with the neighborhood girls. According to Mark Furhmans book, Murder in Greenwich there was a strong rivalry between the two brothers, with Tommy often coming out on the top. This was especially difficult for Michael to accept when he found himself attracted to the same girls as his brother. The Murder of Martha Moxley: In October 1975, Tommy and Michael became suspects in the murder of 15-year-old Martha Moxley, a friend and neighbor of the boys. It was mischief night the night before Halloween, and Martha Moxley and friends were out spraying shaving cream and ringing doorbells before stopping over at the Skakels. Martha left the Skakels for home between 9:30 and 11:00 p.m. but never made it. The Golf Club: The following day her bludgeoned body was found under a tree in her yard. Her jeans were pulled down, but no evidence of a sexual assault was found. The weapon, an expensive Toney Penna golf club, was found with a shattered shaft, with a jagged piece of it lodged in Marthas neck. Investigators traced the club to a set belonging the boys deceased mother, Anne Skakel. The Alibi: This discovery put the prime focus on the Skakel household. After interviewing Marthas friends, including the Skakels, the police ruled out Michael Skakel as a suspect because he was at a friends house during the time Martha was murdered. Tommy Skakel and a newly hired tutor, Ken Littleton,who was living at the Skakel home, remained on the top of the suspect list, but no arrests were made in the case. The Drinking Problem: Michaels daily drinking escalated and in 1978 he was arrested in New York for driving while intoxicated. In an agreement with the state to drop the charges, Michael was sent off to Elan School in Poland Spring, Maine where he was treated for alcoholism. Primal Screaming: The Elan School had a series of group therapy and private sessions where students were encouraged to participate in primal screaming and come clean about incidents in their lives which caused them guilt and sorrow. It was during this time at Elan that Michael supposedly admitted to his father and members of the Elan staff that he was involved in Martha Moxleys murder, (a point now denied by his attorney). Sobriety: After Michael left Elan, he continued to battle his alcoholism, entering different rehabilitation centers. In his early 20s he began living a sober life. He was diagnosed with dyslexia and entered Curry College in Massachusetts which focused on students with learning disabilities. After his graduation he married golf pro, Margot Sheridan and spent much of his time preparing and competing in speed skiing events. William Kennedy Smith: In 1991, the Moxley investigation was reopened after rumors circulated during the trial of William Kennedy Smith, that William was at the Skakel home on the night Moxley was murdered. The press was also interested in the case and many of the original principals were interviewed. Although the rumor of Smiths presence in the home proved to false, the public eye was once again focusing in on the Skakel boys, Tommy and Michael.

Business law Essay Example | Topics and Well Written Essays - 500 words - 3

Business law - Essay Example The bank which we know as J.P. Morgan, has not only established itself globally as a financial powerhouse, but is also the bank of royalty and governments. The bank of J.P. Morgan is incidentally, the bank of choice of the Vatican. The journey from the Morgan family’s inheritance of the empire in the early eighteen hundreds to today is long and arduous, and not without difficulty at times. During the Second World War, J.P. Morgan and company face the possibility of non-payment from a newly invaded Austria. In essence, J.P. Morgan is a company which originated in the new America but was routed in English ancestry. After Morgan inherited the company, his children and grandchildren would illustrate just how integral the company’s ties to England really were. Jack Morgan, Junius’s son, was fond of living both in England and America, while many of the Morgans had close ties with the royal family back in England. The great depression of the 1930’s did not find the house of Morgan to be immune, even with a net worth of $118 million. Due to the severity of the depression and global unrest caused by the Second World War, decision makers in the U.S. government under the Hoover regime, were not prepared for the type of strategizing required to dig America out of the resulting financial rut. The house of Morgan’s net worth surfaced after the depression at about $59 million which means that it was diminished to half of its original value. Interestingly enough, as powerful and prestigious as the Morgan empire had become, it was not able to withstand the crippling effects of the depression of the 1930’s leaving little hope for the financial empires of today in our current economic crisis. The Morgan company often had ties with presidential candidates or other important figure heads, making them seemingly in control of the fate of nations. It was rumored at one time that a partner of the J.P. Morgan

International Human Resource Management Essay Example | Topics and Well Written Essays - 3000 words - 2

International Human Resource Management - Essay Example The liberalized economy was responsible for creating a competitive environment which required prompt response in order to control and stabilize the sudden turbulence in the economy. It was crucial from both the perspective of organisations as well as the economy on the whole. Human resource management practices play a significant role in enhancing corporate performance (Som, 2008, p.1278). This report seeks to understand the factors which have evolved the role of the human resource departments in organisations in India, with emphasis on the labour laws in organisations. A discussion has also been provided pertaining to the system of education and training, trade unions, the system of collective bargaining and employer organisations. The project also speaks of the present trends and patterns of the human resource management practices in India. It provides a number of data and case studies of different organisations in the nation which highlights the different approaches in HRM. In thi s regard, the project also discusses the various problems and issues that organisations in the nation have been confronting with. Current patterns and trends in the approach to HRM in IndiaThe context of organisational success in India remains deeply rooted in the nation’s history and culture. The value system in society enriched with respect towards elders, the joint-family system, the trend of future savings as well as the British rule in India have impacted the development of the workplaces in India. The large agrarian society embeds the culture of hard work, labour dignity and the concept of sharing of responsibility which accounts for the key components of success of the firms in India. The nation’s democratic governance has enabled the policy makers and financial institutions for setting the foundation for the country’s success (Websu-kat, 2008, p.1). One of the most important points worth mentioning is that there have been huge investments made by the Gov ernment of the nation in the field of education and population control. Great investments coupled with assistance from the developed nations of the world have been the major factors in creating the nation’s value propositions in the international market. Together with its own set of strengths and weaknesses the nation is identified as one of the leading emerging economies in the world. It also has entered into trade relations with a number of nations in the world (Websu-kat, 2008, p.1). Few of the major determinants which make the Indian HRM different from the rest of the world are s follows: The culture in India is rooted deeply in its collective values which provides a tendency of maintaining collaboration in the place of

Reflection paper Essay Example | Topics and Well Written Essays - 1500 words - 2

Reflection paper - Essay Example The politics in California have been and is strongly influenced by finances. Inadequacy of provisions that govern campaign, and election finance is a threat to democracy. It exposes the government and political parties to scandals and blackmails by private corporations that may be willing to finance campaigns so they may earn some favors from resulting government. This paper explores shortcomings of election finance provisions and the impending threat to democracy. Money has done much for California politics by making fundraising an acceptable evil. The political class may be the beneficiaries of such insufficiency of the law in the sense that, as it is now, campaign funding and fundraising provisions do not favor persons without connections and money to spend. This discourages participation. This paper will also explore the political class unwillingness to enact serious laws to reduce the influence justice in politics. According to federalism Fundraising (lobbying for the financial donation) remain the primary source of campaign money in California. The Political Action Committee collects funds from donors and spends them on behalf of the candidate. Since American politics is closely related to finance and no campaign, money means no vote, individuals, and political parties are advancing in method of appealing for funding by wealthy individuals and organization. In 2004, Howard Dean used the Internet to mobilize civilians for funding. This might have changed fundraising approach in America for good -which is much important than manifestos. Candidates have started using the latest technology called the Microtargeting- that has the capability to target only potential donors. (Washington Post) This show how important money is treated in politics. Raising more money increases the chances of obtaining votes as observed in 2012 presidential and Senate

The Origin Of Gypsies English Language Essay

The Origin Of Gypsies English Language Essay This report will explore the origin of Gypsies, their traditions, culture, and discrimination associated with them. By the end of this report the unique traditions and general culture of the Romani, generally known as Gypsies will be evident. Throughout the centuries, Roma (Gypsies) have been misunderstood by society. Due to their unique and indifferent culture, traditions, and lifestyle. Other cultures have become suspicious and fearful of them. This led to furious speculation, stereotypes and judgment of these misunderstood people. In general, most Europeans presume that Gypsies originate from Romania and although this is not the case, the image of the Romanian people has been maligned for decades. Background Roma (Gypsies) do not originate in Romania or Egypt as is the common belief. The Romas are a nomadic tribe originating in India. In the second half of the 18th century evidence from scholars shows that Gypsies come from northern India. Professor Lub Kalaydjieva of the University of Western Australia and his team did a DNA study of eight to ten million people in Europe known as Gypsies. They have ten years experience studying Romani genetics. They discovered that Romani (Gypsies) originate from India. Another indication that Gypsies come from India are the similarities between Indian language, Sanskrit and the language spoken by the Roma. Language, numerals, kinships terms, names of body parts, music and similarities exist between Indian and Roma. Tradition Traditionally, each Romani family or clan has a trade or profession which is followed and passed on from generation to generation. One of the things Romani are known for are of their skilled trades. Horse dealers and horse breeders are one of them. They could diagnose the illnesses of horses and find ways to heal them. They also are known for their ability to change horse shoes. The Roma also established a good name for themselves by being very skilled blacksmiths. This was one of the oldest and the mainstay of Romani trades. Today not many Romani are committed to blacksmithing but rather making candle holders, mountings, latticework and many other artistic objects. Another well established profession for the Roma is that of a coppersmith. They are well known for their master craftsmanship and currently make pots and tin caldrons. In Romania, Hungary and other Balkan countries they still practice the wood carving profession they brought with them from India. Carving utensils like spoons and troughs for people that are in need of them. A spoon maker in Romania and the Balkans is called Lingurar. Croatia and Hungary they have a different name for a spoon maker, called Bejas. Among other trades such as; leather workers, bear and snake trainers, sharpening knives, making unfired bricks from clay, musician, farmers and other trades they had to master to make a living. It seems surprising to some that some Romani are educated and in highly regarded positions. There are some among us today that have established careers for themselves such as; doctors, lawyers, car mechanics, computer programmers and so on. Culture Engagement One of the Romani traditions is to get married at the age fifteen. To distinguish between non married and married women is to notice that married women have their head covered with a cloth called Batic. The Batic (head-kerchief) represents the symbol of married women. The first step to get married is for the boys parents to send a messenger to the girls parents house with all kinds of gifts. Typically, the girls parents receive wine and money. Once the messenger arrives at the house he confronts the girls father and lets him know who he was sent by. The messenger asks the father if he approves of his daughters marriage. Once he approves the wedding, than he informs Council. The Council is the older man in the community. The girls father asks the council if they approve as well. If they do, than the messenger has to offer to buy all the people in the community drinks. To settle the wedding day the boys parents and relatives go the girls house, except the groom. In the Roma community t here are some strict rules that it must be followed for the marriage to go on. If the father of the bride is not wealthy, he has right to demand money for his daughter. It all depends on the beauty of the bride. If his quantity is not met, than he has the right to call off the wedding. If the father of the bride is wealthy, he doesnt have the right to inquire for any money. Normally upscale people stick with their own kind. They wed their kids with a wealthy family. On no account a poor man will ever ask for bori (daughter in law) from a well-off man. In some cases the mans poor daughter gets married with a wealthy man only if the boy finds her very attractive. The future in-laws negotiate the girls contributions before the completion of the engagement. The following are the normal gifts that the girl gets from the future in-laws: 50 skirts of 5 m long each 50 aprons of 2 m long each skirts of 3 m long each 50 handkerchiefs 50 shirts Three large pillows of 1m stuffed with goose feathers A big necklace with gold coins The smallest necklace has ten golden coins on it. Gradually the necklace gets bigger with gold coins depending of the wealth of the brides father. Usually a necklace will never reach 100 golden coins. Other contributions may be presented such as; various cooking pots, plates, carpets furniture. It is the obligation of the mother of the bride to give her daughter everything that is needed for her new home. The Wedding day For the first day of the wedding, one woman from the brides side and one from grooms side are to help dress the bride with her white dress. Not just any woman can be picked from any sides. They had to have the following criterias; not to be married more the once, she had to be a virgin on her wedding, be wealthy, hard worker, have kids and have unity in her family. The wedding lasts minimum of 3 days to a week eating, drinking and dancing. In this day and age, some Roma enclose their weddings at restaurant having two hundred to three hundred guests. All the wedding guests give gifts to the newly-weds. Once the wedding is finished the bride has to cover her head with a scarf. The only person she is permitted to show her hair to is her husband. These traditions are practiced within many Roma communities, but unfortunately in big towns and cities these traditions are slowly disappearing. Baptism Another Roma tradition is baptism. Once a woman knows she is pregnant she informs her husband and other women in her clan. She becomes isolated and taken care of only by the women. Normally, the pregnancy takes place in someone elses tent, trailer or house so their own home doesnt become sinful. After two weeks or three the baptism takes place. The child is purified by the water at the baptism. Only after the ceremony, people then are allowed to say the childs name and take any pictures of the child. Romani Holocaust Isnt it extraordinary that the majority of us never heard of the Romani Holocaust? Is it because it was not brought to our attention like the Jewish Holocaust? Maybe the education in school has a small part to do with it or the mass media. We all know about the Jewish Holocaust one way or another. The Holocaust started between 1933 to 1945 when Adolf Hitler was in power, and annihilating of more than six million Jews. Jews were the main target but besides them another 5.5 millions of others such as Romani, Sinti, homosexuals, and others that were against Nazi regime, were mass murdered. History shows that Gypsies were hated and persecuted as much as the Jews. In 1935 a new Law came into effect called Nuremberg Law. This Law was created to forbid any Gypsy marriages with white people. In January 1940 at Buchenwald a concentration camp was established. A tragic month, were two hundred and fifty Romani kids are used as experiment the cyanide gas crystal. August 2nd and 3rd of 1944, it w as one of the horrifying days of the Romani history, were several thousand Romani were massacred at the Zigeunerlager in Auschwtiz-Birkenau concentration camp. The number of Romani massacres is unknown due to lack of documentation. Scholars estimated to be between 250,000 to 500,000 thousand, but it could be more. Not many survived as prisoners of war. If they wouldnt die from starvation, they passed away from diseases or brutality. If not killed from the medical experiments they were submitted to, they would die from poisonous gas or execution. Nazis developed a system to speed up the process of the mass elimination. They made six more extermination centers by which they could mass murder people by gas and body disposal threw cremating their bodies. It is sad to say, that 70% to 80% of the Romani population had been annihilated by the Nazi regime by the end of the war in 1945. Population There are more than twelve million Roma located in many countries around the world. Unfortunately, it is hard know the exact numbers of Roma population in the world. Due to the discrimination people fear to disclose their true identity as Romani. Discrimination Romani people have been discriminated throughout history and still nowadays their situation it has not gotten any better than before. They are not given the equal opportunity to advance in our society. Most of us do not know very much about Romani traditions, culture, and history. Therefore, most of the stereotypes come from the stories and the mass media. The discrimination that is still happening all around the world but mostly in Europe is as strong as ever. This has stopped Romani people to get access to jobs, social security systems, services and housing. One incident that occurred in the Czech Republic was highly publicized on CBC News. A young man at 17 year of age, walking home was confronted by prejudiced group of skinheads. Threaten him by saying today he will die. He was thrown on the ground and insolated and beaten so badly that he had to be hospitalized for a week. Now 24 year of age and living in Hamilton, Ontario the victim is happy not to worry that someone will jump him when walking down the street due to his nationality. Discrimination continues to occur in Europe like Bulgaria, Czech Republic and Slovakia and others countries through segregation. There are established separate schools only for Romani children. In other words, they are branded as Gypsy schools. Where there is low standard of teaching and poor material conditions. Governments around Europe need to change policy to end educational segregation of the Romani people. Romani children need to receive equal opportunities in education as the non Romani students so they can achieve the same or better goals in life. Without the right education, they are not able to succeed in our society. With a good education they will be able to succeed through better careers and opportunities, thereby being able to support themselves and their families. Conclusion I believe no race or human being should be discriminated against. We all deserve the right of freedom and equal rights. We should all take some time to read and explore and understand about one another culture and traditions. Lets not be judgmental and jump to conclusions of what we hear in our mass media these days. We are all humans, and we all make mistakes one way or another. Some more than others and some less. If some people from the same nationality like Romani make mistakes and break the law by stealing, mugging, or other acts of violence. We should not stereotype and conclude that all the Romani people are the same. They deserve a chance to show that they are better than what they are exploited by others.