Abusive Relationships: Why Stay in the Relationship and What Determines Leaving Essay

It is often asked why a woman doesn’t leave an abusive relationship. Society tends to assume that the decision is as simple as a normal break-up, if not easier because there is an obvious reason to leave. But there are many factors involved into the relationship and many things to consider when making the decision to stay or to leave. In abusive relationships, what determines staying and what determines leave? It is estimated that annually 3 million occurrences of domestic violence occur and that one in four women will become a victim of such violence. Of those victims, more than four people are killed daily as a result of domestic violence (DVRC). With abuse possibly escalating to a point of death, why would a spouse stay in a relationship? Conclusions have been drawn as to why a woman might stay in the relationship, including internal and external resources. The external resources would include such things as an income, social support, housing etc. Internal resources would include a person’s self-esteem, mental health status, whether they suffer from depression or anxiety. Pamela Choice and Leanne Lamke stated that different theories needed to be taken into consideration when observing a women’s decision to stay or leave. The theories included learned helplessness, psychological entrapment, the investment model and reasoned action or planned behavior. Learned helpless is a situation where the victim feels she had no other options, that not matter what she does the situation will remain the same. Psychological entrapment is where a women tries to make the relationship a nonviolent one, but instead the violence continues causing her to feel that she should have tried harder. This situation often leaves the woman feeling that a nonviolent relationship is attainable and questioning if it is worth the investment, and if so, she then feels that there is too much invested thus far to leave, in turn causing the feelings of entrapment. The investment model determines whether maintaining the current relationship is worthwhile, is she better off to leave and is she satisfied in the relationship. Finally, the reasoned action model is where a women is able to determine if she is able to actually leave, is it within her control and is it more beneficial for her to leave than to stay in the relationship. External forces also contribute to a woman’s decision to leave. Establishing employment, housing and other essential tasks also become extremely difficult during the separation from an abusive partner (Bell 2007). With such struggles, within two months 60% of women end up returning to their partners (Bell 2007). In Carlson and McNutt’s study observing partner abuse and mental health, they looked at the women’s personal history of abuse. Whether or not she been exposed to violence as a child or as an adult. Also the effects the abuse has on a women’s mental health including depression, anxiety and posttraumatic stress disorder. They found that many battered women had low levels of social support which in turn lead to higher levels of depression and more difficulty with problem solving. In a self-evaluation, many of the participants reported higher levels of symptoms for anxiety and depression (Carlson 2002). Women in an abused relationship tend to have a certain level of dependency upon their partner, causing them to feel trapped. Women who are more likely to be economically dependent and unemployed (especially with children) are at a higher risk of being in an abusive relationship (Bostock 2008). Bostock et. al studied what reasons were involved in a woman decision to stay in a harmful relationship. They investigated twelve women from rural Northern New England between the ages of 21 and 56, on various aspects of the relationship. Theses aspects included how the abuse began, the ways of abusing, the impact of the abuse, what factors contributed to recognizing the abuse as intolerable and what helped in gaining independence. They concluded that a women’s reason for stay was fear of the abuser, a feeling of commitment to the relationship and insufficient funds or resources. To help leave the relationship the women studied pulled upon their sense of hope, humor and spirituality and reclaiming their identity (Bostock 2008). In 1976 Richard Gelles studied abused wives and why they stay. In his article he stated that women do not break off a relationship for a number of reasons including negative self-esteem, the belief the husband will reform, economic hardship, difficulty of employment, surviving alone, the children’s wellbeing (economically) and the stigma with divorce. He also discovered that a woman would be more likely to stay in an abusive relationship if she had been exposed to abuse as a child, growing up with idea that it is allowed for a man to hit his wife. Another contributing factor to a women’s decision to stay is a lack of outside resources, not seeing many alternatives to the current situation. If the abuse is inconstant and not considered severe, then she will remain with the spouse (Gelles 1976). The decision to leave an abusive relationship was studied by Michael Strube in 1984, and his work was cited through many other journals. The population consisted of 251 women of low to middle income, varying in age from 17 to 69 to have been exposed to moderate of life threatening violence. Of the 251 women, 177 had decided to leave the abusive partner and those who stayed reported doing so because of love-the abuser promised changing behavior, economic hardship or lack of resources. Strube concluded that a woman was more likely to remain with the abuser if the violence was considered less frequent and less severe. Also, if the woman was exposed to violent models as a child she was more likely to remain as opposed to women who had not. But women who had previously been in an abusive relationship were less likely to remain in another relationship, because they had developed intolerance to the abuse. Strube also found that women with fewer resources, such as economic and social support were less likely to leave. Studies have found though that ending a relationship does not end the abuse, violence is often high is situations where the women is separate from the abuser as opposed to if she was involved in a relationship. Another factor involved is how the separation occurred rather than whether or not the separation occurred (Bell 2007). The decision to leave a relationship is difficult it becomes increasingly difficult when the partner is violent. The women, individual mentally have to â€Å"prepare† themselves as such to leave the relationship, and evaluate every aspect of their life and their future. Without sufficient support and resources leaving a dangerous and harmful situation is virtually impossible. To seek the support and resources a certain level of self worth and esteem is essential, providing the woman with an appreciation for her future.

Animal Kingdom 54

Animal Kingdom Humans have always had an interaction with animals since the beginning of time. They hunted animals for survival, and humans were their prey. However, scientists believe that our ancient relatives â€Å"treated the animals with respect. †(Stetson). So why do we continue to consume and brutally murder, and torture animals for the means of food and clothing when there is this claim to â€Å"love† and â€Å"care for† animals? We should treat all animals with kindness and respect. We should learn to understand them and not treat them as equals.We owe it to animals to show empathy and treat them better to become better people at heart. Animals such as dogs or cats kept as pets hold strong companionships with their owners in our society. Some humans consider animals to be mindless while others don’t, but I believe that they are capable of love, emotion, and thought process. Although, animals do not speak a language we can understand we can certain ly see their intelligence. They’re capable of unconditional love and learning. Humans should have respect to our fellow non human animals.There are so many animals that serve a purpose in this life than just being a pet or for a means of food or entertainment. Dogs, for example are particularly helpful as certified service animals to help the blind. There are stories all over the nation of the selfless acts animals perform to save humans from death or accidents. Hurting poor defenseless animals is just cruel and inhumane and really says a lot about the person’s character that would actually do such a thing. The characteristics of animals are similar to those of humans.They care for their young just like human parents nurture their young. They’re capable of showing affection, happiness, and sadness. So how is that not proof of feeling? Animals have different characteristics just like those similar to humans. But they rely more on animal instinct than anything els e. We as humans rely more on logic. Animal abuse happens all over through various forms such as animal entertainment, animal testing, and hunting. These animals that are being used in the media industry, fights, circuses, and lab testing are treated poorly and these events sometimes even lead to death.What do these actions say about humans? How can we carry out these inhumane acts where animals are being hunted for their fur, tusks, and feathers? People who are associated with trading animals for consumption treat the animals most cruelly. Those individuals care more about their profits than treating animals with respect. â€Å"We know what we see on undercover videos of factory farms and slaughterhouses is wrong. (There are those who will defend a system that allows for occasional animal cruelty, but no one defends the cruelty, itself. )† (Foer 431).I don’t believe that eating meat can actually be a form of animal abuse, but â€Å"We have so internalized this behavio r-â€Å"meat†-eating-that we do not even recognize it as a choice, but rather blindly accept it as a normal and necessary way of life; â€Å"meat† consumption is ‘just the way it is. ’† (Garbato). No one should be forced to stop eating animal â€Å"meat† because it is a choice that we all have. â€Å"Food is not rational. Food is culture, habit, craving and identity. † (Foer 431). The horrific treatments of animals in factories which are later bought for consumption should have stricter regulations.Animals shouldn’t have to suffer and be tortured in so many ways for our essentials. â€Å"100 years ago, animals were considered nothing more than possessions; the properties of humans. No thought was ever given as to how the animals felt. Nothing was done to prevent the suffering of animals. † (Angelicguides). Many animals are still considered possessions, and are dying for a means of meeting the population’s needs for food, entertainment, clothing etc. There has got to be a better way to be more humane towards defenseless animals.Cruelty towards animals reflects our true character and we should strive to be more kind. We should learn from animals and experience the same peace they live in on a daily basis. â€Å"But I might learn something of mindlessness, something of the purity of living in the physical senses and the dignity of living without bias or motive. † (Dillard 351). For that reason we should treat animals with respect and kindness because they can show us the true beauty of life and I think we can learn how to become better people.

John Fitzgerald Kennedy

John Fitzgerald Kennedy was one of the most influential and beloved President’s of United States history.   However, his death is shrouded in mystery.   When all is said and done, conspiracy theorists have left virtually no stone unturned in an attempt to explain the tragedy of November 22, 1963.   Clearly Lee Harvey Oswald was present and did shoot a gun.   But did his bullet kill JFK?   Did he act alone?   Many people have their own ideas of what really happened that day.One common theory is that the Cuban government ordered a hit on the President.   The President had attempted to invade Cuba, and though the plan failed, Castro knew that further plans were in the works.   Likewise, Kennedy had made several unsuccessful attempts on Castro’s life.  Ã‚   Getting rid of Kennedy would certainly enable Castro to keep control of Cuba (Anders 1993).A similar theory is that anti-Castro Cubans killed Kennedy.   Perhaps they were hoping that if the suspicion were focused on Castro, America would demand retaliation.   Later, evidence seemed to surface from a former Castro operative that Oswald was actually hired by the Cuban government (Anders 1993, McAdams 2004).   With Oswald’s death, the facts of these reports could not be verified, though Castro staunchly denies this report.Similarly, Russia, the US cold war opponent, was bothered by JFK’s youth and erratic nature.   He would be capable of elevating the cold war to a full blown World War III.   With the introduction of nuclear technology, the fear of a US strike on Russia was also a concern.   Therefore, the Russians planned the assassination.   In a related theory, this order came from Nikita Khrushchev himself (Anders 1993).Another popular theory is that the mafia ordered a hit on Kennedy.   Initially, some big name crime bosses such as Sam Giancana worked with Jimmy Hoffa and the teamsters to get President Kennedy elected, particularly through votes in Ohio ( Unfortunately, President Kennedy and his brother Robert Kennedy, the US Attorney General, had later stepped up prosecutions of mafia members to an unprecedented high (Odoni 2005; McAdams 2004) J. Edgar Hoover, who was not friendly with President Kennedy, was due to be forced into retirement from his position of the Director of the FBI.Hoover had a history of neglecting to prosecute mafia members.   His retirement would mean mean the end of these favors, especially if JFK appointed his brother Robert to that position. After Kennedy’s death, Hoover remained as the head of the FBI for ten more years. During that time, mafia prosecutions fell dramatically. James Files, a mafia hit man, actually confessed to the murder, indicating that Giancana had ordered the hit.   Oswald’s killer, Jack Ruby, was a small time gangster with a few major mafia connections.   He could have killed Oswald to silence him (Odoni 2005).Two equally argued theories that are more alarmin g are those that implicate the United States itself.   Many suspect Vice-President Lyndon B. Johnson.   He gained the Presidency after Kennedy’s death, though he was not liked by the public; Kennedy was planning to drop Johnson from his ticket in 1964.   He was involved in four major criminal investigations involving bribery, money laundering, contract violations and misappropriation of funds, at the time of Kennedy’s death.In fact, Kennedy often complained that he had been manipulated into appointing Johnson by the FBI and that Johnson acted as a spy for J. Edgar Hoover.   After he became President, Johnson’s criminal investigations were dropped (Ayton no date). Another US based theory is that the CIA itself had killed the President to cover up or redirect attention from its new practice of assassinating foreign leaders.   The Church Committee was formed to look into this possible scandal but concluded that while the CIA was increasing in national and international power, it was not responsible for the death of the President (Ayton no date).The Warren Commission heard testimony from 552 witnesses and 10 federal agencies over the span of 10 months as it investigated the assassination and all the related conspiracy theories.   Published in October of 1964, it concluded that, basically, Lee Harvey Oswald acted alone, shooting three bullets from the sixth floor window of the Texas School Book Depository (McAdams 2004).The single bullet that wounded Connally and killed JFK hit him from behind as the motorcade passed by the Depository. However, the issue has not been laid to rest.   Four of the seven members of the investigatory team seemed to indicate skepticism about the Commissions findings (McAdams 2004).   Several individual pieces of the Commission's findings also have been called into question since its completion.Kennedy was struck by two bullets.   One hit him in the back, and one hit him in the head.   The second h it killed the President.   The single bullet theory was born because Oswald’s gun would not have been able to fire fast enough to hit both Kennedy and Connally with separate shots (McAdams 2004).However, the idea that a single bullet traveled through Kennedy’s back, exited his throat, passed through the seat of a car, entered Connally’s back, exited his chest, passed through his wrist and entered his thigh has been seriously questioned by evidence from eye witnesses, including passenger Nellie Connally, and forensic evidence (McAdams 2004) Now this theory is known as the magic bullet theory.   The bullet which had such an incredible journey ended up on a hospital stretcher in near pristine condition (McAdams 2004).Medical examinations and missing x-rays and autopsy pictures also add to the mystery.   Kennedy was taken first to Dallas’ Parkland Hospital where 44 doctors and medical staffers claimed that the exit wound was at the back of JFK’s head.   This would have been impossible if the shot came from the Depository and lended itself to the grassy knoll theory (Odoni 2005).However, two doctors at Bethesda Medical Center, the second hospital Kennedy was taken to, reported that the exit would was at the front of the head (McAdams, 2004).   Why then did over 44 doctors and medical staffers claim that the wound was at the rear of the head?   X-rays that a Parkland Hospital technician claims to have taken have never been found.   Pictures of the autopsy that emerged up to four years after the assassination are suspicious and do not match accounts given by witnesses.All in all, the Warren Commission seemed to ignore 44 doctors and 20 eye-witnesses at the murder scene.   Other evidence was destroyed.   Governor Connally’s shirt from the day of the shooting was dry cleaned at Johnson’s request within 24 hours (McAdams 2004).   The car carrying the Kennedys and the Connallys was immediately cleaned a nd refurbished instead of being thoroughly examined for ballistic evidence.   This was also ordered by Lyndon B. Johnson (McAdams 2004). Any forensic evidence that may have been provided by these items was lost.Nobody will ever really know what happened that day in 1964.   However, it seems that the â€Å"facts† are clearly not what they seem and that the Warren Commission did not delve into the discrepancies too   deeply.   The theories mentioned here are all viable theories that were not examined closely, if at all, by the authorities. The idea of a â€Å"magic† bullet is preposterous.  Ã‚   It seems that something is being covered up. But what?ReferencesAnders, P. (1993). An Introduction to JFK Conspiracy Theories. Stay Free 4. Available from:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.stayfreemagazine.org/4/jfk.htm [accessed 10 August 2006]Ayton, M. (no date).   Questions of Conspiracy. Spartacus UK. Available from: [accessed 10 August 2006 ]McAdams, J. (2004). The Kennedy Assassination. Available from: http://mcadams.posc.mu.edu/home.htm [accessed 10 August 2006]Odoni, Martin. (2005). Who Killed JFK?   Current Affairs. Available from:     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://havetstorm.tripod.com/currentaffairs/id7.html   [accessed 10 August 2006]

Assessment Of For And As Learning Essay Example for Free

Assessment Of For And As Learning Essay Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. Teachers’ Roles in Assessment of Learning Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide  ?a rationale for undertaking a particular assessment of learning at a particular point in time ?clear descriptions of the intended learning ?processes that make it possible for students to demonstrate their competence and skill ?a range of alternative mechanisms for assessing the same outcomes ?public and defensible reference points for making judgments ? Transparent approaches to interpretation ?descriptions of the assessment process ?strategies for recourse in the event of disagreement about the decisions With the help of their teachers, students can look forward to assessment of learning tasks as  occasions to show their competence, as well as the depth and breadth of their learning. ASSESSMENT FOR LEARNING Assessment for learning focuses on engaging students in classroom assessment in support of their own learning and informing teachers about what to do next to help students to progress. Assessment for learning is assessment for improvement not assessment for accountability as can be the case with summative assessments (Stiggins, 2002). The keys to Assessment for Learning (AFL) is to use a variety of assessment tools and methods in order to provide ongoing evidence to students, teachers and parents that demonstrates how  well each student is mastering the identified outcomes. This evidence is used to provide descriptive feedback to the students and to enable the teacher to differentiate the instruction to meet the needs of individual students or groups. ASSESSMENT FOR LEARNING VS. ASSESSMENT OF LEARNING Gregory, Cameron, and Davies (1997) outline some distinct differences between Assessment for Learning and Assessment of Learning. Educators are using these terms to help distinguish between the teacher’s role as a learning coach versus the teacher’s role of judging the extent of a student’s achievement in relation to an established standard. This assessment is considered summative and is done at the end. 1. Assessment for learning is the big deal, while assessment of learning is the done deal. 2. Assessment for learning is formative, while assessment of learning is summative. 3. Assessment for learning is supportive, while assessment of learning measures. 4. Assessment for learning uses descriptions, while assessment of learning uses scores. 5. Assessment for learning happens day by day, moment by moment, while assessment of learning happens at the end. The assertion is that neither one is better than the other, but both need to be used within a  students learning so that the student is able to understand not only the work that is being asked of them, but also how their own learning occurs. Assessment for learning is intended to be both diagnostic and formative to help students improve their learning. Four critical questions that the teacher must ask when planning for assessment for learning: WHY AM I ASSESSING? If the intent of assessment is to enhance student learning teachers use assessment for learning to uncover what students believe to be true and to learn more about the connections students are making, their prior knowledge, preconceptions, gaps, and learning styles. This information is used to inform and differntiate instruction to build on what students already know and to challenge students when their are problems inhibiting progression to the next stages of learning. Teachers use this information to provide their students with descriptive feedback that will further their learning and not as a sumamtive assessment or to report a grade. WHAT AM I ASSESSING? Assessment for learning requires ongoing assessment of the outcomes that comprise the intended learning. In most cases these are the curriculum outcomes. Teachers create assessments that will  expose students’ thinking and skills in relation to the intended learning, and the common preconceptions. WHAT ASSESSMENT METHOD SHOULD I USE? When planning assessment for learning, the teacher must think about what assessment is designed to expose, and must decide which assessment approaches are most likely to give detailed information about what each student is thinking and learning. The methods need to incorporate a variety of ways for students to demonstrate their learning. For example, having students complete tasks orally or through visual representation allow those who are struggling  with reading or writing to demonstrate their learning. HOW CAN I USE THE INFORMA%ON? The information collected in assessment for learning is used to report to the student and by offering descriptive, on time feedback and to provide the teacher with information to allow for changes in instruction for individual students or groups of students. ASSESSMENT AS LEARNING Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and  how to use assessment for new learning. Assessment as learning: ?encourages students to take responsibility for their own learning ?requires students to ask questions about their learning ?involves teachers and students creating learning goals to encourage growth and development ?provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning ?encourages peer assessment, self-assessment and reflection. ROLES This assessment model supports the view of today’s learners as actively involved in the learning process. Students are educated on the purpose of assignments and the outcomes they are trying to achieve. Hence the teacher and the student both have critical roles in understanding learning outcomes and modifying learning in Assessment as Learning. Teacher Ensuring assessment methods are appropriate and the purpose is clear to students ensures quality and fair assessment practices as per the Principles for Fair Student Assessment in Canada (1993). Beyond choosing the learning outcomes to be covered, the activities to follow and the assessment methods, in Assessment as Learning, the teacher engages the students in this process. In Assessment as Learning, the teacher is a guide, â€Å"Giving them [students] the tools to undertake their own learning wisely and well. † (WNCP, p. 42) Students learn to monitor their own learning and make adaptations as required. In addition to monitoring learning and guiding instruction through assessment for learning, the teacher is assessing the students’ ability to assess themselves as they learn how to assess their own learning. Teachers can follow the following model in order to practice Assessment as Learning in their classroom: (adapted from WNCP, p. 42-43) 1. Discuss the learning outcomes with the students. 2. Create criteria with the students for the various tasks that need to be completed and/or skills that need to be learned or mastered 3. Provide feedback to students as they learn and ask them guiding questions to help them monitor their own learning 4. Help them set goals to extend or support their learning as needed in order to meet or fully meet the expectations 5. Provide reference points and examples for the learning outcomes Teachers are also responsible for ensuring that students have a learning environment in which they feel comfortable and safe to learn as well as have ample time to practise what is being  taught. Student Beyond completing the tasks assigned to them by their teacher, students move from the passive learner to an active owner of their own learning. Initially, with teacher guidance and tools, students learn to monitor if they have understood the learning outcome being explored and the metacognitive process. Once the metacognitive skills have been acquired, students can independently adjust their learning accordingly and demonstrate the â€Å"self-reflection, self- monitoring and self-adjustment. † (WNCP, 2006, p. 85) Extensive and relevant modeling in the questions below can help students reach this point: 1. What is the purpose of learning these concepts and skills? 2. What do I know about this topic? 3. What strategies do I know that will help me learn this? 4. Am I understanding these concepts? 5. What are the criteria for improving my work? 6. Have I accomplished the goals I set for myself? What is self-assessment? According to Boud (1995), all assessment including self-assessment comprises two main elements: making decisions about the standards of performance expected and then making judgments about the quality of the performance in relation to these standards. When self-assessment is introduced, it should ideally involve students in both of these aspects. Andrade and Du (2007) provide a helpful definition of self-assessment that focuses on the formative learning that it can promote: Self-assessment is a process of formative assessment during which students reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly (2007, p. 160). EXAMPLES OF SELF-ASSESSMENT Self-assessment can take many forms, including: ?writing conferences ?discussion (whole-class or small-group) ?reflection logs ?weekly self-evaluations ?self-assessment checklists and inventories ?teacher-student interviews These types of self-assessment share a common theme: they ask students to review their work to determine what they have learned and what areas of confusion still exist. Although each method differs slightly, all should include enough time for students to consider thoughtfully and evaluate their progress. When students understand the criteria for good work before they begin a literacy activity, they are more likely to meet those criteria. The key to this understanding is to make the criteria clear. As students evaluate their work, you may want them to set up their own criteria for good work. Help them with the clarity of their criteria as they assess their own work. Students’ observations and reflections can also provide valuable feedback for refining your instructional plan. As your students answer questions about their learning and the strategies they use, think about their responses to find out what they are really learning and to see if they are learning what you are teaching them. K-W-L (KNOW, WANT TO KNOW, LEARNED) CHART. K-W-L (Ogle, 1986) is an instructional reading strategy that is used to guide students through a text. Students begin by brainstorming everything they Know about a topic. This information is recorded in the K column of a K-W-L chart. Students then generate a list of questions about what they Want to Know about the topic. These questions are listed in the W column of the chart. During or after reading, students answer the questions that are in the W column. This new information that they have Learned is recorded in the L column of the K-W-L chart. Purpose The K-W-L strategy serves several purposes: Elicits students’ prior knowledge of the topic of the text. ?Sets a purpose for reading. ?Helps students to monitor their comprehension. WHY IS IT IMPORTANT? Donna Ogle asserts that KWL helps students become better readers of expository text and helps teachers to be more interactive in their teaching (Ogle, 1987). KWL charts help students to be active thinkers while they read (Carr & Ogle, 1987), giving them specific things to look for and having them reflect on what they learned when they are finished reading. In learning, metacognition involves the active monitoring and conscious control and regulation  of cognitive processes. It involves thinking about thinking, self-awareness, and self-regulation (Flavell, 1979). The metacognitive strategy of self-questioning is used to ensure that students comprehend the text. When students set their own purposes for reading, they are more motivated and active as readers. Each student has a schema, or a framework for how they view the world. Accessing a student’s prior knowledge is the first step in integrating new concepts into their existing schema. KWL charts help activate background knowledge and provide an opportunity for students to set their own learning objectives. Assessment Of For And As Learning. (2016, Sep 26).

Debt Crises in the Least Developed Countries (LDC) and the Impact of Essay

Debt Crises in the Least Developed Countries (LDC) and the Impact of the Debt Reforms in LDC - Essay Example This paper dedicated to the problem of the unsustainable external debt and its repayment in in the least developed countries (LDU), which is considered an impediment to their economic growth and development. The report by the UN found out that there is a high probability that any LDC that exports primary commodities has an unsustainable external debt and that there is a close association between falling and volatile commodity prices and unsustainable external debt. The debt problem of commodity-exporting LDCs is rooted in the low level of domestic resource mobilization, low rates of return on investment, the vulnerability to external shocks and slow export growth. For debt sustainability to be achieved, the rate of growth of exports must be greater than the rate of interest on outstanding debt. Although high levels of debt can depress economic growth in low-income countries, external debt slows growth only after its face value reaches a threshold level estimated to be about 50 percent of GDP. A major challenge LDCs face is ensuring that a reasonable resource level is allocated for debt servicing to avoid the risk of default and to maintain conducive relations for debt relief negotiations with its debtors Governments must make efforts to stabilize commodity prices, perk up their levels of domestic resource mobilization, increase rates of return on investments and raise export growth, and finally protect themselves from external shocks. Debt reform not only includes maintaining a manageable level of debt but also decreasing corruption incidence in LDCs, allocating a reasonable resource level for debt servicing to avoid the risk of default, without sacrificing than they can afford to invest in basic health care or education.

Fundimental of microboilogy Term Paper Example | Topics and Well Written Essays - 1500 words

Fundimental of microboilogy - Term Paper Example The catalase test is a biochemical test that can be used to identify between Staphylococcus spp. and Streptococcus spp. The enzyme catalase contains a heme group and detoxifies hydrogen peroxide. The basic theory used in their identification is that one is catalase positive (Staphylococcus spp.) while other one (Streptococcus spp.) is catalase negative. If gas formation (O2) is observed in the form of bubbles, then it ensures that the sample of bacteria has a catalase; it is an indication of presence of Staphylococcus spp. Otherwise, on no gas formation, the sample contains Streptococcus spp. Non-selective medium is employed when organisms are present in low numbers. This also provides an indication about the type of organism present in the sample. The use of selective medium is to isolate the desired organism present in the mixed sample Nutrient agar is ideal as a non-selective culture medium to grow a large variety of microorganisms. In order to isolate microorganism from the agar plate, the part of colony is taken to a new agar plate. The streak-plate method can be employed as it reduces density of the microorganisms on the surface of the agar. This facilitates to obtain the distinct colonies of the microorganisms of our interest by using selective media (Selective and Differential Media 2012) Selective media inhibit the growth of some organism while promote growth of others. Selective inhibition is done by adding salts, dyes or specific inhibitors affecting the metabolism of the organisms. Crystal violet or penicillin will inhibit the growth of Gram-positive bacteria. Based on this philosophy, Tellurite agar is employed as media to identify for Gram-positive organisms. When gram negative organisms are to be selected or identified, the agar with penicillin (5-50- units/ml) is used (Selective and Differential Media 2012). Selective but differential media are

High Oil and Gas Prices Research Paper Example | Topics and Well Written Essays - 250 words

High Oil and Gas Prices - Research Paper Example Global oil consumption has been another main reason (Millender-McDonald 1). China being one of the leading oil importing countries has added to the global oil demand by its continuous progress. The automobile industry in the United States has also added to the global oil consumption as it consumes around one-fourth of the total global oil. So is the case with US chemical industry (Liveris 1). The surge in oil demand has resulted because of low interest rates all over the world. Moreover, investors invest in oil business so as to minimize the risk of devaluation of their other businesses because when oil prices rise, the cost of all investments and businesses also rise (crack spread) which results in greater revenues and profits, and this makes the oil prices go up (Overdahl 3). Unfortunate events, like Hurrican Katrina and Rita, also caused oil prices to rise (Matthews 1). Jeffords, James M. â€Å"Clean Air Regulations and Natural Gas Prices.† Congressional Testimony,. MAS Ultra - School Edition, 2006. Web. 16 Sep 2011. . Liveris, Andrew. â€Å"Natural Gas Supply and Prices.† FDCH Congressional Testimony. MAS Ultra - School Edition, 2005. Web. 16 Sep 2011. . Matthews, Dan. â€Å"Mitigating Impact of High Gas Prices.† FDCH Congressional Testimony. MAS Ultra - School Edition, 2005. Web. 16 Sep 2011. . Millender-McDonald, Juanita. â€Å"Effect of High Natural Gas Prices on Small Businesses.† FDCH Congressional Testimony. MAS Ultra - School Edition, 2006. Web. 16 Sep 2011. . Overdahl, James A. (2005). â€Å"Rising gasoline Prices.† FDCH Congressional