Native Speaker - Definition and Examples in English

Native Speaker s in English In language studies, native speaker  is a controversial term for a person who  speaks  and writes using his or her  native language  (or mother tongue). Put simply, the traditional view is that the language of a native speaker is determined by birthplace. Contrast with non-native speaker. Linguist Braj Kachru identifies native speakers of English as those who have grown up in the Inner Circle  of countries- Britain, America, Canada, Australia, and New Zealand. An extremely proficient speaker of a second language  is sometimes referred to as a near-native speaker. When a person acquires a second-language at a very young age, the distinction between native and non-native speaker becomes ambiguous. A child may be a native speaker of more than one language as long as the acquisition process starts early, says Alan Davies. After puberty (Felix, 1987), it becomes difficult- not impossible, but very difficult (Birdsong, 1992)- to become a native speaker. (The Handbook of Applied Linguistics, 2004). In recent years, the concept of the native speaker has come under criticism, especially in connection with the study of World English,  New Englishes, and English as a Lingua Franca:   While there may be linguistic differences between native and non-native speakers of English, the native speaker is really a political construct carrying a particular ideological baggage (Stephanie Hackert in World EnglishesProblems, Properties and Prospects, 2009). Examples and Observations The terms native speaker and non-native speaker suggest a clear-cut distinction that doesnt really exist. Instead it can be seen as a continuum, with someone who has complete control of the language in question at one end, to the beginner at the other, with an infinite range of proficiencies to be found in between.(Caroline Brandt, Success on Your Certificate Course in English Language Teaching. Sage, 2006) The Common-Sense View The concept of a native speaker seems clear enough, doesnt it? It is surely a common sense idea, referring to people who have a special control over a language, insider knowledge about their language. . . . But just how special is the native speaker? This common-sense view is important and has practical implications, . . . but the common-sense view alone is inadequate and needs the support and explanation given by a thorough theoretical discussion is lacking.(Alan Davies, The Native Speaker: Myth and Reality. Multilingual Matters, 2003) The Ideology of the Native Speaker Model [T]he notion of native speakersometimes referred to as the ideology of the native speaker model- in the field of second language education has been a powerful principle that influences almost every aspect of language teaching and learning . . .. The notion of native speaker takes for granted the homogeneity among, and superiority of the linguistic competence of native speakers and legitimizes the unequal power relations between native and non-native speakers. (Neriko Musha Doerr and Yuri Kumagai, Towards a Critical Orientation in Second Language Education.  The Native Speaker Concept. Walter de Gruyter, 2009) An Ideal Native Speaker I know several foreigners whose command of English I could not fault, but they themselves deny they are native speakers. When pressed on this point, they draw attention to such matters as . . . their lack of awareness of childhood associations, their limited passive knowledge of varieties, the fact that there are some topics which they are more comfortable discussing in their first language. I couldn’t make love in English, said one man to me. . . . In an ideal native speaker, there is a chronologically based awareness, a continuum from birth to death where there are no gaps. In an ideal non-native speaker, this continuum either does not start with birth, or if it does, the continuum has been significantly broken at some point. (I’m a case of the latter, in fact, having been brought up in a Welsh-English environment until nine, then moving to England, where I promptly forgot most of my Welsh, and would no longer now claim to be a native speaker, even though I have many childhood associations and instinctive forms.)(David Crystal, quoted by T. M. Paikeday in The Native Speaker Is Dead: An Informal Discussion of a Linguistic Myth. Paikeday, 1985)

Seven Ways to Build Up Your Writing Confidence

Seven Ways to Build Up Your Writing Confidence Seven Ways to Build Up Your Writing Confidence Seven Ways to Build Up Your Writing Confidence By Ali Hale Do you ever worry that your writing isn’t good enough? Maybe you’re scared to let anyone read your latest short story. Or perhaps it’s worse than that – you find yourself agonising over every email that you write. You’re not alone. Most writers – even those who make a living from their craft – lack confidence at times. Writing is, after all, a daunting thing to do: you’re putting down your thoughts on the page and hoping that they’ll be worthy of someone else’s time and attention. A lack of confidence, though, can be crippling. It leads writers to give up before they’ve even begun – or to fret for hours over the simplest of writing tasks. Whether you’re struggling to get to grips with grammar or preparing to launch your third novel, you can become more confident. Here’s how. #1: Practice Writing – Regularly As a child, I had piano lessons. I didn’t much like having to practice – but I knew that if I didn’t, I wouldn’t get any better. It’s the same with writing. Some people love writing, others find it tedious: but either way, you’ll find that the more you practice, the more you’ll improve. That could mean: Spending ten minutes free-writing every morning Working through different writing exercises, so you get experience in several forms Deliberately working on the elements of writing that you find hard (e.g. if you write fiction, practice dialogue or description; if you write for work, practice those difficult emails) Writing a weekly post for your blog – no excuses! Write from a prompt (a word, phrase, question or image that inspires you) Your writing exercises might be for your eyes only – or you might choose to develop them into something more. Author E.J. Newman’s From Dark Places is a book of short stories that started as pieces written from prompts sent in by her â€Å"story of the month club†. #2: Read Widely You’re probably already reading a lot in your chosen genre or area – but try dipping into a book, magazine or blog that’s very different from what you’d normally choose. You’ll come across authors who are: Journalistic and factual, giving you the details without making any judgements about them Extremely personal and introspective, writing based on their own experiences Unconventional and creative with their use of language, perhaps coining new words and so on. There’s no one â€Å"correct† way to write a book, a blog post, or an article – and the more you read, the more you’ll realise that lots of different styles can be effective. You’ll learn new techniques, and you’ll also get a better feel for your own voice and style (look at what resonates with you – and what turns you off completely). #3: Take Time Over Your Writing If you don’t like writing, or if you find it anxiety-provoking, then you might be tempted to get it over with as quickly as possible. That’s not a great way to build your confidence. No writer – not even Shakespeare! – can produce a perfect piece of work in just one draft. By taking a little extra time to edit your work, you’ll realise that you can: Spot clumsy or ambiguous sentences and correct them Change words that aren’t quite right Fix any typos or spelling mistakes that have crept in I often advise writers to write a basic plan then produce a quick first draft, without worrying too much about quality: that way, they don’t get bogged down trying to perfect the first paragraph. After that, though, it’s important to edit rigorously. You’ll feel more confident about your work when you know you’ve given it enough time and attention. #4: Learn About Writing I’ve been writing with serious intent (i.e. hoping to get published!) for thirteen years now – half my lifetime. I’ve read dozens of books and ebooks about writing, I’ve subscribed to a writing magazine, I’ve taken several online courses, and I’ve completed an M.A. in Creative Writing. Obviously, I wouldn’t have progressed very far at all if I didn’t actually write (see #1!) – but I learnt a lot about the theory and practice of writing from all these resources. Whether you’re a brand-new writer or an old hand, there’s something you can learn. Look out for: Blogs on writing (like this one) – a great place to start learning for free. Books about your specific area or genre – try your library Specialised ebooks and ecourses – you might want to start with 100 Writing Mistakes to Avoid Writing conferences where you can attend lectures and workshops Degree programs – a big investment of time and money, but a great way to study writing in a thorough and rigorous way, alongside other students #5: Ask For Feedback This one requires a bit of bravery but it’s a great way to give your writing confidence a real boost. Ask someone for feedback. Ideally, pick a writer or tutor who you know and trust – you want them to be honest but also thoughtful. Get them to tell you what you’re already doing well (because there’ll be plenty of good things in your work!) And ask them what you could improve on. I know it can be quite daunting to have your work critiqued but once you’ve edited a piece based on feedback, you’ll be able to have real confidence in it. #6: Share Your Work With an Audience One great way to boost your confidence is to have appreciative readers for your work. But where do you find them? The Web 2.0 era has made publication accessible to anyone with an internet connection. Sites like Blogger.com are free and extremely easy to get started with, and allow you to publish your writing online. (If you start getting serious about blogging, I’d recommend using WordPress and hosting the blog on your own domain, for maximum control over your work. For all things blogging-related, check out Daily Writing Tips’s sister blog, Daily Blog Tips.) You might even choose to put together an ebook for people to download and read. You can create this using a word processing program (like Open Office or Microsoft Word) and then convert it to a .pdf file, which can be read on any type of computer and on many devices like Tablet computers and ebook readers. #7: Submit Your Work for Publication One of the best ways to achieve publication is to send a guest post to a big blog. This can be a pretty daunting thing to do but it’s a huge confidence boost if you get your post accepted. Follow the tips above and make it as good as you can before sending it in – and make sure you follow any submission guidelines. You might think that you have to already be a big â€Å"name† in the writing or blogging world in order to get published, but this simply isn’t true: editors care about the quality of your writing and the professionalism of your approach. If you’re a fiction writer, try entering competitions – winning a prize, or even being shortlisted, is a great validation of your work. And if you’re aiming to write for magazines as a freelancer, try sending in fillers or letters to the editor – a great first step in making contact and seeing your name in print. Keep Moving Forwards – However You Feel Maybe it seems like other writers have far more confidence than you. You see them chatting away at conferences, or you look at their work on big blogs or you read their prize-winning competition entries and you think if only I was as confident as them. Perhaps you already are. Maybe they spent a week screwing up their courage to send in that competition entry, or they had to take a deep breath and conquer their nerves before striking up a conversation with a stranger at that conference. As you write more (regardless of how you feel) and as you put your work out there in the world, you’ll find that you gradually become more confident and comfortable with your writing. What one step could you take today to help boost your writing confidence? Pick something from the list above – or add your own ideas in the comments! You can find Ali Luke posting all over the blogosphere – but her home base is on her own blog, Aliventures. If you want to get more writing done, check out her post How to Write Thousands of Words Every Single Week and follow the eight simple steps there. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:7 English Grammar Rules You Should KnowDisappointed + PrepositionEbook, eBook, ebook or e-book?

Seven Ways to Build Up Your Writing Confidence

Seven Ways to Build Up Your Writing Confidence Seven Ways to Build Up Your Writing Confidence Seven Ways to Build Up Your Writing Confidence By Ali Hale Do you ever worry that your writing isn’t good enough? Maybe you’re scared to let anyone read your latest short story. Or perhaps it’s worse than that – you find yourself agonising over every email that you write. You’re not alone. Most writers – even those who make a living from their craft – lack confidence at times. Writing is, after all, a daunting thing to do: you’re putting down your thoughts on the page and hoping that they’ll be worthy of someone else’s time and attention. A lack of confidence, though, can be crippling. It leads writers to give up before they’ve even begun – or to fret for hours over the simplest of writing tasks. Whether you’re struggling to get to grips with grammar or preparing to launch your third novel, you can become more confident. Here’s how. #1: Practice Writing – Regularly As a child, I had piano lessons. I didn’t much like having to practice – but I knew that if I didn’t, I wouldn’t get any better. It’s the same with writing. Some people love writing, others find it tedious: but either way, you’ll find that the more you practice, the more you’ll improve. That could mean: Spending ten minutes free-writing every morning Working through different writing exercises, so you get experience in several forms Deliberately working on the elements of writing that you find hard (e.g. if you write fiction, practice dialogue or description; if you write for work, practice those difficult emails) Writing a weekly post for your blog – no excuses! Write from a prompt (a word, phrase, question or image that inspires you) Your writing exercises might be for your eyes only – or you might choose to develop them into something more. Author E.J. Newman’s From Dark Places is a book of short stories that started as pieces written from prompts sent in by her â€Å"story of the month club†. #2: Read Widely You’re probably already reading a lot in your chosen genre or area – but try dipping into a book, magazine or blog that’s very different from what you’d normally choose. You’ll come across authors who are: Journalistic and factual, giving you the details without making any judgements about them Extremely personal and introspective, writing based on their own experiences Unconventional and creative with their use of language, perhaps coining new words and so on. There’s no one â€Å"correct† way to write a book, a blog post, or an article – and the more you read, the more you’ll realise that lots of different styles can be effective. You’ll learn new techniques, and you’ll also get a better feel for your own voice and style (look at what resonates with you – and what turns you off completely). #3: Take Time Over Your Writing If you don’t like writing, or if you find it anxiety-provoking, then you might be tempted to get it over with as quickly as possible. That’s not a great way to build your confidence. No writer – not even Shakespeare! – can produce a perfect piece of work in just one draft. By taking a little extra time to edit your work, you’ll realise that you can: Spot clumsy or ambiguous sentences and correct them Change words that aren’t quite right Fix any typos or spelling mistakes that have crept in I often advise writers to write a basic plan then produce a quick first draft, without worrying too much about quality: that way, they don’t get bogged down trying to perfect the first paragraph. After that, though, it’s important to edit rigorously. You’ll feel more confident about your work when you know you’ve given it enough time and attention. #4: Learn About Writing I’ve been writing with serious intent (i.e. hoping to get published!) for thirteen years now – half my lifetime. I’ve read dozens of books and ebooks about writing, I’ve subscribed to a writing magazine, I’ve taken several online courses, and I’ve completed an M.A. in Creative Writing. Obviously, I wouldn’t have progressed very far at all if I didn’t actually write (see #1!) – but I learnt a lot about the theory and practice of writing from all these resources. Whether you’re a brand-new writer or an old hand, there’s something you can learn. Look out for: Blogs on writing (like this one) – a great place to start learning for free. Books about your specific area or genre – try your library Specialised ebooks and ecourses – you might want to start with 100 Writing Mistakes to Avoid Writing conferences where you can attend lectures and workshops Degree programs – a big investment of time and money, but a great way to study writing in a thorough and rigorous way, alongside other students #5: Ask For Feedback This one requires a bit of bravery but it’s a great way to give your writing confidence a real boost. Ask someone for feedback. Ideally, pick a writer or tutor who you know and trust – you want them to be honest but also thoughtful. Get them to tell you what you’re already doing well (because there’ll be plenty of good things in your work!) And ask them what you could improve on. I know it can be quite daunting to have your work critiqued but once you’ve edited a piece based on feedback, you’ll be able to have real confidence in it. #6: Share Your Work With an Audience One great way to boost your confidence is to have appreciative readers for your work. But where do you find them? The Web 2.0 era has made publication accessible to anyone with an internet connection. Sites like Blogger.com are free and extremely easy to get started with, and allow you to publish your writing online. (If you start getting serious about blogging, I’d recommend using WordPress and hosting the blog on your own domain, for maximum control over your work. For all things blogging-related, check out Daily Writing Tips’s sister blog, Daily Blog Tips.) You might even choose to put together an ebook for people to download and read. You can create this using a word processing program (like Open Office or Microsoft Word) and then convert it to a .pdf file, which can be read on any type of computer and on many devices like Tablet computers and ebook readers. #7: Submit Your Work for Publication One of the best ways to achieve publication is to send a guest post to a big blog. This can be a pretty daunting thing to do but it’s a huge confidence boost if you get your post accepted. Follow the tips above and make it as good as you can before sending it in – and make sure you follow any submission guidelines. You might think that you have to already be a big â€Å"name† in the writing or blogging world in order to get published, but this simply isn’t true: editors care about the quality of your writing and the professionalism of your approach. If you’re a fiction writer, try entering competitions – winning a prize, or even being shortlisted, is a great validation of your work. And if you’re aiming to write for magazines as a freelancer, try sending in fillers or letters to the editor – a great first step in making contact and seeing your name in print. Keep Moving Forwards – However You Feel Maybe it seems like other writers have far more confidence than you. You see them chatting away at conferences, or you look at their work on big blogs or you read their prize-winning competition entries and you think if only I was as confident as them. Perhaps you already are. Maybe they spent a week screwing up their courage to send in that competition entry, or they had to take a deep breath and conquer their nerves before striking up a conversation with a stranger at that conference. As you write more (regardless of how you feel) and as you put your work out there in the world, you’ll find that you gradually become more confident and comfortable with your writing. What one step could you take today to help boost your writing confidence? Pick something from the list above – or add your own ideas in the comments! You can find Ali Luke posting all over the blogosphere – but her home base is on her own blog, Aliventures. If you want to get more writing done, check out her post How to Write Thousands of Words Every Single Week and follow the eight simple steps there. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:7 English Grammar Rules You Should KnowDisappointed + PrepositionEbook, eBook, ebook or e-book?

State Aid developments in 2013 Research Paper Example | Topics and Well Written Essays - 4000 words

State Aid developments in 2013 - Research Paper Example ings on issues are to be the preserve of the European Commission whilst the European Court is called upon as the court of last resort in these issues. Article 107(1) was interpreted significantly in the Doux Elevage case where it was found that in cases where government agencies and units are independent from government, their directives which seemingly favors some organizations cannot be classified as state aid. A ruling on the state aid claims and disbursement in France concerning the France Telecom and the French Government showed that in cases where the donation and/or investment into a given entity is seen as some kind of reorganization or a long-term change in the structures of the entity, it could be seen as something done outside the scope of the state aid restriction. And this could be permitted. Also, Article 107(3) (a) has been interpreted to be compatible with state aid allowances if they cover areas that are considered to be areas that need accelerated development and change. And this is typically allowed where the activity is within the scope and context of relevant rules and relevant limits set in the law of the com munity. The deminimis regulation was also reviewed in the current year under review. The ceiling remained at â‚ ¬200,000 for most aspects of the state aid system in spite of calls for an increase. The GBER and other frameworks are introduced, whilst the overall plans and objectives of the European Union has been moved to focus on the aviation industry. Numerous benefits and advantages are put in place to encourage the aviation industry. There are numerous rulings that occurred in the past year that has significance in the interpretation of European Union State Aid laws and regulations. Some of these cases provide further interpretation of the existing laws whilst others provided an insight into new circumstances and situations that were not expressly defined and stated in the European legal systems. The fundamentals of European law

The Impact Of World Demographic Change On The Future Of Business Essay

The Impact Of World Demographic Change On The Future Of Business Operations And Trading Opportunities - Essay Example The paper tells that unprecedented global demographic changes taking place are expected to impact business operations. During the twentieth century â€Å"the global population increased nearly fourfold, growing from 1.5 billion in 1900 to 6 billion in 2000†. Population growth rates increased significantly particularly in the developing world in the first part of the century, reaching a peak in the late 1960s. The swift growth in population was met with a hitherto uncommon response. The increased concerns related to environmental and economic effects of demographic increase motivated the United Nations, bilateral foreign aid agencies, multilateral institutions and private foundations to invest billions of dollars in population programmes. The governments of several developing countries, specifically those in Asia vigourously formulated and implemented policies aimed at slowing population expansion. The emerging evidence indicates that across the globe, population impacts econom ic growth with age structure playing a crucial role. â€Å"As the dependency ratio falls, opportunities for economic growth tend to rise, creating what is now referred to as a â€Å"demographic dividend†. Development in the quality of health care, improvements in health, and the related increase in life expectancy are among the most outstanding demographic changes of the past century. The historical rise in life expectancy reveals reduced infant and child mortality due to public health interventions related to water and sanitation, along with medical interventions such as vaccines and antibiotics. On the other hand, the continued increase in life expectancy since the past few decades particularly in high income countries, is mainly associated with reductions in age-specific death rates at middle and older ages. The declines are related to â€Å"improvements in medical technology, life-style changes, and income growth† (Bloom & Canning 2004, p.4). Globally, life expect ancy rose to more than double the earlier levels, from around 30 years in the year 1900 to 65 years by 2000. It is estimated to rise to 81 years by the end of the 21st century, states Lee (2003). Clark, Ogawa and Mason (2007) reiterate that all developed countries are experiencing rapid aging of the population, and in most countries over 12 percent of the population is over 65 years and older. In Japan, the proportion of the elderly population exceeded the 20 percent level in 2005, and several other developed countries reveal similar statistics. In most parts of the developed world, â€Å"national population projections indicate continued aging, with some countries facing the prospect of actual population decline and a super aging of the population† (Clark et al 2007, p.3). Further, several developing countries particularly in Asia such as China and South Korea, as well as others less economically successful, are now aging rapidly. Those countries that age before attaining ec onomic prosperity will likely face extensive challenges in the future. The association between population growth and the economy has been debated by several scholars and policymakers. As early as 1798, Thomas Malthus put forth that the rate of population growth was held in equilibrium by the rate of economic growth (IMF 2004). While East Asia met the challenges of rapid population growth, â€Å"other demographic changes were creating opportunities for more rapid economic growth†

American Antislavery 1820-1860 Essay Example for Free

American Antislavery 1820-1860 Essay Rather, the movement was fraught with ambiguity over who its leaders would be, how they would go about fighting the institution of slavery, and what the future would be like for black Americans. Some of the persisting goals of antislavery activism were legal emancipation, aid to runaway slaves through vigilance groups and the Underground Railroad, civil rights for freed blacks in the north, and education, suffrage, and economic advancement for African-Americans. Perhaps the most unifying ideal of the  anti-slavery movement  was that the racial basis forAmerican slavery  could be undermined by promoting Christian values, education and economic progress among free blacks to show that they were capable of succeeding as individuals in an integrated American society. Richard Allen, leader of the A. M. E. church, stated the case for black progress as an answer to the justifications of slaveholders: â€Å"if we are lazy and idol, the enemies of freedom plead it as a cause why we ought not to be free. In addition to the connection between abolition and economic and social progress, most abolitionists worked for the assurance of civil rights and legal protection for free blacks, who lived in an anomalous condition of â€Å"freedom† without citizenship and with constant threat of discrimination, violence, and abduction to be sold into slavery. There were some bitter conflicts over specific strategies. Though Garrison and most blacks favored immediate abolition, many whites continued to prefer or express willingness to settle for gradual emancipation. Violent resistance was at first rejected by many, again under the influence of Garrison, but David Walker’s appeal that violence should be used against slavery became more popular as blacks and abolitionists searched for an effective means of self-defense against mobs and pursuit of civil rights. Whether or not individuals worked within the political framework of the constitution to effect change again depended on allegiance to Garrison, and in general the early antislavery activists preferred moral arguments while later leaders were more willing to use political means. To what extent black abolitionists cooperated with and trusted white abolitionists varied, for though whites were essential to the movement, blacks often felt they needed to rely on their own race’s leadership, and so both black and integrated organizations formed. A few abolitionists supported the proposal of African or Haitian colonization by free blacks, but most viewed the colonization schemes as a way for whites to get rid of the â€Å"black problem† in the US rather than a viable alternative to gaining equal rights in the nation of their birth (since only a small minority of blacks in the US after the 1820s were African-born). Furthermore, colonization reinforced the notion that African-Americans would be better off somewhere else because they could never be integrated into American society as whites’ equals. Blacks saw similarities between Jackson’s Indian removal policy and federal funding for African colonization, and most determined to resist relocation. Settlement in Canada was not similarly viewed as running away from the struggle for equality at home because it not only provided safety, legal protection, and civil equality for black refugees but also harbored the founders of new abolitionist publications who strengthened the antislavery movement in the American North and Midwest. Leaders of the anti-slavery movement were well known for their publications and speeches, and many served the equally important but less public role of organizers or â€Å"conductors† on the Underground Railroad. The assortment of leaders included free blacks, like William Still in Philadelphia, radical whites, like William Lloyd Garrison, former slaves, like Frederick Douglass, and women of both races, such as Sojourner Truth and Harriet Beecher Stowe. Garrison’s anti-political, non-violent moral opposition to slavery was the largest sect of antislavery agitation for many years, but his unwillingness to work within the political system to reclaim the constitution and his allegiance to women’s rights were controversial positions that caused many, including Douglass, to split with Garrison eventually. Many whites who were identified with the antislavery cause, such as Stowe, did not extend their sympathies for enslaved blacks as far as supporting equal rights for freedmen. Though generally considered radicals, few leaders of the antislavery movement committed large-scale revolutionary or violent acts. Quiet small-scale acts of resistance termed â€Å"the Underground Railroad† gave way to more violent public resistance in the 1850s, particularly in â€Å"radical† centers like Boston, against the recapturing of fugitive slaves who lived as free blacks in the northern states. A later martyr for the cause of abolitionism, John Brown, was one of the few who were brave (or insensible) enough to direct violent action against the federal government with hopes to end slavery through militancy in his raid on Harper’s Ferry in 1859. Blacks and whites who rallied behind the unified cause of abolitionism did not always cooperate fully, sometimes because their goals differed, but often because blacks were wary of whites. As the Hortons summarize, â€Å"white reformers were more likely to accept a gradualist approach to anti-slavery, and blacks sometimes faced discrimination or subtle prejudice in integrated organizations† (Hortons 222). Racism of various forms existed among white antislavery reformers, who often felt that slavery was a moral wrong but nonetheless thought blacks inferior to whites or distasteful to associate with. Harriet Beecher Stowe notes this phenomenon in her creation of the character Miss Ophelia for Uncle Tom’s Cabin. Like many white northerners who object to the institution of slavery, Miss Ophelia sees the education and moral improvement of blacks as a Christian duty that whites owe to the race they have long enslaved, but does not see that the â€Å"spiritual equality† of blacks and whites implies social equality and is uncomfortable with physical contact with her black charge. In addition to direct racism, white reformers often harbored a more subtle condescension when they â€Å"credited their work with blacks as broadening their views and stimulating personal growth,† as if the movement was more about the moral development of white individuals through their acts of charity than about seeing justice enacted in fulfillment of the Constitution’s claim that all men are created equal (Horton 224). Despite these tensions and overwhelming white paternalism, whites â€Å"brought financial power, reformist zeal, and the respectability of heir color† to the movement and were â€Å"instrumental in opening higher education to African Americans on an equal basis† which bolstered the educated black leadership of the 1840s and 50s (Horton 236, 215). Many short-lived organizations, some comprised solely of blacks and others integrated, competed to some extent for support, and allied themselves with different causes. There were a few longer-la sting organizations, such as the American Anti-Slavery Society and the National Convention of the People of Color, and publications such as the Freedman’s Journal and the Colored American, that were highly influential. Discounting one convention’s endorsement of the Free Soil Party in 1848, the Liberty Party was the only political party that embraced an antislavery platform. Garrisonian opposition to recognizing the Constitution and working within the existing political system, termed â€Å"union with slaveholders,† detracted from potential early antislavery political organization, favoring moral arguments which proved largely ineffective for provoking large-scale change. Between the period of the 1820s through the eve of the civil war, and particularly during the 1850s, the antislavery movement grew in response to political developments and increasing sympathy to abolitionist propaganda. Federal victories for slavery such as the expansion of slavery in the west, the Fugitive slave law of 1850, and the Dred Scott decision of 1857 threatened blacks and white northerners alike as they represented the power of the slaveholding south to influence federal policy. In nine Northern states, where twenty years before towns had passed regulations against integrated schools and where racism persisted to some extent, Personal Liberty Laws passed which essentially nullified the federal Fugitive Slave Law, evincing that states’ rights to reject complicity with slavery was more widely supported than black equality. Uncle Tom’s Cabin, slave narratives, and other popular publications aroused many white northerners’ sympathies. The alliances forged between antislavery agitation and other political and social reform movements garnered support for the anti-slavery cause among moderates. Over time, as hopes of gradual emancipation and an end to racism soured in light of the political and social realities, many shifted from adherence to Garrisonian apolitical non-violence to a widespread sentiment, especially among blacks, in favor of David Walker’s appeal for the use of violence in defense and in opposition to slavery. Resistance to enforcement of the Fugitive Slave Law included groups rescuing blacks from jails, like the case of Shadrach in Boston in 1852. Whites and blacks alike worked for black suffrage, and the blacks who cast votes in the 1860 presidential election overwhelmingly voted for the Republican candidate Lincoln, a departure from the call for Garrisonian disunion by blacks like Charles Lenox Remond. Blacks in the North formed militias, including Boston’s Massasoit Guard, without state governmental sanction. On the eve of the Civil War, blacks were ready to engage in a federal struggle for freedom, a new revolution that would grant them the equality promised to all men in the Constitution that was now nearly a century old. The decades leading up to the south’s secession had taught blacks that patience and diligence in educating themselves and working to acquire land and social status was far from achieving the end of slavery or earning them equal citizenship. White northerners who were not necessarily proponents of black civil rights often supported the antislavery cause in order to counter the seeming growing influence of Southern slave power. Secession lit the fuel of 40 years of antislavery agitation and began a war that some would say was waged for union, but most blacks and many whites insisted that the coming war would be the final struggle for universal freedom.

Theory and practice of group counseling Book Review :: essays research papers

Corey, G. (1999). Theory and practice of group counseling. (3rd ed.). Belmont, CA: Wadsworth Publishing.   Ã‚  Ã‚  Ã‚  Ã‚  This text was written for graduate or undergraduate students in any field involving human services but is especially suitable for students enrolled in any course of Theory and Practice of Group Counseling, practitioners who are involved in group work, and students who are interested in leading various types of groups. This text presents an overview of various theoretical models and describes how they apply to group counseling. The text outlines the basic elements of group process, deals with ethical and professional issues special to group work and presents an overview of the key concepts and techniques of ten theoretical models of group counseling. The text also attempts an integration of the ten theoretical models and emphasizes the practical application of the approaches with a focus on helping the reader develop his/her own synthesis of various aspects of the models.   Ã‚  Ã‚  Ã‚  Ã‚  Part I; Basic Elements of Group Process: An Overview is comprised of chapters 1-5. This section is obviously an overview of the various types of groups and discusses some general principles that can be applied in working with culturally diverse groups. Part I also covers some basic group leadership issues, ethical issues in group work, and the stages in the evolution of a group, from formation to termination and follow up.   Ã‚  Ã‚  Ã‚  Ã‚  Part 2; Theoretical Approaches to Group Counseling examines 10 theoretical approaches dealing with theory and practice of group work. The 10 chapters are as follows: The Psychoanalytic Approach to Groups, Adlerian Group Counseling, Psychodrama, The Existential Approach to Groups, The Person Centered Approach to Groups, Gestalt Therapy in Groups, Transactional Analysis, Behavioral Group Therapy, Rational Emotive Behavior Therapy in Groups, and finally Reality Therapy in Groups. The aforementioned chapters follow an organizational pattern, this organization makes comparing the 10 theoretical approaches easier for the reader.   Ã‚  Ã‚  Ã‚  Ã‚  Each chapter introduces the rationale for the theoretical approach and its unique characteristics, discusses the model’s key concepts and their implications for group process, discusses the approach’s basic procedures and techniques, defines the role and function of the group leader, and when applicable describes the stages of development of that particular group process. Finally near the end of each of the 10 theoretical chapters is an evaluation section. This section is devoted to Corey’s personal assessment of the approach.   Ã‚  Ã‚  Ã‚  Ã‚  Part 3; Integration and Application contains chapters 16 and 17.

Actions Of A Teacher Who Is Behaviorist

Actions of a teacher who is behaviorist: As a behaviorist, you believe that learning takes place when knowledge is separated into smaller bits. Students are rewarded for successful answers. Instruction focuses on conditioning the learner's behavior. Learning involves repetition and association and is highly mechanical. Behaviorist leaning teachers focus on a new behavioral pattern being repeated until it becomes automatic.(Schuman) The role of the behaviorist teacher is providing stimulus material and prompting the correct response, while the learner's role is to be the receiver of the information response until the behavioral change is permanent. (Applications of Learning Theories) Teachers with a behaviorist leaning view errors as not enough conditioning. Without repetition and proper conditioning, students will make mistakes. Behaviorism can also be thought of as a form of classroom management. Behaviorists believe human beings are shaped entirely by their external environment.If you alter a person's environment, you will alter his or her thoughts, feelings, and behavior. The system is based on rewards and punishments. Behaviorists believe that if teachers provide positive reinforcement, or rewards, whenever students perform a desired behavior, they will learn to perform the behavior on their own. The same concept applies to punishments. Behaviorists think people act in response to internally or externally generated physical stimuli. They basically consider human nature to be the product of one's environment.An example of behaviorism is when teachers reward their class or certain students with a party or special treat at the end of the week for good behavior throughout the week. The same concept is used with punishments. The teacher can take away certain privileges if the student misbehaves. 2. Actions of a teacher who is progressivist: Progressivists believe that individuality, progress, and change are fundamental to one's education. Believing that people l earn best from what they consider most relevant to their lives, progressivists center their curricula on the needs, experiences, interests, and abilities of students.Progressivist teachers try making school interesting and useful by planning lessons that provoke curiosity. In a progressivist school, students are actively learning. The students interact with one another and develop social qualities such as cooperation and tolerance for different points of view. In addition, students solve problems in the classroom similar to those they will encounter in their everyday lives. Progressivists believe that education should be a process of ongoing growth, not just a preparation for becoming an adult. An obvious example of progressivism would be our class.We are in groups a lot and we actively learn through discussion. We talk about how what we read can be incorporated into our future teaching careers. Dr. Theodore takes into account the suggestions from the previous semester's students an d modifies his class accordingly. My reflections pg. 15 As a future teacher, I must ensure that I am prepared to organize my classroom in ways to inspire my students. I believe most strongly in the constructivist philosophy of teaching. I believe a constructivist teacher should be a guide for the student.My classroom will be full of motivational words and pictures, with bright colors. I want there to be something on every wall that will inspire my students to ask questions. I want my students to think critically with my guidance and support. I feel it is important for my students to feel safe within the walls of my classroom and feel free to explore their environment and create their own learning. Through experiences and investigation, the students within my classroom will continue to take steps forward to their educational and emotional development.I also believe that children should grow together. Although some students may be advanced, while others may have special needs, I think it is important to start at one point. Occasionally, some students may need scaffolding in order to reach the ability of other students, but through guidance and support I want to allow each child to grow individually. Differentiated instruction will be vital be to help assist students on different learning levels. Moreover, each student's individuality should be considered when planning activities and molding each activity for them personally.I want to ensure that each student is being challenged, no matter what their starting level may be. My educational philosophy is simple; I believe all children have the right to an enriching education! I believe all children are unique and need a safe and enriching environment to learn and grow, emotionally and intellectually. Education is the stepping stone to a child's future and it is important to make sure every student learns what they need, in order to help them succeed in their adult lives.As a future teacher, the three areas I believe will make my classroom efficient and motivating to my students are (1) teaching as though I am guiding my students through the knowledge I present to them (2) giving my students the freedom to let their curiosity take them further and (3) encouraging my students to respect their peers and the things of the world. I plan to hold my students to the highest expectations because I feel that is my obligation. I want my students to know they can achieve anything, just as long as they put their minds to it.I will be open-minded and will always encourage creative thinking. I want the activities my students participate in to be intrinsically motivating. The Russian psychologist Vygotsky emphasizes the idea of allowing students to work together and help each other learn. This can be done through scaffolding; assisting students in the early stages of learning and slowly decreasing the assistance and letting students figure things out independently. I want my students to learn through interact ions with their peers and be able to use their minds and construct their own ideas about what information I give them.This idea comes from the constructivist theory of learning; giving students the freedom to discover and apply ideas through the information they receive. My desire is to have the students be completely satisfied in learning new and even challenging things and that they are fully engaged in what they are learning. I want their learning to be of the purest nature and I want them to really enjoy every aspect of learning. I want my students to feel comfortable in my classroom, so I plan to come to class everyday with a smile, an open heart, and a sense of humor.Teaching comprises many aspects, but the one aspect I feel that is most important is stirring the minds of students, letting their curiosity take them into learning, and allowing them to enjoy the rewards of their achievements. That said, the importance of philosophy in education is the fact that it is the foundat ion in which all academic teaching and intellectual learning is built off. My future application pg. 16 Learning encompasses three broad domains—knowledge, behaviours and attitudes.When we create a positive environment for learning, we set the conditions for students to move through a range of behaviours in each domain, from simple to increasingly complex, until they achieve mastery of the course learning outcomes. The challenge of creating a positive learning environment is one that all teachers face regardless of the physical environment in which learning takes place. Learning can occur in many settings, not just in the classroom. Accordingly, the term â€Å"classroom† in this book is used figuratively and includes a wide range of learning environments.Creating a positive learning environment is the cornerstone of effective teaching. In order for our students to succeed, they must first believe they can succeed. Students must have confidence in their abilities and th ey must feel that the teacher shares that confidence. A positive learning environment nurtures these feelings by allowing students to explore and expand their knowledge without undue risk or fear. A positive environment is fostered when learning outcomes and expectations are clearly communicated to the student.Students have a wide range of learning needs and styles, and this diversity must be taken into account in employing a variety of teaching strategies. The size of the classroom, the arrangement of the furniture, the functioning of equipment and other physical aspects of the class all contribute to, or detract from, the learning environment. When these factors can be manipulated to be positive influences, an environment more conducive to learning will be created. Creating a positive learning environment is the cornerstone of effective teaching.As teachers we are accountable to our students, as well as to their future employers. Clearly , there is no one â€Å"right† combi nation of elements that will magically result in a positive climate for learning for every student. Creating and maintaining a positive learning environment is an ongoing process. Clearly, there is no one â€Å"right† combination of elements that will magically result in a positive climate for learning for every student. The methods you devise will be uniquely yours and will reflect your own personal style and the philosophy, direction, goals and skills of your particular program, faculty and students.You will bring your own creativity as a teacher to build on the wide variety of experience of teachers across a range of disciplines. In teaching and learning Teaching and Learning provides leadership, service, and support in the development, implementation, and dissemination of learning standards in all curriculum areas. We support school districts and their educators in delivering high quality instruction of the learning standards that ensures students achieve at high levels. Clarity of communication, collaboration, coordination, and commitment are the core values that guide our work.Addressing diversity of learners The guiding research question – How well prepared pre-service teachers believe themselves to be to teach students of diversity? -provided an effective means of ascertaining the effectiveness of one university’s teacher preparation program as it relates to this issue. Discovering the pre-service teachers’ perspective was germane to this study for identifying the degree to which the teacher preparation curricula and field-based experiences influenced their beliefs about diversity; thus preparing them for teaching students of diversity.It became evident that these future teachers had differing meanings of diversity and there was a perceived disconnect between how well the curricula compared to their field experiences prepared them to teach diverse populations. The purpose for conducting this study has been twofold. First, th e objective was to learn how prepared the students in our teacher education program; perceive themselves to be to teach the diverse student populations found in an ever-increasing amount of public schools. Learning this information can influence policy and practices in this University’s teacher education program.Having conducted this study for this primary purpose, it is encouraging to have research drive decisions that address the issues of enhancing diversity training in teacher preparation programs. MY OBSERVATIONS 1. Classroom Arrangement The classroom I observed was the first grade class of Mrs. Wunderlin at Winchell Elementary School. The student’s desks were arranged into groups of six. I believe that the student’s desks were arranged into groups to promote social interaction, which builds a community for the students. When the students sit in groups it is easier for them to work as a team.The classroom also consisted of a reading area, which had a variet y of books. There were picture books and chapter books that covered low, average and advanced reading levels. In the back corner of the room there was a math area. The math area had several containers of manipulative objects that students could use to solve mathematical problems such as rods and cubes. Along the back wall of the classroom were two computers. Above the computers were photographs of the students and above each photograph were a drawing of a self-portrait created by that student.This is a great activity to use at the beginning of the year that helps students get to know the names and faces of their classmates. I really enjoyed looking at them and will do this activity in the future. At the front of the classroom was the teacher’s desk next to the board. Beside the teacher’s desk was a word wall. Word walls are excellent tools to use in the classroom. On the board Mrs. Wunderlin had the daily schedule which was reading, spelling, lunch/activity, story time , math, music, social studies, and ending with science. Also on the board were a class number grid and a clock to learn how to tell time.Next to the board was a bulletin board that had a calendar on it. All these items are essential to have in a first grade classroom. It did seem that students shared ownership in the classroom. They are allowed to have water bottles on their desks and a â€Å"toolbox† as the teacher referred to it, which was a small plastic container that the students put their writing utensils in. Besides from allowing students to have items on their desks during class time, students didn’t have to ask to use the restroom, they just get up even when the teacher is talking.The students also had a â€Å"respect† guide that was located on the wall so they can always refer to it. The â€Å"respect† guide is, for every letter in the word respect stood for a word that students should follow in the classroom. The letter â€Å"R† for resp onsibility, â€Å"E† for effort, â€Å"S† for solving problems, â€Å"P† for perseverance, â€Å"E† for empathy, â€Å"C† for confidence, and â€Å"T† for teamwork. I loved this idea and will add it to my list of things to have in my classroom. 2. Bulletin board display I went around the School Areas and I saw different Bulletin Board Displays located from the first to third floor.In every level of Basic Education, they have their own bulletin board display. Some are colorful and some are simple. The contents found are the list of the pupils with their pictures, lists of their subjects and their academic performances, schedules, word for the day, eye-openers, â€Å"legacy of excellence†, achievements, and the like. There are no misspelled words used in the display, the messages are clear, precise and consistent, the colors and designs always suit the interest and age of the pupils. 3. School playground I love going there; it’s such a celebration of the carefree spirit that all kids possess.The rear entrance to the school requires a short walk across two huge sports fields, which are always occupied by screaming, laughing, playing, running kids. There are books and chapters in books and no doubt countless pages on the internet describing various techniques for undertaking this part of a child’s assessment. Over the years I have practiced, I must have looked at hundreds of examples. For a parent or teacher seeking information on observation techniques it must seem very confusing. The following techniques are the methods I have settled on and used successfully for years; both are very simple.I always use both techniques sometimes in sequence but more often in tandem. If you are new to observation I would suggest doing them in sequence, you will naturally begin to use them in tandem as you gain experience. All you need is a note pad a pen and a watch. 4. Learning resource center Learning resources can be broadly defined to include books, libraries, bookstores, consultants, teachers, newspapers and journals, computers, on-line services†¦ just about anything that will either act as a source of learning or as a point of access to other learning resources.Until we start looking for them, many of us are unaware of the existence of these resources or under-estimate their potential value 1. Class routines Co-Curricular Activities are positive outgrowths and extensions of the regular curriculum in the schools. A co-curricular activity is one generated for a class or course, with the idea that all students participating in the class or course may be involved. Extra-curricular activities are those which contribute to the spirit of the school, personal growth of the participant and the positive aspects of school participation but do not offer credit.

Do Black People Have Equality with Whit People in the Us in Teh 21st Century? Essay

I would agree with this statement but I would also think there are aspects of the status of black people that did change in these years and the impacts of which could be debated. In 1945, the Second World War ended. Black people’s status hadn’t changed but their attitudes had. They started to question why they were fighting for freedom in other countries, against the Nazi oppression of minorities (mainly Jewish), when they didn’t even have it at home? The war provided a basis for the civil rights movement to argue their case for equality. However, the threat of communism to the Americans was very real, they feared it would take over their capitalist government and traditions of ‘freedom’. The threat was very serious to the USA as can be seen over the next decade, with the Korean War in 1953 where the country was split in half between communist and capitalist and the whole of the Cold War (1947-1991 approx). This fear of communism was used against groups such as the NAACP (National Association for the Advancement of Coloured People) and as a result they were banned in Alabama in 1956. Using communism to dirty the reputations of black organisations was common and quite effective due to the fear of it, heightened thanks to Joseph McCarthy. McCarthy was a senator who accused members of the United States government of being communist or being Soviet spies. It could be said that they were gaining enough influence/importance to be considered a threat and banned which, in turn, could show some progress. Education was a major part of the civil rights movement. Schools were segregated and discrimination was current throughout most of the southern states. Cases like the Brown vs. Topeka case in 1954 could challenge the ‘separate but equal’ idea easily and had a good chance of winning, and of proving discrimination. Black schools were vastly different to white schools especially in funding, each white child would be ‘worth’ over $100 more than a black child. Black classes were overcrowded and black teachers got paid significantly less. This meant that they were not given the same opportunities as white children. The Brown vs. Topeka case challenged all this but while there was change in legal terms (de jure), it influenced the events at Little Rock and was a winning case for the civil rights movement, there was little change in peoples opinions and the status and treatment of black people (de facto) and progress was very slow with much white resistance. Some schools even closed down so they wouldn’t have to enrol black students, and there was an influx in Klu Klux Klan members and also the setting up of White Citizens Councils. This showed that many whites did not want these changes to happen and would go to great lengths to resist them. Another large problem, where black people were treated as inferior, was the segregation on buses and on public transport. Many black people could not afford private cars and lived some distance from their employment due to the separate areas where white and black had to live. Because of this 75% of local bus revenue was gained from black people. Despite the high black to white ratio of use on the bus there were strict rules ,regarding seating, such as having to give up the seat, or not allowed to sit next to or in the same row as a white person. This did not change much in the years 1945- 1955 apart from the boycott in Baton Rouge, Louisiana. Similar to the boycott in Montgomery two years later (Martin Luther King was inspired by this idea and also how they organised car-pooling), in Baton Rouge local bus companies suffered a significant loss of money and were forced to compromise with black people. While the first two rows of the bus were still reserved for whites and black people still had to enter from the back, the middle seats were on first come basis. Although not as successful as the Montgomery Bus Boycott 2 years later, it provided a stepping stone for the civil rights movement and showed that peaceful protest could achieve, however limited, results. However this happened in one place and received little or no media coverage and this meant the rest of America didn’t know about it and it didn’t affect them. Conditions for black people stayed the same. It is, in my opinion, not accurate to say the status of black people changed due to President Truman. Instead, the awareness of black discrimination increased. Although there are doubts about Truman’s real motives for his role in trying to fight racism. He established a committee for civil rights called United States Commission On Civil Rights. The FECP which released a report titled ‘To Secure These Rights’ in 1947, in which problems and solutions to combat discrimination were outlined. This was a dangerous move for Truman and his lack of support especially from the south made it difficult to follow through with the solutions his committee proposed. He used his authority to desegregate the army. This however was not as successful at first as many people (even top army generals) resisted it for as long as they could and there was still the same amount of racism. It did change the status of black soldiers because they, technically, were on the same level as white soldiers. Another thing that Truman did was integrate his inauguration, which seems like a small step but a step none the less showed that he was making a point against segregation. So while he did open the public’s eyes to the racism and discrimination that happened, in some ways he didn’t particularly change the status and even made it worse in some ways. For example some slums were knocked down to build better housing but the accommodation built was more spacious meaning less houses and many people were left homeless. In conclusion, the status of black people did not change a lot in the years 1945-1955 even though there were some important breakthroughs, such as the Brown vs Topeka case and Truman’s attempts at reform. However I believe these attempts didn’t change the actual status of black people and the attitudes towards them by white people. Some could argue that the views of the USA were hypocritical, when fighting for freedom in other countries but couldn’t even provide equality at home. The years following 1955 saw the civil rights movement pick up and changes in society.

Free Essays on Trip To Andros

Trip to Andros Andros is the northernmost island of the Cyclades Islands cluster, the second largest after Naxos and is situated in the heart of the Aegean Sea. The island of Andros is gifted with important sightseeing, which are spread all over the landscape. Hora, the capital, built on a cape, is a beautiful town with a ruin of a medieval castle as well as two interesting museums, the archaeological and the modern art museum. After Gavrio, the main port of the island, the impressive tower of Agios Petros prevails. Batsi, the most popular resort of the island that pulses with traditional Cycladic houses, and a reverent monastery with an incredible view in the next village. Paleopolis, Ormos Korthiou, Messaria, Apikia, are also magnificent settlements that worth a visit. However, Andros not only has beautiful places but also an exciting history. Beginning with the history, we discover that the name of the island most probably originates from General Andros from Crete, legendary colonizer of the Minoan times. Archeological excavations prove the existence of developed settlements, dating back to Mycenaean times or even earlier. The island becomes historically known during the Geometric period (9th-7th century B.C.), as it is proved by traces of a settlement found in Zagora, at the south-western part of the island. The capital of Andros island, during the classical times, was Paleopoli. The prosperity during that period is shown by the big production of coins and the Hermes of Andros statue. In 7th century B.C. Andros island participated with Chalkideans to the colonization of Chalkidiki and coastal areas of Thrace in northern Greece. Andros, following with the rest Aegean islands the fate of continental Greece, consecutively fell under Roman, Frank and Ottoman occupation. Dating back to 11th century, Byzantine style churches a re found around the island, like Taxiarchis in Ipsilou, Melida and Messaria and Kimisi Theotokou. In the 14th c... Free Essays on Trip To Andros Free Essays on Trip To Andros Trip to Andros Andros is the northernmost island of the Cyclades Islands cluster, the second largest after Naxos and is situated in the heart of the Aegean Sea. The island of Andros is gifted with important sightseeing, which are spread all over the landscape. Hora, the capital, built on a cape, is a beautiful town with a ruin of a medieval castle as well as two interesting museums, the archaeological and the modern art museum. After Gavrio, the main port of the island, the impressive tower of Agios Petros prevails. Batsi, the most popular resort of the island that pulses with traditional Cycladic houses, and a reverent monastery with an incredible view in the next village. Paleopolis, Ormos Korthiou, Messaria, Apikia, are also magnificent settlements that worth a visit. However, Andros not only has beautiful places but also an exciting history. Beginning with the history, we discover that the name of the island most probably originates from General Andros from Crete, legendary colonizer of the Minoan times. Archeological excavations prove the existence of developed settlements, dating back to Mycenaean times or even earlier. The island becomes historically known during the Geometric period (9th-7th century B.C.), as it is proved by traces of a settlement found in Zagora, at the south-western part of the island. The capital of Andros island, during the classical times, was Paleopoli. The prosperity during that period is shown by the big production of coins and the Hermes of Andros statue. In 7th century B.C. Andros island participated with Chalkideans to the colonization of Chalkidiki and coastal areas of Thrace in northern Greece. Andros, following with the rest Aegean islands the fate of continental Greece, consecutively fell under Roman, Frank and Ottoman occupation. Dating back to 11th century, Byzantine style churches a re found around the island, like Taxiarchis in Ipsilou, Melida and Messaria and Kimisi Theotokou. In the 14th c...

Facts About the Prehistoric Xilousuchus

Facts About the Prehistoric Xilousuchus Originally classified as a proterosuchid (and thus a close relative of the contemporary Proterosuchus) a recent analysis has located Xilousuchus much closer to the root of the archosaur family tree (the archosaurs were the family of early Triassic reptiles that gave rise to dinosaurs, pterosaurs, and crocodiles). The significance of Xilousuchus is that it dates to the very beginning of the Triassic period, about 250 million years ago, and it seems to have been one of the earliest crocodilian archosaurs, a hint that these ruling lizards split off into prehistoric crocodiles and the ancestors of the first dinosaurs (and thus of the first birds) much earlier than had previously been thought. By the way, the Asian Xilousuchus was closely related to another sailed archosaur of North America, Arizonasaurus. Why did the cat-sized Xilousuchus  have a sail on its back? The most likely explanation is sexual selection; perhaps Xilousuchus males with bigger sails were more attractive to females during mating season, or perhaps the sail fooled predators into thinking that Xilousuchus was bigger than it was, thus sparing it from being eaten. Given its small size, though, its very unlikely that the sail of Xilousuchus served any temperate-regulation function; thats a more likely hypothesis for 500-pound reptiles like Dimetrodon, which needed to heat up quickly during the day and dissipate excess heat at night. Whatever the case, the lack of any sailed crocodiles in the later fossil record hints that this structure wasnt crucial for the survival of this widespread family. Fast Facts About  Xilousuchus   Name:  Xilousuchus (Greek for Xilou crocodile); pronounced ZEE-loo-SOO-kussHabitat:  Swamps of eastern AsiaHistorical Period:  Early Triassic (250 million years ago)Size and Weight:  About three feet long and 5 to 10 poundsDiet:  Small animalsDistinguishing Characteristics:  Small size; sail on back

Liberalisation of the financial sector iceland Essay

Liberalisation of the financial sector iceland - Essay Example The banks in general did not have to worry too much about the competition and customer satisfaction philosophies as the banks had been working under national regulation as part of the public sector. Earlier, Icelandic banks did have international offices to support the domestic customers, e.g. Kaupthing bank's filial in Luxembourg and New York; however most of the business was domestic orientated. Today 70% of profits of Kaupthing bank, the third largest in Iceland, are made outside Iceland - a significant change (Annual rapport 2006, Kaupthing Bank p4). Iceland is an island with many small isolated towns; therefore the cost of having many filial is considerably high. But in view of the local needs, it was a necessity (Jensen 2003). The liberalization process has contributed immensely towards expanding the domestic financial markets. Today the major credit institutions such as pension funds and house founds, which used to be separate units earlier, are today merged with the new commercial banks (sector rapport OECD p43). Therefore the banks have now changed from being mere saving banks to financial institutions (FIs) with a wide portfolio of services from lending money out to holding pensions. Though government still controls the larger household funds, whose job is to lend out money for buying houses. This is seen as a secure investment. In addition it also provides short-term credit for households and businesses as is provided by commercial banks. The longer term financing for both business and housing is largely provided by government investment funds drawn from their resources in private sector pension schemes and foreign borrowings. The Icelandic financial institutions are divided into three main groups, banks, pension funds and government credit funds. The government credit funds can be further divided into 3 minor groups, (insurance, leasing and mutual funds). Looking on the graph at appendix 5 we can see that the pension funds and the banks have the biggest share. The foreign sector who supplies outstanding credit to government and its credit funds -also figures as a dominating group. Controlling of the financial market doing liberalizing period Before the liberalisation process, the government was in control of most of the financial institutions in Iceland including the banking sector. The sectors were missing out on reforms process and modern agreements. The financial sector had more in common with a regulated Pan Atlantic country than the rest of north Europe. This was also due to a smaller economy where the government wanted to protect it against foreign exchange speculations dealers. Iceland has undergone through several years' of weak economy with a high rate of inflation and strong devaluation of its currency. Some of the Icelandic Banks also suffered huge losses while being a part of the public sector. Owing to such losses the Islandsbanki became insolvent in 1995 (Jensen 2006 p7). Banking sector Today, there are 24 smaller 'saving banks' and 3 'major banks' in the financial sector in Iceland. The three banks, Kaupthing Bank, Landsbanki Bank and Glitnir Bank are dominating the