Reflect on the syndrome approach as a way to analyse complex systems Essay

Reflect on the syndrome approach as a way to analyse complex systems. How did it help - Essay Example In an attempt to reduce these nightmares another nightmare has been created. Hayden (2004) indicates that suburbia promised the ‘triple dream’ of community, house and land with back yard pools and flowering trees. However, it has led to a rather complex problem. This is described as the â€Å"Suburbia Syndrome†. The Suburbia Syndrome has been linked to a number of ills including obesity. The suburbia has also been linked to the crisis that unfolded in the recent past with the housing bust and the collapse of many financial institutions. Wasik (2009) has described the situation as the worst housing bust of all times and has linked it the realization of the American dream. The quest by every American to live in the suburbs is unsustainable as there is a connection between, economics, home ownership and the environment. The price of energy and other factors make it very clear that the present course of suburbia is unsustainable. Suburban conditions have been linked t o a situation of wastefulness and unsustainability. Jackson (1985, cited in Hayden 2004) indicated that the lengthy process of suburbanization would slow down because of rising energy and land costs which would lead people back to urban centers. However, this was not to be as ‘Americans have settled on the fringes of metropolitan regions’ much faster than they have ever done (Hayden 2004). More Americans were living the suburbs in 2000 than those living in central cities and rural areas combined (Hayden 2004). Many of the key economic and cultures centers including corporate headquarters and regional theaters had relocated to the suburbs. This was so while space was becoming more abundant in the urban centers. This indicates moving from one problem to another as the move to relieve the urban centers of certain problems have created the same problems elsewhere. Once a suburban area has been established the promoters

L4 Reading Essay Example for Free

L4 Reading Essay What do listening and reading comprehension skills have in common? ?BOTH ARE RECEPTIVE SKILLS ?THEY PROVIDE INPUT FOR LLS (LLS NEED TO BE EXPOSED TO THE LANGUAGE THEY LEARN AS much as possible) ?LLS LISTEN AND READ BOTH EXTENSIVELY AND INTENSIVELY ?INPUT HYPOTHESIS (KRASHEN) – LLS ARE ABLE TO ACQUIRE LANGUAGE THAT IS SLIGHTLY ABOVE their level (i+1) ? GOALS OF LISTENING AND READING – SIMILAR ?IT IS NECESSARY TO FOCUS ON THE PROCESS, NOT ON THE PRODUCT ?THREE STAGES: PRE-, DURING-, AFTER- ?IN COMPARISON WITH LISTENING AND SPEAKING, READING IS A RELATIVELY EASIER SKILL. ?REASONS: ? THE READER HAS TIME TO PROCESS THE WRITTEN TEXT (HELP OF A DICTIONARY) ? WRITTEN TEXT CAN BE USED REPEATEDLY Bottom-up view of Reading ?PROCESSING IN READING FROM LETTERS TO SOUNDS, TO WORDS, TO MEANING (DATA-DRIVEN) ?COMPREHENSION TO PROCEED LINEARLY FROM THE ISOLATED UNITS (LETTERS, WORDS) TO HIGHER units of comprehension. Top-down view of Reading Reading texts 1. Literary texts (novels, short stories, plays, essays) 2. Specialized or technical texts (reports, reviews, textbooks) 3. Correspondence (letters, e-mails, postcards) 4. Journalistic literature (articles from newspapers and magazines, weather reports). 5. Information texts (dictionaries, timetables, signs) 6. Realia (tickets, menus, recipes) Different kinds of reading 1. Scanning – looking for a particular piece of information. 2. Skimming – looking for the main idea or the general gist of a passage. 3. Extensive reading – longer texts for pleasure, needing global understanding 4. Intensive reading – shorter texts, extracting specific info, detail Decide: skimming, scanning, extensive reading or intensive reading ?THE ‘WHAT’S ON’ SECTION OF THE LOCAL PAPER ?A NOVEL ?AN ARMCHAIR TRAVEL BOOK ABOUT A COUNTRY YOU HAVE ENJOYED VISITING ?A NEWSPAPER  ? A TEXT IN CLASS ?A SERIES OF ARTICLES, ONLY SOME OF WHICH WILL BE USEFUL TO YOU, FOR A REPORT YOU’RE writing ?A POEM ?THE TELEPHONE DIRECTORY ?A POSTCARD ?INSTRUCTIONS FOR KITSET FURNITURE YOU’RE ASSEMBLING (YOU’RE USUALLY NOT VERY GOOD AT doing this) ?A TRAIN TIMETABLE ?A RECIPE ?A TRAVEL BROCHURE WHEN YOU ARE TRYING TO DECIDE ON A HOLIDAY DESTINATION Reading aloud ?FOR PRACTISING PRONUNCIATION AND INTONATION (CHILDREN) ?SHADOW READING: ? LLS FIRST LISTEN TO THE WHOLE TEXT (NOT BE VERY LONG, ONE PARAGRAPH) ?LLS LISTEN TO ONE SENTENCE, THE TEACHER STOPS THE CD AND LLS READ THE SENTENCE OUT,  paying attention to correct pronunciation and intonation ?WHEN THEY CAN DO IT WITHOUT ANY PROBLEMS, THEY ARE ASKED TO READ THE TEXT TOGETHER with the CD ?AFTERWARDS, INDIVIDUAL LLS MAY BE ASKED TO READ THE TEXT OUT. Feedback on during-reading activities ?AFTER LLS HAVE READ THE READING COMPREHENSION TEXT AND WRITTEN THEIR ANSWERS, THEN check the answers in pairs ? LLS UNDERLINE THOSE SENTENCES – THE EVIDENCE FOR THEIR DECISIONS ?AFTER THE ANSWERS AND THE EVIDENCE HAVE BEEN CHECKED IN PAIRS OR SMALL GROUPS, THE T elicits the answers from the LLs ?ELICITATION – T KNOWS WHICH PASSAGES CAUSED PROBLEMS AND CAN HELP LEARNERS TO  analyse the particular section ? IF LLS’ ANSWERS DIFFER FROM EACH OTHER, T SHOULD NOT TELL THEM THE CORRECT ANSWER, BUT let LLs discuss their decisions and evidence and come to a conclusion Reading Strategies for Efficient Reading ?BE PREPARED FOR READING THE TEXT (ASK QUESTIONS FOR YOURSELF WHICH YOU THINK THE TEXT may answer; read the title, subtitles; look at pictures and other visuals to predict the content of the text) ? READ THE TEXT QUICKLY FOR THE GIST; ?YOU MAY HIGHLIGHT KEY VOCABULARY AND LOOK THE KEY WORDS UP; ?TRY TO UNDERSTAND THE MAIN IDEAS AND THE RELATIONSHIP BETWEEN THEM; ?TRY TO FIND THE LINKING WORDS; THEY INDICATE THE RELATIONSHIPS BETWEEN IDEAS AND MAKE the text coherent; ?IGNORE UNKNOWN WORDS OR TRY TO GUESS THEIR MEANING FROM THE TEXT; ?USE DIFFERENT READING STRATEGIES TO READ DIFFERENT TYPES OF TEXTS (SKIMMING, SCANNING, reading for detail) ? READ WIDELY Don’t!!! ?TRANSLATE THE TEXT; IT REQUIRES VERY CAREFUL READING WHICH IS NOT NECESSARY FOR understanding the main ideas and doing the tasks; ?TRY TO UNDERSTAND EVERY WORD, IT IS NOT NECESSARY FOR UNDERSTANDING THE MEANING OF THE text; ?READ ALOUD; IT SLOWS YOU DOWN AND IT MAKES YOU LOOK UP THE WORDS YOU CANNOT pronounce.

Hysteria :: essays research papers

Hysteria is a very unique and abnormal mental disease. What makes it so interesting is that it causes physical symptoms that someone would not normally experience. “Mental conflicts are unconsciously converted to symptoms that appear to be physical, but for which no organic cause is found';(Hysteria 1). One major outburst of hysteria occurred in 1692, resulting in the deaths of twenty-four innocent lives. “By the time hysteria had spent itself, twenty-four people had died';(TWHSTSV 2). This type of hysteria was mass hysteria, where a group of people are in a frenzy as opposed to just one individual. Evidently, hysteria is a very serious disease and has the potential to cause many avoidable deaths.   Ã‚  Ã‚  Ã‚  Ã‚  Mass hysteria is a frenzy that has the potential to effect an entire community, state or possibly even country or nation. “[It is] a condition where a group of people dash about wildly, screaming and sometimes talking as if another person is in them; experiencing rapid breathing, spasms of extremities or even fainting';(Hayes 1). In some ways, it can be look on as a chain reaction. “It is often caused by new problems that worsen existing difficulties';(TWHSTSV 2). When one person sees another running about wildly and finds out what the cause is, he or she will do the same; until eventually the idea spreads to the entire population. Some problems that cause these are “overly strict regulations, lack of open communication between the authorities and the residents, as well as inadequate healthy recreational outlets';(Hayes 1). All these issues are things that if performed, can help prevent or calm an outbreak of mass hysteria.   Ã‚  Ã‚  Ã‚  Ã‚  In the Salem Witch Trials, the “existing difficulties'; that led up to the witchcraft theory were ordinary stresses of seventeenth century life in Massachusetts. These include “a strong belief in the devil, factions among Salem Village fanatics and rivalry with nearby Salem Town, a recent small pox epidemic and the threat of attack by warring tribes';(D’Amario 1). All these issues led to rising fear and suspicion. “Soon prisons were filled with more that 150 men surrounding Salem; their names had been ‘cried out’ by tormented young girls as the cause of their pain. All would await trial for a crime punishable by death, the practice of witchcraft';(D’Amario 1). Many theories exist as to why these girls behaved as they did and caused the witchcraft hysteria. One theory states: “they had eaten bread contaminated with a hallucinogenic fungus';(TWHSTSV 2), which supposedly caused them to act as they did.

Comparing The Charge of the Light Brigade and Dulce ET Decorum EST Essa

Comparing The Charge of the Light Brigade and Dulce ET Decorum EST  Ã‚  Ã‚   The poems â€Å"The Charge of the Light Brigade† and â€Å"Dulce ET Decorum EST† are war poems. They reflect on two different but equally harrowing events, however the poets portray these events using their own style and the and result is two entirely different views of war. Alfred Tennyson wrote the â€Å"Charge of the Light Brigade† in 1854 and it is about the battle of Balaclava in the Crimean war. Although this battle had no real influence on the outcome of the war it showed the bravery of six hundred British soldiers who charged into almost certain death. The poem itself is a patriotic ballad keeping up with the tradition of the time. The poem is heroic and romantic. â€Å"Dulce ET Decorum EST† was written by Wilfred Owen. It is based on World War 1 in which   Owen himself fought. He tells of the terror of trench warfare and the frantic activity when a gas shell lands. In some ways the two poems are similar for example both poets are obviously writing about war. They use rhyme to get across their point this also makes the poems easier to remember and say. They also use alliteration in â€Å"The Charge of the light brigade† Tennyson tells Cannon to the right of them. Cannon to the left of them. Cannon in front of them Also in Dulce ET decorum EST Owen uses alliteration â€Å"Knock-knead, coughing like hags† and â€Å"Gas! Gas! Quick boys† The poets each use punctuation to emphasise points they deem to be important. Tennyson varies his use of exclamation marks whereas Owen uses more full stops and commas so that when your reading you have slow down and take in what is being said. For example in â€Å"The Charge of the Light Brigade†Ã‚   â€Å"When can their gl... ...rge, this evidently does not concern him.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Finally Owen juxtaposes the idea of war as devastating and the idea of war as heroic when he says â€Å"My friend, you would not tell with such high zest, to children ardent for some desperate glory,† to illustrate the poems ultimate irony –â€Å"Dulce ET Decorum est pro patria mori.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In conclusion I would suggest that although these poems show completely different views we must also remember that they were written in two completely different eras. Tennyson’s view of war was of glory and honour reflecting the views of the population at the time. The great historical tradition of Britain as a military power ruling her empire. Owen writes about World War 1, which was the most devastating war the world had seen at that time, it lasted much longer than any war before it and generally was much more horrific.

Indian Ocean Trade Essay

During the time period between 300 CE and 1450 CE the Indian Ocean Trade was consistent of its spread of goods, religion, and the growth of trade route under different empires. On the other hand, the significant changes were the ways of trade, diffusion of religion, and empires controlling the trade route. Economically, the Indian Ocean Trade stayed the same in the way of spreading goods, but changed in the means of trading. Around the fifth century CE long- distant trade by land was mostly used. Trade of exotic products for the elite, such as; silk, spices, and gems, were spread all throughout the trade network and were incorporated into local markets. This is because there were new markets being built and goods spread. Methods of trade changed for the better. Land travel was no longer the only method of transporting goods. Ships in the thirteenth century could only travel by monsoon winds. With the introduction of maneuverable sails, ships like the dhow and junk were able to move goods under many wind conditions. This helped a great deal because the people would not have to wait as long for the delivery of trade goods. Culturally, the Indian Ocean Trade was consistent in the spread of religion and ideas, a change was the diffusion of cultures by religion. The Muslims were a prime example of this continuity. They were a big religion, and as their merchants traded, their religion spread as well. On the other hand, Islam is a great example of the change. Islam came into regions that didn’t have a big religious base. As people converted, their old culture diffused. From this, regions lost their identity because people were converting, whether it was by force of new leaders or by choice. Politically, a continuity of the Indian Ocean Trade is growing while under different empires, and a change in which empires controlled the trade  network. An example of the continuity would be the Mongols, how they made trade much easier and made it grow. Many merchants benefited from the Yuan Dynasty, around the fourteenth century. This ties to the change, because from 300 CE to 1450 CE there were different empires, such as, Sui and Tang Dynasty, Swahili States, Mongols, and Islamic Caliphates. The different empires made trade grow and spread. As the empires grew the routes changed, connecting trade routes to the; Trans- Sahara, Silk Road, South Asian, and Mediterranean routes. During 300 CE and 1450 CE changes involving the Indian Ocean included how goods were transported, cultures were diffused due to new religions, and the empires that controlled. Trade on the Indian Ocean steadily increased the spread of goods and religion even though it was controlled by different empires.

How to Become a School Principal

How to Become a School Principal Not everyone is meant to become a school principal. Some educators make the transition well while others figure out that it is more difficult than one might think. A school principal’s day can be long and stressful. You have to be organized, solve problems, manage people well, and be able to separate your personal life from your professional life. If you cannot do those four things, you will not last long as a principal. It takes a remarkable person to deal with all the negatives that you are forced to handle as a school principal. You listen to constant complaints from parents, teachers, and students. You have to deal with all kinds of discipline issues. You attend virtually every extra-curricular activity. If you have an ineffective teacher in your building, then it is your job to help them improve or get rid of them. If your test scores are low, it is ultimately a reflection of you. So why would someone want to become a principal? For those that are equipped to handle the day to day stresses, the challenge of running and maintaining a school can be rewarding. There is also an upgrade in pay which is a bonus. The most rewarding aspect is that you have a greater impact on the school as a whole. You are the school leader. As the leader, your daily decisions impact a larger number of students and teachers than you impacted as a classroom teacher. A principal who understands this reaps their rewards through daily growth and improvements from their students and teachers. For those who decide that they want to become a principal, the following steps must be taken to reach that goal: Earn a Bachelor’s Degree – You must earn a four-year bachelor’s degree from an accredited university. In some cases, it does not have to be an education degree as most states have an alternative certification program.Obtain a Teaching License/Certification – Once you have earned a bachelor’s degree in education then, most states require you to get licensed/certified. This is typically done by taking and passing a test or series of tests in your area of specialization. If you do not have a degree in education, then check your states’ alternative certification requirements to obtain your teaching license/certification.Gain Experience as a Classroom Teacher – Most states require you to teach a certain number of years before you are able to become a school principal. This is extremely important because most people need classroom experience to have an understanding of what goes on in a school on a day to day basis. Gaining this experience i s essential to becoming an effective principal. In addition, it will be easier for teachers to relate to you and understand where you are coming from if you have classroom experience because they know you have been one of them. Gain Leadership Experience – Throughout your time as a classroom teacher, look for opportunities to sit on and/or chair committees. Visit with your building principal and let them know that you are interested in becoming a principal. Chances are they will give you some increased role to help prepare you for being in that role or at the very least you can pick their brain concerning principal best practices. Every bit of experience and knowledge will help when you land your first principal’s job.Earn a Master’s Degree – Although most principals will earn a Master’s degree in an area such as educational leadership, there are states that allow you to become a principal with a combination of any master’s degree, the required teaching experience, along with passing the license/certification process. Most people will continue to teach full time while taking master’s courses part time until they earn their degree. Many school administration m asters’ programs now cater to teacher’s offering one night a week courses. The summer can be used to take additional classes to expedite the process.   The final semester typically involves an internship with hands-on training that will give you a snapshot of what a principals job actually entails. Obtain a School Administrator License/Certification – This step is remarkably similar to the process for getting your teacher license/certification. You must pass a test or series of tests related to the specific area you want to be a principal in whether that be an elementary, a middle level, or a high school principal.Interview for a Principal’s Job – Once you have earned your license/certification, then it is time to start looking for a job. Do not be discouraged if you do not land one as quickly as you thought. Principal’s jobs are intensely competitive and can be difficult to land. Go into every interview confident and prepared. As you interview, remember that as they are interviewing you, you are interviewing them. Do not settle for a job. You do not want a job at a school which you do not genuinely want with all the stress a principal’s job can bring.   While searching for a principals job, gain valuable administrator experience by voluntee ring to help out your building principal.   More than likely they will be willing to allow you to continue on in an internship type of role. This type of experience will boost your resume and give you terrific on the job training. Land a Principal’s Job – Once you get an offer and have accepted it, the real fun begins. Come in with a plan but remember that no matter how well you feel you have been prepared, there will be surprises. There are new challenges and issues that arise each and every day. Never get complacent. Continue to search for ways to grow, do your job better, and make improvements to your building.

King Hammurabi of Babylonia - Biographical Profile

King Hammurabi of Babylonia - Biographical Profile King Hammurabi was an important Babylonian king known best for an early law code, that we refer to by his name. He united Mesopotamia and turned Babylonia into an important power. Some refer to Hammurabi as Hammurapi Code of Hammurabi Hammurabi is now synonymous with his code of laws, referred to as the Code of Hammurabi. Five columns of the stele on which his laws were written (inscribed) have been erased. Scholars estimate the total number of legal judgments contained on the stele when it was intact would have been around 300. The stele may not actually contain  laws, per se, as judgments made by Hammurabi. By recording the judgments he made, the stele would have served to testify to and honor King Hammurabis acts and deeds. Hammurabi and the Bible Hammurabi may have been the Biblical Amraphel, King of Sennaar, mentioned in the Bible book of Genesis. Hammurabi Dates Hammurabi was the sixth king of the First Babylonian dynasty about 4000 years ago. We dont know for sure when during a general period running from 2342 to 1050 B.C. he ruled, but the standard Middle Chronology puts his dates at 1792-1750. (Put that date in context by looking at the major events timeline.) [Source] Military Accomplishment of Hammurabi In the 30th year of his reign, Hammurabi removed his country from vassalage to Elam by obtaining a military victory against its king. He then conquered the land west of Elam, Iamuthala, and Larsa. Following these conquests, Hammurabi called himself King of Akkad and Sumer. Hammurabi also conquered Rabiqu, Dupliash, Kar-Shamash, Turukku (?), Kakmum, and Sabe. His kingdom extended to Assyria and northern Syria. More Accomplishments of Hammurabi In addition to being a warrior, Hammurabi built temples, dug canals, promoted agriculture, established justice, and promoted literary activity.