Consumer Health Information Coursework Example | Topics and Well Written Essays - 750 words - 7

Consumer Health Information - Coursework Example A major advantage of using the internet is its relative cheapness that allows many people to access information about their health and other medical issues they would like to know about without having to pay the high consultation fees that are charged by many doctors and other specialists. Conversely, a major disadvantage of using the internet to search for medical information pertains to the credibility of some of the web pages. This is because some of the web pages are created by people without the appropriate amount of knowledge in the topic they discuss in those web pages. The use of the internet provides empowerment to the users as they are able to get information pertaining to various health issues they seek to know quickly and cheaply. This saves them both time and money and enables them to make various decisions that better their lives. This paper provides valuable information pertaining to the use of the internet to search for medical information as well as a major advantage and disadvantage of using the internet. As noted, the internet is indeed a cheap and quick source of complex health and medical information. The disadvantage is the aspect of believing any information on the internet as it might be false. This is very important to note and users should be informed to be cautious of the information that they fond on the internet. This information relates to the course concepts and provides a basis for understanding the rise of the internet as a viable source of medical information to users. Healthcare organizations provide very important services to the patients that get treatment and other health services provided by these organizations. It is therefore very important to ensure that these organizations have effective management systems and strategies.  

Ethical Issues in the Professions and Business Essay Example for Free

Ethical Issues in the Professions and Business Essay Professionals and other business personalities all share a common ground of responsibility towards that people that they particularly aim to serve. As individuals handling several procedures of servicing the society, it is undeniable that professionals follow a certain line of responsibilities that lead them towards the procedures of being able to complete the said tasks that they have towards the society that they are serving. To make the discussion concise, there are three major sets of responsibilities that each professional should give attention to. A) The Journalists Each member of the society has his or her own values in life that must be served by journalists. As for a fact, people are rightfully given the chance to know what is happening in the society around them. However, when they are involved in the issues presented by the media, whether they are from the local sectors of the society or that of the well-known personalities, they are entitled to having their own privacy and this too should be well guarded by journalists in their process of presenting the truth to the public. On the contrary, the aim of the institutions that journalists are serving such as media networks is to present as many credible facts as possible. To make the ends meet, it is important for the journalists to measure the impact of the society and their company as well towards their professional being. B) The Teachers Teachers are primarily expected to render service that is connected to sharing knowledge. It lies in their hands the wide possibilities of coming up with effective procedures of handling the needs of their students. The institutions that they are serving however aim for enrolling as many students that the institution could cater to. It is then in the discretion of the teacher on how he or she could be able to give the students the education that they need though applying a process that could cater to a huge number of students in an effective manner. C) The Lawyers It is the service of providing justice to all, that lawyers are particularly expected to render to the society.   Undeniably, the values of the society in this manner are to be highly considered. Serving the truth to those who need to know it and to those who need to be free is the key role that lawyers portray in the arena of justice provision. Once the lawyers are faced with a case that needs to be solved, whether they are in the defendants or the accused side, they must recognize the fact that they are there to render the truth to whoever is entitled to receive it.

Leadership Styles of Middle School Principals

Leadership Styles of Middle School Principals PART 1 Introduction of the Problem The main aim of Professional Development is influencing the students’ results. From the thesaurus of the Educational Resources Information Center (ERIC) database, professional development involves the activities tha enhance the growth of a career professionally.This is effected by impacting the teachers level of practice and their level of knowledge (Robinson and Carrington, 2002). With its implications on learning skills, professional development is beyond teacher training since it encompases formal and informal means of assisting teachers in their development of new insights into their own as well as in the exploration of new and advanced resources that aid them in improving students performance. From the above statement it is clear that professional development requires the principals to support the teachers as they deal with the challenges that come along with new needs of their work. This support help the teachers to continually grow in their understanding of their nature of work as well as professional skills. According to Fullan (1991), it has been observed that in the last decade, the role of a principal has been increasingly involving, become more complicated and the roles are not clearly defined. He also noted that the principles roles have been through a kind of metamorphosis. Initially, the roles of the principle were limited and involved instruction leadership or a master teacher. With time these roles changed to transactional leadership and, most recently, to transformational leadership. This brings out the importance of examining the way principles deal with professional development of teachers, being one of the most pressing issues. The extent to which the quality of professional development of middle school teacher is influenced by their administrators’ leadership styles is not known.   According to Jackson and Davis (2000), one of the most important components in accomplishing great achievements in schools and ensuring high quality teachers is instructional leadership. For a high achieving school, an administrator should be able to supply instructional leadership. To make this possible, the administrator should have specific leadership characteristics which ensure effectiveness in professional development of teachers and also heip in sustaining an educational environment that fosters high achievement   vision in students (Jackson Davis, 2000). In the past few years, middle schools have become more and more all-encompassing (Hoy et al, 1996). In the American education systems, the notes being appear to be a replacement of the traditional junior high schools.   According to the Maryland State Department of Education (2008), the academic, social and emotional progress of a student is greatly influenced and evident in middle school. This requires educators to be highly equipped when it comes to addressing the changes undergone by students in middle school and this makes the professional development of the teachers a very critical and sensitive process.   According to (Robinson and Carrington, 2002).   Ã‚  In cases where progressive and extensive involvement of the schools administration and teachers is emphasized, their results of professional development are likely to be effective. During this stage, an adolescent’s process of education is characterized by a change in the line of thought, and also developments wh ich are both psychological and physical, and these changes may influence the student in terms of their achievement.   For example in middle school, students have more academic responsibilities than in the elementary school. There is involvement in extracurricular activities and restructuring after school may be required. There is also a change in the educational environment which is brought about by the fact that the environment is more structured and not as nurturing as the elementary school environment. This means that the students have to adopt to the riles and regulations set and that they are held responsible for their actions. Therefore, it is very important to equip the middle school teachers with   quality leadership skills as well as quality professional development so that they meet the advers social,educational and emotional needs of all their students. (Maryland State Department of Education, 2008). Most studies done on the impact of the principal-teacher relationship show that there is a possible correlation between supportive leadership style and the involvement and dedication of teachers.(Theo Wubbel, Jack Levy, 1993).   Leithwood and Montgomery say that the approval and a support of a teacher from the administrator were positively related to the satisfaction of the teacher. In a later study, (leithwood 1990) repoted tjhat a principals support and the teachers professional development were highly correlated. It is therefore very important for the principals to be involved in the activities of the teachers so that they can be able to provide the support the teachers when they need. This will aid in motivatimg teachers which will improve their commitment amd this will lead to improvement of the performance of the teachers and consequently, the students. Johnson (1986) noted that discovering the most important thing to teachers as well as motivating them to improve their work was a very complicated task and has not yet been figured out. He also wrote that the specific contribution of instructional leadership styles to professional development was not fully explored. Stepans, 2001 stated that the role of the principal was to support the professional development activities appeared to be crucial ti the   crucial professional growth of teachers since it assisted in its success. When there is a full discussion on issues and problems in a school between the teachers and the principal, the process contribute a lot in the carrer development   and professional expertise.(Hopkins 1990) This study will discuss the specific characteristics   instructional leadership styles necessary in the enhancement of quality professional development in middle schools. It will also look at the ways that the principals can try and motivate teacher by researching on what teachers find important and using it to motivate them. The research is also geared towards the evaluation of the relationship between the   characteristics leadership styles and the overall teacher performance   and higher student achievement improvement in middle schools. Further research may be done in order to evaluate whether or not the characteristics of leadership have a direct correlation to overall improvement in teacher performance and higher student achievement in middle schools. Background of the study Wiles (1983), notes that the quality of leadership that a principal exhibits determines the   success of a school system. Previous research has been carried out to determine if there was a relationship between principals leadership styles and the teachers motivation. Brown-Howard’s research carried out in 2007, identified the teachers   motivation levels were determined by teachers by age, gender and experience. He also indicated that principals leadership styles has little to no impact on motivation based on the age, gender or experience of the teachers (Brown-Howard, 2007). According to Raines (2004) the overwhelming responsibilities and demands of the   principals   professional positions   are constant challenge. In this age of increased accountability, he adds, principals are expected to manifest exemplary performance in an ever-increasingly number of fronts. One such front is the area of professional development of teachers under their command. Jurasaite-Harbison (2009) in a study of the way teachers learn it was found that teachers are put under immense pressure by the current edicational policies.thse pressurs involved the teachers having to concurrently modify their practices.   For such changes to be effective, it is very important for the professional development to enlarge areas of scope so that it can capture a wider range of areas that are within their unique epistemology that is teaching resources and instructional practices(Elmore, 2000).   On the other hand, Jurasaite-Harbison (2009) stresses that for the reforms to to be a success, various learning opportunities continuous professional growth is necessary for the teachers. According to Jurasaite-Harbison (2009)   Within schools context, this professional growth takes place under the schools administrators guidance and is part of daily workplace learning. Other researches including (Maehr and Midgeley, 1991; 1996; Maehr and Anderman, 1993; Maehr and Fyans, 1989) have come up with a considerable empirical evidence that suggest that the culture of a school can motivate both the teachers and students to learn by instilling a positive feeling in the teachers about their work.   High achieving and motivated students as well as improved teachers attitude towards their jobs and collaboration amongst themselves are factors that are highly associated to a positive school culture(Stolp and Smith, 1995). Research done by (Sashkin and Sashkin, 1990; Sashkin and Walberg, 1993; Ogawa and Bossert, 1995; Leithwood, 1994) proposed that for a school culture to operate effectively and for its creation and maintenance, the principals leadership practices used are very important. Further, evidence obtained from several studies (Leithwood and Jantzi, 1990; Sashkin and Sashkin, 1990) provides a strong base in supporting the suggestion that transformationa l leadership leads to relatively more desirable school cultures. There are other concerns ot teaching teaching principals that have been focused on in research. These concerns are; inadequate professional preparation and support, inadequate time for instructional leadership, isolation, and few opportunities for career advancement (Murdoch and Schiller, 2002). It was further discovered that principals are often overwhelmed and frustrated by the usual heavy workload and felt guilty about it to an extent that these frustrations adversely affect their family relationships and also their physical health. According to(Lashway, 2003; Lester, 2003; Wildy and Clarke, 2005) it was realized that most teaching principals lack the necessary skill to deal with the challenges, tensions and dilemmas that result from and those related to instructional leadership and management, the high system and local community expectations as well as personal and community values. However, Southworth (2002) discovered that success in principal ship came along with some signific ant development and growth in confidence and an individual’ sense of self.   These findings clearly show that a principles ability to cope and survive the challenges and trials of organization leadership helped in building their self esteem. Findings suggest a positive correlation between principals’ transformational leadership and the presence of school social organization associated with effective schools (Evans, T.J 1996).   Research studies strongly support the fact that the leadership of the school principal impacts directly on the climate of the school and, in turn, on student achievement (Norton 2003). From these findings, it is evident that   the leadership stlyles of a principal are very important in defining the success of a school and also that these styles describe the kind of climate that will be prevalent in the school. Mickey (2000) in a case study of a middle school on institutional leadership found that the principal as an instructional leader used an approach to leadership that was systematic. According to more finding, the principals realize their roles’ importance and use the position and positional power to in influencing change. The study also discovered that organizations that are successfully restructured insisted on and practiced shared leadership.   As Mickey (2000) writes, shared leadership involves a lot of teamwork and collaboration between the principle and the staff and also among the the staff themselves. In this case, the principal has to realize the need for a safe and disciplined environment. From the case study it was revealed that in shared leadership, the teachers professional development was highly facilitated. From the principals point of view ,such professional development is perceived to be an important means to an end. The end results that were intended, impleme ntation of change and teachers were found to be a useful vehicle of such change, as â€Å"empowered leaders†. The study revealed that principals provided the teachers with extensive professional development to enable the them to be empowered leaders. In 1995, a study by Kristine Hipp and Paul Bredson was published and it was about the relation ship betweenthe self efficacy of teachers and leadership styles of principals. The basic assumption of this study and two more that were done later (Hipp 1996,1997) was that the leadership style of a principle and the self efficacy of teachers were linked directly. From this study, there was empirical evidence that connected the aspects of transformational   leadership and principle teacher efficacy. This led to the conclusion that transformational leadership led to self efficacy of teachers. The importance instructional leadership responsibilities of the principal   has been emphasized in research done(Brookover Lezotte, 1982; Duke, 1983; Edmonds, 1979 and Kroeze, 1984). On the other hand, according to (Flath, 1989), literature has seemingly come to a consensus that instructional leadership is rare practice.   Stronge (1988) found out that most time of the principal is concentrated on school management and only a few of their hours are allocated to program issues. In reference to his computation,62.2% was the time used in school management , and only 6.2% of the time was allocated to program issues. He adds that in a principals typical day, out of the many tasks carried out,only11% of those tasks is instructional leadership related. Berlin, Kavanagh, and Jensen (1988) say that for schools to progress ,principals should be able to plan their tasks in a way that their daily activities come in between their leadership role in the curriculum.   McNally (1992) argues t hat there are certain middle-school principals who are effective but   Fullan (1991) says that effective institutional leaders are a rare group to find. The above cases try to identify the various attempts that have been made to explain and clarify the various relationships that exist between the principal and the teachers. Mickey (2000) case study that aimed at provide empirical evidence about a specific approach to leadership and the resulting effect on the teachers, this paper has not identified any study that focused on the leadership styles and their impact on quality professional development of teachers. The study therefore, by presenting empirical evidence, seeks to find the impact of administrators leadership styles on the professional development of teachers, focusing on middle schools. In a study by leithwood 1990, it was conluded that a principals support and the teachers professional development were highly correlated. Statement of the Problem According to the Maryland State Department of Education (2008), middle school marks a significant change in the way in which a student progresses in learning.   In order to equip the teachers to properly address the school students changes, their preparation needs to be extensively and professionally addressed.   This is a stage where adolescents change how they think   and view thinking, and there are also developments that are both psychological and physical and these changes influence the students achievements. Therefore, it is very important that the middle school teachers undergo extensive and quality professional development in order to meet the educational needs of the middle school population (Maryland State Department of Education, 2008). It is not known however, to what extent the leadership styles of middle school administrators have an impact on quality professional development of teachers in middle schools.   According to Jackson and Davis (2000), the instructional leadership in middle schools is one of the most essential components to accomplish a high achieving school and quality teachers.   This leadership in high achieving schools is supplied by an administrator who has specific characteristics which assist in effective professional development of teachers as well as the sustainment of an educational environment fostering a vision of highest student achievement (Jackson Davis, 2000). This paper therefore seeks to explore the link between middle-school administration and professional development and high student’s achievement by addressing the following questions: To what extent do leadership styles of middle school administrators affect quality professional development of teachers in middle schools? Which specific leadership style or styles contribute to effective professional development for middle school teachers? What are the experiences of middle school administrators during the process of teacher professional development? Wiles and Bondi (1994) observed that most research carried out has been directed towards gaining knowledge about and understanding leadership styles. Yet, despite the considerable thought, extensive writings and a large body of empirical research, leadership remains a rather mysterious concept. This study is aimed at contributing greatly to understanding the specific characteristics of instructional leadership styles that have influence on the quality of professional development in middle schools.   Further research may be carried out to evaluate whether thecertain characteristics of leadership have a direct or indirect correlation to overall improvement in teacher performance and higher student achievement in middle schools. Purpose of the study In 1995, a study by Kristine Hipp and Paul Bredson was published and it was about the relation ship betweenthe self efficacy of teachers and leadership styles of principals. The basic assumption of this study and two more that were done later (Hipp 1996,1997) was that the leadership style of a principle and the self efficacy of teachers were linked directly. From this study, there was empirical evidence that connected the aspects of transformational   leadership and principle teacher efficacy. This led to the conclusion that transformational leadership led to self efficacy of teachers. Continued professional development of middle school educators and their quality preparation is imperative for middle school educators.   Fo adolescents, this timeframe within the educational process is marked by changes in how student’s think about thinking, as well as other physical and psychological development that may affect students’ achievement.   Therefore, it is crucial that middle school teachers receive quality professional development in order to meet the educational needs of the middle school population so that these students are prepared to progress from middle school to high school (Maryland State Department of Education, 2008). Findings suggest a positive correlation between principals’ transformational leadership and the presence of school social organization associated with effective schools (Evans, T.J 1996).   Research studies strongly support the fact that the leadership of the school principal impacts directly on the climate of the school and, in turn, on student achievement (Norton 2003). This study will contribute to understanding the specific characteristics of instructional leadership styles that are most likely to enhance the quality of professional development in middle schools.   This research will identify high achieving schools characteristics as well as the instructional leadership styles that contribute to their success as evident from the students achievement.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In a study by leithwood 1990, it was conluded that a principals support and the teachers professional development were highly correlated.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Rationale This study will use qualitative research methods in the identification of   instructional leadership of middle school administrators in the Guam school district.   Guam,is an island in the western Pacific Ocean and is an organized, unincorporated territory of the United States. It is the largest, in terms of size, of the Mariana Islands. It also has an organized established civilian government (DOI Office of Insular Affairs, 2007). In the United states, education is to a large extent provided by the public sector. The federal government, state and local government. are responsible for the funding and the control of schools. It is compulsory for all children to attend primary(elementary school) and secondary (high school.)levels. At these school levels there are locally elected school boards that se the school curricula, funding and teaching and these boards also have juriction over school districts. The School districts have distinct jurisdictions from other local bodies, and have independent budgets as well as officials. The governments are left with the role of making educational standards and standardized testing decisions.. Different states have different ages for mandatory school attendance, and mostly the beginning ages are five to eight and ending ages are between fourteen to eighteen. Increasingly, states are now requiring school attendance until the age of 18 years (U.S. Network for Education Information: U.S. Department of Education). Attending a public school, a state-accredited private school, or a certified home school program meets the requirement for compulsory education.. In most public and private schools, there are rhee levels of education;; elementary school, junior high school and high school. The junior high school level is the one that is usually referred to as middle school. Children are divided by age groups into grades, starting from the kindergarten for the youngest children in elementary school. The kindergarten is followed by first grade. The last grade is the twelfth grade which should correspond with the final year of school. However, the exact age range of students in these grade levels varies slightly from state to state (U.S. Network for Education Information: U.S. Department of Education). The entire island of Guam is served by the Guam Public School system. High rate of school dropouts and poor performance in test is a problem common in Guam Public Schools. Guam has a very diverse student body which includes many students from backgrounds that do not use the traditional United States education. In addition Guams educational system has always faced other unique challenges as a small community located 6,000  miles (9,700  km) from America mainland. The island went through an economic downturn in the mid-1990’s and this led to the education problem (Pacific Stars and Stripes, 1993; DOI Office of Insular Affairs, 2007) The U.S. Department of Defense initially partnered with the Guam Board of Education but in September 1997 the Department of Defense Education Activity (DoDEA) opened its own schools which were initially for   the children of military personnel but later started serving the children of some federal civilian employees. DoDEA schools had an attendance of 2,500 in 2000. In Guam, there are three elementary/middle schools and one high school   that are operated by DoDEA.(http://www.gdoe.net) This study will discuss two out of the three middle schools on study in the Department of Defense Education Activity in Guam and which both are in close proximity.   The participants are two male administrators with 35-40 teachers.   One middle school is on a Navy base, while the other is on an Air Force base.   Both schools follow the same district professional development, face to face interviews and observation will form the basis Research Questions 1 According to Bennis Nanus (2003) an organization a vision and the mechanism for translating the vision into a reality is given by leadership.. This study will examine the impact tht a principal’s style of leadership has on professional development of teachers which is   aimed at ensuring high achievement of students. The following research, grounded on the leadership literature, the educational institutions’ organization culture–highly focusing on middle school and professional development. Specifically, the study will require answer to the following questions; To what extent do leadership styles of middle school administrators affect quality professional development of teachers in middle schools? Which specific leadership style or styles contribute to quality professional development for middle school teachers? What are the experiences of middle school administrators during the process of implementing quality professional development? Is there a relationship between the principals leadership stlles and teachers motivation? If there is a relationship between the leadership style and teachers motivation, what is the extent of the relationship? What is the impact of teachers motivation on their performance at work and also in their professional development process. What is the impact of techers professional development on their performance and the performance of the students. What is the impact of an schools culture on professional development of teachers and their relationships in the school. Significance of the Study According to the Maryland State Department of Education (2008), middle school marks a significant change in the manner in which a student progresses in learning.   Quality preparation and continued professional development of middle school educators is imperative in order for middle school educators.   For adolescents, this timeframe within the educational process is marked by changes in how student’s think about thinking, as well as other physical and psychological development that may affect students’ achievement.   Therefore, it is crucial that middle school teachers receive quality professional development in order to meet the educational needs of the middle school population so that these students are prepared to progress from middle school to high school (Maryland State Department of Education, 2008) Other researches including (Maehr and Midgeley, 1991; 1996; Maehr and Anderman, 1993; Maehr and Fyans, 1989) have come up with a considerable empirical evidence that suggest that the culture of a school can motivate both the teachers and students to learn by instilling a positive feeling in the teachers about their work.   High achieving and motivated students as well as improved teachers attitude towards their jobs and collaboration amongst themselves are factors that are highly associated to a positive school culture(Stolp and Smith, 1995). From this research principals will know the importance of mitivating teahers as well as the ways that best motivate the teahers and student so as to improve the performance of a shool. Research done by (Sashkin and Sashkin, 1990; Sashkin and Walberg, 1993; Ogawa and Bossert, 1995; Leithwood, 1994) proposed that for a school culture to operate effectively and for its creation and maintenance, the principals leadership practices used are very important. The principals leadershot stles that are necessary in the creation and operation an effective school culture will be discusssed in this study. Further, evidence obtained from several studies (Leithwood and Jantzi, 1990; Sashkin and Sashkin, 1990) provides a strong base in supporting the suggestion that transformational leadership leads to relatively more desirable school cultures. Southworth (2002) discovered that success in principal ship came along with some significant development and growth in confidence and an individual’ sense of self.   The study will also focus on a principals individual characteristcs that help them in their leadership of the school as well as in their role of proffesionaly devoloping the teachers. These findings clearly show that a principles ability to cope and survive the challenges and trials of The importance instructional of leadership responsibilities of the principal   has been emphasized in research done(Brookover Lezotte, 1982; Duke, 1983; Edmonds, 1979 and Kroeze, 1984). On the other hand, according to (Flath, 1989), literature has seemingly come to a consensus that instructional leadership is rare practice. Findings suggest a positive correlation between principals’ transformational leadership and the presence of school social organization associated with effective schools (Evans, T.J 1996).   Research studies strongly support the fact that the leadership of the school principal impacts directly on the climate of the school and, in turn, on student achievement (Norton 2003). Previous research has been conducted to determine if there was a relationship between leadership styles of principals and the motivation of teachers. In 2007, Janet Brown-Howard’s research identified the motivation levels of teachers by age, gender and experience and indicated that leadership styles of principals has little to no impact on motivation based on the age, gender or experience of the teachers {{221 Brown-Howard,Janet 2007}} the relationship between the principles leadership styles and teachers motivation will be expounded and the extent to which it influences the techers professional development and the overall performance of the teachers.   Definition of terms3pages   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Through out the research, the following key words will be used and their meanings are expressed below. These words include: Instructional leadership styles of principals; These are the directional forms of authority that the heads of middle schools use. transformational leadership styles. Middle school student; any scholar in the middle school is refer to as a middle school student Middle school teacher; these are the untrained or trained instructors of academics in middle school. Their involvement with the middle school students is usually direct. Middle school administrator; this is an office bearer in middle school and is charged with the responsibilities of administration of the middle schools Professional development; this refers to the growth in knowledge of an individual in a certain field or profession Quality professional development; excellent development of   an individual in middle school in terms of   a particular professional skill The process of implementing quality professional development: these are the method(s) used in seeing through development of quality professional development motivation teachers satisfaction correlation school culture school climate leadership literature educational institutions adolescents physical development psychological development empirical evidence   Assumptions Some assumptions have to be laid in place to assist in tackling the above questions.. These assumptions are just as a result of the common issues that are found within several middle schools namely; most middle schools are faced by similar shortcomings, most principals of middle school use similar educ[‘ational policies to oprete, students, teachers and parent in most middle school experience similar limitati

The Influence of Frank Lloyd Wright on Frank Gehry in the Design of his

Many of Frank Gehry’s early works reflect a refined manipulation of shapes and structures, whereby many of his buildings present distorted shapes or apparent structures. From the Guggenheim museum to the Walt Disney concert hall, Frank Gehry’s architecture is close to none. He cleverly plays with shapes and geometries. In this essay, I shall start with a brief analysis of Gehry’s house and the influences in the design of the house. I shall then analyze the extent to which Frank Lloyd Wright has inspired and influenced Gehry in the design of his house through a comparison with Frank Lloyd Wright’s Jacob’s house. Gehry draws his inspiration from famous paintings such as the Madonna and Child which he qualifies as a â€Å"strategy for architecture† (Friedman M. , 2003, p. 42) and which he used as an inspiration for a project in Mexico . Through his interpretation of the paintings and artwork, Gehry looked for a new kind of architecture. His search for a new type of architecture culminated in 1978 with his own house in Santa Monica. What was once a traditional Californian house would be redesigned to become one of the most important and revolutionary designs of the 20th century, giving Gehry international prestige and fame. Frank Gehry’s â€Å"Own House† uses a mixture of corrugated metal, plywood, chain link and asphalt to construct a new envelope for an existing typical Californian house. This house has been inspired by Joseph Cornell, Ed Moses and Bob Rauschenberg. Gehry comments on his house by saying that there was something â€Å"magical† (Friedman M. , 2003, p. 54) about it. He admits having â€Å"followed the end of his [my] nose† (Friedman M. , 2003, p. 54) when it came to constructing the â€Å"new† house, which led Arthur Drexler, former Director... ...nian architects. Frank Lloyd Wright, on the other hand is considered as one of the founders of modern architecture but what is certain is that they have both had a tremendous influence on the world of architecture today. Works Cited (2000, August-November 12). Retrieved December 15, 2010, from http://www.arcspace.com/gehry_new/index.html?main=/gehry_new/html/ar.html Carter, R. M. (2001). Frank Lloyd Wright. London: Phaidon Press Limited. Friedman, M. (2003). Architecture+ Process Gehry Talks. London: Thames and Hudson Ltd. Friedman, M. (2003). Gehry Talks. London: Thames and Hudson Ltd. Humphries, L. (1970). Programs and manifestoes on 20th-century architecture. Cambridge Massachusetts: Michael Bullock. Maddex, D. (2000). 50 Favourite houses by Frank Lloyd Wright. London: Thames and Hudson Ltd. Zevi, B. (1998). Frank Lloyd Wright. Boston: Birkhauser.

Hot Wet Equatorial Climate

THE HOT, WET EQUATORIAL CLIMATE Distribution -Is found between 5 ° and 10 °N and S of the equator. Its greatest extent is found in the lowlands of the Amazon, Congo D. R, Malaysia and the East Indies. -Further away from the equator, the influence on the on-shore Trade Winds gives rise to a modified type of equatorial climate with the Monsoon influences. -Within the tropics, the equatorial highlands have a distinctively cooler climate, modified by altitude such as the Cameron highlands, northern Andes and Kenyan highlands in East AfricaMap CLIMATE 1. Temperature – The most outstanding feature of an equatorial climate is its great uniformity of temperature through out the year – The mean annual temperatures are always around 27 °C with very little variation. -there is no winter. -cloudiness and precipitation help to moderate the daily temperature so that even at the equator itself the climate is bearable. -regular land and sea breezes also assist in maintaining a tr uly equable climate. -the diurnal range is small and so is the annual range.Figures below illustrate the rhythm of climate experienced in two different equatorial regions, one on lowland (Kuala Lumpur) and the other on the highland (Bogota). Kuala Lumpur Month JFMAMJJASOND Temp( °C)262627272727262626262627 Rainfall (mm)170170236279216127104157185274257231 Annual precipitation 2 413mm Annual temperature range 1 °C (27 °C – 26 °C) Bogota Month JFMAMJJASOND Temp( °C)141415151414141414141414 Rainfall (mm)948912424416581668474213224142 Annual precipitation 1 610mm Annual temperature range 1 °C (15 °C – 14 °C) 2. Rainfall – Rainfall is heavy, between 1 524mm and 2 540mm and well distributed throughout the year. There is no month without rain. There are two periods of maximum rainfall, April and October which occur shortly after the equinoxes. The double rainfall peaks coinciding with the equinoxes are a characteristic feature of equatorial climates not found in any other type of climate. -Due to great heat in the equatorial belt mornings are bright and sunny. There is much evaporation and convection air currents are set up, followed by heavy downpours of convectional rains in the afternoon from the towering cumulonimbus clouds. -Besides the convectional rainfall, mountainous regions also experience much Orographic or relief rainfall.In addition, there are some intermittent showers from cyclonic atmospheric disturbances caused by the convergence of air currents in the doldrums. -The relative humidity is constantly high (over80%) making one feel sticky and uncomfortable. NATURAL VEGETATION -Equatorial region support a luxuriant type of dense vegetation –the tropical rain forest- because of heavy rainfall and uniform temperature. -In the Amazon lowlands, the forest is so dense and so complete that a special term ‘Selvas’ is used. 1. A great variety of vegetation -The equatorial vegetation comprises a multitude of evergreen trees that yield tropical hardwood e. . mahogany, ebony, greenheart, cabinet woods and dyewoods. -There are smaller palm trees, climbing plants like lianas or rattan which may be hundred of metres long and epiphytic and parasitic plants that live on other plants. -Under the trees grow a wide variety of creepers, ferns, orchids and lalang 2. A distinct layer arrangement .-From the air, the tropical rain forest appears like a thick canopy of foliage. All plants struggle upwards for sunlight resulting in a peculiar later arrangement. -The tallest trees attain a height of 45m with dense undergrowth that can tolerate shade. 3. Multiple species Trees of equatorial rainforest are not found in pure stands of a single species like in the temperate where forests where only a few species occur in a particular area. This has made timber exploitation to be difficult. 4. Forest clearings -Many parts of the virgin tropical rainforests have been cleared either for lumbering or shifting c ultivation. When these clearings are abandoned, less luxuriant secondary forests, called belukar in Malaysia, spring up. -These are characterised by short trees and very dense undergrowth. Mangrove forests thrive in the coastal areas and brackish swamps. LIFE AND DEVELOPMENTThe equatorial regions are generally sparsely populated. In the forests most primitive people live as hunters and collectors and the more advanced ones practice shifting cultivation. Food is so abundant in such a habitat that many people worry very little the life of the next day. There are numerous animals, birds and reptiles and can be hunted to serve the needs of the community. Crops grown include manioc (tapioca), yams, maize, bananas and groundnuts. Plantation agriculture is also practised widely with the outstanding crop, rubber. Malaysia and Indonesia are the leading producers of rubber.Another tropical crop is cocoa, which is more extensively cultivated in West Africa in Ghana and Ivory Coast. Other crops include oil palm, cocoanuts, coffee, tea, tobacco, spices, bananas, pineapples, etc. FACTORS AFFECTING DEVELOPMENT †¢Equatorial climate and health: excessive heat and humidity expose human beings to sunstroke and to such diseases as malaria and yellow fever. †¢Prevalence of bacteria and insect pests. †¢Jungle hinders development and maintenance. †¢Rapid deterioration of tropical soil. †¢Difficulties in lumbering and live stock farming. †¢Poor pasture.

Why We Should Study Science

Why we should study science Science has brought many changes in the world today. It is used in all the corners of the world for the benefit of man. The motor-car or the electric lamp that we use today was not known to people who lived generations ago. Owing to the use of Science the people of today are able to do many things with ease and comfort. Travel  has become very easy. So men’s activity has increased greatly. Science has also been used to treat the sick and the sounded. As a result, people can now live a longer  life  than their ancestors could.Even the most serious diseases do not frighten people so much as they did before. Further, Science has made it possible for people to sit at home and see the world around. The television, the  newspaper  and color books help millions of people to learn at home. The radio too has done much to teach and inform people in all parts of the world. It is therefore necessary for us to learn Science, if we wish to enjoy greater comforts. Deal all! How are you today? I have some opinions to claim why we should learn science. First of all, if you have no knowledge, you don't have anything no job, no money and some more†¦ nd study not only in science but also in different area is the shortest way to gain knowledge. What if I'm a famous historical or writer and I have a good job, much money although I know nothing or few about math, physics or chemistry! OK, so do you have a computer or cell phone? How do you use it if you don't have some basic skill about computer or internet†¦ Who made those things and how can they make it? Of course they are engineers, experts, masters†¦ or at least they have enough science knowledge which they have to learn. Do you like computer? Do you want to make your our game or edit your photo, movie, music†¦You have to study some program languages or how to use some softwares. That's science, my friend. You still not agree! You dislike computer, you never use mob ile phone or telephone and you event don't use TV and radio. So what do you do when your wife tell you to install a new socket or fuse- learn basic electrical skill or tell your wife â€Å"I can't do it, ask your exboyfriend or someone else†. There are no electrical devices in your house+_+ where do you live^_^. What will happen when your children in grade school ask you to help them with their math, physic or chemical homework. That's

Confederacy Theory

These analysts fear that China's improving military capableness risk undermining current security Hyannis predicated upon realism's hegemonic stably theory. Hegemonic stably argues that because the united States possesses overwhelming economic and malpractice might, the international order has remained relatively stable (Snyder 2009, 6-7). Liberalism and interstate cooperation has flourished because security has been guaranteed by the united States, who acts as an arbiter in local or regional disputes.Of late, however, US hegemony is waning. After two failed wars in Iraq and Afghanistan and a global economic recession, the relative power losses of the united States coupled with the economic and militaristic rise of China has realist analysts predicting deepening security dilemmas between China and her neighbors and China and the US (Christensen 1999, 49-51; Braver 2007/8, 44 Newer 2009, 206-207).The ‘security dilemma' narrative contends that declining US power and influence in East Asia will precipitate increased nationalism, instability, and conflict, and the emergence of a new great power capable of challenging the US will accelerate the decline of the us-backed liberal order (Snyder 1999, 10-12). Accordingly, a security dilemma follows logically with the decline of a hegemony. However, as China continues its ascent and the US seems poised to decline, the stability of the international order has remained relatively in tact.In fact, rather than undermining or challenging the liberal international order, China seems eager to participate in the existing structure (Liana 2007, 5-20). China is not adhering to Sun Tutu's maxim that a rising power will increasingly flex its military muscle. Instead, â€Å"China's behavior challenges existing arguments†¦ On power transitions, which assert that a rising state is likely to use force† (Braver 2007, 47). Accordingly, the predominate Yosemite theories of realism and neo-liberals are falling to adequately account for China's peaceful and nonviolent behavior given Its gains In relative power (Newer 2009, 207).If a different theory can more accurately explain China's peaceful rise despite relative power gains, than perhaps the very notion of a security dilemma can be effectively overcome. This essay will challenge hegemonic stably and Introduce the nascent concept of confederacy theory and Its gulden principle of a ‘prosperity-interest'. This essay will then demonstrate that prosperity-interests are effectively maligning the traditional resent of a security dilemma in Taiwan and in China by elevating prosperity and a security dilemma are a self-fulfilling prophecy – if you expect security concerns to be paramount, they will be.However, while this narrative predicts increased tensions, the reality presents a far different picture. Security dilemmas are being normalized by an expanding commercialism that priorities growth and prosperity over conflict. Confederacy Theory Con federacy theory was presented by Squids Snyder who reflected that the actions of states in the current global order do not properly fit into extant systemic theories. Snyder argues that the liberal international order constructed post WI is no longer being singularly supported by US hegemony.Instead, the international order is currently buttressed by what Snyder calls ‘a confederate structure composed of a cluster of liberal states engaged in vigorous commercial rivalry (Snyder 2009, 15). The role of the United States has shifted from being the system's underwriter to simply being its largest participant. At the center of the current international order are nations interacting and integrating commercially at unprecedented levels while simultaneously competing against one another to make gains in relative prosperity.The nucleus of this order is not composed of the United States, nor will it be controlled singularly by China or any rising state. Instead, power resides in a cohes ive commercial league of nations centered around the strongest Western powers plus Japan. â€Å"This league is a major power configuration that has altered competitive dynamics such that commercial integration†¦ Not military opposition and revision, has become the dominant competitive strategy' (Snyder 2009, 34).The Cold War marked an era wherein acquiring guns at any cost meant acquiring security and power – hence why the Cold War is the apotheosis of realism. Today, however, the obvious reality that money buys guns is trumping the strategic imperative of having guns. In the current global order, wealth is power, and in order to maximize wealth, countries are seeking â€Å"the desired benefits derived from membership and inclusion in the commercial order† (Snyder 2009, 19). The sheer magnitude of commercialism dictates that in order to compete nations must Join in so as not to be left behind.A country's strength â€Å"to a large degree hinges on [its] ability t o integrate itself into he dominant liberal commercial order,† (Snyder 2009, 16). In order to prosper and be competitive, nations must appeal to foreign direct investment (FED), attract the brightest minds from around the world, invest in human capital, invest in foreign companies, attract overseas firms, reciprocally trade in raw materials, acquire cheap energy, etc. (Myers 2010, 2-7). For a state to enhance its power and security, it must enhance its access to economic and commercial resources.Failure to engage with this league of nations means a failure to economically grow; and a failure to grow dads to instability, both domestically and militarily. Accordingly, the guiding principle to security and power isn't simply owning a gun, it's possessing the wealth and prosperity to buy a gun any time you need. Prosperity & The Security Dilemma – What does this mean for Security Dynamics? Despite underlying shifts in the distribution of power between nations, â€Å"the ba sic represents the nucleus of a new order predicated upon prosperity, not military power.In this system, â€Å"the most powerful driver of competitive behavior relates not to survival, but prosperity and commerce† (Snyder 2009, 16). To this point, confederacy theory seems in line with neo-liberalism. However, while integration can exist along a wide spectrum of interests, the principle phenomenon in confederacy theory focuses on the magnitude of commerce rather than on inter- governmental relations and the concept of institutional peace. Commercialism inherently requires a heavy degree of institutionalizing, but the important factor is that each state retains its sovereignty.A security dilemma is avoidable not because the institutions themselves mitigate conflict, but because commerce becomes the entrap arena wherein â€Å"the balance has shifted from guns to butter† (Snyder 2009, While liberals optimistically await the end of competitive inclinations, confederacy theo ry argues that competitive dynamics persist, but only in reaction to economic pressures rather than traditional military capabilities. â€Å"Every state still prefers to make gains relative to rivals† in order to maintain a prosperity gap (Snyder 2009, 24).Accordingly, security interests are not abandoned for absolute gains; only, â€Å"prosperity interests have eclipsed security concerns while competition has shifted to immemorial rivalry' (Snyder 2009, 34). Because competition and relative gains remain despite collaboration and overwhelming interaction, the security dilemma isn't simply removed from the equation. Instead, what confederacy theory argues is a normalization of traditional security concerns because a state's viable strategic options are fundamentally limited.If participating in commercialism provides the means to economically prosper, then it logically follows that states will conform to systemic requirements in order to be included. While institutions like th e World Trade Organization exist to ensure fair trade raciest, what is more fascinating are how nations are conforming their behavior to unwritten rules or best practices in order to increase national competitiveness economically. In order to attract capital and investment, nations must demonstrate political stability and economic liberalism.For instance, nations must have a consistent and enforceable legal system; they must protect intellectual property, promote innovation, and enforce banking and finance norms. In short, â€Å"capital follows opportunity†¦ [and] seeks out political stability' (Snyder 2009, 20). Military posturing r even the threat of instability inherently limits national competitiveness in attracting capital and growth. China's GAP the year before the Attainment square incident grew 1 1. 9%; in the two years following Attainment, GAP grew merely 4. 1% and 3. 8% respectively (Workloads).Security dilemmas will still exist, but countries literally can not affo rd to act upon fears at the risk of substantially limiting their ability to continue to prosper relative to other nations. â€Å"Even those who might arguably have Justifiable reason to fear one another?as the US might be wary of China's rise?none can actually afford to act on Hess fears in the ways Unrealism expects† (Snyder 2009, 19). Concerning the security dilemmas that may arise from China's military modernization, none is more precarious than the China-Taiwan relationship.China has continued to emphasize its ‘One-China' policy as a top priority, and to demonstrate their resolve, China has hundreds of missiles pointed at Taipei to ensure compliance to the 2005 ‘anti-cessation' law threatening force if Taiwan proceeds with formal independence (Rigger 2006, 1). Realist analysts view the region as a powder keg waiting to erupt. To highlight the depth of concern, realists note that even characteristics of the traditional security dilemma are heightened as defensi ve weaponry, which is usually not considered a move towards escalation, is seen as overtly threatening (Christensen 2009, 51).Despite these ominous trends, Taiwan is actually moving closer to China rather than distancing itself (Rigger 2006, 2-4). Though Taiwan is experiencing increased nationalism, which should fuel resentment and conflict, traditional realist concerns over military balancing are not their immediate concern. There is an emerging paradox in Taiwan wherein as the number of people identifying themselves as Taiwanese increases, there is a simultaneous decreasing desire for formal independence.Shelley Rigger investigated this phenomenon and concluded that a generational gap exists in Taiwan wherein the younger population (18-35), though increasingly identifying themselves as Taiwanese, looks upon China with pragmatism and rationality rather than traditional aggression. Rigger does note that, â€Å"there is powerful logic†¦ That as Taiwanese lose their emotional at tachment to Chinese identity, they will be less interested in interacting† with China. Such a powerful logic', however, is rooted in an obsolete model of systemic theory.Instead, Rigger notes that the emotional component that normally triggers resentment and distrust in these instances is being replaced with increased pragmatism. In a survey Rigger conducted of 18-35 year old Taiwanese residents, 73% of respondents said they would encourage increasing cross-strait economic engagement (Rigger 2006, 29) as a means to improving Titan's economy. Additionally, a majority of respondents said they'd be willing to work or study in mainland China.In a subsequent survey asking what is their most pressing concern, majority of 19-30 year old Taiwanese residents cited ‘personal economic concerns' as the number one issue; only 7% of respondents cited political tensions with China. Rigger concluded that for the younger generation of Taiwanese issues of unification and independence â₠¬Å"are of little concern to them†¦ They are far more interested in pragmatic issues involving economics, employment, and education† (Rigger 2006, 27). Accordingly, the trend of ‘Atomization' that realists fear has instead produced immense optimism about the future of China-Taiwan relations (Rigger 2006, 4).As the elder generation of Taiwan residents slowly cedes power to a younger and less historically minded generation of politicians, businessmen, and military officers, there is a greater likelihood that hostilities will be minimized by a rationality and pragmatism that recognizes cooperation and commercialism as the means to economic prosperity. China & The Security Dilemma been the principal drivers of China's very high level of international economic integration. In turn, the pragmatic imperative to continue rapid economic growth†¦ As gradually led China to participate more actively and cooperatively' (Lang 007, 147). This ‘pragmatic imperative' expla ins why, in the military realm, â€Å"China has been less belligerent than leading theories of IR might have predicted† (Braver, 2007/8, 45). Taylor Braver examined all instances, since 1949, in which China used force during territorial disputes. He concluded that China rarely exploits its military superiority and has instead opted to offer concessions rather than leverage or utilize military force (Braver 2007/8, 45).In the instances where force was used, China had suffered a ‘negative shift in bargaining power', meaning China's relative power was lessened by he the military modernization of a rival (Braver 2007/8, 47). Framer's conclusions directly challenge realist claims. China has only used forced when its relative power has declined and not when its power has increased! This study reinforces the notion that though security dilemmas may still exist, China will not be the instigator of tensions.The United States or Taiwan may view China's actions as heightening or e levating security concerns, but in reality, China acts simply to maintain a security balance rather than to increase their own first-strike capability. While examining the role of the PLAN in crafting China's policy toward Taiwan, Ellis Coffee notes that while the PLAN is largely responsible for coercing and deterring Taiwan from independence, the Plan's aggressive statements and military exercises are mostly for show rather than a precursor to action Coffee 1997, 64-68).Coffee points out that there is â€Å"no concrete evidence that PLAN leaders have pushed for military action against Taiwan,† and that â€Å"logic does not point to this conclusion† Foe 1997, 68). The Plan's military posturing may benefit its budget and influence, but â€Å"any military action aeries the danger of escalation†¦ Its costs are likely to be enormous. † Accordingly, the PLAN flirts with threatening statements, but it is not courting the idea of actual military aggression. The ce ntral problem in trying to understand The Party security thinking lies in an inability to see how the PLAN would be able to harness even its most impressive new capabilities to prevail – at an acceptable cost – in a conflict† (Newer 2009, 206). The higher the costs for a host nation in initiating conflict, the less likely offensive action will be pursued (Braver 2007/8, 78); as a result, without including imperialism and its role in providing growth and prosperity, the existing realist equation used to predict conflict is utterly inadequate.Both statements and military modernization efforts are being interpreted using traditional realism (Newer 2009, 206-207); however, the reality screams of a different truth. Today, the economic costs of aggression are mitigating security concerns – China learned this truth briefly after Attainment Square, and they have been wary of aggression ever since. China – Prosperity as a Strategic Imperative The secret to C hina's meteoric rise, according to William Overshot, has been emulating global best practices in economic development (Overshot 2012, 134).China's economy has grown 14 fold over the past 30 years sustaining a roughly 10% annual growth in GAP. Such immense prosperity is directly attributable to a strategy China is both the most pure form of prosperity-interest, and the first to openly acknowledge that the military prerogative takes a backseat to domestic prosperity. One of the most pressing domestic security and economic concerns for the ICP is â€Å"sustaining adequate Job growth for tens of millions of migrants, new entrants to the ark force, and workers laid off from state-owned enterprises not worth saving† (Myers 2010, 4).Accordingly, China launched, in 2000, a ‘Go Global' strategy which sought to encourage Chinese firms to invest overseas, and to attract overseas investments into the mainland. The Go Global strategy makes China better able to â€Å"seek more profi table ways of investing its massive accumulation of foreign exchange reserves, [to] gain access to foreign technology and management skills to help domestic firms become more efficient and internationally competitive, and most importantly, [to] acquire energy and raw materials† (Myers 2010, 4-5).By the close of 2004, over 80% of the world's top 500 companies have invested in China (Snyder 2009, 23). In 1975 China's net trade revenues were $15 billion; by the close of 2006, trade totals eclipsed $1. 5 trillion (Snyder, 2009, 23) – an increase of roughly FED 1983 totaled a mere $636 million; in 2008, FED totaled $92 billion (Myers 2010, 4). Additionally, the Chinese government estimates that there are currently 286,200 foreign companies currently operating in China employing more than 42 million Chinese citizens (Myers 2010, 4).These figures illustrate that China's rise has been dependent on attracting foreign capital and external resources. Newer argues that more than si mply an economic need, China's mass importation of materials and energy is part of a systematic strategy to force resource rich neighboring nations to rely on China for their own prosperity (Newer 2009, 208-209). This reliance, argues Newer, forms a dependency in which China guarantees regional stability and nonviolence by ensuring that no neighboring nation would attack China because that nation's economy is utterly dependent upon China's import and consumer power (Newer 009, 208).What Newer fails to appreciate or note, however, is that China has come to equally depend on these neighboring nations much in the same way. Dependency theory is often presented negatively in IR (often used to explain how the strong ‘North' exploits and suppresses the weak ‘South'), but it is not necessarily a bad thing. Dependency implies an overlap of shared interest. China has negotiated a $41 billion with Australia for its liquefied natural gas; and they have agreed too $5. 6 billion deal with Manner, a Chinese border-nation, to export energy from Manner's leading energy consortium (Myers 2010, 5).The fundamental shift in power transition theory demands why, in today's world, would any country stab a trading partner in the back after formalizing massively beneficial commercial exchanges? Conclusion Somali pirates have resurged lately disrupting the flow of oil from the Middle East. Because great power prosperity is heavily reliant on this flow of oil, the Gulf is now being protected by Chinese, European, and American warships all coexisting in this small waterway to protect material resources that quite literally fuel each nation's economic growth.Traditional realism should predict conflict in the gulf considering oil is currently one of the most coveted natural resources. However, rather than nation is happy to avoid conflict so long as oil flows unobstructed. Commercialism if effectively minimizing traditional security concerns. What will ultimately determine China 's rise is not a security dilemma, but whether its domestic reforms can keep pace with economic realities that dictate national growth or stagnation. China has become aware of such a reality and has opted to pursue prosperity.