Blood spatter Essay

Blood spatter is a common form of physical evidence at a death scene, and is often of major relevance. It is not a field in which all forensic pathologists feel confident, as in some jurisdictions it is regarded as totally within the domain of the forensic scientist and in others, the crime scene investigator. It should be reasonably regarded as a shared topic, one understood by all players, as each expert has an individual slant on the subject, and can thus provide separate insights. It is important to avoid evidence clashes. Examination and documentation of blood spatter, including what, where and how much, allows interpretation of the type and form of bleeding, and may provide a reconstruction of the incident and some surrounding circumstances. The form of report produced tends to vary with different departments, but usually is incorporated into the general scene report. Blood loss itself is due to breaches of blood vessels, and this may be due to natural disease processes or trauma. Typical examples of natural disease-causing problems at crime scenes include bleeding from a varicose skin ulcer, which is at ankle or shin level, and bleeding from lung cancer, which produces coughed-up blood. Both of these may be associated with widespread blood deposition. Commonly, these kinds of cases are associated with some degree of cleaning up or self-help, of a type consistent with a solitary life style. The type of loss is dependent on the kind of blood vessels involved. Veins return blood to the heart, operate at low pressure and flow is at a constant rate. A breach causes an ooze or pour of blood. On the other hand, arteries operate at high pressure and have a pulsatile flow. This produces a very variable flow rate, and a breach causes a spray or spurt of blood. The normal blood pressure peak and trough is 120/80mmHg at rest, but can be as high as 180-200mmHg with strenuous activity or stress, excluding any disease process. Obviously, this level may be expected in violent deaths. As veins and arteries commonly run parallel to each other, both types of vessels may be damaged at once. The size of vessel is also important, as small vessels will produce little blood, whereas the major vessels can bleed catastrophically. An arbitrary level of 200ml has been defined as the cut-off between a small and a large volume. The pathologist can rarely estimate the volume directly at the scene with any great degree of accuracy. The estimate may have to be done indirectly by crime scene examiners, such as by weighing areas of soaked carpet, and comparing this with dry areas. Classifications of Blood Stains: The appearance and the size of the blood patterns depend on the force by which they were created. When a sort of an object comes into direct contact with the blood, the force by which that object makes contact moves the blood and enhances its velocity. In some fashion the blood must react to this force transfer. Velocity is calculated in meters per second. There can be an evidence of three forms of blood spatter at a crime scene, high, medium or low blood spatter or a mix combination of these. The predictable process of categorizing blood stains was based on the connection between the speed of the force pressuring the blood drop or source that administer the individuality and dimension and distance of the resulting bloodstains. The three essential grouping of stain groups which were used based on the idea that the dimension of the blood stain being inversely comparative to the power useful to the still blood. Low Velocity Blood Spatter LVBS (Low Velocity Blood Spatters) are stains of blood which are created when the cause of blood is subjected to energy with the speed of up to 5 ft/sec. Major stains calculate normally 4mm in distance or superior. Medium Velocity Blood Spatter MVIS (Medium Velocity Blood Spatter) are stains of blood which are formed when the cause of blood is subjected to a might with a speed in between the range of 6 to 25 ft/sec. The distances of the consequential stains are in the mass range of 1 to 3 mm, even though larger and smaller bloodstains may be there. Stains in this group are normally connected with beatings and stabbings. High Velocity Blood Spatter HVBS (High Velocity Blood Spatter) are stains of blood formed when the cause of blood is subjected to a power with a speed of more than 100ft/sec. The width of the spatter is mainly less than 1mm, although larger and smaller bloodstains are frequently experiential within the outline. Bloodstains in this group are usually related with gun shots and explosions. Other device that formed bloodstains within the mass range of the usual high and medium velocities such as expiratory blood and satellite spatter bloodstains were not valued to the level that misunderstanding might and do occur. Most of the bloodstains forecasters have selected to stop this conservative terms and categorization for a more holistic advancement to bloodstain categorization. The subject that formed the rethinking of the conservative categorization of high-medium-low velocity was the diameter of sizes of stain among the high and medium velocity group and the understanding that devices other than stabbings, gunshots and beatings often formed stains with the dimension ranges within these groups. The pattern and bloodstains are confidential based on their substantial features of distribution, location, size, concentration and shape into inactive stains, splash stains or distorted stains. These are more confidential relation to method that may create stains with that uniqueness with mention to relevant scene, medicinal and case related history and facts of the proof. The forecaster than may be able to set up the exact method by which the outline was formed. More Analysis on the three classifications An abrasion or superficial laceration involves large numbers of very small to small vessels. This produces diffuse velocity from the whole area, and neither a pour nor a spray of blood would be expected. Incision of a superficial artery, such as in the wrist, involves larger vessels, with a small area of origin. This produces mainly a low velocity of blood due to pumping or spurting. A stab of a deep artery, as in the thigh, may mean involvement of a larger deep vessel. Here the presence of overlying tissues will interfere with the production of a spray, and the blood exits as a rapid pour, usually without spurting. However, there is usually still a clearly pulsatile element. But again this would be said as a low velocity blood spatter. The size of blood spots relates to the impulse of dispersal. Low velocity blood spatter such as venous bleeding, will produce large blood spots. A medium velocity blood spatter, such as produced by the use of a blunt instrument, will produce finer spots. High velocity blood spatter, as in gunshot injuries for example, will produce a fine spray. This can also be used in interpretation, as in the case of a crewman missing after an on-board explosion. There were several areas of very fine blood spray near the relevant hatch cover, and also on a broken ship’s railing. This clearly indicated that the deceased had been hit by the swinging hatch cover, and had broken the railing by force of his impact with it, during the course of being thrown overboard. Some knowledge of the injury pattern will produce the best results in interpretation. For example a slash of the neck might be expected to produce arterial spurts from large superficial vessels. A stab of chest could produce a medium flow, but if the stab is small or angulated, producing a degree of sealing, there may be little external bleeding. For example, multiple heart and aortic stabs with a skewer have been seen to produce only occasional external drops of blood. A stab of the lung may have the combination of direct bleeding from the stab and the expiration of blood mixed with air. Projected bleeding can also occur from mouth and nose following a gunshot wound of the head. During the bleeding process, the blood may be around the injury itself, and be capable of making contact impressions, or may have been projected away from the injury, and no longer be on the body at all. This blood may be around the body, and situated on bedding, furnishings, walls or carpet. The type of patterning will provide the pathologist with insights of where and how the deceased had moved. The blood may be on objects at the scene such as a weapon or a vehicle. The position, patterning and extent may indicate which part of the object caused the injury, and in turn, this may indicate the position of the deceased at the time of sustaining this injury. There may be minimal blood present at the scene, or what appears to be an inadequate amount, in view of the injuries. This may indicate that this is a secondary scene, and that the primary scene must be searched for elsewhere. Produce a fine spatter of blood at low level, with the last drops producing the greatest effect. This may outline the feet on the floor, and will also be present on the inner borders of the feet and the tops of the feet. The blood on the feet may subsequently be transferred elsewhere. The target surface is of major importance, and the effect is far less on a carpet than it would be on tiles, due to the reduced pool effect. Another significant aspect relates to blood which has been deposited from an injury onto a weapon, and is then cast off by the centrifugal force of swinging the weapon again. This may leave blood trails on ceilings or on high walls. There are various forms through which people can be killed. Listed are the few and the classification of which Velocity Blood stain it belongs to: Shootings (Medium and mostly high level Blood Spatter Velocity) Apart from the normal documentation of the scene, it is necessary to consider a number of specific matters. The pathologist must determine if the victim has moved during the course of the shooting, or has shown signs of activity afterwards. This can be done by noting the position of the body, the accessibility of the entry sites in the current body position, the presence of bullets or markings near the exit sites, and blood or tissue spatter patterns. There is usually little back spatter, but there may be considerable forward spatter, especially with more powerful weapons. It is worth bearing in mind that there may also be significant spatter extending from gas splits in the skin, and this could be at right angles to the main bullet track. Knife (Medium Velocity Blood Spatter) As mentioned above, the possibility of movement has to be considered. The volume of blood coming from an injury will depend on factors such as its type, situation and coverings, but if these are held in mind, then useful information can be gathered in order to reconstruct the incident. A knife or other sharp weapon is unlikely to cause damage to the scene, except in the most violent incidents, but it may be wiped or cleaned on the victim’s clothing or on furnishings, leaving a bloody outline. Axe (Mostly Medium Blood Spatter and at time High velocity) Because of the type of injury produced, these scenes tend to be very bloody. As there is a tendency to inflict multiple blows, there may also be evidence of the way in which these injuries were inflicted, as left by the spatter patterns. These patterns will frequently include cast-off spatter, as well as medium impulse spatter. There may even be loose fragments of soft tissue, bone or teeth. There maybe damage to the scene, particularly near to the body, due to missed hits. Fists and feet (Low velocity Blood Spatter) Assaults by kicking or stamping maybe associated with considerable contamination of the crime scene. This maybe in the form of a low-level blood spatter which may be evident up to a meter or so above ground level. Evidence of the type and position of an earlier phase of the assault is to be looked for, and blood pools that are separate from the final position of the body indicate periods of immobility. The ground surface has to be considered from the point of view of its being the possible anvil opposite some of the injuries, and thus help to interpret the assault. Footprint patterns may help to provide information as to whether bare or shod feet were used. Explosion (High Velocity Blood Spatter) Explosion scenes may extend from those where only a gram or two of explosive material is involved, to those involving tonnes of material. The pathologist’s approach will vary accordingly. Where a small quantity of material is involved, the pathologist should attempt to assess if there was any movement of the body from its original site to the point at which it is found. Blood and tissue spatter is most valuable here. The crime scene findings must be correlated with the burns and particulate damage later identified at the autopsy. The presence and role of any primary or secondary projectiles must be assessed. The author was involved in the investigation of an explosion on board a ship, where a crewman caused an explosion that blew him overboard. The body was not recovered, but damage to a hatch cover and the ships rail, both with deposition of high-impulse blood spatter and small tissue fragments indicated the extreme nature of the trauma that must have been sustained. Fragmentary body remains may be all that is recovered following a large explosion. As these may be covered with cement dust or other building materials, recognition of these remains at the scene may prove to be difficult, but this task is usually easier for a pathologist than other investigators. Work Cited Page †¢ Book Title: The Practice of Crime Scene Investigation. Contributors: John Horswell – author. Publisher: CRC Press. Place of Publication: Boca Raton, FL. Publication Year: 2004. †¢ Catten Ely (2000) Blood Spatter, What is it? From Suite 101. Retrieved on October 23, 2007, from http://www. suite101. com/article. cfm/crime_stories/34498 †¢ Louis L Akin (2005) Blood spatter interpretation at crime and accident scenes: a basic approach. (Focus on Forensics): An article from: The FBI Law Enforcement Bulletin. Publication: The FBI Law Enforcement Bulletin (Magazine/Journal) †¢ Book Title Introduction to forensic science & criminalistics (2007) Publishers McGraw-Hill †¢ James, Stuart H. (2005) Principles of bloodstain analysis; theory and practice. Publisher CRC Press †¢ Blood Spatter (2006) Department of Forensic Medicine, University of Dundee. Retrieved on October 23, 2007 from http://www. dundee. ac. uk/forensicmedicine/notes/Bloodspatter. htm †¢ Base Pair (2004), Blood Spatter Pattern Analysis. Retrieved on October 23, 2007, from http://www. tx. ncsu. edu/Science_Olympiad/Coaches_workshop/2007%20Presentations/Blood%20Spatter%20Analysis. doc †¢ Blood and Stain Analysis. Retrieved on October 23, 2007, from http://home. iprimus. com. au/ararapaj/craigslea_testbed/Forensic%20Web%20Test%20Site/blood_analysis. htm

The Robin Hood Tax – Summary

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Economic Geography Essay Example | Topics and Well Written Essays - 500 words

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Economics Essay Example | Topics and Well Written Essays - 1500 words - 33

Economics - Essay Example Looking at the antitrust policy, is it indeed protecting the competition or preventing it? The advantages of free competition are dissected in this paper as well. The case of the state against major gypsum board manufacturers and its various officials is an example of a successful antitrust trial case which has convicted the defendants in just nineteen weeks. Successful in the sense that antitrust cases heard after a few years are not unusual and most often, they are dismissed (Baumol & Blinder, 1998). The antitrust policy are programs created to protect small businesses by preventing monopoly in businesses as well as the engagement of big firms to â€Å"undesirable practices† (Baumol & Blinder, 1998). This policy started in1892 as an effort of the Supreme Court of Ohio to dissolve the growing monopoly of the Standard Oil Trust, thus, the term antitrust was coined (Baumol & Blinder, 1998). As a fast growing company, Standard Oil and its connected companies somehow have grown to lack confidence in the reliability of their alliance that they needed a policy to control their decisions. The policy primarily aims to foster competition rather than prevent it, which is a good thing as it gives equal opportunities for both big and small entrepreneurs to succeed. The gypsum board manufacturers were found to have violated this policy, killing the competition through interseller price verification. This is the practice of calling competing manufacturers to find out current prices offered to specific customers for them to fix a price on their product. Here, the manufacturers purposed to organize to a pricing scheme to control the market. One of the violations determined in this case was against section 1 of the Sherman Act which forbids all contracts, combinations and conspiracies in restraint of trade as well as the monopoly in interstate and foreign trade (Baumol & Blinder, 1998). There are four elements

Health Promotion - Appraoches and Methods Assignment

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Review Essay Example | Topics and Well Written Essays - 500 words - 4

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Response 2 Essay Example | Topics and Well Written Essays - 500 words - 1

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The Corporate Governance Article Example | Topics and Well Written Essays - 2000 words

The Corporate Governance - Article Example In civil-law countries, company law consists of statute law; in common-law countries, it consists partly of the ordinary rules of common law and equity and partly statute law. Two fundamental legal concepts underlie the whole of company law: the concept of legal personality and the theory of limited liability. Nearly all statutory rules are intended to protect either creditors or investors. There are various forms of legal business entities ranging from the sole trader, who alone bears the risk and responsibility of running a business, taking the profits, but as such not forming any association in law and thus not regulated by special rules of law, to the registered company with limited liability and to multinational corporations. In a partnership, members "associate," forming collectively an association in which they all participate in management and sharing profits, bearing the liability for the firm's debts and being sued jointly and severally in relation to the firm's contracts o r tortuous acts. All partners are agents for each other and as such are in a fiduciary relationship with one another. Limited-liability Companies or Corporations The company or corporation, unlike the partnership, is formed not simply by an agreement entered into between its first members; it must also be registered at a public office or courts designated by law or otherwise obtain the official acknowledgment of its existence. Under English and American law the company or corporation is incorporated by filing the company's constitution (memorandum and articles of association, articles or certificate of incorporation) signed by its first members at the Companies Registry in London or, in the United States, at the office of the state secretary of state or corporation commissioner. THE LEGAL FRAMEWORK GOVERNING BRITISH [companies overview] In Britain, the vast majority of companies are incorporated under the Companies Act 1985. The Act creates a distinction between private companies and public limited companies. Only a tiny fraction of companies incorporated in Britain are registered as public limited companies.Nevertheless, from a corporate governance perspective, they are of primary importance. A private company cannot apply to have its equity traded on a stock exchange, and debates about corporate governance in the United Kingdom have focused almost exclusively on companies that are publicly quoted. In the United Kingdom, most public companies that have their shares quoted for trading have been admitted to the Official List maintained by the Stock Exchange and are known as "listed" companies. A listed company is obliged to comply with the Listing Rules of London's Stock Exchange (commonly referred to as the "Yellow Book").The Yellow Book regulates the conduct of key transactions and imposes substantial disclosure obligations on listed companies.

Human relations Essay Example | Topics and Well Written Essays - 2750 words

Human relations - Essay Example A strike (or industrial action less than a full stoppage of work) will be in breach of the contract of employment for two reasons. Firstly, the striker is failing to perform the contractual obligations to work and to obey lawful instructions. Secondly, by seeking to 2 cause disruption to the employer’s business, the striker is breaching the â€Å"implied term to serve the employer faithfully within the requirements of the contract†.It is to be noted that the taking of strike action is a breach of the employee’s contract of employment, even where all the obligations imposed on the trade unions by Part V of The Trade Union and Labor Relations (consolidation) Act 1992 have been fulfilled. Not only is a strike in breach of the worker’s contract of employment, we find that the breach is far reaching as we see in Secretary of State v. Aslef ICR 19, the inevitable breach of the duty of faithful services, that virtually all other forms of industrial action will br each the contract of employment, or refusing to carryout some aspects only of contractual duties. Such as in work slow downs. Further in Miles v. Wakefield MDC [1989] ICR 368 at 389, Lord Templeman states: â€Å"Any form of industrial action by a worker is a breach of contract which entitles an employer at common law to dismiss the worker. Also we find in Wiluszynski v. Tower Hamlets IBC [1989] IRLR 259, that in the event of an industrial action, the employer can also refuse to pay wages. Further in NCB v. Galley WLR 16, we find in the event of industrial action the employer can sue for damages. ... (Gibson LJ) It is to be noted that the taking of strike action is a breach of the employee's contract of employment, even where all the obligations imposed on the trade unions by Part V of The Trade Union and Labor Relations (consolidation) Act 1992 have beenfulfilled. Not only is a strike in breach of the worker's contract of employment, we find that the breach is far reaching as we see in Secretary of State v. Aslef (N0.2) [1979] ICR 19, the inevitable breach of the duty of faithful services, that virtually all other forms of industrial action will breach the contract of employment, or refusing to carryout some aspects only of contractual duties. Such as in work slow downs. Further in Miles v. Wakefield MDC [1989] ICR 368 at 389, Lord Templeman states: "Any form of industrial action by a worker is a breach of contract which entitles an employer at common law to dismiss the worker. Also we find in Wiluszynski v. Tower Hamlets IBC [1989] IRLR 259, that in the event of an industrial action, the employer can also refuse to pay wages. Further in NCB v. Galley [1958] WLR 16, we find in the event of industrial action the employer can sue for damages.Under current law in the UK, recognition is a matter of fact and not a legal status. There is no legal means by which the worker or the union can compel the employer to reach an agreement, and, in particular, no right on the part of the worker or the union to compel the employer to submit to arbitration. The employer can seek emergency interlocutory relief. This procedure does not

Crossing the West and Unite Essay Example for Free

Crossing the West and Unite Essay Is Pan- Africanism merely an ideology of beliefs that belongs to a past?   Historically it can be traced that Africans in their country of origin have a great civilization but why in the world would this great people need to walk a crusade like one of its forerunner’s Du Bois when he said that: â€Å"The Last Battle of the West† in liberation of the Africans.   This was reechoed to the world when racial ideologies become severe in the West, in Latin America, and under the British Colony.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the paper written by Araia it was mentioned in detail how Pan-africanism followed throughout history how the Africans were discriminated from repatriation towards the movement of the Diaspora.   Some of them are also the black slaves who are treated well and given freedom by some of their masters.   This loyalty taught the Diaspora to adapt the ways their masters taught them. The Africans and Diaspora experienced the same discrimination and both have adjusted to their present environs.     It was also proven that one color is not a proof of unity since man seeks to have different clichà ©s or the need to belong to a certain group.   In some cases, adoption to a certain laws and culture makes a person get antagonized by two identities especially if the one being introduced is exactly opposed to his or her tradition.   And with that, instead of unification a person has the guilt of having adulterated ones culture or we may say to experience a culture shock.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   That shock divides, and Pan-African organizations have travelled a long way to reunite its brood. An issue that goes with identity crises is repatriation which has bad and good consequences like founding its way for a new black republic in the western hemisphere.   That beginnings fostered confidence to the Diaspora and to the Africans in the continent.   These are somehow, providential that the Africans scatter the world like someone says that from evil there is an abundance of good.   In this scenario, we can conclude that those early Africans who crossed the continent have struggled, though some may loose their birth right marks, many have hold on to his true identity.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In one of the conferences, African’s echoed the need to be respected like all other humans as Malcolm X stated that â€Å"†¦, so that Africa too becomes respected as other huge continents are respected, then, wherever people of African origin, African heritage or African blood go, they will be respected – but only when and because they have something much larger that looks like them behind them (GAraia).†Ã‚   His words explained the impact of Pan-Africanism ideology towards the African experience and the Black Diaspora. To him, the proof of a good race is the good examples that will be left behind by that color and creed.   Malcolm X words mean to say, the need for the Africans to show to the world that the race came from a good and descent stock while explaining that respect begets respect.   But first and foremost respect for oneself should come first.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The elevation of the human nature is based on its dignity, and for this reason it is necessary to look back to where this race belongs.   It is important to see how the older ones have struggled and how did they fought squarely the battle of searching for one’s identity.   Thus when it is found, is it an experience of neither dismay nor courage.   The integral part of this soul searching is whether it is accepted or not but the most important thing is to gain confidence and repair whatever damage is done.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The reformist Du Boisian pan-Africanism had more influence and ideological impact on Africans in the Continent during the early part of reunification but on the later part the transatlantic Pan-Africanism focused on nationalist ideologies thru Nkrumah.     Ã‚  Ã‚  Ã‚   However, the vision of Garvey became relevant until today because it has promoted unity and well-being among Africans, re-examination of public policy against racism and other forms of discrimination which has resulted to security and equality, and provision of sovereignty and respect towards individual culture.   Identity crisis was changed into acceptance in spite that points of view can not always be the same.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Brazzaville and Casablanca could have been fueled by the so called identity crisis too which could have gotten down to the marrow of the new generations of the Africans in the middle of the 19th Century. The former against the bearing of a socialist mentality and the other gets intimidated of begging or having dependence on the Western aid.   Those are two opposing ideological differences that have affected the political and economic perspectives of that time.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, in the course of time different Africans groups learned to focus on their similarities to bridge the gap that has existed due to various groupings.   This meeting of the minds ended in the formation of the African Unity which led by Nkrumah created the UNIA under the influence of the philosophy of Marcus Garvey to the Negritude of Cesaire and Senghor.   This movement led to the search of the African identity till it is known today as African Union (AU) which was previously called Organization of African Unity (OAU).   Today, we may say that the Pan-Africanism movement has matured and was able to handle whatever difficulties they would get entangled within their individual principles and personal circumstances.   Through viable global communications brought by new technology, a connection was built between Africa and its Diasporas which forge Pan-African unity transcending all unproductive dichotomies. Today’s relevance of the Pan-African   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Pan-Africanism will remain the instrument of fostering unity and empowerment as long as there is marginalized Africans and Diaspora that has been continually growing in numbers.   It will be the voice to call and unite, and to remind wherever this colored men are, telling each one is his brother’s keeper.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   With the growing world spearheading towards globalization, there is a great need for Pan-Africanism to be a state led project in the emancipation of its great role in the 21st Century. There will be new challenges facing the Africa and the Diaspora despite of its historical achievements of decolonization and civil rights.   The ideology of collective empowerment can provide a great leap for Pan-African states and societies who are merely pawns in the world arena.   According to Nkrumah there is a need to pull all resources like the socio-cultural, eco-political aspects and demographic capitals to attain the Pan-African vision of the socio-economic development of all its civil societies namely the Africans and the Diasporas.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is very striking to know that African migrants (Diaspora) today are very much educated as compared to people of its country’s origin.   Making the brain drain problem severe in Africa but these international migrants who are skilled are assets for the developing countries in terms of remittances and brain mobility.   Those who migrated towards the north are very much educated however they only comprise of the minority.   Majority migrated to other African countries.   In other words, the Diaspora represents a growing mighty force for the development of Pan-Africanism today.   The African Diasporas because of their dual identities acquired from their host countries became more flexible and at the same time equipped with enormous social capital that could defend the future of Africa.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, the government only views the Diasporas as an economic resource or by way a dollar remittance arm.   They do not only exceed foreign investments cash capital but with their civic and cultural awareness could access global markets, create a more vigorous democracy that could strengthen a society that encourages growth of new philanthropic cultures.   Diasporas are regarded as people with multiple identities but with commitments firmly rooted to their country of origin.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The new generation of the African Diasporas will surely bridged the gap of the Atlantic and Africa and the African American created by prejudices and the racist media.   One can perceived today the growing awareness in the Pan-American consciousness for instance the assertiveness of the blacks in Brazil, the affirmation of Afrocentric culture in the US, and Afropolitan identities of the diasporas in European Countries.   They are collective struggles that show the world that these African migrants are reconstructing their identities by renegotiating their place in wherever host societies they belong which is in congruent that they will attain full democratic citizenship and status, a dream that has been long awaited by their peers and fore parents.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the long run, this presence of the Diaspora will be felt by the whole world and in order to facilitate their presence, African policy makers and Pan-Africanism should take the Diaspora options seriously.   This requires networks that facilitate brain mobility, formation of diverse knowledge, and the defense to Africa which have been defamed in Euro-America.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   AU with its 20 councils, promoted social and cultural contexts towards its civic organizations in order to unify and integrate Africa, an enduring dream for Pan-Africanism derived from the rising of the Diaspora’s homogenization from one’s host country.   The AU is more robust organization, and is more people friendly.   The OAU was preoccupied with politics, sovereignty and elite’s camaraderie. However, both are achievers in the vision of Pan-Africanism.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In its present trend, AU launched the â€Å"African Union-African Diaspora Summit at all levels of the State and Governments, with a theme â€Å"Towards the realization of a united and integrated Africa and its Diaspora† in short, after crossing the West – the African will be united.   This unity hopefully will lead to a full cooperation and better understanding of every member of the Pan-African nations including the cooperation of the Diaspora host countries worldwide.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The self acceptance of the Diaspora rejuvenated Pan-Africanism with its contemporary dictum of being able to combine the old and new.   Their demands are no longer driven by political independence but learning the complex ties that separate and unites them to their origin.   With this knowledge, unity will not be an elusive dream to the Pan-Africanism but a way of life transcending global marginalism that has been caused by inequality of power and privileges.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The passing of time may have healed the wounds in the past; the present generations are no longer alienated to the prejudices, but men and women who are proud of their colors and traditional beliefs.   These Africans are more capable of confronting the problems of today than merely following the course of history.   These are men who see the world, fair and square but able to form kinship and friendship even with those who had inflicted wounds on them.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Pan-Africanism is not just an ideology it’s praxis, a chain that links all Africans of the world.   It has guided the race through out history and will always be a gleaming light for those who find that multiple identities seem quite confusing.   It will be a bosom for all Africans to convene, and to learn that adopting other technologies and means is not to be come inferior but teaching this race the value of genuine patriotism.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The so called ideology came from a long journey, it infiltrated the West and the Atlantic continent, and it has surrounded the world as bent on becoming a one and united dynamic race.   They will be people who will not be saddened by their past mistakes but more of a people who have stand and struggled to gain respect.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   These are people with human culture that is unique and these beliefs are needed to be upheld and preserved. The Pan-African vision will guide these beliefs through time which must be guided by wisdom.   Loving ones country does not hate the other; nationalism is not wrong as long as we do not hate or inflict wrong another nation.   Better still, we must love our own country but also loving the rest of the world and that’s what you call patriotism.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   For those who are lucky to cross the West, and the other Diaspora, and those who belong to each others continent it is time to unite.   After all, man belongs to one single stock – the human being with a body and soul.   Diasporas from all parts of the globe or Africans alike wherever continent they belong, they are just one brother and sister who belongs to one and the same human race.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To all Africans and Diaspora the ideology of Pan-Africanism will always be behind, until the time that this race received the respect its forerunners has long waited for.  Ã‚   It will always be the shadow that will unite every Africans and the Diaspora who has been nurtured and taught by its adoptive nation.   In turn, both will be teaching the other their ways combining new and old and giving good examples that the rest of the world will learn to admire and accept. Works Cited Ghelawdewos Araia. â€Å"The Historical and Ideological Foundations of Pan-Africanism.†Ã‚   2006.

The Criticism Of The Modigliani And Miller Hypothesis Finance Essay

The Criticism Of The Modigliani And Miller Hypothesis Finance Essay Capital structure has a major implication to the ability of firms to meet the various needs of stakeholders. There were various studies carried out on capital structure and major development on new theories for optimal debt to equity ratio. The first milestone on the issue was set by Modigliani and Miller(1958) through which they presented in their seminal work two important propositions that shaped the economic theory behind capital structure and its effect on firm value. The Modigliani and Miller hypothesis is identical with the net operating income approach. At its heart, the theorem is an irrelevance proposition, but the Modigliani-Miller Theorem provides conditions under which a firms financial decisions do not affect its value. They argue that in the absence of taxes, a firms market value and the cost of capital remain invariant to the capital structure changes. In their 1958 articles, they provide analytically and logically consistent behavioural justification in favour of their hypothesis and reject any other capital structure theory as incorrect. The Modigliani-Miller theorem states that, in the absence of taxes, bankruptcy costs, and asymmetric information, and in an efficient market, a companys value is unaffected by how it is financed, regardless of whether the companys capital consists of equities or debt, or a combination of these, or what the dividend policy is. Miller (1991) explains the intuition for the Theorem with a simple analogy. Think of the firm as a gigantic tub of whole milk. The farmer can sell the whole milk as it is. Or he can separate out the cream, and sell it at a considerably higher price than the whole milk would bring. He continues, The Modigliani-Miller proposition says that if there were no costs of separation, (and, of course, no government dairy support program), the cream plus the skim milk would bring the same price as the whole milk. The main content of the argument is that increasing the amount of debt (cream) lowers the value of outstanding equity (skim milk) and selling off safe cash flows to debt-holders leaves the firm with more lower valued equity,thus keeping the total value of the firm unchanged. Furthermore, any gain from using more of what might seem to be cheaper debt is offset by the higher cost of now riskier equity. Assumptions: The Modigliani-Miller theorem can be best explained in terms of their proposition 1 and proposition 2. However their proposition are base on certain assumption and particularly relate to the behaviour of investors, capital market, the actions of the firm and the tax environment. According to I.M Pandey(1999) the assumptions of the Modigliani Miller theorem is based on: Perfect capital markets These are securities (shares and debt instruments)which are traded in the perfect capital market situation and complete information is available to all investors with no cost to be paid. This also means that an investor is free to buy or sell securities, he can borrow without restriction at the same terms as the firm do and he behave rationally. It also implies that the transaction cost(cost of buying and selling securities) do not exist. Homogeneous risk classes Firms can be group into homogeneous risk classes. Firms would be considered to belong to a homogeneous risk class if their expected earnings have identical risk characteristics. It is generally implied under the M-M hypothesis that firms within same industry constitute a homogeneous class. Risk The risk of the investors is defined in terms of the variability of the net operating income(NOI). The risk of investors depends on both the random fluctuations of the expected NOI and the possibility that the actual value of the variable may turn out to be different than their best estimate. No taxes In the original formulation of their hypothesis, M-M assume that no corporate income taxes and personal tax exist. That is, they are both perfect substitute. Full payout Firms distribute all net earnings to the shareholders, which means a 100% payout. Proposition 1: the market value of any firms is independent of its capital structure. M-M(Modigliani and miller) argue that for firms in the same risk class the total market value is independent of the debt-equity mix and is given by capitalizing the expected net operating income by the rate appropriate to that risk class. This is their proposition 1 and can be expressed as follows: Value of firm= Market value of equity + Market value of debt = V= (S + D) = = Where V = the market value of the firm S = the market value of the firms ordinary equity D = the market value of debt = the expected net operating income on the assets of the firm = the capitalization rate appropriate to the risk class of the firm. Also, M-M extended proposition 1 by arguing that there is a linear relationship between cost the cost of equity and the financial leverage. Financial leverage is measured by the Debt to Equity ratio(D/E).The cost of equity capital can be denoted by the following relationship: = + ( ) DE Where denotes cost of equity capital; denotes overall cost of capital and denotes cost of debts of the firm L . Based on the assumption that there is no corporate tax then is equal to the rate of interest on financial leverage employed by the firm. The diagram below shows the cost of capital under the Modigliani and Miller proposition 1.http://htmlimg3.scribdassets.com/2vohdy2ptsw5n23/images/12-7ef603c995.jpg Example: Example 1 Example 2 DE 2/3 1 0.18 1.18 0.10 0.10 23.3% 26% It can be seen that due to an increase in financial leverage the risk premium of equity shareholders have increased from (23-18) = 5% to (26-18) = 8 %. We can also verify for the , which is given below: When debt equity ratio is 2:3 + = 18% The similar result is obtained when DE is 1. + = 18% It can be concluded that the overall cost of capital, which is the weighted average cost of debt and cost of equity, is unaffected even if the degree of financial leverage is increased. As per the M-M model, however , any benefits arising by substituting cheaper leverage for more expensive equity are offset by an increase in both the costs as reflected on the following graph. Arbitrage process: Arbitrage process is base on the principle that Proposition 1 is based on the assumption that 2 firms are identical except for their capital structure which cannot command different market value and have different cost of capital. Modigliani and Miller do not accept the net income approach on the fact that two identical firms except for the degree of leverage, have different market values. Arbitrage process will take place to enable investors to engage in personal leverage to offset the corporate leverage and thus restoring equilibrium in the market. Criticism of the Modigliani and Miller hypothesis: On the basis of the arbitrage process, M-M conclude that the market value of firms are not affected by leverage but due to the existence of imperfections in the capital market, arbitrage may fail to work and may give rise to differences between the market values of levered and unlevered firms. The arbitrage process may fail to bring equilibrium in the capital market for the following reasons: Lending and borrowing rates differences: Based on the assumption that firms and individuals can borrow and lend at the same rate of interest does not hold good in practice. This is so because firms which hold a substantial amount of fixed assets will have a higher credit standing, thus they will be able to borrow at a lower rate of interest than individuals. Non-substitutability of personal and corporate leverages: It is incorrect to say that personal leverage and corporate leverage are perfect substitute because of the existence of limited liability a firms hold compare to the unlimited liability of individuals hold. For examples, if a levered firm goes bankrupt, all investors will lose the amount of the purchase price of the shares. But if an investor creates personal leverage, in the event of a unlevered firms insolvency, he would lose not only his principal in the shares but also be liable to return the amount of his personal loan. Transaction costs: Transaction cost interfere with the working of the arbitrage. Due to the cost involved in the buying and selling of securities, it is necessary to invest a larger amount in order to earn the same return. As a result , the levered firm will have a higher market value. Institutional restrictions: Personal leverage are not feasible as a number of investors would not be able to substitute personal leverage for corporate leverage and thus affecting the work of arbitrage process. Corporate taxation and personal taxation: M-M theory is also criticize for the reason that it ignores the corporate taxation and personal taxation. Retained earnings: It also ignores personal aspect of financing through retained earnings. In real world , corporate will not pay out the entire earnings in the form of dividends. Investors willingness: Investors will not show much interest in purchasing low rated issued by highly geared firms.

Organisational Culture and Structure on Business Performance

Organisational Culture and Structure on Business Performance The success of a business depends on its management. Without management it is not possible to run or manage a business or anything else. In regard to managing businesses and associated behaviour the field of management behaviour has originated. Management behaviour is about making decisions. It helps people and businesses to concentrate on their goals and business objectives (Baligh 2006). Nowadays almost all businesses are involved in the practice of management behaviour that will be discussed here in this paper with the consideration of its different aspects. The paper will include an analysis of the effects of structure and culture on business performance. Additionally, it will also include a discussion of changes that have occurred in management in last 40 years and that may occur in next 40 years. In the end, the skill set required by an individual to operate at management level will also be discussed. Organisational structure and culture are significantly related to each other and make effects on business performance. For understanding the effects of culture and structure on business performance it is essential to understand organisational culture, structure and business performance (Ryall Craig 2003). Organisational structure is a formal system of work roles and authorities relations that determine how associates and managers work together with one other. It is a pattern of relationships among different organisational positions. With the help of structure it becomes easy to define the process of management (Clayton Fisher n.d.). It also assists with a framework of order and command that directs mangers in planning, organizing, directing and controlling different organisational activities. Organisational culture refers to the values shared by organisation managers and associates. It includes shared assumptions, beliefs, values, norms and language patterns (Ryall Craig 2003). In addition to structure and culture business performance is the ability of a firm to attain its goals by making an effective use of its resources. All these aspects are interrelated to each other and also include several factors that affect individual performance in the workplace (Orna 1999). Structure and culture are the key elements in an organisations success. If an organisation operates by concentrating on these aspects, it becomes easy to attract consumers and increasing competition. Whether a firm is small or large in its size, its effectiveness depends on how it is structure (Daft 2009). This organisational structure gets developed under the influence of the culture that in turn influences a firms ability to implement changes effectively. If a firm is able to maintain an effective culture, it becomes able to develop well-planned organisational structure that makes it easy for business managers to implement changes and attain success. Organizational structure exercises within an organizational culture, but it is interrelated (Ryall Craig 2003). Organizational culture pertains to a broader view that includes number of small organisational issues and aspects (Harris Hartman 2001). On the other hand, organisational structure refers to the infrastructure, and the number of methods and practices employed within that infrastructure (Clayton Fisher n.d.). All the methods and practices assist an organisations culture to operate with the competence and consistency. In modern era organisations are evaluated on the basis of their culture and structure that need to be managed critically. Structure is an integral part of an organisation culture as it primarily deal with the establishment of culture that in turn motivates employees to work effectively in the direction of organisational goals (Orna 1999). If a firm is not able to integrate its structure with culture it would not become able to encourage its employees to take initiatives and implement changes successfully that are critical for its effective performance (Baligh 2006). Organisation culture involves several issues like how management works, which particular obligations supervisors have and how a complaint or issues can be passed through different organisational levels. All these issues related to culture are directly associated to how a firms organisational structure works. In addition to this, there are also several other issues related to culture that can only be resolved through an effective organisational structure (Clayton Fisher n.d.). For effective performance of business it is vital to resolve these issue as otherwise it would not be possible to attain determined profit goals and objectives. Another significant way to describe the interrelationship between structure and culture and their effect on business performance is to identify that how structure works. Organisational structure allows formation of different interrelated groups that are allowed to operate smoothly with specific role and authorities (Orna 1999). This framework or teams allows effective communication and coordination that builds a healthy culture and motivates employees to work in the direction of organisation goals attainment (Jumpponen, Ikà ¤valko Pihkala 2008). Structure defines the roles and responsibilities of every individual and their interrelation to serve customers. This clear roles and responsibilities increases effective communication and coordination between organisation tasks and jobs that facilitates in developing a positive culture in which everyone works with association and participation (Clayton Fisher n.d.). All these aspects significantly help managers in attaining organisation mission and vision. Changes occurred in Management over the last 40 Years According to senior level employees who are about to retire, it is believed that over the last 40 years several changes have occurred in management and this could be interpreted with the help of evolution of different organisational and motivational theories used by organisations. Previously in regard to management, organisations used to adopt scientific and bureaucratic approach that in present has been replaced by system theory and contingency approaches (Luthans 1998). Previously all organisations used to motivate its employees on the basis of Maslow-Need hierarchy that in present is replaced by McClelland theory and several other theories. Before 40 years, all employees were only responsible for handling their specific tasks but nowadays situation has changed a lot as in present employees are responsible for planning, organizing, staffing, leading and controlling (McKenna 2000). In old times, it was not essential to play multi-purpose role that in present has become critical for effective management. In past, almost all organizations used to Webers concept of bureaucratic structures but the increased complexity of multinational organizations has now created the requirement of a new structures like functional, project management, matrix and virtual (Luthans 1998). In addition to structure, several other new aspects have emerged in regard to management like different strategy levels, system approach to decision-making, socialization, departmentation, and different leadership theories etc (Harris Hartman 2001). All these concepts were not there in past for managing businesses but now scenario has changed completely as every business has its own specific needs and requirements and all of them select different management approaches according to their suitability (Jumpponen, Ikà ¤valko Pihkala 2008). In past almost all firms or businesses used to operate with empirical or case approach but now it is not the situation as firms operate with different approaches as competition has increased a lot and it has become difficult to attract customers. In regard to increased competition, the companies are making use of different management approaches. Some present firms are using system approach that considers organisations to be open system whereas some of them are making use of operational approach that endeavours to develop the science and theory of management by drawing upon the concepts, knowledge, techniques from other fields (Luthans 1998). In between these two approaches there are several other approaches that were used throughout last 40 years. In this way, it can be said that the business environment has changed significantly from the time when present senior level managers started working (McKenna 2000). All present senior level managers commit that they have seen several changes in the process of management but all these changes are based on the altering situations, trends and emerging technologies (Harris Hartman 2001). Changes likely to occur in Management in coming 40 Years In regard to the discussion of the changes occurred in management in last 40 years, it can be stated that it is also likely to change in next 40 years. In present almost every aspects of business and its management are changing that will also continue to alter in coming years. An individual who is about to start his career in present 21st century is exposed with significant challenges and is likely to confront several other key changes (Pappas 2006). In present employees are required to play several roles like interpersonal, information and decision making roles but in coming time employees will be required to operate in virtual environment. Presently employees are making use of advanced systems, discussion, meetings to collect information and perform their duties but in future they could do all these things in a virtual environment (Luthans 1998). As well, employees who are about to start their professional career will also confront changes in their roles, levels of management, communication, business strategy, approaches to management and tools used to manage business related aspects (Jumpponen, Ikà ¤valko Pihkala 2008). The pattern of communication and business management followed till now will substantially changes in coming 40 years. From last half decade the electronic mail has emerged as a key element of corporate communication but in coming years it will also change. In coming years, the management of communication will also change in regard to the change in organisational structures and cultures (Harris Hartman 2001). The employees will be exposed to make use of powerful information-management and collaboration tools that are likely to emerge. With these tools, employees will become able to link associated messages and track message flows more expeditiously (Pappas 2006). As well, it is also believed that the automatic language translation will take foot hold and interconnected messaging will appropriate young employees and managers with a facility to check e-mail, mobile messaging, voice mail, and fax machine from an only inbox (Fast Forward: 25 Trends That Will Change the Way You Do Business 2003). In regard to the changes in communication and business management, it can be said that in coming 40 years most of the employees will depend more on computers rather than their own evaluations or perceptions. More and more softwares will be employed for different jobs and roles that will increase human capabilities (McKenna 2000). In next 40 years, it is likely that the firms and its employees will growingly make use of artificial intelligence to solve different business problems and the pattern of doing work will also change as everyone will be allowed to operate in a virtual environment (Fast Forward: 25 Trends That Will Change the Way You Do Business 2003). Skills Set Required to Work at Management level Working at management level is not as easy as it seems because it involves different skill sets and an ability to involve in team work and group. Nowadays managers are responsible for different roles that cannot be fulfilled if they operate on their own without communicating and coordinating with others. A manager is responsible for performing five functions that are planning, organizing, staffing, leading and controlling (Drucker 2007). In addition to this, a manager is also required to interact with many people both within the organisation and outside the organisation and hence perform interpersonal roles (Montana Charnov 2000). For effective interactions and management it is vital to have an ability to communicate, understand, listen, interpret, convince and lead others. If an individual have all these skills and abilities then he can effectively interact with organisations internal as well as external customers and associates. With these skills, a manager can easily play interpersonal roles that may be of figurehead, leader and liaison (Drucker 2007). With the above discussed skills a manager also become able to perform his informational (recipient, disseminator, and spokesperson) and decision roles (entrepreneurs, disturbance handle, resource allocator and negotiator). In addition to these skills several other skills are also required by an individual to operate at management levels that are as follows: Technical Skills: Technical skills pertain to the ability of an individual to perform specific activity. In order to perform specific activity an individual should have all-essential knowledge of methods, processes and procedures as otherwise it would not be possible to carry out given task or duty (Atwood 2008). This could also be understood with the help of examples of some positions like engineers, accountants, computer specialists and project managers who have necessary technical skills for their specialized fields. These skills are essential for an individual to operate at management level as he may also be given responsibility to manage and evaluate others. Without technical skills, it would not be possible for an individual to operate at management level that includes functions like planning, organizing, staffing, leading and controlling (Pride, Hughes Kapoor 2009). Human Skills: Human skills required by an individual to operate at management level are also known as interpersonal skills. It refers to the ability of an individual to work well with other people in a group or team. It refers to the ability of an individual to direct, motivate and communicate with people to help them to attain given objectives (Drucker 2007). These skills are highly important for a person in regard to the creation of an environment in which everyone feels comfortable, free to communicate and share their opinions. This kind of environment can only be create when a manager have human skills. With human skills, a manager can help its employees throughout their interactions with supervisors, peers and people outside the work like customers, suppliers and public. These skills are imperative for an individual to operate at all management levels of an organisation (Montana Charnov 2000). Conceptual Skills: Conceptual skills mean the ability of an individual to think and conceptualize abstract situations. It refers to the ability to comprehend and match up all essential corporate objectives and activities. These skills are critically required when a person is employed at top management level as top managers are highly required to predict changes and see big picture in regard to future (Montana Charnov 2000). Top managers are required to interpret present internal and external changes and trends for the identification of future business strategies. Without conceptual skills an individual cannot operate at management level as it is essential to identify meaning and develop business strategies accordingly (Drucker 2007). The significance of this skill set can also be understood in regard to present competition that requires managers to make appropriate interpretations and appropriate business plans and strategies accordingly. Design Skills: In addition to technical, human and conceptual skills an individual who is going to work at management level is also required to have design skills. Design skills refer to an individuals ability to identify solutions of problems in a way that can significantly benefit organisation. Having the design skills is essential for individuals that are going to operate at management level as at this level there is a critical need of solution rather than just identifying problems (Montana Charnov 2000). Until or unless an individual is not able to propose solutions of different organisational problems with his design skills, he would not be appropriate to work at management level. Conclusion With the help of above discussion, it can be said that management behaviour is an important practice that should be followed by all organisations for attaining an assured success. With the considerations of management related aspects like structure, culture and their interrelationship, affect on business performance a firm can become able to attain high profits and increased performance (Montana Charnov 2000). As well, the evaluation of changes occurred in management in last 40 years and the changes that can occur in coming 40 years is also quite effective as it directs present companies with all essential changes that they should follow for attaining their aims and objectives. Additionally, the identification of skill set required for an individual to operate at management level is also critical as with this a firm can hire or develop employees accordingly. An appropriate skills set is essential to effectively work at management level.

Neurology and Neurosurgery Essay -- Medical Brain Health Essays

Neurology and Neurosurgery Neurology Overview Although our primary interest is with the Medial Temporal Lobe, also called the V5 area, a discussion of the entire motion perception pathway is instructive. Motion perception actually begins with the specialized visual receptors in the retina known as M-cells (from the Latin word magnus, for large). As the name implies, the M-cells are relatively large, located in the peripheral retina, and respond quickly to transient visual stimulation making them ideally suited for motion detection. By contrast, P-cells are smaller, located in the fovea, react more slowly to stimuli, and are suited to fine-detail vision. Impulses from the retina then travel via the optic nerve to the optic chiasm where fibers of the optic nerve from the inner (nasal) half of each retina cross while those from the outside (temporal) half of each retina stay on the same side. This partial crossing is a feature of mammals, whereas for most vertebrates below mammals, all the fibers cross. It must be pointed out that no motion processing is actually done in the optic chiasm. About 20% of the axons leaving the optic chiasm go to the Superior Colliculus, which is responsible for certain eye movements and spatial localization. The remaining 80% of the axons go to the Lateral Geniculate Nucleus, LGN (Schiffman, 2000, p. 71-73). The LGN represents the next motion processing step after the M-cells in the retina. The Magnocellular Division of the LGN specifically processes the impulses from the M- cells in the retina and is uniquely suited to distinguishing small contrasts between light and dark areas thereby enhancing three-dimensionality and motion ef... ..., J. W. (2004). Biological Psychology (8th ed.). Belmont, CA: Thompson-Wadsworth. Naikar, N. (1996). Perception of apparent motion of colored stimuli after commissurotomy. Neuropsychologia, 34(11),1041- 1049. Nawrot, M., Rizzo, M., Rockland, K.S., Howard, M. (2000). A transient deficit of motion perception. Vision Research, (40),3435-3446. Schiffman, H.R. (2000). Sensation and Perception (5th ed.). New York: John Wiley & Sons. Ulbert, I., Karmos, G., Heit, G., & Halgren, E. (2001). Early discrimination of coherent versus incoherent motion by multiunit and synaptic activity in human putative MT+. Human Brain Mapping, 13(4),226-238. Vaina, L.M., Cowey, A., LeMay, M., Bienfang, D.C., & Kikinis, R. (2002). Visual deficits in a patient with kaleidoscopic disintegration of the visual world. European Journal of Neurology, (9),463-477.

Tibetan Education Essay -- Educational Education Tibet Essays

Tibetan Education Since 1951, education in Tibet has changed dramatically through the Chinese government’s hyper-political agenda. Depending on the source, some view the changes as great improvement to the educational system, and others are gravely concerned. The positive view is that of the Chinese policy-makers and the fear comes from Tibetans who see that their culture is being drained from the classroom. The central Chinese government wants to completely assimilate the Tibetans by removing their true history and religion from lessons and selectively choosing the physical representations of culture that serve to decorate schools for Tibetan students in inner-China. I am going to explore the different schooling experiences for the Tibetans and show how the education options for Tibetans are depriving them of their culture, resulting in poor performances in school and a dishonest, manipulated education. Education in Tibet before the Chinese invasion was quite different from how it is presently. According to a journal out of China, only two percent of school-aged children were in school, and ninety-five percent of the general population was illiterate before â€Å"Liberation.1† The overpowering Chinese government determined that they must be freed â€Å"from Western imperialists.2† Eight years later, in 1959, the 14th Dalai Lama fled to India, unsuccessfully trying to win back Tibet’s independence. Education for the Tibetans has traditionally taken place in the monasteries. However, of the greater than 2,500 monasteries that once existed in Tibet, all but three percent of them were destroyed by the Chinese government.3 These monasteries served the multiple purposes of university equivalents, religious centers, an... ...emise of Multiculturalism?† 1998 World Congress of Sociology. Montreal, Quebec, Canada. 26 July- 1 August 1998. 62. Stites, Regie. â€Å"Writing Cultural Boundaries: Minority Language Policy, Literacy Planning and Bilingual Education in China.† In Gerard Postiglione (ed.) China’s National Minority Education, Ethnicity, Schooling, and Development. New York: Garland Press, 1998. 63. Kormandy, Edward J. â€Å"Minority Education in Inner Mongolia and Tibet.† International Review of Education (2002) 377-401. 64. Postiglione, Gerard A. â€Å"State Schooling and Ethnicity in China: The Rise or Demise of Multiculturalism?† 1998 World Congress of Sociology. Montreal, Quebec, Canada. 26 July- 1 August 1998. 65. http://www.tibet.com/Humanrights/EduToday/testimon.html 66. Phuntsog Sipur, Nawang. â€Å"Renewal of Tibetan School Education.† Tibetan Review 28 (Aug 1993) 15-17. Tibetan Education Essay -- Educational Education Tibet Essays Tibetan Education Since 1951, education in Tibet has changed dramatically through the Chinese government’s hyper-political agenda. Depending on the source, some view the changes as great improvement to the educational system, and others are gravely concerned. The positive view is that of the Chinese policy-makers and the fear comes from Tibetans who see that their culture is being drained from the classroom. The central Chinese government wants to completely assimilate the Tibetans by removing their true history and religion from lessons and selectively choosing the physical representations of culture that serve to decorate schools for Tibetan students in inner-China. I am going to explore the different schooling experiences for the Tibetans and show how the education options for Tibetans are depriving them of their culture, resulting in poor performances in school and a dishonest, manipulated education. Education in Tibet before the Chinese invasion was quite different from how it is presently. According to a journal out of China, only two percent of school-aged children were in school, and ninety-five percent of the general population was illiterate before â€Å"Liberation.1† The overpowering Chinese government determined that they must be freed â€Å"from Western imperialists.2† Eight years later, in 1959, the 14th Dalai Lama fled to India, unsuccessfully trying to win back Tibet’s independence. Education for the Tibetans has traditionally taken place in the monasteries. However, of the greater than 2,500 monasteries that once existed in Tibet, all but three percent of them were destroyed by the Chinese government.3 These monasteries served the multiple purposes of university equivalents, religious centers, an... ...emise of Multiculturalism?† 1998 World Congress of Sociology. Montreal, Quebec, Canada. 26 July- 1 August 1998. 62. Stites, Regie. â€Å"Writing Cultural Boundaries: Minority Language Policy, Literacy Planning and Bilingual Education in China.† In Gerard Postiglione (ed.) China’s National Minority Education, Ethnicity, Schooling, and Development. New York: Garland Press, 1998. 63. Kormandy, Edward J. â€Å"Minority Education in Inner Mongolia and Tibet.† International Review of Education (2002) 377-401. 64. Postiglione, Gerard A. â€Å"State Schooling and Ethnicity in China: The Rise or Demise of Multiculturalism?† 1998 World Congress of Sociology. Montreal, Quebec, Canada. 26 July- 1 August 1998. 65. http://www.tibet.com/Humanrights/EduToday/testimon.html 66. Phuntsog Sipur, Nawang. â€Å"Renewal of Tibetan School Education.† Tibetan Review 28 (Aug 1993) 15-17.

The Failure of the De Havilland Comet Aircraft :: Aerospace Technology Aircrafts Essays

The Failure of the De Havilland Comet Aircraft Following World War II and the jet engine technology that emerged largely toward its end, aerospace engineers knew well that the technology had great potential for use in the commercial aviation industry. The Comet was the first aircraft to utilize jet propulsion; however, its designers failed to consider the metallurgy of the aircraft’s materials under flight conditions or the consequences of their atypical window design. The aircraft was designed by Britain’s De Havilland Aircraft Company and entered service in May 1952. After a year of service, however, the design issues mentioned above resulted in the failure of several Comet aircraft. Extensive evaluations revealed that repeated pressurization stress on the aircraft’s main cabin had caused its structure to fail. At the time when Comet development had begun, De Havilland was aware that Boeing and other leading aircraft manufacturers were also considering jet-driven planes. If De Havilland could build the first jetliner, not only the company but Britain itself could be poised to lead the aerospace industry. With 90% of airline passengers everywhere traveling on Boeing aircraft in 1939 according to Pushkar, R.G. (2002), the British government had been anxious for a development such as the Comet and supported the project enthusiastically. Pressure to develop the Comet before other companies could release their own jetliners likely contributed to some testing negligence at De Havilland. The British Overseas Airways Corporation ordered 14 Comet 1s at  £450,000 each as soon as the aircraft’s design had been decided upon (History Heads: â€Å"The Comet cover-up†), and this was a significant incentive for De Havilland to complete the Comet safely and swiftly. If the B OAC placed so much confidence in De Havilland’s product and other airlines could witness the aircraft’s success, this would garner tremendous support for the Comet and De Havilland overseas. In its design of the Comet, De Havilland used two nonstandard design techniques that contributed significantly to the aircraft failures. The first was that the company heavily employed Redux metal-to-metal bonding in which a strong, light aluminum alloy was fixed to the frame of the aircraft with a very strong adhesive during the Redux process. The engineers based their decision to use that technique primarily on the fact that the Comet’s initial design had a large weight and that its four Ghost engines, also built by De Havilland, could not support it with their thrust.

Conflict in the Boat

Conflict in â€Å"The Boat† In our daily life, we always try to avoid conflict with others in order to make a good relationship to benefit each other. However, in a story, it needs to do opposite thing since conflict is the engine to start and drive the story progress. In â€Å"The Boat† by Alistair Macleod, the conflict between the mother and father effectively reflects the clear theme that people’s feeling is complicated exposing the impact of change that resulted from the conflict between tradition and modernization in Eastern Canada. † 1.The conflict between the mother and father reflects people’s different attitudes toward the change of life style. The mother loves traditional life; the father favors new life. The mother tries to keep the tradition alive, whereas the father looks forward to the changes. The mother does not want any tourists in her town and does not want her family to go out and spend time with the people who do not come from the village. The father was encouraging the change to happen, and he was kind enough to take the tourists out for a ride on his boat. The mother despised the room and all it stood for.Her room’s door always opens and its contents visible to all. The father knew that change is inevitable. The father's room symbolizes the change occurring within the household, and the father was the one who first accepted the change and allowed it to start taking place. Compared to the rest of the house, the father's room went against all of the traditions that were taught to the children within the kitchen. The father also knew the value of books and how important reading is because of all the knowledge that he could learn from the books whereas his wife said that reading was absolutely pointless because there was always work to do. . The conflict between tradition and modernization also deeply causes people’s interior conflict through father and the narrator’s inner mind contradict ion. The narrator remembers that his father had little interest or passion for the work he performed. â€Å"And I saw then, that summer, many things that I had seen all my life as if for the first time and I thought that perhaps my father had never been intended for a fisherman either physically or mentally† In the father’s inner mind, he is always struggling between doing the traditional work that he did not like and looking forward to his own life.Maybe the father realized that it was too late for him to make the change because he was too old and had spent his entire life with the boat and the sea, so he left it up to his children to go out and make the changes, to leave behind the family traditions and choose their own paths in life. The father, a fisherman who clearly would have preferred to get an education, but he does not realize her dream since it is too late when he is clear sense of it. The narrator also encounters an interior conflict. He loves study and wan t to go back school. However, his father’s example let him feel he is liable to assist his father fishing. I thought it was very much braver to spend a life doing what you really do not want rather than selfishly following forever your own dreams and inclinations† With this realization he decides to give up his â€Å"silly shallow selfish dream† of completing high school to enter into tradition and fish. Both conflicts link to the impact result from the conflict between tradition and modernity. The fact that the kitchen's contents were always visible to all shows that the father has some shame in the fact that his room is different from the rest of the house.Although he has accepted the changes that are going to occur he is still ashamed to be leaving everything that he has grown up with and is why it does not mention anything about the father's room door being opened or closed. With the death of his father, however, he abandons fishing for a life of education an d books. As the narrator's story attests, the conflict between his mother's desires, and his father's wishes, as well as his own uncertainty, has remained for many years after this period of his life. The continuing grief that the narrator feels in relation to the loss of his father is in large part due to these unresolved conflicts.

Way to Right an Recommendation Letter

Spirited, outgoing, fun are words that people use when describing Miss Maiya Mayo. Maiya really is an energetic student and it is with pleasure that I write this letter of recommendation. Maiya is a hard worker and goal oriented as a student. She has been a great student mentor in the counseling office here at McEachern High School. She takes on tasks and sees them through to completion. Gabby has been involved with several clubs on campus. She has volunteered with the DECA Club as well as being a student mentor.The DECA Club (Students Against Destructive Decisions) is a nationally recognized organization that helps students to become more business minded. Maiya’ s up beat attitude is a testament to this organization. Maiya s parents describe her as being strong willed and not easily swayed. Their home is full of laughter and song. ’s favorite pastime is singing and she shares her vocals with the entire house. Gabby has always played sports. She is extremely social and enjoys spending time with family and friends. At school Gabby maintains a 3. 125 grade point average (GPA) and rank 161 in her class of 506 graduating seniors.Gabby has taken a college preparatory course load, with several Honors level classes. Maiya has completed three years of Spanish and one year of German in foreign language and has passed all of the required state testing requirements for graduation. Gabby’s teachers describe her as dedicated, honest and a true leader. They have ranked her in the excellent category which includes the top 15% of all students. I have no doubt that Gabby will reach her goals and work to her highest potential. She is a charming individual and I gladly give her this recommendation.

Christian Education Essay

I. The Definition of Education 1. We affirm that in its most basic meaning, education is the triune God teaching His truth to mankind. (Genesis 1:27-31; Psalms 19:1-9; 94:8,9; John 1:1-9). We deny that education is solely mental or physical activity associated with learning the thoughts and experiences of other human beings. (Psalm 119:99). 2. We affirm that education is the action or process by which a person comes to know and use God’s truth, and the education is learning to think God’s thoughts after Him and to see things as He sees them. (Isaiah 55:8,9; John 5:19,20). We deny that education is merely the action or process by which a person acquires knowledge or skills. 3. We affirm that education is lifelong and that it incorporates every thought, experience, and activity of man. (Deuteronomy 6:7-12; 11:18-20; Isaiah 29:24; Matthew 9:13; 24:32; Mark 13:28; 1 Corinthians 4:6; 14:31). We deny that education is confined to formal schooling in traditional classroom settings or to tutorial relationshi ps. (Matthew 5:1-48; 6:1-34; 7:1-29; 11:29) II. The Purpose of Education 4. We affirm that the purpose of education is both to reveal God and to bring students into conformity with His revealed will. (Luke 24:27; John 7:17; 14:21, 23,24). We deny that the sole purpose of education is to accomplish human perfection and understanding of the material world. 5. We affirm that the ultimate goal of education should be to orient human beings Biblically toward the knowledge of God, humanity, and the rest of God’s creation, in order to prepare them to take their places in family, Church, and society to the glory of God and in the service of Christ’s Kingdom and their fellowman. (2 Kings 22:8-23:26; Malachi 4:4-6; Matthew 20:26-28; Acts 16:30-34). We deny that the ultimate purpose of education should be human self-development and self-fulfillment. (Acts 2:37-47). III. The Nature and Role of God in Education 6. We affirm that God is the Creator and Sustainer of all things and is the Source of all truth. (Genesis 1:1-27; Psalm 55:22; 119:151; 121:1-8). We deny that human beings, society, or the external world are sources of truth in and of themselves. (Psalm 14:1). 7. We affirm that God created, sustains, and will consummate all things through His Son, the Lord Jesus Christ. Therefore, education must focus on the Person of Jesus Christ. (Hebrews 1:3; Colossians 1:15-17). We deny that â€Å"education† that omits reference to Jesus’ role in this world is education at all. (John 14:6). 8. We affirm that the Holy Spirit of God teaches and enlightens every believer in Jesus Christ and leads that person into all truth. (John 14:26; 15:26; 16:13).We deny that human beings can find or understand all truth through human effort alone. (Romans 3:11,12) 9. We affirm that the existing personal God has communicated truth to all mankind through personal revelation of Himself in Jesus Christ and through propositional, verbalized revelation of Himself in the Old and New Testaments of the Bible. (Genesis 15:1; 17:1; Exodus 3:2-15; Isaiah 6:1-8; Mark 9:7; Luke 3:22; 24:27; John 1:1,2; 12:28; Acts 9:4,5; Hebrews 1:2,3). We deny that the individual person is capable of learning all truth from within himself or from human teachers and secular learning materials. (John 7:15,16; 1 Timothy 6:3-5) IV. The Nature of Truth and Reality in Education 10. We affirm that truth is what is known to God about Himself and all of His creation, and that it is absolute, eternal, and objective. (Deuteronomy 32:4; Psalms 25:10; 57:3; 119:142,151). We deny that truth is solely what is known to one or more individuals or to mankind collectively, and that is relative, temporal, or subjective. (Romans 1:25; 3:3,4; 2 Thessalonians 2:9-12) 11. We affirm that the existing, personal-infinite God has chosen to reveal truth to us both through special revelation, which is communicated to us by means of the Bible and God’s Son, Jesus Christ, and through general revelation, which is communicated to us by means of His rational and nonrational creation; and that education should entail the pursuit of learning, which is derived from all of these sources of revelation. (Genesis 1:28; 2:19,20; Daniel 4:37; John 1:14,17; 14:6; 2 Timothy 3:16,17; Hebrews 1:1,2). We deny that truth is found only in human beings, in nature, or in a combination of the two, and that a person’s sole purpose in education should be to attain learning apart from God’s revelation. (I Kings 17:24; 1 John 2:27). 12. We affirm that in God’s design all of the particular elements of the universe are united into a meaningful whole; that it is one purpose of education to help learners to find relationships among these elements and, thus, to find their meaning; and that Biblical revelation is the ultimate criterion for this meaning. (Genesis 1:1-31; Psalm 19:1). We deny that the particular elements of the universe exist without rationality, order, and meaningful relationships derived from the Supreme God. (Genesis 3:1-24) 13. We affirm that true reality originates with God and is spiritual and eternal, as well as material and temporal, and that the content of education is complete when it includes all true reality. We deny that true reality originates with mankind; that it is limited to what is material and temporal; and that the content of education is complete when it is limited to the study of material reality. (I John 2:27). V. The Content of Education 14. We affirm that freedom of inquiry is central to man’s innate desire for truth, and that all truth is God’s truth. Therefore, we encourage inquiry into all fields of knowledge not forbidden in the Bible. (John 8:31,32; 2 Corinthians 3:17). We deny that public and private schools ought to restrict freedom of investigation into religion by teachers and students so long as that investigation does not interfere with the legitimate duties of teaching and learning. 15. We affirm that freedom of inquiry and academic freedom have a legitimate place in the pursuit of truth and in the framework of the learning and teaching process. (John 8:32,36). We deny that academic freedom implies the right to disobey or contradict the Scriptures as the embodiment of God’s truth in this world, or to violate a contractural agreement with an employer. (James 3:14; 5:19) 16. We affirm that all curriculum content must be integrated with and interpreted by God’s truth as revealed in the Bible. (John1:9; Romans 1:20; 2 Timothy 3:15-17). We deny that there is any real separation between secular and sacred truth, and that secular learning should be treated in isolation from God’s revealed truth. (Philippians 4:8,9). 17. We affirm that scientific investigation is a valid and necessary means of studying the universe and of discovering its orderly operation. (Genesis 1:14; Psalms 19:1,2,4,6,7,8; 104:19; Daniel 2:21; Matthew 16:2,3; Luke 21:25,26). We deny that scientific investigation is incompatible with any truth revealed in the Bible, and that science education may rightly reject or ignore all non-empirical sources of truth. (Romans 1:19,20) 18. We affirm that God is the Author of all true ethics; that true ethics is based on absolute truth and unchanging principles of right and wrong, as revealed in the Bible; that there are ethical absolutes that apply equally to all people everywhere; and that one purpose of education should be to help students to discover these unchanging Biblical standards of right and wrong and to reflect on the logical consequences of departing from these standards. (Exodus 20:1-17; Deuteronomy 7:7-11; Matthew 5:17,18; Romans 1:19,20). We deny that students should be taught that neutrality with regard to ethics is either possible or desirable in any sphere of human activity; that people can choose what is right behavior for themselves without regard to the absolute standards of moral behavior revealed in the Bible; that ethics is situational; and that ethics can properly be based on the assumption that truth and morality are relative and changing. (Deuteronomy 28:14,15; 30:8-10; Matthew 5:19,20; Romans 1:25-32; 2 Thessalonians 2:4, 10-12; 2 Timothy 3:2,70 4:3,4). VI. The Nature and Role of the Learner 19. We affirm that a human being has worth because he has been created in the image of God. (Genesis 1:27; Romans 8:29,30). We deny that a person has worth merely because he exists or because he says it is so. (Psalm 33:16; 53:1-3; Proverbs 12:15; 14:9). 20. We affirm that every human being is created in the image of God and is, therefore, in need of development in the spiritual areas of existence as well as in the intellectual and physical areas, and that true education of the whole person must include attention to all three aspects of human life. (Genesis 1:26). We deny that human beings are merely higher animals without soul or spirit, and that any education that addresses only the intellect and body, while ignoring the spiritual aspect of human beings, is appropriate to their nature. 21. We affirm that, though we are created in the image of God, because of the fall of Adam we are born sinful and need to experience salvation through the redeeming work of Jesus Christ in order to r each our full potential. (Romans 5:8,10). We deny that we are born perfect and uncorrupted, and that we are inherently good by nature and in need of education alone to achieve our highest potential and to attain a state of fulfillment. (Romans 3:10-12,23). 22. We affirm that education must include the consideration of sin as a fact of human behavior. (Acts 2:38; Romans 1:28-32; 3:23-25; 6:23). We deny that textbooks and curricula should ignore the fact of sin or rebellion against God in human behavior. (Luke 3:7,8; Romans 6:12) 23. We affirm that people who are restored to a proper relationship with God must receive instruction from the Word of God—the Bible—concerning the rights and responsibilities of this privileged position, and that providing such instruction is one of the most important responsibilities of education. (Proverbs 9:9). We deny that people can learn the rights and responsibilities of the Christian life without studying the revelation of God’s truth in the Bible. (2 Timothy 3:14,15) 24. We affirm that students have the responsibility to attend to and to apply effort to a learning task. (Proverbs 23:12; Colossians 3:23; 2 Timothy 2:15). We deny that students are absolved from cooperating with a teacher and from exercising personal effort to learn. (Proverbs 5:12,13; 6:4-11; 13:4; 20:4) VII. What Education Should Produce in Learners 25. We affirm that education ought to cultivate in students the four basic skills of cognition, communication, imagination, and valuation. (2 Corinthians 10:5; Ephesians 4:29; Philippians 4:8,9). We deny that complete education can occur without attention to these four skills. (2 Timothy 2:15,16; 3:13; 4:3,4). 26. We affirm that education ought to promote development of the learner in at least three areas, viz., spiritual and moral growth, academic growth, and personal and social development. Examples of specific results in each area follow: 26.1 In spiritual and moral growth, learners should: (Psalm 143:10; Romans 10:9; 1 Corinthians 2:16; Colossians 3:23; 1 Thessalonians 4:7; 2 Timothy 3:16) 26.1.1. consider the Bible God’s inspired Word and develop attitudes of love and respect toward it. 26.1.2. know the basic doctrines of the Bible. 26.1.3. have a desire to know and obey the will of God as revealed in the Scriptures. 26.1.4. make a decision to receive Jesus Christ as Savior and Lord. 26.1.5. develop an understanding of a Christian’s role in the Church. 26.1.6. develop the mind of Christ toward right and wrong conduct. 26.1.7. develop self-discipline and responsibility bases on submission to God and all other authority. 26.1.8. develop a Christian world view. 26.2 In academic growth, learners should: (Philippians 4:8,9; Colossians 2:23; 3:16; 2 Timothy 2:15, 3:16,17) .26.2.1. reach their full academic potential. 26.2.2. gain a thorough command of the fundamental processes used in communicating with others, such as reading, writing, speaking, and listening. 26.2.3. develop a thorough comprehension and command of science and mathematics. 26.2.4. develop an appreciation for and understanding of the humanities. 26.2.5. develop the use of good study habits. 26.2.6. pursue independent study and perform independent research. 26.2.7. be able to reason logically. 26.2.8. use critical thinking and Biblical criteria for evaluation. 26.2.9. develop good citizenship through understanding and appreciating the Christian basis of freedom, human dignity, and acceptance of authority. 26.2.10. develop understanding of and appreciation for God’s world and man’s responsibility to use and preserve it properly. 26.2.11. develop an appreciation of the fine arts through study and personal expression. 26.2.12. develop physical skill and coordination through participation in physical education and athletic activities 26.3. In personal and social development, learners should: (Isaiah 54:13,14; Matthew 6:19-21; 19:4-6; John 13:34, 35; Romans 8:14-17,31,32; 1 Corinthians 6:13,15,19,20; 7:10-16; 9:27; Ephesians 1:3-6; 5:15,16,22-33; 6:1-4; Colossians 2:10; 1 Thessalonians 4:8-12; 2 Thessalonians 3:10-13; 1 Timothy 6:10,17; Hebrews 13:5) 26.3.1. develop a healthy personality based on properly understanding and accepting themselves as unique individuals created in the image of God. 26.3.2. learn to respect others because they are also made in God’s image. 26.3.3. become contributing members of society, realizing the interdependence of one person on another. 26.3.4. appreciate time as a God-given commodity and the individual’s responsibility for using it effectively. 26.3.5. develop a Biblical view of work and the prerequisite attitudes and skills for success in employment. 26.3.6. develop Biblical attitudes toward marriage and the family. 26.3.7. develop physical fitness, good health habi ts, and wise use of the body as the temple of God.26.3.8. develop a Biblical attitude toward material things. VII. The Nature and Role of the Teacher 27. We affirm that a teacher is a presenter of God’s truth and a guide to its discovery by students through the ministry of God’s Holy Spirit. (Isaiah 30:20,21; Jeremiah 3:15; 1 Corinthians 12:4-11,28-31; Colossians 1:28,29). We deny that any teacher can, without the cooperation of the Holy Spirit, guide others adequately to an understanding of God’s truth. 28. We affirm that a teacher who is a good example in the spiritual realm must consciously and deliberately have accepted Jesus Christ as personal Savior and Lord. (1 Timothy 4:11,12). We deny that a teacher who denies Jesus Christ as personal Savior and Lord can be a suitable example in spiritual matters. (2 Timothy 3:5-7). 29. We affirm that a teacher is one who models the learning process by being a seeker of God’s truth as revealed in the Bible and by applying that truth to his own life. (Ezra 7:10; Jeremiah 29:13; Luke 6:40). We deny that a teacher should avoid seeking God’s truth or should seek the truth solely in ways others than through the Bible and a personal relationship with Jesus Christ and God the Father. 30. We affirm that teachers must know the content or subject matter to be taught. (Luke 4:4,8,12,16-22; 1 Timothy 6:2-5). We deny that it is possible to teach adequately without a thorough knowledge of the subject matter to be learned by students. (1 Timothy 1:7; 2 Timothy 2:1,2). 31. We affirm that teachers must create conditions that result in learners’ desire to learn. (Luke 2:46,47,49,52). We deny that it is possible to produce adequate learning in students who are not motivated to learn. (Proverbs 5:12,13,22,23) 32. We affirm that verbal communication used by teachers must be understood by and have the same meaning for both teachers and learners. (Ephesians 4:29; 2 Timothy 1:13). We deny that it is possible for teachers to produce adequate learning in students when they use language or ideas outside students’ daily life and language. (Ephesians 4:29) 33. We affirm that teachers must teach what is unknown through what is already known by learners. (Mark 11:12-14,20-24). We deny that it is possible for learners to learn adequately that which is not based on previous learning or experien ce. (Matthew 6:26-31). 34. We affirm that teachers should give students the opportunity to produce in their own minds the ideas or truths, and to become skillful at performing for themselves the acts or skills, to be learned. (Luke 9:1,2,6; 10:1,9,17). We deny that teachers should require students to acquire knowledge or skills without encouraging original thinking and applications of what they learn to other situations. 35. We affirm that teachers should confirm and test learning by review, repetition, and practical application, where necessary. (Luke 24:44; John 21:15-17). We deny that learning is adequately established generally by having students go once through a learning experience and then be tested for a mark or grade. (Matthew 14:15-21; 15:32-34). IX. Methodology of Education 36. We affirm that there is a variety of teaching and learning methods that may be appropriate for specific curriculum content with a particular learner or group of learners. A limited list of examples follows: 36.1. Demonstration (Matthew 6:9-15: Mark 6:41) 36.2. Involvement of students in learning (Mark 6:7-12) 36.3. Discipline and correction (Mark 11:15-17; 2 Timothy 3:15) 36.4. Discovery (Mark 14:66-72)36.5. Familiar Illustrations (Luke 6:4) 36.6. Individualized instruction (John 3:2-21; 4:5-26; Luke 19:1-8) 36.7. Lecture, formal teaching (Luke 6:20-49; 1 Timothy 4:13) 36.8. Memorization (2 Timothy 3:15) 36.9. Practice (Matthew 10; Luke chs. 9,10; 1 Timothy 5:4) 36.10. Questions and answers (Matthew 16:13-18; Luke 6:39) 36.11. Repetition (Matthew 16:21; 17:22,23; 20:18,19; 26:1) 36.12. Review (Luke 24:44) 36.13. Small group activity (Matthew 17:1-9; Mark 6:7-12; Luke 10:1-11) 36:14. Visual aids (Matthew 22:19-21; Luke 13:19) We deny that there is one teaching method that should be used consistently to the exclusion of others. 37. We affirm that learning is most effective for all learners when more than one instructional modality is used, such as visual, auditory, and kinesthetic modalities. (Matthew 14:27-33). We deny that learning is effective for all learners when one instructional modality is used exclusively. X. Responsibility for Education ROLE OF PARENTS 38. We affirm that God entrusts children to their parents for their nurture and education; that parents have both a right and a duty to raise their children in a manner consistent with Biblical standards of responsible moral conduct; and that parents have the right, therefore, to educate their own children at home or to delegate the task to schools. (Deuteronomy 4:9; 6,7; 11:19; Proverbs 6:20,21; Ephesians 6:4) We deny that civil government or any other entity has legitimate authority to supersede parents in the nurture and education of their children, and that governing agencies have legitimate authority to compel students to attend public schools. (1 Timothy 5:4)39. We affirm that parents have both a right an a duty to teach their children about biological reproduction and sexual health and morality. (Genesis 35:22; 49:4; Leviticus 20:10-21; Deuteronomy 6:6,7; 22:22-30; 23:17; Proverbs 6:20-29) We deny that civil government on any level has legitimate authority to usurp parents’ responsibility to teach children about sexuality and reproduction or to establish mandatory sex education classes for children. ROLE OF SCHOOLS 40. We affirm that it is a schools’ responsibility to assist and to cooperate closely with parents in every aspect of a student’s education. (Mark 9:17-27). We deny that schools have no responsibility to assist and to cooperate with parents in the education of their children. 41. We affirm that it is the responsibility of the schools to be sensitive to the wishes and values of parents with respect to the content and methodology of their childrens’ education. (Philippians 3:5,6). We deny that it is the right of schools to decide arbitrarily and unilaterally what values system shall be the basis for the content and methodology of their students’ education. 42. We affirm that a school is an extension of the home, existing to supplement parent’s primary responsibility to educate their children. (Ephesians 6:1-4; 1 Timothy 3:4,5). We deny that schools have the right to supplant parents’ primary responsibility to educate their children.