The Bacchae Essay -- essays research papers

In The Bacchae, Euripedes depicts the character of Pentheus as a uninformed, difficult, and pompous ruler. These character blemishes went with his silly choices set up for his appalling ruin. Pentheus' obtrusive dismissal to all admonitions and episodes, which demonstrate that Dionysus is really a divine being, lead him to his own passing. At long last, his mix-ups are unforgiving and his discipline is simply. Â Â Â Â Â Throughout the play, the crowd can't resist the opportunity to feel savage towards Pentheus. In his initial scene, Pentheus doesn't notice the alerts offered to him by Teiresias and Cadmus. Before Pentheus even meets Dionysus, Teiresias offers him shrewd guidance: 'Along these lines, Pentheus hear me out. Try not to confuse the standard of power with genuine force. Men are not formed forcibly. Nor should you brag of insight, when everybody except you can perceive how wiped out your musings are. Rather, welcome this God to Thebes. Lift up him with wine, laurel your head and join the Bacchic revels'(19). Cadmus cautiously attempts to convince his grandson by including, 'For regardless of whether you are correct and this God isn't a God, why state it? Why not call him one? You have everything to pick up from such a lie'(20). Pentheus shows no regard for the old or their shrewdness by answering, 'Go! Race to your Bacchic revels. I need none of your decrepit indiscretion coming off on me!'(21). This reaction alone uncovers a lot about his mien. He won't let any 'old idiots' guide him. In any case, ironicly Pentheus' dismissal of the counsel of these 'old boneheads' ends up being his initial move towards his deadly end. Â Â Â Â Â The next scene brings Pentheus and Dionysus vis-à-vis. Pentheus begins the discussion thinking he has the advantage since he has more control over the circumstance. 'Loosen his hands. Presently I have him in my net, no measure of deft stunts can assist him with sneaking away' (25). In any case, it is obvious to the crowd that Dionysus is in charge. He is inciting Pentheus by reacting with fast, saucy comments. 'The individuals who search for foulness, can discover at the stature of early afternoon' (28). Pentheus gets disappointed. He needs to feel in charge so he starts to fling dangers at Dionysus, 'I'll toss you in my prison.' Throughout this scene, Dionysus drops various indications that he is undoubtedly the child of Zeus, 'He (Dionysus) is here at this point. He sees what is being done to me' (29). He for... ...gh. He has given Pentheus various alerts and chances to obey and venerate him. Pentheus, because of his surpassing ineptitude, has ignored every one of them. On account of his refusal to adjust, he merits discipline and it is a destiny the crowd has come to welcome. Dionysus presently assumes responsibility for Pentheus and his every one of his activities. He mortifies Pentheus by dressing him in ladies' dress and marching him all through Thebes. Dionysus at that point drives him up to Mount Cithaeron where he is found keeping an eye on the Bacchae by his crazed mother, Agave. She continues to destroy him with her uncovered hands. This is the end for Pentheus, and eventually, because of his steady numbness, an equitable passing. In spite of the fact that the discipline may appear to be fairly unforgiving, the crowd is mollified by Pentheus' demise. Pentheus is unequipped for settling on any reasonable choices. His presumption and controlling nature is evident in each activity and decision he makes. Pentheus dismisses such huge numbers of indications and chances to understand Dionysus' genuine character. In his refusal to get the signs, he acknowledges his destiny: demise by the hands of his own mom. It is as though his passing, through his refusal to act reasonably, is a type of self destruction.

An Analysis of Child of the Holocaust by Jack Kuper free essay sample

There have been numerous important books concerning the holocaust however I dont think any have contacted me in the manner that Child of the Holocaust did. This book follows the genuine encounters of the writer at 9 years of age as he battles to conceal his personality, his confidence and everything about his life, so as to endure. He is so strong and has a stunning method of being loaded up with trust in any event, when completely devoured by dread. What remains with me the most however, is simply the creators need feel sorry for through every last bit of it. I discovered this book difficult to put down but then now and again, the very clear pictures which the writer portrays were hard to confront. This book is so not quite the same as some other that I have perused regarding this matter and I had issues attempting to pinpoint why. Maybe it is the perspective of a youngster that makes it progressively disastrous and tragic. We will compose a custom paper test on An Analysis of Child of the Holocaust by Jack Kuper or on the other hand any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Maybe it is his undeniable honesty and the way that he was frequently thrown away by those he looked for insurance from. Maybe it is that on occasion, it appears the main individual who had sympathy and regard forever was simply the creator. This is a book that won't before long be overlooked. I can likewise say it is one of only a handful hardly any books I have ever perused, that has made me need to turn around to the start and read it again immediately. There is a spin-off which is titled After the Smoke Cleared however glancing around, it is extremely elusive. I am trusting however that like Child of the Holocaust it will be printed once more. Note: Even on the off chance that you read this numerous years back you should peruse it again as this new release states it has been generously modified by the writer. For the individuals who are film buffs there was additionally a broadcast play by Jack Kuper about his life. It was in 1960, appeared by the CBC and was titled Sun in My Eyes. As we learn in the book, the title originates from a clean fantasy that Jews couldn't see the sun. Research shows this is most likely the first run through the CBC tended to the subject of the holocaust straightforwardly. This remarkable youth diary of the Holocaust has been adulated as incredible (Cincinnati Enquirer), contacting (Jewish Digest), and shocking (Library Journal). A genuine story of uncommon magnificence and noteworthy force, it has gotten a suffering great. At some point, when Jacob Kuperblum was eight, he returned home to his town in Poland. His loved ones were gone, gathered together by the Germans just hours sooner. He could never observe them again. Hence starts an excursion of endurance as a little youngster ventures out from town to town in a frantic quest for wellbeing and safe house, experiencing childhood in dread, denied of his home and his kin and even his character. All that endure was his soul and his dauntless will to live. Offspring of the Holocaust is the acclaimed record of Jacob Kuperblum an extraordinary and moving story of misfortune and triumph. Jack Kuper was just nine years of age when he returned home to discover everybody in his family gone. The prior night, Germans had gone to his town in rustic Poland and removed all the Jews. Presently alone on the planet, he needs to change his name, overlook his language and surrender his religion so as to endure. Jack meanders through Nazi involved Poland for a long time, with no spot to stow away and nobody to trust. The frightening genuine story of how he endures has been hailed as a work of art, as ground-breaking as The Diary of Anne Frank. It has been in print in different releases in English and twelve different dialects since 1966. For another version discharged for the current year in Canada, Jack Kuper returned to the original copy just because since he composed it over 40 years prior. He had the option to incorporate the right names of the individuals who helped him and to include new material. Jack Kuper got away from Poland and moved to Canada at 15 years old. He spent quite a bit of his profession in promoting, delivering and coordinating honor winning TV advertisements. As a movie producer he has composed and coordinated a few shorts. His film RUN! was respected at the Venice Film Festival. He is likewise the writer of After the Smoke Cleared, the spin-off of this book. He currently lives in Toronto with his significant other Terrye and talks regularly to bunches about his encounters during the Holocaust.

8 Fat Positive Books to Help With Self-Loving Resolutions

8 Fat Positive Books to Help With Self-Loving Resolutions For almost two decades my New Years resolutionsâ€"sometimes public, often secretâ€"have involved changing my body. Drink more water. Lose two pounds a week. Do sit-ups every morning. Buy a bikini this year. Some resolutions I stuck with, and others I failed. Either way, most made me feel worse about myself. At age 11, I felt fat at 120 pounds. In college, I felt fat at 155 pounds. And this January, I still feel fat at (deep breath) 215 pounds. But through the body positivity movement and fat positive books, the word fat isnt the scary monster hiding under my bed that it used to be. It doesnt mean worthless anymore. That doesnt mean I dont still want to lose ten (twenty, thirty, etc.) pounds this year. I do. I want to fit into my jeans from three years ago. Id love my knees to hurt less when I run. When a man gives up his seat for me on the subway, I want it to be because he thinks I look hot, not because he thinks I look pregnant (true story).  At my yearly physical, I dont want my doctor to sheepishly hand me a pamphlet that tells me to solve all my problems by giving up soda (which, news flash: I never drink). But as much as I want all those things, I want to love myself and my body more. Because, obviously, none of those old resolutions worked. Just like research shows that 95% of diets dont work, at least not in the long term. These books are ones I think will help me and hopefully might be of interest to you, no matter what size you are. And, you know what, I went ahead and ordered that bikini this year: in my current size. *Forewarning: some of these books lean on feminine terms and the gender binary more than Id like. I understand why. But I think people of all gender identities would benefit from body positive messages and lessons in self love.* Things No One Will Tell Fat Girls: A Handbook for Unapologetic Living  by Jes Baker This book is a manifesto to prioritize mental health and body acceptance over dieting and weight loss. It combines personal essays with real research to combat the pervasive fat prejudice that permeates our culture from the media to the medical community. Its possible to laugh, while learning, with quick, clever lessons like Salad Will Not Get You Into Heaven and Cheesecake Will Not Send You to Hell. The back of the book states, If youre a person with a body, this book is for you, and I agree enthusiastically. Every Body Yoga: Let Go of Fear, Get on the Mat, Love Your Body  by Jessamyn Stanley Jessamyn Stanley is a stereotype-breaking yoga instructor and Instagram star. She has a commitment to body positive yoga and an inspirational ability to share her own fears, insecurities, and struggles. With beautiful, full color photographs, this book outlines fifty yoga poses useful for beginners and experienced yoga practitioners as well. With sequences like I Need to Release Fear and I Want to Love Myself this book is a perfect primer for how to love yourself and your body more in 2018. Shrill  by Lindy West Lindy West is fat. And she wants to reclaim that word. Fat. To her, it isnt a bad thing. Its just the way she looks. It doesnt make her a bad person. It doesnt make her unattractive. And reading a book by a person with this attitude was absolutely mesmerizing to me. From her shy childhood trying (and failing) to blend in to standing out as a gladiator for feminism and body positivity in her many public culture wars, Lindys memoir offers a pathway to confidence in so much more than just your body. And, I promise, this book is both wildly funny and deeply emotional. Come As You Are: The Surprising New Science that Will Transform Your Sex Life  by Emily Nagoski Body positivity equals sex positivity. Feeling guilty about your body and feeling guilty about your sexuality are often tied to each other. Because in both situations, we are often comparing ourselves and our sex lives to other people (particularly with unrealistic and often unachievable portrayals in media). This book addresses how body image, stress, and ideas of what it *looks* like to be sexy from pornography get in the way of female desire and pleasure. Also, it breaks down the most recent science about whats really behind female sexuality. For a more self loving (in every sense of the word) 2018, this book is a must read. Hunger: A Memoir of (My) Body  by Roxane Gay Hunger  is a beautiful memoir by, in my opinion, the greatest nonfiction writer of our time. It chronicles the authors childhood, teens, and early twenties through the lens of her bodyâ€"a perspective women are often reduced to by others but rarely use to tell their own stories. From a horrific act of sexual violence to the humiliation of air travel in a fat body, this book shows the connections between different ways women are told their bodys dont belong to them. Gay manages to put words to so many feelings and thoughts Ive had but couldnt explain. In a genre that loves the dichotomy of before and after, I loved that this book portrayed the honest spectrum of feelings, shapes, and sizes that exist in most peoples ongoing middle. Beautiful You: A Daily Guide to Radical Self-Acceptance  by Rosie Molinary Rosie Molinary wants women to feel beautiful regardless of their age, skin color, size, or the million other things media teach us to scrutinize about ourselves. To that end, this book provides daily exercises designed to combat negative media messages and bolster womens self esteem and self image. Each day brings a new opportunity to journal, draw, or improve the mind-body connection. Instead of cliched meditations and affirmations, this book gives readers tasks that are achievable and empowering. Women Who Run With the Wolves: Myths and Stories of the Wild Woman Archetype  by  Clarissa Pinkola Estés This book isnt strictly about body positivity, but it certainly supports that message within the Jungian analysis of women who refuse to conform in myths, legends, and folktales from around the world. When my sister first showed me this book, I thought it was a little lets all go to a tent and sing Kumbayah while we have our periods together. And, okay, there is some of that in these pages. But there is also so much more. This book shows that fairytales, and the like, arent just for children. They can also be used to empower women to embrace the truest and freest form of their psyche and psychology. Powerful stuff. This Is Who I Am: Our Beauty in All Shapes and Sizes  by Rosanne Olson I think if I saw more women of all sizes portrayed as beautiful, I would have grown up more accepting of my body. Simply the act of looking at non-perfect bodies (i.e. real bodies because no one is perfect, some bodies are just presented that way) has been hugely empowering for me. Photographer Rosanne Olsons book is a wonderful place to start. It contains 54 full body portraits of women ages 19 to 95. They are all different ages, ethnicities, sizes, and shapes. All they have in common is that none are professional models and all were willing participants in the project. And if you work your way through these nonfiction gems and want another dose of body positivity, try some of these  romance novels,  coloring books, and fat positive/queer YA books.

Jane Austen s Novel And True Classic Sense And Sensibility

There are many authors whose works are considered to be classics; perhaps the most influential is Jane Austen. Jane Austen wrote six novels, that in today’s world, we call classics. Her first novel and true classic Sense and Sensibility, was published in 1811 at a time when the world was just starting to write full length novels. Though Jane Austen only lived to be forty-one, she contributed much too modern literature; such as being one of the first major authors to make use of the three volume novel, and to use chapters within the volumes (Sweeton). One of the many reasons as to why Jane Austen’s novels are considered classics is due to the fact that she wrote about real social and financial issues of the day; however, financial and social issues are timeless, therefore they are still relevant in today’s world. As one follows along with the Dashwood sisters in Sense and Sensibility, we see how the title of the story is very fitting; by providing one sister with ‘sense’ and the other with ‘sensibility,’ the story has two different dynamics that create a timeless classic. Born in 1775, Jane Austen grew up in a time when the dynamics of the world were constantly changing. Jane Austen was born in Steventon a village of Hampshire England, to a large family that consisted of seven other children (Jane Austen). Having an interest in writing since a young age, one of her first works of writing was a novella titled Lady Susan, a story written in epistle form (which means as aShow MoreRelatedJane Austen s Pride And Prejudice1035 Words   |  5 PagesThe novel Pride and Prejudice was written by Jan Austen and first published in 1813. She had begun writing it in about 1796 after spending some time with her brother and his wife in Goodnestone Park. The book was first titled First Impressions but was renamed after a bookseller refused to see the manuscript. The genre of this novel is best described as a satire or novel of manners. The main character is Elizabeth Bennet and it follows her on her journey to understand manners, marriage, mortalityRead MoreLizzy or Emma - A Critique of Jane Austens Heroines Essay2237 Words   |  9 Pages42 years Jane Austen’s (1775- 1817) view of the world was genial and kindly. She had a clear sighted vision of the world where she amused herself with other’s foibles and self - deception, gave love to those who deserve to be loved and most certainly gave a light hearted satirical view of the society. Marilyn Butler in her book Jane Austen writes that, â€Å"Jane had the happiness of temper that never required to be commanded. Cassandra, who knew her best, received letters in which Jane sounded dissatisfiedRead More The roles of pride and prejudice in Pride and Prejudice1404 Words   |  6 PagesBecoming an immediate success in the contemporary novel public in early nineteenth century, Pride and Prejudice has proved to be the most popular of Jane Austens novels and remains a classic masterpiece two centuries later. The title itself describes the underlying theme of the book. Pride and prejudice, intimately related in the novel, serve as challenges to the cherished love story of Darcy and Elizabeth. It is interesting to see how these two nice people were blinded before realizing that theyRead MoreWomens Role in Society in Pride and Prejudice, by Jane Austen2716 Words   |  11 Pages Over the centuries, women’s duties or roles in the home and in the work force have argu ably changed for the better. In Pride and Prejudice, Jane Austen teaches the reader about reputation and loves in the nineteenth and twenty-first centuries by showing how Elizabeth shows up in a muddy dress, declines a marriage proposal and how women have changed over time. Anything a woman does is reflected on her future and how other people look at her. When Elizabeth shows up to the Bingley’s in a muddy dressRead MoreEssay about Women ´s Language: A History of Indian-English Women Writers2269 Words   |  10 Pages - Virginia Woolf In ‘A Room of One’s Own’ Viriginia Woolf attempted to write about the history of women’s writing by including real women writers like Jane Austen, George Eliot as well as those who could have existed if they were given the space like Shakespeare’e sister. The epigraph above holds true for Indian-English women writers as well until very recently. The male dominated literary tradition, in India, until the 1970s did not acknowledge the works of women writers andRead MoreCause and Impact Analysis on the Main Character’s Suffering in Elizabeth Gilbert’s Novel Eat, Pray, Love7348 Words   |  30 Pagesitself. Many literary experts had different opinion about literature. In this case, it was related with the time and social condition. Literature itself was correlated with human’s expression. Identical with life, it could be seen that literature was a true picture or replication of human’s life. The focus of literature was mankin d’s life and the problem in it. It described that mankind’s life had many ways of expressing their felling, imagination, creation, and communication definitely the events ofRead MoreIndian English Novel17483 Words   |  70 PagesEnglish novel evolved as a subaltern consciousness; as a reaction to break away from the colonial literature. Hence the post colonial literature in India witnessed a revolution against the idiom which the colonial writers followed. Gradually the Indian English authors began employing the techniques of hybrid language, magic realism peppered with native themes. Thus from a post colonial era Indian literature ushered into the modern and then the post-modern era. The saga of the Indian English novel therefore

Significant Events of the Delaware Colony

The Delaware colony was founded in 1638 by European colonists from the Netherlands and Sweden. Its history includes occupations by the Dutch, Swedish, British—and the colony of Pennsylvania, which included Delaware until 1703. Fast Facts: Delaware Colony Also Known As: New Netherland, New SwedenNamed After: Then-governor of Virginia, Lord de la WarrFounding Country: Netherlands, SwedenFounding Year: 1638First Known European Landing: Samuel ArgallResidential Native Communities: Lenni Lenape and NanticokeFounders: Peter Minuit and the New Sweden CompanyImportant People: James, Duke of York, William Penn Early Arrivals The first European arrivals in the area occurred in the early 17th century when the Dutch were involved in establishing many trading posts and colonies around the world including in North America. Henry Hudson had been hired by the Dutch to explore the New World in 1609 and he discovered and named the Hudson River. By 1611, the Dutch had established fur trading enterprises with the Native Americans called the Lenni Lenape. In 1614, Fort Nassau, on what is the Hudson River near Gloucester, New Jersey, was the earliest Dutch settlement in the New World. Peter Minuit and the New Sweden Company In 1637, Swedish explorers and stockholders created the New Sweden Company to explore and trade in the New World, under a charter with Swedish king Gustavus Adolphus. Adolphus died in 1632, and his daughter and successor Queen Christina took over the charters administration. Christinas chancellor formed the New Sweden Company in 1637 and hired Peter Minuit. Minuit was a German-born Dutch resident likely of French Huguenot ancestry, who had previously been the governor of New Netherland from 1626 to 1631 and is most well known for the purchase of Manhattan Island. In March of 1638, Minuit and his two ships, Key of Kalmar and the Griffin, landed at the mouth of a river they named Christina, in what is now Wilmington and founded the first permanent colony in Delaware. Annexed to New Netherland While the Dutch and Swedes coexisted for some time, the incursion of the Dutch into New Sweden territory saw its leader, Johan Rising, move against some Dutch settlements. In 1655, Peter Stuyvesant, New Netherlands governor, sent armed ships to New Sweden. The colony surrendered without a fight.  Thus, the area that was once New Sweden then became part of New Netherland.   British Ownership The British and Dutch were direct competitors during the 17th century. England felt they had a claim to the prosperous New Netherland territory due to the explorations by John Cabot made in 1498. In 1660, with the restoration of Charles II to the throne of England, the Dutch feared the British would attack their territory and forged an alliance with the French against the British. In response, Charles II  gave his brother, James, the Duke of York, New Netherland in March 1664. This annexation of New Netherland required a show of force. James sent a fleet of ships to New Netherland to demand its surrender. Peter Stuyvesant agreed. While the northern part of the New Netherland was named New York, the lower part was leased to William Penn as the lower counties on the Delaware. Penn wanted access to the sea from Pennsylvania. Thus, the territory was part of Pennsylvania until 1703. In addition, Delaware continued to share a governor with Pennsylvania until the Revolutionary War, even though it had its own representative assembly.   Beginning the War of Independence In October 1765, Delaware sent two delegates to a congress of the colonies in New York to deliberate on a joint colonial response to recent British measures, in particular, the Sugar Act of 1764 and the Stamp Act of 1765. The two men were landholder Caesar Rodney and attorney Thomas McKean: the two men and assemblyman George Read would continue to play a role in the movement for independence.   Delaware declared its independence from Great Britain on June 15, 1776, and signed the declaration of independence with its fellow colonies on July 4. Sources Delaware Facts. Delaware Historical SocietyMunroe, John A. History of Delaware, 5th ed. Cranbury NJ: University of Delaware Press, 2006.Wiener, Roberta and James R. Arnold. Delaware: The History of Delaware Colony, 1638–1776. Chicago, Raintree, 2005.

Caricom Formation Free Essays

Caricom- Caribbean Community and Common Market The formation of Caricom came about when the initial four countries’ governments saw the need for an integration of its members and economies, and the creation of a common market. When the West Indian Federation came to an end in 1962, Caricom was established as a means of regional integration. The West Indian Federation was a political union and consisted of ten countries- which are now states of Caricom- with the exception of Belize, The Bahamas and Guyana. We will write a custom essay sample on Caricom Formation or any similar topic only for you Order Now The ending of the Federation meant the beginning of more serious efforts on the part of all Caribbean leaders to strengthen the existing ties among them by providing opportunities for the continuance and sustaining the areas of co-operation. The idea of Caricom was proposed by the Government of Trinidad and Tobago when it announced its withdrawal from the West Indian Federation. Hence, the first Heads of Government Conference was summoned by the Prime Minister of Trinidad and Tobago. This conference was attended by the leaders of Barbados, British Guiana, Jamaica and Trinidad and Tobago. These four countries agreed that there was an immense necessitate for closer co-operation in the Caribbean region. At the eighth Heads of Government Conference in Georgetown, Guyana in April 1973, the decision to establish Caricom was authorized with the signing of the Georgetown Accord. Caricom was finally established on July 04, 1973 with the signing of the Treaty of Chaguaramas. This treaty was signed by the Heads of Government of Barbados- Mr. Errol Barrow, Guyana- Mr. Forbes Burnham, Jamaica- Mr. Michael Manley and Trinidad and Tobago- Dr. Eric Williams. After many years of existence, Caricom has extended to fifteen members of state. Members of State of Caricom Name of Country| Capital City| Name of Head of State| Head of Government | Date of Membership| Antigua And Barbuda| St. John’s| Dame Louise Agnetha Lake-Tack, Governor-General| Winston Baldwin Spencer| 4th July, 1974| The Bahamas| Nassau| H. E. Sir Arthur A. Foulkes, GCMC, Governor General| Perry G. Christie| 4th July, 1983| Name of Country| Capital City| Name of Head of State| Head of Government | Date of Membership| Barbados| Bridgetown| H. E. Ellliot Belgrave, Governor General| Freundel Stuart| 1st August, 1973| Belize| Belmopan| H. E. Sir Colville N. Young Snr. Governor General| Dean Oliver Barrow| 1stMay, 1974| Dominica| Roseau| H. E. Dr. Nicholas Joseph Orville Liverpool, DAH, President| Roosevelt Skerrit| 1st May,1974| Grenada| St. George’s| H. E Sir Carlye Glean GCMG, Governor General | Tillman Thomas| 1st May,1974| Guyana| Georgetown | His Excellency Donald Ramotar| 1st August,1973| Haiti | Port-au-Prince| His Excellency Michel Josep h MartellyPresident| July, 2002| Jamaica| Kingston| The Most Honorable Patrick Linton Allen, ON, GCMG, CD – Governor General| The Most Honorable Portia Simpson – MillerPrime Minister| 1st August,1973| Montserrat| Plymouth| H. E. Mr. Adrian Derek Davis, Governor| Honorable Reuben Meade Premier| 1st May,1974| Saint Lucia | Castries| H. E. Dame Perlette Louisy, GCMG, PhD, Governor General| Dr. The Honorable Kenny D. AnthonyPrime Minister| 1st May,1974| St Kitts And Nevis| Basseterre| H. E. Sir Cuthbert Montraville Sebastian, Governor General| The Right Honorable. Dr. Denzil Llewllyn DouglasPrime Minister| 26th July,1974| St. Vincent and the Grenadines| Kingstown| Sir Frederick Nathaniel Ballantyne, Governor General| Dr. the Honorable Ralph E. GonsalvesPrime Minister| 1st May,1974| Suriname| Paramaribo| His Excellency Desire Delano Bouterse President| 4th July,1995| Trinidad and Tobago| | His Excellency George Maxwell Richards, TC, CMT, PhD President| Honorable Kamla Persad-BissessarPrime Minister| 1st August ,1973| Caricom also has its Associate Members (located in the territories of the United Kingdom): * Anguilla * Bermuda * British Virgin Islands, * Cayman Islands and * Turks and Caicos Islands Caricom Secretariat The Caricom Secretariat is the principal administrative organ of the ommunity and is headed by a Secretary General, who is the CEO of the community. The Caricom Secretariat is located in Guyana and the current Secretary General is Ambassador Irwin LaRocque, a national of Dominica. Functions of the Caricom Secretariat * Initiate, organize and conduct studies. * Provide, on request, services to Members of State of Caricom on matters of the community. * Collect, store and disseminate relevant information to Memb er States. * Mobilize resources from donor agencies to assist in the implementation of Community Programmes. * Conduct, as mandated, fact-finding assignments in Member States. Offices and Directorates Offices * Secretary-General * Deputy Secretary-General * General Counsel * Office of Trade Negotiations | Directorates * Foreign and Community Relations * Human and Social Development * Trade and Economic Integration * Caribbean Forum of African, Caribbean and Pacific States   (CARIFORUM)| Reference â€Å"Caricom Member States† 2011, Caricom. org. http://www. caricom. org/jsp/community/member_states. jsp? menu=community â€Å"Formation of Caricom† May 2006, Scribd. com http://www. scribd. com/doc/2905473/Introduction-to-CARICOM-CSME How to cite Caricom Formation, Papers

What is Crime free essay sample

How can we best define crime? Discuss. The Extort English dictionary defines crime as an act punishable by law, as being forbidden by statute or injurious to the public welfare, an evil act; an offense, a sin, an act can only be considered a crime when identified as such by law. An act was defined a crime in the old testament with the creation of the Ten Commandments. This was when it was literally set into stone that numerous acts became a crime against God, the first rules of the world. Crimes are now defined as crimes with the help of the legal system and certain pieces of legislature and cannot always serially be traced back to the Ten commandments. Crime now has abundant definitions, the most obvious being crime as criminal law volatile The Hag worldwide Legal Directories website delineates criminal law as encompassing the rules and statutes written by Congress and state legislators dealing with any criminal activity that causes harm to the general public, with penalties. Therefore to violate criminal law, the individual would be engaging in behavior that is prohibited by the criminal law. However it has recently become extremely difficult to determine what is now received as d crime. Crime has no universal or objective existence but is relative to the subjective contingencies of social and historical circumstance, this Is crime as historical Intervention. For example, causing death of another Individual, whether by neglect or with full Intention Is a crime, however It Is almost Justifiable and on many occasions heroic when practiced in warfare_ This is reiterated with the recent poaching ban, poaching only became criminals through the convergence of new class and power interests in the 18th Century. James Treadwell argues this point as a ornithologist and indicates that specific acts that were once socially acceptable are now becoming criminals, crime is not static or fixed, it constantly changes. Things that once were not criminals become so, such as pedophilia grooming victims on the Internet.. .Slumlords, activities, which were Illegal. May become legal, such as consenting homosexual behavior between men. These arguments make It hard to define what crime Is as the rules of crime are ever-changing The ICC published an online article that illustrates the extent to which crime is uneasily denned, a hundred ears ago you could buy opium and cocaine over the counter at Harrows. Acts which are perfectly legal here may be serious crimes in other countries and vice versa. To help us understand what makes a crime a crime, Cesar Limbos, an Italian criminologist introduced to the idea of positivism, the social reaction to classicism. Classicism Is the theory that the punishment for a crime should reflect the severity of sell crime. This concept west developed during the transition from feudalism to capitalism and Is a strong believer that each Individual chooses whether to commit a rime or not as every person Is raised In society that outlines the difference between right and wrong. The criticism tort this concept is argued that at what age do you become criminally responsible, for example the horrific act of the two young boys that committed a severe crime when kidnapping and torturing Jamie Bulgier. The boys were eleven at the time, therefore as children they unfortunately served half the legal system believing they were not fully responsible as they had been raised in broken homes. The contrasting theory to this is that of Positivism, the scientific approach to crime. This concept developed by Limbos attempts to look at the genetic or biological explanation for a criminal gene. This concept is harshly criticized as many members of the public deem this as treating criminality as an illness. Limbos published a book in which he makes sever references to the concept of positivism and argues that people are wrong to fear that, positivism encourages communistic ideas and even worse criminal behavior. This became the birth of criminology. Treadwell discusses Lumbagos work and informs us that his work is still being studied to the modern day, Lumbagos work could be placed under the eating of biological criminology, investigations of the causes of criminality using more sophisticated research methods.. Have continued to be developed in the twentieth century. Tim Newbury wrote that Edwin Sutherland defined criminology as, the study of the making of laws, the breaking of laws, and of societys reaction to the breaking of laws. Crime can also be defined as social harm. For example, we ask the question are tobacco companies selling harmful products that are in turn, effectively killing us, murderers. Is this a crime? This is known as the crime of elation to human rights, therefore a further definition could be health and safety issues in the workplace. This is reiterated when we discuss White collar crime. We struggle to define crime as crime is an act that breaches the criminal law, however many of the people we put in charge of running our countries or deciding these criminal laws are in fact themselves committing crimes. If this is so, why are these crimes socially acceptable? The offenses of these crimes tend to be invisible or painfully difficult to trace. They are often committed by persons of high social status ND respectability therefore they find it easier to evade persecution. White collar crime is often broken down into, embezzlement, breaches of health and safety and environmental crimes. Papal was identified as one of the worst industrial accidents this world had witnessed. The 1984 incident that killed 8000 people instantly and injuring a further 200000 was believed an accident due to the lethal gases leaking from Union Carbides pesticide factory. For 20 years after this tragedy, an estimated 30 people a month were believed to have died from lung disease, brain damage, cancer, all linking to the gas leak of 1984. This accident was contested in court yet the people involved have yet to receive a settlement fee and not one person was held responsible for this mass homicide. Newbury records Papal as a crime and a major industrial disaster in his book as he files it under the heading, environmental crime. This helps us to define crime as a class issue due to crimes of the powerful having greater potential to cause more harm than crimes of the less powerful. Newbury furthermore analyses hidden crimes within criminology, Criminology has been regularly, roundly and rightly criticized for this preoccupation: a concern with the rimes of the powerless rather than the powerful, with the crimes of the streets rather than the crimes of the suites. The Marxist concept of this is crime as an ideological censure, that acts would only be defined a crime when in the interest of the ruling classes at that period of time. These crimes remain hidden for various reasons. The diffusion of responsibility meaner that is extremely difficult to legally and about are in the media and corporate crime simply does not sell. Media coverage creates moral panic and fear of crime. To define crime we often look to the media to decipher their reaction on a specific incident. However, although crime consumes an enormous amount of media space as both entertainment and news, concepts of crime are mediated by profit margins. Due to only crimes that are considered to grasp the attention of the general public being reported, this effects what we as an individual define as a crime. Treadwell argues that, most media institutions seek to attract as wide an audience as possible to maximize their profits.. .To attract and retain audiences media products have to entertain, be dramatic or exciting , and sometimes cause outright shock. Therefore as crime is seemingly a troubling aspect f our life this would seem the most appropriate topic to cover. Treadwell labels this concept, newsworthiness. He goes on to discuss that, Today, crime stories are increasingly selected and produced as media events on the basis of their visual .. S well as their lexical-verbal . Potential. There is a vivid and highly complex relationship between the media and the criminal Justice system. A further more obvious way in which we can define crime is by the Home Office statistics. The Home Office websites defines themselves as, the lead government department for immigration and passports, drugs policy, crime, counter-terrorism and police. The two main methods of collecting the criminal data that feature in the Home Office are victim surveys and statistics recorded by the police force. However, only particular offenses, serious crimes are reported by the police to the Home Office statistics, not the summary offenses that are heard in the Courts. Police are also under the instruction to record every allegation they hear and many police officers do not believe a number of allegations or there may be a lack of evidence and many times the victims decide to not press charges therefore they see it unfit to record it as a crime. Furthermore a crime is only a crime when officially recorded and since most victims do not report crimes there is a dark figure of crime that remains unknown. The reasons to why victims fail to report their crimes can be broken down into three categories: embarrassment, unworthiness and failure to realize. If a victim has been sexually abused or raped they may fail to report this as they may be overwhelmed with a feeling of embarrassment or in certain religious cultures it may bring shame upon a family. Some victims also feel the nature of their crime isnt worthy of police mime, such as rowdy neighbors or petty theft. Finally, if a person is a victim of identity theft, nine times out of ten they fail to realize and therefore have nothing to report. In conclusion, a crime only seemingly exists when society perceive it as a crime or a great reaction to an act therefore labels it as one. An act is often acceptable until labeled as morally wrong by a social group. At some time or another, some society somewhere has defined almost all forms of behavior that we now call criminal as desirable for the functioning of that society, (Williams (1964:46)), his would be crime as a violation of moral codes. In the BBC article written by Mark Gaston, he reiterates that, one cultures crime is another cultures social norm. This concept is crime as a social construct. In 1963 Becker created the Labeling Theory which illustrated that crime is dependent upon social reaction and that the societal consensus is regularly challenged. At the beginning of my essay I provided the concepts I have reached the conclusion that there is no right or wrong answer to define crime. The dictionary defines crime as punishable by law yet also defines rime as a sin. A person will be prosecuted for an act that does not abide by the legislation set up by the criminal Justice system, however an individual may go to church to repent a sin that is only deemed as a crime within their religious culture. Crime will forever be surrounded by questions of social order, it will always be contested and people will always wonder how it can be perceived due to the fact that societys vision of crime changes with the growth and development of society. Crime is elusive, contested and an ever moving concept that is tied to our social processes.

Food Security in India free essay sample

Food security is access to enough food by all people at all time for an active and healthy life. In the past concentrated efforts were made to achieve food security by increasing food grain production. Thanks to the impact of green revolution though, it was limited to same crops and too in limited states. To ensure easy access to food at household level, government monopolizes grain management and subsidized food gains. Paradoxically, India attained national food self-sufficiency 35 years ago yet about 35% of its population remains food insecure. Low incomes and high food prices prevent individual food security. Another aspect of Indian food security situation is that after over three decades of operation, public distribution system meets less than 10% of consumption of PDS grains– rice and wheat –by the poor. At the global level, poor harvest coupled with rising demand has led to and overall increase in food prices. Unfavorable weather conditions in parts of Europe and North Africa, together with worst ever drought in Australia put stocks of major food crops, especially wheat, at record low levels. We will write a custom essay sample on Food Security in India or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Tight supply pushed up the prices of wheat to unprecedented heights, significantly affecting food inflation across the globe including India. Surging food grain prices and worsening global supplies are now bringing the domestic food crisis to the boil. The crisis has been building up for sometime. The food grains yields of India farmers are not going up. Grain output has been stagnating for over a decade and there is a growing gap between supply and demand. Attaining long-term food security requires the raising of incomes and making food affordable. To ensure food security for the vulnerable section of the society a multiple pronged stately is to be evolved. To begin with all the existing social safety net programmes need amalgamation and should focus on vulnerable and underprivileged regions and groups. The existing anti-poverty programmes may be made more transparent with better government that minimizes leakages and benefits from such programmes. Simultaneously, agriculture needs to be reformed by improving incentives, incentives, increasing in vestment etc. So that production of traditional and high-value commodities can be increased. Unfortunately agriculture is in the grip of poor performance. Traditional sources of augmenting income are ceresin. Production environment is changing it is not dominated by small holders. With the shrinking land holdings, their sustainability and viability can not rely solely on production of food grains. To augment their income, small holders need to diversify their production and crops. Ten years after the dismantling of the universal public distribution system systems, the statistical jugglery of the targeted food distribution system actually excludes millions of poor in both the BPL and APL categories. Targeting is linked to neoli9beral policies that seek to limit, if not eliminate, the government’s welfare responsibilities. The denial of the right to food for a large section of the Indian population reflected in increased malnourishment strutted growth, ill health and loss of energy and therefore productivity is an issue that deserves more national attention. If countries agree to be graded in terms of provision of food security to their citizens, India would rank along with Ethiopia at the lower end. The United Nations children’s fund report that tone out of every tow children in India in malnourished confirms the lopsided priorities of successive governments at the centre that seek to narrow fiscal deficits by reducing food subsidies. Until 1996, India has universal PDS. There it introduced the targeted system with the mistaken notion that the infirmities of the PDS should be curbed and that it would enable subsidized grain to reach those who actually needed it. India now has 10 years of experience of the targeted (into APL and BPL ouseholds with access to foodgrain at different prices) and further targeted (into BPL and Antyodaya households) system. Last year, the planning commission did an evolutions of the PDS and found that 57% of the poor hand been actually excluded from the BPL system. Earlier the Abhijit Sen committee had also come up with similar findings, pointing to the utter failure of the targeted system, and suggested a return to the universal PDS. For these schemes is a major problem. If only those who are officially identified as poor can have access to food, then clearly the method has ensured accuracy. The prevailing method of identification is entirely unsatisfactory. There are two sets of estimates. The estimate that is linked to allocations of foodgrain is made by the planning commission. According to a replay given in parliament, the present concept of the poverty line is based on the per capita consumption expenditure needed to attain a minimum amount of calorie intake out of food consumption along with a minimum amount of not-food expenditure in order to meet the requirements of clothing, shelter and transport, among other things. This is based on the methodology suggested by the Lakdawala committee in 1993 and the population projections of the registrar-general of India as of march 12000. Shockingly, according to the current assessments, it works out to around Rs. 11 an adult a day clearly; this is not a poverty line but a destitution line. Earlier foodgrain allocations were not linked to poverty line assessments but were open-ended depending on past utilization by the states. The linkages came along with the targeted system. This creates another anomaly. The rural development ministry has set of programmes for BPL families. According to current estimates, 6 crore households in India come under the BPL category. That such a large number of people are earning less than Rs 330 a month is shocking enough. But what is cruel is that anyone earning above this meager monthly income is classified as APL and excluded from the right to subsidized foodgrain. The very words ‘Above Poverty Line’ misleading because they include a vast section of poor who have been denied their entitlements through statistical fraud and jugglery to serve a neoliberal agenda. The need for subsidized food grains for a wider section of people is also reflected in increased off take. While the off take in the Antyodaya system is around 90%, showing the desperate need of people for cheap foodgrain, the off take for BPL has doubled in the past few 73. 67 lakh tones to 228. 45 lakh tones in 2005-06 out of an allocation of 273. 20 lakh tones which constitutes 83%- of the allocation. As far as APL is concerned, the off take is much lower not because people do not need the grain but because for several years there was not much difference in the APL price and the market price. The central issue price for wheat is Rs 7. 50 a kg. For rice the price range is from Rs 10 in Gujarat and Maharashtra for a kg to Rs 9 in Andhra Pradesh and West Bengal. As current market prices of foodgrain have shot up, the demand for APL foodgrain will definitely increase but the poor offtake of the grain in the demand for APL foodgrain will definitely increase but the poor off take of the grains in the past few years is being cited by the government to cut allocations, precisely when people require it more. Since rise procurement is reportedly up by around 28 lakh tones, it is possible for the central government to replace wheat allocations will rise at least for the time being in consultation with the states. Instead of taking such a step, the Centre is proposing a cut in allocation. The demand for a revision of poverty assessment also needed. Secondly, the neglect of foodgrain production consequent to the new agricultural policy’s emphasis on export-oriented cash crops is a major reason for current shortfalls in wheat production. The third Issue is that of procurement of wheat. Wheat deficits to the extent of 29 lakh tones below the buffer stock norms leading to imports for the first time in decades are a result of the deliberate policy of the government to cut down procurement on the one hand and encourage private trade on the other. Big farmers who could hold on to their stocks would have benefited from the higher price offered later, but the bulk of the peasantry sold their produce to traders at price below the Rs 700 offered three week too late by the government, the FCI had been given the same leeway as private trade, then the present dismal record of low procurement could have been avoided. Shockingly, the government offered the Indian farmer almost Rs 100 less than what it paid foreign trades. The concerning of the stock by private trade has permitted wheat hoarding, which has pushed market prices up by Rs 5-6 a kg. Decades of building a food security system can be wiped out by such neoliberal ideologies that undermine the principal of self-reliance. Besides, it reflects a naive belief that international prices will remain static whereas clearing international trades are waiting to maximize profits through wheat imports as higher, price to India. Further, a dangerous concession by way of lowering of phytosanitary standards in the quality of wheat is also being planned- This must be opposed strongly. India can spend thousands of crores to protect itself through nuclear might but can render itself completely vulnerable by losing its greatest achievement, the backbone of sovereignty food self-sufficiency. With this approach, the situation on the rice front could follow a similar disastrous pattern in the future. It also raises the question of whether it is appropriate to combine the Agriculture Ministry with the food and Public Distribution Ministry. Fourthly, the FCI is being weakened systematically. The employment schemes of Government, which offer part of the payment in food grains. Play an important part in the provision of food security, through inadequate. The move to cut back on this component will also cut down on the real wages of the worker. With the current high prices of wheat and other essential commodities, What the worker grains in cash is less than what he/she has to pay for his/her foodgrain needs in the market. What needs to be done is improve the system – whether of procurement agencies, the fair price shops or the methods of distribution – but not to destroy them. But that is what the Food and Public Distribution Department seems to be proposing. People –centered reform requires a return to the universal PDS. During periods of high inflation in food prices, governments must provide a basic minimum quantity of food grain and other food items at low prices through public distribution systems to low-income, food-insecure, and vulnerable populations. In India, the ostensible purpose of the Targeted Public Distribution System (TPDS) was to take food to the poor; in practice, it has resulted in the large scale exclusion of the poor and food-insecure from the public food system. Recent evidence from a report titled Public Distribution system and other Sources of Household Consumption 2004-5 (GOI. 2007), which presents data from the 61st Round of the National Sample Survey (NSS), establishes that targeting has led to high rates of exclusion of needy household from the Public Distribution System (PDS) and cleared deterioration of coverage in States like Kerala where the universal PDS was most effective. Let me illustrate with evidence from rural India. The recent report of the National Sample Survey gives us an insight into the magnitude and nature of this exclusion from the PDS. At the all-India level, 70. 5 per cent of rural households either possessed no card or held an APL card. Since household with APL card are effectively excluded from the PDS, the majority of rural households in India are excluded from the PDS. The NSS Report also allows us to classify-by caste, occupation, land ownership and consumer expenditure category-the household that are excluded from the PDS. The NSS maintains five types of rural households, based on information on source of income; self-employed (agriculture), self employed (non-agriculture), agricultural labour, other labour and other households. We focus on agricultural labour, since manual agricultural labour households are undoubtedly among those most in need of access to the PDS. The all India average indicates that 52percent of agricultural households either had no card or an APL card. The corresponding proportion was 96 per cent in Manipur, 68 per cent in Rajasthan and Assam, 71 per cent in Bihar and 73 percent in Uttar Pradesh. Can 70 per cent of agricultural labour households be considered as ineligible for the PDS? There were only four States in which two thirds or more of agricultural labour households were not excluded from the PDS (that is, held a BPL or Antyodaya ration card). These States were Andhra Pradesh, Karnataka, Jammu and Kashmir and Tripura. Secondly, we examine the social back-ground of households, focusing on Scheduled Caste and Scheduled Treble households. We have selected only those States where the rural Scheduled Caste population is more than 10 percent of the total population. In rural areas, there is known to be substantial degree of overlap between the Scheduled Caste status, blandness and poverty. The NSS data shows that 70 per cent or more of Scheduled Caste households had no card or an APL card in rural area of Assam, Bihar, Himachal Pradesh, Jammu and Kashmir, Punjab, Rajasthan and Utter Pradesh. Among these states, only Punjab is a cereal-surplus State. At the all-India level, 60 per cent of the scheduled Caste households in rural areas were effectively excluded from the PDS. States with a lower degree of exclusion of Scheduled Caste households were Karnataka (27 per cent excluded), Andhra Pradesh (31 per cent), and Kerala (38 per cent). A large number of households belonging to the Scheduled Tribes, Again, do not have access to the PDS: to illustrate, 90 per cent of rural Scheduled Tribe households in Assam, 79 per cent in Arunachal Pradesh and 68 per cent in Chhattisgarh were excluded from the PDS. Surprisingly, the North Eastern Sates did not perform too well on this count (though again there may be a problem of data quality). There were only four states Andhra Pradesh, Orissa, Gujarat and Maharashtra-where more than 50 per cent of rural Scheduled Tribe Households had received a BPL or Antyodaya card. The NSS report classifies households by the extent of land they possessed. It is not noted that land possessed† refers to all types of land and includes agricultural land, homestead land and non-agricultural land. It is not surprising, then, that a very small proportion of households are reported as landless. I have therefore grouped together the two categories of landless. Again, the conclusion is that a very high proportion of landless and near landless household did not possess BPL or Antyodaya cards (86 per cent in Sikkim, 80 percent Goa, 79 per in Uttar Pradesh. 6 per cent in Haryana, 75 per cent in Jharkhand, and 74 per cent in Uttaranchal, for example) and were thus effectively excluded from the PDS. In striving for â€Å"efficiency† by means of narrow targeting households that should be entitled to basic food security through the PDS have been left out. The data from the 61st round of the NSS make it quite clear that a high proportion of agricultural labour and o ther labour households, of households belonging to Scheduled Caste and the scheduled Tribes, of households with little or no land and households in the lowest expenditure classes, are effectively excluded from the PDS today.

Entertainment Ruining Ones Life Essays

Entertainment Ruining Ones Life Essays Entertainment Ruining Ones Life Essay Entertainment Ruining Ones Life Essay Essay Topic: Entertainment Tao Te Ching Entertainment Ruining Ones Future Video games have developed to become more popular than music and film in the current day. As a result to the more developed games being released and updated with modern life, teenagers are constantly on the run to obtain these games and are most likely to become addicted to them. Although these games may include an adventurous and amusing storyline, they mostly include violence at some point in the game. The intended audience for these games is teenagers and young adults due to all of the blood and violence as well as the inappropriate behaviors involved. However, many young children have begun playing these games which causes an increase in their aggression with their teachers and peers. Therefore, young children should be prohibited from playing video games to prevent violent acts from occurring. Video games act as a major nuisance towards children; therefore the younger aged audience should be banned from playing or watching video games or at least have a restriction on the time spent on these games. In a study shown by Gentile, Lynch, Linder and Walsh of the Adolescent Interest Group has shown that adolescent irls have played an average of five hours worth of video games a week, while boys had averaged around thirteen hours a week (Palo Alto Medical Foundation 2011). Children who are constantly playing video games have been shown to be more aggressive towards their teachers and peers that also results in a decline of their academic levels. In addition, children can build upon these thoughts into negative emotions and actions. Even with a limited time playing these games can cause these teenagers or children to have aggressive thoughts. According to the American Academy of Child and Adolescent Psychiatry, it only takes a small amount of time for children to take the acts of killing animals or people, use of drugs and alcohol or use of foul language into their daily environments exposing their acts to the younger aged audience, which may ruin their future (Andrea Norcia Mar. 2011). For instance, many adolescents exposed to the violence may bring a dangerous weapon onto their schools campus trying to show off to other students, which may lead to those other students following in that students footsteps. Lastly, the cost towards these games can be as high as a skyscraper. All the money put into these games couldVe gone to more educational purposes, such as their savings account for their colleges tuition and textbook costs. While the child is at home constantly playing their video games that average about sixty to eighty dollars per game, which does not including the money needed to purchase the consoles that average about $200-$300, their peers at school have excelled far beyond his or her current state, which may be difficult to recover from if not handled properly. Consequently, the more games the children buy, the more likely they become addicted to them. Addiction may be started in various ways, especially when people want to be aroused with entertainment, such as alcohol or drugs and gambling that are not available in their daily lives, but present in certain violent games (Socia 2013). In addition, private information used to register and purchase games may become leaked through hackers that break into many companles aataoases. Hackers are aDle to use tne InTormatlon tney leaKea Tor tnelr own benefits which may cause the victims to suffer from consequences for acts they did not commit. This can lead to bankruptcy if the issue persists uninterrupted (Socia 013). For example, a student in the third grade has been exposed to violent games from his older brother that plays his games almost everyday for the majority of his time. As a result, that third grader takes in all the violence shown in those games which can result in a lack of time spent with the remainder of his family, school-work, a development of poor social skills, as well as a more constant production of aggressive thoughts and behaviors. In addition, the cost revenue put into this childs games has excelled far beyond the ideal limit, taking about nearly $1000 of his arents paycheck, which consists of purchasing consoles, monitors and the games themselves. Therefore, students should not waste their precious time on video games, or should at least have a time limit put onto their time playing these video games. In conclusion, video games shouldnt be given to students and children whoVe yet to finish high school. Students should learn from their mistakes and start focusing more on school before they are allowed leisure time, which should also have a limit set by the parents to prevent an excessive exposure to the violent acts present in these games. In the future, students should learn to better manage what they choose to do at home allowing them to academically excel in their schoolwork and have a more beneficial relationship with their classmates and more importantly their families. : Andrea Norcia . Parents Teachers: The Impact of Video Games. Palo Alto Medical Foundation. Aug. 2013. Web. 30 Nov. 2013. Children and Video Games: Playing with Violence. American Academy of Child Adolescent Psychiatry. Mar. 2011. Web. 30 Nov. 2013. Socia, Kelly. online addiction. Issues: Understanding Controversy and society. ABC- CLIO, 2013. web. 4 Dec. 2013.

Philosophical Thoughts and Issues Essay Example | Topics and Well Written Essays - 1500 words

Philosophical Thoughts and Issues - Essay Example I am an existentialist, and I highly regard people’s choices and decisions. I listen to other people’s views and I am flexible when making decisions. I value my interests greatly. With regard to reality, I believe that it is subjective, and determined by an individual. Reality is the existence of things in a certain state. This does not involve imaginations, instead, real things are things which are there at the moment, or have been there in the past. They can be observable or not observable. Moreover, reality involves things that can be easily comprehended and those that are difficult to understand (Hay 41). Individuals must be free to make their own decisions and choices in life. As an individual, I do not live by the predetermined choices of other people. I make my own decisions depending on my conscious, subconscious and unconscious mind. Epistemology gives us a basis for discussing the nature as well as the scope of knowledge. It helps us to know how knowledge is acquired (Hay 5). We acquire knowledge through experience. As people grow up, they face many situations some of which are happy moments whereas others are sad moments. Results from these situations help people to uncover the knowledge presented by these situations. We cannot claim to know everything with absolute certainty, because we only believe some things to be true. We have no complete proof that they are true; for instance, we believe that we will die but we do not know our fate after death. We use our senses to make assumptions of what is certain, but we cannot claim to know everything. Ethics or moral principles that guide society, an organization or professionals, are essential in life. Ethics is mainly concerned with leading individuals towards doing good things for colleagues or peers. They are seen as universal, with acceptance from all the people governed by them. Ethics affect people’s behavior as well as judgments and decisions. Ethics guide people on  how to establish and lead good lives. They also teach us our rights and responsibilities as members of a certain community (Hay 57).  

Company Law Essay Example | Topics and Well Written Essays - 1500 words - 2

Company Law - Essay Example However, advertisements are not always perceived to be offers that can legally bind the advertiser of a product. Advertisements are usually considered as invitation to treat. Miller and Jentz (2008), argue that advertisements are invitations for tenders or business deals and do not in anyway constitute a contract. Nonetheless, there are instances when an advertisement can constitute an offer. An advertisement becomes an offer when its terms are definite and the advertisement portrays the intent of entering into a legal relationship by the advertiser (Furmston, Tolhurst & Mik 2010; Miller & Jentz 2008). In such a case, the offeree has the power to transform the advertisement into a valid and binding contract through acceptance of the offer (Jennings 2013). The offer can however be terminated by the subsequent action of either the offeror or the offeree via rejection, revocation or even issuing a counteroffer (Miller & Jentz 2008; Evans 1995). As such, advising William necessitates dee p understanding of the elements that constitute to a legal and binding contract. ... William decided to advertise the vase on Monday offering it for sale for ?1500 or nearest offer. On Wednesday, Nigel, who did not contact William since their meeting on Sunday, posted a letter to William stating his acceptance of William’s offer of ?1200. Does a valid and legally binding contract exist between William and Nigel? In this case, there exist no legal contract between William and Nigel. As such, William is not in anyway liable to pay any form of damage to Nigel should Nigel decide to take the matter to a court. The advertisement put by William is merely an invitation to the public for a deal. It does not bind William to anyone who might be interested in buying the vase. If it were to be legally binding, it would mean that William is liable and legally bounded by the advertisement to all people with interest in the vase. This advice is based on the decision in the case of Partridge v Crittenden (1968). In this case, the defendant advertised in a section of a magazin e the sale of some bramble finches. Based on the provisions of Section 6 of the Protection of Birds Act 1954, the defendant was incarcerated for selling the birds for it was contravening the Act. However, he appealed his conviction. It was held that the defendant conviction was overturned arguing that the advertisement was an invitation to treat rather than an offer. Also, in the case of Harvey v Facey (1893), Privy Council, it was held that a mere statement of price does not amount to a contract. The court held that by stating the price, the defendant was merely providing information and that no valid and legally binding contract existed (Ibrahim, Ababneh & Tahat 2007; Moles n.d). Further, William’s advertisement is not definite in its terms, which would bind him to

Science field trips | Teaching

Science field trips | Teaching Introduction For several years, many science concepts have been accepted and included into the curriculum, however more often than not these concepts are incorporated as a division of topics within a specific discipline. For example, specialty science courses like environmental biology, environmental chemistry, environmental physics, and environmental geology. Field trips to local spots of interest can be an educational and enlightening component of a science course. In spite of the complexity of arranging these and creating them into the course curriculum, they should be strongly measured. Plan field trips in advance so that the time is used efficiently. For example, if a visit to the local zoo is considered, give students some initial worksheets on animal behaviour while they are there. A visit to a local water resource, information about environment and flora and fauna should come first and follow the trip. Procedures for environment assessment are available from many sources, including the local department of natural resources, the local EPA office, or other professionals like the scenic rivers coordinator in your state. However the acceptance of science teachers on the use or the incorporation of science fieldtrips in the curriculum has been put in question. Some teachers are hesitant to conduct fieldtrips for various different reasons. Their attitude and behaviour towards this well accepted practice varies from training to a personal judge of their capacity. A study regarding the effect of training on urban science teachers perspective on the educational potential of science fieldtrips had been conceptualized to address the trend and its implication to the academe. Review of Literature The quality of learning that students acquire and the degree of experience that students have from their educational activities depend greatly on their teachers. The National Standards for Science Education has incorporated a detailed parameter for teachers and teacher preparation programs that will assist in advancing science literacy in their students. There are a very limited number of researches published that evaluates teachers opinions with regards to taking their students to natural environments such as museums to learn. The research proposes that teachers give importance to outside learning experiences but also report disincentives and significant institutional roadblocks that stand in their way. This review of studies and literatures will discuss how teachers are motivated by this other form of teaching environment and teaching mechanism. Insight from studies in the last thirty years as to what factors facilitate the learning experience for school field trips were discussed (Bitgood, 1989; Price Hein, 1991; Griffin, 1998). Falk and Dierking (1992) discuss perceptions that John Falk and associates have gained from their various studies involving field trips. They said that children begin a field trip with two programmes. The first programme is child-centered and focuses on what students imagine they will be doing: seeing exhibits; having fun travelling there; buying gift shop items; and having a day off from their normal school routine. The second programme communicates to the schools and museums expectations. These programmes are that they assume they will learn things and be meeting people who work at the museum. Field trips are undertaken with a particular reason. These purposes vary. Griffin (1998) did a study involving school excursions to museums in Sydney Australia, and found teachers stated disagreeing purposes for going on field trips. Some of the teachers viewed the field trip as a change of tempo for students and a social experience. Some teachers formulated learning oriented objectives pertaining to the curriculum presented to them. Griffin found that teachers explicit and implicit purposes may differ. There are teachers who wishes to incorporate social interaction and enrichment of previously discussed or presented topics therefore resolve the field trip in highly educated manner in which their knowledge and skills will be further enhanced. She suggests that teachers may react in this manner because they are uncomfortable with their capacity to manage their students in an unfamiliar environment. She feels that teachers are perhaps ignorant of, or unable to understand many of the pr inciples of learning in informal environments, such as learning through play and direct involvement with phenomena. In addition, she found that the teachers purpose for the field trip influences the students rationale for the visit. Therefore it can be said that students attitudes tend to mirror the teachers attitude (Griffin, 1998; Griffin Symington, 1980). Research studies by Gottfried (1980) and others support the idea that teachers view field trips as enrichment experiences (Gottfried, 1980; Brigham Robinson, 1992; Griffin, 1998). With this given analysis it presupposes that fieldtrips appeal to the educating world as means of escape to a usual habit or pattern. Sometimes it holds true that teachers are not sure of how to facilitate a learning environment outside the four corners of the classroom. As observed some may let the students wander off to the new environment without making any further information on what is seen and observed in the environment to where the educational fieldtrip is conducted. The author was quick to assume that teachers attitudes and motivation to adapt a science fieldtrip in the curriculum relies on their outlook of how they will perform or how prepared they are to facilitated and head the said trips. The accountability is overwhelming for teachers in the eyes of the author. In this case I presume that the author knows the essence or the importance of the teachers readiness to hold such responsibility in being motivated to include a science fieldtrip in their curriculum. Connections between Informal Science Sites and Schools In recent times, there has been a growing interest in the development of relationships between informal science sites and schools. This is conceptualized to the detection that informal education sites have the potential to offer more than a one-time field trip to teachers and students. According to Ramey-Gassert (1997), science fieldtrips has many potential benefits. These include improving motivation and attitudes, interactive participation, and fostering curiosity. In itself this may be reason enough for teachers to be interested in promoting connections between schools and informal education sites. In a sense, fieldtrips may encourage students to actively take part in the study. In fact the application of what is taught at school may be seen and experienced firsthand during fieldtrips. Having done so, teachers may use this to stir students curiosity and further encourage them to find means to improve or develop what they have seen. Technology is best taught if the application is seen and viewed by the students. Michie (1998) found that the environment of informal science learning, which incorporated features such as voluntary, unstructured, non-assessed, open-ended, and learner-centered (p. 248) led to heightened student interest. This open-ended learning experience can also have optimistic effects on how students feel about science learning. (Gottfried, 1980). While the most beneficial facet of informal science learning may be the often incalculable notions of appreciation and motivation for further learning, researchers have also reported gains in content knowledge by students (Gottfried, 1980; Fiso, 1982; Munley, 1991). The freedom to manipulate, operate and explore the learning environment makes learning highly conducive and interesting. This attitude may be encouraged to further stress a point or a concept. Teachers may utilize this to explore the students perception and opinion regarding a particular topic. Teachers may very well plan a curriculum under which interactive participation may be facilitated. Most importantly, informal science sites can offer teachers and students something which they often cannot experience in the formal classroom. Mullins (1998) illustrates the experience this way: it is precisely because informal science sites are informal learning settings, where attendance is voluntary. In an informal science sites, the visitor is at liberty to wander at will, taking in things that connect to previous knowledge and experience, and discovering new ideas with pleasure (p.42). The appeal of fieldtrips to students is not confound to it being compulsory and rigid. In fact as previously mentioned the idea that this environment is less strict and more open has its appeal to students more and more interesting. However, before teachers aspire to make schools more like an informal science sites, it is important to understand the inherent differences between schools and informal science sites. Despite doing a similar activity as with the classroom as students in an informal environment, there are important disparities between the assumptions that are made as the teaching/learning is taking place. Informal learning stands separately from school learning in that it is free-choice, non-sequential, self-paced, and voluntary. The formal education system was not designed in this way. Schools are designed to teach students so that they are equipped to function successfully in society. The learning requirements are set as standards that all students are expected to learn. The teaching and learning that most often occurs in schools involves obligatory learning in which learning is focused by a programmed set of requirements imposed externally by a forced authority (Falk, 2001). Unfortunately, as Falk and Dierking (1992) point out, learning has become tantamount with the words education and school where learning is perceived as primarily the attainment of new ideas, facts, or information, rather than the consolidation and slow, incremental growth of existing ideas and information (p. 98). Recognizing these disparities is vital to understanding how each approach and their associated fundamental assumptions are part of the whole learning experience for students and teachers. Instead of trying to make one institution be like the other, a suitable approach may be to recognize the strengths of both informal sciences sites and schools and to bring those resources together to better serve both teachers and students. Anderson (2004) points out that the informal and formal education communities are pursuing the same goal of educating the public even if it originates from different assumptions and inherent qualities. One way that informal science sites can contribute to this objective is by helping teachers to gain assurance in teaching science. Science teaching assurance, or science teaching self-efficacy, is an essential component of effective science teaching. Teacher effectiveness has been found to be one of the most important factors influencing teachers work (Bitgood, 1993; Lessow, 1990) and is an important factor in teacher motivation. Horizon Research, Inc. (2001a) reported that long-term association with an informal science sites can begin to shift a teachers confidence in science teaching. For example, one teacher in their study reports, This museum has done a lot for the individual teacher. I think many of us have undergone a long-term change in our teaching style, and are more confiden t and comfortable in a student-centered teaching approach (p.16). Price and Hein (1991) assures that gains in science assurance and enthusiasm by elementary school teachers after they were engaged in collaborative projects with an informal science sites. According to a national survey which appeared in 2001, only approximately 25 percent of elementary teachers feel they are well qualified to teach science (Horizon Research, 2001a). Furthermore, teachers will normally avoid situations where they qualm their ability to perform successfully. Improving elementary teachers science teaching confidence is therefore an imperative factor in the development of science education. As results of this recognition of the advantages of informal science learning, an increasing number of universities are collaborating with informal science sites in preparing their future teachers. Muse, et.al (1982) describes the many benefits includes the chance to work with children of different ages and backgrounds, the chance to work with other teachers, the chance to practice good science teaching and gain assurance, and the knowledge of science teaching resources. Across all of these partnerships, the specific strengths of the informal sites are acknowledgement and brought into the training of future teachers. As suggested by a university professor, in addition to the benefits of a unique kind of teaching and learning that occurs in informal environments, research also advocates teachers can benefit from the resources and programs offered by informal science sites. This can include interactive exhibits, educational materials and science equipment that many teachers and school districts cannot afford or do not have access to in school (Rennie, 1995). Teachers who not using Informal Science Horizon Research Inc. (2001a) established that there is nearly one informal science education institution for every 1,000 elementary school teachers in the United States. Yet these institutions serve only 10 percent of all U.S. teachers teaching science. While there has been a changing focus to heightened the numbers of these relationships with teachers, many teachers do not seem to be using museum resources in partnering ways where unambiguous links are made to classroom curricula and teachers return for additional assistance and partnership as needed throughout the school year. The literature on this subject revolves around the assumption that using informal science actually pertains to taking field trips. These studies do not openly concentrate on those teachers who continually use informal science sites in many different ways. Nonetheless, these studies show why teachers may not be as likely to take their students on field trips as other teachers. Explanations for why teachers are not taking field trips can be arranged into several categories. Logistics: transportation coordination and cost (Lessow, 1990; Michie, 1998; Price and Hein, 1991), safety concerns (Michie, 1998); and student misbehaviour and large class size (Fido and Gayford, 1982; Lessow, 1990; Price and Hein, 1991) External Support System: a lack of support from the government who see the field trip as a vacation (Michie, 1998; Mullins, 1998; Price and Hein, 1991); and a lack of support from other teachers who are uncomfortable with new experiences and getting out of the classroom (Michie, 1998; Mullins, 1998) Personal Motivation: such as fear of failure (Mullins, 1998), lack of energy and time (Lessow, 1990; Michie, 1998; Mullins, 1998; Price and Hein, 1991) low interest (Mullins, 1998); and lack of personal knowledge of and positive experiences with informal science sites (Fido and Gayford, 1982; Michie, 1998) Availability of Resources: inadequate choice of informal science sites (Michie, 1998) Orion (1993) points out that many of the complications involved in linking informal science institutions and the formal education system can be addressed to differences in size, orientation, and mission. Informal science sites tend to be smaller than school systems, are profit oriented and are mostly private. Ramey-Gasset (1996) asserts that these obvious differences can make associations very difficult to attain. While both classroom teachers and informal science sites educators have the similar Objectives of educating students, they approach it from very different outlooks. Schools and informal science sites have not viewed themselves as equal partners; asserting that each feels that they are performing different things in terms of science education, and one does not necessarily complement the other. There is also a common view of informal science educators as pseudo-educators. Claiming that museum educators practice some of the best teaching in a community may not be entirely correct and may overestimate the teaching proficiency of these teachers (Munley, 1991, p. 14). While many informal science sites educators are superior teachers, many do not have the experience or training to serve as model teachers. For this truth, many school administrators and teachers may not view the informal community as a competent partner in science education. However, this may change. Creating standards for informal science educators has the impending to positively impact future partnership between the informal science community and schools. Factors Influencing Teachers to take Field Trips The focal point of this research is on teachers who use the resources of informal science on a regular basis. This subject appears to be focused on the actual field trip and not on using informal science resources in different ways and on a regular basis. There are numerous studies that address this concern of the factors influencing teachers to take field trips. Lessow (1990) surveyed 585 teachers on their use of informal science and used quantitative analysis to settle on the possible correlations between teacher quality and use of informal science. Some of his major findings were that teachers took more field trips when they had taken personal trips to a particular site felt that their students gained either cognitively or affectively. Lessow (1990) did not find that those teachers who assumed having a science related hobby, read science journals or attended more professional development took more field trips. And those teachers with more experience teaching also did not take more trips than other teachers. While this study had some interesting findings, it did not disclose the nature of these trips or teachers personal thoughts on taking them. While Lessow (1990) addressed the efficiency of the field trips, this was determined primarily through survey answers and focused around the use of pre-visit and post-visit activities. Therefore, ho w these teachers used these sites was not revealed. Michie (1998) interviewed 28 secondary science teachers in Australia to determine the influences on them to organize and conduct field trips. It was found that teachers who took field trips wanted to give students hands-on, real life experiences which they could not have in the classroom. He also said that while there was some perplexity on the usefulness of field trips, most teachers accepted the cognitive gains associated with the trips. There were some teachers who commented on the emotional values. In addition, six more experienced teachers elementary teacher to college professors were chosen for follow-up interviews. These expert teachers reported that they conducted field trips for three reasons. The first was because of the positive benefits they and their students receive in reference to the relationships that developed among students, between students and teachers, and between students and informal educators. Mullins (1998) reported that these relationships raised confidence , invigorated lives and enhanced their questioning and learning (Mullins, 1998, p. 165). The second reason these teachers chose to take these outdoor trips was that they acknowledged that their thinking on how learning takes place had changed after engaging in these environmentally based trips. They realized the worth of interactive learning and project-based learning where the students were involved in real-life projects. The third reason was simply because of the experiential benefits. They said that nature taught them how to teach; and that observing students attach with nature was their main purpose for having field trips. This study also reported that most of the experienced teachers all had positive field experiences as children. While the literature concerning the factors motivating teachers to take field trips is informative, there is the absence of a clear picture of teachers who choose to frequently use the resources of informal science. Further, at a time when the majority of elementary teachers do not feel well-equipped and credible to teach science and are teaching less science (Horizon Research, 2001a), hearing from those elementary teachers that do feel confident in their ability to teach science and incorporate informal science in their teaching can inform this issue. While many teachers will take their students on at least one field trip during the year, fewer will lead effective field trips where students gain both cognitively and affectively. Many teachers will use it as a form of leisure or will not amalgamate it into their curriculum (Lessow, 1990). Support for Using Informal Science Realizing how and why these teachers continually use informal science was the focal point of this study. And directly related to this is the support they receive for using informal science. An important result of this study is that the existence of support is indispensable to whether these teachers use the resources of informal science for the gain of their students. However, it is paramount that they have support. This can have significant effects on less experienced teachers. Mullins (1998) found that a teacher support system, either from peers or administrators, makes the distinction in whether a novice teacher chooses to pursue informal science opportunities. A large portion of the required assistance for using informal science is budget. This is especially the case for taking students on field trips which is the primary way in which these teachers and most other teachers tend to use informal science (Inverness Research Associates, 1995). The cost will be used for transportation and money for entrance fees. A school (or most often, the school district) allots a certain amount of field trips based on priorities and what can be afforded. These costs can be huge obstructions to teachers use of informal science. Teachers identified transportation costs as a major limiting factor to using informal science in studies by Lessow (1990) and Michie (1998). These two studies focused on teachers who did not necessarily use informal science on a regular basis. The teachers in those studies were accompanying their grade level on their allotted yearly field trips. The teachers do not directly refer to money as a limiting factor. Kaspar (1998), in his survey of administrators and teachers in regards to the use of informal science, also found that more experienced teachers did not list administrative tasks and logistics as obstacles. The teachers are experts at navigating these barriers. While funding is always important to their use of informal science, these teachers talk more about the basis of the funding. Based on the teachers stories, they are more concerned with the emotional support they receive from these sources. This importance of administrator support is reflected in Mullins (1998) study where a lack of support by the school administration was one of the most frequently mentioned obstacles to taking field trips. This is further supported in a statement made by an experienced teacher who uses informal science regularly in her teaching. Those teachers have to somehow have an administration that understands that a field trip is not just kids getting away from school; its not a play day. The administration has to understand that it is an extension of the classroom. Five hours on a field trip can be worth far more than five hours in the classroom. Administrations and school boards have to be able to see how field trips can positively impact grades and see that its okay to be different (Mullins, 1998, p. 134). Further, administrative support has been described as being extremely important to teachers ability to effectively teach science (Ramey-Gassert et al., 1996). District and state current policy on science education likely affects some teachers use of informal science. This is especially true for Betty, who expresses how the de-emphasis on science and focus on passing the state standardized tests has hindered her teaching of science and use of informal science. None of the other teachers expressed this same sort of frustration. Teaching at a school in a low-income area where passing the tests was of major concern was likely an important factor. While Greg also teaches in a high-poverty school, he is somewhat protected due to his district-approved and specially funded science-focused classroom. Without administrative support of some kind, even a highly motivated teacher will find it difficult to do the things he/she would like to do with students in science inside or outside of the clas sroom. Administrative support is narrated as a motivating factor in these teachers ability to use the resources of informal science although to different degrees among them. A teacher in a small school in a large district relies heavily on principal support, while another in a large school in a smaller district relies mainly on district level support. Administrative support is likely to be especially significant for teachers in low-income areas. Without district support of non-profit program, most teachers would have difficulty involving their class in such an extensive off-campus project with an informal science site. The success of that program has largely been due to the collaborative nature of its beginnings and the community encouragement it has received. While the fact that most teachers do not discuss it does not mean that it has not been an essential factor, it is a factor that they may have taken for granted. This is the case in the higher-income schools where there tends to be mo re parent support for these trips and projects especially in terms of funding. Parents, in turn, are able to financially support these projects and trips and since many mothers work at home, they can act as chaperones. Surprisingly, there is little in the discussions on the importance of parent support in teachers use of informal community resources. The studies of teachers use of informal science tend to focus more specifically on the field trip and not the teachers themselves (e.g. Lessow, 1991; Michie, 1998; Mullins, 1998). Further, those studies focus on either experienced science teachers from all levels of education (Mullins, 1998) or on more typical teachers on a grade level field trip (Lessow, 1991; Michie, 1998). Yet, parent support was found to be a significant authority on all of the teachers in this study. Teachers realize the significant role that parents play in making that possible. When parents are not able to pinch as much due to financial limitations or work schedules, those teachers rely more heavily on administrative and outside support and must try harder to provide informal science experiences for their students. Because the teachers in this study are often responsible for planning the field trips for their grade level, many of them express frustration at the negative attitudes of other teachers towards project involvement and science in general. On a finding supported by Michie (1998), it shows that teachers reported some resentment from other teachers if they took students on field trips. However, in Michies study, the students were in secondary school. The teachers protested because students were taken out of class or were late for another class. The teachers in this study are experienced, science-oriented, curious teachers. And unfortunately, they are not the standard in the mentoring profession. They are more like the teachers in Mullins (1998) study, even though those teachers were mostly secondary-level teachers and college professors. They were clearly passionate about teaching science. Mullins (1998) found that the more experienced teachers reported fear within the teacher to be the most significant obstacle to teachers implementing field trips. One teacher said, Its just not familiar. Teachers need someone because most of them are troubled by the idea that they are in fact clueless as to what may transpire during fieldtrips. Youre likely to do things the way youve always done them unless you have some good reason to do something differentlike if there is a real good program and someone suggests field trips and they take teachers out and then teachers say, Oh, thats not so hard, I can do this. Teachers want to; they just dont know what to do because we do so little of this in our teacher training programs (Mullins, 1998, p. 136). While the teachers in this study have ultimately been responsible for their choice to use informal science in their teaching, they are the first to admit that it has required plenty of support financial, logistical and emotional. All of these teachers claimed to require support to use informal science. It is not something they can easily do on their own. These teachers are excellent at navigating the barriers in terms of their use of informal science whether it is simply rallying parent support despite a lack of funds, holding bake sales, or finding ways to bring informal science into their classroom. And if these teachers, who are clearly exemplary science teachers, require support and encouragement, then it is likely that other teachers need even more encouragement in using informal science. As mentioned earlier, the average elementary teacher is likely to feel apprehensive about teaching science, and will lack the confidence needed to seek out informal science opportunities. The exceptional teachers in this study often found this on their own it was the emotional support that they needed in order to continue the pursuit of their science teaching goals. Based on my interpretations, providing more support for teachers in using informal science is a logical place to begin to focus energy so that more teachers are likely to look to these community resources. Highlights of the Teachers Attitudes towards Conducting Science Field Trips Field trips can be referred as one of the three ways through which science can be taught through formal classroom teaching, practical work and field trips. In the United States teachers tend to use the term field trip instead of excursion. There have been a number of challenges to define field trips. The definition used in most the researches is taken from Krepel and Duvall (1981): a trip arranged by the school and undertaken for educational purposes, in which the students go to places where the materials of instruction may be observed and studied directly in their functional setting: for example, a trip to a factory, a city waterworks, a library, a museum etc. (p. 7). The use of the term field work emphasizes some of the formal exercises which are conducted outside of the classroom, usually in biology and geology at senior high school and tertiary levels. These activities may be referred to be a subset of field trips or excursions. Much of the literature start off from museums and science centers, other noted venues such as zoos, aquariums, planetariums and field study or nature centers (see reviews such as Falk Dierking, 1992; Ramey-Gassert, Walberg Walberg, 1994; Rennie McClafferty, 1995, 1996). It often relates a range of effects on visitors, rather than students per se, Quantitative studies of the attitudes of teachers towards field trips were done and facilitated by Falk and Balling (1979), Fido and Gayford (1982) and Muse, Chiarelott and Davidman (1982). The researchers found that, in the opinion of teachers, the positive benefits derived from field trips were Ha