Government Spying Essay

Austin Bryan Period-1 http://www.globalsecurity.org/intell/library/news/2006/intell-060101-voa01.htm In some instances, governments believe that it is okay to spy on their citizens in order to preserve their freedom. I personally find this concept to be absurd. Living in a country that’s history is founded upon freedom of its citizens, and escaping oppression of tyrant governments, leaves me very skeptical on this concept. I believe that if the government is spying on its citizens it is actually taking away their freedom rather than preserving it. Living in an era of increasing technology has made it much easier for a government to spy on its citizens. Because of this, it has become a problem in many places around the world. Think about back in elementary school when you had pen pals from other countries. How would you feel if the government was able to intrude on your personal life just because you made contact abroad? For us in America, a government spying on its citizens sounds pretty crazy right? In 2006 president Bush did just that by enabling a â€Å"Government Phone Tap†. President Bush thought in order to preserve citizen’s freedoms that is was justified to tap into people’s phones and emails. The only people that were supposed to be the recipients of phone tapings where those who were making calls abroad, particularly to suspected al-Qaida connections. Not only is this a complete violation of peoples constitutional rights and privacy, but Bush also neglected the need for a warrant in this instance. To this day many immigrants from other countries come to America seeking asylum from oppressive governments. America is supposed to be a safe haven where people’s rights and privacy are protected under the constitution. Acts of government espionage upon its own citizens like this are completely unacceptable. I believe that the only way from a government to protect its citizen’s freedom is to respect everyone’s freedom regardless of circumstances.

Indian Agriculture Essay

Indian agriculture had reached the stage of development and maturity much before the now advanced countries of the world embarked upon the path of progress. There was a proper balance between agriculture and industry and both flourished hand in hand. This situation continued till the middle of the 18th century. The interference from the alien British govt. destroyed the balance and the economy of the country was badly shattered. Therefore Indian agriculture in the pre-independence period can be correctly described as a â€Å"subsistence† occupation. It was only after the advent of planning (more precisely the advent of the green revolution in 1966) that the farmers started adopting agriculture on a commercial basis. THE ROLE OF AGRICULTURE IN INDIAN ECONOMY 1. Share in national income: at the time of the First World War, agriculture contributed two-thirds of the national income. After the initiation of planning in India, the share of agriculture has persistently declined due to the development of the secondary and the tertiary sectors. At 1999-2000 prices, the share of agriculture in GDP at factor cost was 27. see more:non farm activities 3% in 1999-2000 and 21. 7% in 2005-2006. 2. Largest employment providing sector: in 1951, 69. 5% of the working population was engaged in agriculture. This percentage fell to 66. 9% in 1991 and to 56. 7% in 2001. 3. Provision of food surplus to the expanding population: the ninth Five Year Plan set a target of increasing the food grains production from a level of 199. 4 million tonnes in 1996-97 to 300 million tonnes by 2007-08 to meet the consumption requirement of India’s estimated population of more than a billion. 4. Contribution to capital formation: since agriculture happens to be the largest industry in India, it can play an important role in pushing up the rate of capital formation. The policies advocated are: a) Transfer of labor and capital from farm to non-farm activities. b) Taxation of agriculture in such a way that the burden on agriculture is greater than the governmental services provided to agriculture. c) Turning the terms of trade against agriculture b imposing price controls on agricultural products, taxation or the use of multiple exchange rates that discriminate against agriculture. 5. Providing raw materials to industries: agriculture provides raw materials to various industries of national importance, like, sugar industry, jute industry, cotton textile industry, etc. 6. Market for industrial products: since more than two-thirds of the population of India lives in rural areas, increased rural purchasing power is a valuable stimulus to industrial development. 7. Importance in international trade: for a number of years, cotton textiles, jute and tea accounted for more than 50% of export earnings of the country. With economic progress and consequent diversification of production base, the share of agricultural goods in total exports has consistently fallen. It fell from 44. 2% in 1960-61to 10. 2% in 2005-06. A growing surplus of agricultural produce is needed in the country to: i) Increase supply of food and agricultural raw materials at non-inflationary prices. ii) Widen the domestic market for industrial goods through increased purchasing power within the rural sector. iii) Facilitate inter-sectoral transfers of capital needed for industrial development (including infrastructure) iv) Increase foreign exchange earnings through agricultural exports. THE NATURE OF INDIA’S AGRICULTURE At the time of independence, India’s agriculture was in a state of backwardness. Productivity per hectare and per worker was extremely low. The techniques employed were age-old and traditional. Because of low productivity, agriculture merely provided ‘subsistence’ to the farmers and had not become ‘commercialized’. Approximately 45% of the total consumption of the farmers came from their own production in 1951-52. This highlights the low importance of money in the village economy. These reveal that Indian agriculture was backward and qualitatively traditional in nature on the eve of the First Five Year Plan. Some of the causes responsible for the above state of affairs are listed below: 1. Feudal relations of production: at the time of independence, three types of land tenure systems existed in the country-zamindari, mahalwari and ryotwari. Approximately 57% area of the country was under the zamindar system, ryotwari came second with 38% and mahalwari was restricted to only 5%. 2. Usurious capital and rural indebtedness. 3. Labor market dualism: because of the excessive pressure of population on land, wages in the agricultural sector tend to be considerably lower as compared to the modern (industrial) sector. This leads to a labor market dualism. Low wages in the agricultural sector lead to low per-capita income and this, in turn, results in low labor productivity. 4. Outmoded farming techniques. 5. Fluctuations and instability in crop output: even now, approximately 60% of gross cropped area continues to depend on rainfall. Therefore nature continues to play a major role in determining the role of agricultural production. 6. Diversities in the agricultural sector and the problem of generalization: different regions exhibit entirely different characteristics so that no one plan can be conceived for all agricultural regions of the country. CROPPING PATTERN IN INDIA By crop pattern, we mean the proportion of area of different crops at a point of time, changes in this distribution over a period of time and factors determining this change in distribution. Cropping pattern in India is determined mainly natural factors like rainfall, climate and soil conditions. However, technological conditions have also played an important part. Some significant facts about the cropping pattern in India are summarized below: 1. Food crops including cereals, millets, pulses, vegetables and fruits cover nearly three-fourths of total cropped area. Of the total area under food grains, a large proportion is occupied by cereals. Of the total area of 121. 9 million hectares under food grains in2005-2006, the share of cereals was 99. 5 million hectares (i. e. , 81. 6%) 2. Rice is the most important food grain crop in India. 2005-0 6 it was grown on 43. 5 million hectares, which amounted to 34. 7% of total area under food grains. This shows that rice is grown on more than one-third of the total area under food grains. 3. The second important crop in India is wheat. In 2005-06 wheat was grown on 26. 6million hectares, which comes to 21. 8% of the area under food grains. 4. The combined area under jowar, bajra and maize declined in percentage from 28. 6% in 1950-51 to 21. 4% in 2005-06. 5. Area under oilseeds was 10. 7 million hectares in 1950-51 and 19millio hectares in 1985-86. To achieve self-sufficiency in edible oils, the govt. launched a no. of programs in 1980s. As a result of these programs, area under oilseeds increased rapidly to 26. 2 million hectares in 1998-99. In 2005-06, area under oilseeds rose to 27. 7 million hectares. 6. In commercial crops, the area under sugarcane increased from 1. 8 million hectares in 1950-51 to 4. 2 million hectares in 2005-06. The area under jute increased from 0. 6 million hectares in 1950-51 to 0. 8 million hectares in 2005-06. Area under cotton rose from5. 9 million hectares in 1950-51 to 8. 9 in 2005-06. TRENDS IN AGRICULTURAL PRODUCTION AND PRODUCTIVITY Agricultural production has two components- food grains and non food grains. In the index no. of agricultural production, the weights assigned to food grains and non food grains are62. 9 and 37. 1 respectively. The most important component in the food grains category is rice (weight 29. 7), followed by wheat (weight 14. 5). In non food grains category, oilseeds constitute the most important group (weight 12. 6). Sugarcane carries a weight of 8. 1 while cotton carries a weight of 4. 4. As far as food grains output is concerned, the total production increased from 50. 8 million tonnes in 1950-51 to 187. 0 million tonnes in the eighth plan, and further to 202. 9 million tonnes in the ninth plan. However, because of draught conditions in the first year of the tenth plan, 2002-03, the food grains output declined to 174. 8 million tones but again rose to 213. 2 million tonnes in 2003-04. However in 2004-05, it fell to 198. 4 million tonnes and stood at 208. 3 million tonnes in 2005-06. In the non food grains group, jute and cotton show slow and halting progress in both the periods. However, the production of oilseeds rose considerably in the latter half of the 1980s and certain years of the 1990s. It increased from 12. 7 million tonnes in 1987-88 to 27. 7 million tonnes in 2005-06. Production of cotton rose from 8. 4 million bales in the seventh plan to 19. 6 million bales in 2005-06. Sugarcane registered a more or less steady growth during the entire period 1950-51 to 2002-03, but its production fell sharply in 2003-04 and 2004-05. However, in 2005-06, it bounced back to touch 278. 4 million tonnes. Over the period 1950-51 to 2005-06, yield per hectare of all food grains has increased by more than three times from 552 kgs per hectare in 1950-51 to 1,708 kgs per hectare in 2005-06. Most significant increase has been recorded by wheat with its yield increasing from 655 kgs per hectare in 1950-51 to 2,607 kgs per hectare in 2005-06. While the productivity of maize has increased significantly during recent years, the productivity of jowar and bajra has increased relatively slowly. Productivity of pulses was only 585 kgs per hectare in 2005-06 which was only slightly higher than the productivity in 1960-61. A comparison of productivity levels of Indian agriculture with the levels in other countries shows how low the productivity in Indian agriculture is. India happens to be one of the largest growers and producers of most of the agricultural crops, but ranks very low in terms of yield. For instance, it has the largest area under rice and wheat in the world and the second largest producer of these crops. However, in terms of productivity, its rank is only 52nd in the world in rice and 38th in wheat. Not only is productivity in Indian agriculture lower than that in other countries, it is much lower than the potential. The causes of low productivity in Indian agriculture can be divided in the following three categories: I. General causes. 1. Social environment: it is said that the Indian farmer is illiterate, superstitious, conservative and unresponsive to new and modern agricultural techniques. The social environment of the villages is often stated to be an obstacle in agricultural development. 2. Pressure of population on land: this is partly responsible for the sub-division and the fragmentation of the land holdings. Productivity on small and uneconomic holdings is low. 3. Land degradation: almost 43% of land suffers from high degradation resulting in 33-67% yield loss while 5% is so damaged that it is rendered unusable. II. Institutional causes. 1. Land tenure system: in this land tenure system, it is difficult to increase productivity through technological progress. Land reforms should precede technical changes. 2. Lack of credit and marketing facilities: Indian farmers continue to produce the same output even at more attractive prices. On account of lack o marketing facilities or non-availability of loans on fair interest rates, the cultivators are not able to invest the requisite resources in agriculture. This keeps the level of productivity low. 3. Uneconomic holdings: most of the holdings are not extremely small; they’re also fragmented into a no. of tiny plots so that cultivation can be carried on them only by labor intensive ways. This results in low productivity. III. Technical causes. 1. Outmoded agricultural techniques: most of the Indian farmers still use outmoded techniques. Wooden ploughs and bullocks are still used by majority farmers. Use of fertilizers and HYV seeds are very limited. Indian agriculture is traditional. 2. Inadequate irrigational facilities: almost 60% of the gross cropped area depends on rains. Rainfall is often insufficient, uncertain & irregular. Thus productivity is low in areas depending wholly on rainfall. Even in areas having irrigational facilities, potential is not fully utilized because of defective management. Also with the ever rising cost of irrigation, small farmers can’t make use of the irrigational facilities. Following are some of the measures to increase productivity: 1. Implementation of land reforms: even though the land reforms have been introduced in India in the post-independence period, the results from it are pretty unsatisfactory. Therefore special efforts have to be made by the State to implement those reforms forcefully. Unless this is done, the tiller won’t have any incentive to invest in land and adopt new agricultural techniques. Thus, land reforms are the foremost necessity. 2. Integrated management of land & water resources: almost half of country’s soil is degraded. There’s a huge loss due to water-logging, salinization and human induced water erosion. This proves the urgency of the integrated & efficient management of our land and water resources. 3. Improved seeds: this play an important role in increasing productivity. E. g. :- HYV of wheat in Punjab, Haryana & U. P. therefore the farmers should be educated in the methods of sowing, manuring and irrigating the new HYV seeds. 4. Fertilizers: improved variety of seeds requires heavy doses of fertilizers. Indian farmers use only a tenth of the required amount. Use of fertilizers in ample quantities can push up the productivity. 5. Irrigation: use of improved seeds & fertilizers require proper irrigational facilities. It can also make multiple cropping possible in many areas & thus increase the productivity. 6. Plant protection: most of the countryside farmers are unaware of the medicines and insecticides to face the challenge posed by diseases & insects. The govt. should maintain its own technical staff to carry out the spraying of pesticides & insecticides at nominal rates. 7. Farm mechanization: it is generally maintained through farm mechanization, agricultural production can be increased. It results in increase in productivity of land & labor, reduction in costs, saving of time & increase in economic surplus. 8. Provision of credit & market facilities: use of improved seeds, fertilizers, irrigational facilities, pesticides, machinery, etc. requires substantial money resources which small farmers don’t possess. Thus it is necessary to strengthen the credit-cooperative sector. The commercial banks should be encouraged to lend more to small farmers. Cooperative marketing societies should be promoted to ensure better prices to small farmers. THE GREEN REVOLUTION A team of experts sponsored by the Ford Foundation was invited by the Government of India in the latter half of the second Five Year Plan to suggest ways and means to increase agricultural production and productivity. This necessity arose out of the need to increase agricultural production in the ace of continuing stagnation of production on one hand, and rapidly increasing demand on the other. On the basis of the recommendations of this team, the govt. introduced an intensive development program in seven districts selected from seven states in 1960 and this program was named Intensive Area Development Program (IADP). A district selected under IADP was required to possess qualities such as assured water supply, minimum hazards (like floods, drainage problems, acute soil conservation problem, etc), well developed village institutions and maximum potentialities for increasing agricultural production within a short span of time. The seven districts selected were West Godavari in Andhra Pradesh, Shahabad in Bihar, Raipur in Madhya Pradesh, Thanjavur in Tamil Nadu, Ludhiana in Punjab, Aligarh in Uttar Pradesh and Pali in Rajasthan—the first four were selected for rice, the next two for wheat and the last one for millets. This program was later extended to remaining states also by selecting one district from each state for intensive development. In October 1965, the net was widened and 114 districts were selected for intensive development and the program labeled as Intensive Agricultural Areas Program (IAAP). The period of mid-1960s was very significant from the point of view of agriculture. New high-yielding varieties of wheat were developed in Mexico by Prof. Norman Borlaug and his associates and adopted by a number of countries. These high yielding variety of seeds required proper irrigation facilities and extensive use of fertilizers, pesticides and insecticides. This new â€Å"agricultural strategy† was put into practice for the first time in India in the kharif season of 1966 and was termed High-Yielding Varieties Program (HYVP). This program was introduced in the form of a packaged program since it depended crucially on regular and adequate irrigation, fertilizers, high-yielding varieties of seeds, pesticides and insecticides. Initially it was implemented in a total area of 1. 89 million hectares. In 1998-99, total area under HYVP was 78. 4 million hectares. This was 62. 6% of the total area under food grains (data for later years are not available). IMPACT OF GREEN REVOLUTION Throughout the period of the green revolution, population was increasing at a rate of over 2% p. a, constantly pressing on the margin of cultivation of traditional agriculture. I. Impacts on agricultural production: As a result of new agricultural strategy, food grains output increased substantially from 81. 0 million tonnes in the third Plan to 208. 3 million tonnes in 2005-06. HYVP was restricted to only five crops-wheat, rice, jowar, bajra and maize. Therefore, non-food grains were excluded from the ambit of the new strategy. The production of wheat increased from 11. 1 million tonnes in the third plan to 69. 5 million tonnes in 2005-06. The overall contribution of wheat increased from 13% in 1950-51 to 33. 4% in 2005-06. Thus, wheat has remained the mainstay of the green revolution over the years. The average annual production of rice rose from 35. 1million tonnes in the third plan to 91. 0 million tonnes in 2005-06. The production of course cereals-jowar, bajra and maize-continues to remain static or has moved very slowly upwards. As far as pulses are concerned, their production was 11. 7 million tonnes in second plan, which rose to 13. 1 million tonnes in 2005-06. But even this is less than the requirement of pulses in India estimated at 17 million tonnes. The bulk of vegetable oil production in India is derived from nine cultivated oilseeds, namely, groundnut, mustard, sesame, safflower, nigerseed, soyabean, sunflower-forming the edible group-and linseed and castorseed forming the inedible group. The total production of oilseeds averaged 8. 3 million tonnes in the fourth plan and 11. 4 million tonnes in the sixth plan. To achieve self-sufficiency in edible oils, the govt. launched a series of measures towards the end of the sixth plan and the seventh plan. As a result of these, the average annual production of oilseeds rose from 11. 4 million tonnes in the sixth plan to 24. 7 million tonnes in 1998-99. This is also termed as the â€Å"yellow revolution†. II. Economic impacts of the green revolution i. Crop areas under HYV seeds needed more water, fertilizers, pesticides and certain other chemicals. This spurred the growth of the local manufacturing sector. Such industrial growth created new jobs and contributed to the country’s GDP. ii. The increase in irrigation created a need for new dams to harness monsoon water. The water stored was used to create hydro-electric power. This in turn boosted industrial growth and improved the quality of life of the villagers. iii. India paid back all the loans it had taken from the World Bank and all its affiliates for the purpose of green revolution. This improved India’s credit worthiness in the eyes of the lending agencies. III. Impact on labor absorption The adoption of new technology has reduced labor absorption in agriculture. In a large number of states, especially in those regions where there was abundant availability of labor, the growth of output was too slow to generate adequate employment opportunities. In high growth rate regions, labor was not plentiful and wage rate was high. The sudden rise in demand for labor in these areas induced mechanization and labor saving practices in general. Also, the HYVP is basically a land saving technology. By increasing the yield per acre, the new technology makes it possible to increase food production out of a given amount of land. This tends to increase the demand for labor. On the other hand, mechanized processes tend to reduce the demand for labor. In addition, the very dynamic possibility of increasing yields may itself encourage mechanization and in turn decreases the employment of labor. In recent years, a significant development in the pattern of rural labor absorption has been a shift away from crop production and into rural non-farm activities like agro-processing industries and other rural industries. IV. Political impacts of the green revolution India transformed itself from a starving nation to an exporter of food. This earned admiration for India in the committee of nations, especially in the third world. The green revolution was one factor that made Mrs. Indira Gandhi (1917-1984) and her party, the Indian National Congress, very powerful political force in India. [BOX: HIMACHAL PRADESH TOPS AGAIN IN IMPLEMENTATION OF 20 POINT PROGRAMMNE 17th July 2009 :Himachal Pradesh has done it once again. Yes, it has maintained the first position in the implementation of Twenty-Point Programme amongst all the States in the Country by attaining 92 percent achievement up to February during the financial year 2008-09, the last but one month of the financial year. This achievement is two percent more than the Gujarat, four percent Uttrakhand and five percent Andhra Pradesh the four top States that had been ranked in the implementation of this programme. The main thrust of the Twenty Point Programme is poverty alleviation, employment generation housing, education, family welfare & health, protection of environment and other schemes having a bearing on the quality of life, especially in rural areas. Under Employment Generation Programme, 8, 17,364 job cards have been issued in the State during the period thereby generating employment of 1. 54 crore man days by giving wages worth Rs. 171 crore . Under Individual Swaranjayanti Gram Swarojgar Yojna percent achievement of the State had been 517 as 8619 individual swarojgars have been assisted against a target of 1886 fixed for the year. Karnataka follows Himachal Pradesh in it whose percent achievements are 470. This speaks about tremendous performance of the State. Under Swaranjayanti Gram Swarojgar Yojna the achievement of the State is 318 percent. As many as 3486 individual ST Swarojgaries and 5612 individual women swarojgaries have been assisted from April, 2008 to February 2009 under this scheme. ] AGRICULTURAL FINANCE AND MARKETING Agriculture is an unorganized profession. Its success and failure depends, o a large extent, on climatic factors. Further, it’s not always possible to distinguish between productive and unproductive loans of the farmers. Because of these factors, banks did not show much interest in advancing loans to agriculture and allied activities for a long time and farmers were forced to depend on money-lenders and mahajans. NEED FOR AGRICULTURAL FINANCE Credit needs of the farmers can be examined from two different angles: i) On the basis of time : Agricultural credit needs of the farmers can be further classified into three categories:- a. Short term loans are required for the purchase of seeds, fertilizers, pesticides, feeds and fodder of livestock, etc. the period of such loans is less than 15 months. Main agencies of granting of short term loans are the moneylenders and co-operative societies. b. Medium term loans are generally obtained for the purchase of cattle, small agricultural implements; repair and construction of wells, etc. the period of such loans extend from 15 months to 5 years. These loans are generally provided by moneylenders, relative of farmers, co-operative societies and commercial banks. c. Long term loans are required for effecting permanent improvements on land; repayment of old wells, etc. The period of such loans extends beyond 5 years. Such loans are normally taken from Primary Co-operative Agricultural and Rural Development Banks (PCARDBs). ii) On the basis of purpose : Agricultural needs of the farmers can be further classified into the following categories: a. Under productive needs we can include all credit requirements which directly affect agricultural productivity. b. Farmers often require loans for consumption as well. Most of the farmers do not have sufficient income to sustain themselves. Therefore they have to take loans for meeting their consumption needs. Institutional credit agencies do not provide loans for consumption purposes. Accordingly, farmers are forced to fall back upon moneylenders. c. In addition to consumption, farmers also require loans for a multiplicity of other unproductive purposes. Since institutional agencies do not grant credit for such unproductive purposes, farmers have to seek assistance from moneylenders and mahajans. SOURCES OF AGRICULTURAL FINANCE AND THEIR RELATIVE IMPORTANCE Sources of agricultural finance can be divided into two categories: 1. Non-institutional sources 2. Institutional sources The non-institutional sources are the following- * Moneylenders * Relatives * Traders * Commission agents * Landlords The institutional sources comprise the Co-operatives, Scheduled Commercial Banks and Regional Rural Banks (RRBs). As far as co-operatives are concerned, the Primary Agricultural Credit Societies (PACSs) provide mainly short and medium term goals and PCARDBs long term loans to agriculture. The Commercial Banks, including RRBs provide both short and medium term loans for agriculture and allied activities. The National Bank for Agriculture and Rural Development (NABARD) is the apex institution at the national level for agricultural credit and provides refinance assistance tot eh agencies mentioned above. The Reserve Bank of India, as the central bank of the country, plays a crucial role in this sphere by giving overall direction to rural credit and financial support to NABARD for its operations. The first institution established and promoted was the institution of co-operative credit societies. By the end of 1976, there emerged three separate institutions for providing rural credit, which is often described, as the multi-agency approach. In 1982, NABARD was set up. India now has a wide network of rural finance institutions (RFIs). There are more than 30,000 commercial bank branches, 14,000 regional rural banks and about 1,00,000 rural credit co-operatives. As a result of the efforts undertaken by the govt., the share of non-institutional sources in rural credit, which was as high as 92. 7% in 1951, fell to 38. 9% in 2002. The share of moneylenders fell from 71. 6% in 1951 to 26. 8% in 2002. The share of institutional sources in rural credit rose correspondingly from 7. 3% in 1951 to 61. 1% in 2002. NATIONAL BANK FOR AGRICULTURE AND RURAL DEVELOPMENT (NABARD) The most important development in the field of rural credit has been the setting up of the National Bank for Agriculture and Rural Development (NABARD) in July 1982. It took over from Reserve Bank of India all the functions that the layer performed in the field of rural credit. NABARD is now the apex bank for rural credit. And therefore, it doesn’t deal directly with farmers and other rural people. It grants assistance to them through the co-operative banks, commercial banks, RRBs, etc. NABARD’s credit to State Co-operative banks, State Governments and RRBs outstanding in 2004-05 was Rs. 8,577 crore which rose to Rs. 12,763 crore in 2005-06.

Characteristics Of Heavyweight Methodologies Information Technology Essay

Characteristics Of Heavyweight Methodologies Information Technology Essay Software is part of modern society for over 50 years. Software development began as a chaotic business and is often cited as the code and fix. The software program was written without much of the plan and design of the system. Also, it was set with many short term decisions. That’s fine for small systems, but as systems grow it turned out as increasingly difficult to add new features and bugs were harder to fix. This style of development was used for many years until this was replaced by an alternative: Methodology. This imposed a disciplined process for software development in order to make software development more predictable and efficient. Traditional methods are based on the work plan and begin to extract a complete set of documentation requirements, the architectural and high level of project development and control. Because of these serious aspects of this method has become known as heavy. Some practitioners realized this software development process frustrating. As a result, several consultants have independently developed methodologies and practices to adopt and respond to inevitable changes they have experienced. These methods and practices are based on multiple components, a technique that was introduced in 1975 and which became known as an agile methodology. Agile methodology is gaining popularity in the industry, although they compromise a mix of accepted and controversial software engineering practices. Software industry is likely to prove that the specific features of the project, such as the purpose, scope, requirements, resources, architecture and size will determine the methodology that fits those best. Dynamic and heavy or perhaps a hybrid of the two. In the past few years, anecdotal evidence and success of practicing professionals suggests that effective methods are effective and suitable for a variety of situations and environments. However, empirical studies are urgently needed to assess the effectiveness and possible use of agile software development methods. Heavyweight methodologies Heavyweight methodologies are considered the traditional way of software development. These methods are based on the following series of steps such as defining requirements, solution building, testing and deployment. Heavyweight methodology requires defining and documenting a stable set of requirements at the beginning of the project. Waterfall approach emphasizes a structured progression between certain phases. Each stage consists of a term set of activities and tasks that must be met before the next stage can begin. The phases are always named in different ways, but the basic idea is that in the first phase tries to capture what the system will do, its system and software, in the second phase determines how it will be designed. The third stage is where developers start writing the code; the fourth step is testing the system and final phase focuses on tasks such as training and documentation. However, in engineering practice, the term waterfall is used as the generic name for all subsequent methods of software engineering. Waterfall Model Life Cycle Unified Process All  activities,  including  modeling, is  divided into  workflows  in the  Unified Process  (UP) and takes place  in an  iterative  and  incremental manner. In this process the process is divided into four phases. The below diagram depicts the stages of this process:

Political climate of Venezuela Essay Example | Topics and Well Written Essays - 250 words

Political climate of Venezuela - Essay Example Various articulations in regards to democracy have been under the limelight, keeping in mind that political unrest violence is the main issue that brings about further curtailment of democracy in this nation. Venezuela is among the countries that take into account the virtue of multiparty and hence leading to the imposition of martial law as well as curtailing democratic rights in Venezuela. The United States of America that is the superpower has been against those people in support of President Chavez, who has been at large providing leadership full of poor governance. Elections held in the year 2012 was full of conspicuous results in that the Venezuela government have been forced out to permit the essence of the audit which is known to have been articulated fraudulent activities hence this could in turn help in revising the outcome of the elections (Valente, 23-29). Political unrest has been the subject as far as the political climate of Venezuela is of concern. Chavez on the other hand in his regime has worked diligently to make sure that his supporters believe that what he has achieved in his political system was not through deception and collusion with independent media. Some of the crucial negative insist that Venezuela political system has deployed includes the termination of popular Chavista social programs well known as Misiones Bolivarianas should the opposition takes into account the victory on the prevailing elections. I concur with L Philharmonic under heavy criticism over political climate of Venezuela.

Analyze how Beth and Calvins own family backgrounds influence and Essay

Analyze how Beth and Calvins own family backgrounds influence and affect them within their family and their relationship with Conrad in Ordinary People - Essay Example Calvin Jarrett, father of Conrad Jarrett is working as a Tax Attorney. His family background is pathetic because he spent his childhood in an orphanage. So he is well aware of his status and responsibilities as a father. He tried his best to be a good father but consider himself as a failure in relationship with his wife and son. The words: â€Å"Responsibility. That is fatherhood.† (Guest 9) makes clear that Calvin consider fatherhood as a serious matter and responsibility towards his son. But his problem was that he did not have any role model to follow because he spent his childhood in an orphanage. But his life at the orphanage deeply influences his family relation. He was ready to give up his affair with Molly Davis for the well being of his family. Beth shows keen interest to keep a balanced relation with his son who is too close to him. But his good character and keen interest to maintain cordial relation with his family members does not help him to maintain his family in a proper manner. Eventually, his wife decided to leave him amidst of problems. So, one can see that Beth’s family background as an orphan influence him to maintain affectionate relation with his son but it badly affect his relation with his wife and his lover. At the same time, Beth Jarrett, mother of Conrad is from a different family background which forces her to keep herself away from real life situations. She is so obsessed with imaginary vacations and wishes to keep away herself from family matters. The words of the speaker in the novel make clear that: â€Å"Self-possessed is what she is; he emphatically does not own her, nor does not have control over her, nor can he understand or even predict with reliability her moods, her attitudes.† (Guest 25) Beth was self-possessed personality and her husband did not have any control over her

Court Observation Report Essay Example | Topics and Well Written Essays - 1000 words

Court Observation Report - Essay Example The witness called the police reporting the incident. Police Dispatch alerted to patrolling cars around the area to the incident. The responding police officers noticed the defendant driving recklessly and notified him of their presence. They instructed the defendant to step out of the vehicle and the defendant accelerated. He attempted to get away but was soon apprehended. The arresting police officer did not instruct the defendant to take part in any legal field sobriety test. The defendant was reluctant to use the Alco-blow device as they were not sure how recently it had been cleaned or where it had last been. The defendant faces two charges; According to Washington State DUI laws, any individual receiving a driver’s license within the state has implied consent to chemical test in the event they are arrested under the suspicion of driving under the influence. The defendant blatantly ignored requests from the arresting officer to use the alcohol Breathalyzer. The client is clearly in violation of RCW 46.20.308. The police engaged in an active pursuit with the defendant after they had spotted him. The police engage pursuit without clearly determining whether the defendant was indeed driving in a wreck less or negligent manner. For this reason, the client was never charged for reckless and negligent driving as required under RCW 46.61.500. The defendant is clearly in violation of by attempting to elude the police when they had given a clear signal of their presence and their intention. The defendant did not heed to request made by the arresting police officer to stop, and instead instigated a car chase with the arresting officers. Under provisions of sections RCW 46.61.502Â  and RCW 46.61.504, the defendant was subjected to a chemical and breath test. The defendant’s alcohol levels were found to be 0.08. The defendant was never under the influence of alcohol. In conclusion, the responding or

Robert Gross - The Minute Men and their World Essay

Robert Gross - The Minute Men and their World - Essay Example He overall provides a stirring view of late eighteenth century New England on the cusp of revolution and freedom. In Concord town politics, though the inhabitants denied it, were as usual. Voting rights were severely restricted and limited the number of men eligible for town leadership. Wealth and leisure time further diminished the pool. Only those with enough of both were able to rise to serve the needs of their fellow men sufficiently. Money and position piled on top of place to complicate life. As a thriving center of commerce, Concord hosted both a bustling town business center and a sprawling farmland. Conflicts between urban and rural inhabitants over basic infrastructure needs excited the assemblies on a regular basis. Schooling, religion, and roads all served a different constituency and for them all to be centered in town was seen as a disservice to the rural community who â€Å"had to walk into town in everyday stockings and shoes then for the sake of appearances top in a field and change into their go-to-meeting slippers.†1 Church itself posed a mighty challenge to the unity of Concord’s inhabitants. During the Great Awakening a new preacher ignited fervor among the young and vital in town. His bowing to the interests of youth to fill pews offended the staunch faithful and, somewhat along geographical lines, they broke off to form a second parish. When a new, young preacher replaced the first, a spendthrift schemer, one of the old timers, sought membership in the original parish. His questionable ethics toward his fellow Concordians led to his rejection by the congregation. By extension the outlying parish took this to heart and read into it a refusal to consider reconciliation. Then the same man took his grievances to the political realm and again lost. Concord was indeed a town divided. While the inhabitants of Concord simmered in their own stew of religious discord the colonies entered a period of contention with mother England. The Stamp Act triggered a wave of protests across the colonies and in Boston, party faithfuls organized a vote to recognize Parliament’s actions. When the vote came through it was barely shy of the necessary numbers to pass and demonstrate Massachusetts’ loyalty to the crown. A bitter disappointment to Governor Hutchinson, surely, but one that triggered a wave of political backlash. Much like today’s Tea Party, farmers and businessmen who saw their interests hindered by England’s acts of taxation, mounted an ideological revolt. They organized a revolution at the polls and saw to it that nineteen of thirty-two representatives to Boston were replaced for their efforts of royalist loyalty. In Concord, little interest sparked at the events plaguing the colony. When the vote came to replace their own man, Charles Prescott, they safely returned him to his role. Their concerns lay more in the sixty-six pound expense of burying the Great Awaking pastor, Reverend Dan iel Bliss, and in finding his replacement than in subverting England’s fiscal policy toward the colonies. When the Boston Massacre rent headlines, Concord barely paused to comment. Of greater import a debate about relocating the Middlesex County seat from Cambridge to Concord. A matter of convenience more important than matters of state. Gradually, however, the people of Concord came around. In 1772 the Boston Committee of Correspondence wrote seeking a

Economic policies of the UK on overcoming global financial crisis of Essay

Economic policies of the UK on overcoming global financial crisis of 2008 - Essay Example Every crisis has a unique cause, as well as characteristics; however, the following are typical amongst the factors responsible for generating this disaster: overshooting of markets; rise in credit; excessive debt leveraging; incorrect view of dangers; a country’s capital flight; off-balance sheet procedures by banks; macroeconomic policies that are non-sustainable; deregulation with no appropriate system of supervision; and latest financial instruments utilized in an inappropriate manner. The distinctiveness of the current disaster is that it happens to be a combination of a financial crisis coming from one of the largest world economy, i.e. the USA, with a universal downturn. The present financial crisis got triggered by the replete of the housing bubble, together with the consequent sub-prime mortgage crisis within the USA. Although the crisis has not yet been thoroughly analyzed, there are suggestions by experts that a number of causes explaining the reasons for the sub-pr ime crisis, which exploded in August 2007 in the USA ( Hansjorg & Milka 2011, p.36). There are two significant trends in the years resulting in the crisis; firstly, interest rates had been dropping since the 1980s, secondly, following the financial crisis in Asia during 1997–1998, countries began accumulating foreign exchange reserves, aided by the current account deficit of the US. The majority of countries diverted part of their reserves to sovereign wealth funds put into higher-yielding assets compared to the US Treasury, in addition to other government securities, streaming into high technology stocks and, following the â€Å"dot.com Bubble† spout in 2000, to housing markets within the USA and countries such as the UK. The continuous falling of interest rates, along with the large...This paper clearly outlines the effectiveness of the economic response of the UK to the global financial crisis challenges. Every crisis has a unique cause, as well as characteristics; however, the following are typical factors responsible for their origination: overshooting of markets; rise in credit; excessive debt leveraging; incorrect view of dangers; a country’s capital flight; off-balance sheet procedures by banks; macroeconomic policies that are non-sustainable; deregulation with no appropriate system of supervision; and latest financial instruments utilized in an inappropriate manner. In March 2011, the Government published its â€Å"Plan for Growth† This plan had four ambitions: creating the most competitive system of tax within the G20 group of key economies; making the UK the best place within Europe for starting, financing and growing business; encouraging investment, as well as exports as a key to a more balanced economy; and finally creating a more educated workforce that happens to be the most flexible within Europe. Amongst the measures announced were a lessening in the tax rate on the profits of businesses; an internationally competitive tax rule governing multinational organizations; tax enticement for company investment; an embalm of deregulation particularly for helping small businesses; additional investment within infrastructure, science, vocational training, research and development. In 2009, the international leadership of the UK through its chairmanship of the G20 assisted the world in taming the worst economic crisis. It succeeded in drawing the leaders of the world's main economies at the G20 Summit thereby agreeing on strongly coordinated action of stabilizing the world economy.

Report Summary Essay Example | Topics and Well Written Essays - 500 words - 1

Report Summary - Essay Example Intellectuals state that the internet has availed enormous information that even a crummy institutional library’s resources cannot have any comparison (Greenblatt 777). Since through internet search machines, a person can access diverse and adequate information within a small duration. This is far from comparing with an individual in a library where physically has to peruse books and probably may lack refined required information. Some intellectuals’ arguments, is that internet aids humanity in becoming smarter, since it strengthens some parts of the brain. Conversely, Thompson from Syracuse University argues that much of internet information undergoes utter filtering, which makes it somehow shallow for reliance (Greenblatt 777). Since internet researchers, especially the students fail in digging deeply to attain the subject’s background. Consequently, yielding to students and other persons who may be looking for similar information citing one source, which is li mited. David Levy from University of Washington warns of evil negatives regarding material overload that leaves one with no time meant for reflection. This leaves one with much information and devoid of necessary capability to utilize it. Since the attained information, act as stored facts that have no purpose in life or formulation of other essential ideas (Greenblatt 778). Carr states that the web has grievous results on its clients; because it affects the mind especially in the manner, it processes information. Primarily, this is evident in the people who study short pieces of literature with hyperlink embedded, for they have less attention on them than the actual physical books’ readers. Internet bears positive and harmful aspects, but these depend on individuals’ context, which implies that the internet does not make us either smarter or stupid. Hence, altering the way we think (Greenblatt 778). Numerous people argue that

What is the effect of the recent information deluge on our Essay

What is the effect of the recent information deluge on our intellectual capabilities - Essay Example hich they had read and that which they had not read since moving between links disrupts memory and the transfer of information from working memory to the long-term memory. As a result, the conclusion was that hypertexts in documents did for learning and in any case, it lowered the ability to retrieve information from documents by affecting retention (Carr, 2010). People’s general misconceptions were that use of the internet actually made people smarter as there were more stimuli and there was increased brain activity as people go through then web. The rerouting of brain neurons allows people to be better at problem solving, which is apparently not since increased brain activity does not translate in improving brain activity or cognitive skills (Armstrong, 2011). Instead, it only serves to reroute people’s neural pathways for information. It is also a misconception that the web is making us smarter as; in fact, it only strengthens brain functions in relation to solving fast-paced problems. The reason behind web surfing and multitasking is the need to absorb information rapidly and within the shortest time possible in bits and pieces (Carr, 2010). This is meant to identify information quickly in order for one to choose whether he or she will read further for more information. This is such that web surfing is meant to allow one to be in communication with the rest of the world while at the same time obtaining information from the internet. Multitasking, on the other hand is a form of distraction from one task to the next or another task and it is done to the presence of multiple stimuli and search for relevance in everything people do in the web and beyond. Cognitive overload and switch cost has significant effects on our brains in that it corrupts our power to retain the knowledge that we acquire and the ability to relate between memories by creating connections between them. This way, cognitive overload affects the brain in that it influences our ability to

The Importance of Being on Time Essay Example for Free

The Importance of Being on Time Essay Time is a reality of life that is utterly inescapable. Like God, it is omnipresent as no matter what a person does; time will always run out for things to be done and tasks to be finished. The factory worker in a tire factory will always have to make sure that he reaches the production quota set by management, lest he be fired from the company. The lawyer will have to ensure that he finishes the entire research of the pleading in a civil rights case, lest he be scolded by the judge and compromise the case of his client. The student will have to wake up early, lest he be late for school and earn the ire of the school administrators for tardiness. The investment banker of Morgan Stanley will lose his clients to other investment banks if he misses the train for canoodling with his wife before leaving home. In all of these examples, a major contributing factor for all of their actions is being on time. However, like God, time is also one of the most underestimated things in life, taken for granted as though it is never important. This paper aims to justify the importance of being on time as part of the daily life of persons and even society. There are three reasons why being on time is important – efficiency and productivity, (missed) opportunities, and cordial respect to peers and superiors. Efficiency and Productivity   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Being on time is actually an economic decision which is based on the concept of maximization of scarce resources in the least possible amount of time. In a given time frame for production, an hour for example, being late for a few minutes is already tantamount to a lessening of the production output for an entire hour because those few minutes of lateness were spent on idle work unrelated to the production at hand, such as being in transit. For example, if a female textile worker in China arrived five minutes late as production of Ralph Lauren shirts starts factory-wide, her lateness may delay the entire assembly line of production, especially when the female worker occupies a specialized and indispensable function in the assembly line, such a quality control officer that inspects each and every shirt that is produced by the factory. As a result of the delay in the operations due to a single person’s lateness, the profits and production for the day of the company might decrease in comparison to days when the factory worker arrives on time or prior to the start of production. In this example, the simple lateness of a person compromised the operations of the entire company, resulting to less efficiency and productivity leading to fewer profits. Another example of such lack of efficiency and productivity is in the classroom setting, especially in the universities when professors can invoke academic freedom on the way they choose to teach, to the extent that such freedom is used as the paramount excuse for their lateness or even absence in lectures. If the lecture on constitutional law, for instance, aims to cover the entire concept and jurisprudence of the due process clause for the day, the lateness of the professor of around fifteen minutes for a two-hour class already short-changes the students of his class because instead of covering the entire planned lecture, the professor might either reschedule the latter part on another day, or lecture so fast to finish everything to the prejudice of the full comprehension of students of the lecture. More so, such lateness also takes its toll on the resources of the university as a good fifteen minutes is devoted not for academic learning but idly waiting for the professor to arrive. Multiply this to the number of professors who are frequently late and the number of times that these professors are actually late, it could stretch on for hours on end that the school’s resources are wasted. In both cases, lateness instead of being on time lessens efficiency and productivity not only of the single late person but the other interacting parties as well. (Missed) Opportunities   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On a lighter note, being on time can determine the making or unmaking of a person, a group and even a people. The best example for this would be meeting deadlines for term papers and thesis in all academic levels. Many brilliant men and women have failed to graduate with honors or even failed to graduate at all for the simple reason that they failed to submit their papers on time. This does not speak simply of the final deadline but includes the submission of piece-meal parts of researches for the assessment of the professors and teachers as a delay even of the first part of a research or its draft can lead to cumulative consequences in the end, to the extent that many students would resort to procrastination through plagiarism, among many other things. On the other hand, being on time does not simply including arriving at the expected time but also pertains to being at the exact historical moment when destiny knocks on one’s door, as lateness and even early birds can jeopardize the seizing of opportunities for a person, a group or a people. Had the American liberation forces been late or too early when they set foot on Normandy, the history of the world might have been entirely different. Crudely too, if the geeky boy-next-door in a physics class delayed for another day the admission of love to his pretty classmate, the girl of his dreams might have soon gone steady with the high school jock. The point of this part is very fundamental – being on time, in the ways enumerated above, presents people with opportunities which they might soon miss or lose if they came even just a bit late or came a little too early. Cordial Respect to Peers and Superiors   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Finally, being on time gives the impression of cordial respect to peers and superiors to the extent that their time spent with the person on time is laden with trust, confidence and respect. It includes not only personal relationships but professional relationships as well, especially in sealing contracts and negotiating better terms for the company one represents. For example, the other party to a multi-billion dollar contract would more likely have better rapport and confidence to a person who comes flawlessly on time with all the documents prepared rather than a person late for the same corporate meeting because a person on time tacitly accords good faith and cordial relations to the other party by simply being on time.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In all of these, the three reasons above suffice to convincingly prove the importance of being on time, not only in simple social-anecdotal terms but also insofar as presenting the economic side of being on time. In the ultimate analysis, there actually no need to problematize and even embark on such a discourse on the importance of being on time. Such a trait should already be inherent in men and women who value people other than themselves. While lateness per se is really hard to eradicate especially when excuses are valid, lateness should be more of a very strict exception rather than a general rule, especially among young people who usually do otherwise. Be on time, and things will definitely get better in the long run, in all aspect of a person’s life.

Organizational paradigms Essay Example for Free

Organizational paradigms Essay Every organization is different and there is no perfect organizational paradigm that fits an organization in all situations. Even though the most common organizational paradigms are hierarchies, holarchies, coalitions, teams, congregations, societies, federations, and matrix organizations there are many more kinds that exist which are a combination of these with a few extra attributes. â€Å"What is clear is that all approaches have different characteristics which may be more suitable for some problems and less suitable for others† ( Horling Lesser, 2005) I feel that among these organizational paradigms a combination of hierarchical and team based designs offer the best of the attributes. Because, hierarchical structured organizational is one of the oldest and time tested paradigms with very clear advantages over the other paradigms. A hierarchical organizational design helps decomposition and that is its major advantages. In addition, hierarchical organizations are formed with number of departments each with a hierarchy of its own and that helps the organization tackle large scale projects and scaling is comparatively easy depending on the need of the situation. They are also the simplest to understand and induction of new employees and their reporting system are comparatively more systematic and well organized. The trouble with hierarchical systems, however is that they tend to develop bottlenecks and decision making processes tend to take longer. That is the reason, for my belief that if the hierarchical organization create teams within itself, it would improve the overall flexibility of the organization and avoid the creation of bottle necks. Because teams are set of employees who work towards a common goal supporting and coordinating with each other. Whenever a larger problem crops up that cannot be handled by individuals the team can take care of them and take the organization forward. References Horling Lesser, 2005, A Survey of Multi-Agent Organizational Paradigms, retrieved May 14, 2009 from http://polaris. ing. unimo. it/didattica/cas/L6/Lesser_OrgParadigms. pdf

The Importance Of Socio-Cultural Factors

The Importance Of Socio-Cultural Factors Abstract The aim of the research project is to find out how two different schools within the same borough cater to children learning EAL and bilingual children. Observing two children aged 4-5, within a reception class setting was one research method used. Notes were made on their verbal and non-verbal interactions, with either an English-speaking student or a Tamil speaking student and their overall involvement in routine activities. To follow, interviews were also conducted with each schools EAL/EMA coordinators to gain first had information on exactly what each school provides, and to see if there were any differences in their approach. The paper looks into theories behind mainstreaming EAL students, the difficulties that settings come across and the key strategies and acts that have been put in place to narrow the gap between EAL student and English speaking students. Introduction English is described as the primary language, which is spoken and written in the British Isles (Oxford English Dictionary 1989). Hence it is empirical that all children in an early years setting linguistically aquire the language in order to be able to understand and complete the work that is put in place by the national curriculum. This case study will look into bilingual children and children learning EAL (English as an additional language) particularly focusing on children from an ethnic-minority background. In England (2009), 856,670 pupils were recorded as having a mother tongue other than English; this represented a total of 492,390 pupils or 15.2% at primary school (Statistical First Release August 2009). Inner London was recorded as having 54.1% of pupils learning English as a second language making it a prime researching ground for this topic. Research from the same statistical evidence also showed that there were more than 200 languages that are spoken in the homes of children attending schools in England (DFES 2001). The large statistical evidence begins to unravel the rapidly increasing number of EAL pupils. An increasing amount of pressure is put on mainstream classroom teachers to be able to handle both English-speaking students and Children learning EAL within a mainstream setting. This stresses the importance of all the ever-changing policies and strategies that have been implemented by the government and local authorities. These are not in place for the best intreset of the pupils but also to enable settings to achieve their highest potential. Most of the educational theories and practices are derived from research completed in Europe, Australia or northern America; a limited area of the world (Cable, C 2005). Research findings from these areas of the world will not be applicable in settings with children from ethnic minority backgrounds.This becomes another barrier for both the members of staff and pupils; expectations will begin to vary especially for a child from an ethnic minority background. Teachers with a lack of experience in a socially diverse field will base and derive mos t of their way of practice/ teaching from research which may limit the extent of help and support they can offer children, from any other background than those that the research has been based upon. Maslows work recognised the importance of socio-cultural factors, he believed that all children needed to feel safe, valued and needed a sense of belonging (Catlow.J 2006). This will be very difficult if the teacher has not got a wider understanding of a childs specific cultural background, beliefs and a general way of life. It will restrict interactions, as no familiarity would be available for the child to feel a sense of belonging. It is crucial to have a general understanding of an individual pupil, especially if they have arrived from a war-torn country or if theyve had no previous experience in an educational setting. This means that the child will not only have to acquire a new language but immerse themselves in completely new settings and environment with the possibility that no extra support will be provided by the family and parents, as they also may not be accustomed to the life and ways of schooling of this country. In 2006 the primary national strategy (Excellence and enjoyment, 2006) said that significant progress had been made in raising standards for primary schools and that many individual children from minority ethnic groups and those learning EAL were achieving impressive results; but this was not the case for all the children. Achievement gaps between different social and ethnic groups are still prevalent and needs further work (Mahon, Crutchley and Quinn 2003). Through observations and interviews it leads to the main research question of how do schools cater to children learning English as a second language? As the main question was very open, it was broken down by only looking at two different schools with a high population of ethnic diversity (evidence from Ofsted reports, 2008 and 2010). Then the different approaches they have in assisting children learning English as a second language and new arrivals into the school was looked into. The main aim was to see how well each setting pro vided conditions for learning with valued diversity, promote confidence and a sense of belonging, along with how well they developed effective partnerships with parents, carers, families and communities. First hand information was gained via interviews with the EMA (ethnic minority coordinators) to see how the school deals with LEA and bilingual children. Observations in a classroom setting were to see how their strategies were being implemented and how this affected or enabled the LEA or bilingual children to participate and understand the basic curriculum. The first hand research was then related back to secondary research to see how well the settings were using/complying to strategies, and policies such as the EYFS framework, work from NALDIC, Dfes, ECM, EMAG Aiming High and Primary national strategies. Literature review English as additional language (EAL) has only been mainstreamed in English school education since the mid 1980s(leung). From then onwards, over the past thirty years, the concept of integrating EAL learners into the mainstream curriculum has been a major point of interest for policy makers and educationalists(nalidc). As Lamb 2001 stated we currently live and teach in a highly complex and increasingly multilingual society. This is evident from the data collected via CILT; the annual school census: language data collection showed that in 2008 14.3% (466,420) of all LA (local authority)maintained primary school children have a first language known to be other than English. The latest data from the same census showed that the percentage had increased to 16.0% (518,020). Reason s for the rapid increase could be due to the current economical state and labour demands leading to the recruitment of workers from other parts of the world (Leung) and the growing numbers of asylum seeker/refugee children. Data from (DfES 2002) found that 70% of the children who were in those circumstances came from homes where little or no English is spoken (DfES 2002). These movements within the UK has led to English as an additional language becoming an important social and educational policy concern (for example, Bullock 1975; Department of education and science (DES) 1985; commission for racial equality (CRE) 1986; Department of education and science DES 1998; Department for education and employment (DfEE) 1999 qualifications and curriculum authority (QC a) 2000; DfEE 2001 The current EAL policy was first implemented at a time when there was a perceived need to tackle racism(leung). It was designed to remove any barriers and allow an equal access to education. The main aim was to give all children an equal opportunity by integrating them into the mainstream curriculum regardless of their English language competence. In England the way EAL has been perceived has shifted over the years. Even the label has evolved from English as a foreign language (EFL) which only focused on learning the language. This term failed to integrate the broader curriculum and overlooks the importance of ones first / home language. At a time when the term EFL was used students were often taught in separate language centres where no social links could be formed with native English speakers.soon after the findings of the 1986 Commission for Racial Equality report was released the separate language centres were closed down and specialist language support was incorporated within t he context of mainstream classrooms. Further research from (DFES 2010) has now shown that Children who are learning English as an additional language will learn more quickly alongside fluent users of English who can provide good language and learning role models. This is evident in (reference the case study) and many other school who use a Buddy system to ease children into school seetings throughout the induction period. Globally, there now exists a broad spectrum of literature on the education of EAL and bilingual pupils (Bourne Reid, 2003). Most of the ideas and developments that have risen in the field of EAL can be seen as falling into the following four categories. Language content orientation is based on a very structural approach , an example of this is the Scope material(1978). This advsed teachers that from the very beginnng you have to see it that your pupils learn correctly organized language. The incorporation of grammar , spoken laguage and written skills were developed through themed work eg; shopping or farm animals. With the use of visual enhancement and group discussion it allowed eal pupils to develop all of the conventional aspects of learning English. Content- language orientation is when subject specific uses of vocabulary and expressions are identified and classroom strategies are built around these in order to promote both understanding of he subject content and learning of English at the same time. An example of this is seen n (dale cuevas, 1987) workthey pointed out that maths uses English language vocabulary in a particular way hence pupils needed to be aware of the context each xpressions belonged to e.g the notion of subtraction can also be reffered to as; take- away, subtract from and etc. following fro this ( Mohan 1986; 1990; 2001) proposed an content language intergration approach which ties language expressios and curriculum content together via a set of underlying knowledge stuctures . he also suggested that the use of visual representations should be used to assit understanding of the key language and content meaning by students. Trans curriculum language orientaton is another form of eal pedagogy. An example of this is Cummins (Cummins, 1992; 1996; 2000; Cummins and swain, 1986) suggestion that language proficiency can be distinguished between basic interpersonal communicative skills (BICS) and cognitive/academic language proffiency ( CALP). BICS is usually when the meanings communicated is familiar to those involvrd in the conversation or when gestures and actions are provided for better understanding e.g greeting friends or going to play in the playground. CALP is language that is embedded in the context of a curriculm usually the language that contributes to educational success. This work went on to show that children learning an additional language can become conversationally fluent in the new language in 2-3 ears but may take 5 years or longer to catch up with monolingual peers in the development of CALP. Along with Cumins work the conceptual framewok prposed by snow, met gensee ( 1989; 1992) that enab les EAL and content teachers to share a common teaching agenda. Both of their ideas are pedagogically relevant to second language development within the mainstream curriculum. Cummins work can be used to plan out classroom strategies whilst the framework drawn up by Snow et al can be used for both language and subject content analysis and planning The fourth category is student orientation. The early work of Levin (edited by Meek 1996) was most influential in this theory. This was the first that saw mixed ability teaching in mainstream classrooms as a potentially effective response to meeting the language learning needs of eal pupils . Unlike the content and language orientated approaches this focuses more on the pupils level of progression and emphasies that social interaction between students and between students and teachers as pivotal. Another example of the important role of the first language is Cummins work on the underlying proficiency. This work showed that those who have developed CALP in their first language can transfer much of this learning to additional languages. The same theory is also prevalent in Colliers (1995) theory , the previous experience of leanring, apptitiued ,leanring style which was developed through the acquisition of the first language can be adapted into the way that the second language is learn t. As mentioned in (Naldic) the label of EAL itself appears to be part linguistic, part educational, part social and part political therefore the learners social and cultural experiences will impact on their progress in language acquisition as well as on their cognitive and academic development(ref). the development of a second language should not be seen as a problem or hinderance but as an opputunity to enhance her/his cultural heritage by adding a new language to their repertoire without losing proficiency in the first. Eal pedagogy has also been influenced by social constructivist theories; this emphasizes the importance of scaffolding learning, which highlights the socio-cultural and emotional factors. These factors are largely influenced by the attitude towards the children, culture, language, religion and ethnicity (ref) . This is mirrored by the work of Vygotsky (1962) who emphasized the influence of social interaction, cultural context and language in cognition and the role of a more experienced person in supporting childrens learning through scaffolding in the Zone of Proximal Development (ZPD) (Cable, 2005). Another socialists theory was Maslows work on recognising the importance of socio-cultural factors, he believed that all children needed to feel safe, valued and needed a sense of belonging (Catlow 2006) whilst Bruners work was focused more on the linguistic and coginitive side the link between high order language functions and thinking and learning skills. Each of these theories are ver y interlinked yet focus on different apectss of the leanring process a central characteristic of each policy development is a recognition of the overlapping social and cultural phenomena which impact on attainment in school (TTA, 2003). Bilingual learners and children learning EAL face two main tasks in school: they need to learn English and they need to learn the content of the curriculum (Excellence and enjoyment, 2006). Both aspects need to be equally balanced, particular focus on just grasping the language can leand to children falling behind on their academical process. One of the difficulties that is faced by schools is wheter to place children in settings with a lower cognitive demand to place the focus on improving the language aquisition skills or keeping them in classroom with peers of the same age group so they feel included and not made to feel reduced academically. There are national educational documents which suggest that along with English minority languages should also be considered languages of the mainstream curriculum; an example of this is found in the English (subject) national curriculum documents teachers are advised that in realtion to the development of spoken and written English they shou ld be building on pupils experiences of language at home and in the wider community, so that their developing uses of English and other languages support one another (DfEE and QCA 1999). For optimal educational outcome both the every child matters outcome and the EYFS key principles must always be followed in every setting to ensure that each individual child has an equal opportunity to succeed (Excellence and enjoyment, 2006). the overall ethos and curriculum of a school should be inclusive and welcoming (Sure start for everyone. 2004) as Leung stated children who do not feel a sense of belonging and do not feel comfortable in their surrounding will not learn. This links back to the pivotal relationships and attachments formed with members of staff. Schools need to stress the importance of cultural relevance for all families and ensure that they feel the setting is a place where they can feel comfortable, respected, valued and included (Excellence and enjoyment, 2006). The Race Rel ations (Amendment) Act 2000 states that every school should have a race equality policy which should cover staff, pupils, parents/carers and the wider community (DfES 2004). It is through language and the interactions with proximal society that culture is transmitted to the child. In this context the learners sense of identity develops, and language is central to this process (Franson, 2009). many parents would want their children to perform to their best abilities at a school level their first language plays a crucial part within the context of the family and community. In many cases the first language is the only means of communication with the extended family such as grandparents and family living abroad ( ref) . not only is the first language helpful in coding a second languageas stated in(Excellence and enjoyment, 2006) it is widely accepted that home language skills are transferable to new languages and strengthen childrens understanding of language use but a crucial factor in keeping the family close. A difficulty that arises in settings is when the teachers are not given enough information on how to work with these children.a teachers identity is not only conceived within an individual practitioners head, but it is also identified by the set of core values and beliefs that have traditionally been linked to that role. Society places a particalur ideology on what teachers should be able to handle children ( Hanworth 2008) but current research shows that most teachers felt that the level of trainining given throughout the intial teacher training stage (ITT) was inadequate. . The percentage of trainees who felt that their training was good or very good in preparing them to work with pupils with English as an additional language has remained static at 34% in 2007 and 2008(Hendry, 2009).This is due to EAL not being a main subject specialism and also as it requires no mandoatory specialist qualification (Haworth 2008; Butcher, Sinka Troman 2007). (10 case studies) Via the case studies they found that teachers who did one year of PGCE did not have enough time for reflection as most of the emphasis was doing it by the book reducing the input on EAL. With the increased population of EAL learners it is important to note the demand for different types of EAL provision with the new pattern of immigration. the mismatch in the system between the demand and the available specialist workforce is shown via the figures from NALDIC;; between 2004-2008 the number of EAL pupils rose by approximately 25% to stand at 824,381 but the number of EAL/EMA teachers had just increased by 8% during the same period. Socially perceived boundaries such as subject specialisation and hierarchial roles within a school setting can lead to a lack of collaboration (Haworth 2005). Coplllaboration has not historically been associated with class teaching (Lortie 1975). This is a downfall in the develepoment of EAL pedagogoy as teaching practice may benefit from collaboration on a personal level, through providing moral support and confidence; a professional level, enhancing reflective learnin; as well as on a practical level, resulting in increased effieciency and reduced workload (Hargreaves 1994). All teachers develop an individual self identity (Nias 1989) this then develop into self- efficacy beliefs which is an interweaving of the cognitive factors and affective dimensions (dufva 2003; Marland, 1986). Once self efficacy is achieved teachers are said to have strong beliefs about their ability to impart knowledge and enhance learning outcomes (Haworth 2005). But in a setting with a high population of EA L pupils the confidence/ self- efficacy is said to be challenged as teaching unpredicatibilty is often heightened and appropriate schemas many not be available (Pajares 1992). In these cases teachers may then become reluctant to seek help even when they need it ( Young kram, 1996) as their competence may be judged on their own ability to solve problems on their own( Lortie 1975). Other issues around this context is the status levels of support teachers and class teachers. Class teachers usually hold more powerful positions than support teachers (Haworth 2005) this can lead to a lack of communication on a childs progress. It is empirical that both sides are communicating effectively to discuss any problems or notes that have been made and to combine the curriculum work that the class teacher is focusing on (butcher et al 2007). Class teachers have also been reported to have unrealistic expectations of support teachers; they are expected to hold multiple roles and have cultural awa reness in all cultures that each child brings into the setting. All of this is expected out of sometimes non-qualified volunteers. Other teachers fear to show that they have specialism in the field of EAL as once established they are given the label of EAL specialist and expected to handle all children learning EAL. Hargreaves (1994) ideal vivison of a moving mosaic would be ideal where all professional contributed and discussed ways of Improvements. A lack of clarity between SEN and EAL is also a major concern.the (case studies ref) states the reason for this to be the lack of clearly identified criteria for identifying the language needs of pupils. Without clear assessment it is difficult to tell whether the delay is caused due to confidence issues using the language or because they have real learning difficulties independently of the language difference (cline 2009) As a pupil has further exposure to English, special educational needs may become apparent. It may be appropriate to follow both courses of action for some bilingual pupils. All answers should be based on good evidence collected in a variety of circumstances over a period of time. Children should only be involved with the SEN co-ordiantors if there is an actual need that needs to be dealt with. The SEN framework works completely differentlt to the EAL one, the wrong diagnosis could lead to the cognitive ability of the child to be supreesed due to the lack of challe nge. Over the main issues pointed out by researchers that have been a cause for concern are; the roles and reponsibilties over staff and support members, the staus of each member of staff and the crossover with specialists and mainstream teachers, the use of first language, community links and the teaching of English itself. Theories and frameworks have been developed (reference all above) but an international framework that will relate to all settings has yet to be created. Different approaches and methods are used by different settings but they are all costumly accomadeted to suit each setting, one approach that may be successful in one setting may not work at all in a different one. It all dpends on the geographical location of the settings and the particular outcomes it needs to reach. Methodology: The topic was chosen due to personal experience and an innate interest. At the age of 8 I was moved to the united kingdom and was considered to be an EAL learner. With no previous experience of English I was enrolled in a mainstream primary school setting. The main central research question is to look into how effectively pupils learnng EAL are intergrated within mainstream school settings. This was then broken down into 3 categories; to research current frameworks and theories, how interaction amongst peers effect the development and what kind of provision teachers/members of staff provide in supporting children learning EAL. The research was conducted in the manner of a case study. A Case study can be described as a spotlight on one instance/ situation or an in depth study to uncover what is happening and to shed fresh light (Aubrey et al 2000). The concept of EAL is a rapidly increasing area of interest and as set rules and regulations have yet to be adapted the process of a case study allows the opportunity to focus on all aspects of relevant research. The advantage of conducting one is; that it is richly contextualized allows for plenty of detailed descriptions and gives a better sense of what is being studied (Roberts-Holmes, 2005). This is contradicted by Flyvbjerg (2006) who pointed out the misunderstandings of case studies. The claims included One cannot generalize on the basis of an individual case and, therefore, the case study cannot contribute to scientific development ;and The case study contains a bias toward verification, i.e., a tendency to confirm the researchers preconceived notions. The overall aim of the case study was to focus on children learning English as a second language. With the use of internet serach engines and the universities library resource the process of filtering journals and information that was already produced began. As journals were read it became very apparent that there were no set guidelines for teachers to follow. Members of staff were facing a number of issues that hindered their ability to enable children learnig EAL to achieve their full potential. As the overall EAL issue was very wide the central research question (CRQ) was then refined to How are children learnig EAL intergrated into mainstream settings. First hand information is to be gained by looking into the interactions amongst pupils and how much supported is provided by the teacher. This is to be gained by the use of a semi- structured interview with the EMA/ EAL coordinators of each setting and an observation of 2 children within their natural classroom setting focusing on the interactions amongst peers and how the teachers expertise supports the children. As per the London government website (ref) London has the highest population of people from an ethnic minority background. With this information the search for two appropriate settings with a high number of EAL pupil began. With the use of the OFSTED reports the settings were narrowed down and then chosen according to proximity and access. First contacts were made via e-mail (see appendix ?) this outlined the aims of the research my intentions and what I would require. Both schools were content with the intial information that had been provided and requested to meet in person for further details to be discussed. The brief meetings with each head-teachers allowed me to be put in contact with the right members of staff and for them to provide me with children learning EAL in the appropriate class/age group. Two criterias were empirical in this research one was the chosen age group; 4-5 as an appropriate level of cognitive and language development is essential for any developments in ac quiring a second language to be noticed.the second is the ethnicity/ first language. The requirements were for 2 tamil speaking (as a first language) pupils. As I also have the ability to speak and understand the language it would allow me to gain first hand information on the discussions and thoughts amongst the peers. Once permission was granted to enter the school premesis the head teachers briefly introduced me to the class teachers that were in charge of the allocated classrooms and to the EAL/EMA co-odinators of each schools. The teachers allowed me to get aquainted with the class before the observation process had began enabling children to accept my presence and getting a chance to understand the purpose of why I was there. Ethical consideration was empirical as the research method consisted of first hand contact with children. Concerns have been related to the appropriateness and desirability of involving children directly in research, in terms of their competence and vulnerability as research subjects (manon et al 1996). The day observation commenced, a CRB had to be presented to both schools for security reasons before access was given to work with children. On the day of observation the teachers had pre- allocated two children as per the request and gave me a brief background. This included how long they had been in the u.k, when they joint the setting and what their current level of EAL was (see appendix?). as the children arrived at school the class teacher pointed out the parent of the pupils of interest. This enabled me direct contact in order to gain parental consent. A consent letter (See appendix 4) was also handed to them giving them a brief explanation of what my research consisted of and how their child would be involved allowing objection at anytime. Verbal consent was gained from the children to avoid deception. Further ethical evidence was specified (See Appendix 2). One of the chosen research methods was observation looking at day-to-day events within a setting without altering anything (Clough Nutbrown cited in Roberts-Holmes. 2009). This was considered to be the most suitable for acquiring information on the interactions amongst peers and witnessing exactly what kind of support was given by the teachers if any it involves first hand evidence collection and real-life situations (Roberts-Holmes, G, 2005, P92). This was extremely important as the children would need to behave exactly as they would in their daily lives without the researchers presence influencing the outcomes.The downfall to the method was that it was only conducted for a day hence the data collected may not have been be a true reflection of real life situation, as participants may know they are being observed. (Robson, C.2002). this should always be kept in mind when analyising the results. That said observation is the only method provides the closest representation of real life situations (Robson, C. 2002 It allows a researcher to be a part of their everyday life at school, seeing how they interact, play and learn, also allows observer to take account of emotions, tensions and behavior. (Bell, 1999). This was conducted as a mixture of structured observation and unstructured observation. The purpose was kept in mind, hence anything in relevance to how teachers facilitated children and the interactions between the peers was noted down as reflective diary notes (Holmes P.97). As soon as the initial raw observations were noted certain aspects specifically realted to the main focus were elaborated on,including the details of how the members of staff used materials and techniques to aide children learning EAL. The aim was to observe from an outsiders point of view but when working with children the nature is always unpredictable. At times participants would ask direct question or help which had to be responded to,at this point the role of a participant observer would be taken on. Although it disrupted the validity of the research it his allowed a deeper understanding through clarifications of their behaviour or actions that were at times unclear. To gain the information that was required from the EAL/ EMA co-ordinator a semi structured one on one interview was conductuded. This allowed information from the direct source, the researcher to ask the participant to elaborate, confirm and clarify what they are saying (Roberts-Holmes, 2005:110). Due to the close proximity the use of follow-up questions can be used to clarify something that has been said, or to expand on something raised by probing (Mac Naughton, 2001). The questions were prepared using the information that were highlighted as key areas in the literacy review and based onf current frameworks and policies. The interview was recorded via the use of a

Essay --

Abraham Lincoln was born in the winter month of February, on the twelfth day, in the year 1809. He was born in Hardin County, Kentucky to parents Thomas Lincoln and Nancy Hanks. Both of Lincoln’s parents were illiterate but he took it upon himself to learn his ABCs and attend school at a young age. Abraham Lincoln moved around a little e through Indiana and Illinois the first 21 years of his life. While Lincoln was young he worked a lot of odd jobs here and there before breaking into politics and winning a seat in the Illinois legislature at the age of 25. While he served his several terms on the legislature he went to law school and became a lawyer. In 1845 Lincoln successfully won a spot in the U.S Congress and served for one term. He later decided to run for U.S Senate, and even though he did not win, he gained national recognition for being so against slavery. In 1860, Lincoln ran for president, won, and was inaugurated in 1861. Abraham Lincoln met Mary Todd in 1839 while they were both in Springfield Illinois. Even though they had both come from very different families they ...

The secret to success of East Asian economies Essay examples -- Intern

Since the end of the second world war, many East Asian economies have seen a â€Å"miraculous† growth. And with so many other nations still in poverty, economists and leaders are turning their eyes towards the â€Å"East Asian tigers† to see if they can replicate their results. When looking at the facts it is obvious that the the circumstances facing the East Asian nations were quite different than the ones that nations face today. But outside of these differences a loose model of the East Asian miracle can be utilized in Third World nations today and, considering the high success rate of so many of the East Asian economies, would most likely see positive results. The secret to success of East Asian economies is the hand that the government has had in industrial affairs. Starting in the 1950s nations like china began taking steps towards centralized government through reform. One example of this would be the Chinese land reform of the 50s under the new Mao Zedong's communist regime (Blecher, 2010:p.27). This land reform took away the oligarchic control of the landlords, changing the feudalistic policy of landlordism over to a more capitalistic form of socialism in which the government has the control. This is clearly a very vital part of the industrialization process as many nations that have failed with the agrarian reform continue to find themselves struggling to get out of poverty. A modern example of this would be Brazil, where the rural landlords have stalled any sort of reform that might dismantle their rule over peasants farmers and tenants (Kay, 2002:p.1076). The institution of land reform was a vital part of industrialization in East Asia, unlike other nations it was introduced before the economies had gotten on their feet and w... ... to ever truly practise total free trade, only even opened its borders in the 19th century (Chang, 2003:23). Despite this, Industrialized nations, with the United States at the forefront, continue to advocate for more 'freedom' in the economies of developing nations, claiming that there is no other way to be free from poverty. By doing this they make themselves out to be hypocrites calling for more market-freedom when in fact nations who practice state intervention, as they did during earlier stages, have seen more economic success. Two great examples would be China and India who both have a high level of state involvement in their respective markets, yet both nations have become the model for developing nations in the 21st century (Chang and Grabel, 2004:13). But for whatever reason the West continues to advocate a policy that they themselves have barely used.

Muhammad Bio Essay examples -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Muhammad is by far one of the most influential men in the history of the religious world. Even today his teachings are still worldly known and his views on dying for a place in heaven result in our terrorist bombings, suicide, and even the world trade center disaster. To understand the fundamentals and the reasons why Islam is a violent religion you have to divert back to the teachings of Muhammad and his life.   Ã‚  Ã‚  Ã‚  Ã‚  Muhammad was born around 572 B.C to his father Abdallah and his mother Amina. Both of Muhammad’s parents died when he was quite young, but he stayed with his grandfather for two years. Soon after he stayed in the care of his uncle Abu Talib and was soon put to work in the caravans.   Ã‚  Ã‚  Ã‚  Ã‚  While working in these caravans he met the owner Kadijiah. He married her when he was 25 and she was 15 years older than him at 40. They later had seven children but that did not settle him down for he married several other women to gain political power or compassion from the widows he married. It was also a rumor that he arranged the deaths of the women he married.   Ã‚  Ã‚  Ã‚  Ã‚  It was ...

King George Vi: the Real Kings Speech

Kimberly Wooten Professor Kathy Kile Speech 1010 November 6, 2012 The Real King’s Speech One man in history who gave a speech when the public’s faith was at an all-time low was King George VI. He had to step up and take the spot as king when it was not what he originally thought would happen. He suffered through hardship and troubles through his rein which some affected the way he was able to talk to his people. The speech he gave was not just given to a small audience but to his entire country. King George VI’s life was very interesting life which gave him the opportunity to give a very famous speech that affected the entire world.King George was born on December 14, 1895 in Norfolk, England. His full name is Albert Frederick Arthur Saxe-Coburg-Gotha. King George VI was often called Bertie or Albert by his family. He was the second son of King George V and the Duchess of York, Victoria May. King George VI did not have an easy childhood because of his mother†™s lack of affection and his father’s criticism. He developed a stammer at age 8 and also had to wear leg braces because of his knocked knees when he was young. He was a very shy and easily frighten child which also affected the rest of his life.He graduated from the Royal Naval Academy and went on to be a midshipman in the Royal Navy. After fighting in WWI he joined the Royal air force and became a pilot. He then went on to Trinity College but only stayed for one year because he then needed to fulfill his duties as the Duke of York. In 1923 he went on to marry Lady Elizabeth Bowes-Lyon, which had been a family friend since they were young. They had two children, Elizabeth, the oldest, and Margaret, the youngest. They were a close and happy family. His wife saw that he needed help with his stammer and found a great Australian therapist for him to see, Lionel Logue.After being with him and doing his exercises the king began to speak without a stammer. He was not supposed to be the one taking the throne after his father passed away, but it was supposed to be his brother. His brother wanted to marry his mistress and could not marry her if he took the throne so Albert took the throne. This was not the plan he wanted but he was crowned the king of the United Kingdoms and the Dominions of the British Commonwealth in 1937. King George VI was a supporter of the British Prime Minister who signed an agreement with Hitler, which was hoped to make sure there was no war with the Nazi Germany.Hitler then ignored the agreement and took aggressive action that made King George travel and make friends with the President at the time which was Franklin D. Roosevelt. On September 1939 Germany violated the agreement that was made with the Prime Minister and a war was declared. King George made a successful speech that declared the war in 1939. He announced the role that Britain would play in the act of war. After the war started, he and his wife stayed in London at the Buc kingham Palace even though the Germans were bombing (George). The government tried to relocate them to Canada.Queen Elizabeth had stated â€Å"I’m glad we’ve been bombed, now we can look the East End in the face. † (Farndale). King George and Queen Elizabeth went around to the cities that were bombed, visiting the troops and the survivors of the bombs. After the victory of the war the stress caught up with him and he had an arterial blockage which made Princess Elizabeth take on her royal duties. He was then diagnosed with lung cancer and had his left lung removed then he found out he also had arteriosclerosis. King George VI died on February 6, 1952 when he was 56 years old. His daughter then became Queen Elizabeth II.King George VI faced many problems in his life and one that made a very large impact on people was the speech he had to make declaring was with Germany (George). The King had to give a devastating speech on September 3, 1939. Hitler had gone again st an agreement that was made and Germany invaded Poland. After this, it was time to declare war. He had a hard time with his stammer throughout his life so his therapist helped him with it so he could complete this speech. His therapist was the only one in the room with the King while he gave his speech that was broadcasted live on the radio.The picture that shows him sitting at a desk giving the speech was actually staged and he really gave his speech in an anteroom standing (Farndale). His speech sounded great although there are many pauses he had to take to prevent him from stammering. Other than the pauses, he completed a great speech and spoke clear and with confidence. He was delivering a devastating speech and the devastation is able to be heard in his voice. While there is much devastation, he still helps give hope as he is giving his speech. The speech’s effect much more than just his country, it also affected the entire world(Crrisstobal).The speech had affected al l of Great Britain and it also affected the rest of the world. He was declaring war, which meant that his allies had to be with him in this time of devastation. The king told his people to embrace for hard times to come, for his country was at war. The speech gave his people a reason to come together and unite in this time of war. It also inspired them because it showed that they now have a leader they can look upon. The speech had a great effect on the rest of the world as well. As they went into war, the allies of Britain also had to help.As he completed this speech it showed he was a great leader to look upon but it also gave much terror to many people as he said they were going into war. All in all, King George VI went through hard times all his life. From when he was a young stammering boy with an unloving family, to a king leading his people through WWII. Although he gave many speeches being a king, the speech that had the most effect was the one he gave declaring war. He had no stammer and went through it great and ended strong. King George VI was a wonderful leader and did a great job delivering the real king’s speech.Works Cited Crrisstobal. â€Å"The Real King's Speech – King George VI – September 3, 1939. †Ã‚  YouTube. YouTube, 05 Feb. 2011. Web. 07 Nov. 2012. â€Å"Enchanted Serenity of Period Films: King George VI and Queen Elizabeth – a Peek into the past. †Ã‚  Enchanted Serenity of Period Films: King George VI and Queen Elizabeth – a Peek into the past. N. p. , 16 Jan. 2010. Web. 06 Nov. 2012. Farndale, Nigel. â€Å"The King's Speech: The Real Story. †Ã‚  Telegraph. co. uk. N. p. , 5 Jan. 2011. Web. â€Å"George VI Biography. †Ã‚  Bio. com. A&E Networks Television, 20`1. Web. 05 Nov. 2012. .