Ceramic -- China Term Paper Example | Topics and Well Written Essays - 1750 words

Ceramic -- China - Term Paper Example Ceramics range from construction materials (bricks & tiles), porcelain and vessels (Uta Grosenick & Caspar Schubbe, 2007 p.25). The earliest Chinese ceramics were produced during the Neolithic period (6000-1000BC), this was kind of utilitarian wares known has basic pottery. The cultures that were involved with this type of ceramics were Ta-ti-wan, Lun Shan and Ta-wen-Kau. They produced a number of ceramic arts such as, fanciful thin walled and burnished earthenware that were fully painted from soil ores. Majority of these ceramics were used by the respective cultures as ritual vessels during traditional ceremonies and events. They were hand built, characterized by grey, black and red colors, as such they were real evidence of craftsmanship and beauty during the ancient period. The emergence of Bronze period led to ceramic decline, and few were made resembling the ceramic shapes of metals that had appeared (Wang Guanyu, 2011 p.3). Chinese ceramics that was produced during the Han dynasty between 206 BC –AD 220, was well known as organized ceramic production. Example of these ceramics included mass produced functional vessels that were stamped with names of government offices, a sheer indication that ceramic workshops and works were controlled. Majority of the vessels produced were identical but one notable ceramic work was the lead glazing, this included a low fired glaze that was colored with copper to produce green, or use of iron to create yellow or brown colored items. The Chinese knew that lead was toxic to human beings and with this knowledge; they would only utilize ceramic works created from lead glazing for mortuary purposes rather than daily use (p7). The toxicity of lead glazing lead to some of the Southern China, and coastal regions to produce high fired stone ware that was incorporating wood or ash glaze, that produced a yellow colored type of work. The other part was the use of an expanded Han repertoire which

Economics light Essay Example for Free

Economics light Essay Q1. Mention the problem? The problem of that case study is the organizational conflict i.e. every functional manager is trying to get his own interest; therefore, the working climate became disturbed. In other words, it is possible to say that it is a communication issue. Q2.What did sales managers do? The problem of the sales manager lies in focusing on getting more customers more than thinking of getting more profitable orders. Q3. What did manufacturing managers do?  The problem with the manufacturing managers consists in disordering of work steps, light color orders and dark color orders, which in turn wastes time and money. Q4. State your opinion to solve the problem? SOLUTION 1. Sales manager: He should modify the pricing policy for rush orders in a way that enables the company to exceed its breakeven point and get at least its profitable processing .i.e. to make a special price for rush orders. 2. Manufacturing manager: He should review the cleaning process and try to implement a more cost reducing efficient method. 3. General manager: * He should consider introducing a new machine, one for light color and the other for dark color, hence, reducing the cost of getting a new machine will be covered by eliminating the cost of cleaning and cost of time wasted. * He should ensure that the 250 workforce are aware of that every workers effort and role is step in many pre and post steps. Hence the notion of teamwork will prevail. * Every worker should be aware of not only his own task but also the tasks of all his coworkers to get the value of his own role and appreciate it so self esteem will prevail. * As for , the functional managers, especially, the manufacturing and sales managers should be aware of their critical position and try to be farsighted to the long run  objectives not only the short run. They should get rid of their personal interests and vision. They should cooperate and try to implement an overall objective. Done by Abdulla Talal Alsada BH05501669 SBI((FF))

Mainstream Media Is The Mouthpiece Media Essay

Mainstream Media Is The Mouthpiece Media Essay There is no doubt that mainstream media and social networking websites have ballooned over the past few years to encourage the acceptance of 1Malaysia Concept to citizens. The 1Malaysia Concept was initiated by Prime Minister Datuk Seri Najib Tun Abdul Razak on 16 September 2010, as a platform to build upon the unique strength of the diversity of multiracial Malaysia. It is the Prime Ministers fervent belief that the preservation and enhancement of this unity in diversity will remain the countrys best hope for the future. So promoting the realization and greater understanding of the 1Malaysia Concept by Malaysians is extremely important for the mainstream media to cover by reaching citizens. This 1Malaysia program consists of 1Malaysia Shop, 1Malaysia Clinic, 1Malaysia Menu, 1Malaysia Peoples Housing (PR1MA), to help the middle income group to have better access to house ownership and 1Malaysia Peoples Taxi (TR1MA) aimed at improving the countrys public transport services and so on t hat provides many benefits and services that citizens can enjoy and save money. According to The Star Online News (Understanding 1Malaysia, Joshua Foong, 2010), various strategies, programs and activities have been implemented through the ministries various departments and agencies to promote the 1Malaysia Concept. In order to take stock on the effectiveness of the 1Malaysia promotional initiatives, the ministry undertook a random survey on the extent of the peoples public awareness, understanding and acceptance of the 1Malaysia Concept as part of the ministrys KPI (MKPI). According to figures by the ministry, a total of 12,212 respondents participated with 82% from the number saying they were aware of 1Malaysia and while a further 69% understood the concept. The ministry targets on having at least 50% of the total population of 27mil in accepting the 1Malaysia concept this year. A statement released by the ministry said continuous dissemination of key messages on the 1Malaysia Concept will be a pivotal factor towards inculcating better understanding and accepta nce of the concept by Malaysians in time to come. From here, we know that media plays an important role to deliver the government policies or information to citizens. We have employed various channels to spearhead the promotion. They include the electronic media (TV and radio), print media (newspapers, booklets, leaflets and posters), new media (websites, blogs, Facebook), face-to-face communication (talks, briefings, seminars) as well as cultural activities (acting, singing and dance performances), said by Datuk Seri Dr Rais Yatim. Such dedicated programs and activities all over the country have received positive response, strong support and participation from all sectors of the community, heralding much promise for the future. (Understanding 1Malaysia, Joshua Foong, 2010). Despite the traditional mainstream media, new social media technologies such as facebook and blogs are being used by the government to promote and encourage citizens to accept this information, resulted the 1Malaysia Concept are getting popular. While in (Najib Urges Media to Help Promote Mederation, 2010) our Prime Minister urged the media to play the role as a promoter of moderation to take back the centre and reclaim the agenda for peace and pragmatism. He said the movement of the moderates could marginalize the extremists, and that the media had a significant role to play in this quest. While according to The News Straits Time (1Malaysia concept a great vision,2012), the 1Malaysia Concept is a great vision in promoting unity not only to the Malaysian people but also to the region, United Nations secretary-general Ban Ki-moon said today. He said the concept could help in raising tolerance towards the different religions, cultures and traditions as Malaysia is a multi-ethnic, religious and cultural country.    Another article from The Star Online News (Najib: Translate 1Malaysia concept to benefit people, 2012), Najib said the Barisan Nasional government had introduced various 1Malaysia services and products to assist the people, such as 1Malaysia Peoples Aid (BR1M), which was warmly received. 1He said the 1Malaysia Concept should be translated into something tangible and benefits the people and not just remains political rhetoric. He emphasized that more 1Malaysia services and products were needed to help ease the rise in the cost of living. For example, specially-composed 1Malaysia songs and the 1Malaysia advertisement are aired daily via various TV and radio stations run by RTM. In Ai FM radio station, we can hear that the radio station everyday aired the information about 1Malaysia Concept in attempts to encourage citizen to accept the 1Malaysia Concept. For the private networks as well, they are tends to promote this concept and resulted the 1Malaysia Concept have been well-received a nd getting popular. Additionally, according to The Star Online News (Understanding 1Malaysia, Joshua Foong, 2010), showed that, around 18,070 lectures have been conducted by the information department this year in 139 districts involving about 550,000 people. Booklets and leaflets on 1Malaysia have been distributed as well at the state and district levels to be used as handy reference. The ministry has also been working towards disseminating the 1Malaysia concept to all participants undergoing National Service training (PLKN). From the articles above, we can see that various channels or mainstream media are being used by the governments to disseminate the 1Malaysia Concept that brings a lot of benefits to the citizens. Many channels have been covering this policies information to reach different levels of the citizens, and keep emphasize and re-emphasize the idea of 1Malaysia Concept is to harmonize citizens of different races in this country. As we can see that, the ways the mainstream media in order to cover 1Malaysia Concept is very neutral but had successfully shape the citizens mind gained the attention and the acceptance of citizens. More and more citizens can understand the concept for a better tomorrow. However, in today advanced social networking era, we can see that more and more people are using social media sites to get news and share the information, such as Facebook, Youtube, Twitter and so on. Facebook is the top media site in Malaysia and there are 90% of Malaysian uses Facebook as their prime social media network. In order to attract more citizens get to know about 1Malaysia Concept, or even to convenience the citizens to get more information, it is found that there were a homepage of 1Malaysia existing in Facebook that citizens can get the information and share it among their friends around the world. Other than that, the government also created a website of 1Malaysia The Personal Website of Dato Sri Najib Razak that intended to provide a free and open forum to discuss the things that matter deeply to us as a Nation. The website provides a chance to express and explore the many perspectives of citizens. Citizens can download the booklet as well from the website to get mor e detail about what kind of benefits that as a Malaysian can enjoy. In terms of today commercial culture, advertisements exist at anywhere and anytime. People are highly exposed with the advertisement indirectly. The 1Malaysia advertisement can be found in local newspaper, TV or radio advertisement as well as social network, shopping malls, billboards along the road and so on to make the advertisement intangible in order to reach everyone and their target audiences. We can see the logo of 1Malaysia Concept at anywhere especially in government webpage, government office, government clinic and hospital, banners of PROTONS flyer and even can be found in the products of goods which is made from Malaysia. TV and radio are the most effective ways to make the citizens to accept the 1Malaysia Concept because the 1Malaysia Concept. According to mass society theory, media were seen as only one of many disruptive forces, cancerous force within society and have to be purged or totally restructured. Media have the power to reach out and directly influence the min ds of average people. Once the peoples minds are corrupted by media, all sorts of bad, long-term consequences result bringing not only ruin to individual lives but also creating social problems on a vast scale. As it is say that, people are vulnerable to media because they have been cut off and isolated from traditional social institutions that previously protected them from manipulation. But in propaganda theories, media became the focus of attention. One of the common propaganda techniques is intended to make many people respond to the information overload situation pressured by processing the messages as quickly as possible, therefore by making mental short cuts. In addition, propaganda theory also is the no-hold-barred use of communication to propagate specific beliefs and expectations. For example, the slogan of 1Malaysia Concept in recent and past few year which in year For example, the slogan of 1Malaysia Concept in recent and past few year which in year 2009 People First, Performance Now (Rakyat Didahulukan, Pencapaian Diutamakan), in year 2010 Generating Transformation  (Menjana Transformasi), in year 2011 Transformation Successful, People Prosperous (Transformasi Berjaya, Rakyat Sejahtera), and in year 2012 Promises Fulfilled (Janji Diterpati). It is can say that the used of the slogans in 1Malaysia Concept is to make the citizens believe in, seek to g ain the support and acceptance from the citizen as well as other expectations. In other words, the uses of propaganda attempt to change the way of people act and influence their perceptions. The social chaos initiated by media will inevitably be resolved by establishment of a totalitarian social order. In other word, mass media should debase higher forms of culture, bringing about a general decline in civilization. While in modern propaganda theory, the argument of this modern propaganda theory is that powerful elites are so thoroughly control the mass media and their content that they have little trouble imposing their truth on the culture. The theory is facilitated by three factors i.e. an audience, the use of sophisticated polling and survey procedures, and the incorporation of media companies into mega conglomerates. These factors combine to put untold power in the hand of powerful business and governmental elites without the publics awareness whether the information is true or not. In conclusion, in nation all over the world, the media has to adapt to the political system in which they are operating. How much freedom that the media can enjoys is indicative by the political system that they operate in. In a democracy country, media and politics will always have close ties. Mainstream media is the mouthpiece of the government in nation to disseminating the information on government policies, programs and messages to the citizen. But because of the mainstream media is often heavily influenced by the governments and corporate stockholders, the news it reports on is often kept as neutral as possible or typically of general interest, to avoid losing members and the audience, therefore, they avoid reporting on controversial or sensitive topics especially topics about cultures and religions. For this reason, some people speak disparagingly about the mainstream media, arguing that issues of importance often do not reach the general public. No private-owned newspaper or radio and TV stations are allowed to discriminate the government openly and thus no dissident voice is heard. The government decides what kind of information the citizens should know and the government tends to control or regulate the media by laws but allowed a certain degree of freedom, as long as the media operates within the prescribed perimeter, it will not be harassed. Mainstream media is often associated with reliability and integrity, enforced by firm journalistic standards and the presence of supervisors and review boards who are supposed to ensure that the news is accurately reported. However, the mainstream media is also accused by some individuals of being extremely biased. The political leanings of major media companies may come out in the type of coverage it has, for example, and the choice to refrain from publicizing controversial stories may be viewed as a lapse of integrity. Social justice issues often receive scant coverage in the mainstream media, to the frustrati on of people who want to alert people to such issues. Because of this, more and more people are moving forward to look for other sources that allowed them to know the truth, whether the 1Malaysia Concept is really beneficial as a citizens of Malaysia. The internet has held hope for many Malaysians who are seeking wider democratic space, to enhance freedom of expression and democracy in Malaysia.

Architect of the Byzantine Legacy Essay -- Justinianus Architecture Es

Architect of the Byzantine Legacy Byzantine Emperor Justinian was the bold architect of a revitalized Byzantine Empire that would leave a lasting legacy for Western Civilization. As much of Europe entered the Dark Ages, Justinian's vision of a restored Roman Empire would reverse the decline of the Byzantine Empire and lay a firm foundation that would allow the Byzantine Empire to survive for centuries to come. Justinian, whose full name was Flavius Anicius Julianus Justinianus, was born around 483 AD at Tauresium in Illyricum in the Balkans of present-day central Europe. He was the nephew of Byzantine Emperor Justin, the son of Justin's sister Vigilantia (Fortescue). Justinian's uncle, Justin, was the Byzantine Emperor from 518 until his death in 527. As a young man, Justin had left his home province of Dacia, going to the Byzantine capital of Constantinople to seek his fortune. He eventually rose to the position of commander of the "excubitors", the handpicked 300-soldier guard of the Byzantine Emperor. When he was selected to succeed Emperor Anastasius, he was an old man, weak in body and mind. He took the office reluctantly, writing to Pope Hormisdas in Rome, announcing his elevation to the Emperor's throne and complaining he had been chosen against his will (Evans). Justin handed over much of the duties of governing the Empire to his wife, Lupicina, and his nephew, Justinian. This power sharing arrangement would help to prepare Justinian to succeed him. Justinian worked hard and rose in position in his uncle's government. He was proclaimed consul in 521, and rose to the post of general-in-chief of the Byzantine military in April, 527. In August of the same year Justin died, and Justinian became Emperor (Fortescue).... ... Joseph E. O'Connor. Justinian I, Roman Emperor. . 1999. Koeller, David W. The Battle of Adrianople. Koeller, David W. The Empress Theodora. Halsall, Paul. Medieval Sourcebook: Corpus Iuris Civilis, 6th Century. . Jan 1996. Loffler, Klemmons, translated by Michael Waggoner. Ostrogoths. 1999. Neelin, David G. Timeline: Ancient Rome . 2000. Norwich, John Julius. A Short History of Byzantium. Alfred A. Knopf, Publisher. New York, 1998. Scheifler, Michael. The Justinian Code and the Catholic Faith. Stockoe, Mark and Kishkovsky, Leonid. Orthodox Christians in North America, 1794-1994. Orthodox Christian Publications Center. Wayne, New Jersey, 1995. Shaw, David J. A World's Eye View of the Law. UNESCO Courier, Nov 1999. p26 Whittow, Mark. The Making of Byzantium, 600-1025. University of California Press. Berkeley, California, 1996. Architect of the Byzantine Legacy Essay -- Justinianus Architecture Es Architect of the Byzantine Legacy Byzantine Emperor Justinian was the bold architect of a revitalized Byzantine Empire that would leave a lasting legacy for Western Civilization. As much of Europe entered the Dark Ages, Justinian's vision of a restored Roman Empire would reverse the decline of the Byzantine Empire and lay a firm foundation that would allow the Byzantine Empire to survive for centuries to come. Justinian, whose full name was Flavius Anicius Julianus Justinianus, was born around 483 AD at Tauresium in Illyricum in the Balkans of present-day central Europe. He was the nephew of Byzantine Emperor Justin, the son of Justin's sister Vigilantia (Fortescue). Justinian's uncle, Justin, was the Byzantine Emperor from 518 until his death in 527. As a young man, Justin had left his home province of Dacia, going to the Byzantine capital of Constantinople to seek his fortune. He eventually rose to the position of commander of the "excubitors", the handpicked 300-soldier guard of the Byzantine Emperor. When he was selected to succeed Emperor Anastasius, he was an old man, weak in body and mind. He took the office reluctantly, writing to Pope Hormisdas in Rome, announcing his elevation to the Emperor's throne and complaining he had been chosen against his will (Evans). Justin handed over much of the duties of governing the Empire to his wife, Lupicina, and his nephew, Justinian. This power sharing arrangement would help to prepare Justinian to succeed him. Justinian worked hard and rose in position in his uncle's government. He was proclaimed consul in 521, and rose to the post of general-in-chief of the Byzantine military in April, 527. In August of the same year Justin died, and Justinian became Emperor (Fortescue).... ... Joseph E. O'Connor. Justinian I, Roman Emperor. . 1999. Koeller, David W. The Battle of Adrianople. Koeller, David W. The Empress Theodora. Halsall, Paul. Medieval Sourcebook: Corpus Iuris Civilis, 6th Century. . Jan 1996. Loffler, Klemmons, translated by Michael Waggoner. Ostrogoths. 1999. Neelin, David G. Timeline: Ancient Rome . 2000. Norwich, John Julius. A Short History of Byzantium. Alfred A. Knopf, Publisher. New York, 1998. Scheifler, Michael. The Justinian Code and the Catholic Faith. Stockoe, Mark and Kishkovsky, Leonid. Orthodox Christians in North America, 1794-1994. Orthodox Christian Publications Center. Wayne, New Jersey, 1995. Shaw, David J. A World's Eye View of the Law. UNESCO Courier, Nov 1999. p26 Whittow, Mark. The Making of Byzantium, 600-1025. University of California Press. Berkeley, California, 1996.

Research Trends in the Academy of Management Publications

Research trends in the Academy of Management publications In order to reach the organization’s goals, management acts its way by its techniques and topics that is essential for the success of the company. There are a lot of changes and improvements that can cause to the disappearance of the management topics and techniques that organizations use for its own benefit. I appreciate reading this article that somehow updates us on what is happening on management topics, why do these topics disappear, stays, and re-emerge, and what are the common techniques used by the management of each organizations.The first hypothesis about the management topics says that some are historic and that they emerged then died out over time. People nowadays are very trendy and they tend to imitate what are the topics most popular in their environment. These people study and use those topics that make them think can fit in into the society. Just like in business, management topics also undergo a cycle. At first they will grow slowly, and then they will burst till they reach their peak point where a lot of people patronize their services/products.Sooner or later, their business fades as the people who first patronize their products discover new ones that are trending and popular in the society. Because of this, they try to change and develop new products that would satisfy the wants and needs of the consumers leading to the disappearance of the first products they made. I can’t say that each management techniques are perfect, so if there are new ideas that are developed due to the experiences of each organizations and curiosity of mankind trying to improve and upgrade that specific technique, then that management technique disappears and being replaced by a new and better one.The second hypothesis tells that some management topics are classical and have become institutionalized over time. Even though people nowadays are conscious with the topics that are popular nowadays, t here are others who give importance to these topics. Some topics are so significant that organizations do not want to remove them for those topics leads their business to success. These management topics give them ideas on how they will operate their business to become stable in the industry. Most usinessmen now continue to use and development these management topics because they believe that this can help them in achieving their success. These are their tools to reach their organizational objectives and accomplishments. If these techniques continue to help organizations then these will never fade out and will continue to be institutionalized making these topics stay for a long period of time. The third hypothesis states that some management topics are resurgent in that they emerged, died out, and then re-emerged over time.There are a lot of techniques that could help these topics to become useful again. With comprehensive study and analysis, these topics will soon be popularized an d then used from generation to generation. This hypothesis challenges the researchers to do better study and brainstorming in order to have creative ideas on how they can develop these management topics. All things need improvement in order to fit in into society. Because, we humans, are not easily contented of what we have and can always find ways in creating other ideas better than the other.Some researching think they have created new ideas but had already emerged in the past but disappeared. Most companies make innovations on their products/services offered in the market in order to provide continuous satisfaction to the consumers. And so with this management topic, it needs further study and development to be continuously useful in the world of management. Management topics evolve like businesses do. They both undergo the same process cycle. At first is the birth of the keyword or topic then next is their growth until they reach their maturity where most of the people use it or the topic became popular.The cycle doesn’t end here but it continues to its post-maturity stage where its usefulness to the society declines. But with our generation nowadays, people are intellectual enough to explore new discoveries to satisfy the needs and wants of the society. And with this, it makes the management topic become more stable and continue to provide more knowledge to the researchers and readers. Having adequate knowledge about the history of these management topics we have right now makes each researchers and readers more interested on the topic.Some may show lack of interest but once they go deeper to the history about these management topics, they would find it really amazing on how this were useful to the industry and very effective on every organization. This study is very helpful to researchers that really want to know more about management because it is part of their study to keep track of the trends in the field of management. We can never reach our f uture if we do not know our history. Same goes with studying management, reaching the finish line of this field is impossible unless we learn and study its history.

Physical education Essay

Introduction Recent educational changes have spurred the need for assessment within the Physical Education field. Although it has always been part of the instructional process – Plan, Teach, Evaluate -it has not received the attention of many physical educators until recently. In the past it was not necessary to use assessment techniques for several reasons. Educators were not required to provide information on student performance to anyone. Both practicality of useful instruments and time needed to complete such assessments appeared to take away from the more relevant parts of teaching. In addition, professionals in the physical education field were not required to have defined learning outcomes for their students. Today, with the increased emphasis on accountability, physical education teachers in New Hampshire must rethink the place of assessment within their programs. The newly revised NH STANDARDS for Public School Approval (Ed 306 – effective 7/1/2005) addresses assessment in physical education as part of section 306. 41. It states: In the area of physical education, the local school board shall require that each school physical education provides: Sound assessment practices in physical education that: 1. Match goals and objectives; 2. Require evaluation and synthesis of knowledge and skills; 3. Emphasize higher-order thinking skills; 4. Clearly indicate what the student is asked to do; 5. Are at an appropriate skill level according to: a. State standard; and b. The needs of the individual; 6. Have criteria that are clear to students and teachers; 7. Are engaging and relevant to students; 8. Link to ongoing instruction; 9. Provide feedback to students; 10. Provide cost-effective benefits to students; 11. Reflect real-world situations; and 12. Emphasize use of available knowledge and skills in relevant problem contexts. In addition, assessment plays a key role in Follow the Child, a recently established New Hampshire Department of Education initiative, under the leadership of Commissioner Lyonel B. Tracy. This initiative, offered to New Hampshire schools and districts, helps schools foster student aspirations to promote student success through an emphasis on personalized learning and assessment and focuses on measuring student growth through all areas of each child’s life. To become a Follow the Child designated district, the school administrative unit (SAU) must show a commitment to several beliefs including the use of continuous assessment strategies. Therefore, it is imperative that physical education teachers are knowledgeable about assessment and utilize sound practices. 6 What is Assessment? Assessment refers to the process of testing and evaluating students to determine progress towards program goals. It is an important part of any sound physical education program because it helps teachers to measure students’ current levels of ability, progress, and their own teaching  effectiveness. A quality assessment model in physical education involves: 1. formally stating the instructional objectives (cognitive, psychomotor, affective) 2. pre-assessing the students 3. measuring the achievement of objectives using valid and reliable tests during and after the delivery of appropriate instructional activities 4. evaluating student progress towards meeting the objectives 7 What are the Principles that Guide Assessment? A quality assessment model is based on three principles: 1. Establish appropriate instructional objectives using national, state, and local standards or guidelines. 2. Select/use appropriate measures to determine student progress towards meeting instructional objectives. Assessment can take many forms. Both formal and informal tools can be used. (See â€Å"What are the Approaches to Assessment? †) 3. Develop an evaluation scheme that reflects the attainment of instructional objectives. While grading is part of the evaluation scheme, it should not be the only outcome. (See â€Å"What is the Relationship between Assessment and Grading? †) 8 What Do the Components of an Effective Assessment Measure? For an assessment measure to be effective, it needs to include: 1.validity – Does it measure what it claims to measure? There needs to be agreement between what the assessment measures and the performance, skill, or behavior the assessment is designed to measure. For example, if a test is designed to measure cardiovascular endurance, one must be confident it does so. It is important to remember that validity is specific to a particular use and group. An assessment might be valid for one age group, but not valid for a different age group. 2. reliability – Does it measure consistently? A reliable assessment should obtain approximately the same results regardless of the number  of times it is given. For example, an assessment given to a group of students on one day should yield approximately the same results if it is given to the same group on another day. 3. objectivity – Does the measurement yield highly similar results when administered by others? For example, an assessment has high objectivity when two or more people can administer the same assessment to the same group and obtain approximately the same results. 4. feasibility – Is the measure straightforward and easy to set up and administer? The following administrative considerations may help one determine the feasibility of an  assessment. a) Cost: does the assessment require expensive equipment that one does not have or cannot afford to purchase? b) Time: does the assessment take too much instructional time? c) Ease of administration: Does one need assistance to administer the assessment? If so, how will these people be trained? Are the instructions easy to follow? Is the assessment reasonable in the demands that are placed on those being assessed? d) Scoring: If another person is needed to help administer the assessment, will it affect the objectivity of the scoring? (For example: A person is needed to pitch the ball to  the hitter in a softball hitting assessment. ) 5. usefulness – Can the results be used for valid educational purposes such as self-appraisal, program planning, or reporting progress? For example: A worksheet is given to a student so one can demonstrate knowledge of skills/games. The results could provide to the student an idea of how much is known about skills/games (self-appraisal), to determine where in the lesson this information should be covered (program planning), and/or as part of calculating students grades (reporting progress). 9 What Are the Purposes of Assessment? 1. Student Learning: Assessment is a way for educators to measure progress, strengths, and areas of growth. Many teachers assess their students using a pre-test, mid-term, and post- test to gauge student learning. This may take place throughout a unit or the entire school year. 2. Improvement of Teaching: Teachers use assessment to determine what is effective in their teaching practices; what is working and what needs improvement. A variety of assessment tools may be used in order to determine what types of instruction are most beneficial in meeting the needs of students. 3. Communication: Assessment should serve as a means of communication between educators, students, administrators, and parents. Parents and students often look at assessment to see WHAT is being learned, HOW progress is being measured, and the TYPE of instruction being received. Educators and administrators use assessment to evaluate teaching practices and to determine if there are gaps in the curriculum. 4. Program Evaluation: Assessment can prove a good measure of one’s program, revealing evidence of the effectiveness of that program, throughout the year, assessment can offer  direction to the program and modifications can be made to increase both student and instructional success. 5. Program Support: Consistent assessment can be used to validate one’s program. Data gained is objective and can show evidence of goals and objectives being met by both student and teacher. With clear data presented, a strong measure of program support may follow. 6. Motivation: Assessment shows progress. When improvement is shown, students feel Positive about their learning environment. Documented assessment can offer proof of growth, thus enhancing students’ motivation to perform to the best of their ability. 10 What Should be Assessed? The Three Domains of Learning Throughout a child’s development there are three domains of learning that exist in order to educate the whole child. Psychomotor, cognitive, and the affective domains give meaning to learning. These are essential in allowing a child to explore the learning environment and obtain as much information about the world as possible. The three Domains are: 1. Psychomotor- The performance component; exploring one’s environment and gaining skills throughout the process. 2. Cognitive-The knowledge component; thinking, associating experiences with learning. 3. Affective-Personal and social development. Providing children with opportunities to interact with others in order to gain a sense of themselves and those around them. Incorporation of the 3 Domains in Physical Education According to David Gallahue, in physical education the three domains are interwoven to give meaning to movement. When children understand WHY their body functions the way it does (cognitive), they can begin to attain skill competency (psychomotor) and associate positive feelings with physical activity (affective). a. Psychomotor domain -the heart of physical education is developing competent motor skill abilities. b. Cognitive domain- an understanding of movement concepts and principles that allow children to become more efficient movers and learners through movement. c. Affective domain – development of acceptable social and personal behaviors in physical activity settings that allow for a productive learning environment with students working responsibly both individually and as members of a group. Assessment of the Three Domains in Physical Education When assessing the psychomotor domain, one is measuring the development of motor skills and health related fitness. For example, at the primary level, students demonstrate skipping by  performing the skill using the step, hop pattern or at the intermediate level, students participate in the FitnessGram assessment program. When assessing the cognitive domain, one is measuring student knowledge of movement concepts, principles, strategies and tactics. For example, at the middle school level students articulate the skill pattern of the underhand throw (â€Å"ready, swing back, step, follow through†) or describe a strategy used to defend territory during an activity. 11 When assessing the affective domain, one is measuring the development of acceptable social and personal behaviors in physical activity settings. For example, at the high school level, students fill out a self reflection about their performance, complete a peer evaluation or identify, follow and, when appropriate, create safety guidelines for participation in physical activity settings. 12 What Are the Approaches to Assessments? What is Formal and Informal Assessment? Teachers can collect information using either formal or informal evaluation. Formal assessment is usually standardized. This standardization allows the teacher to interpret student performance and provides an objective way to assess learning. Informal assessment, sometimes termed alternative/authentic assessment, often relies on observation techniques. What is Traditional Assessment? The term traditional assessment is used to describe the means of gathering information on student learning through techniques such as multiple-choice, fill-in-the-blank, and matching questions, as well as essays. These approaches are particularly useful in assessing students’ knowledge of information, concepts, and rules. They are also appropriate for assessing students’ knowledge of the terms and processes involved in a career. Because factual knowledge of information is one important aspect of applied technology, carefully  designed multiple-choice and matching questions can enable the teacher to quickly assess student mastery of content knowledge. However, an effective assessment evaluates knowledge of facts as well as the connection to a broader body of knowledge. Proficiency in applied technology depends on the ability to know and integrate facts about all aspects of industry into useful constructs. What is Alternative Assessment? Teachers from all academic fields are now being held accountable for the performance of their students. This level of accountability requires teachers to document student learning. In addition to  traditional assessment, more physical education teachers are incorporating â€Å"real-life† learning in their classes. These alternative or authentic assessments focus on the use of what is learned in real- life settings. â€Å"Alternative assessment techniques can be applicable to using assessment as a â€Å"learning experience† that is part of the instructional process rather than something that is â€Å"done to† students (Rink, 2006). Alternative assessment takes time. The teacher must balance the need for reliable and valid information against the practical issues involved in limited program time and too many students. Yet these assessments are gaining in popularity because they tend to focus on more meaningful â€Å"real-life† learning. Authentic assessment focuses on the use of what is learned in real-life settings. Alternative assessments techniques can be used for all of the learning domains and are most applicable to using assessment as a â€Å"learning experience† that is part of the instructional process. Most alternative assessment relies heavily on the assessor making a judgment about some performance. This performance could be about a physical skill or ability, an affective or cognitive behavior. 13 What are the Different Types of Assessment that are Used in Physical Education? Many types of assessments can be used by educators to collect information and provide students with a variety of learning experiences. The following are a few types of assessments used in physical education. After each type, the approach (formal or informal) is noted in italics. . Observation is one of the most common forms of assessment used in physical education. Observational data is a useful form of assessment for the teacher to assess student performance. It is also one of the most useful self and peer assessment activities. When the students are provided a set of criteria to assess their performance or the performance of others, they are learning what is important in what you are trying to teach them and learn to focus their efforts on improvement. (Rink, 2006). An example of each assessment noted below has been placed in Appendix I. †¢ Checklist: associate with observation data; used to identify a particular behavior or characteristic of performance with established criteria. Informal †¢ Performance task: are meaningful â€Å"culminating† experiences that can be accomplished within a single instructional period. Examples would include a dance routine, warm-up routine, locomotor skill sequences, skit, role playing, and oral report. Informal †¢ Rating scale: associated with observation data; determines degree Informal †¢ Record of performance: ‘Snapshot’ of performance from daily tasks (i. e. win/loss, fitness scores, skill assessments) Formal †¢ Rubric: used to assess complex behavior; a multidimensional rating scale. Formal †¢ Student interview, survey and questionnaire: used to gather information on student thinking and feeling. Informal †¢ Student journal: are often used as a â€Å"notebook† where students are asked to reflect on their  performance/ express their feelings, perceptions and attitudes about their experiences in physical education. Informal †¢ Student log: Establish a record of participation or some other behavior or characteristic over time. Formal †¢ Student project: designed as a learning and assessment experience. Students are asked to investigate, design/construct, and present their work in some form. Formal †¢ Written test/worksheet: Is the most common form of assessment in all content areas. It is considered the best way for teachers to determine student knowledge. Formal A portfolio has not been listed above as a type of student assessment. Although it may mean many things to some, within this document a portfolio is considered a representative collection of learning over time. It should demonstrate progress and learning. Students today are part of a highly technological world. Therefore, assessments might include audio-visuals (posters, white boards, easels) and computer-assisted techniques (i. e. mind mapping, imovies, powerpoint, movement skill videos). These knowledge or performance assessments can be compiled in an electronic portfolio that would demonstrate learning over time. 14 Types of Student Assessment Used in Physical Education. There are many types of assessments that can be used by teachers to collect information. The type of assessment chosen needs to match the student learning goals. The chart on the following page is an attempt to provide several examples of both traditional and alternative assessments. The format was modified from the following resource: Hopple, C. J. (1995). Teaching for outcomes in elementary physical education. Champaign, IL: Human Kinetic 15 TYPES of STUDENT ASSESSMENT Traditional Approaches Alternative Approaches Teacher Generated Student Products Written Tests/Worksheets Selected Response. Formats Limited Open-ended Formats Audio/visual Written Performance Tasks Responses selected from given alternatives Brief, written response constructed Generated for exhibition/display Written response generated Physical or cognitive behaviors Multiple-choice Open response Banner Essay, story, poem Skit / role playing True & false Short answer Photo exhibit Research paper Officiate a game Matching /association Label diagram Artwork – black & white Anecdotal Fitness assessment Corrective true & false Fill-in-the- blank Videotape Student journal Debate Concept maps Personal fitness plan Oral report. Poster Student log Instruct a lesson Powerpoint Advertisement Interview imovie Brochure Showcase Audiotape Checklist Movement sequence – dance, gymnastics, locomotor, etc. Rating Scale Warm-up routine Rubric – teacher, peer, self Game play Model of athlete (clay, styrofoam) Record of performance Newspaper Magazine construction Reflection Student project Pre-assessment inventory Student survey, interview, questionnaire Editorial 16 Who Should Assess and Who Can Assess? There are a number of potential ways to assess within physical education. In order for assessment to be successful, it must be practical. The following will identify some ideas and suggestions that can make assessment feasible, useful, and meaningful for both the learner and teacher. Assessment can be completed by the teacher, student, or peer. The more traditional model where the teacher is assessing is often not feasible from a practical perspective. However, if one of the teacher’s objectives is to plan and provide opportunities that result in student responsibility, then it appears logical to involve students in the assessment process whenever appropriate. Self Assessment: Self assessment can be used throughout the instructional process. This provides  both a quick and practical way for the teacher to collect information. Student progress can be recorded using one or more of the following tools – student journal, notebook, index cards – that are completed and submitted to the teacher. Teacher Assessment: Simple checklists, rating scales, and/or rubrics can be used by teacher to assess student performance. In addition, the use of technology in the classroom or gymnasium can be used to assess student performance and student behavior. The videotape, CD and DVD can be viewed at a later time. Peer Assessment: With clear directions from the teacher, peers can collect information that can  indicate student progress. Again, checklists, rating scales, or rubrics can provide criteria for making judgments. Peer assessment requires students to focus on the criteria, allowing them to develop observation skills. For peer assessment to be effective, the teacher needs to teach the observational process. 17 When Should Assessment Occur? ssessment should occur on a continuous basis throughout the year. Assessment used prior to instruction (pre-assessment) could provide information about the students and help establish learning objectives. Assessment used during instruction can provide feedback to both the teacher  and students. Finally, assessment at the end of instruction (post assessment) can determine if learning objectives were met and/or if changes or more work in a particular area is warranted. 1. Formative versus Summative: a. Formative Assessment is done continuously throughout the learning and instruction period. This type of assessment provides feedback that can be used to alter, fine-tune, or modify what has been done. Both teacher and student can use the information gained to improve either teaching practices or learning methods. Traditionally, this is not graded but used as a diagnostic tool. b. Summative Assessment occurs at the end of the learning unit. â€Å"The purpose of summative assessment is to measure how well students have learned key content and skills as defined by the unit’s learning goals and objectives† (http://www. state. ct. us/sde/dtl/ta/seminarseries/online_seminars/phys_ed/4. htm) 2. Pre-Assessment versus Post Assessment: a. Pre-assessment tools are used at the beginning of instruction. Results from pre- assessment are used as a basis for setting reasonable and attainable goals. This allows teachers and students to identify and work on areas that need improvement. b Post assessment tools are used at the end of the learning unit to evaluate student progress and achievement. The post assessment results can be compared to the pre assessment results to measure how well individual students have mastered content and skills and to evaluate the effectiveness of instruction. c. Some of the assessment tools may be used for both pre-assessment and post assessment. For example, the Fitnessgram can be administered in the fall (as a pre-assessment) to help establish health-related fitness goals. Then it could be given again in the spring (as a post assessment) to measure process toward established goals. 18 Where Should One Begin? Using performance tasks for assessment: A performance task is a type of performance assessment in which students physically perform the skill or desired product to be assessed. If one chooses to use performance tasks for assessment the following suggestions should be kept in mind: 1. Choose a task that fits the level and is realistic for both teacher and students. 2. To begin, only assess 1-2 specific classes until becoming familiar with the process. 3. Find performance tasks that can be used to assess outcomes from more than one unit. 4. Use performance tasks for formal and informal assessment. 5. Use assessment stations, when possible. That way one can focus attention on fewer students at a time. 6. Record the names of students who do not perform the task (usually there are fewer). 7. When planning units, specifically plan for assessment time. Do not wait until the last minute to think about assessment. Using portfolio tasks for assessment: Portfolios provide teachers with an authentic form of assessment. They can be used by teachers and students to see progress over time. Physical education teachers need to adapt the use of portfolio tasks to their unique classroom setting. Useful strategies to do this include: 1. Portfolios need to last over time. Therefore, they need to be sturdy enough to handle a variety of papers. Students can personalize them, if desired. Make sure their names (last name, first name) are written in a common, visible place on the portfolio. 2. Decide what should go into the portfolio. This could be a combination of in- class and out-f-class work. Examples might include fitness scores, skill checklists, journal logs, fitness logs, reflections, and worksheets. 3. Store the portfolios by class in a crate or box with handles. Store them in an accessible place. 4. Develop a protocol for students to use when submitting work. 5. Make sure to plan time to review the work in the portfolios. 6. Begin using portfolios with 1-2 classes. In the beginning portfolio tasks may not be necessary for every unit. 19 How Do I Manage This Thing Called Assessment? Management is crucial in implementing any assessment strategy. Establishing assessment protocols will save teachers time and effort. The first step in effective management of assessment is to develop, teach, support students in practicing assessment protocols. Scheimer (1999) stated that assessment protocols provide students with an organized method for obtaining the assessment materials (i. e., paper, pencil, or portfolio), selecting a private area in the gym to complete the assessment, and collecting the materials at the end of the assessment episode. Examples of assessment protocols include: 1. distributing assessment materials 2. collecting assessments 3. ensuring names and dates on papers 4. arranging assessment materials (when teaching back to back classes) 5. dealing with insufficient assessment materials 6. accommodating nonreaders and/or non-English speaking students 7. accommodating students with special needs The following are suggestions for assessment protocols that have been used by effective teachers,  both within the context of physical education and regular classroom teachers. Each protocol can have its drawbacks – experimentation may lead to perfection. Each protocol may need to be modified depending upon the number of students, age/grade of students and use of student aides. Distributing Assessment Materials The key to this assessment protocol is getting the students involved. A class can be divided into smaller groups (no more than 8 students per group). Each group then has a specific equipment area where the necessary assessment materials (as well as the equipment needed for that lesson) are located. Before class begins, the teacher places the necessary assessment materials (and/or equipment) in each equipment area. When it is time to work with the assessment materials (and/or equipment), students go to their group’s equipment area, select the materials (and/or equipment) needed, and return to their designated work space. Collecting Assessments The teacher uses a moveable filing cabinet containing folders with identified markings as tabs. These 25† x 15† systems hold approximately 300 folders, depending on the amount of information collected. It is the students’ responsibility to submit or remove papers from the class or personal  student folder as requested by the teacher. Within each personal folder, files can be categorized by color paper inserts. 20 Ensuring Names and Dates on Papers To keep accurate track of submitted papers, have students write their name or school code, date, and class on each paper. The teacher can fill in the information for students who are absent as this will help keep track of students who have not completed assessments. Arranging Assessment Materials When Teaching Back to Back Classes One of the easiest ways to organize materials is to color code them. Use different colored folders for each class/grade level. Place the assessment worksheets and/or record keeping sheets to be used for that class/grade in each folder. Teachers can help students learn to find the correct folder for their class and take the materials from it. Dealing with Insufficient Assessment Materials Due to the tightness of school budgets, money is often focused on equipment and curriculum rather than materials needed for assessment. However, there are ways to deal with this situation if a teacher is inventive and frugal. Paper: Use recycled paper (one side) and cutting the paper in half or quarters (elementary). Provide a notebook or white lined paper specifically for physical education (secondary). Use chalk boards/ dry erase boards with the teacher making notations on a separate sheet. Writing utensils: Often times at the end of the year, teachers give away crayons that are no longer part of a complete set. Check with the custodians who frequently have collected a bucketful of pencils and pens as they clean the buildings after school. Upper level students may be asked to provide their own pencils or if stations are used, students can share writing implements. In addition, do not be afraid to ask business or community groups for help. Getting two or three boxes of pencils and a ream of paper may be sufficient to use for assessment annually. Accommodating Nonreader and/or Non-English Speaking Students The ideal would be to have a tutor and/or translator in the gymnasium, however, not all schools budget for this. However, since visual models are a key component in helping these students, the following could be used: A. large pictures posted on the walls B. large words with phonetic break downs C. the English alphabet posted on the walls D. flash cards E. teacher/student mirroring F. peer mirroring 21 Accommodating Students with Special Needs. Each student’s Individualized Education Plan (IEP) should be reviewed for necessary accommodations. When a paraprofessional is available, he/she should guide students using a variety of specific modifications as specified in the IEP to access the curriculum and assist in assessment. Consultation with the physical education teacher is critical in this process. When a paraprofessional is not available, the physical educator should utilize the identified modifications as outlined in each student’s IEP for both program development and student assessment. These may include the use of adaptive equipment and/or peer partners for guidance to  assist the student. 22 What is Grading? Grading reports a student’s level of performance and usually includes many assessment measures. Grades are useful for evaluating individual student performance. Grading can be used to motivate students and help them understand that learning is important. Grades provide students and parents with feedback regarding progress and achievement. In addition, grades may provide insight for teachers about instructional planning and for administrative purposes. Grades are needed for student rank, credits, and promotion. 23 What is the Relationship between Assessment and Grading? Assessment is information gathered that examines what has been taught, practiced and learned. Many different assessment techniques may be used to evaluate students’ progress. Grading is a report on students’ level of performance. Goals and objectives should be set prior to assessment used for grading. The students’ grade should reflect a level of achievement compared to the objectives. Assessment reflects performance; grading attaches value to performance. 24 New Hampshire Curriculum Guidelines/Objectives Alignment with Assessment Examples . Curriculum Guideline 1: Engages in a physically active lifestyle Since Guideline 1.

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Second Language - Assignment Example It is noticing that ensures that input becomes intake before any processing takes place. This is a pre-requisite for the learner's integration into the developing inter-language system. Noticing thus the first stage in second language acquisition. (Gass, 1988) Balestone emphasizes on the importance of noticing by calling the "real gateway to subsequent learning". (Balestone, 1994) This has been asserted by Lynch as well who claims that noticing is the most essential ingredient of successful language learning. (Lynch, 2001) Various other researchers have marked out and pointed the importance of noticing in second language acquisition. Sharwood and Rutherford are to name a few. They believe that noticing leads to the other subsequent stages before the language is acquired in its entirety. After noticing, the processing phase takes form and once processing starts, the language gets integrated into the learner's mind. However noticing can be of various, forms. It can be in both conscious as well as unconscious states of mind. According to some authors, the assertion that "noticing the gap" is a conscious process is not right. They feel that it can't be a conscious process and there are far too many differences in languages that can be acquired consciously. It is not as simple as it looks like, but is a rather complex. Apart from this Truscott has criticized these founding's claiming that the foundations of hypothesis in cognitive psychology is weak and it can't be based on rational theory of languages. He feels that noticing is not a very legitimate and strong factor in second language acquisition. He believes that noticing is only important for the acquisition of met linguistic language which is acquiring the ability to change words, fill gaps, adapt to sentence manipulations and dictate grammar rules. Noticing acts a mediary between the input and the memory systems. Spotlight consciousness is given by short term memory and is instantiated by various influences on noticing. These are the main factors that influence noticing: Instruction, silence, task demand, perceptual silence, skills, frequency and comparing. Instruction plays an important role in laying the foundations for expectation settings about the language which are noticed by observers and adapted accordingly. Another language feature that is of considerable importance is frequency which comes up due to repeated use of the language by teachers. This helps the learner notice the features of the language and eventually learn them accordingly. Skills set required to be incommunicado for a particular language is yet another important element that assists noticing of language in humans. Q2) Corrective Feedback in Second Language Learning What are the types of feedback Different terms have been used interchangeably that identify corrective feedback in the second language acquisition literature. Some of these terms are corrective feedback, negative evidence and negative feedback. According to Chaudron (Chaudron, 1992) the word corrective feedback can be layered down to mean different things. A "treatment of error" could mean any teaching behavior that follows after an error has been made. These steps aim to inform the learner of the facts of the error. The treatment will not be observed from the student's response but it would rather work to

Human Freedom and the News Assignment Example | Topics and Well Written Essays - 750 words

Human Freedom and the News - Assignment Example Existentialism proposes that human acts in their own capacity, therefore abortion should be a personal decision that should occur or not occur without external influence. On the other hand, libertarianism establishes that liberty is the ultimate political end, therefore the government and the state should not be existent so that they are able to regulate abortion. Existentialism and libertarianism are two philosophical theories that attempts to explain human behavior. These theories can be applied in understanding why some individuals prefer the pro-life option while others are inclined to the pro-choice. Existentialism has a historical perspective; it was developed by Jean-Paul Satre and was identified with a certain cultural group in the Europe. The theory upholds the view that the philosophical thoughts of an individual starts with the person himself (Webber, n.d). There is a common consensus among some of the theorists that it is an individual that provides a meaning to life. On the other hand, libertarianism maintains that liberty is should be the ultimate political end. The theory emphasizes on the fundamental political freedom, the ability to associate independently and liberty as an individual. The theory proposes an empirical liberty where an individual has the sole mandate of doing, as they will. The theory takes two perspectives, i n the strictest way, it is proposed that individuals own themselves fully and have the moral rights to have external things (Institute for Humane Studies, George Mason University, 2014). In his article, Why progressives should oppose abortion, Christopher Hale is of the idea that human beings have their individuality but the right to life should be considered. He is inclined to the existentialism view that, the overall existence of a human being is the most important thing. He explores the reasons why he thinks that conception is the beginning of life. He continues to argue

Prevention of Falls in Elderly Care Essay Example | Topics and Well Written Essays - 2000 words

Prevention of Falls in Elderly Care - Essay Example The contributory factors according to the authors have been diverse and complicated. The risk assessment approach is based on the multicomponent risk determination and management strategy. According to Brown et al. (2005) there is a growing body of evidence to suggest that interventions which are effectively intended to prevent fall risk factors among elderly can be more result oriented. However the authors doubt the degree of prevalence of such evidence and its real impact on clinical practices and physical therapy. According to Brown et al, further there is a clear impact of the professional behavioral change on the related outcomes involving fall prevention programs among the elderly. According to a survey carried out by the authors among some physical therapists in Connecticut, USA, almost 91% of the respondents identified environment related risk factors, the gait and physical balance related deficits as the main fall risk factors. At the same time a remarkable feature of the survey was the fact that 82% of the respondents said that modern intervention techniques based on medication were responsible for effective prevention of fall among the elderly. ... The exercise based intervention was recommended to a selected group of participants. Their results showed a greater degree of improvement in the focus group while the control group participants had no any improvement. Yet again the authors admit that there were some significant differences in mobility and strength of participants alone with substantial presence of divergence in balance.According to recent research the risk factors of falls among elderly are not limited to old age only. For example female patients are more likely to have a fall than a mail patient (Barry et al. 2001). In addition to the above there are such factors as low weight, too much of self dependency, psychotropic medication, alcohol abuse, disturbed vision, disorders related to gait, diabetes, physical imbalance and environmental factors. However such extreme courses like hypotension and cognitive impairment cannot be determined with a realistic assessment. For example risk factors involved in falls among elde rly can be basically related to physical disability arising from a variety of persistent weaknesses. Therefore habit forming behaviors might lead to falls that might become a pattern.The consequences of such falls have been identified as both mild and far reaching. For instance the current literature on the subject identifies the severity of falls along with their frequency to investigate the nature of outcomes. Weak bones in the elderly have been identified as one of the major causal factors for relative severity and frequency of falls. Falls that lead to fractures in the proximal femur, are often regarded as severe and mainly attributed to weak bones

Human Freedom and the News Assignment Example | Topics and Well Written Essays - 750 words

Human Freedom and the News - Assignment Example Existentialism proposes that human acts in their own capacity, therefore abortion should be a personal decision that should occur or not occur without external influence. On the other hand, libertarianism establishes that liberty is the ultimate political end, therefore the government and the state should not be existent so that they are able to regulate abortion. Existentialism and libertarianism are two philosophical theories that attempts to explain human behavior. These theories can be applied in understanding why some individuals prefer the pro-life option while others are inclined to the pro-choice. Existentialism has a historical perspective; it was developed by Jean-Paul Satre and was identified with a certain cultural group in the Europe. The theory upholds the view that the philosophical thoughts of an individual starts with the person himself (Webber, n.d). There is a common consensus among some of the theorists that it is an individual that provides a meaning to life. On the other hand, libertarianism maintains that liberty is should be the ultimate political end. The theory emphasizes on the fundamental political freedom, the ability to associate independently and liberty as an individual. The theory proposes an empirical liberty where an individual has the sole mandate of doing, as they will. The theory takes two perspectives, i n the strictest way, it is proposed that individuals own themselves fully and have the moral rights to have external things (Institute for Humane Studies, George Mason University, 2014). In his article, Why progressives should oppose abortion, Christopher Hale is of the idea that human beings have their individuality but the right to life should be considered. He is inclined to the existentialism view that, the overall existence of a human being is the most important thing. He explores the reasons why he thinks that conception is the beginning of life. He continues to argue

Higher education Essay Example for Free

Higher education Essay Security, quality education, access to healthcare, prospects of a reasonable job on merit and sound economy are the ingredients to be provided by the state to its citizens to run the state and the society smoothly. Growth of successful nations is denoted particularly to the education. There was a time when people believed that higher education should be available to people of all social classes and, obviously, it was freely available to all who wanted it. The fact that it is not, that public education was once available and now it is very hard to access is indicative of deep problems in Pakistan. Encouraging colleges and universities to raise their own resources by charging higher fees has clearly excluded a significant section of students belonging to poor sections of the society. Education in Pakistan is now so expensive that poor can’t even imagine of their children becoming doctors and engineers. Our education system is passing through a very bad phase now and it is regarded as perhaps amongst the poorest in the world. Cream of the Pakistani brain is either becoming idle due to non-availability of ever rising cost of education or going to other countries. UNITED NATIONS HUMAN RIGHTS Article 1 provides; every child has the right to have equal access to an education, irrespective of their color, creed, nationality, ethnicity, or social and financial status, so they may obtain gainful employment and contribute to the growth of their society, being born free and equal in dignity and rights. Life for a common man in Pakistan in this so called â€Å"democratic† regime has already become difficult owing to the all-round price rise across the country. Inflation, combined with policies of privatization, has caused a complete deterioration in living standards of the people. Frankly speaking, there is no such thing as democracy in Pakistan. This type of â€Å"democracy† has often left the common man in constant struggle for survival. Majority of Pakistanis are living in poverty and unsustainable economic conditions; when they are struggling for their livelihood education loses its utility in their eyes and it becomes far from their desire. But for the riches and powerful corrupt politicians, things are very rosy. Pakistan is suffering terribly for that, with socio-political and economic crises strewn all over the society like a straw hut in a typhoon. Lack of good education and unemployment in Pakistan would contribute many social ills, including crime, prostitution, and the break down in law and order. In Pakistan, providing education to the masses had always been state responsibility. Now there has been a major push for the private provision of educational services. Moreover, corrupt politicians, feudalism, injustice are such problems which have further pressed the most pressed people of the country. Education is a tremendous tool for social change as well as an opportunity out of poverty traps. People trapped in the lower classes have trouble climbing out of it because they lack the tools to do so, because they live in a feudal society that actively works to keep them there, and education can be a form of escape hatch. But Education System in Pakistan In Human development Report Pakistan is placed at 136th position for having just 49. 9% educated population. In addition to that, Pakistan is ranked at 113th out of 120 registered UN members according to the research conducted by UNESCO et. all. Some of the very basic flaws of the education system in Pakistan contribute to the economic, ethnic and sociopolitical crisis within the country. Flaws of Education System in Pakistan Firstly, the education system of Pakistan is based on unequal lines. Medium of education is different in both, public and private sector. This create a sort of disparity among people, dividing them into two segments. Such a distraught infrastructure is a basic cause of high illiteracy rate in Pakistan and high drop out rates in rural areas and public school. Secondly, regional disparity is also a major cause. The schools in Balochistan (the largest province of Pakistan by Area) are not that much groomed as that of Punjab (the largest province Of Pakistan by Population). In FATA, the literacy rate is deplorable constituting 29. 5% in males and 3% in females. The third major cause of flawed education system in Pakistan is gender discrimination. The current primary school ratio of boys and girls is 10:4, which is a cause of huge concern. For the last few years there has been an increase in the growth of private schools. It is believed that Pakistan is among the most prominent states affected by gender discrimination. That not only harms the quality of education in Pakistan but create a gap among haves and have nots. Fourthly, the lack of technical education is a biggest flaw in the education policy that has never been focused before. Therefore, less technical people means low standard of education. Fifthly, the allocation of funds for education are very low. It is only 1. 5 to 2. 0 percent of the total GDP. It should be around 7% of the total GDP. At that budget allocation, the illiteracy rate in Pakistan would not decrease but rather increase. The federal and provincial governments need to cut down their expenditures in other areas and spend a bigger proportion of income on education. Moreover, the quality of education in most of the public schools and colleges is well below par; the teachers in government schools are not well trained. People who do not get job in any other sector, they try their luck in educational system. They are not professionally trained teachers so they are unable to train a nation. Quality of teaching needs special attention in rural areas where the teachers lack in all departments. In America, Europe and most of the developed countries, the emphasis of the states is on developing virtual education systems i. e. provision of education through online networks. The idea of online education is gathering momentum and many online institutions have been set up which offer online courses and online degrees. The Higher Education Commission and Education ministry need to focus on developing a strong online education network so that students through out the country can benefit. Universities such as Harvard, Berkley and MIT are offering online courses and degrees. It reflects the importance of online education in todays modern high tech world. Finally, Poverty is also another factor that restrict the parents to send their children to public or private schools. So, they prefer to send their children to Madrassas where education is totally free. The government has to make changes to financial infrastructure to improve the situation. Bank loans for education purposes should not be interest based as it discourages the people of Pakistan to acquire loans. Education loans are offered at low rates through out the world and it enable people to acquire quality education. Social awareness regarding all these issues need to be spread and we, the people of Pakistan have to work hand in hand with the government authorities to improve the current system. Our children should not be deprived of their basic right to acquire knowledge. All these issues contribute to high illiteracy rate, which in turn result in economic crisis in shape of high unemployment rate and below-par quality of labor. Moreover, the country suffers on social, political and technological front! There are hundred other problems which need attention but the core-issues need to be addressed as soon as possible. You can read my article Pakistans Educational System which is an overview of the education infra-structure within the country. In todays world, the benchmark for excellence is education. Moreover, if a country has a distraught academic infrastructure, the chances to survive in current competitive world are petite. The illiteracy rate in Pakistan is alarmingly high which calls for critical attention. The federal and provincial governments need to work together towards elimination of flaws of education system in Pakistan. The first time I thought about education and its significance to this society was when I went on a field trip to a school set up by an NGO in the late 1990s. It is now a rightly famous NGO but back then during my sixth grade field trip it just seemed like a project of a group of cranky Karachi businessmen who had decided to spit against the wind of the government’s non-interest in providing education to its people. These rich grouches had  gotten together in the chaos of 1995 Karachi and seeing the government more interested in massacring hard-boiled militants than provide social services, they decided to simply pool their own money and build their own schools. How benevolent of them. I would love to see these rich men’s tax receipts. The citizens of a country shouldn’t be dependent on the benevolent charity of rich men. Through their own democratic political process, citizens must enforce upon their richest members the income taxes necessary to fund an education system that reaches every child in the state. The fact that Pakistanis have not done so points towards the weakness of their political system in dealing with its population’s educational needs. There is no real shortcut from the state actually enforcing a tax system that extracts the adequate revenue needed to fund the creation of a school near every human settlement in Pakistan. The goal I have described of having a school near every human settlement in Pakistan, is what Pakistan is obligated to do under its current international treaties and the simplest and most straightforward way it can be done. It is certainly not impossible. Pakistan has managed to make sure that no human settlement lacks a mosque. The same needs to be done for schools. Where we went wrong Nationalisation of schools, as was done by the Z. A. Bhutto administration, was a shortcut that cannot be used, and was actually instrumental in ruining government schools. The provincial governments that ran education departments became overstretched then to the point of breaking. The schools that were nationalised saw the prospect of future capital and human investment in them pointless, as the former owners were now dispossessed of their old stake in the schools. Good teachers left, rather than become government employees to be posted in far flung places, and the lack of good teacher training colleges, a necessity unacknowledged up until recently, saw little competent replacement. By nationalising the missionary (Christian), faith-based (Muslim) and private schools, an unwieldy, unplanned expansion of Pakistan’s school system reduced the status of government school teachers to the corrupted, incompetent, ineffective place it finds itself in today. Teachers do not come to classes, and if they do, they are ill-prepared to teach. It becomes difficult to weed out and penalise underperforming teachers because their status as government employees prevents them from being penalised as they would be in the private sector. As much as this rhetoric may sound similar to the United States, Pakistan’s teachers’ unions continue to shelter wildly incompetent teachers, who beyond being simply bad at teaching, many times do not even show up. Anti-participatory environment We are not helped either by large class sizes, low teacher to student ratios, non-production of teachers in a sufficient quantity and quality by the low number of Pakistani teacher-training colleges. Central to this remains the criminally low expenditure on education by Pakistan, and the failure to collect or divert enough revenue to the education sector. Taking the education emergency of Pakistan seriously would mean finding means to increase the amounts spent on education in Pakistan, on a war footing. Students cannot themselves push for an effective learning environment. Despite the fact that some students actually do want to learn, the environment that exists in classrooms, does not brook dissent. This discourages students from bringing up flaws in their educational setting. This anti-participatory environment in classrooms is facilitated by excessively large class sizes, which discourages teachers from having more individualised interactions with students. This anti-participatory trend in classrooms is complemented by an anti-democratic trend in schools, where no voting is done to elect new prefects or monitors, rather the relevant students are appointed by the school administration. Giving students an opportunity to actually vote for their school leaders might inculcate democratic and participatory values in them at an earlier age, and teach them the responsibility of making their own decisions. If and when these students reach Pakistani universities, they can adequately recognise the entrenched authoritarianism accumulated in many of Pakistan’s universities over the last three decades. Student politics This persistent anti-democratic trend within Pakistan’s educational establishments has reinforced the low academic quality of these institutions. There is little legitimate input from the student bodies on how their education is conducted. Since the 1980s student union elections have been either banned or delayed, witnessing unrest in a violent country like Pakistan ripple into campuses as violence, as opposed to measured  debate. The situation turned chaotic in the 1990s when the general mayhem of the city of Karachi coincided with violence on the Karachi University campus. The presence of such violence made the students of that decade disinterested in participatory politics. This suited the authoritarian and bureaucratic administrations of varsities, as well as the sclerotic, unelected leadership of Pakistan’s political parties. They did not mind that the students of Pakistan slid into political apathy. However, the importance of student politics was re-kindled in the 2007 lawyer-led movement against the dictatorship of General Musharraf. The importance of student politics was even acknowledged by the government that won against Musharraf in 2008, when it lifted the ban on student and trade union elections. However, the twist in the tale has been the glaring domestic democratic deficit of this government. The anti-participatory atmosphere on campuses has not lifted as no memorable student elections have been held. Neither have any well-publicised trade union elections been held. And most significantly, no internal party elections have been held in any party that maintains a decisive number of seats in parliament. What the lack of student democracy has to do with Pakistan’s state of education is that there is no feedback from students, who are the objects of education. There is no diminishment in the cruel authoritarian atmosphere of Pakistani government classrooms, where teachers, in negligent enough environments can still use sticks to punish students. I never really thought about education in society as a child. That would have been expected of any 11 year old. But when I visited a third grade NGO school classroom in the late ’90s and saw another 11 year old struggling with phrases I would read just for fun, it hit me how serious the problem of illiteracy was for Pakistani society. In a misbegotten decade as that one, beyond the Gordian knot we had witnessed of Karachi’s bloody politics, the reality of children’s mis-education struck me as a crueler fate, a dire issue that had to be resolved immediately. That’s because these ill-educated children would not remain children much longer. They would soon be badly-educated adults. And if this cruel act of omission by Pakistani society was not amended quick enough, then one more generation would see their adulthoods wasting away under the 21st century curse of illiteracy. Tax the rich, teach the kids. We have an education emergency on our hands. The Education System of Pakistan is divided into five levels 1. Primary level (Class 1 to 5) 2. Middle level (Class 5 to 8th) 3. Secondary level (S. S. C) 4. Intermediate level (H. S. C) 5. University level (Graduation, Masters and Research) Another division of Education System in Pakistan according to the School System 1. 1. Public Schools or Government Schools These schools are managed and financed by the government. Unfortunately, the majority of the schools are in poor condition.  » There is no any merit system; teachers and other staff are appointed by the ministers on their own wishes.  » There is no any accountability; a large number of GHOST SCHOOLS AND GHOST TEACHERS are listed in the documents. They are receiving funds and pays, but, in reality they did not exists.  » In Rural areas, the buildings of public schools are mostly held by Waderas and Feudal. They use them as marriage halls, otaks, bethaks etc. â€Å"Public schools are the nurseries of all vice and immorality. † (Henry Fielding) 1. 2. Elite Class Schools (private schools) Due to badly failure of government in providing the Education, the Elite Class Education System in Pakistan got successes very quickly. Today, even poor prefer to send their child in these private schools but because of high fee structure many aspirants are unable to part this Education System. It is generally accepted that, the standard of Elite Class Education System is more reliable and first-rate than Public Schools and Madarsas. There is accountability, transparency and checking system. Generally, the students of private schools are more competent than those of public schools and Madarsas. The government should take lessons from this Education System. These are successive models for the government i. e. CITY SCHOOL, BEACON SCHOOLS, PAK-TURK SCHOOLS etc. 1. 3. Madarsas Madarsas are the largest NGOs of the world. Today in Pakistan about 8000 Madarsas are working. They provide not only Education but also accommodation and food. They provide Islamic as well as worldlyEducation. Mostly, poor parents who are unable to educate their child prefer this Education System. The government should introduce the reforms for the Madarsas and improve their standard. This will be helpful in two ways. Firstly, it will provide free of cost education to poor child. Secondly, it will lessen the burden the government. Before the 18th Amendment, the EducationSystem in Pakistan was the responsibility of Federal Government. The Ministry of Education at Federal level was responsible for formulating Policies, Planning and Promotion of Educational facilities across the country. But, after the passing of 18th Amendment, the responsibilities of Education System are divided among the Federation and the Provinces. The responsibilities of the Provinces 1. To set the Curriculum 2. To set the Syllabus 3. Standards of Education up to Grade 12 (F. Sc, H. S. C, I. Com, etc). 4. Islamic Education The responsibilities of Federation are following 1. Planning and Policy 2. External Affairs; Signing, implementation and monitoring of Bilateral and Multi-lateral Educational Agreements, Pacts, Protocols, MoUs 3. Controlling of Libraries, museums, and similar institutions 4. Federal agencies i. e. FATA 5. Special Studies 6. Inter-provincial matters and co-ordination. † 7. Legal, medical and other professions. 8. National planning and national economic coordination including planning and coordination of scientific and technological research. 9. National Education Policy and clear cut Domain over the following acts. 1. 1. Centres of Excellence Act 1974 2. Area Study Centres Act 1975 3. Pakistan Study Centres Act 1976 4. National Book Foundation Act 1972 5. Fed. Board of Intermediate Sec Education Act 1975 6. Federal Directorate of Education Isb. [Article 142 (d)] 7. Federal Supervision of Curricula, Textbooks and Standards of Education Act 1976 8. National Education Foundation Ordinance 2002. Source: http://www. defence. pk/forums/national-political-issues/125588-education-system-pakistan-good-bad. html#ixzz2PKkMjbtM Flaws hovering over Pakistan’s education system Filed under ISSUES 0 According to the reports of Human development our country is placed at 136th with just 49. 9 percent educated population. There is lack of uniform education system. Private and Govt. educational institutions has different syllabus. The flaws in education system lead to sociopolitical, economic and ethical issues in our society. Our education system is based on uneven lines. Even the medium of education is different in private and public educational institutions. This inequality has divided people among two segments. Such a distressed educational infrastructure is a crucial cause of increasing rate of illiteracy in Pakistan. The regional discrepancy is also main reason illiteracy in Pakistan. The schools in largest province of Pakistan Baluchistan are not establish and sparked as schools in Punjab. There is lack of awareness among people about the significance of education. In FATA the literacy rate is very poor constituting 29. 5% in men and 3% in women. The gender discrimination is also one of the major causes of educational flaws in country which is projecting the boys and girls primary schools ratio 10:4 correspondingly. In the last few years many new primacy schools for girls and boys are established but still there is need to establish more and more primary schools to meet the educational needs of increasing population. In the last decade the growth of private sector schools is tremendously increased. The private schools trend not just harms the quality of education but also created a huge gap between rich and poor. The people of lower class couldn’t afford the fees of private educational schools and colleges. In public schools there is lack of quality education. There is also shortage of required facilities like qualified, train staff, furniture and school buildings etc. Our educational policy doesn’t focus on technical education. There are very few technical institutions and less technical trained people in country. The funds allocated for the education are not sufficient the funds are just about 1. 5 % to 2. 0% of total GDP. Although to promote the education the funds must be about 7 percent of total country GDP. With increased education budget the literacy rate in country will surely increased. The provincial and federal Government both need spend a larger portion of their income on promoting education. Author: Rizwan Ghani Posted On: Tuesday, August 02, 2011 Source/Reference: www. pakobserver. net Total Views :1320| After 18th Amendment, improvement of education in Pakistan to international standards can be done with help of international frameworks including Program for International Student Assessment (PISA), National Assessment of Educational Progress (NAEP) and boards like National Board of Medical Examiners (NBME). Federal and provincial governments have to address the issue of teaching language (English, Urdu or regional languages), standardization of curriculum, and dealing with two-track education system- Urdu and English medium to take local and international exams. These tested frameworks can bring the progress of decades in Pakistan while saving billions of dollars. Thus, Pakistan needs to adopt appropriate policies to raise education standards, sustain economy and earn foreign exchange. The political, social and education complexities of teaching language can be controlled with help of international frameworks. PISA does not require the member states to change curriculums, teaching languages and teaching methodologies. It allows governments to periodically monitor outcomes of national education systems within internationally agreed framework. It provides a basis for international collaboration in defining and implementing educational goals and skills that are relevant to adult life (professional and social). PISA reading, mathematics and general science frameworks help bring national education at par with international standards. Around half a million 15-year-olds from 75 countries representing 28 million students, participated in PISA 2009 assessments and surveys. Pakistan can use PISA to improving national education standards in all provincial languages (www. pisa. oecd. org). Teaching in local languages can improve Pakistan’s education standards internationally. According to the 2011 Writing Framework for National Assessment of Educational Progress (NAEP) of America, good writing instruction empowers students to acquire new knowledge and to develop critical thinking skills. This is true of writing in all subject areas, not just English language http //www. state. nj. us/education/assessment/naep/results/writing/2011naep. PISA and NAEP framework rubrics allow student evaluations irrespective of language. Learning and teaching in mother tongue is a universal human right recognized by UN. China, was a top scorers in 2009 PISA testing http //www. nytimes. com/2010/12/07/education/07education. html. It shows education in mother tongue does not affect nation’s international competitiveness and national education standards. Since education is a provincial subject, therefore provinces should be free to impart education in local languages, make English and Urdu as optional languages. Provinces can issue degrees with pass/fail with English/Urdu or both to free the country from politics of language. It will allow students to continue higher education without passing compulsory languages, which is a major contributor to school and college dropouts. It will allow the students to join job market who do not wish to continue with further education. The employer can omit or consider language(s) pass/fail status of candidate at the time of employment. On the other hand, the higher education institutions can keep compulsory languages as part of admission criteria. In line with many American universities, a six months period can be given to first year university students to clear compulsory languages. In terms of syllabus, international frameworks and boards can help Pakistan’s policy makers develop required syllabuses, fulfill demands of local market, and meet national education objectives to bring national and international education at par. They allow improving exam testing and incorporating modern technology in reading and writing. In addition, they facilitate linking of national boards to international boards like NBME (www. nbme. org). NBME model allows state medical qualified doctors to take national level exams, upgrade national education and examination standards and link them to rest of the world. It allows tens of thousands of international medical graduates to take United States Medical Licensing Exam without actually studying in American medical colleges. It is equally true for British, Australian and New Zealand medical boards. This model can help cut cost of professional education and fight poverty in Pakistan. Based on these frameworks and models, federal and provincial governments of Pakistan should collaborate to standardize local education and bring it equal to international standards. Islamabad should hold annual summits with China and western countries in line with reports of annual Indo-US higher education summits planning collaboration of universities in both countries. In addition, Pakistan needs to allow private publishers to print books according to the contents of given courses. It will improve concepts of students, standard of books and education. The existing control of federal government on higher education needs to be changed by allowing provinces complete control of universities, scholarships, hiring, training etc. Federal government needs to become a regulatory body instead of controlling authority and facilitates provinces to standardize higher education, provincial education and bring it equal to international levels. Federal education setup should work with ministry of labor and manpower to identify and develop human resource for interprovincial and overseas market, work with foreign missions to issue annual forecast of overseas jobs and train foreign workers and students. Pakistan needs to organize education to cater to local and international needs, attract foreign investors and earn foreign revenue. Reportedly, America and Britain earned $31bn and ? 8 bn in 2010 from foreign students respectively. China is charging $5333 boarding lodging fee annually for a five-year MBBS and one-year internship. It is also offering seven-year specialization degree programs (5 years MBBS and 2 years specialization) in most medical fields. Beijing has gained international recognition through standardized tuition fees, transparency, qualified staff and allowing foreign students and teachers in local universities (http //www.4icu. org/cn/). The Chinese model can help Pakistan cut prices of professional education by 50 percent and train surplus number of local and foreign students to sustain domestic and international needs. In line with China, Pakistan should also take necessary steps to attract flocks of foreign students, interns and investors. Finally, a debate is going on in China on two-track system- one for national college entrance exam (the gaokao) and other for international exams. Imran Khan’s PTI is deliberating about single education system. Pakistan can overcome challenge of teaching language, two-track system (English and Urdu medium) and bringing local education at par with international with help of international frameworks, NBME and more freedom to provinces. | Pakistans Education System and Links to Extremism Author: Jayshree Bajoria October 7, 2009 * Introduction * A Dysfunctional System * Government Reform Plans * The Madrassa Myth? * Reforming Madrassas * U. S. Policy Implications - Introduction Pakistans poor education system has increasingly become a matter of international concern. Lack of access to quality education, which in turn limits economic opportunity, makes young Pakistanis targets for extremist groups, some experts say. The World Bank says nearly half the adult population of Pakistan cant read, and net primary enrollment rates remain thelowest in South Asia. Experts say the system suffers from inadequate government investment, corruption, lack of institutional capacity, and a poor curriculum that often incites intolerance. In August 2009, chief counterterrorism adviser to the White House John Brennan, summing up a concern held by many U. S. terrorism experts, said extremist groups in Pakistan have exploited this weakness. It is why they offer free education to impoverished Pakistani children, where they can recruit and indoctrinate the next generation, he said. There have been some efforts by the Pakistani government, Western governments, and the World Bank to reform the system, but serious challenges remain. A Dysfunctional System According to the Pakistani governments National Education Policy 2009 (PDF), three parallel streams in educationpublic schools, private schools, and Islamic religious schools, or madrassashave created unequal opportunities for students. Of the total number of students going to primary school (grades 1 to 5), 73 percent go to public or government schools, 26 percent to private schools, and less than 1 percent to madrassas, according to the Karachi-based policy research institute Social Policy and Development Center. Within the public and the private sector, there are elite schools catering to a small minority of students. The majority of students attend low-quality private and public schools with poor curriculum, limited teaching materials, and inadequate number of properly trained teachers, or in many cases absent teachers. [N]o Pakistani leader has had the courage to implement serious [education] reforms- Pervez Hoodbhoy The government-mandated curriculum is a major concern for Western observers who say it encourages intolerance and a narrow worldview. Except in some elite private schools, which do not follow the government-prescribed curriculum, all public schools and registered private schools have been required to teach Islamiyat, or Islamic studies, for nearly thirty years. In addition to Islamiyat, many scholars have noted that the government curriculum uses Islam for a wide array of controversial ideological objectives, writes C. Christine Fair in the 2008 book The Madrassah Challenge.