Storytelling

STORYTELLING: LITTLE RED RIDING HOOD Storytelling  is a universal, traditional art form, that has featured strongly in all cultures as an effective communication tool. Important messages can be so skilfully conveyed through storytelling, as the listener is so entranced by the magic images the storyteller paints before your eyes. And it is in this way that we as educators of young children can promote their learning. We have finished to do storytelling as one of our task given. The topic that our group chosen are Little Red Riding Hood.According from characters in that story, there are five character in that story. So our group consists five person in group are divide that each of characters. They are Little Red Riding Hood as main characters, mothers’s Little Red Riding Hood, grandmother, wolf, and woodsman. We also add narrator in our storytelling. The scripts we are use according to the each of scene in that story. Before we started our storytelling we have search some inf ormation in internet about this story.As we know Little Red riding Hood is the most favourite fairy tales story among children. Eventhough it is ages, but until now the story is still famous as activity in classroom. Our group have selection of material to show for each characters in that story. for example we have choose puppet act as narrator. Then we had print in colour the image each of the characters. Then our group put the image paper on the stick that we had bought. As conclusion storytelling is one of activity in classroom its well-suited for student exploration.As a learning tool, storytelling can encourage students to explore their unique expressiveness and can heighten a student's ability to communicate thoughts and feelings in an articulate. Besides that, throgh storytelling is can gaining verbal skills, imagination which developing the imagination can empower students to consider new and inventive ideas. Developing the imagination can contribute to self-confidence and p ersonal motivation as students envision themselves competent and able to accomplish their hopes and dreams.

Speak About Riots

Ladies and gentlemen, welcome. I am †¦Ã¢â‚¬ ¦. , a politically active student. The Mayor of London has invited me, to give a speech about riots in London. I would also talk about what we can do to prevent a similar incident. As mentioned, my speech today will mainly be about riots and some several reasons for that. Moreover, I will give some suggestions about what we can do to prevent the riots. I will focus on what the society can do to solve this situation. I will also speech about what the parents and the teachers’ can do for keep the children out of the riots.If some of you don’t know what riots are. I can tell you that it is a form of civil disorder which is characterized by groups how lashing out in a rash of violence against authority, property or people. The riots start on August the 4th, because a policeman killed an Afro-Caribbean man. His family has decided to stage a peaceful protest but it ended out of control. The traffic was diverted and people start ed crashing, smashing and looting. For many people, it was a staggering situations and completely unrealistic. The big question is:† What are the reasons for riots?†The protest for the Afro-Caribbean man was just an opportunity to show their dissatisfaction for the society. Big parts of the population are talking about how the policemen were not able to stop the criminality from vandalising and stealing. The word about riots was spread to South London. Due to this change of area, it is clearly that they have entirely different motives from here on. People all over London have begun to make different sorts of riots. The motive for many of the criminals became â€Å"making money, pure terror, havoc and free stuff†.We can conclude that these different episodes with riots have nothing to do with each other. Experts are discussing what the motives are. They have formed some theories about the motives and the most mentioned arguments are: unemployment, poverty and gang related crime. There are kids down to an age of 9 how robbed homes, stores and businesses. Among the youngest riots are kids who are looking for a rush. The main argument for riots is that it has something to do with unemployment. Unemployment results in poverty.Many people have tendencies to compare themselves with the community and therefore want the lower class to keep up with the middle and higher class. By use of riots has the lower class seen an opportunity to make money to gain a position in the middleclass. The lower classes are blaming the high class for their criminality, because the poor are unhappy with the balance between themselves and the rich part of their country. The youth unemployment rate is low, which result in that 1 out of 5 are not in work.The university are more expensive than ever, and that is the reasons why some of the young people lose hope for the higher education. The young people are unhappy with their present situation. They are getting more disenfra nchised, so they have to be heard. In previous times was it the black people who were victimized, but today it is the young people. The young people make riots, as an excuse to show their dissatisfaction with the society. The motive for the young people to make riots is to be a part of something bigger.Many have seen that the majority of the spotted participants in the riots are between the age of 14 and 18. Most of the people in London, who participate in the riots, are doing it because everybody else is doing it. They persuade each other by means of text message. Many of the riots have occurred as a result of the extreme use of the social media. A new problem is that they also use a Blackberry to spread the word, which involve that the communication is hidden from the police. We have to stop this young people and help them to behave in a better way.If they are old enough to make the crime, they are old enough to face the consequents. There are no correct answers to prevent new rio ts, but we know the reasons for these riots and the problems in the society. We cannot eliminate the inequality, it is impossible, but we can try to reduce it. We have to keep together and try to save our society. We have to protect the children from the criminality and help the family’s how have problem at home. The parents have to take a responsibility and be role models.The police have to take effect immediately and show that this behaviour will not be tolerated. They have to arrest the people how make riots, so they not keep on with the crime. More than 1200 of the rioters have already been arrested. Due to the modern technology, many of the participants have had their image caught, which means that they will be arrested later. In the future need the police a system, so they can find out what the people are encouraging encourage each other and make plans for illegal actions.

Brief History of Education in Nigeria

As they say Rome was not built in a day. Same applies to education system of Nigeria. In Nigeria education has been filtered and iterated than any other developing Nation around the world. Nigeria had witnessed the brief tradition of education system and was developed in its own phases with some notable revolutions.Undeniable three important tradition followed in educational system during different timeline were, the native Indigenous education, welcoming of Islam had introduced more different strategy of education (Quran Education through Quranic schools), and recently was introduced to the western educational system that help them to make their own benchmark in this world. Though initially during each timeline, the respective phases served their purpose and also had some problems.In this paper different education system and the phases of education development that flourished Nigeria had been discussed and also the recent introduction of Universal Basic Education (UBE) after success fully navigated by Universal Primary Education (UPE). The journey of education system in Nigeria has its own story to tell. The Early Days of Education (The Indigenous education of Stone-age Nigeria) Deeply rooted Culture and daily life routine followed by Nigerian population during early ages was followed for many centuries until influenced by outside world.Native Indigenous education in Nigeria is had its face decorated with limited life style and much priorities were given to welfare of community and local population. The education offered was based on the necessities that are useful govern and feed local tribe. This was the pre-colonial education, where the specialized skills and enhanced abilities were passed on to children from father and grandfather. Sometime children’s were forwarded to some other community head and mentors for advance skills and community etiquettes.The bottom line of the education delivered was to learn and live according to Nigerian climate and occ upation. These occupations were practiced according to geographical conditions of Nigeria. Some of the popular occupations practiced were Farming (according to seasonal condition), trading (barter system), and fishing (only by communities living either side of river bank), craft work (mask, cloths, color work, utensils), black-smithy (traditional & farming hunting tools, war weapons).Most of the skills were taught in very traditional ways like listening to elder people from community for their advices and wisely saying, hunting and farming was learned from observing father and masters working in farm lands and accordingly engaging themselves in the same work. Girls and women’s were expected to stay at home and undertake jobs more suited for them such as raising kids, weaving and craft-work, body decoration, farming. But this too had followed same strategy of learning from elders (from mother). This kind of education was based on ability and adaptation of skills from elders an d had no written or printed records.Such traditional education had great impact and socially developed sense for protection of community, but the same sense of protection proved to be limitation for Indigenous education system. Although traditional skills managed to travel and spread across many tribes but tribe never agreed to pass on their skills to people from other community (mostly people from other villages). This made it to almost impossible for such education system to travel ahead in timeline and had vanished, as community increased and started to spread across Nigeria. Islamic Education (Arabic Language) in Nigeria Islam was believed to Introduced to somewhere around 1080. Islamic faith was first accepted by Umme Jilmi (1085-1097), Ruler of Kanern, followed by his successors Dunama 1st who ruled during the period 1097-1150 and also by Dunama 2nd during 1221-1259. As these people had much influence so was Islam the faith sowed into Nigerian earth. Islam made major changes i n Nigerian life and educational system. Apart from just living life people were made to serve GOD (although they already did) and had to allot separate time. Islam and Islamic education was made to believe inseparable duty that one must follow in this daily life.The local priest of Mosque used to teach chapters of Quran and its verses. Quran also made people to learn new language â€Å"Arabic† which was completely unknown to Nigerian population. Arabic alphabet was taught for the first time, as a written language in printed format. This effort at primary level was widespread and greatly appreciated & absorbed in Nigerian culture. Although Arabic language was blessed by grammar, syntax, rich literature but it also had its own setbacks. First was women’s were forbidden in ISLAM and took considerable to anticipate women’s participation in learning Arabic language and Quran.A later on Islamic study was also allowed for women’s of Nigeria. Abdullahi Bayero the (Ruler of Kano) strengthen the Islamic studies by building Law schools, for teaching Islam, different Islamic subjects, English and Arithmetic as well. Schooling and building of institutes helped in good educational progress and many institutes & schools were started in coming in year. As Arabic was neither the language in many part of Nigeria, nor followed by educational institutes other than Islamic, this proved to be failure for Arabic language.The Western Education (Missionaries schools and Culture) This was the proper time to intersect the Nigerian environment with western education system. In 1842 Wesleyan Christian Missionaries stepped in Badagry. The western missionaries and missionaries school stepping onto Nigerian land was not so welcomed, because Islamic schools and institutes already has its footmarks on Nigerian soil, specially northern Nigeria, where Islam has its wings spread wide across with almost 25,000 Islamic schools and education centers.Although the start was not good for missionaries’ school and had to keep trying until in 1843 the first school came into existence followed by Anglican Church Missionary society in 1850. Missionaries’ schools were helped by the government and they did understand the importance of western education for further development of Nigerian society. As a result of this, education department came into power to administrate and to set curricular criteria and requirements and started to giveaway grants and funds for missionary schools.The north Nigeria had nothing to do except watch southern Nigeria grows in better lifestyle. Further in 1914 northern and southern Nigeria united and these missionaries’ were strengthening to put-forward their idea about education in northern Nigeria as well. North Nigeria had to fill the growth and development gap as in 1914 there were only 1100 school kids as compared to 36,000 in south Nigeria, number was no less but still there was good hope for development. T he main focus of examination was given on examination. More to say institute building, sufficient teaching staff, and moderate labs were inspected.School ranking was graded and, performance was sorted according to individual performance of each institute. Results were notable and according to expected and lead the entire nation towards Jobs availability and overall development. In year 1952 a body was formed named as West African Examination Council (WAEC) and important responsibility of conducting examination was handed over to them.The responsibility of council was to qualify number of appeared candidate for certificates which were same as that of certificates offered by examination authorities in United Kingdom Until now much of educational program were carried by missionaries, but now Nigerian government started to feel the need to help these missionaries and in 1882 began to act by providing necessary guidelines, policies for students and staff, and development of educational a uthorities. Schools appointed school inspectors and started to ensure grants/funds for schools to keep the educational quality intact. To give wider perspective to the government activities the common experiment more popularly known as Universal Primary Education Program was undertaken in 1955 (East) and 1957(West), that proved to be very helpful and genuine program.In Nigeria, the school year currently runs from January to December, consists of about 3 quarters with a month between quarters. Primary education begins at the age of six for the majority of Nigerians. Students spend six years in primary school and graduate with a school-leaving certificate equivalent to what is called ‘elementary school' in some other countries. This runs for 6 years, and after that, students take the Common Entrance Examination to be admitted into Secondary School, which is the equivalent of ‘high school' in some other countries.It used to be that way many years ago, and then they switched to a school year that ran from September to July, and within the last decade, they've switched back to a school year that runs from January to December. Some Nigerians go to nursery school in their early years. What is basically done there is teaching kids the basics like the alphabet, etc. Subjects taught at the primary level include mathematics, English language, Islamic knowledge studies, Bible knowledge, science and one of the three main native ethnic groups (Hausa-Fulani, Yoruba, and Igbo).Private schools would also offer computer, science, French, and art. Primary school students are required to take a Common Entrance Examination to qualify for admission into the Federal and State Government schools. However, around 1990 what was once known as ‘secondary school' was split into 2 sections, and had a year added. So now, there is Junior Secondary School (JSS), which lasts 3 years, and then students have to take the Junior WAEC or the JSSE (Junior Secondary School Exam) to move up to Senior Secondary School (SSS).During primary school and secondary school (both parts), students wear a school uniform that is chosen and designed by their school. During school parties or special functions, students are sometimes allowed to wear what they choose. Also, there are usually other physical standards that students must abide too. For instance, most schools either have the girls hair cut short, or allow them to braid it neatly, sometimes depending on the grade level. Boys must have their hair short. With both boys and girls who have short hair, the hair must be neatly combed.Also, shoes, jewelry, and other accessories usually have guidelines attached. For primary and secondary schools, some schools do have buses to transport their students from certain areas to the school, and of course, in boarding schools, transportation is not an issue. For day school students though, for the most part, transportation to and from school is left to the family. Some parents dro p their kids off at school on their way to work. Prof. Fafunwa Contribution towards education Education system in Nigeria is one of the greatest achievements of Prof.Fafunwa especially at the primary and secondary school levels. He sustained efforts and struggle culminated in the adoption of the mother tongue education policy by the national policy on education (1977). He rightly observed that, developing countries are known mainly as consumer of knowledge rather than as producers. However the acceptance of some of the Fafunwa’s idea internationally proved to be an exception. One of the great ideas that won international recognition is the Each-one-Teach-one approach in the promotion of the education for all (EFA) global program and campaign.The second is the Mother Tongue mode of educational instruction, which has received some international acceptance through the efforts of UNESCO. At the national level also, the recommendation of the Fafunwa Study Group on funding of educa tion at all levels in 1984 brought two notable institution into existence. The first was the establishment of the National Commission for the College of Education (NCCE) in 1986 while the second was the establishment of Federal Ministry of Science and Technology. One of the measures he took was the establishment of the national Institute for the Language in Aba in 1992.By these achievements, Fafunwa’s name will always be written in gold in any history on the promotion of mother tongue education in Nigeria. It would also be recalled that in addition to these, he established the Nigeria French Language village, in Badagry in 1991, and the National Arabic Language Village in 1992 in Gamboru, Borno State when he minister of education. The success of the mother tongue project let to the production of teaching material in Yoruba language in the primary schools. And following its success too, other linguistic area translated the Ife materials on science and mathematics into their sp urred Prof.Fafunwa to work harder the promotional of the teaching of, and research on, Nigeria language, when he becomes minister of education. With all these, Fafunwa gained recognition at both the national and international levels. In 1973 he received a medal for distinguished service in Education, Teachers college, Columbia University, New York city. In 1976 he got the Franklin Book Award for Outstanding Contribution to Educational Development, New York City. In 1983, he was appointed a Distinguished Fellow, International Council on Education for Teaching, Washington D. C and then in 1986, this ‘prophet’ was rightly honored in his own country, with Hon. LL. D by the University of Nigeria, Nsukka, where he started his academic career. His was later also honored by fellowship of Science Teachers Association of Nigeria in 1990; and Fellow, Nigeria Academy of Education in 1990. In 1955, he earned a Ph. D. in Education, becoming the first Nigerian recipient of a doctoral degree in Education. He started his University teaching career in 1961 at the University of Nigeria, Nsukka. During the Nigerian civil war, he left the east and moved to Ife, and taught at the Obafemi Awolowo University.Universal Primary Education (UPN) in Nigeria In 1970 the new term was introduced into the world of education in Nigeria and Universal Primary Education (UPN) was accepted as policy for educational system, just because it had all necessary guidelines and regulatory work flow, most important it was designed in a way to have each person to complete it as primary need. This was again non-welcomed, but still had impressive accomplishment. According to small survey it was seen that Nigeria had an impressive population of 50 million and among that population 22 percent of population was school going (Primary schools).UPN gained its importance in coming year 1985-86; during time period approximate estimated considerable population of 24 million (age group between five â€⠀œfourteen) and 46 percent of the entire age group had attended school. This was a remarkable change in education system of Nigeria and they believed that more number would be achieved in coming years. Special Education in Nigeria As seen till now Nigeria’s efforts of educational program has been tremendous, was well noted and these efforts were reviewed by Ministry of Information and Culture, 1986.This revolution in the field of education had deep impact on special education reform. Special educations are firmly established under the roof of overall education policies set by Ministry of Education. The need had arisen because of exceptionalities and special skill amongst sons/daughters of Nigeria. The special section has been set aside for pupils with extraordinary special skills. This is known as Section 8 of policy created by ministry of education in 1977.According to section:1. Materialize the meaning of equal education for all pupils.2. Provide sufficient education for al l disabled students and citizens so as to overcome their disability and let them help for their contribution in development of nation.3. To provide opportunities and resources for those pupils who possess special skills and abilities for nations technological and economical development.This was not just to provide the platform for students with good academic and talent but also the solid groundwork for those who have knowledge must have the freedom to go for the education they want.This also had put more focus on those are handicapped and physically challenged, and had given them the right of equality of education along with other normal pupils. To anticipate section 6 government had to move ahead in some research and had to collect data that clearly depict the number of all children’s, separation through age, sex, disabilities and locality, standard of living and their requirement about education.Categories of Special Education1) Blind and partially sighted or different sigh t problems.2) Deaf and partially hearing or different hearing problems.3) Disabled or physically challenge or handicapped.4) Mentally retarded (Partially/Completely).5) Hospitalized children.For any special education program the direction must be towards ability of anticipation of program that increases the inner potential of extraordinary individuals. But this was again hampered by some special education systems and institutes program were imposed on admitted pupils instead of exposing and providing platform for those students. Inclusion International Perspective (Salamanca Meet) United Nations Salamanca Statements were major and good exposure to international level by United Nation.UNESCO had arranged a world meet in Salamanca, Spain was held from 7th June 2994 till 10th June 1994. This meet was attended by 300 participants those representing 92 governments and 25 international organisations. Salamanca statements were built on 1. Universal Declaration of Human Rights (1948) 2. Con clusions from â€Å"The World Conference on Education for All† (1990) 3. United Nations â€Å"Standard Rules on the Equalization of Opportunities for Persons with Disabilities† (1993).Recognition of Salamanca Statement1. Every child has a fundamental right to education.2. Every child has unique characteristics, interests, abilities and learning needs.3. Education systems should be designed and educational programmes implemented to meet these diversities among children.4. Students with special needs must have access to regular schools with adapted education.5. Regular schools with an inclusive orientation are the most effective means of combating and preventing discriminative attitudes and building up an inclusive societyRole of National Authorities and Government1. Improve the education system so it can include all students.2. Adopt the principle of inclusive education in the legislation system to enrol all children.3. Develop demonstration project.4. Establish decentr alized systems and user participation in planning, monitoring and evaluation.5. Encourage the participation of parents and relevant user organisation.6. Pay attention to early identification of special needs and Early Intervention.7. Give relevant education, further education, training and support to teachers and other relevant professionals.8. Emphasise the international cooperation within programs of education for all.9. Emphasise the importance of Special Needs Education as an integrated part of teacher education and training programs.10. Involve the NGO’sNew Perspective on Special (excellent students) needs education1. Inclusion and participation assume that students with disabilities attend ordinary kindergartens and schools on the local environment.2. The fundamental principle is that all children are together as much as possible.3. Inclusive education of high quality should focus on:1) Curriculum2) organizational arrangements3) teaching strategies4) resource use5) Part nership with the communities4. Inclusive education demands a focus on peers. This implies that special units, special classes and schools should be used to a limited extent, and as exception from ordinary education5. Special needs education varies enormously from country to country. If a country has to have special schools they should function as resource centres for regular schools.6. Countries with a limited number of special schools should be advised to establish mainstream-inclusive schools.7. The governmental planning of education should concentrate on all persons, in all regions of the country and in all economic conditions.8. Special needs education policy represent a new approach. That’s why adults with disabilities should have special attention.9. Girls and women are often discriminated. Women and men should have equal influence and opportunities.10. To make EFA effective it should be plans on the local, regional and national planInclusive Education and Amendment of Salamanca Statements in United KingdomSpecial Education Needs and Disability Act (2001)The Special Educational Needs and Disability Act (2001) impose certain specific duties on the respective educational institute in respect of students with disabilities. The following guidelines attempt to establish good practice for access to teaching and learning for students with disabilities in the light of these requirements under the Act.These guidelines are directed towards individual lecturers and tutors, to provide a descriptive outlook of the main elements of planning for SENDA (2001). The Act requires the University not only to make adequate provision for existing students with disabilities but to be prepared for the probable needs of future students and candidates, so as to be able to respond adequately and promptly when required. It does not require Schools or individual tutors to make wholesale changes to teaching materials, teaching practice, curricula, timetables, etc.(though it is a common experience that the refinement of teaching practice to meet the needs of students with disabilities is of benefit to students in general). It does involve the identification of aspects of teaching and learning which can be expected to create barriers for students with disabilities, and a concerted planning initiative on the part of the University to establish how these might be adjusted to allow the full participation of students with disabilities. The Act makes it unlawful for bodies responsible for the provision of education to discriminate against disabled students.Discrimination consists of failing to make reasonable adjustments which would permit students with disabilities to participate fully in Higher Education, or giving them less favorable treatment at any point in the educational process. The definition of disability includes a wide range of long-term physical and mental conditions. This Act SENDA imposes a pressurized direct responsibility on educational institut ions for their own admitted students. This would include elements such as field place used in fieldwork and study tour, or foreign educational institutes/universities where students go for under students exchange program.Special Educational Needs (England and Wales)The legislation relating to SEN is contained in Part 4 of the EA (ss. 312 – 349, Schedules 26 and 27). This has been amended by the School Standards and Framework Act 1998 (SSFA) to amend the references to the categories of schools. There is a statutory code of practice (the Code of Practice on the Identification and Assessment of Special Educational Needs) to which LEAs, governing bodies, health and social services and the SENT must have regard when exercising their functions under Part 4 of the Act.There was a consultation on a revised draft of this Code from 7 July to 13 October 2000. The aim is to publish the final version of this Code to come into force from September 2001. A child has SEN if he has a learning difficulty which calls for special educational provision to be made for him. A child, for the purposes of the SEN provisions, includes any person under the age of 19 who is a registered pupil at a school. About 20% of children will have some form of SEN at some time.Most of these children will have their needs met by their school, but around 3% of children will have severe or complex needs which will require the LEA to determine and arrange for the special educational provision for the child by means of a statutory statement of SEN. It has always been intended that as many children with SEN as possible can be included within mainstream rather than special schools, whilst recognizing the importance of the specialist sector. There is a duty in section 316 of the EA to secure that a child is educated in a mainstream school, unless that is incompatible with the wishes of the parent.Provided that three conditions are satisfied: that this is compatible with 1. His receiving the special e ducational provision his learning difficulty calls for; 2. The provision of efficient education for the children with whom he will be educated. 3. The efficient use of resources. School governing bodies have a duty to use their best endeavors to see that pupils with SEN at their schools receive the special educational provision their learning difficulties call for.The LEA must keep their arrangements for special educational provision under review They have a duty to secure that they identify children within their area who have SEN and the LEA need to determine the special educational provision for which their learning difficulty calls. Where an LEA are of the opinion that a child has SEN and that it is necessary for the authority to determine the special educational provision which any learning difficulty he may have calls for, the LEA will make an assessment of the child, to decide whether a statement of SEN should be made for the child.Once the assessment of the child's needs has been completed, the LEA will decide whether it is necessary for them to make and maintain a statement of the child's SEN. If the LEA decide to make a statement, the statement must be in the form prescribed by the Schedule to the Education (Special Educational Needs) Regulations 1994 (revised regulations are planned to come into force at the same time as the revised SEN Code of Practice). Any statement made by the LEA must give details of the assessment of SEN and specify the special educational provision to be made.The special educational provision must include the type of school, or other institution, which the LEA considers would be appropriate, the name of the school preferred by the parents if this has to be named in accordance with Schedule 27 or, if none, the name of any school the LEA considers should be specified, and any provision for which arrangements are made otherwise than in a school, e. g. : occupational therapy. The SENT considers parents' appeals against the decisio ns of LEAs in England and Wales about their children's SEN, if parents cannot agree with the LEA.The SENT considers appeals about refusals to assess, refusals to make statements, the contents of statements and decisions to cease to maintain statements. The constitution of the SENT is provided for in section 333 of the EA. There is a President and a chairmen's panel appointed by the Lord Chancellor and a lay panel appointed by the Secretary of State for Education and Employment or (as appropriate) the NAW. Each Tribunal consists of a chairman and two lay members. The procedure of the Tribunal is set out in the Special Educational Needs Tribunal Regulations 1995 made under section 336 of the EA.The Special Educational Needs Tribunal Regulations 2001 have been laid before Parliament and will, unless annulled, come into force on 1 September 2001. Where does Nigeria Stand in Inclusive Education? Education is not only a right of every child as advocated for by the United Nations (UN), it is a Constitutional enactment in Nigeria through ‘The Compulsory, Free, Universal Basic Education Act,2004 and other Related Matters' leading to the setting aside of two percent (2%) of the consolidated revenue for its implementation.It is also a punishable offence for anyone to deny a Nigerian child the opportunity to get at least the basic nine year compulsory and free education. Worthy of note is that the UBE Act not only stipulates that it is an offence for anyone to deny a Nigerian child the opportunity for free basic education but clearly pointed out Part 1 section 1, 2 and 3 of the Act that â€Å"Every Government in Nigeria shall provide free, compulsory and universal basic education for every child of primary and junior secondary school age. Every parent shall ensure that his child or ward attends and completes his:(a) Primary school education.(b) Junior secondary school education by endeavoring to send the child to primary and junior secondary schools.â€Å"The stak eholders in education in a Local Government Area, shall ensure that every parent or person who has the care and custody of a child performs the duty imposed on him under section 2(2) of this Act† The above are wonderful as far as the quest towards achieving the goals of the Millennium Development Goals (MGDs) as well as the targets of the Education For All (EFA) remain a cardinal objective of the present leadership in the education sector.It would be pertinent to point out that Nigeria in April 2000 joined over 170 other countries that met in Dakar, the capital of Senegal to re-affirm national commitment towards ensuring that they deliver the goals of EFA by 2015. Given the importance of UBE and need to ensure that it succeeds, stakeholders in the sector especially those that have held sway at the helm of affairs of the Federal Ministry of Education had for some time taken steps deemed necessary to ensure that the country not exit the status of being one of the countries not l ikely meet the target for EFAQ nor the goals of MDGs.â€Å"From a regional perspective, South and West Asia reported the greatest progress. This was mainly due to changes in India, where the number of children out of school fell by over 12 million as participation in primary education significantly improved for girls (accounting for more than 75% of the decrease). â€Å"Sub-Saharan Africa also made important strides, with a reduction of 10 million.This was largely the result of progress reported by the Governments of Ethiopia and the United Republic of Tanzania† the report added. For a country like Nigeria, the importance of the report comes in various forms but the most touching ones will be the positive aspect which noted that the Sub-Saharan African made important strides towards the global achievement accounting for about 10million out of the 28million that was recorded within the period.But unfortunately for the country, while the names of countries like United Republic of Tanzania and Ethiopia were clearly mentioned while others were listed on the detailed report, Nigeria appeared on the list with dots in this form (****) which simply means that there was no information available on the various performances and efforts of government and other stakeholders in the area of improving enrolment.It is should be on record that Nigeria is not a country to be pushed aside when the issue of rolling out policies, bright and wonderful policies at that aimed at achieving envious feat that can stand its own anywhere in the world. Though the country for the umpteenth time has failed to blow its trumpet, stakeholders would not disagree if this write-up notes that over 80% of government efforts are not well coordinated leading to none availability of credible, scientific and acceptable data that can be presented to relevant bodies.It is however gratifying to note that the leadership at the Federal Ministry of Education presently is doing a lot to change all that and when one takes a look at the latest decision to integrate the Mandrasah Education into the mainstream of at least the basic education, it shows that Nigeria is serious about meeting the set goals and targets.At this juncture, it will be pertinent to note that just about two-years ago during the celebration of the 2008 Education For All (EFA) week celebration, the then Minister of Education, Dr. Igwe Aja-Nwachuku said that at least about 11million Nigerian children are still without access to basic education in the country.

Presentation of Business Plan for Distance Learning Company Essay

Presentation of Business Plan for Distance Learning Company - Essay Example Moreover, the potential competitors will be identified. As evidenced by the increasing sales of distance learning companies, the steadily growing demand for distance learning products and services in light of the advent of modern technology coupled with the changing lifestyle will be emphasized. The second part will be comprised of the marketing plan. For this section, the strategy pertaining to how to differentiate the products and services the company will be offering to the market will be discussed. More importantly, product samples and service packages will be elaborated on. Differentiation of offerings will be done in terms of adopting a pricing scheme that will suit the budget of targeted clients. It will be highlighted that the company will design and price the said packages competitively. In order to illustrate this point, comparison of the company's packages and corresponding prices to the identified competitors will be shown. To promote the company and its product and service packages, the advertising program will also be discussed. The final section is the discussion of the financial aspect of the company I will be establishing.

Identify key features of widely used business application programs Research Paper

Identify key features of widely used business application programs - Research Paper Example Word processors have now become one of the basic requisites of businesses. Using a word processor, one can make a document, save it in an electronically conducive format in a disk or drive, display it on monitor, make amendments to it by inserting commands and various typescripts from keyboard and eventually print it (Dibbern, 2004). It has various advantages, which makes it highly popular among literate individuals. Above all, it is convenient then a typewriter in which you have to retype the whole document in case of any error. However, in Word Processor, editing words, paragraphs and formatting is very easy. Word processing applications provide you with â€Å"file management systems, font specifications, referencing systems, graphics, layouts, grammar and spelling checkers, WYSIWYG  (what you see is what you get) etc† (Dibbern, 2004). Some of the popular word processing applications include â€Å"Microsoft Word, Notepad, Google Docs, Lotus Manuscript, WordPad† (Dib bern, 2004), and many more. Presentation software is another category of application program that creates a continuity of words and pictures to present an idea or story. Business presentation applications are user friendly, compatible, and transferable as well. They enable the user to include images, audio, as well as video developed with other tools. Its advantages are many but primarily it helps in appearance of documents, providing snapshot of ideas, sound effects and much more. Some popular presentation software include â€Å"Microsoft PowerPoint, Lotus’s Freelance Graphics, and Corel Presentations, etc† (Dibbern, 2004). These softwares enable a user to have animations attached to their work and improve appearance of data to maximize value. Spreadsheet is one of the most powerful programs used for bookkeeping, scheduling, and data storing purposes. It contains arrangement of cells in the form of table of rows and columns. Each cell has a value and each value may have a

Macbeth, compare and contrast with someone current Essay

Macbeth, compare and contrast with someone current - Essay Example She persuades Macbeth to kill the king so that he can ascend the throne. However, Macbeth is troubled by the fact that the Witches had also predicted that Banquo, Thane of Lochaber, would become the father of kings. So, one murder leads to others, and Banquo is also killed. Macduff-the Thane of Fife's-family is then murdered by Macbeth. Ultimately, Macbeth teeters on the edge of insanity, being haunted by Banquo's ghost, and his Lady has bouts of sleepwalking in which she talks of having blood on her hands. Macbeth is finally defeated and killed, a victim of his own unbridled ambition and refusal to temper it with ethicality. His unethical acts also arise as a result of his wife's collusion and open encouragement. Bill and Hillary are one of the most powerful couples of modern times. He was the President of the US for eight years (1993- 2001), and she the First Lady; if her attempt to become the President in 2008 meets with success, this would give them an indelible place in the history books-a couple who were at the helm of affairs in a country that plays a leading part in controlling world events-for 12 years or even more. Bill Clinton has had a successful political career, having been the Governor of Arkansas and later on the President of the US.

Brief on Reasonable Doubt Essay Example | Topics and Well Written Essays - 500 words

Brief on Reasonable Doubt - Essay Example ndard in criminal cases started even during the ancient times which became formalized in the phrase â€Å"beyond a reasonable doubt† that occurred in the late 1798 (American Law Review, 642). In common law jurisdictions, this is now an accepted standard wherein the prosecution must be able to convince the trier that all the elements of guilt have been satisfied (Broun, 341). The United States Supreme Court on one occasion in 1970, explained that the due process clause proof beyond reasonable doubt of the essential facts of a crime charged against the accused, is the standard that guards the accused against an innocent person that may be found guilty (In re Winship, 397 U.S. 358 (1970). In the trial of cases, the jury is always instructed to apply reasonable doubt test to determine the innocence or guilt of the accused (U.S. v. Pepe, 501 F.2d 1142, 1143 (10th Cir. 1974). However defining reasonable doubt is not required by Courts (Torres v. State, 2003 WL 21757509 (Tex. App. El Paso 2003). There were attempts to define what reasonable doubt is. In the Commonwealth v. Webster, reasonable doubt has been defined as, â€Å"that state which, after the entire comparison and consideration of all the evidence, leaves the minds of jurors in that condition that they cannot say they feel an abiding conviction, to a moral certainty, of the truth of the charge,† Commonwealth v. Webster, 59 Mass. (5 Cush.) 295, 320 (1850). In another case, reasonable doubt has been explained to be that which is â€Å"founded upon a real tangible substantial basis and not upon mere caprice and conjecture,† (Cage v. Louisiana, 498 U.S. 39, 111 S. Ct. 328, 112 L. Ed. 2d 339 (1990). It is that doubt which would raise ‘grave uncertainty’ in ones mind because of insufficient or the lack of evidence in prosecuting a person of a crime (Bergman and Hollander, 4). Such a doubt must be an ‘actual substantial doubt’ that a reasonable man can assess (Bergman and Hollander, 2008). The certainty of

Incident at the Construction Company Essay Example | Topics and Well Written Essays - 500 words

Incident at the Construction Company - Essay Example A report of the accident was furnished soon after. Because of the injuries he sustained Mohammed requested for a one-week leave. He suffered a mild head injury, plus wounds and bruises to his elbows and legs. He also experienced persistent lightheadedness after the accident. Because he was not able to go to work for the duration of time, he lost an income. The company immediately accepted legal liability and cooperated with OSHA representatives. Mohammed was given $7,000 accident compensation with regard to his occupational injuries and loss of income. Â  Mohammed soon recovered from his injuries and started looking for another work. But because of his specialization and experience, he was not able to make it outside of the construction industry. Another construction company hired him as a fitter. On August 1997 Mohammed was working with other workers at a height of more or less 25-30 feet, tightening top covers of a massive boiler. In order to access the top portion of the boiler, he uses a ladder. Unfortunately, one of the covers had a crack which made it difficult for Mohammed to tighten. Thus, he applied excessive force to tighten the cracked cover. Yet, while he did so, the bottom of the ladder slipped and he fell to the floor. Mohammed sustained back injuries, plus a spinal fracture and wounds to his hips and legs. He was forced to take an indefinite leave to recover but, because of the severity of his injuries and wounds, he was not able to go back to work for the construction company and had to look for a less labor-inten sive occupation. This second occupational accident left Mohammed with permanently limited physical activity and currently necessitates help with tasks he could do independently in the past, like woodwork and farming.

Quantitative Decision Making Research Paper Example | Topics and Well Written Essays - 1000 words

Quantitative Decision Making - Research Paper Example - the independent and dependent variables can be determined incorrectly (in this case it is hard to determine whether change in export production of passenger cars influences export production of commercial vehicles or vice versa); - the perceived relationship may be a result of simultaneous influence of the third (moderator) variable on both of the variables separately (for example, correlation between export production numbers of passenger cars and commercial vehicles can be explained by the influence of the increase/decrease of the exchange rate on exports of the automotive industry in general). It may be true in this case, as the suggested regression model explains only 22.2% of variance (R-Squared value is indicated in the table below). Thus, if the export production number of passenger cars increases by 10,000 the export production number of commercial vehicles will go up by 572 (0.0572 coefficient). The constant 13,002 can be considered rather an anchor point for the regression line and should not be taken as the value of JCYF when JCYL is equal to 0 due to the fact that the data set available contains no observation with JCYF equals to or is close to 0. To project the export production number of passenger cars (... - the perceived relationship may be a result of simultaneous influence of the third (moderator) variable on both of the variables separately (for example, correlation between export production numbers of passenger cars and commercial vehicles can be explained by the influence of the increase/decrease of the exchange rate on exports of the automotive industry in general). It may be true in this case, as the suggested regression model explains only 22.2% of variance (R-Squared value is indicated in the table below). Linear regression equation JCYF = 13002 + 0.0572 x JCYL (coefficients indicated in the table): Multiple R-Square Adjusted StErr of Summary R R-Square Estimate 0.4708 0.2217 0.1730 4184.251262 Degrees of Sum of Mean of F-Ratio p-Value ANOVA Table Freedom Squares Squares Explained 1 79773016.56 79773016.56 4.5564 0.0486 Unexplained 16 280127337.9 17507958.62 Coefficient Standard t-Value p-Value Lower Upper Regression Table Error Limit Limit Constant 13002.19876 7187.903864 1.8089 0.0893 -2235.476735 28239.87425 JCYL 0.05720163 0.026797739 2.1346 0.0486 0.000392961 0.1140103 Thus, if the export production number of passenger cars increases by 10,000 the export production number of commercial vehicles will go up by 572 (0.0572 coefficient). The constant 13,002 can be considered rather an anchor point for the regression line and should not be taken as the value of JCYF when JCYL is equal to 0 due to the fact that the data set available contains no observation with JCYF equals to or is close to 0. To project the export production number of passenger cars (JCYL), given export of commercial vehicles (JCYF), the JCYF value should simply be plugged into the regression line equation. The point of estimate number would be

Reasons for Not Closing Guantanamo Research Paper

Reasons for Not Closing Guantanamo - Research Paper Example The research paper "Reasons for Not Closing Guantanamo" explores the reasons why the Guantanamo Bay detention facility has not managed to close. There have been numerous efforts to close Guantanamo Bay detention facility during Obama’s term as president. Previously, when the President issued the Executive Order for the closure of the facility, the engaged Congress opposed him, hence restricting the delivery of his earlier pledge. There are various problems facing Guantanamo Bay, and even when shut down, more legal, social, and economic challenges would arise if proper measures are not put in place. Besides the Congress, several legislatures have factored into the logistical problems, by acting to withhold funds meant to aid in closure of Guantanamo detention camp. For quite a while, the Congress has repetitively voted against the closure of the facility and included provisions that would prevent the use of appropriated funds for any actions aiding in its closure. The detainees in the detention facility have been categorized into 3 groups; those under preventive detention meant to stop them from returning to the battlefield, those under preventive detention and still expected to appear before the military or other tribunal for criminal charges, and those cleared for transfer or release to other foreign nations, after contentment that they pose no security threat or did not engage in any hostilities. Moving the detainees as the last category infers, requires funds to relocate the detainees into other countries. In 2010, after Obama’s Order, the Congress passed a legislation (Defense Authorization Bill), blocking the department of defense from spending any finances in relocation of Guantanamo prisoners from the US for any reason (Landers, 2010). Therefore, any acts of reducing the populating in the facility in line with its closure have failed. On a further opposition, the Congress made it certain that the detainees required to be in the facility and hence restricted the action of building another facility in the mainland United States. Despite the Administration’s clear opposition of section 413, the Congress prohibited the utilization of funds to construct, upgrade or renovate, and expand the US correctional facility in order to house individuals held in the Guantanamo detention facility (Executive Office of the President, 2013). Through the ban, the congress made it clear that not even other US prison facilities would be spared. None would receive financial support to aid in extra housing of the detainees that would be transferred from Guantanamo, which included the expansion activities or operating costs in maintenance of the detainees. Apparently, it is evident that the congress has consistently been usin g its spending oversight authority to control government funds from acquisition by an Illinois state prison (as a detention facility of one category for Guantanamo detainees), financing trials or even of the

Patterns of Oppression and the Role of Tackling Oppression in the Soci Essay

Patterns of Oppression and the Role of Tackling Oppression in the Society - Essay Example It is a social responsibility to oversee the growth, education, community development and the well-being of every child and youth all over the world without any kind of discrimination. (Cameron C. and Moss P. 2011). In the nineteenth century, the community had divided themselves where a certain group of people were seen as pedagogues who were usually slaves to the people of higher statuses in the community. They were seen as people with no rights at all and most of them got little or no education at all. They were also mistreated and they lived in deplorable living conditions (Chapman, and Hobbel, 2010). The fight for these peoples’ rights has been fought by numerous numbers of individuals since time immemorial. This study will be analysing the writings of Alinsky and Freire regarding the patterns of oppression in the society and the role of education in tackling social pedagogy. Paulo Freire, a professor born in Brazil also came up with topics concerning liberation. He authored a number of books. His first book was the education as the practice of freedom that was inspired by an experiment he had performed on workers who were taught to read and write in just 45 days (Jackson, 2007:199-213). He later wrote the infamous â€Å"pedagogy of the oppressed†. In the book, he explained the importance of education in the society. And also he thought that the only way the community could ease the oppression and human suffering was through education. This means that for a section of society to be free, education is a key factor in the struggle against oppression (Beck, and Purcell, 2010). Freire mostly focused on the educational process where he termed education as â€Å"never neutral† in that knowledge could be passed indiscriminately from one person to the other whether young or old. He believed that by doing so, people could change the community they lived in and beyond (Jackson S. 2007: 199-213).  Ã‚  

Raw Materials as Biofuel Pellets Essay Example for Free

Raw Materials as Biofuel Pellets Essay In the Philippines, forests and woodlands cover about 7,168,400 hectares (http://forestry.denr.gov.ph). These forests have unique environmental and biodiversity values, and make available a wide range of products for subsistence use. The most predominant use of wood is in the form of firewood and charcoal by the majority of Filipinos in both rural and urban areas. Firewood is preferred in rural areas simply because it is obtainable free of charge. Charcoal is preferred in urban areas on account of its being cheap, easy to transport, distribute and store. It is almost smokeless and has higher calorific value A(30 MJ/kg) than firewood (15MJ/kg). But according to the U.N. FAO (2003), the woodlands have experienced highest rates of degradation and deforestation compared to other cover classes. This could be attributed to selective cutting for timber and clear felling of trees for both charcoal production and cultivation. Charcoal production is responsible for degradation and deforestation.Between 1990 and 2010, the Philippines lost an average of 54,750 ha or 0.83% of forested area per year. Charcoal production and cultivation have an impact on large-scale deforestation that has occurred in the area between 1991 and 1998. Philippine Government is also in trouble as environmental sanitation is concerned. Waste materials in markets or even in public places continually piled up every other day when it is not fetched by a garbage truck. These waste materials are primarily composed of coconut shells in markets, wastepaper in schools and offices, rice hulls in agricultural remains and sawdust, a waste product produce in the lumber shops. This study was conducted to reduce the percentage breakdown of deforestation which would soon contribute to the prevalent global warming. Since waste materials such as coconut shells, rice hulls, sawdust and wastepaper are totally organic and may seem useful at times, we came up on using it as a primary component in making Biofuel at varying formulations. This way, the researchers can help in preserving the environmental balance of the ecosystem and at the same time, to come up with a cheap, easy-drying and a highly combustible fuel for household fuel – The Biofuel Pellets. Statement of the Problem This study aimed to determine whether different formulations of coconut shells, rice hulls, sawdust and wastepapercan be a viable source of Biofuel in the form of Pellets. Specific Objectives: This study specifically aimed to answer the following inquiries: 1. To determine the heating values of each raw materials to be used in making the biofuel pellets. 2. To determine the heating values of the biofuel pellets at varying coconut shells: rice hull: sawdust: wastepaper ratios and the wood charcoal as the positive control. 3. To determine if there is a significant difference on the heating value of Formulation 1, Formulation 2, Formulation 3, Formulation 4 and the positive control. 4. To determine the relationship between the size and the heating value of varying formulations and the positive control. 5. To determine the boiling time of biofuel pellets when biofuel pellets at varying formulations and wood charcoal are used as fuels. 6. To determine if there is a significant difference on the boiling time of Formulation 1, Formulation 2, Formulation 3, Formulation 4 and the positive control. 7. To determine the relationship between the size and the boiling time of varying formulations and the positive control. 8. To determine the density of biofuel pellets at varying formulations and the wood charcoal. 9. To determine if there is a significant differenceon the density of Formulation 1, Formulation 2, Formulation 3, Formulation 4 and the positive control. 10. To determine the relationship between the size and the density of varying formulations and the positive control. Hypothesis of the Study This study aimed to determine whether the mixture of waste paper products and materials, and coconut shell can be a viable source of bioethanol. Specifically, this study aimed to determine if there is an existing significant difference, in terms of the percentage of bioethanol produced, between the pure waste paper mixture, pure pulverized coconut shell, and 1:1 ratio mixture of waste paper and pulverized coconut. This study hypothesized that there will be no existing significant difference, in terms of the percentage of bioethanol produced, between the pure waste paper mixture, pure pulverized coconut shell, and 1:1 ratio mixture of waste paper and pulverized coconut. Schematic Diagram Independent Variables Dependent Variables Formulation 1 150g coconut shells, 150g rice hull; 150g, saw dust , 50g paper Formulation 2 225g coconut shells, 112.5g rice hull, 112.5g sawdust, 50g waste paper Boiling Time (minutes) Formulation 3 112.5g coconut shells, 225g rice hull, 112.5g saw dust, 50g waste paper Burning Time (minutes) Formulation 4 112.5g coconut shells, 112.5g rice hull, 225g saw dust, 50g waste paper Density (g/ mL) Positive Group: Wood Charcoal Figure 1.A diagram showing the relationship between the independent variables and the dependent variables Significance of the Study The findings of this study would greatly benefit the various sectors, primarily the following: Community Residences. Since it takes a lot of time to dry those wood charcoal that is traditionally used by countless homes in the community, this study could be a good source of an alternative fuel in household cooking chores. First, it is well-accessible to use anytime, with less worries of its dryness when used and lastly, it could be conveniently used in any cooking activities because of its high combustibility, since Biofuel pellets are primarily composed of combustible materials. Energy Sector. The promising friendly fuel from biofuel production could help the energy deficit of the energy sector; thus sustaining not only the demand of the consumers but also the need of the environment to have a green and amicable energy source. Environmental Sector. This study could help reduce the amount of pollution to the environment by simply using organic waste products and converting it into an environment friendly source of fuel. Other Researchers. This study could benefit other researchers by using this study as a reference for future researches. Scope and Limitation of the Study This study was conducted on July 12, 2012 until August 4, 2012 at the Negros Occidental High School Physics and Chemistry Laboratory. The waste materials that were used in this study were coconut shells, rice hulls, sawdust and wastepaper. The coconut shells were obtained from different stalls at Libertad Market, rice hulls were from Agricultural waste during post-harvest, and sawdust was from lumber shops while the Wastepaper was a total combination of that in Offices and Schools. The study limited itself in the determination of the heating values and the most effective formulation of waste materials that could be a viable alternative for wood charcoals. In addition, this study did not include the cost analysis based from the probable costs that may arise during the experimentation process. However, utmost economic optimization was employed during the materials selection and Biofuel pellets production. Definition of Terms Boiling time. Allotted time in which phase transition of the substance turns from the liquid state to the gas state, usually occurring when a liquid is heated to its boiling point (http://chemistry.about.com). In this study, boiling point was used as one of the parameters of this study. Burning Time.the time during which the propellant charge of a fuel is fully consumed (merriam-webster.com). In this study, the burning time was used as one of the parameters during the experimentation of the study. Coconut. A member of the family Arecaceae (palm family). It is the only accepted species in the genus Cocos. The term coconut can refer to the entire coconut palm, the seed, or the fruit, which is not a botanical nut (apps.kew.org). In this study, the coconut was one of the raw materials in the process of fuel pellet production. Density.The quantity of something per unit measure, especially per unit length, area, or volume or the mass per unit volume of a substance under specified conditions of pressure and temperature (thefreedictionary.com) In this study, density was used as one of the parameters during the experiment. Fuel Pellets. A piece of fuel usually in the shape of a sphere or cylinder, used in pebble-bed reactors, inserted in graphite blocks, or used in metallic tubular fuel elements (www.thefreedictionary.com). In this study, fuel pellets was the product of the study conducted. Heating Value. Amount of heat produced from the complete combustion of a specific amount of fuel (www.businessdictionary.com). In this study, heating value was used as one of the parameters in this study. Rice hull.The dry outer covering of a rice grain; a husk (www.thefreedictionary.com). In this study, the rice hull was pulverized and used as one of the materials in the process of fuel pellet production. Sawdust. The small particles of wood or other material that fall from an object being sawed (http://education.yahoo.com). In this study, sawdust was used as one of the raw materials for the fuel pellet production. Waste papers.Paper that is not needed and has been thrown away (Encarta Dictionaries, 2008). In this study, the waste paper was used as a raw material for fuel pellet production.

Global Warming as a Global Issue of Concern

Global Warming as a Global Issue of Concern CONTROVERSIES OF GLOBAL WARMING TABLE OF CONTENTS INTRODUCTION GLOBAL WARMING AS A GLOBAL ENVIRONMENTAL CONCERN CONTROVERSIES OF GLOBAL WARMING ISSUE EXPLANATION OF THE CONTROVERSIES PRESENTED CONCLUSION REFERENCES INTRODUCTION As a global environmental issue of concern, controversies have been presented for and against global warming. Such controversies have stemmed from its causes as well as effects. This is because since the first international awareness of the problem that took place in 1992 during a United Nations (UN) Earth Summit in Rio de Janeiro, several opinions have continued to grow concerning the genesis of this problem as well as the potential effects posed on the planet. Such international meeting saw an intellectual exchange among the many delegates concerning the best approaches that can be used in dealing with the causes and effects of global warming. However, this problem is still a controversial one among many environmentalists around the world. Therefore, this essay analyzes the various controversies presented by different articles and authors concerning global warming, its main drivers, and seriousness of the issue as well as claimed consequences. GLOBAL WARMING AS A GLOBAL ENVIRONMENTAL CONCERN As a global environmental concern, global warming has had several impacts especially for both the biodiversity and the climatic conditions of the planet (Elkins and Simmonds, et al., 2010). This is because current trends have shown that it affects flora and fauna as a result of the increase in the amount of the anthropogenic gases that are accumulated in the atmosphere such as neon- surface air. As a result, this leads to the melting of the ice caps, rise in the sea levels and other climatic changes. Hence global warming represents a major threat especially to the fundamental life forms of living things on the earth. Back, Russ, Liu, Inoue, Zhang and Otto-Bliesner (2013) contends that global warming leads to the increase in the rate of water evaporation into the atmosphere. This is of great concern owing to the fact that water is life and without it, no life can be realized. This is further compounded by the fact that the water vapor is in itself is a greenhouse gas that exacerbates the problem leading to warming of the atmosphere. As such, this increase in the water vapor can further be compounded by the excessive use of the fossil fuels and through land use changes. Burning of fossil fuels contributes to the addition of the greenhouse gases in the atmosphere in the sense that such fuels produces anthropogenic gases such as CFCs, methane and nitrous oxide which are responsible for the global warming. In addition, deforestation, explosive population growth, technological advancement, growing urbanization, and industrial expansion are some of the factors that account for the increases in these gas es in the atmosphere. However, it is projected that the rate of the rise will continued if this global issue of concern is not nipped in the bud. Among other major causes, deforestation is argued to be the main causes of the increases in the global warming (Liss, 2012). This is because trees play a major role in the global carbon cycle since they are considered as one of the largest land-based carbon mechanism that helps in the removal of excessive carbon dioxide from the air. Due to this, deforestation has been considered as the second principle cause of atmospheric carbon dioxide contributing for 25 per cent of all the carbon emissions in the atmosphere especially through burning and cutting of trees. For instance, estimates are that over 5500 acres of rainforest are destroyed daily leading to a rise in the global carbon dioxide level which is approximated to be 0.4 per cent each year. The long effects of such changes are inclusive of the melting of the glaciers, increased intensity and frequency as well as the changes in rainfall patterns. According to Liss (2012), imbalances that are created between various life forms on earth makes global warming a controversial issue of global concern. Such imbalances are showing through signs in the form of increased occurrences of cyclones, landslides, tsunami, flood, drought among others. As a result, the increases in the rise of the aforementioned disasters on this planet threaten different life forms. For instance, due to the extreme weather patterns, this can lead to increased effects of malnutrition, airborne as well as water-borne diseases, starvation and extinction of the flora and fauna. CONTROVERSIES OF GLOBAL WARMING ISSUE For the purpose of discussion of the controversies presented in the global warming issue, this essay will analyze four news articles from different media sources. Such controversies will run from the works of the two main authors as presented in the four news articles. As such, the two notable environmentalists who discuss and analyze this issue are J.R. McNeill and Bjorn Lomborg. McNeill’s arguments have been contained in the news article, Something New under the Sun: an Environmental History of the Twentieth-Century World whereas Lomborg discusses it in, The Skeptical Environmentalist: Measuring the Real State of the World. Other two news articles that will be discussed are the Forecasting the consequences of climate driven shifts in human behavior on cetaceans. and â€Å"States Adapting to Climate Change. Environmental Forum.† The central theme in McNeills article is revolving around the fact that environmental problem like global warming comprises some of the byproducts of the modernization as well as development (Cho, Martens, Kim Rodrigue, 2011). As such, he is of the belief that humans have impacted our planet more deeply in the twentieth century than we did in all previous history combined.† Hence the irony in this debate according to McNeill is the fact that some of the same factors that have helped humankind to develop such as economic prosperity as well as technological advancement, are inherent the real causes of the serious environmental problems such as global warming. Consequently, McNeill makes an argument that global warming with no exception from other environmental problems, cannot be dealt with in an effective manner without necessarily having to involve the technological advancements (Dos Santos, 2012). Moreover, McNeill puts it clearly by stating that if global warming consists a serious environmental problem, then the equation will be revised in the direction of a stronger role for the environment. Paradoxically, if humanity is to escape projected environmental crises, then technology, which helped bring them on, will be asked to lead us out. Therefore, McNeill sees technology to be the only solution in dealing with the problem of global warming that can minimize the negative consequences especially of this environmental dilemma that runs rampant across the globe. On the other hand, the rhetoric of global warming has been presented by Lomborg and his argument lies in the premise that global warming together with the other environmental problems, is a mere exaggeration especially from the media specialists, scientists and politicians (Long, Xie, Zheng Liu, 2014). According to him, global warming is a less serious and severe threat as opposed to the weight that is accorded to it in media and among the scientists. As such, Lomborg believes that inaccuracy of studies and predictions that have been made by complicated computer software consist the causes of the fears among the scientists concerning this issue. This is evident through his statement, â€Å"the limitations of computer modeling, the unrealistic nature of basic assumptions made about future technological change and political value judgments have distorted the scenarios being presented to the public.† In addition, Schuldt, Konrath and Schwarz (2011) argue that Lomborg raises many doubts in regard to greenhouse gas emissions considered as the real cause global warming. His main thesis of argument is that greenhouse gas emissions cannot have any impact on the world temperatures. His argument is that even specialized scientists cannot make accurate predictions of the future climate primarily because the climate system is much complex. On the basis of this argument, Lomborg makes a conclusion that global warming is unlikely to be a devastating issue. As such, this raises an important question regarding to whether the temperature change leads to catastrophic consequences. Although in all the environmentalists in the four articles raise valuable claims about the issue of global warming, independent review of the news articles have indicated that McNeill is quite reasonable in his warning and realistic. The point of departure that makes this to be an issue of controversy is the fact that Lomborg’s argues against global warming being a real environmental problem. EXPLANATION OF THE CONTROVERSIES PRESENTED An analytical review of both the environmentalists’ arguments in all the four news articles in regard to global warming brings out the controversies that are presented for and against global warming debate. According to Sharpe (2012), McNeill makes valid as well as reasonable argument in comparison to Lomborg because McNeil bases his argument on the historical backgrounds making references too many past examples in proof of his assumption especially about the relationship that exists between the global warming and economic activities. For instance, McNeil makes a reference to the New Caledonia’s nickel production that took place in 1920s as well as its negative impact especially on the environment, air and weather. According to him, the production of nickel through mining activities led to the pouring of the smoke as well as dangerous gases that were released into the atmosphere. Furthermore, McNeill also refers Londons notorious fog in 1950s as a result of coal mining that caused death of many thousands of people (Sharpe, 2012). This makes McNeill’s argument to have a proof that global warming is not necessarily a very recent environmental problem but as a result of accumulated economic activities of the past century that have paved the way especially for the complication of this problem. Accordingly, in the controversies of global warming debate, McNeill has raised a very strong as well as valid argument as he reviews the information in the recent past in sending the message that the current global warming should be seen as a severe environmental problem that is deeply rooted in the past actions of humankind. The strength and credibility to McNeil’s warnings on the impacts of global warming environmental problem is refereed to authenticated cases especially from the past. Contrary to McNeil’s strong and supported argument, Lomborg’s assumptions are weak and invalid (Schuldt, Konrath Schwarz, 2011). This is because Lomborg does not make any much insight as regards his argument that global warming is not an environmental problem because of the less severity it has in practical in comparison to the predictions made by the scientists and environmentalists. For instance, Lomborg refutes scientific assumptions about the global warming by mentioning that the greenhouse gases does not comprise the only cause of global warming and that there are other factors such as solar energy that may impact global warming. However, this makes his argument to be an invalid one because it has no logical basis due to the fact that existence of many causes of global warming does not refute the fact that it is not a severe environmental problem with many destructive effects especially on life on the earth. Hence Lomborg does not trust technological advancements through computer modeling that allow scientist to make predictions concerning the environment. According to him, he has a belief that scientific predictions are not accurate to make certain real seriousness as well as severity of such environmental phenomena. In these controversies, Lomborg uses ‘doubt’ technique in developing his arguments in his manipulation of global warming being an environmental problem (Dos Santos, 2012). As such, his arguments have received a lot of responses from many experts as well as environmentalists. For instance, Sharon Begley, an environment expert is of the idea that Lomborg’s argument is based on bad logic especially through Lomborg’s argument that people should not to fear global warming because there is high number of deaths resulting from the ‘cold’ weather as opposed to death as a result of the ‘warm’ weather. Begley is right in his refutation of Lomborg’s argument because this means that regardless of the fact that the death toll from the warm weather is slightly less in comparison with cold weather, and then this still remains a problem that calls for a confrontation in order to minimize deaths from the global warming (Anthony and Maynard, p.1802). As such Begley noted that, â€Å"according to a 2006 study, 850,000 deaths from cold will be averted in a warmer world, not the 1.4 million, as Lomborg says.† This makes it an effective strategy in raising an argument especially against severity of global warming and scientists should make an exploration of all possible means in fighting this global problem. Another response to Lomborg’s discussion is that he deals with the issue of global warming from an economic point of view (Cho, Martens, Kim Rodrigue, 2011). This is because lives of people should be seen as being much worthier in comparison with whatever cost is needed especially to in fighting global is warming. In this regard, the problem of global warming â€Å"is approached as an economist would approach it, asking whether the benefits of intervention would exceed the costs.† This is illustrated from his attempt to convince audience with a cost-benefit argument concerning global warming. For instance, Lomborg cites William Nordhaus, a well-known economist in his defense that â€Å"the cost of implementing Kyoto would exceed the total projected cost of global warming† hence this is not a sound argument in dealing with global warming especially from an economic point of view because it is a matter of life and death issues. Liss (2012) claims that one way of refuting Lomborg’s argument is that if global warming problem had not been serious the way Lomborg assumed, concerns of many countries as well as environmental organizations would not have been raised especially through the meeting in Rio de Janeiro in 1992 and in Kyoto in 1997 to assess individual countries’ efforts in minimizing greenhouse gas emissions. These meeting involved studies conducted by highly reputable scientists as well as professional experts that led to a conclusion that global warming is a an environmental problem caused by greenhouse gas emissions. The findings of the meetings enumerated the ice melting as well as depletion of sea shores as some of the serious consequences of global warming. Accordingly, McNeill gives a more reasonable account than that given by Lomborg because the former respects and trusts scientific facts and predictions due to his full confidence in the technological tools as well as computer sof tware that are used in predicting ill consequences of the global warming. Therefore, global warming still remains an environmental problem that needs confrontation adequately. CONCLUSION In conclusion, the foregoing controversies of global warming debate illustrates that global warming is a very serious environmental problem with destructive negative consequences like ozone depletion and an increase in temperatures as presented by McNeil’s strong and supported argument. Hence global warming should be fought adequately due to the data, statistics, and scientifically-based predictions that such a threat is real. REFERENCES Elkins, A and Simmonds, et al. (2010). Forecasting the consequences of climate driven shifts in human behavior on cetaceans. Marine Policy 34(5): 943-954. Back, L., Russ, K., Liu, Z., Inoue, K., Zhang, J., Otto-Bliesner, B. (2013). Global Hydrological Cycle Response to Rapid and Slow Global Warming. Journal Of Climate, 26(22), 8781-8786. Liss, B. (2012). States Adapting to Climate Change. Environmental Forum, 29(1), 10. Cho, C., Martens, M., Kim, H., Rodrigue, M. (2011). Astroturfing Global Warming: It Isnt Always Greener on the Other Side of the Fence. Journal of Business Ethics, 104(4), 571-587. Dos Santos, M. O. (2012). Investigating consumer knowledge of global warming based on Rogers knowledge stage of the innovation decision process. International Journal Of Consumer Studies, 36(4), 385-393. Long, S., Xie, S., Zheng, X., Liu, Q. (2014). Fast and Slow Responses to Global Warming: Sea Surface Temperature and Precipitation Patterns. Journal Of Climate, 27(1), 285-299. Schuldt, J. P., Konrath, S. H., Schwarz, N. (2011). â€Å"Global warming† or â€Å"climate change†?. Public Opinion Quarterly, 75(1), 115-124. Sharpe, M. (2012). Will We Stop Global Warming Before It Kills Us? Challenge (05775132), 55(5), 123-124. Urpelainen, J. (2012). Global Warming, Irreversibility, and Uncertainty: A Political Analysis. Global Environmental Politics, 12(4), 68-85.

Domestic Violence Against Asian Women Social Work Essay

Domestic Violence Against Asian Women Social Work Essay This report is based on a Chief Executive Officer with unlimited budget to improve mental health services in London Borough of Ealing. The following neighbourhood study will focus on a proposal for change to improve services. It will focus on the changes necessary in the  services provided for Asian Women experiencing domestic violence with mental health issues. An understanding of social and cultural diversity will be discussed and their impact on healthcare. In addition, these issues will be compared to the London borough of Hammersmith and Fulham. Domestic violence has come to the forefront as an important issue that affect many people in our society. DH, (2005) define domestic violence as any violence, abuse or threatening behaviour between current or former partners. It stipulate that any attempt to exercise control over an intimate partner or family members regardless of gender, sexuality constitutes domestic violence; the violence can include physical, psychological, sexual, financial and emotional abuse. Domestic violence can also include honour base violence, female genital mutilation and force marriages. According to Home Office, (2004), women are more likely to become victim of domestic violence than men; children are also affected and can be traumatised by the incidences they have seen. Research has shown that one in four women experience domestic violence over their lifetime and one in ten women experience it annually and 32% of children (Walby and Allen, 2004). Williamson, (2000) outlined that ethnic minority women are well known to be victims of domestic violence particularly Asians. However (DH, 2005) highlighted that the affects of domestic violence can result in women experiencing isolation, loss of job and income, low self esteem and self worth; It can lead to mental health issues in women causing the victims to suffer from mental health problems including, anxiety disorder, eating disorder, depression and self harm which could lead to suicide. Experience of domestic violence can also exacerbate an existing mental health condition. Womensaid, (2009) highlighted that a large number of women accessing mental health services have experienced domestic violence, and at least 20% of service users are still experiencing the abuse. It further suggests that 50% of Asian women who have attempted suicide or self harm are survivors of domestic violence. The London Borough of Ealing consists of 23 wards. It is the third largest borough in London with a population of 300,948 of which 151,200 of the residents are females and 22,200 are of Asian background (Neighbourhood statistics, 2006). When compared to Hammersmith and Fulham borough, they have a population of 165,242 Nationally Domestic Violent rate for Asian women. However, 58% of these women view themselves to be white British and only 25% declares to be Asians (Ealing Council, 2009) (appendix 1). The motivation for this proposed change is necessary as services for ethnic minority women experiencing domestic violence in various areas in the country are under-funded or non-existence (Williamson, 2000). Mainstreaming Gender and Womens Mental Health (DH, 2002) identify experiences of violence and abuse as a core theme in womens mental health difficulties. Todays mental health system manages diagnosis and accepts long-term disability consequently offering a label as an explanation for suffering instead of permitting service users to share their stories, experiences and their feelings. The level of domestic violence amongst women has increased significantly in Ealing Borough. Recent figures revealed that Ealing is the ninth highest borough for reporting domestic violence between April 2007 to January 2008 Ealing Council (2009). It was highlighted that 41% of reported cases were of white European whereas the second highest reported cases were from Asian background (see appendix 3). It was also suggested that domestic violence is the highest crime reported nationally to the police, and 89% of domestic violence victims are women (Ealing Council, 2009). The cost of domestic violence on the UK economy is enormous; recent figures reported to be  £23 billion annually for the UK and  £280 million for London Borough of Ealing respectively (Ealing Council, 2009). Furthermore, it is estimated that on average women are assaulted 35 times before they report to the police however; most women do not report and suffer in silence. This may be due to the psychological state known as battered women syndrome identified by (Walker, 2000) in which the victim feels powerless to change the situation. Baggot (2004) argued that ethnic minority groups are faced with poorer health conditions than the rest of the population; people from certain ethnic background may be denied timely access to healthcare or offered lower standards of care than the rest of the population. 55% of Ealings population is predominately ethnic minority groups. The total South Asian population in Ealing is 41% compared to 24.7% in the borough of Hammersmith and Fulham. This significant difference in ethnic profile has a key impact on the overall health of the community. According to Kandola Fullerton (1998), diversity is the difference in ethnic origin, religion and other factors which cause people to have different perspectives on the same set of facts or issues. The culture amongst Asian communities makes it difficult for married women to disclose that they are victims of domestic violence; breakdown of marriages is often seen as the womens fault hence they are likely to be rejected by family members and their community. It is culturally accepted that women should be abuse consequently becoming victims of domestic violence. Additionally, Some Asian women may be subject to immigration control. This can influence their decision to take action against their husbands because of deportation from the UK. Moreover, most of these women do not speak English and finds it difficult to communicate. Womens National Commission, (2009) report outlined that many of the victims are of insecure immigration status, having limited leave or no leave to remain within the country and are therefore subject to no recourse to public funds therefore are unable to obtain state benefits, hence limiting their access to services, social housing, legal advice and support. Ealing Council, (2009) report, emphasised that currently Ealing has only two organizations offering emergency accommodation services. These services are limited as there are only eighteen adult bed places, the places available for counselling and advocacy services do not have adequate staff to provide support to accommodate the number of victims identified by the Council. (WHO, (1997) cited in DH, (2006) states that violence against women is a public health issue which could be prevented. The Department of Health published a manual aimed at healthcare professionals in 2000 who contacted victims of domestic violence; the purpose was to focus on the need to treat vulnerable women with compassionate and holistic approach. These opinions were echoed by the participants of two surveys who identified the flaws in their treatment as being lack of advocacy and follow up interventions. An individuals ethnicity and cultural group remain useful points for understanding the motives behind domestic violence and the impact it has on their mental health. It can be argued that attending to the specific needs and conditions of Asian women by providing integrated culturally and gender-sensitive services highlights good practice. Hence, it becomes important that the individuals perceptions of self care are identified in the context of their culture. Addressing issues of domestic violence in relation to mental health, health inequalities and other social problems which lead most women to social disadvantages would be easily addressed. APPENDIX 1 The table below gives an indication of the different offences in the borough of Ealing and the UK National Average. Of the offences committed violence against the person is the highest in the borough. Ealing Council English Average Population 305,000 Households 121,000 Violence against the person 25.0 15.0 Sexual offences 1.0 0.9 Robbery offences 4.4 1.0 Burglary dwelling offences 9.1 4.3 Theft of a motor vehicle offences 3.4 2.3 Theft from a vehicle offences 11.6 6.3 Source: Ealing Council, (2009). APPENDIX 2 The diagram below gives an analytical breakdown of ethnicity for domestic violence victims in the Borough Ealing. It shows that 41% were of white European origin. The highest of all the ethnic groups as defined by police were those of Asian backgrounds at 28% and thirdly Afro-Caribbean groups with 22%.

Genus: Intelligent Design Essay -- Evolution Science Biology Essays

Genus: Intelligent Design The Intelligent Design Movement has gained monumental strength within the last half-decade. It promotes a purely scientific criticism to Darwin’s theories of natural selection and evolution with absolutely no religious bias—or so it claims. Unlike previous movements for the advancement of religious ideas, the Intelligent Design community is comprised of Ph.D.s in natural and physical sciences and is gaining its most popular following in large universities. There are an increasing number of scientific organizations advocating Intelligent Design as a contrasting theory to evolutionary naturalism. Evolution itself is not being challenged, however, only its basis in â€Å"chance and necessity.† But can the Intelligent Design Movement be given actual scientific credit, or is it just the latest mutation of religious doctrine? The idea of an intelligent Designer side-by-side with evolution is not a new one. Dating back to 1889, educated people like Asa Gray were endorsing natural selection with the aid of an almighty creator. His theory revolved around the separation of necessity and design.[1] He defines necessity as the factors in our environment that cause humans to evolve—hunting for food, reproducing, competing against other species. He wrote that if â€Å"you take away struggle, then take away necessity you therefore only have forms in their design phase.† At time equal to zero, God intelligently designed the world to fit a certain pattern. At this instant, the human form (and all others) is in its design state as God made it. Natural selection only takes place after that initial creation, but does not take away from the fact that intelligent design occurred. The new... ...liam. Natural Theology. London: J. Faulder, 1809. (full online text) http://www.hti.umich.edu/cgi/p/pd-modeng/pd-modeng-idx?type=HTML&rgn=TEI.2&byte=53049319 Polkinghorne, John. Belief in God in an Age of Science. New Haven: Yale University Press, 1998. Runyan, John. â€Å"Intermediate Stages: A Problem for Evolutionary Gradualism.† Intelligent Design URC, 2002. http://www.idurc.org/jrunyan_intermediatestages.shtml [1] Darwiniana, 1889. [2] Access Research Network. [3] Belief in God in an Age of Science, 1998. [4] Darwin’s Black Box, 1996. [5] The Evolution of Complexity, 1988. [6] â€Å"Intermediate Stages: A Problem for Evolutionary Gradualism,† 2002. [7] Finding Darwin’s God, 1999. [8] Climbing Mount Improbable, 1996. [9] â€Å"Molecular Machines—Experimental Support for the Design Inference,† 1994. [10] Finding Darwin’s God, 1999.

Preventing Marine Engine Pollution :: Marine Engines Environmental Essays

Preventing Marine Engine Pollution Currently 12 million marine engines are operated in the United States. These marine engines are among the highest contributors of hydrocarbons (HC) and oxides of nitrogen (NOx) emissions in many areas of the country. HC and NOx produce ground-level ozone, which irritates the respiratory system causing chest pain and lung inflammation. Ozone can also aggravate existing respiratory conditions such as asthma. Boaters can join many others who are working to make a difference in preventing pollution from marine engines. Improving the Marine Engine The U.S. Environmental Protection Agency (EPA) is working to develop and implement emission standards for commercial and recreational marine engines. The marine industry has been working to develop technology for a new generation of low emission, high performance engines. Recreational boaters will begin seeing this new generation of engines in coming years. Boaters Can Prevent Pollution Even with the new technology, the cooperation of individual boaters is essential in the effort to improve air quality and prevent pollution. Boaters can make a difference that will help protect the environment now and in the future by adopting the following practices: ï‚ · Limit engine operation at full throttle. ï‚ · Eliminate unnecessary idling. ï‚ · Avoid spilling gasoline. ï‚ · Use a gasoline container you can handle easily and hold securely. ï‚ · Pour slowly and smoothly. ï‚ · Use a funnel or a spout with an automatic stop device to prevent overfilling the gas tank. ï‚ · Close the vent on portable gas tanks when the engine is not in use or when the tank is stored. ï‚ · Transport and store gasoline out of direct sunlight in a cool, dry place. ï‚ · Use caution when pumping gasoline into a container at the gas station. ï‚ · Carefully measure the proper amounts of gasoline and oil when refueling. ï‚ · Follow the manufacturer's recommended maintenance schedule. ï‚ · Prepare engines properly for winter storage. ï‚ · Buy new, cleaner marine engines. By combining these strategies, boaters can reduce pollution from marine engines and help improve air quality across the nation and protect public health. What are the human health and welfare effects of these pollutants? The engines that are covered by this proposal contribute to ozone formation and ambient PM and CO levels. These pollutants are subject to our National Ambient Air Quality Standards (NAAQS), and states that exceed NAAQS levels are required to take measures to reduce emissions. In addition, these engines also emit Mobile Source Air Toxics.

The Moon :: essays research papers

The moon   Ã‚  Ã‚  Ã‚  Ã‚  The moon is the only natural satellite of Earth. The moon orbits the Earth from 384,400 km and has an average speed of 3700 km per hour. It has a diameter of 3476 km, which is about  ¼ that of the Earth and has a mass of 7.35e22 kg. The moon is the second brightest object in the sky after the sun. The gravitational forces between the Earth and the moon cause some interesting effects; tides are the most obvious. The moon has no atmosphere, but there is evidence by the United States Department of Defense Clementine spacecraft shows that there maybe water ice in some deep craters near the moon's North and South Pole that are permanently shaded. Most of the moon's surface is covered with regolith, which is a mixture of fine dust and rocky debris produced by meteor impact. There are two types of terrain on the moon. One is the heavily cratered and very old highlands. The other is the relatively smooth and younger craters that were flooded with molten lava. Throughout the 19th and 20th centuries, visual exploration through powerful telescopes has yielded a fairly comprehensive picture of the visible side of the moon. The hitherto unseen far side of the moon was first revealed to the world in October 1959 through photographs made by the Soviet Lunik III spacecraft. These photographs showed that the far side of the moon is similar to the near side except that large lunar maria are absent. Craters are now known to cover the entire moon, ranging in size from huge, ringed maria to those of microscopic size. The entire moon has about 3 trillion craters larger than about 1 m in diameter. The moon shows different phases as it moves along its orbit around the earth. Half the moon is always in sunlight, just as half the earth has day while the other half has night. The phases of the moon depend on how much of the sunlit half can be seen at any one time. In the new moon, the face is completely in shadow. About a week later, the moon is in first quarter, resembling a half-circle; another week later, the full moon shows its fully lighted surface; a week afterward, in its last quarter, the moon appears as a half-circle again. The entire cycle is repeated each lunar month, which is approximately 29.