The Nature of Childrens Learning 3-8 Years free essay sample

This paper looks at the early years of childhood development focusing on ages 3-8. This paper deals with the concept of early childhood development. It provides a history of the research in the field and explains what technological advancement have recently been made. It examines topics such as world views of early childhood, cognitive development, technology and learning, alternative learning and national curriculum. From the paper: `Children in the developmental stage of early childhood (ages 3 through 8) are concrete learners. They are exceptionally sensory; they learn best by touching, tasting, hearing, smelling, and moving their bodies. Children in this age range are active learners. They are interested in experiments, trial and error, representing what they are learning through construction and play, and finding answers in picture books. They like to find things out on their own. As they gradually become more focused on other people and the outside world, children become aware that there are many adult skills that they do not have. We will write a custom essay sample on The Nature of Childrens Learning 3-8 Years or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In environments where they are encouraged to try out these skills (such as writing) at their own appropriate level, they enthusiastically embrace learning. `

The Maturing of Huckleberry Finn essays

The Maturing of Huckleberry Finn essays In the Adventures of Huckleberry Finn novel the protagonist Huck goes through emotional and traumatizing experiences. He has had to change his out look due to these experiences, whether good or bad. In the beginning of the novel, Huck is making an early opposition towards sivilizing. Hucks opposition to civilization is based on some observations about the worth of society. The Widow Douglas she took me for her son, and allowed she would sivilize me; but it was rough living in the house all the time, considering how dismal regular and decent the widow was in all her ways; and so when I couldnt stand it no longer I lit out. I got into my old rags and my sugar-hogshead again, and was free and satisfied. But Tom Sawyer he hunted me up and said he was going to start a band of robbers, and I might join if I would go back to the window and be respectable. So I went back. In this quote, civilization and respectability is associated with a childish game. This game in which the participants, Huck and Tom are to play criminals. Under the influence of Tom, Huck gives in goes back to the widows, but his dislike for society will reappear. At the point of chapter eighteen, about halfway through the novel, Huck had just escaped the Grangerford-Shepherdson feud, and he is thoroughly sickened by society. He disgusted for the fact of the irony of the pastor giving a sermon on brotherly love, and all members were holding guns carrying the hatred. I hadnt had a bite to eat since yesterday, so Jim he got out some corn-dodgers and buttermilk, and pork and cabbage and greens-there aint nothing in the world so good when its cooked right- and whilst I eat my supper we talked and had a good time... We said there warnt no home like a raft, after all. Other places do seem so cramped up and smothery, but a raft dont. You feel mighty free and easy on a raft. ...

Biography of Elie Wiesel

This book was published in France in 1958 as La Nuit (Night), translated into multiple languages, became the most famous in the history of the Holocaust, probably the most influential personal record. Elieie Wiesel's opposition to indifference was primarily due to him and his wife establishing one of the most authoritative organizations like the Elie Wiesel Humanitarian Foundation. It is wrong to go to various countries to talk about his beliefs and why it is done to human beings. Dawie by Elie Wiesel In this report, you will see a comparison of the life of the novel Dawn and its creator Elie Wiesel. If you understand the life of Elie Wiesel, these comparisons are very obvious. Elie Wiesel was born in Hungary on September 28, 1928. Wessel experienced many difficult times as a young age. In 1944, Wessel was banished from the Nazis and brought to concentration camps. His family was taken to the town of Auschwitz. Wiesel's father, mother, and older sister died at night by Elie Wiesel Ni ght is a memoir written by Elie Wiesel, a Jewish boy who talked about his experience during the Holocaust. His favorite activity is to learn the Talmud and spend time with his spiritual tutor Moshe the Beadle at the temple. When I was very young, Erie was simple and confident for God. But this belief will be tried when the Nazis took him from his town. That night started in 1941. At that time, Erie was 12 years old. growing up The book Night by Elie Wiesel is a reminiscence of the Holocaust about the author's experience during the Holocaust. Elie Wiesel was born in Sighet in Transylvania in 1928. A book named Night is said by a boy named Eliezer. Eliezer is the representative of the author. Elie Wiesel said that the story is not about his experience, but most of the events in the novel are based on the life of Elie Wiesel. Elie and Eliezer's experience has subtle differences. This novel starts with Zeek in Transylvania. The night of Elie Wiesel is an iconic book whose headline repre sents the pain, pain, and most important death witnessed by childhood experience in the concentration camp in Elie Wiesel. Elie Wiesel, born in Shige in Transylvania, is from the Jews and is very interested in traditional Jewish religious studies. The Wiesel family (related to his three sisters, mother and father) was eradicated at Siguet's house and brought to Auschwitz as part of the massacre. Eli separated from his mother and three sisters at the Auschwitz concentration camp, surviving in Auschwitz, Buna, Buchenwald, Gleevitz.

Kinship System of Yanomamo Culture Research Paper

Kinship System of Yanomamo Culture - Research Paper Example In the Yanomamo community, their males are considered to be more valuable than their female counterparts (Rosman, Rubel & Weisgrau, 2009). The leadership positions in their community determine their village’s relations with neighboring villages due to the existing kingship along with marriage patterns. The leaders within the community are chosen from the kinship groups with most members in the village (Early & Peters, 2000). Within the Yanomamo society, marriages are usually arranged by the older kin within them who include brothers, fathers and uncles (Rosman, Rubel & Weisgrau, 2009). In these communities, there exists a social imbalance with women being less than men which is worsened by the fact that some of the men are polygamous. These people additionally practice marriage within related groups of people which have in turn helped in speeding their population’s growth (Early & Peters, 2000). The women in these villages undergo abductions along with incest taboos tha t play a great part in decreasing the effects that come from inbreeding. When bilateral marriages between cousins are allowed double relations are created since their parents may have gone through similar marriages (Rosman, Rubel & Weisgrau, 2009). The resultant internal conflicts that arise tend to bring about village fissioning among them. The villages that are not related through marriage are urged to make peace by engaging in trading activities which help them in abstaining from war. Gifts are also offered between the leaders in the warring villages to help in preventing the occurrence of conflicts (Chagnon, 2012). The Yanomamo people usually have role prescriptions within their communities which are mainly keyed into people who hold certain... This research paper focuses mostly on Kinship, that is a vital system among the Yanomamo people. Their culture has mainly remained unchanged due to their ferociousness along with strong wills. Their kinship system conforms to a pattern referred to as the Iroquois classification which insists on them having bilateral cross marriages between cousins. The people from the Yanomamo community usually organize their relationships in the order of closeness. They are organized from the local partilineal moieties, village settlements, feasting alliances, marriage alliances and trading alliances to their enemies. In localized moieties there are rarely partrilineage groups that have members who exceed two grown-up generations with members coming from the same villages. In the Yanomamo community, their males are considered to be more valuable than their female counterparts. The leadership positions in their community determine their village’s relations with neighboring villages due to the existing kingship along with marriage patterns. The Yanomamo people usually have role prescriptions within their communities which are mainly keyed into people who hold certain statuses. The individuals living within this community are supposed to know who they really are in order for them to handle their prescribed roles appropriately. The researcher states that individuals with superior statuses within the Yanomamo community are given extra roles for them to perform since they are pivotal for the operations of the society.

Software Development Best Practices, Vision & Goals Statements Essay

Software Development Best Practices, Vision & Goals Statements - Essay Example The researcher states that after deployment of the state of the art matching system, it is expected that the company would get a huge number of benefits that include: the enhanced productivity, increased efficiency, high security, improved quality, more system usability, high performance, lower maintenance costs and efforts of the in-house software development team of the company hence achieving employee satisfaction and fewer bugs as compared to the existing matching program software application. These benefits would ultimately lead the company to achieve its goals, the value of the market share would be increased and the company would continually get more profits. As far as the cost of replacing the matching system is concerned, there are following costs of the items that need to be considered. Cost of procuring the computer hardware items including the servers, desktops, LAN development equipment etc. On the other hand, the second cost item is the software applications including t he Operating Systems, antivirus, Microsoft applications etc., moreover, the cost for development of software application – the Valentino matching system. And the last cost item is the human resources involved to facilitate the development, moreover, the operating expenses or the miscellaneous cost. Project Scope Diagram Requirement Catalogue The requirements of the Valentino matching program can be divided into functional and non-functional requirements which are given below: Note: Priority 5 = Top, 1 = Least Functional Requirements ID Req. Name Priority Description vm1 Register 5 The applicants (new clients) would have to register themselves with the company to avail the services by provision of required information in the form/questionnaire. vm2 Fee 5 An amount of ?150/- would be charged from the client upon new registration per year and it could be paid either by credit card or cheque. vm3 Contacts 5 The client would be provided a list of six (6) most compatible matching m embers to contact either by telephone or letter/email. vm4 List 5 The clients can demand as many lists as they desire and the subsequent (or add to the first list) lists would be charged ?5 each. vm5 Confidential 5 The Valentino service is completely confidential and applies the rules of the Data Protection Act, however, upon request of the clients their names can be shown to the other members’ list. vm6 Update 5 The clients would be given functionality to update their profile information including location, photograph, payment method, and matching requirements. vm7 Control 5 The clients would be facilitated to control their personal information either to show or not to the other members of the company. vm8 Profile 5 The clients can update their relevant information whenever and as many times they want free of charge. vm9 Free 5 A list of compatible members would be provided to the client free of charge, if and only if, the client got less than three (3) members in the previo us list. vm10 Login 5 In order to use the system, the clients need to log into the system by providing username and password provided to them after completing the process of registration.

Plagiarism in Higher Education Essay Example for Free

Plagiarism in Higher Education Essay Al Ain Women’s College, Higher Colleges of Technology, Al Ain, United Arab Emirates Abstract Purpose – The purpose of this paper is to investigate the impact of the modern information society on attitudes and approaches to the prevention of plagiarism and to examine a less punitive, more educative model. Design/methodology/approach – The approach taken is a literature review of plagiarism in contemporary society followed by a case study of the education department of a tertiary-level college in the United Arab Emirates. Findings – The authors advocate a move towards a less punitive, more educative approach which takes into account all the relevant contextual factors. A call is made for a truly institutional response to a shared concern, with comprehensive and appropriate policies and guidelines which focus on prevention, the development of student skills, and the proactive involvement of all relevant stakeholders. Practical implications – This approach could inform the policies and practices of institutions who wish to systematically deal with plagiarism in other contemporary contexts. Originality/value – This paper could be of value to policy makers and administrators in tertiary institutions, particularly in English as a second language contexts, who recognise the limitations of traditional approaches to plagiarism and wish to establish more effective practices. Keywords Copyright law, Information society, Dishonesty, United Arab Emirates Paper type Literature review Plagiarism in political discourse Politicians, more than anyone else, need to portray an image of integrity, honesty, and independent thought. Their election, their livelihood, and the fate of their constituents would seem to depend on it. Yet politicians commonly use speechwriters who have the speci? c task of conveying their thoughts, personality, and personal sincerity (see for example, Philp, 2009). It may be argued that although politicians do not necessarily write the words themselves, they endorse the words they use. But what if the words themselves are not original? In one instance, the presidential candidate Barack Obama was confronted by the fact that some of his speeches had taken material from Deval Patrick, the Massachusetts Governor. Obama admitted he should have acknowledged his source: Education, Business and Society: Contemporary Middle Eastern Issues Vol. 3 No. 3, 2010 pp. 166-177 q Emerald Group Publishing Limited 1753-7983 DOI 10. 1108/17537981011070082 I was on the stump. [Deval] had suggested that we use these lines and I thought they were good lines [. . . ] I’m sure I should have – didn’t this time [. . . ] I really don’t think this is too big of a deal (Obama cited in Whitesides, 2008). Published by kind permission of HCT Press. Plagiarism has been de? ned as â€Å"the unacknowledged use of someone else’s work [. . . ] and passing it off as if it were one’s own† (Park, 2004, p.292) and it is interesting to speculate whether such an excuse would be accepted from a student by an educational institution’s plagiarism committee. Accusations of plagiarism in politics have been made before, of course, though the outcomes were often different, suggesting that a shift may be taking place in attitudes towards plagiarism in politics. In 1987, another presidential hopeful was forced to abandon his ambitions for high of? ce largely because he had plagiarised a speech by the British politician Neil Kinnock and because of â€Å"a serious plagiarism incident† in his law school years (Sabato, 1998). Ironically, the candidate was none other than Joe Biden, the man chosen by Obama to be his Vice President. In politics today, it seems as though plagiarism no longer signals the end of a career. In contrast, students who are caught cheating or plagiarising can be subject to sanctions and consequences that are severely life impacting, which in the United Arab Emirates (UAE) can include permanent exclusion from all tertiary education (see for example, Higher Colleges of Technology (HCT), 2008). One question of fundamental concern that we must ask ourselves as tertiary-level educators is why college students, who have much less at stake, considerably less experience and knowledge and who do not use English as their ? rst language, should be held to higher standards of responsibility in communication than those in the highest political of? ces? Yet, if we make allowances for students who are still learning to orientate themselves in academic discourse, what standards should be applied? Plagiarism in a complex information society The concept of plagiarism is a relatively new cultural phenomenon. Greek philosophers regularly appropriated material from earlier works without compunction, and originality was considered less important than imitating, often orally, the great works of their predecessors (Lackie and D’Angelo-Long, 2004, p. 37). All the way through the eighteenth and early nineteenth centuries, the study of rhetoric rather than written language was often the norm, with students required to give public speeches to assembled faculty. Only the subsequent move towards written assignments brought with it new perceptions of student plagiarism (Simmons, 1999, p. 41). Around the same time, in the earlier part of the twentieth century, the formalization of citation styles from organizations such as the American Psychological Association marked a desire to standardise academic writing and provide a model for ethically quoting the work of others (Simmons, 1999, p. 42). With the rise of the information society and electronic media, another cultural shift seems to be underway. There have been recent suggestions that plagiarism is becoming more prevalent, and much of the blame has been placed on â€Å"nearly universal access to the Internet† (Scanlon and Neumann, 2002, p. 374). Park (2004, p. 293) refers to the ease of â€Å"copying [. . . ] in a digital world of computers, word processing, electronic sources and the Internet. † However, the explosion of electronic sources of information has not just made copying easier, it has also made it much more central to our students’ cultural and social experiences. Students going into tertiary education have grown up with the internet and are at home with downloading â€Å"free† ? lms, sharing music and modifying and emailing all kinds of material taken from the web. They have developed highly skilled ways of conducting non-academic research using  services such as search engines, social networking sites, podcasts, RSS feeds, discussion boards, etc. with Dealing with plagiarism 167 EBS 3,3 168 hyperlinks allowing them to jump from site to site as though the internet were a single-uni? ed source, and with copying and pasting a mainstay of interaction. They take it for granted that a pop star such as will. i. am can pick up and rework virtually the entire content of a political speech, and turn it into the award winning song and music video Yes we can, apparently without Obama’s knowledge or consent ((The) ABC News, 2008). They are not surprised when this video is then embedded in countless webpages, with the lyrics of the song posted on music sites without any attribution of the original source (see for example, LyricsReg, n. d). This intertextuality is a perfect example of the â€Å"postmodern, self-cannibalizing popular culture† (Bowman, 2004, p. 8) that our students now engage with on a daily basis. Students may well bring to the classroom very different ideas from their teachers about what constitutes fair use. Indeed, one study of 2,600 tertiary-level students in the UAE found that just over 40 percent considered cutting and pasting from the internet as either trivial cheating or not cheating at all. The attitudes of UAE students are similar to those of other students around the world (Croucher, 2009). Some theorists have gone a step further and argue that as the new media become more interactive and collaborative, it calls into question the whole idea of a â€Å"creative, original, individual who, as an autonomous scholar, presents his/her work to the public in his/her own name† (Scollon, 1995, p.1). The multiple contributors to Wikipedia pages is a clear example of how a collaborative process undermines our sense of authorship. In addition, the notion of what constitutes â€Å"fair use† is changing quickly. This is exempli? ed by the open source movement where material can be downloaded, modi? ed, and shared with minimal and strictly controlled author’s rights (See for example, Open Source Initiative, n. d). As Blum (2009) notes, the â€Å"rules about intellectual property are in ? ux. † Where does this leave educators? Has plagiarism become an irrelevant concept, too outdated in its de? nition to be of use in the production of educated professionals ready to take their place in our post-modern society? Do we have to accept Johnson’s (2007) argument that in the digital age, writing an original essay outside of class for assessment purposes is no longer viable in its current form because of the ease of copying from the internet? Do we have to agree with him when he says such tasks are no longer even relevant because they fail to re? ect the modern workplace? As Johnson argues: My transfer from education to the world of business has reminded me just how important it is to be able to synthesize content from multiple sources, put structure around it and edit it into a coherent, single-voiced whole. Students who are able to create convincing amalgamations have gained a valuable business skill. Unfortunately, most schools fail to recognize that any skills have been used at all, and an entire paper can be discarded because of a few lines repeated from another source without quotation marks. Plagiarism in education Plagiarism in education seems to operate under a very different set of rules from the pragmatic ? elds of politics or business and can create emotional responses that deploy highly charged metaphors such as The Plagiarism Plague (Bowman, 2004) or â€Å"Winning hearts and minds in war on plagiarism† (Jaschik, 2008). In education, plagiarism is â€Å"seen as a transgression against our common intellectual values, carrying justi? ably bad consequences for those guilty of the practice† (Isserman, 2003). Why is it generally accepted that politicians can use ghostwriters, but that students cannot, even if the stakes for the students are much lower? The critical issue for education is that plagiarism â€Å"circumvents the learning process† (Spencer, 2004, p. 16). The process of analysing and synthesizing ideas, and reformulating them in writing, is seen as central to learning. Only by ensuring that students struggle to assimilate material and develop their own voice do students go beyond surface information and develop higher order thinking skills. As Isserman (2003) notes: [.. . ] ownership over the words you use [. . . ] is really at the heart of the learning process. You can read a dozen books about the cold war, but if you can’t explain what you have learned to someone else in your own words, no real learning has taken place [. . . ] and you will have made no progress whatsoever toward realizing the central goal of a liberal-arts education: the ability to think for yourself. Dealing with plagiarism 169 This struggle for intellectual development is not easy, which is precisely the reason that makes plagiarism attractive for some students. In most cases teachers are not concerned about literary theft, but that their students are missing out on opportunities for learning because they are failing to engage with the material in a meaningful way. Plagiarism is therefore â€Å"denying them the opportunity to learn lessons, improve their study skills, and improve their knowledge and understanding† (Lancaster University, 2009, p. 3). If plagiarism is especially serious in education because it is an obstacle to learning, then we should deal with instances of plagiarism primarily from an educational perspective rather than the punitive one. Students need to learn the importance of academic integrity and understand that it is not just a hoop to be jumped through, but is integral to intellectual and personal growth. Clearly this learning process cannot be instantaneous, and allowances should be made as students develop. However, this does not mean that severe penalties should be removed from the process entirely as there will always be students who refuse or are unable to meet appropriate standards. Factors in? uencing the incidence of plagiarism Individual, pedagogical, and institutional factors can all in? uence the incidence of plagiarism. Students themselves can be impacted by a wide range of factors including their educational conditioning, cultural background, motivation, language skill, peer pressure, gender, issues with time management, ability, and even the subject being studied (Roig, 1997). If the tertiary experience is vastly different to students’ previous educational experience, the motivation for plagiarism again increases. In the UAE, it is likely, for example, that the students’ primary and secondary schooling was characterised by rote learning and the quest for a single correct answer, non-transparent and poorly conceived assessment practices, and vast social inequities within the student base, and between students and their often socially and economically disadvantaged teachers. Norms, expectations, and demands learned in this context can be dif? cult to dislodge in subsequent institutions which place a premium on the exploration of problems and solutions, independent and critical thinking skills, and academic integrity. If plagiarism is not de? ned or academic processes made explicit, then such students will ? nd it impossible to reach the standards that are suddenly and (to them) inexplicably imposed on them. Pedagogical approaches may also contribute to the prevalence of plagiarism. Current methodologies place much more emphasis on collaboration and group work, with a greater weight given to out-of-class projects and portfolios at the expense of formal exams. The result is that the line between collaboration and cheating during assessed tasks is blurred, and if this is not explicitly dealt with by assessors, it will inevitably EBS 3,3 170 result in misunderstandings as to what is acceptable. Also, students are more likely to justify cheating if the coursework or assignments they were given were too hard, poorly scaffolded, or based on unreasonable expectations of their abilities (Naidoo, 2008), and plagiarism will be made easier if the assignments are not constructed carefully so that stock answers cannot be copied from the internet (Wood, 2004). However, the institutional context plays perhaps the most critical role. For example, unclear and uncommunicated institutional policies with vague de?  nitions of plagiarism can affect the incidence of plagiarism, as can the application of those policies (McCabe et al. , 2002). Some aspects of an organization may unwittingly encourage plagiarism. For example, in contrast to schools, tertiary education institutions in the UAE do not typically award top grades to large numbers of students, and there is evidence to suggest that students justify using ghostwriters in such an environment because they believe they deserve better grades (Croucher, 2009). An often overlooked but crucial aspect of deterring and detecting plagiarism is the application of institutional policies by teachers. One survey of 800 American academics at 16 institutions found that 40 percent never reported incidents of plagiarism while a further 54 percent did so only seldomly, even though the evidence suggested they must have received plagiarised work (McCabe, 1993 cited in Schneider, 1999). There are many reasons why teachers may be reluctant to report plagiarism. Teachers may feel the potential penalties for students are too high (Auer and Krupar, 2001). They may also be wary of making false accusations which potentially undermine their own professional status. Some teachers object to taking on the role of detective or enforcer as it undermines the mentor-student relationship (Schneider, 1999; Park, 2004) while others may not have the time to make an extra effort to uncover plagiarism and follow it up (Park, 2004). It may also be that some teachers, especially teachers of content subjects where the focus is less on form and more on ideas, may not have suf? ciently developed skills to detect plagiarism. Hyland (2001) found that even teachers who detect plagiarism may use indirect feedback when dealing with plagiarism (for example, comments in the margins such as â€Å"Are these your own words?†) which can lead to miscommunication with the student about what is acceptable. With so many factors at play, the responsibilities of teachers must be clearly codi? ed if any institutional initiative is to have any success. Plagiarism and ESOL/EFL English for speakers of other languages (ESOL) and English as a foreign language (EFL) contexts may be more prone to infringements of academic integrity because students lack the English skills to understand the coursework and so may feel that plagiarism offers the only solution (Hyland, 2001; Liu, 2005). Moreover, the cultural conditioning of English as a second language (ESL) and EFL students has been cited as another contributing factor. Moder (1995 cited in Lackie and D’Angelo-Long, 2004, p. 38) suggests that some societies, including those in the Middle East, â€Å"value memorization and imitation as the mark of an educated person† which may mean that plagiarism is viewed as being less signi? cant. Liu (2005, p. 239) disagrees with the notion of cultural conditioning, however, claiming that â€Å"it is  based on incorrect information and is presented often via unwarranted jumps in reasoning and con? ation of separate issues. † More pertinently, perhaps, she goes on to argue that: [. . . ] even if we concede that such cultural conditioning indeed exists to some extent, we still cannot say for sure that it is the main reason that ESOL students plagiarize. There are many other factors that may motivate ESOL students from many L1 backgrounds to plagiarize, including a lack of adequate pro? ciency, lack of task speci?c writing skills, and of course, the urge to cheat (p. 239). Dealing with plagiarism ESOL students, then, whether or not cultural conditioning is accepted as an underlying factor in plagiarism, may still have greater motivation than their ? rst language counterparts to take and use the ideas and words of others in their own assignments. Ironically, plagiarism by ESOL students is also far more likely to be detected because of more prominent differences in language level and tone between copied and original work. Degrees of plagiarism Intuitively, plagiarism varies in its severity in a way that cheating (e. g. using crib sheets or having someone else take a test for you) does not. It can consist of minor lapses, for example, when original material is poorly paraphrased but the source is acknowledged, through deliberately copying parts of a text without citing the source, to submitting work from an online paper mill (Roig, 1997). Critical factors in determining the severity of the plagiarism include the intention behind the plagiarism (was it deliberate or accidental? ), the amount of material that has been plagiarised, the inclusion of the source in the list of references, the degree to which the plagiarised material differs from the source (an indication at an attempt to paraphrase), the time the student has spent in tertiary education, and whether it is the ? rst, second, or subsequent occurrence. Given the wide variation in the seriousness of plagiarism and the developmental process students must undergo to assimilate the norms of academic writing, it is clear that the appearance of plagiarised material is not always a deliberate attempt to cheat. For example, students are often poor at paraphrasing and may not be fully aware that this could be construed as plagiarism. Roig (1999) gave English-speaking undergraduate students a two-sentence paragraph to paraphrase and found that between 41 and 68 percent of the responses contained strings of at least ? ve words or more copied from the original. These results clearly back up the claim that plagiarism may indicate a de? cit in appropriate skills and not intentional academic dishonesty. Towards an institutional response to plagiarism In many educational institutions, plagiarism is seen largely as a teacher/student problem. If plagiarism is detected, then the teacher makes a decision as to whether to escalate the case for possible punitive action. The plagiarism is seen either as morally wrong or as a â€Å"crime† – the breaking of a rule that has inevitable consequences (Blum, 2009). Unfortunately, dealing with plagiarism in this way can result in decisions which are reactive, emotive, and which are made informally on an ad hoc basis, thus inviting inequity and inconsistency. When the focus is directed towards punishment, there may be little maturation in terms of academic integrity for the student concerned, or for those who watch their classmate’s fate from the sidelines. Academic endeavour must take place within an institutional culture that routinely recognises and reinforces the value of academic integrity so that all stakeholders are obliged to proactively follow and uphold best practice in order to reduce the impact of the contributing factors discussed above. This requires the establishment of an institutional response to plagiarism that is comprehensive, appropriate, fair, developmental, transparent, and educative. 171 EBS 3,3 Park (2004, p. 294) describes such an institutional framework for dealing with plagiarism that was developed by a working party at Lancaster University in consultation with staff and with reference to experience and the literature: The working party sought to move the plagiarism discourse beyond just detection and punishment and to situate and embed it in a cohesive framework that tackles the root causes as well as the symptoms of plagiarism as a family of behaviours. 172 The key elements underpinning this framework were consistency and transparency. These were ensured by the explicit codi? cation of stakeholder responsibilities, procedures, and penalties. In order for such a framework to be implemented effectively, Park (2004, p. 296) noted that â€Å"all stakeholders within the institution must understand and appreciate why the framework is necessary and how it protects their own interests. † A case study Park (2004, pp. 295-9) nominated a number of central pillars that lend validity and effectiveness to any such institutional framework. These included transparency, ownership by stakeholders, student engagement, academic integrity, framing the initiative to ensure compatibility with the culture of the institution, focus on prevention and deterrence, and the supportive and developmental nature of the framework. These pillars provide excellent reference points for the approach taken in one department in a college in the UAE and allow us to examine the viability and ef? cacy of such a framework for the local context. The Education Department at Abu Dhabi Women’s College (ADWC) has addressed its concerns with academic honesty in a concerted, collaborative, and multi-faceted fashion. As teacher educators, the faculty in this department are intent on producing future academics. Much like politicians, words, information, and the generation of ideas are the very foundation of our professional lives, so we regard it as essential that the â€Å"rules† of using these appropriately are disseminated, understood, and followed at all times by all of our students. To this end, we have established and adhere to a set of policies and practices at all levels that support and facilitate academic honesty. Institutional/departmental level The HCT, of which ADWC is only one of 16, institutionally mandates the prevention and sanctioning of plagiarism and related offences. Consequences of infringements of these rules are outlined in of?cial policies, Student Handbooks (see for example, HCT, 2008), contracts signed by students at the commencement of their studies, and reinforced by administrative staff and faculty at every student meeting and examination session held throughout the student’s academic career at HCT. From these guidelines, the Education Division throughout the colleges has documented standards and procedures that address academic honesty in its assessment handbooks – one that is distributed to all education students and the other, more comprehensive and speci?c, that is used by all education faculty. This shared written documentation enables best practice in assessment to be disseminated and followed, provides the underlying philosophy and approach for the division as a whole, and addresses academic honesty both directly and indirectly to better support student writing and make plagiarism a less viable or attractive option. The assessment handbooks re? ect the developmental curricular approach of the division as a whole, and so specify the type, nature, and expectations for assessments at each level to scaffold the students’ ability to produce increasingly sophisticated and original work. Ensuring that requirements are reasonable and documented minimises the students’ need to seek help through illegitimate means. These handbooks are the basis of communication within the ADWC Education Department on all matters regarding assessment and have served to ensure a common approach and understanding. Insights gained by instructors in their daily interactions with students and their submissions inevitably reveal general dif?culties facing students, which are then examined in regular formal and informal meetings to brainstorm and implement further strategies that may be useful. The ongoing concern at faculty level with issues of academic honesty is mirrored in the systematic recycling of warnings, information, and explicit instructions to students. As a department, the theft or misappropriation of ideas and words has been, and continues to be, addressed as professionally offensive and inappropriate. Initiatives suggested by Education Department faculty as well as colleagues in other departments and colleges are pursued vigorously. One recent example has been the provision of workshops by library staff on research skills and academic procedures. The plagiarism detection software, Turnitin, was originally adopted by the department as both a defence against plagiarism and a tool to help students protect themselves against accidental plagiarism. This proved to be very effective, but unfortunately access to this subsequently became unavailable. Now, suspicious text samples are input into search engines and all assignments are run through SafeAssign, a plagiarism checker in Blackboard (the online course management system). These have proved to be acceptable alternatives. As Braumoeller and Gaines (2001) found in their study, â€Å"the deterrent effects of actually checking for plagiarism are quite impressive (p. 836). † The departmental approach has included a series of mandatory workshops and masterclasses on academic writing and plagiarism for all students in slightly altered learning contexts designed to motivate, encourage participation, and focus attention. It should be noted that the relatively small size of the department (one chair, six faculty, and fewer than 80 students) makes shared understandings, uniform dissemination of information, and infraction detection much easier and more likely than in a bigger department where students are not familiar to every teacher. Course level Academic writing skills are an important component of all education courses. Referencing skills are taught explicitly in a speci? c course during the students’ ? rst semester, and then constantly reinforced and recycled throughout the programme. The education programmes at the HCT are based on re?  ective practice. This means that assignments are contextualised and require the application rather than the regurgitation of theory, so copying from previously submitted work or in any way buying or commissioning a paper cannot be so easily accomplished as theory has to ? t the student’s individual circumstances. In addition, the student’s right to submit and receive feedback on a ? rst draft of every paper (Assessment Handbook, 2009, p. 7) allows plagiarism, deliberate, or accidental; to be detected and remediated at an earlier stage before punishment becomes the only option. The feedback and scaffolding policy (pp.53-5), which outlines the form and scope of feedback to be given, draws instructor attention to both macro and micro features of the submission, so any attempt to use words or ideas from an external source should be revealed at least a week before ? nal submission. Dealing with plagiarism 173 EBS 3,3 All students submitting assignments in the Education Division are required to sign a declaration on their cover page that the work is entirely their own and all sources have been acknowledged (Assessment Handbook, 2009, p. 47). This provides a ? nal reminder that academic honesty is expected and will be monitored. Faculty responsibilities and input All faculty in the Education Department, regardless of their course allocation, consider themselves teachers of English. This is not only because we each have ESL teaching quali? cations and experience (obviously an advantage), but also because we recognise the importance of language as the vehicle for idea generation and transmission. Language is inseparable from the content area in which those ideas are conceived and manipulated. This can be a very different orientation to that of colleagues in other departments whose subject area specialisation takes precedence. Our more holistic approach means that we explicitly teach both content and the language elements with which to express that content to students who may be struggling with the unfamiliarity of both. It also means that we take our role as defenders of academic integrity very seriously and vigilantly monitor and check student output. As professional ESL teacher educators, we strive to be models of effective language use as well as successful proponents of academic scholarship, so ongoing instruction in both is a routine aspect of teaching and learning in the department. This increased student awareness of appropriate academic writing processes reduces their motivation to misappropriate text written by others. The cultural and social aspects of plagiarism are also given attention by faculty. In a society that places less value on individuality than it does on cooperation and social cohesion, it is important for students to understand that they have not only the right, but the responsibility, to turn down requests for assistance from peers. Faculty not only explain this, but also explain to students how to respond assertively with friends or relatives asking for inappropriate help. Without this, no amount of education or punishment can ever be successful. Student involvement Education students are required to be active participants in their own learning. Because all assessment processes are documented and transparent, they have the ability to question and ask for clari? cation on any aspect that they do not understand. All expectations or consequences are addressed in multiple ways, so ignorance is no defence for malpractice. Submissions of ? rst drafts are perhaps the most critical aspect for students. Although these are universally permitted and scheduled, they are never awarded a mark and are not always actually demanded, so it is up to the student to take advantage of their right to pre-submission feedback. An appropriate framework? The Education Department at ADWC values academic honesty very highly and has organized its procedures and practices accordingly. The very infrequent occurrence of plagiarism is testimony to the effectiveness of: . proactive strategizing; . clear documentation; . reasonable and appropriate expectations; 174 . . . . . awareness raising; sustained faculty vigilance and involvement; support for the development of student skills and cognitive growth; decreased student opportunity and motivation to cheat; and the pervasive sense of professional identity and responsibility that characterise departmental efforts on this issue at all levels. Dealing with plagiarism 175 The work done in this department is thus an arguably successful attempt to â€Å"devise a student plagiarism framework that best suits [our] own culture and circumstances†.

Female Genital Mutilation: Long Term Psychological Effects Essay

Female Genital Mutilation, or Female Circumcision as sometimes called, is the partial or complete removal of the female clitoris immediately after birth, few years after birth (early childhood), or several years after birth (adolescence). Originally, female genital mutilation was practiced to ensure female virginity until marriage; as it was discovered that by the partial or complete removal of the clitoris, a female's sexual urge is minimized and, therefore, a girl could have more control over her sexual desires. Because virginity was and remains a very crucial factor in almost every society, circumcision was invented way in the past before any of the Heavenly Religions appeared. In fact, the most traditional and conservative type of circumcision is the Pharoanic type (Infibulation), where the complete removal of the clitoris occurs and the vulva walls are stitched together leaving a small opening for urination and menstrual discharge. Nowadays, however, it continues to be practiced in Africa and the Middle East mostly due to social forces. New reasoning developed through the years to keep the ritual going on. The many reasons given for the practice are bewildering and unfounded in any scientific or medical fact. They fall into four main categories: psycho-sexual, religious, sociological and hygienic. Among the psycho-sexual reasons is a belief that the clitoris is an aggressive organ that threatens the male organ and even endangers babies during delivery. It is believed that if a baby's head touches the mother's clitoris during birth, the child will be born with a low IQ. Hence, a girl who is not circumcised, is considered 'unclean' by local villagers and thus unmarriageable. A girl who does not have here clitoris removed is considered a great danger and ultimately fatal to a man if her clitoris touches his penis. Also, the circumcision issue is seen as a form of beauty. It is seen as aesthetically beautiful, as genitals are disfiguring and ugly in their natural state (Real Net, 2). In short, nowadays the practice isn't done to explicitly mean that girls are untrustable, but because, presently, the woman's clitoris is considered to be an ugly part in a woman's body and perceived to be harmful in many ways. And not long ago, Sigmund Freud wrote 'The elimination of clitorial sexuality is a necessary precondition for the developm... ...found in the understandably screwed up countries of northern and western Africa. And if you come to the west and do this, they'll throw your ass in jail (hopefully) forever.† In defense for such an offensive article came out an article from an Arabic Doctor, who refused to reveal his identity, saying that of course he approved of that girl being circumcised. And here are some of the things that he wrote where the girl gains from being circumcised: â€Å"* It raises her status in her community, both because of the added purity that circumcision brings and the bravery that initiates are called upon to show. * It confers maturity and inculates positive character traits, including the ability to endure pain and a submissive nature. * The circumcision ritual is an enjoyable one, in which the girl is the center of attention and receives presents and moral instructions from her elders. * All impure tissue is removed and the girl is sewn up until her wedding night.† This is how significant the psychological part of it is. No matter how much descent education people get, if they have routed traditions they will always find ways to approve of them even if they are clear disasters.

Book presentation

â€Å"The Perks Of Being A Wallflower† by Stephen Cashbooks. This novel is written in letters to an anonymous person, explaining his experiences as they happen. In these letters we learn about his family and friends. The story takes place In a Pittsburgh during the years of 1991 & 1992 The Perks Of Being A Wallflower Is a truly moving story about Charlie, a freshman In high school who Is by no means popular.He Is very shy, but that all comes down to a mental Issue that occurred because of something that happened when he was younger, which you will get the sit of later on In the book. Being socially awkward and feeling he has no-one to support him, Charlie becomes friends with Patrick and , Sam, who are seniors. Charlie meets Patrick through shop class, and approaches him and his sister Sam at a high school football game. Sam and Patrick are step brother and sister.What I love about this novel is Charlie's philosophical thoughts on life. I like how he talks a lot about simple, everyday things, and all time says how he feels and that he thinks. In this book not just talking about Charlie's feelings and experiences, but as well as addressing the problems of youth. Much attention is paid not only to friends, love and parties but also to family relationships. If you read this story you will laugh, cry and keep reading on. It is not to be missed.Charlie will show you that high school can be enjoyed if you have the right friends and becoming a teenager isn't as scary as you think, even though it seems that way. This story has stayed with me for a long while and I am sure if you read it, you will remember it forever. I highly recommend this book to a wide range of people, especially for young people who do not like to read much, because The grammar is ere simple, Charlie uses understandable words, so do not translate many phrases.I'm very proud of myself that I have read the first serious book in English, and highly recommend it for you. Book presentation By Mul tilayered place in a Pittsburgh during the years of 1991 & 1992 The Perks Of Being A Wallflower is a truly moving story about Charlie, a freshman in high school who is by no means popular. He is very shy, but that all comes down to a mental issue that occurred gist of later on in the book. Being socially awkward and feeling he has no-one to book not Just talking about Charlie's feelings and experiences, but as well as

Ms Syllabus

Birla Institute of Technology & Science, Pilani Work-Integrated Learning Programmes M. S. Microelectronics at BITS Pilani Professional Development Centre, Bangalore Type of Input | Sponsored employees (with adequate work experience in Microelectronics area) with a First Degree of BITS or its equivalent | Duration| Normally Four Semesters| Special Feature | This is a specially designed programme to meet the Human Resource Development requirements of various collaborating organizations at Bangalore.Structured classes would be held in Bangalore regularly. | Semesterwise Pattern Course No. | Course Title| Units| First Year First Semester| MELTI ZG573MELTI ZG512MELTI ZG511MELTI ZG631| Digital Signal ProcessingEmbedded System DesignDesign & Analysis of AlgorithmsPhysics & Modelling of Microelectronics Devices| 3455| First Year Second Semester| MELTI ZG621MELTI ZG632MELTI ZG641MELTI ZG611| VLSI DesignAnalog IC Design CAD for IC DesignIC Fabrication Technology| 5555| Second Year First Semest er|MELTI ZG642MELTI ZG531MELTI ZG625MELTI ZG651| VLSI ArchitectureTestability for VLSI Advanced Analog and Mixed Signal Design Hardware Software Co-Design| 4554| Second Year Second Semester| MELTI ZG629T| Dissertation| 20| Note: This is the currently operative pattern as approved by the Senate-appointed committee, subject to change if the situation warrants. Fee Schedule Application Processing Fees Rs. 800/-, Admission Fees Rs. 10000/-, Each Semester Fees Rs. 17500/-, Each Semester BITS Professional Development Centre Membership Fees Rs. 2500/-. Course Descriptions MELTI ZG511 Design & Analysis of Algorithms 5 Design techniques such as divide-and-conquer, recursion, backtracking, branch-and-bound, simulation; Analysis in terms of average level and worst level efficiency; Relationship to appropriate data structures; Illustrations dealing with problems in computer science, graph theory and mathematics; Computational complexity and bounds; NP-hard and NP-complete problems. MELTI ZG512 Embedded Systems Design 4Introduction to embedded systems; embedded architectures: Architectures and programming of microcontrollers and DSPs. Embedded applications and technologies; power issues in system design; introduction to software and hardware co-design. MELTI ZG531 Testability for VLSI 5 BIST, boundary sean, stuck-at faults, test generation algorithms for combinatorial logic circuits and sequential circuits, logic simulation and fault simulation, synthesis for test, built in self test, pseudo-random test techniques, other test methods – IDDQ testing, boundary scan etc.MELTI ZG573 Digital Signal Processing 3 Introduction; design of analog filters; design of digital filters: (IIR and FIR); structures for the realization of digital filters; random signals and random processes; linear estimation and prediction; Wiener filters; DSP processor architecture; DSP algorithms for different applications. MELTI ZG611 IC Fabrication Technology 5 Material properties; Crystal growth and doping; diffusion; oxidation; epitaxy; Ion implantation; Deposition of films using CVD, LPCVD and puttering techniques; Wet and dry etching and cleaning; Lithographic process; Device and circuit fabrication; Process modeling and simulation. MELTI ZG621 VLSI Design 5 Introduction to NMOS and CMOS circuits; NMOS and CMOS processing technology; CMOS circuits and logic design; circuit characterization and performance estimation; Structured design and testing; Symbolic layout systems; CMOS subsystem design; System case studies.MELTI ZG625 Advanced Analog and Mixed Signal Design 5 Design of high speed comparators and Op-amps; analog buffers; different architectures of A/D and D/A converters; analog multipliers and dividers; design of PLLS; design methods for switched capacitor filters sample and hold circuits; mixed signal design issues; noise coupling from substrate and its reduction; cross talk and shielding; analog layout techniques for mixed signal designs. MELTI ZG629T Dissertat ion 20A student registered in this course must take a topic in an area of professional interest drawn from the on the job work requirement which is simultaneously of direct relevance to the degree pursued by the student as well as to the employing / collaborating organization of the student and submit a comprehensive report at the end of the semester working under the overall supervision and guidance of a professional expert who will be deemed as the supervisor for evaluation of all components of the dissertation.Normally the Mentor of the student would be the Dissertation supervisor and in case Mentor is not approved as the supervisor, Mentor may play the role of additional supervisor. The final grades for dissertation are Non-letter grades namely Excellent, Good, Fair and Poor, which do not go into CGPA computation. MELTI ZG631 Physics & Modeling of Microelectronics Devices5 Physics and Properties of semiconductor – a review; PN junction diode; bipolar transistor; Metal-sem iconductor contacts; JFET and MESFET; MOSFET and scaling; CCD and photonic devices.MELTI ZG632 Analog IC Design 5 Basic concepts; BICMOS process and technology; current and voltage sources; Differential and Operational Amplifiers; Multipliers and modulators; phase-lock techniques; D-to-A and A- to-D converters; Micropower circuits; High voltage circuits; Radiation Resistant Circuits; Filter design considerations. MELTI ZG641 CAD for IC Design 5Introduction to VLSI design methodologies and supporting CAD tool environment; Overview of `C', Data structure, Graphics and CIF; Concepts, structures and algorithms of some of the following CAD tools; Schematic editors; Layout editors; Module generators; Silicon compilers; Placement and routing tools; Behavioral, functional, logic and circuit simulators; Aids for test generation and testing. MELTI ZG642 VLSI Architecture 4Overview of CISC processor architectures; Instruction set architecture of CISC processor; hardware flow-charting methods; implementing microprocessor logic from hardware flowcharts; RISC instruction set architecture; pipelined execution of RISC instructions; pipeline execution unit design; control hazards; design of memory hierarchy. MELTI ZG651 Hardware Software Co-Design 4 FPGA and ASIC based design, Low-Power Techniques in RT Embedded Systems On-chip networking. Hardware Software partitioning and scheduling, Co-simulation, synthesis and verifications, Architecture mapping, HW-SW Interfaces and Re-configurable computing.

The Basics of Aramid Fiber, Polymer Reinforcing Fiber

The Basics of Aramid Fiber, Polymer Reinforcing Fiber Aramid fiber is the generic name of a group of synthetic fibers. The fibers offer a set of properties which make them particularly useful in armor, clothing and a wide range of other applications. The most commonly known commercial brand is Kevlarâ„ ¢, but there others such as Twaronâ„ ¢ and Nomexâ„ ¢ in the same broad family. History Aramids have evolved out of research which stretches back to nylon and polyester. The family is known as aromatic polyamides. Nomex was developed in the early 1960’s and its properties led to wide use in protective clothing, insulation and as a replacement for asbestos. Further research with this meta-aramid led to the fiber we now know as Kevlar. Kevlar and Twaron are para-aramids. Kevlar was developed and trademarked by DuPont and became commercially available in 1973. 2011 worldwide production of Aramids was well over 60,000 tons, and demand is growing steadily as production scales up, costs fall and applications broaden. Properties The chemical structure of the chain molecules is such that the bonds are aligned (for the most part) along the fiber axis, giving them outstanding strength, flexibility and abrasion tolerance. With outstanding resistance to heat and low flammability, they are unusual in that they do not melt – they merely start to degrade (at about 500 degrees Centigrade). They also have very low electrical conductivity making them ideal electrical insulators. With high resistance to organic solvents, the all-around ‘inert’ aspects of these materials offer outstanding versatility for a huge range of applications. The only blot on their horizons is that they are sensitive to UV, acids, and salts. They build static electricity too unless they are specially treated. The outstanding properties which these fibers enjoy provide advantages which make them ideal for a wide range of applications. However, with any composite material, it is important to take care in  handling  and processing. Using gloves, masks, etc. is advisable. Applications Kevlar’s original use was for car tire reinforcement, where the technology still dominates, but in transport, the fibers are used as a replacement for asbestos – for example in brake linings. Probably the most widely known application is in body armor, but other protective uses include fireproof suits for firefighters, helmets, and gloves. Their high strength/weight ratio makes them attractive for use as reinforcing (for example in composite materials particularly where flexing tolerance is important, such as aircraft wings). In construction, we have fiber-reinforced concrete and thermoplastic pipes. Corrosion is a major problem for expensive undersea pipelines in the oil industry, and thermoplastic pipe technology was developed to prolong pipeline life and reduce maintenance costs. Their low stretch properties (typically 3.5% at break), high strength and abrasion resistance make aramid fibers ideal for ropes and cables, and they are even used for mooring ships. In the sporting arena, bowstrings, tennis racquet strings, hockey sticks, skis and running shoes are some of the application areas for these outstanding fibers, with sailors enjoying the benefits of aramid-reinforced hulls, aramid lines and Kevlar wear-patches on their elbows, knees, and rears! Even in the music world aramid fibers are making themselves heard as instrument reeds and drumheads, with the sound being relayed through aramid-fiber loudspeaker cones. The Future New applications are being announced regularly, for example, a high-performance protective coating for harsh environments which embeds Kevlar fibers in an ester. This is ideal for coating new steel pipelines – for example in utilities where water pipes may bury underground and budgets do not permit the more expensive thermoplastic alternatives. With improved epoxies and other resins being introduced on a regular basis and given the continuous scaling up in worldwide production of aramids in many forms (fiber, pulp, powder, chopped fiber and woven mat) the increased use of the material is guaranteed both in its raw form and in composites.

Chinese Economy Research Paper Example | Topics and Well Written Essays - 1000 words

Chinese Economy - Research Paper Example of Foreign Trade and Economic Relations (Import/Export License System, 2008). International organizations have displayed keen interest in investing in China, notwithstanding its restrictive policies. China has displayed good business sense in spite of its negative political rhetoric. 400 of the top fortune 500 companies have invested in China. Cheap labor and improved working conditions appear to spur economic radiance. However, it is good to keep fingers crossed. Economic gains have yielded little political reforms. In case flight of foreign capital starts taking place there will be problems of unemployment and uncertainties in finance (Overall Evaluation of WTO Entry's Influence on China). While on the subject, it is also pertinent to remember China's growth is spurred by exports. Its domestic market may find it very difficult to survive should exports come down significantly or vanish altogether. For the moment, China faces little competition in the manufacturing sector, thanks to its political ideologies. China's imports and exports "China's major exports consist of machinery and transport equipments constituting to nearly half of the total exports. Another major portion of the exports comprise of textile, rubber and metallurgical products constituting to 18%. Chemical products, food, mineral and fuel materials made of up 10% of the total exports. There is an exponential increase in the machinery and transport equipments segment of the exports from a mere 5% to 47% in 2007" (China exports by category of commodities, 2010). "For year 2007, machinery and transport equipments made up the majority of the imports, accounted for USD 412 billion or 43% of total import volume. Next major imported products were chemical products which took 11.3%; mineral and raw material accounted for 11.0%; and textile, rubber and metallurgical products were 10.8%" (China imports by category of commodities, 2010). China's reputation as the number one manufacturer of world products today has enabled it capture myriad markets from all over the world, notably the United States (US) and the European Union (EU). Corporations in the US and the EU who found their fortunes dwindling in their own countries rose like the proverbial phoenix by establishing their enterprises in China. China's Economic System China's new-found euphoria as a major contributor may also prove to be a setback in certain quarters. As socialist economy, China observes the "rule-of-the-thumb" and cannot digest the principles of

Assignment Example | Topics and Well Written Essays - 500 words - 120

Assignment Example 1. Many nursing homes have limited financial resources. Based on the information that you have learned from your reading assignment, what are two or three things that a nursing home administrator could do to enrich their nursing home environment? The nursing home administrator is answerable for the standard of consideration, concessions, and system administration inside the nursing home. Most executives have earlier preparing or work encounter in the medicinal services area. His or her part is discriminating to the organization and association of the nursing office. This sort of position joins together business and administration aptitudes with nursing and palliative consideration administrations. The fitting equalization of both natures of consideration and fiscal targets is the managers essential obligation. The most effective approach to turn into a nursing home manager is to get a combo of instruction and work encounter in a nursing home setting. Practically all managements will oblige post-optional instruction in administration, business, or a related field. A few schools offer courses or declarations in nursing home organization, however not many degrees are offered in this claim to fame (Gutkind, 2013). Hypotheses on maturing have been around as long as there have been individuals who age. We have contemplated the inquiries over and over. What is truly the strategy by which we age? Is maturing a malady process? Do eating methodology, nourishment, or air poisons influence maturing? Do our propensities and the way we handle ourselves have any kind of effect? What makes us age quicker than other individuals? Uniting different doctors to structure the Longevity Institute International, we attempted to create answers for overcome malady and incapacity. We likewise looked to run across approaches to advertise being sold to the extent that this would be possible, and to discover methods for delaying life. The Four Basic Theories of Aging includes the Free