Compare Education System Between the United Kingdom and Kurdistan Essay

One of the most important points for the development of society is education. Nowadays many countries try to develop the Education by there own rules, but this development process is intended for the System. This system varies from one country to the other. This essay demonstrates the educational system in Kurdistan and the United Kingdom, also marking aspects of differences and similarities between both of system. Main Body: Kurdistan, also known as the Kurdistan Region or Southern Kurdistan, is an autonomous region of northeastern Iraq (1). It’s still part of Iraq but they have many differences in Languages, clothes, culture and education system. So comparing the Kurdistan’s educational system with British educational showed some similarity and differences in some side. Both English and Kurdish schools are similar in having state and private schools. Also, students in both countries have to take exams to enter University. Then, Britain and Kurdistan are similar in that their school start in September and finish in July. Although, in advance primary school finishes earlier than secondary and high school in Kurdistan British children have to attend school from the age of 5 to 15. On the other hand, Kurdish children attend school from the age 6 to 18. The school time in Kurdistan and England are different in that student in Kurdistan school day start from Saturday to Thursday. Whereas, the English school start from Monday to Friday. Kurdish schools have two terms in year; in contrast the English school has a three terms a year. There are 2 time shift in Kurdish schools Morning start 08:00 to 11:40am, and evening start 12:30 to 04:15pm. However, in English schools there is one shift starts 09:00 to 03:30pm. There is no high school level in Britain; in contrast the Kurdish student goes to high school after passing in primary school. Conclusion: Finally, there are many differences between British educational and Kurdish educational system in school times, school ages, school days and school levels. Then some similarities have private and state school in both countries, and take exams to enter University. So both systems are created to be coordinated with the culture of each country.

Iom Report Impact on Nursing

Difference Between Nurses at the Associate vs. Baccalaureate Degree Level To this day there are three types of programs that exist to allow an individual to practice as an RN: the diploma, the Associate degree, and the Baccalaureate degree. The diploma route is a hospital based program that prepares an individual to sit for the NCLEX-RN. It is usually a two to three year program. It prepares the student for nursing jobs for delivering direct patient care in the hospital or other inpatient setting.The associate route RN is typically a two-year program that focuses on teaching the student technical nursing skills with basic education requirements in math, science, and English. It prepares the student for entry-level nursing jobs in hospitals and inpatient facilities. The baccalaureate route RN holds the higher level of education in nursing. It is achieved through a more rigorous educational study through research and evidence-based practices that prepares them for leadership and manage ment positions. In comparing the associate degree nurse vs. he baccalaureate degree nurse, in order to increase patient safety, the associate degree nurse should attain their baccalaureate degree for standardization in with our continually changing health care systems. In looking back in history, the associate degree of nursing (ADN) was designed by Mildred Montag in 1952 to help the nursing shortage as a collegiate alternative (Creasia and Friberg, 2011, p. 27). It started as a pilot project at seven sites that has now grown to be very successful and desirable when compared to the 4-year baccalaureate route.The 2-year associate degree route is sought out more for its cost effectiveness while achieving the same goal of being able to take the NCLEX-RN for licensure. Especially as studies from the Committee of the American Society of Nursing Service Administration noted that they saw no difference among beginning practitioners from BSN, ADN, or diploma programs (Schank and Stollenwerk , 1988, p. 254). The key word here is beginning practitioner, there is no difference between the performances of the two.However, if an individual desires to advance in their nursing career, the associate degree separates the baccalaureate degree holding RN from a higher position and pay for example in a managerial or supervisory role. The baccalaureate degree was intended by the ANA to be the entry point into professional nursing practice (ANA, 1965). Those who choose the BSN route are prepared to practice nursing in beginning leadership positions. In order to take on a leadership role, the baccalaureate holding nurse needs to have a more in depth education with skills in communication, leadership, and critical thinking.The inclusion of public health in the BSN program requires a nurse to be adequately knowledgeable to educate beyond the individual onto the communities and population. Not only is the BSN nurse able to communicate beyond the individual but also better able to collab orate with those holding higher educational degrees as well. Being able to communicate clearly the knowledge learned, through critical thinking based on evidence-based practices is what differentiates an associate degree from a baccalaureate degree nurse. Because of these qualities, it also affords them the ability to take on leadership roles.Higher education enables BSN nurses to go outside the small circle of practice. Studies have shown that patient outcomes can be attributed to higher levels of nursing education. More knowledge enhances the nurses’ concept of nursing as a profession to better adapt to a continually changing health care environment. More knowledge enhances the nurses’ concept of nursing as a profession to better adapt to a continually changing health care environment and by having experience in research of evidence-based practices gives the nurse a firm foundation. Their knowledge is broader to help promote positive patient outcomes (Spencer, 2008, p. 08). In one study they found a â€Å"10% increase in proportion of BSN nurses was associated with a 5% decrease in likelihood of death† (Ridley, 2008, p. 152). One aspect of the BSN student that the ADN student does not acquire is delving into evidence based practices. The BSN nurse, therefore, is transitioned from the basic clinical aspects of nursing from the individual patient onto a broader spectrum. Research enables the RN to become more reflective by evaluating past clinical experiences, honing in on critical thinking skills to help better understand our changing healthcare environment.In evaluating the table from the studies of the Examples of Activities included in the 1999 RN Practice Analysis with Average Frequencies of Performance (Smith, 2002, p. 493), I found that the tasks that required more critical thinking and collaboration with higher disciplinary teams, were slightly higher amongst the BSN group. The average of 3. 73(BSN) vs. 3. 40 (ADN) would consult wi th other health care providers about client care, average 3. 15 (BSN) vs. 2. 92 (ADN) would act as the clients advocate, and 0. 85 (BSN) vs. 0. 5 (ADN) would plan and develop a health promotion program based on a community assessment (Smith, 2002, p. 493). Many of the activities shown on the table reflect that there were not many differences among the ADN and BSN nurse. The BSN nurse has better communication skills would collaborate with other disciplinary teams and act more often as a patient advocate. Because the BSN nurse also has a more rich understanding of evidence based practices and research, he/she would be more likely assist in developing a health promotion program.In conclusion, even though it is more cost efficient in obtaining an associates degree or even diploma to qualify for RN licensure, the baccalaureate degree should be the standard goal. Our health care system is continually changing, it is the responsibility of the nurse to also strive to grow with our environme ntal changes by achieving higher education. Not only does the BSN nurse qualify for higher positions in the health care system, but it also produces better patient outcomes. References American Nurses Association. (1965). A position paper. New York, NY: American Nurses Association; 1965. Creasia, J.L. , & Friberg, E. (2011). Conceptual Foundations: The Bridge to Professional Nursing Practice, 5th Edition. , 2011. Pageburst Online. Web. 21 February 2013 . Ridley, R. T. (2008). The Relationship Between Nurse Education Level and Patient Safety: An Integrative Review. Journal of Nursing Education, 47, 149-156. Retrieved from http://ehis. ebscohost. com. library. gcu. edu:2048/eds/pdfviewer/pdfviewer? sid=e2ae0a10-62a7-418b-ab46-32ad87faa068%40sessionmgr113&vid=4&hid=3 Schank, M. J. , & Stollenwerk, R. (1988, June 1, 1988). The Leadership/Management Role: A Differentiating Factor for ADN/BSN Programs?Journal of Nursing Education, 27, 253-257. Retrieved from http://ehis. ebscohost. com. l ibrary. gcu. edu:2048/eds/detail? sid=f2a65c9b-fb18-4dd4-ba84-717a1f32bb14%40sessionmgr4&vid=5&hid=102&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=rzh&AN=1988078948 Smith, J. E. (2002). Analysis of Differences in Entry-Level RN Practice by Educational Preparation. Journal of Nursing Education, 41, 491-494. Retrieved from http://ehis. ebscohost. com. library. gcu. edu:2048/eds/pdfviewer/pdfviewer? sid=a9aecc8d-204c-4c13-b26c-12ce8475eea0%40sessionmgr111&vid=4&hid=4

Case Report of the Alaska-Airline Disaster

This case report discusses about the Alaska-airline crash that has occurred on Jan, 31, 2000 at California. The causes, contributing factors, potential hazards and safe- guards that were ignored in accordance with air crash were discussed. This incident teaches a great lesson to the world to prevent future air- accidents and the inadequacies in policies to prevent loss of life and property.   Ã‚  Ã‚   The most miserable disaster of Alaska-Airline took place on 31 st January, 2000 at approximately 1621 Pacific- Standard time. The flight 261 that involves MD (McDonnell Douglas) - 83, N963AS was crashed at approximately 2.7 miles in the Pacific Ocean specifically at the north side of Anacapa- island of California. All the people in the flight that includes two pilots, three crew-members of cabin as well as 83 passengers were killed with destruction of the flight by impact forces (Carmody, 2002). There were dozen causes that have contributed to this disaster and have taught a great lesson about flight maintenance.    The main cause is that the in-flight failure of the acme- nut threads that is present on the jack-screw assembly (trim system) of the horizontal-stabilizer of flight has occurred. This has lead to the loss of pitch control of the flight. NTSB (2003) has stated that the jack-screw assembly is the most integral as well as crucial part of the trim- system of horizontal-stabilizer that acts as a critical airplane system and the destruction of this jack-screw assembly has caused the flight disaster. Moreover, the thread failure has occurred due to the insufficient lubrication that has lead to the excessive wear of the Alaska Airlines (Cockpit database, 2000). Basically, there was a fault in the fundamental MD- 83 flight design as it has no fail-safe design to counteract the thread loss of the total acme-nut that has lead to the catastrophic effects. In this disaster, improper adherence to the maintenance process as well as inspection of the jack-screw parts has exacerbated the design fault and has resulted in crash (Carmody, 2002). Another factor that has contributed was the extended interval for lubrication process. The Federal aviation-administration (FAA) has approved the extended lubrication interval that has contributed to the missing or improper lubrication. This has resulted in the complete wear of the threads of acme-nut. Further, increased interval for end- play check with approval from FAA for extension has allowed to the excessive wear that has progressed to failure without detecting the flaw. The horizontal-stabilizer has stopped working to the commands of the pilot and they were unable to rule out the cause. The acme- nut threads have worn inside the horizontal stabilizer and were sheared off completely. Then, the acme-screw and nut has jammed that has prevented the movement of horizontal-stabilizer. Later, the jam was overcome that has allowed the acme-screw to pull acme-nut causing the airplane to pitch downward (NTSB, 2003). It had lead to the (low- cycled fatigue) fracture of the torque tube again lowering the pitch from which regaining is impossible.   The use of auto-pilot at the time of horizontal stabilizer jam was inappropriate. Moreover, lack of checklist to land at these circumstances is an additional drawback. The pilots were not provided with clear guidelines to avoid experimenting with improper troubleshooting measures (Woltjer, 2007). The slats and flaps should have extended by the captain when the flight was controlled by the configuration after initial drive. The acme-nut threads were found to have worn extensively due to ineffective lubrication on the acme parts that have lead to the disaster. The recovered acme showed dried degraded grease that suggests that, it was not greased recently. The post-accident interviews of SPO-mechanic indicated that they had no knowledge to lubricate acme (NTSB, 2003). The safety board concluded that inadequate lubrication and lack of standard measures have lead to the accident. Fig: 1 shows acme-nut with plugged grease Increased pressure in the flight maintenance area in correcting, maintaining and delivering the flight in given time has contributed to this disaster. In this disaster, they have falsified the records that the flight has passed through the inspection process due to the increased pressure on them to make a scheduled return (Carmody, 2002). The measurements have showed that the jack-screw was in the brink to wear out and requires to be replaced by a newer jack-screw: but as it may delay the departure time, they have altered the record to be airworthy (ATEC, 2005).  The maintenance persons don’t have assertiveness to speak about the importance of lubrication and replacing the wear to the company.   The maintenance personnel have not helped the pilots when they were at horizontal-stabilizer problems. The safety issues in this accident include improper lubrication with inspection of the jack-screw, extended end-play check-intervals, over-haul procedures of jack-screw and design with certification of horizontal-stabilizer, maintenance program and FAA’s inadequacies has lead to disaster. Standards should be issued to pilots with the instructions to handle mal-functioning situations. NTSB (2002) ordered MD flights to replace dried greases with fresh grease. The size of the access-panel was increased to lubricate the jack-screw properly (FAA, 2002). The lubrication procedure for jack-screw was established as an inspection item to be signed by an inspector. The existing intervals were reviewed to identify the fault in the flight components. NTSB (2002) has conducted an evaluation and has issued a report with recommendations for maintenance. Improving fail- safe mechanism in MD design, promoting end-play check interval, issuing newer certification regulations and policies for horizontal stabilizers ensures safe air-travel. ATEC. (2005)  Incorporating Air Transport Association Codes into Maintenance Curriculum, ATEC Journal, 26 (2). Available from Aviation Technician Education Council [Accessed 28/02/17] Carmody, C.J. (2002)  Aircraft Accident Incident Report. Loss of Control and Impact with Pacific Ocean Alaska Airlines Flight 261 McDonnell Douglas MD-83, N963AS About 2.7 Miles North of Anacapa Island, California January 31, 2000, National Transportation Safety Board, Washington, DC:   National Transportation Safety Board. [Accessed 28/02/17] Cockpit database. (2000) Cockpit voice recorder database. Available from https://www.tailstrike.com/310100.htm [Accessed 28/02/17] FAA. (2002) Accident Board Recommendations, U.S.  Department  of  Transportation. Available from https://lessonslearned.faa.gov/ll_main.cfm?TabID=1&LLID=23&LLTypeID=4 [Accessed 28/02/17] NTSB. (2003) Loss of control and impact with Pacific Ocean, Alaska Airlines Flight 261, McDonnell Douglas MD-83, N963AS, about 2.7 miles north of Anacapa Island, California, January 31, 2000 (Aircraft Accident Report No. NTSB/AAR-02/01), National Transportation Safety Board. Washington, DC: National Transportation Safety Board [Accessed 28/02/17] Woltjer, R., & Hollnagel, E. (2007) The Alaska Airlines Flight 261 accident, A systemic analysis of functional resonance. Proceedings of the 2007 (14th) International Symposium on Aviation Psychology (ISAP), pp. 763-768. Available from https://www.diva-portal.org/smash/get/diva2:210824/fulltext01.pdf [Accessed 28/02/17]

Emergency Managment Response Planning to a Portable Nuclear Device in Research Paper - 1

Emergency Managment Response Planning to a Portable Nuclear Device in a Major Hospital - Research Paper Example 230; The Manhattan Engineer District, 2004); recent studies and researches have identified patterns of tumor or development, and other health conditions, among atomic bomb survivors and their offsprings (Mabuchi, et al., 1994; Preston, et al., 2004; Pierce & Preston, 2000). With this knowledge, the threat of nuclear incidences has increased with the rise of technology, and in the advent of terrorism with the purpose of causing mass destruction. This paper will discuss the impact of nuclear-related incidences to the healthcare sector to identify what factors are needed to be considered in the management planning of health care institutions as they respond to these emergent situations, especially immediately (e.g., first 6 to 24 hours) after the blast. The effects of nuclear incidences to health, and the relative roles of the authorities (e.g., government, and private sectors) to control these and provide efficient health interventions will be tackled. Likewise, a discussion about suitcase nukes, what it is, how it came to be, and the truth behind its existence, will also be given particular attention. All kinds of bombs have the same negative effect, only in different intensities. They cause damage to the environment, structures, and the health of those who are exposed to the blast, its debris, and everything that was designed to come with it (e.g., chemicals, viruses, radiation, etc.). However, nuclear bombs have destructive effects a hundred or thousand times dangerous than the other bombs or explosive materials that cause concerns to authorities. Nevertheless, nuclear-related incidences are not only brought about by bombing; nuclear accidents such as the Three-Mile Island and Chernobyl Disasters, two of the worst nuclear-related accidents in history, as well as the exposure of some to nuclear radiation due to work, or living conditions, are also identified causes of nuclear radiation and blast exposure

Environmental Research Paper Example | Topics and Well Written Essays - 250 words

Environmental - Research Paper Example They have been stereotyped as evil, terrorists, offensive and likes attacking. In addition, the Americans have viewed them as silly, uncivilized, nervous, and repressive to women. All these aspects create a rift between the two groups of people. In the documentary â€Å"Reel Bad Arabs†, Sut Jhally demonstrates the extent to which Hollywood has corrupted the image of the Arabs hence making people to believe in the proposition. All these aspects that have created this rift are politically motivated. It is apparent that there is deep relationship between Israel and the United States. However, this should not guarantee loss of Palestinian’s lives. According to Wilson Woodrow, the fact that the 111th United States Congress is dominated by Jews and by extension the Zionists is an evidence enough for the particular interest in Israel. They dominate the Committees too, which are the most active organs of the Congress. In addition, more than 52 major American Jewish organizations are meant to lobby for the interest of Israel/Jews. The American Jews also shape their position by funding individuals who in return help to keep their interests

Economics Assignment Essay Example | Topics and Well Written Essays - 1250 words

Economics Assignment - Essay Example Other ways to alter money supply in the economy may include altering discount rates, quantitative easing and Funding; however, the main emphasis of monetary policy is the â€Å"Open Market Operations† through which the government alters money supply in the economy. It is first important to understand how banks operate; banks lend out money to open public, this money when lend out in the economy is bound to come back to the banks as deposits by other people. Thus, the bank has more and more money to lend out. However, the bank keeps certain amount of money as a safety measure to cater to demand of withdrawal of money by customers. The percentage of deposit kept safe by the bank is determined by the â€Å"Liquidity Ratio†. Example, if the liquidity ratio is 10%, and Mr. X comes and invests $100 in a bank, the bank would keep $10 as a reserve and would lend out the remaining $90 to customers. This increases money supply; the more money that flows in the bank, the more cred it creation takes place. Open Market operations refer to buying and selling of bonds that happens between the Central bank and the commercial banks. Commercial banks are very powerful when it comes to money creation or contractions. Thus, in case the government wants an expansionary monetary policy, the Central bank would ask the commercial banks to print fancy stamped papers with net amounts written (known as BONDS) and sell them to Central Bank. The central bank would buy the bond and pay the commercial bank money for the bond. Thus, this money is used by the commercial banks to make more credit as they give out this money to buyers. These people spend, Example, Mr. X borrowed $90 and bought a Dell Computer, now Dell would deposit the $90 back in the bank and thus the bank would make a further loan of $81 (90% of $90) and this cycle goes on. This leads to money being multiplied and as a result, because of the Money Multiplier effect, $100 becomes approximately $1000 in the economy at a 10% liquidity ratio rate. This is an expansionary monetary policy that is used in times of recession to bring the economy back or close to the full employment level of output. Money Multiplier = 1 / Liquidity Ratio Similarly, if the government wishes to contract the money supply, it does the opposite; the central bank prints and sells bonds to the commercial banks (taking out its reserves) thus the commercial banks have lesser funds to give out as loans in the economy and the overall economy contracts. This contracts the money supply and is used in times of inflation. This concept also has another vital aspect to it, the impact of interest rates as a result of money supply. Money supply is directly linked to the interest rates, as shown below: Increases in money supply (via expansionary monetary policy) decreases interest rates (as shown above, from i1 to i2), this means people would be less willing to save and hence have a greater marginal propensity to consume*. Consumption will likely to go up as people would tend to spend more than they save, owing to low interest rates. Credit card purchases would be encouraged and investments would be made more attractive at lower interest rates. Also, owing to the wealth effect, the people would be willing to spend

Administrative Law Case Study Example | Topics and Well Written Essays - 750 words

Administrative Law - Case Study Example This principle, known as Wednesbury unreasonableness, requires William to establish that the Ministry's decision is William however is seeking to rely on a previous policy and to be treated as an exception to the existing, published policy. The question is whether he has a substantive right to do so, given that decision makers have the right to change their minds and have a duty to make unfettered decisions.4The doctrine of legitimate expectation5 recognizes that occasionally when a public body makes an unfettered decision injustice is done to a citizen. A citizen will have a legitimate expectation where an official statement or other conduct of a public body has led to a reasonable belief that the citizen will be able to claim a benefit or advantage and it would be unfair for the public body to deprive the citizen of that benefit or advantage. Examples include where an official letter stated that an interview would be given before deportation6 and where an official circular stated t hat adoptions from abroad would be allowed in certain circumstances.7 The fact that the compensation scheme came into being by the government exercising its prerogative powers will not preclude the court examining the justicability of the subject matter.8 In Council for Civil Service Unions v. Minister for the Civil Service [1984]9 their Lordships held that the trade unionists had a legitimate expectation that they would be consulted based on regular consultation on conditions of service in the past until they were given reasons for its withdrawal and the opportunity to comment. In R v. North and East Devon Health Authorities Ex p Coughlan [2000] the local health authority reneged on a promise that the claimant would have a home for life. The Court of Appeal held that the statement was clear and unambiguous and that it was reasonable for the claimant to rely on it. On the basis of the reported decisions William will certainly have sufficient interest to apply for judicial review. Whether the court will bind the Ministry to honour its earlier policy on his behalf is a matter for the court's discretion. The court has to weigh the consequences of allowing William's expectations to be filled against the unlawful fettering of the Ministry's discretion and frustration of Parliament's clear intention not to award compensation. He will certainly be entitled to a fair hearing and to be given reasons why he is to be denied the benefit. The court will only insist that the Ministry honour his expectation if there is 'some overriding public interest which justifies a departure'10 Although William is required to state the remedy(ies) sought in his initial application for judicial review, all remedies are discretionary in judicial review, and there is no guarantee that he will be granted any remedy even if he is successful. Technically speaking the court can order any one or more of 6 orders in a judicial review application: a quashing order, a mandatory order, a prohibitive order, an injunction, a declaration and damages. In practice however a legitimate expectation does not give an absolute right to a remedy - only a heightened claim to the benefit or advantage.11 Generally the most

Development of Behavioural Finance Essay Example | Topics and Well Written Essays - 1250 words

Development of Behavioural Finance - Essay Example This was followed by Selden’s ground breaking work on the stock exchange where he attempted to explain people’s financial behaviour in the stock exchanges (Selden, 1912). Further work on behavourial finance continued through the efforts of psychologists such as Leon Festinger who introduced the concept of cognitive dissonance (Festinger et al., 1956). The more modern trends in behavourial finance were placed by Tversky and Kahneman who introduced the availability heuristic that delineated the financial probability of decision making by a person (Tversky & Kahneman, 1973). This idea was followed by another expected utility theory that critiqued the original theory. This new theory delineated a descriptive model of decision making when faced with risks. The emerging model was espoused as the prospect theory (Kahneman & Tverksy, 1979). The prospect theory presented by Kahneman and Tversky has also been suggested as the alternative financial explanation for people making le ss than expected decisions in a risky market situation. The sixties saw the application of cognitive psychology to the processing of information by the brain. This stood in contrast to behavioural models. The newly emerging cognitive models were being compared to each other such as those presented by Ward Edwards, Daniel Kahneman and Amos Tversky. This was augmented by the development of mathematical psychology that began to link up transivity of individual preferences to different kinds of measurement scales (Luce, 2000). These developments were augmented with the introduction of newer concepts such as overconfidence that forces individuals to make irrational choices which lead to poor financial decision making (Kahneman & Diener, 2003). The bounded rationality projections in behavioural finance project that individuals act to maximise satisfaction rather than utility through their financial decision making even though it may lead to a loss (Gigerenzer & Selten, 2002) (Tsang, 2008) . Over the years, various kinds of psychological traits like projection bias, overconfidence, limited attention and the like have been used in behavioural finance models. The domain of inter-temporal choice has also had various applications of behavioural finance which tend to use various kinds of psychological factors to explain basic models of rational choice. Active Portfolio Management versus Passive Portfolio Management Fund managers carry out active portfolio management so that the portfolio investments tend to outperform a particular investment benchmark index. In contrast, fund managers who are not looking to outperform any investment benchmark index try to invest in funds that replicate previous weightings and returns. This technique is labelled as passive portfolio management (Malkiel, 1996). Passive portfolio management is the most preferred investment technique on the equity market but it is gaining wider acceptance in other investment fields. The contention behind passi ve management is to reduce transactional costs as well as investment risks so that the investor’s output increases. In the modern economy it is common for funds to be managed with the original fund owners relying on fund managers to take investment decisions. According to Cuoco and Kaniel (2009), in 2004 the total amount of managed mutual funds exceeded $8 trillion, hedge funds totalled $1 billion and pension funds totalled more than $12 billion in the United States alone. It has also been

Soviet Dissidents Essay Example | Topics and Well Written Essays - 1500 words

Soviet Dissidents - Essay Example During the cold war , the dissidents by their sheer presence were able to bring out the hollowness of Soviet claims that theirs was also a form of democracy and they had the unanimous support of people behind them. Thus historically, the dissidents have played a very important part in how the Western countries have viewed Soviet Union as a country. Because of the oppressive nature in which these dissidents were handled, the democratic faade of Soviet Union crashed and the differences between East and West became hugely apparent. The dissidents managed to reveal the actual manner of political repression in Soviet Union. Those who disagreed with the government's policies were arrested and sent to labor camps. Rather than acting as a deterrent to others, such actions prompted other dissidents to publicize these arrests using western media. When the government tried to arrest more people, more information started coming out from these camps - the stories about labor camps and psychiatric hospitals where prisoners were treated inhumanly and subjected to mental and physical torture. All this information caused a huge uproar against the government both within and outside the Soviet Union. By gathering and circulating information, they were able to draw attention to the plights of Jews and other minorities, non-Russians seeking to emigrate, and many others-whose situation had been little noticed. In 1965, two young writes -- Andrei Sinyavsky and Yuli Daniel were sentenced to long labor camp sentences for publishing their works abroad. The international reaction was immediate and harsh and this seriously damaged the image of the Soviet Union. But government refused to budge and both Sinyavsky and Daniel had to serve their labor camp terms, but the Soviet Union never again imprisoned a writer for his writing. Later other dissident writers such as Alexander Solzhenitsyn were forcibly exiled while Vladimir Voinovich, Vasily Aksyonov, and Georgy Vladimov emigrated under pressure. But by then, these dissidents had been fairly successful in bring out in open the conflict in the Russian society. Their efforts also gained them some relief such as freedom of expression ( to a certain extent), allowing of mass emigration from Soviet Union. Before the 1970s, it was virtually impossible to leave the Soviet Union legally. Finally the decision was made to allow Jews to emigrate under a formula - that they were returning to their "historic homeland". And finally, they influenced the government's treatment of dissenters themselves. Earlier, one of the dissidents -- Yuri Galanskov died while serving his sentence in a Soviet labor camp. But later on, Soviet authorities kept the well-known dissidents alive. They could afford to let them die because of fear of reprisal from western countries. They also star ted reducing and avoiding the arrests of prominent dissidents and allowed them to continue their activities. Of course, they were kept under tight surveillance. Although some section of western media thinks that soviet dissidents were paid more than the due attention, but the fact remains that had these people not made their voices heard, the Soviet Union we see today having more liberal attitude would not have emerged. Let us take a look at some of the dissidents and how they helped in influencing the government attitudes. One of the main dissidents Aleksandr Isayevich Solzhenitsyn was a prominent novelist and

Developmental Psychology and Early Childhood Education Essay Example for Free

Developmental Psychology and Early Childhood Education Essay Introduction The first six years of life are critical years of human life since the rate of development in these years is more rapid than at any other stage of development. Global brain research also informs us about the significance of early years for brain development. Early Childhood Care and Education (ECCE) makes a positive contribution to children’s long term development and learning by facilitating an enabling and stimulating environment in these foundation stages of lifelong learning. Parents as caregivers are critical in providing a stimulating learning environment to the child and the first two and a half to three years need not be in a formal learning environment. The National Curriculum Framework acknowledges the significance of involvement of parents, family and community. The programme at the early childhood stage helps to ensure opportunities for holistic learning and growth. The ECCE programme needs to be determined by children’s developmental and contextual needs, providing for more need based inputs and an enabling environment. Given this need for an individualised approach, it was believed that a common ‘curriculum’ would not be appropriate for all. However, over the years it has been observed that the practical realities are different and most of the ECCE programmes on offer currently do not have developmentally appropriate programmes for the young child. The vacuum created by a lack of curriculum framework has resulted in its being filled with either a minimalist programme or the downward extension of the primary stage curriculum. To ensure optimal development for all children, there is a need to create a planned curriculum framework, encompassing developmentally appropriate knowledge and skills, with flexibility for contextualization. A curriculum framework is also required to ensure that important learning areas are covered, taking care of all the developmental needs of the young child. It also facilitates adoption of a common pedagogical approach to reach for a certain level of quality and address the widespread diversity in the ECCE programmes available for the young children in India. This Curriculum Framework is in line with the Government’s vision of ECCE as spelt out in the National Early Childhood Care Education Policy and is a broad framework of basic guidelines for curricular goals, programme content, classroom practices, parent guidance 4 Early Childhood Education Curriculum Framework 2012  and teacher preparation across different provisions and across all regions. The purpose of this open framework is to promote quality and excellence in early childhood education by providing guidelines for practices that would promote optimum learning and development of all young children and set out the broad arrangement of approaches and experiences rather than detailed defining of the content. A cautious approach is being adopted to not provide a detailed curriculum/syllabus which would be prescriptive and ‘delivered’ to the young children in a ‘straight jacketed manner’. The Curriculum Framework calls attention to the common principles and developmental tasks, at the same time, respecting the diversity in the child rearing practices and contextual ECCE needs. Each programme is expected to develop its own curriculum to meet the needs of its children, their families, the specific setting, the linguistic culture and the local community. However, the programmes should be based on the curriculum principles and guidelines laid down in this framework. This Framework is a dynamic document and would be continually reviewed and evolved in the light of emerging needs. Also, with the adoption of the framework, case studies of emerging best practices will follow and learnings from them would further strengthen the framework. This Framework is firmly focussed on the needs of the child and should lead to improved quality of learning and increased attainment of learning outcomes for children participating in ECCE programmes. The other components for the holistic ECCE programme such as nutrition, health and care are to be ensured by cross reference from related instruments. Objectives of Early Childhood Education The aim of Early Childhood Care and Education is to facilitate optimum development of the child’s full potential and lay the foundation for all round development and lifelong learning. This aim is to be achieved through enabling the child to: ? Develop a positive self-concept. ? Establish a sound foundation for a good physique, adequate muscular coordination and basic motor skills. 5 Early Childhood Education Curriculum Framework 2012 ? Imbibe good health habits and basic life skills/ self-help skills necessary for personal social adjustment. ? Enhance verbal and non- verbal communication skills which would facilitate expression of thoughts and feelings in fluent, correct, clear speech. ? Develop the five senses and cognitive skills and concepts which are foundation for higher order thinking and reasoning. ? Develop emotional maturity by guiding the child to express, understand, accept and control feelings and emotions. ? Imbibe values, social attitudes and manners important in his/her socio cultural context and to become sensitive to rights and privileges of others. ? Develop independence, aesthetic appreciation and creativity by providing child with sufficient opportunities for self-expression and active exploration, investigation and experimentation. ? Make a smooth transition from preschool to primary through development of emergent literacy and school readiness. Principles of Early Learning Learning begins from birth: From infancy children are mentally and physically active. They learn through all their senses and stimulations. Children construct knowledge: They construct their own knowledge or working models while they actively engage in their environment and through repeated interactions with people and materials. This simply means that children touch, taste, shake things etc. to find out what happens and learn about things in their environment. Children’s curiosity and desire to learn: Children are curious and eager to learn. They have an inherent need to make sense of their experiences and learn about the world around them. Children learn through play: Play is central to the child’s well-being and development Children’s spontaneous play provides opportunities for exploration, experimentation, manipulation and problem solving that are essential for constructing knowledge. Play contributes to the development of representational thought. 6 Early Childhood Education Curriculum Framework 2012 Child development and learning are characterized by individual variation: No two children are same. Each child has an individual pattern and timing of growth and development as well as individual styles of learning. Children’s personal, family experiences and cultural backgrounds also vary. Children’s learning reflects a recurring spiral that begins in awareness, and moves to exploration, to inquiry, and finally, to application. Any new learning by children begins with awareness, which is generated from their experiences with objects, events, or people and ends with utilization, where children are able to use what they have learnt for multiple purposes and apply their learning to new situations. At this stage children start exploring the next level of information and the spiral continues. Children need to experience success more than failure to form a positive self-concept: The experiences should be planned in accordance with the maturational level of the children, such that they are challenging yet achievable, so as to promote self-confidence. When children have confidence in themselves, they do better. They are eager to try new and harder things; they gain new skills and become more confident and capable. Children develop holistically and benefit from integrated experiences and education: Learning and development of children takes place in totality. All the domains of development i. e. physical, motor, cognitive, language, socio-personal, emotional and creative and aesthetic appreciation are interrelated and take place simultaneously. Curriculum Content The curriculum must address the following interrelated domains of holistic development through an integrated and play based approach which focuses on development of life skills. ? Physical and Motor Development: Gross motor skills; coordination of fine muscles with dexterity ; eye hand coordination; sense of balance, physical co-ordination, and awareness of space and direction; nutrition, health status and practices. ? Language Development: Listening and comprehension; oral skills/speaking and communicating; vocabulary development; pre- literacy/emergent literacy skills like phonological awareness; print awareness 7 and concepts; letter- sound Early Childhood Education Curriculum Framework 2012 correspondence; recognition of letters; building words and sentences and early writing. Introduction to language of school transaction. ? Cognitive Development: Development of various concepts including pre number and number concepts and operations (knowledge and skills related to comparing, classification, seriation, conservation of space and quantity, one to one correspondence; counting); spatial sense; patterns and estimations in measurement; data handling; skills related to sequential thinking, critical thinking, observing, reasoning and problem solving; and knowledge about concepts and physical, social and biological environment. ? Socio-Personal and Emotional Development: Development of self-concept; selfcontrol; life skills/ self-help skills; habit formation; initiative and curiosity; engagement and persistence; cooperation; compassion; social relationships; group interaction; pro- social behaviour; expressing feelings, accepting others feelings. ? Sensorial Development: Development of the five senses through visual, auditory and kinaesthetic experiences. ? Development of Creative and Aesthetic Appreciation: Exploring different art forms, develop dispositions, expression and appreciation for artistic, dance/ drama and musical activities Physical Motor Development Creative and Aesthetic Appreciation Language Development Socio-Personal Development Cognitive Development Emotional Development 8 Early Childhood Education Curriculum Framework 2012 ECCE is†¦.. †¢ A balanced play based programme of language, cognitive, creative and psychomotor activities A child centered programme catering to individual children’s learning emotional needs through individual, small and large group activities and one to one communication. A school readiness programme which ‘readies’ children for learning to read, write and do arithmetic later. A programme which indirectly promotes self-control and thereby inner discipline in children through interactions. †¢ ECCE is not†¦.. A syllabus bound programme for teaching 3R’s nor ‘a song and a rhyme and go home’ approach. A teacher centred programme that follows formal classroom approach as in school A program for formally ‘teaching’ reading, writing and arithmetic, which is to be done in primary. Not a programme which demands unquestioning obedience or exercise strict classroom discipline †¢ †¢ †¢ †¢ †¢ †¢ (Source: Kaul, V. (2010): Early Childhood Education Programme. National Council for Educational Research and Training) The ECCE programme should ensure ‘holistic development’ of the child and reflect the inseparable nature of care and education by comprehensively addressing the need for care, nutrition, health and well-being of young children and parent counselling along with supporting the development of all domains. The holistic development approach is vital for provision of interconnected and interrelated activities covering all domains of development. Suggestive Developmentally Appropriate/Age appropriate Activities for ECCE For Children Under 3 years ? Focus on health, nutrition and early psycho social stimulation through free play and a lot of adult child interaction. Eg. s. , (infant games, traditional songs syllables, access to variety of play materials, individualized adult attention and interaction, opportunities to explore, early introduction to stories, infant books, drawings etc. ) in safe, spacious and clean environment. 9 Early Childhood Education Curriculum Framework 2012 For Children between 3 to 4 years ? Planned play based programme for all round development with more of free play. Continuous opportunities, more free but some guided, for adult –child, child to child Basic Tenets of Curriculum Development ? Based on needs and capacities of young children ? Recognition of special features of children’s thinking ? Mix of formal and informal interaction ? Familiarity and challenge in everyday rhythm ? Primacy of experience rather than expertise ? Developmentally appropriate practice and flexibility ? Use of local material, arts and knowledge which reflect the diversity and culture of the children. Source: Position Paper, National Focus Group on ECCE, 2005 interaction and interaction with play materials and environment through a variety of individual, small group and large group activities. ? Opportunities to listen to stories, learn rhymes, create, indulge in imaginative play, ask questions, do simple problem solving, experiment to promote active and interactive learning and generally have a ‘feel good’ experience for a positive self-image. For Children between 4 to 6 years Moving towards an increasing ratio of adult guided vs. free play activities, and more of large group activities for 4-5 year old and focused more on specific school readiness for 5-6 year old, with increasing complexity in all of above. ? Reading Readiness: e. g. picture –sound matching, shapes, phonetics; increasing vocabulary; verbal expression, developing bond with and interest in reading through picture books, storytelling, charts etc. 10 Early Childhood Education Curriculum Framework 2012 ? Writing Readiness: e. g. eye hand coordination, interest in writing, left to right directionality. ? Math: developing skills in classification, seriation, pattern making, reasoning, problem solving, forming concepts: pre number and number concepts and space concepts and vocabulary, environment concepts. ? Motor development: fine motor development through activities such as beading, pegboards and puzzles and large muscle development through running, jumping, balancing activities etc. ? Creativity and aesthetic appreciation: Creative drama, cultural activities, field trips etc. The programme should be relevant to individual and societal needs. The age demarcations are indicative and the activities have to be planned according to the developmental level of the children. Principles of Programme Planning ? ? ? The activities should be age and developmentally appropriate. Activities fostering all domains of development should be appropriately planned. The attention span of young children is 15-20 minutes; therefore the duration of activities should be 20 minutes, with additional time allotted for winding up and initiation of the next activity. However, the programme should allow space and flexibility for need based variations. ? There should be a balance between structured and unstructured; active and quiet; outdoor and indoor; self-directed and adult initiated learning opportunities and individual, small group and large group activities. ? ? ? ? The experiences should progress from simple to complex. A wide range of individual and group experiences should be planned which are related to the child’s environment, are enjoyable and challenging for children. Routine fosters a sense of security in children. Therefore some routine should be followed in the daily programme. The ECCE programme should never be rigid. 11 Early Childhood Education Curriculum Framework 2012 ? The duration of the pre-school programmes should be 3 to 4 hours. The programme should provide for some rest period during the day and if it is of longer duration, as a full day programme, then a nap time is to be ensured. ? Learning opportunities should be interconnected, linking learning experiences across developmental domains in a meaningful context, reflecting the real life context of the children. ? The language used should be the mother tongue of the child. Efforts should be made to extend their language sensitively and introduce the school language gradually to facilitate school readiness. ? Curriculum goal and objectives should guide classroom process and assessment of the children. The curriculum should be implemented in a manner that reflects responsiveness to family/ home values, beliefs and experiences. ? The programme should provide opportunities for exploration and experiential learning, promoting active engagement with people and objects in the environment. Outcomes of Early Childhood Education Curriculum Children who ? ? ? Communicate effectively Display emergent literacy skills, mathematical skills and scientific temperament Express emotions in socially acceptable manner, are socially adaptive and cooperative ? Have physical control, strength and healthy habits Pedagogical Approaches The curriculum adopts a play and activity based approach. Children are visualised as active beings who construct their own knowledge and the process of teaching –learning is one of co-construction of knowledge, with adults as facilitators. 12 Early Childhood Education Curriculum Framework 2012 Various approaches are practised for transacting the Early Childhood Education programme. Some commonly adopted approaches are: Montessori Method: This method is characterized by an emphasis on independence, freedom within limits, and respect for a child’s natural psychological development and is transacted through specialised sensorial material. Regio Emillia: Based on the work of Loris Mallaguzi, this is a constructivist approach which focuses on creation of a learning environment that enhances and facilitates children’s construction of their own thinking through the combination of communicative, expressive and cognitive languages as they engage actively with people, material and environment. Progressive Method: This is an eclectic approach which draws from the major child development theories. Recognizing the many paths of learning, latest researches and contemporary work lay the foundation of this framework. Thematic Approach: Integrated themes and projects form the core content of the curriculum. These themes should enable the children to make meaningful connections among the different concepts and develop holistic understanding of the world around them. The curriculum should be flexible and responsive to the needs of the children in the class. It is to be constructed to suit the diverse social, cultural, linguistic contexts in the country, and initiate integrated learning. A programme can adopt any of the above mentioned approaches to transact the curriculum. An integrated daily/ weekly/ monthly programme should be prepared with a well-rounded selection of learning experiences that strengthen all domains of development and are age and developmentally appropriate. The activities for different domains and concepts should be planned purposefully to enable a child to actively engage with and experience the concepts. These will help to consolidate the learning and lay the foundations for future. Caution should be observed to not equate the curriculum to just an exercise of organising activities, rather it should be viewed as a planned and purposeful intervention and adult child and child to child interaction to facilitate the process of knowing, understanding and construction of knowledge by the children. The aim of the curriculum should be to foster 13 Early Childhood Education Curriculum Framework 2012 development through integrated activities rather than mere completion of worksheets or repetitive exercises and activities. To address the needs of the large group of children in one class and multi-age setting, the strategy would be to conduct the activities in large group, small group and individual level. Essential Play and Learning Material In early childhood stage, a child learns through interacting with immediate environment hence environment should be stimulating and should have a variety of materials to arouse and sustain the child’s curiosity, interest and promote his learning. ? Adequate supply of developmentally appropriate play materials to foster all round development should be available at the ECCE centre ? The materials should be safe, clean and in good conditions. Sufficient quantity should be available to work in small groups and it should be easily accessible to the child. ? The materials should promote gross and fine motor development and help the child to discover and explore including constructing and reconstructing. It should promote sensory exploration and social interaction along with creative expressions through arts, painting, etc. Some essential play materials are Indoor Material o Blocks for constructive play o Manipulative toys 14 Early Childhood Education Curriculum Framework 2012 o Material for imaginative play /Dramatic play – dolls, puppets, masks, kitchen sets, mirrors, old spectacle frames, purses, old shoes, weighting scales, clock etc. o Material to develop Language skills – books and picture books, storytelling aid, puppets, story cards, sound board, conversation cards, flash cards, picture dominoes, collection of rhymes and stories, visual discrimination and auditory and visual association materials, slates, chalks, crayons, blackboard, drawing paper, etc. o Material to develop cognitive skills – sound boxes, visual discrimination cards, touch cards, feel bag, food items of varying kind to develop sensory skills, number domino cards, picture jigsaw and self-correcting puzzles for matching, sorting, arranging, classifying, problem solving, memory and sequential thinking to develop cognitive skills and materials in the environment o Musical instruments o Art material for creative expression such as paints, crayons, pencil, paint brushes, cotton, threads, clay, knife, papers, scissors, cloth, gum and fevicol, bead, etc. In addition to locally available material, teachers/caregivers can develop play and learning material for specific activities planned in the programme. Outdoor Materials o Play equipment to build balancing, jumping, climbing, swinging, swaying, cycling, etc. o Materials like large or small balls, old tyres, rings, etc. for throwing, catching, kicking, rolling, etc. 15 Early Childhood Education Curriculum Framework 2012 o Sand and water play arrangement with sand pit, mugs, spoons, cups, bucket, sieves, strainer, etc. Assessment Assessment is an essential and integral component of any ECCE programme to ensure that the programme remains child centric and the experiences and activities are planned according to the level of the child. It gives an insight into children’s interests, achievements and possible difficulties in their learning from which next steps in learning and teaching can be planned and thereby provides a platform to support the planning of a coherent curriculum for progression in learning. In order to ensure that the programme is responsive to the developmental needs of the child, it is essential to maintain their developmental and learning profile. The purpose of assessment is to give useful information about children’s learning and development to the adults providing the programme as also to children and their families. It also helps ensure early identification of developmental delays, special educational needs and particular abilities. Assessment contributes to evaluation, revision, and development of programmes. The areas of assessment ? ? ? The child’s interest and participation Skills and abilities Social interactions The assessment of the children should be formative, continuous and flow from the experiences planned in the curriculum. Formative continuous assessment implies documenting the development of the child, by interpreting the evidence from the day to day experiences of the child with the purpose of recognising and encouraging strengths and addresses learning/developmental gaps. Teachers need to evaluate each childs progress on an ongoing basis, through observations of their behaviour; their artwork and other products. Home-based observations may also be 16 Early Childhood Education Curriculum Framework 2012 conducted. The current level of performance should be rewarded to reinforce small steps of accomplishments towards the long term goals. Portfolio should be maintained for individual child. It should contain anecdotal records, developmental checklists, samples of drawing, writing and other activities, observation notes and parent teacher meeting notes. Role of Caregiver/Teacher The caregivers/ teachers in an ECCE programme are facilitators who engage children in multiple experiences to foster their all-round development. They play the following roles: ? Observe children to identify their needs and capabilities and move with the pace of the child’s development ? Plan appropriate, ? ? ? developmentally holistic and challenging activities Focus not only on planning and conducting activities but also on continuous processes for interaction and relating learning to child’s environment. Create nurturing and positive relationships with children and among children Organise supportive learning environment by taking care of aspects such as the arrangement of the physical environment and equipment; the scheduling of activities and events and groupings ? ? ? Work in partnership with parents Facilitate learning to meet the objectives of the curriculum Help in early identification and intervention for children with special needs 17 Early Childhood Education Curriculum Framework 2012 To accomplish the above the teachers need to enjoy being with young children, be knowledgeable about children’s development and early childhood curriculum and should be skilled at implementing the curriculum. Role of Parent The young child spends most of the time at home and much of the early learning occurs through the child’s day to day interactions with the family. The parents have a major role to play in the child’s development, much beyond merely being around the child and providing food and other basic needs. Parents need to: ? Provide a conducive environment at home for optimal development and learning and spend quality time with the child ? ? ? ? ? Encourage exploration and experimentation at home and optimally utilise the ample opportunities for incidental and lifelong learning arising from the daily activities Play a cooperative role and establish a relationship of trust and mutual respect with the teacher/caregiver at the ECCE centre Share and plan the development of their child along with the teacher/caregiver Participate in the open days and other events for parents and community Not to force formal learning and competition at this early age and respect children’s abilities and personalities. Supportive Essentials The open framework approach to curriculum adopted herein requires certain preconditions as essentials. These are: ? An enabling and stimulating learning environment which has been carefully designed and is child friendly 18 Early Childhood Education Curriculum Framework 2012 ? ? ? ? ? Contextually and culturally appropriate curriculum content Developmentally appropriate learning and play material Activity; rhyme and story bank Children’s Activity Book Trainer’s Manual and Teacher’s Guidebook addressing adult-child interaction, arrangement of the physical environment and equipment, planning of the daily routine etc.to help teachers implement the curriculum effectively ? ? Supportive supervision Professional development opportunity for ECCE caregivers 19 Early Childhood Education Curriculum Framework 2012 Annexure 1 Some Significant Themes to be covered in the Curriculum Myself, my family and community Food, health, hygiene and cleanliness Natural world and environment: plants; animals and birds; fruits and vegetables Physical environment: air, water, universe, seasons Social environment: My country; festivals and celebrations; neighbourhood; means of transport 20. Early Childhood Education Curriculum Framework 2012 Annexure 2 Sample Weekly Plan Theme: Animals Time 9. 00-9. 30 9. 30-10. 00 Monday Circle Time Free Conversation (Animal Names) Tuesday Assembly Guided Conversation (Homes of Animals) Sorting Cards (Animals and their young ones) Block Play Lunch Tearing and pasting on animal drawings Wednesday Circle Time Free Conversation (Food of Animals) Soft and Hard Surface Thursday Assembly Guided Conversation (Animals and their young ones) Shape: Circle Friday Circle Time Guided Conversation (Uses of Animals) Pattern Writing. 10. 00-10. 30 Seriation Activity (Small to large animal) 10. 30-11. 00 11. 00-11. 30 11. 30-12. 00 Animal Race Lunch Free hand drawing of pet animals Swings and slides Lunch Models of animal homes Walking on Zigzag line Lunch Making Clay Animals Sand Pit Lunch Mask Making 12. 00-12. 30 Animal Rhyme (Pet Animals) Music and Movement Activity (How animals move) Rhyme Dramatization (Farm Animals) Animal Story (Wild Animals) Song and Dance (Birds) 12. 30-1. 00 Winding up Departure Winding up Departure Winding up Departure Winding up Departure Winding up Departure. Note: The time allotted for each activity is 15-20 minutes; the time slots of 30 minutes allotted in the plan include setting up, distribution of material and winding up for each activity. 21 Early Childhood Education Curriculum Framework 2012 Annexure 3 Sample Thematic Web Numeracy: Sorting pictures of animals and their young ones Creative Art : Models of Animal Homes Language: Rhymes and stories on Animals Cognitive : Animal names Types: Pet/ Wild/ Aquatic Animal food, sound , home Animals Physical Motor: Animal Race Tearing and Pasting on Animal Drawings. Socio-Emotional : Free Conversation Music Movement : Song and Dramatization 22 Early Childhood Education Curriculum Framework 2012 Important Resources 1. Bhatnagar, R (2005): Little Steps. A Manual for Preschool Teachers. National Council for Educational Research and Training. New Delhi 2. Kaul, V. (2010): Early Childhood Education Programme. National Council for Educational Research and Training. New Delhi 3. Mother and Child Protection Card, Ministry of Women and Child Development, Government of India. 4. Muralidharan, R. , Asthana, S. (1991): Stimulation Activities for Young Children. National Council for Educational Research and Training. New Delhi 5. Position Paper on Early Childhood Care and Education, National Focus Group (2006). National Council for Educational Research and Training. New Delhi 6. Soni, R, Kapoor R, Vashishtha, K. K. (2008): Early Childhood Education. An Introduction. National Council for Educational Research and Training. New Delhi 7. Swaminathan, M. and Daniel, P. (2004): Play Activities for Child Development: A Guide to Preschool Teachers. National Book Trust, New Delhi. 8. WHO Child Growth Standards- Methods and Development, World Health Organisation 23.

Non Destructive Testing In The Aerospace Industry

Non Destructive Testing In The Aerospace Industry Since several years, technology has been improved tremendously and is still in a need for advancement due to the increasing growth of demands. In todays economy structures must remain for operation for such longer period than originally anticipated. The ageing effect on these structures is becoming significant. Non-destructive testing  (NDT) is a wide group of analysis techniques used in science and industry to evaluate the properties of a material, component or system without causing damage  Because NDT does not permanently alter the article being inspected, it is a highly-valuable technique that can save both money and time in product evaluation, troubleshooting, and research. Common NDT methods include  ultrasonic,  magnetic-particle,  liquid-penetrant,  radiographic and  eddy-current testing. NDT is a commonly-used tool in  forensic engineering,  mechanical engineering,  electrical engineering,  civil engineering,  systems engineering,  aeronautical engi neering,  medicine, and  art.(3) The development of Non destructive testing examines the techniques to verify the conditions of these structures and these developments are focused on extending the cost of maintenance of the existing structures. History: It may be said that NDT has been used from ancient times. The audible ring of a Damascus sword blade would show the indication of the strength of the metal in combat. This technique was also used by the early blacksmiths. They used to listen to the ring of different metals being shaped. The same technique was also used by early bell makers. Visual testing had been used for many years for a wide range of applications. Heat sensing was used to monitor thermal changes in materials and sonic tests were performed years ago(1). NDT by far is a visual testings which is the oldest mankind testing, this was used for visual checking knifes. The first use of NDT was done by a English man S.H.Saxby . who used compass for finding cracks in gun pipes in 1868.With a long established history in non-destructive testing (NDT), producing its first UV meter in the late 1960s (as Levy West Laboratories), AST is the market leader with the Levy Hill MkVI meter. NDT is well known as a part of industrial procedures, but it is also of importance in examinations of a more general interest in everyday life. In the aerospace industry, NDT can make the difference between life and death. Aircraft components are inspected before they are assembled into the aircraft and then they are periodically inspected throughout their useful life. Aircraft parts are designed to be as light as possible while still performing their intended function. This generally means that components carry very high loads relative to their material strength and small flaws can cause a component to fail. Since aircraft are cycled (loaded and unloaded) as they fly, land, taxi, and pressurize the cabin, many components are prone to fatigue cracking after some length of time. Even parts that are loaded well below the level that causes them to deform can develop fatigue cracks after being cycled for a long time. Cracking can also occur due to other things like a lightning strike. Aircraft have some protection against lightning strikes but occasionally they occur and can results in cracks forming at the strike location. The historical development of NDT is outlined for each technique. The second oldest method was the Acoustics it has been used by ancient time when man started making the pottery vessels. Table1. Table below shows a list of some of the key events in the chronology of NDT. (1) Year Chronology of Early Key Events in NDT 1800 First thermography observations by Sir William Herschel 1831 First Observation of electromagnetic induction by Michael Faraday 1840 First infrared image produced by Herschels son, John 1868 First reference to magnetic particle testing reported by S.H. Saxby, by observing how magnetized gun barrels affect a compass 1879 Early use of eddy currents to detect differences in conductivity, magnetic permeability, and temperature initiated by E. Hughes 1880-1920 Oil and whiting technique, forerunner of present-day penetrant test used for railroad axles and boilerplates 1895 X-rays discovered by Wilhelm Conrad Roentgen 1898 Radium discovered by Marie and Pierre Curie. 1922 Industrial Radiography for metals developed by Dr. H.H. Lester. 1927-28 Electric current induction/ magnetic field detection system developed by Dr. Elmer Sperry and H.C. Drake for the inspection of railroad track. 1929 Magnetic particle tests/ equipment pioneered by A.V. deforest and F.B. Doane. 1930 Practical uses for gamma radiography using radiumwere demonstrated by Dr. Robert F. Mehl 1935-40 Penetrant techniques developed by Betz, Doane , and deForest 1935-40 Eddy current developments by H. C. Knerr, C. Farrow, Theo Zuschlag, and Dr. F. Foerster 1940-44 Ultrasonic test metod developed in United States by Dr. Floyd Firestone 1942 First Ultrasound flaw detector using pulse-echo introduced by D.O. Sproule 1946 First portable ultrasonic thickness measuring instrument, the Audigage, was introduced by Branson 1950 Acoustic emission introduced as an NDT method by J. Kaiser Mid 1950s First ultrasonic testing immersion B and C scan instruments developed by Donald C. Erdman From the late 1950s to present, NDT has seen many developments, innovation, and growth. The roots of non-destructive testing began to take form prior to the 1920s. In the 1920s there was an awareness of some of some of the magnetic particle tests, the visual test and also X-radiography. Prior to World War II, design engineers were content to rely on unusually high safety factors which were usually built or engineered into many products. In addition, there were a significant number of catastrophic failures and other accidents relating to product inadequacies that bought the concern for system and component quality to the forefront. (1) Background History of Individual Testings: Magnetic Particle Test: Saxby used a magnetic compass to locate the defects and in homogeneities in gun barrels in 1868. Herring in 1879 obtained a patent in United States for the defection of defects in railway lines using a compass needle. Deliberate studies were carried out by A.V. de Forest in 1928 and 1929 of the use of magnetic particles for non-destructive testing of ferromagnetic materials. In 1936, Unger and Hilpert described in a patent in Germany at where the inspection of aircraft engine parts, engines for fatigue cracks are developed rapidly and the magnetic particle testing was made mandatory. The real breakthrough for magnetic particle testing came, in 1960s these methods was further greatly developed by C.Betz. Radiography: Wilhelm.Conrad. Roentgen discovered X rays in 8 November 1895 when it was observed by him that fluorescent glow of crystals on a table near the cathode ray tube. Later the penetrating radiations were characterized systematically which are emitted by cathode ray tubes. These represent the very first radiographs taken in 1896. He conducted a test on his own hunting rifle. Radiograph of the rifle showed some defects in the material and was the start of industrial radiography. Penetrant Test: It is a simple and effective method of examining surface areas for defects, cracks and discontinuities. Rubbing of carbon black on glazed pottery is one of the early surface inspections. Later on in 1940 magnetic particle method was introduced which is more sensitive. Many of the earlier developments were carried out by Magnaflux, IL USA. In 1942 it introduced Zyglo system where the fluorescent dyes were added to the liquid penetrant. The methods were formerly called The oil and whiting method and were used by the huge locomotives in the beginning of the 20th century.(13) Ultrasonic testing: Richardson proposed Echo ranging detection of objects at sea in 1912. Later, Lavengin developed a source of ultrasonic waves by using the piezoelectric effect with quartz crystals between steel plates. Future on experiments was carried out by Boyle and by Wood by using quartz piezoelectric transducers. The most simple and quick method came up in 1940 by Firestone. The method avoided many of the problems which were associated with standing wave formation. Then in 1942 Firestone was the first to use his own method for the sonar. The two German brothers H and J. Krautkramer did a lot of research of method and contributed for the development of method. Since their time method has gone through several phases of development. Eddy Current Test: Jean-Bernard Leon Foucault is generally credited with the first clear demonstration of eddy currents, by showing that electrical currents are set up in a copper disk moving in a non uniform magnetic field. Hughes is considered to have been the pioneer in using Eddy currents to inspect the metals. Eddy currents are also known as Induced currents which can only exist in conducting materials.(13) The use of NDT methods took place during the Second World War started from the testings of submarines and airplanes. During these years the use of NDT is seen in the inspection of nuclear power plant components, pressure vessels and car parts. Aim: To investigate the use of various NDT methods in industry. Objectives: To Conduct research on NDT and its applications To identify key components of an aircraft, where likely hood of crack is high. To test the components with appropriate NDT methods. To perform penetrant test to identify the cracks in a gear. Initial Plan As the project initiates with the major task of carrying out the background reading and researching, great amount of time has to be required to collect information about project. A great deal of time has been spent on background reading. Project requires thorough knowledge on NDT in aerospace and its classification. A detailed background reading has been done to understand the concept of NDT. Background reading has also been done on different types of NDT testings and its classifications. A detailed study has been done on the history of NDT. Background Reading: Non Destructive Testing (NDT) Non-destructive testing is the process by which materials, components or assemblies can be inspected without affecting their ultimate serviceability. It offers some important advantages over destructive testing processes such as mechanical testing. A destructive test must necessarily be on a sample basis. This is acceptable in many cases: to check that a batch of material is within specification, for example, or as a sample check on a large number of identical components. But a sample destructive test may not be feasible for a small number of high value components and in critical cases a 100% inspection may be required. Because of this, one key role of NDT is in assuring the quality of many manufacturing processes. NDT can also be used to test components which have been subjected to service conditions. A welded structure can be inspected to detect fatigue cracking. NDT results can further be used to aid decisions on the need for and timing of repairs. Suitable techniques, correctly applied, can be used to measure the depth of a fatigue crack. This, coupled with knowledge of the system stresses, the toughness of the material and the fatigue crack growth rate, can be used to determine if a cracked component can be left in service until the next planned overhaul period. These twin roles of NDT ensure that the technology will continue to play a fundamental role in materials testing.  Aircrafts are designed to withstand a certain amount of damage from cracking and corrosion without cause for concern, and NDT inspectors are trained to find the damage before it becomes a major problem.  The rigorous process used to design aircraft either allows for a certain amount of damage to occur before a part fails, or in many cases, a part can fail completely and performance of the aircraft will not be affected. The job of the NDT inspector is to find the damage while it is within acceptable limits.(5) Role of NDT Non destructive testing can be taken place at any transportation industry. The main aim is to consider the over view of all the terms of NDT and its applications and also to consider research on the optical methods. This is considered to be one of the important terms in the project. Another term is to do research on the optical methods which are implemented on the aircraft parts. (12) Types of methods: The number of NDT methods that can be used to inspect components and make whether the measurements are large and continues to grow. Researchers continue to find new ways of applying physics and other scientific disciplines to develop better NDT methods. However, there are six NDT methods that are used most often. These methods are visual inspection, penetrant testing, magnetic particle testing, electromagnetic or eddy current testing, radiography, and ultrasonic testing. These methods and a few others are briefly described below. (12) Visual and Optical Testing (VT)   Visual inspection involves using an inspectors eyes to look for defects. The inspector may also use special tools such as magnifying glasses, mirrors, or bore scopes to gain access and more closely inspect the subject area. Visual examiners follow procedures that range from simple to very complex. The principle behind Visual testing is the use of reflected or transmitted light from test object that is imagined with the human eye or other light-sensing device. VT finds its application in many industries ranging from raw materials to finished products and in-service inspection. VT can be inexpensive and simple with minimal training required. It has broad scope of uses and benefits. However VT can only evaluate surface conditions. Also effective source of illumination is required. (1) Penetrant Testing (PT) Test objects are coated with visible or fluorescent dye solution. Excess dye is then removed from the surface, and a developer is applied. The developer acts as blotter, drawing trapped penetrant out of imperfections open to the surface. With visible dyes, vivid colour contrasts between the penetrant and developer make bleed out easy to see. With fluorescent dyes, ultraviolet light is used to make the bleed out fluoresce brightly, thus allowing imperfections to be readily seen. (6) Figure1: Figure illustrating a simple Penetrant testing (8) The principle behind PT is that a liquid containing visible or fluorescent dye is applied to the surface and the fluid enters the discontinuities by capillary action. PT finds its application in virtually any solid non-absorbent material having uncoated surfaces that are not contaminated. PT is relatively easy and materials are inexpensive. It is extremely sensitive and very versatile. Also minimal training is required. Discontinuities can only be found on the surface. The surface condition must be relatively smooth and free of contaminants. (1) Magnetic Particle Testing (MT)HYPERLINK http://www.ndt-ed.org/EducationResources/CommunityCollege/MagParticle/cc_mpi_index.htm   This NDE method is accomplished by inducing a magnetic field in a ferromagnetic material and then dusting the surface with iron particles (either dry or suspended in liquid). Surface and near-surface imperfections distort the magnetic field and concentrate iron particles near imperfections, previewing a visual indication of the flaw. (6) Figure2. Figure illustrating the basic concept of Magnetic Particle Testing (9) The principle behind MT is that the test particle is magnetized and fine ferromagnetic particles are applied to the surface, hence aligning at discontinuity. MT finds its application in all ferromagnetic materials, for surface and subsurface discontinuities. It can be used in large and small parts. MT is relatively easy to use. Equipment and material is usually inexpensive. MT is highly sensitive and fast compared to PT. However in MT only surface and a few subsurface discontinuities can be detected. The test can be only done on ferromagnetic materials. (1) Electromagnetic Testing (ET) or Eddy Current Testing Electrical currents are generated in a conductive material by an induced alternating magnetic field. The electrical currents are called eddy currents because they flow in circles at and just below the surface of the material. Interruptions in the flow of eddy currents, caused by imperfections, dimensional changes, or changes in the materials conductive and permeability properties, can be detected with the proper equipment. Figure3: Figure illustrating Eddy Current Testing (10) The principle behind ET is that localised electric fields are induced into a conductive test specimen by electromagnetic induction. ET finds its application in virtually all conductive materials. All conductive materials can be examined for flaws, metallurgical conditions, thinning and conductivity. ET is quick, versatile, and sensitive. It can be no contacting. Also it can be easily adaptable to automation. However variables must be understood and controlled. (1) Radiography (RT)HYPERLINK http://www.ndt-ed.org/EducationResources/CommunityCollege/Radiography/cc_rad_index.htm   Radiography involves the use of penetrating gamma or X-radiation to examine parts and products for imperfections. An X-ray generator or radioactive isotope is used as a source of radiation. Radiation is directed through a part and onto film or other imaging media. The resulting shadowgraph shows the dimensional features of the part. Possible imperfections are indicated as density changes on the film. Figure4: Figure illustrating the basic principle of Radiographic Testing (11) The principle behind RT is that a radiographic film is exposed when radiation passes through the test object. RT finds its application in most material, shapes and structures. RT is the most widely used and accepted volumetric examination. RT can used only on limited thickness based on material density. Also there is a possible threat of radiation hazard.(1) Ultrasonic Testing (UT)HYPERLINK http://www.ndt-ed.org/EducationResources/CommunityCollege/Ultrasonics/cc_ut_index.htm   It uses transmission of high-frequency sound waves into a material to detect imperfections or to locate changes in material properties. The most commonly used ultrasonic testing technique is pulse echo, wherein sound is introduced into a test object and reflections (echoes) are returned to a receiver from internal imperfections or from the parts geometrical surfaces. Figure5: Figure illustrating the basic concept of Ultrasonic Testing (11) The principle behind UT is that high frequency sound pulses from a transducer propagate through the test material, reflecting at interfaces. Most materials can be examined if sound transmission and surface finish are good and shape is not complex. UT provides precise, high-sensitivity results quickly. Thickness information, depth, and type of flaw can be obtained from one side of the component. (1) Work to date As suggested by the project plan, the entire duration of the project is distributed variably as required by different tasks commencing from the basic research and reading. According to the project plan the research was done on few NDT techniques and some of the techniques are still under research, along with types of methods and its techniques. Necessary Future Work A more detailed and precise study of non destructive testings in aero industry is to be done. Project requires identifying various testings in Aerospace industry. A detailed study should be done on techniques and testings of NDT in Aerospace industry. A precise study of industrial applications and research should be done on optical methods. Key components of an aircraft should be identified and finally components may be tested by appropriate NDT methods. The main project work to be done is perform a Dye Penetrant Testing to identify cracks on gear. Dye penetrant inspection  (DPI), also called  liquid penetrant inspection  (LPI) or  penetrant testing(PT), is a widely applied and low-cost inspection method used to locate surface-breaking defects in all non-porous materials (metals, plastics, or ceramics). The penetrant may be applied to all non-ferrous materials. The main steps in Liquid Penetrant Inspection which are intended to be performed on the gear may be: Pre-cleaning: The test surface is to be cleaned to remove any dirt, paint, oil, grease or any loose scale that could keep the penetrant out of a defect. Application of Penetrant: The penetrant is to be then applied to the surface of the item which is to be tested.   Excess Penetrant Removal: The excess penetrant is to be then removed from the surface. Application of Developer: After excess penetrant has been removed a white developer is to be applied. Inspection: The inspection is to be done using visible light with adequate intensity for visible dye penetrant. Post Cleaning: The test surface is then to be cleaned after inspection and recording of defects. Summary It is clear that NDT has advantage from other inspection techniques as it does not make any changes to the article. It is a highly-valuable technique that can save both money and time in product evaluation, troubleshooting, and research. NDT is very useful in order to detect cracks in materials of magnitude in micrometers. (2) Its aerospace application includes detection of cracks caused due to corrosion, fatigue and their synergistic interactions. Crank shafts, frames, flywheels, crane hooks, shaft, steam turbine blades and fasteners are some of the components which are more vulnerable to fatigue so regular inspection is necessary via NDT method. Typical components which are inspected using NDT method by manufacture in order to maintain quality are turbine rotor disc and blades, aircraft wheels, castings, forged components and welded assemblies. One of the NDT methods is Eddy current technique which can be used to check tube, bar and wire and also this method is automatic and highly sophisticated.(3) It can be said that NDT method has to be carried out in order for the aircraft to operate safely during service time and avoid any accidental damage due to fatigue and corrosion.(2) In this report, a detailed explanation of NDT testings and techniques are explained. The uses of NDT in different industrial applications are explained and a precise study on optical methods is done. According to the project plan, next task would be to conduct research on NDT applications. List of Tables Table1: Table showing a list of some of the key events in the chronology of NDT List of figures Figure1: Figure illustrating a simple Penetrant testing Figure2. Figure illustrating the basic concept of Magnetic Particle Testing Figure3: Figure illustrating Eddy Current Testing Figure4: Figure illustrating the basic principle of Radiographic Testing Figure5: Figure illustrating the basic concept of Ultrasonic Testing

This Really Sucks :: essays research papers

C.G.Jung's comment, "The unconscious mind of man sees correctly even when the conscious reason is blind and impotent", is indicative to Margaret Atwood's book The Edible Woman. We see how the unconscious affects a woman mind unknowingly. The mind and body have an inter connection. They work with each other even though the conscious mind may not know it. Atwood's main character, Marian McAlpin, was ordinary. After she graduated college she started her simplistic job. Her relationships with people, friends, and her boyfriend, were purely surface. She began feeling crippled by the mundaneness of her already mapped out life. She feared the thought of being the annoying old lady in the basement. She feared living a married life with children, miserable like Carla. She feared the very thought of the "pension plan" for it symbolized the future. A future she hadn't began to question until she met Duncan. We see a shift of characteristics between Duncan and Marian. Her job is to chew up words to make it easier for people to read and understand and then test these people with her revisions. Duncan, however, treats the test as a psychological evaluation ex amplifying that one should think and question what is simplistic. This is what Marian begins to do. She needed to escape the thoughts that resided in her unconscious mind. She feared being pinned down. We get images of this through out the book. Her thoughts of cannibalism represents her fear of consumption. Destruction. Peter erupts these feelings inside her. His proposal of marriage charged her with such irrational fear that her physical self started to react to her unconscious self. Her inability of eating animals was a major symbol of her not wanted to pin down life. This transgressed to not being able to eat vegetables, because they too seemed life like to her. One can argue that she was only able to eat pasta and beans because they are starchy and stiff. They fill her but do not pose as a threat to her for they aren't needed to live and aren't life like. She begins to act neurotic, like Duncan. We get a glimpse of his unconscious mind with his obsession of ironing things. His unconscious mind needs to straighten out and un-wrinkle. He controls this. He feels comfort in p ressing out the most wrinkled items. Another interesting character in the book is Marian's roommate Ainsley.

Thucydides Essay -- Ancient History, Greek

In the year 426, the tensions between the oligarchs (the rich minority) and the democrats (poor majority) rose so high, that it developed into a civil war. It had begun with the democrats tricking the oligarchs in to believing that Thucydides recounts the events that took place during the civil war in Corcyra. He claims that the civil war was just the first of many within Greece. Once word spread to the rest of the country with what happened in Corcyra, many civil wars broke out between many political groups (3.82) The varying political ideas among the two main parties created even more of a division than there already was, setting the two groups into a major civil war. Thucydides explains it best in saying â€Å"civil war brought many hardships to the cities [...] and will happen always as long as human nature is the same.† (3.82) It just takes one disagreement between the oligarchs and democrats to set everything in motion. One of the major issues however, was during the civil war, the Corcyreans had nearly lost all of their human compassion and values. Throughout this paper, three of the major values that were lost during the civil war will be addressed, along with Thucydides’ reasoning as to why they were lost. One of the first values that were re-evaluated according to Thucydides was that there was a tendency to change the meanings of things to justify their actions: to give more credence to what they were doing. Thucydides mentions how â€Å"ill-considered boldness was counted as loyal manliness; prudent hesitation was held to be cowardice in disguise, and moderation merely the cloak of an unmanly nature.† (3.82) Furthermore, â€Å"a mind that could grasp the good of the whole was considered wholly lazy.† (3.82) Thucydides is s... ....84), you’re faced with a very real possibility of civil war. As we have seen, Thucydides attributes a large amount of the civil war to ones predisposed thirst for blood and savagery. Having examined three different values that were lost among the Corcyreans during the civil war, as well as Thucydides beliefs to why it happened, will provide a better understanding of human nature during ancient Greece. The civil war in Corcyra between the oligarchs and the democrats was one of the first in Greece, but it most certainly was not he last. Once word had spread throughout Greece about the events in Corcyra, many of the Greek cities had engaged in a war similar to that of the Corcyreans. In civil war, as is in any war, it promotes our most primal and aggressive desires and allows them to surface and in a time of peace, any and all aggression, is easily lost.

The Samurai: Warrior and Ruler of Ancient Japan Essay -- essays resear

The Samurai: Warrior and Ruler of Ancient Japan Few countries have a warrior tradition as long and exciting as Japan. It is a tradition found in the Samurai, the loyal and self-sacrificing knight of ancient Japan. The Samurai is a valiant warrior who can both appreciate the beauty of nature in that of a rose blossom but will also kill or die for his master in an instant. This well-rounded warrior was the ruling class of Japan for almost seven hundred years. He fought for control of his country and to keep Japan free from outside influences. (Turnbull 1) This aristocratic warrior class arose during the 12th century wars between the Taira and Minamoto clans and was consolidated in the Tokugawa period. Samurai were privileged to wear two swords, and at one time had the right to cut down any commoner who offended them. They cultivated the martial virtues, indifference to pain or death, and unfailing loyalty to their overlords. Samurai were the dominant group in Japan. Under the Tokugawa shogunate, the samurai were removed from direct control of the villages, moved into the domain castle towns, and given government stipends. They were encouraged to take up bureaucratic posts. The Hagakure, has been dubbed the book of the samurai. It was written after a century of peace around 1716. It came to be the guide of samurai ethics until the end of the feudal period. Its short passages reflect and outline the qualities that make a samurai. Yamamoto Tsunetomo expresses in the hagakure the framework and mindset of being a samurai. â€Å"Although it stands to reason that a samurai should be mindful of the Way of the samurai, it would seem that we are all negligent. Consequently, if someone were to ask, ‘what is the true meaning of the Way of the Samurai?’ the person who should be able to answer promptly is rare. This is because it has not been established in one’s mind beforehand. From this, one’s unmindfulness of the Way can be known. Negligence is an extreme thing.† (Wilson, 17) â€Å"The Way of the Samurai is found in death. When it comes to either/or, there is only the quick choice of death. It is not particularly difficult. Be determined and advance. To say that dying without reaching one’s aim is to die a dog’s death is the frivolous way of sophisticates. When pressed with the choice of life or death, it is not necessary to gain one’s aim. We all want to live. And in large p... ...scious choice and so fostered individual initiative while yet reasserting the obligations of loyalty and filial piety. Obedience to authority was stressed, but duty came first even if it entailed violation of statue law. In such an instance, the true samurai would prove his sincerity and expiate his crime against the government by subsequently taking his own life. By mid-19th century, Bushido standards had become the general ideal, and the legal abolition of the samurai class in 1871 made Bushido even more the property of the entire nation. In the public education system, with the emperor replacing the feudal lord as the object of loyalty and sacrifice, Bushido became the foundation of ethical training. As such, it contributed both to the arise of Japanese nationalism and to the strengthening of wartime civilian morale up to 1945. The term â€Å"Samurai† means those who serve. These mystical knights served many functions in Japanese society. During time of war, they were the masters of the battlefield. In peace they were the administrators and the aristocrats. As statesmen, soldiers, and businessmen, former samurai took the lead in building modern Japan.   Ã‚  Ã‚  Ã‚  Ã‚  

A Review of the Research Study

The study is a mixed theoretical-empirical study regarding bystander intervention. It is theoretical in the sense that it applies known concepts of the bystander effect and helping mechanisms.It is however dominantly empirical since it bases its findings and method on observations of actual circumstances. It attempts to reproduce actual situations through a controlled experimental environment wherein limited variables are introduced and measured by the researchers.The experiment presumes to manifest high external validity in the sense that the situation presented could likely occur in actual real-life scenarios. Even the theory behind the research has been observed to happen in actual crimes or situations. In fact, this same research resulted from a crime effected in New York wherein witnesses failed to give aid to the victim.Thus, if variables were adequately isolated and conclusions logically inferred, the results of such experiment would be highly valid externally. The problem her ein lies in the low levels of construct validity. Albeit the generalizability of the theories in question, it is questionable whether the appropriate instruments of measurement were in place.The results of the experiment discussed the effect of group number, sex, and educational background on bystander intervention. However only one of these factors was adequately represented, that of group number. Bystander intervention was in practice representative only of the presence of unobservable or unperceived bystanders, as differentiated in the study’s literature.The effect of bystander presence with regard to perceived and observable bystanders could not have been measured by the researchers as all the bystanders they had planted in the experiment with the participant were unobservable, as they were supposedly in different rooms.The factor sex was discussed whenever the participant’s sex was different from that of the perceived group member or members, particularly the diff erence when there was a potential male volunteer in the group. However, the research design shows a large inequality in the number of male and female participants. Further, the research shown to back up the discussion had not been previously discussed to ground the relevance of the effect of sex in helping as to that of the actual study.In other words, there was no previous discussion as to the intent of the researchers to measure such factor, giving the impression that the discussion was inserted only after the results of the experiment had come in – an unreliable and bias-prone practice in research. Further, the factor regarding the medical background of a potential volunteer and other group member was likewise not discussed until the results portion of the paper.The failure to distribute this factor to the three observed group sizes may also have presented disparity in the data gathered. There was also a lengthy discussion in the results regarding the avoidant-avoidant nat ure of the conflict that emerged in participants who did not intervene in the emergency presented. This is highly speculative in nature and is largely unsupported by self-reports presented in the research paper. In fact, there wasn’t even any previous research presented to ground the arguments made.There seems to be high internal validity as the research adequately described the means of measuring intervention and gave data and computations regarding the measurements obtained. There was also adequate presentation of the commutations of the participation of the respondents.Further, there was also a note regarding participants who had been dropped and for what reason this had been done.   Despite what would have been expected given the high external validity of the concept being studied, the results of this experiment show low external validity. The situation presented shows a bystander who has previous knowledge regarding the situation of the victim of the emergency.The byst ander thus has knowledge of the nature of the emergency and the cause of the same. Furthermore, the previous rounds of discussion that the participants had engaged in regarding their college experiences establishes a semblance of relationship between them. The mere fact that they are in the same research environment for a psychological experiment already creates a level of relation between the participant and the victim.This may not be and often is not the case with actual situations wherein the bystander effect is observed. In many of these situations the participant is not related to the victim and there is no knowledge regarding the situation unfolding – except for certain circumstances where the extremist nature of the emergency could not be mistaken for any other situation. Overall, the research proves to be high in internal validity, low in construct validity, and low in external validity.Based on existing literature regarding this topic, the research presented informat ion consistent with findings of other researchers. An increase in group size has been found to have a minimizing effect on bystander intervention.The findings, such as in the murder case presented as the ratio for the research in question, display this finding in practice. It   should be bourne in mind however that in spite of the correct conclusion of the research hypothesis, the other results should not be taken at face value, nor should the procedure employed by the researchers by reproduced without thorough analysis of the accurate representation of variables.ReferenceDarley, J. M., & Latane, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8 (4), 377-383.