Public Education and Standard Testing - 882 Words

For students to be able to do well on standardized test they rely on their teachers. Several teachers interviewed said they spent hours of extra planning time and hundreds of dollars to create more interesting lessons. They said they must be supremely organized and strict enforcers of classroom rules. (Watanabe). Some teachers are pressured to the point that they make education all about the test and up to the test. The pressure to improve students test performance in California and across the country often meets with disdain from teachers who say they are compelled to throw out creativity and â€Å"teach to the test.† (Watanabe). If somehow the test were based on what students learn, then students could score better. Educators are unanimous†¦show more content†¦(Moore). Since standardized test can’t provide a clear picture for a student, these test shouldn’t really make the decisions of a student’s educational future. If retention helps at all, i t does so only when students are supported by innovative learning strategies. Decisions to deny promotion should not be based on a single test. (Nina and Sol Hurwitz). Standardized test also can effects students emotionally. Although standardized tests are somewhat limited in measuring skill development, they also are ineffective in ascertaining student attitudes and behavior changes (Travis 1996). (Frederick M. Hess). The U.S.’s present goal is to raise standards, they look forward to standardized test to complete this goal. High-Stake tests can be a powerful tool for raising standards for at-risk students, but only if resources are reallocated to schools that serve them and the testing program must be held accountable for ensuring that the tests are reliable, fair, and free of cultural bias. (Nina and Sol Hurwitz). In order for the standardized test to actually become beneficial to public education students have to excel at these test and these test have to be well designe d for the students, keep it from being bias towards anything. Students and the test result that are received by them are what keep standardized testShow MoreRelatedThe Limitations Of Standardized Testing Essay705 Words   |  3 Pageslimitations of â€Å"standardized testing† as a rigid and narrow criterion for gauging the educational capabilities of students in public education. The criterion for standardized testing relies on narrow areas of knowledge that define a hierarchical imposition of â€Å"intelligence† testing that forces the student to perform ion a constrained academic environment. This type of testing has become a mechanized tool to reject the individual needs of the student in a linear testing methodology. The importanceRead MoreEssay on Standardized Testing a Failure in Education1335 Words   |  6 PagesStandardized testing scores proficiencies in most generally accepted curricular areas. The margin of error is too great to call this method effective . â€Å"High test scores are generally related to things other than the actual quality of education students are receiving† (Kohn 7). â€Å"Only recently have test scores been published in the news-paper and used as the primary criteria for judging children, teachers, and schools.†(2) Standardized testing is a great travesty imposed upon the American Public School systemRead MoreStandardized Testing And The National Ranking Chart962 Words   |  4 Pagesdescending on the national ranking chart. According to Rankingamerica.com, countries like South Korea and Japan are leading the charts in education while the U.S is rank number fourteen. There are many attributes that play a part of this destruction, but the overuse of the unforgiving arrangement of standardized testing has a strong presence. Though, standardized testing has been around since the 1800’s but the tests that are implemented today are no match for educators or students. Following the signingRead More An Examination of Standardized Testing Essay1592 Words   |  7 Pagesreally improve the quality of public education? For years they have been used to judge schools academic performance and assess the needs of students. No longer can illiterates be graduated from high school. No longer can teachers pass a student from one grade to another without having taught that student anything (Spellings). While these advances are beneficial, standardized exams often hurt already disadvantaged schools, promote states to lower their standards of education, and cause schools to focusRead MoreIntroduction. A Resounding â€Å"Thank You† Is Directed Toward1514 Words   |  7 Pagesin 2002, which consists of the Common Core State Standards (CCSS) Initiative. CCSS is set of quality academic standards in math and English for grade levels K-12 that outlines what a student should have learned at the successful completion of each grade. Ultimately, the CCSS levels th e learning field for students across America, regardless of social class, race, or disability by requiring all students to meet the same standards of quality education. Statement of the Problem The popularity of theRead MorePresident George Bush s No Child Left Behind Act Of 20071263 Words   |  6 PagesPolitics have made up a large part of public education in the United States of America since Anglo-Saxons came over from Europe. The effects that politics and governmental policies have had on public education have been evident throughout the history of the United States and are still apparent today. Beginning with assimilation and acculturation in the 17th century and continuing on to programs such as President George Bush’s No Child Left Behind Act of 2001 and the Mississippi Healthy Students ActRead MoreThe No Child Left Behind Act875 Words   |  4 Pagesin lower-income families achieve the same standard of education as children in higher income families. This was done by the federal government providing extra finances for Title I schools in exchange for a rise in academic progress. According to Fair Test, if a state wanted to receive funding through the NCLB, the state had to set a proficiency level through standardized testing in grades 3-8 and once in high school, and report those scores to the public (Fair Test). The NCLB act had a goal of reachingRead MoreStandard Based Learning And Its Impact On Education1371 Words   |  6 PagesStandard based learning has led to the demise of public education for years. Standard based learning is an educational system that measures students’ achievement and mastery of skills by their performance on assessments. Institutions that implement standard based learning use learning standards that explicitly describe what students should theoretically know and what lessons that educators should teach. The learning standards were created to define the adeptness of the students, ensure the retentionRead MoreStandardized Testing And The School Entrance Examination Board- Or Sat Began1424 Words   |  6 PagesStandardized testing had only been added to America’s public education curriculum w hen â€Å"the common school movement began in earnest in the 1830s in New England as reformers†¦ began to argue successfully for a greater government role in the schooling of all children† (â€Å"Common School†). â€Å"By 1845 in the United States, public education advocate Horace Mann was calling for standardized essay testing† (Mathews), because he believed that â€Å"political stability and social harmony depended on universal education† (â€Å"CommonRead MoreThe No Child Left Behind Act1145 Words   |  5 Pagesenforced by the United States government to improve primary and secondary education. NCLB required schools provides highly qualified teachers for students. NCLB also required the states administered set a proficiency standard, so-called Adequate Yearly Progress (AYP), which gradually increase the percentage of student that must meet the proficiency standard. The stats administrator also setup a standardize test for all the public schools students. The standardize tests measure students’ proficiency in

Latin America And The Caribbean - 2587 Words

Venezuela is located between Latin America the Caribbean. North of South America, bordering the Caribbean Sea and the North Atlantic Ocean, between Colombia and Guyana. The north of the country is bordered by the Caribbean, the east by Guyana and the Atlantic Ocean, the south by Brazil, and to the west and southwest by Colombia. Venezuela has four distinguished regions: the Venezuelan Highlands in the west, the Maracaibo Lowlands in the northwest, the vast central plain of Los Llanos around the Orinoco River, and the Guyana region in the extreme south, which includes part of the Amazon rainforest and the Guyana highlands. Venezuela’s population as of 2014 estimates is 28,868,486; 0-14 years: 28.2% (male 4,143,840/female 3,985,489), 15-24†¦show more content†¦Venezuela’s progress is only behind Cuba, Hong Kong in index, based on education, health, and life expectancy. According to the United Nations Economic Commission for Latin America, Venezuela’s pove rty rate was 48.6 percent in 2002 and it diminish to 29.5 percent in 2011. The country got a 7.5 life satisfaction rate out of ten, making it higher than the global average which is 5.5 (est. 2012). Out all the countries in the Caribbean and Latin America, Venezuela has the lowest income inequality rate and the smallest gap between the rich and poor. However Venezuela’s crime and inflation have risen since 1999. The oil output has dropped by thirteen percent and the food and power shortage have risen. Murders touched a record high of 58 per day during the first months of 2013. Venezuela topped the list of most dangerous country in Latin America, and is in the top four for most vicious countries in the world. The government even refused to release their own homicide stats for the year, but the NGO (Venezuela Observatory on Violence) estimated that 24k people were murdered only in 2013. The homicide rate rose 14% from 2012-2013. Venezuela is a country where the vast majority of the population has a gun, there is roughly a gun for every two people in a country with 29 million people. The expansion of opportunities when it comes to education has been one of the most important

Marketing Entry Strategy of Emirate Airline Company Free-Samples

Questions: 1.Analyze the Market entry into the new International Market.2.Analyze the market entry modes and one recommended Mode of entry.3.What are the Application of Effective Marketing mix Strategies for successful outcomes.4.What are the Implementation Strategies in the new Marketplace addressed. Answers: Introduction Emirates is a multinational corporation headquartered in Dubai, United Arab Emirates. Emirates operate in more than 154 cities in 81 countries across six continents throughout the world. Emirates operation dates back to 1985 when it was conceived to assist linking Dubai's royal family, with Pakistan International Airlines. Emirates is a subsidiary of the Emirates Group that is under the United Arab Emirates investment. Emirates Airline seeks to extend its product markets to some other countries that it has not reached such as Republic of Panama within the Latin American market (Emirates 2010, pp 2837). Emirates plans to create a hub in Panama specifically in Panama City since the country easily connect different cities across Latin America and Asia. Emirates airline has been working to enter the Latin American market with more focus on Panama. Panama being the linking node that link central and South America the Panama City is strategically placed to attract more travelers using airline (Cullen, Praveen John 2011, pp. 234). Panama centrally connects most cities in the Latin America region and entry of emirates into this market means strategic changes of market. Panama has beautiful mountain scene that attract tourist throughout the year indicating that is it a good country for trade and destination. The rich wildlife in Panama make it ultimate destination for tourist from Europe and Asia. Climatic conditions in Panama are also tropical with little variation that is fit for aviation industry. The political, economic and security environment within Panama is highly influence by the United States government thus its ideal for business. The main objective of this report is to provide international marketing strategy for Emirates Airline in Panama Republic. 1.Situational analysis of market entry into Panama market Situation analysis consists of collection of methods that analyses Emirates Airline internal and external environment that make Emirates Airline capable of performing in Panama. There are different theories that provide the situation analysis of company that intends to enter a new market. Some of the analyses are SWOT analysis, Porters five forces and 5Cs analysis. To understand the business environment that exists in the Latin America market specifically in Panama, it is important use 5Cs analysis. The 5Cs comprise of company, competitors, customers, collaborators and climate (Steenburgh Avery 2010, pp 76). Emirates company Emirates is a multinational company that is grounded in the goal of reaching to by excelling in what the company does. On the other hand the overall objective of emirates is to give customer safe, secure and luxurious fly experience to any destination. Firstly, according to the goal of Emirates, the company has excel over the past few years carrying over 21.2 million passengers and 1.3 million tons of cargo. This gives the company global position able to cope up with the dynamics of market in Latin America (Sambidge 2015, pp 8). Secondly, within the last Emirates flights account for over 40% of all passengers across the bounders of Dubai the capital of United Arabian Emirates (UAE). The performance of Emirate therefore has remain high through the year and through all its destination cover (Bamber Gittell, Kochan Nordenflytch 2009, pp 9). SWOT analysis about Emirates shows that since 2005 Emirates has achieved a lot with its new transport services that operated to New York nonstop. T his nonstop travel was not offered by any airline putting it ahead in the international market. Finally, emirates was voted fifth best airline globally in 2009 by research firm Skytrax. Major Emirates competitors There are many competitors in the Latin American market. Some of the major competitors are LATAM, Avianca, Azul Linhas, Aerolineas, VivaColombia, Copa and TAME among many others. Firstly, the most important services offered by Emirates is non-stop flight from Asia to Latin America as oppose to many of the airlines that are part of the avionic industry in Latin America. It is important to notice that Copa Airline is not that big competitor in the market yet its the panama based airline that is most likely to compete with Emirate in the Panama City. The competition creates a technical aero-political structure that is difficult to put in place though the Emirates has proves its global position to be the best in avionic industry. The main hub for Emirates will be Tocumen International Airport where its close competitors are also already established. The Emirates Airline intends to use its promotion and reward mechanisms to compete with its major competitors (Hitt 2009, pp 23-43). Customers Panama is strategically located between allowing passengers from both Central America and South America forming Latin America. Demographically, Panama is both business and economic hub of the Latin American market. This implies that Panama not only contribute indigenous customers but also regional customers. Regionally the Latin America customers are from as far as United States to Brazil country. Moreover, Panama natural scenery such as mountains and wildlife attracts tourist from many regional countries. This makes the country to be strategically good for Emirate Airline and other business (Kotler 2000, p. 9). Collaborators Within the Latin American market there many companies that will work with Emirate Airline to deliver services to customers traveling across the world from Panama hub. Some of the agencies that are ready to collaborate with Emirate Airline are other Airlines using Tocumen International Airport. Competitors such as Copa Airline, Delta Airlines that play an important role in marketing channel. Other collaborators are government of Panama, 13 countries that the Emirate Airline route will follow. There are some other local businesses that will supply office stationeries to the hub in Panama (Bartett 2009, pp 75). Climate Climatic conditions for business compost of business environmental factors that determines success of Emirate Airline business in Latin America. Some of the climatic conditions are political, economic, technological and social factors. Avionic-political environment has been the ant hill for the company since Emirate Airline had to seek permission from 13 different countries along the panama market. Technological environment on the other hand include media companies that will help in advertising Emirates Airline products. Moreover, the company will use its website and social media pages to reach out customers that are spread across Central and South America (Solis 2011, pp. 201202). 2.Analysis of the market entry modes and one recommended mode of entry Emirates is an international corporation that has its base in Dubai, Emirates Airline operation in Latin America require a modest entry mode. Entry of Emirates in the Latin America market targeting Panama City requires analysis of different market entry modes. There are two type of entry modes, equity or non-equity. Firstly, non-equity market entry mode consists of export and contractual agreement. Exporting mode consist of starting business in foreign country without investment facilities in foreign country. Contractual agreement makes extension in foreign market without commitment. Secondly, equity mode is the foreign entry mode that is divided into two, wholly owned subsidiary or joint venture (Bartett 2009, pp 75). Recommended market entry mode The best international or foreign market entry mode for Emirate Airline is equity mode. Wholly owned subsidiary is the recommended entry mode for Emirate Airline in the Panama. The subsidiary hub of emirates will be situated in Tocumen International Airport. Emirates base will be under direction from the Emirates headquarters in Dubai. The parent Emirates in Dubai headquarters has already set staffs in Panama City to in collaboration other stakeholders such Copa Airline and Tocumen International Airport management. In this mode of entry a team of management sent from the headquarters or recruited from the indigenous people will run the hub with direction from Emirate Airline headquarters (Flight International 2006, pp34). 3.Application of effective marketing mix strategies Emirates as corporation that markets its services in panama city applies the marketing mix as its marketing strategies. The marketing mix traditionally consists of the 4Ps, product, promotion, price and place. These 4Ps are interconnected together to assist the company reach its marketing objectives of excelling in international market. Product Emirates products are consisting of in flight services and on ground services that are. In flight services are grouped into various classes such as first class, business class and economy class. Firstly, first class services are in flight services characterized with expensive or luxurious environment for passengers. Some of the room accessories include adjusting your own seat and multiple entertainment devices. Secondly, business class to attract customers Emirates has award winning services including phone, SMS or email services connected to the customer seat. Staffs are trained to endeavor in serving customers in the best way possible. Thirdly, economic class is another with much space to allow more customers with comfortable rooms. Some of services that are available in business class such as SMS, email and phones accessories are available in economic class (Constantinides 2006, pp 407-438). In addition to products there are also some other advantageous services called membership levels. These rewards assist the company to assess its membership are skywards and business rewards that earned when using Emirates. Firstly, skywards membership is grouped into three categories blue, silver and gold. The starting level of reward is blue, continuous use of emirates earn silver then gold. These rewards give the customer privileges and benefits reserved to frequent travelers. Secondly, business rewards are open to legal citizen of countries that are destination for Emirates. The reward is mostly for organization that has participants with the emirate corporation. At the entry into Panama City passengers will also be allowed to participate in the rewards to help retain customers (Rodrguez, Rabanal Rubio 2017, pp 178196). Place Place is the second component of the marketing mix that is applied in the emirate company. The place here represents the distribution channel for the emirates services and is mainly done within its websites. The main distribution point is emirate.com websites where customer can book their flight to any destination across its more than 80 countries. This implies that travelers from Panama will have to access the website for emirates to book their flight to the destination they want. Another feature of distribution is seat booking that goes in hand with flight book that is done at the companys website and call centers. This feature allows the passengers to select seats that they want (Kotler 2012, p.25). Promotion Emirates promote its services through the help of special offer section that contain different types of offers. For instance, one of the notable offers available is kids go free Dubai that gives accommodation, flight, meals and entry to Dubai free for two children under age of 16. This promotion will also be available for children from Latin America who travel though panama city route to Dubai. When a customer visits the website for Emirates, customer is prompted with list of promotion from the promotion section. This section gives variety of promotions and the terms or conditions for one to get offer. Moreover, eligibility for the offer is also outlined in the offer section (Peng 2009, pp 5). Price Emirate Airline ticket is obtained upon booking at the company website. There are numerous competitors that charge relatively high price than Emirate Airline. Some of the competitors are Qatar Airways and Etihad Airways offers high price as compared to Emirate Airline. Prices for different services available at Emirate Airline are outlined on its websites mostly emirates.com or subsidiary for destination countries. Upon accessing Emirate Airline website, various destinations through various routes are clearly placed including the proposed cost of route to Panama City (McDonald, Burton Dowling 2002, pp 67). 4.Implementation strategies in the new marketplace Implementation is a critical stage of introducing Emirates services into panama market. There are many theories that have been proposed that help in implementation of the marketing strategy in new market place. According to Anderson (2005, pp 34),the most common implementation components are go to market strategy, product launch, channel conflict management, return to market and comparison of strategic marketing. Go to market implementation stage is where the Emirate Airline will start implementing its annual marketing plan in Panama. Within the go to market strategy that Emirate Airline will use manageable marketing mix strategy that is accompanied with media publicity. Going to market strategy allow Emirate Airline introduce products into the Latin American market. Product launch is the second component that entails going to Panama and mobiles staff to launch the services to customers. During launch of products in Panama City marketing goals are aligned to the market and company strategic. Thirdly, channel conflict management comprises of introducing Emirate Airline services into the Latin America to allow decision made by stakeholders. At this level of implementation also bring together channel partners such as Copa Airline who are competitors but also are moderates of the channels. The decision involves determination of the accomplishment of marketing plan. Return of market strategy is th e next strategy that also assists in the management to analyze the level of implementation. The marketing executive uses the fiscal success data to evaluate the success of implementation (John Katherine 2008, pp 827838). Conclusion In conclusion, Emirate Airline Company has marketing entry strategy that it will use to enter the Latin American market with the hub at Panama market. The three most important stages are situation analysis of the market, market entry mode, the most recommended mode of entry and the marketing strategy implementation stage. To succeed in the introduction of the Emirate Airline services in Latin American market a good marketing mix is important that takes into consideration of product, place, price and promotion. Finally, wholly owned subsidiary mode of entry is recommended as the best market entry mode. References Anderson, G, March 2005, Framework for marketing planning. Michigan Business school, pp 34 Bamber, GJ, Gittell, JH, Kochan, TA, Nordenflytch, A, 2009, Up in the Air: How Airlines Can Improve Performance by Engaging their Employees. Cornell University Press, Ithaca, pp 9. Bartett, CA, 2009, Transnational Management: Text, Cases and Readings in Cross-Border Management. 5th Ed., McGraw-Hill Higher Education, pp 75 Constantinides, 2006, The Marketing Mix Revisited: Towards the 21st Century Marketing," Journal of Marketing Management, vol. 22, pp 407-438 Cullen, K, Praveen P, John B, 2011, Strategic international management (5th ed.). Australia: South-Western Cengage Learning pp. 234 Emirates, October 2010, 25 Years of Excellence: Building a global network". Airliner World. Stamford, UK: Key Publishing: pp 2837. Flight International, 2531 July 2006, Sutton, UK: Reed Business Information Ltd, pp34 Hitt, A, 2009, Strategic Management Competitiveness and Globalization, Nelson Education Ltd, pp 23-43 John AQ Katherine EJ, 2008, Milestones in Marketing. Business History Review. The President and Fellows of Harvard College, Vol.82, pp 827838. Kotler, P, 2000, Marketing Management, (Millennium Edition), Custom Edition for University of Pheonix, Prentice Hall, p. 9 Kotler, P, 2012, Marketing Management. Pearson Education, p.25. McDonald, F; Burton, F, Dowling, P, 2002, International Business, Cengage Learning EMEA, vol. 6, pp 67 Peng, MW, 2009, Global Business, Mason: South-Western College Pub, pp 5 Rodrguez, I; Rabanal, P; Rubio, F, 2017, How to make a best-seller: Optimal product design problems. Applied Soft Computing, vol.55 (June 2017), pp 178196 Sambidge, A, 2015, Emirates adds Benfica to sports sponsorship portfolio. Arabian Business, pp 8 Retrieved on 19 May 2015. Steenburgh, T; Avery, J, 2010, Marketing Analysis Toolkit: Situation Analysis. Case Harvard Business Review, pp 76. Retrieved on 4th February 2010. Solis, B, 2011, Engage: The Complete Guide for Brands and Businesses to Build, Cultivate, and Measure Success in the New Web, John Wiley Sons, Inc. pp. 201202.

Learning Styles and Pedagogy

Introduction As an individual within the teaching profession, I realise how it is often important to examine myself to determine the effectiveness of my performance. It is an aspect of critical reflection that questions my actual performance, thereby helping me in finding answers to some of the most pressing questions.Advertising We will write a custom critical writing sample on Learning Styles and Pedagogy specifically for you for only $16.05 $11/page Learn More The critical reflection helps in developing the profession because it acts as a building block, enabling the strengthening of weaker areas and enhancing performance even further in best performed areas (Leung Kember, 2003, p. 61). Learning and teaching processes or activities, although conducted differently, are similar in many important aspects (Roxà ¥, Mà ¥rtensson Alveteg, 2011, p. 99). I consider the manner in which I learn fundamentally to have a direct bearing on the way I eventually t each my students. It is impossible to be a teacher without having undergone learning because the two are mutual. This paper draws from the principles of career reflection to reflect on my career as a teacher. The paper explores the learning and teaching processes as a whole. The paper then delves deeper into the numerous factors that are involved before critically reflecting on some of the principle concepts that are involved in both processes. Learning Process and the Factors Involved Learning is a demanding process that evidently depends on the responsibility of the individual to a large extent (Bhusry Ranjan, 2012, p. 313). Unless an individual feels that he strongly owns and is directly responsible for the entire process, learning may never be achieved regardless of how much effort is involved. I practically discovered this during my days as a trainee in graduate school. Although I had very little thought initially about my exact style of learning, I eventually determined my pr ecedence when I gradually appreciated the fact that the entire process depended on my own responsibility and resolve. As a trainee in graduate school, I discovered that three critical approaches of learning were effective in my studies. They involved group discussions and learning, practical presentations and activity, as well as continually tackling assignments (Moores, Change Smith, 2004, p. 77).Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The results of this experience were manifest in me because my main strategy of learning had initially relied heavily on reading class work and other related texts. There was a clear change in my performance and overall grasp immediately I switched strategies. This assessment has increased my ability to make a substantive and intellectual conclusion regarding my way of learning. I specifically understand what my strengths are and, consequently, rea lise some of the weaknesses that I face. I have a clear knowledge on some of the ways that can help in increasing opportunities for my career growth, including methods and techniques for addressing weaknesses. Nevertheless, as Tomlinson et al. (2003) rightly assert, individuals differ in their learning ways and styles that directly affect their performance. While my strategies of learning paid off substantially, I realised that quite a number of my colleagues had their own suitable methods of learning that did not necessarily resemble one another’s. Some trainees complained that learning in groups affected their concentration so much that there was little learning achieved in the end. They preferred doing studies on their own within very quiet and secluded environments. The process of learning only becomes successful when it transforms an individual in terms of his understanding and knowledge. The basic principle of learning for any student is to begin with accepting and cons idering the need for change (Bellas, 2004, p. 19). This happens from an individual’s point of view where a learner must accept the knowledge acquired to transform him. I have my main conception of learning as a process that leads to the acquisition of facts and procedures needed to achieve an objective. As a learner, I often test the extent to which I have undergone transformation by attempting sample questions and applying the algorithms, skills, and formulae that I have studied before. I use the resultant score to these self-administered tests and sample assessment questions to determine the extent of the transformation undergone.Advertising We will write a custom critical writing sample on Learning Styles and Pedagogy specifically for you for only $16.05 $11/page Learn More Teaching Process and the factors Involved Gurney (2007, p. 89) describes teaching as an educational process that should focus on creating nourishing experiences to enable t he learning process to be natural and inevitable. Teaching should concisely refer to practical actions of expediting learning for the students, instead of focusing on any other related aspect. Quality teaching entails ten basic characteristics that include focusing on the achievement of students, performing pedagogical practices that result in caring, and all-inclusive and unified learning communities. It must create effective links with the school’s cultural context, be responsive to the learning processes of the students, as well as offer sufficient learning opportunities (Gurney, 2007, p. 90). Other quality aspects of teaching include compound tasks and contexts, which help in supporting learning cycles, effectively aligning curriculum goals, and a practice that insists on issuing students with feedback about their task engagement. As Gurney (2007, p. 90) further records, teachers and students must often engage in coming up with goal-oriented assessment and formulate a sys tem that promotes learning orientations, metacognitive strategies, student self-regulation, as well as a thoughtful student discourse. My teaching methodologies have greatly been influenced by my learning styles. I have a greater feeling that encouraging students to study in groups can enhance their academic performance a great deal. However, I also appreciate the fact that students are not all the same. Just like some of my colleagues in college did not approve of group discussion as the best way of studying, I realise that some of my students may also be finding it an ineffective method of studying, depending on their own understanding and belief. Regarding Gurney’s quality methods of teaching (2007, p. 90), I have picked on engaging with my students constructively in order to carry out a comprehensive goal-oriented assessment.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More I use such sessions to allow the students to determine the kind of difficulties they face in their studies, as well as evaluate their areas of strength. It eventually gives me the leverage to establish the best teaching techniques that suit each of the students, thus avoiding the mistake of using a uniform strategy for the entire class. Teacher knowledge, enthusiasm, as well as responsibility for learning are yet other critical aspects that determine teaching as a process (Eisner, 2002). Because teaching entails passing of knowledge, it will depend with the quality of knowledge that I have as a teacher for a student to learn fully as anticipated. I often go through my prepared notes in advance before I go to class to teach the students. This gives me confidence because it assures me of whatever I am teaching, unlike entering a class without having previously prepared on the subject to be taught. My Personal Learning Style I am an extroverted individual with a strong sensing percepti on. I rely on intuition and feelings to make decisions. My attitude toward the outside world is mainly formed out of my own judgement as opposed to the perceptions that I have. Based on the Myers-Briggs Type Indicator, I am an extroverted, sensing, thinking, and judgement person (ENFJ) (Sample, 2004, p. 67). My extroversion explains why I prefer group work as the best methodology for my studies. During my teacher training session as an undergraduate, my studying was done mostly during the day to allow for long discussion sessions with my colleagues. After realising the fact that I performed well in study groups, we organised ourselves together in a study group of five people comprising of individuals with the same personality types. Learning mainly took place between 8 am and 4 pm, where we took turns in doing short presentations to enforce the transformation process of knowledge. Most of the personal studies in my room in the evenings only lasted for a maximum of two hours as they only entailed tackling of assignments and sample questions. The tackling of self-administered assignments and questions offered me the opportunity to evaluate myself concerning knowledge transformation. My general perception, which is ‘intuition’ as described by Myers-Briggs, had a strong bearing on my learning (Cools Van, 2007, p. 359). This continues to affect my learning process even at present concerning the general life phenomenon. I am fast at learning and gaining general knowledge. I do not necessarily rely on value facts and data to enhance my learning. While attending the study group in college, I would focus all my presentation of ideas and facts that I studied to support myself. Equally, I would challenge other members whenever they made their presentations to support their positions with determined ideas and facts and show the extent to which they had understood a concept. Another critical aspect of my ‘intuitive’ perception that has been criti cal in my learning is a routine application of the facts and skills learned. I insisted on using the exact terms and methodologies used in class by my instructor to enhance my grasping of the knowledge. Honey and Mumford Test As a teacher who has developed great interest in teaching and learning, I have done a Honey and Mumford test to understand my learning style. I have determined that I am an activist from the results. I have personally learned by doing things. I involve myself directly in executing the concepts and ideas as they are established. This gives me first-hand experience to explore on what the knowledge or learning process involves. I am open-minded in my approach to learning. I accept new challenges in learning. My preferred learning activities include brainstorming, where I prefer coming up with new ideas and thinking. I like involving myself in problem solving activities and encounters and participating actively in group discussion. I also prefer taking up roles tha t strengthen my learning by putting studied theories into action. Competitions and puzzles also influence my learning because they offer a basis upon which I can compare with others and evaluate myself. Howard Gardner’s Test I have used Gardner’s multiple intelligence tests to further ascertain my personality and how it influences my learning style. The results underscore a low spatial-visual kind of intelligence, with a score of 5. It implies I am poor when it comes to making interpretations of visual images and pictorial imagination. Thus, pictures, shapes, and images are not the best learning tools and materials that I can rely on. I have also scored poorly in physical and aural intelligence areas, meaning that the use of music, rhythm, sounds, touch, feel, and physical experience are not the best learning styles for me. My verbal, social, solitary, and logical intelligences, however, are higher. I scored 16, 15, 14, and 11, in these categories respectively. It impl ies that I have a higher mastery of language and words used in communication, while my ability to socialise and relate with others is also high. On these two accounts, my most preferred learning style is by use of language and words, as well as through human contact, teamwork, and cooperation. The high score in solitary or self-awareness implies that I am aware of my personal objectives and able to understand myself clearly. It also influences my relationship with others and the way I relate to the world. Self-reflection and self-discovery are, therefore, two of my most critical aspects of learning. Additionally, a higher score in mathematical or logical intelligence implies that I am good in mathematical calculations, scientific reasoning, and general analysis of problems. Numbers and logic are my best learning styles because I am comfortable with them and I can easily make interpretations. Piaget and Vygotsky Influence Piaget and Vygotsky have contributed towards the subject of le arning and education by establishing the cognitive development theory. According to the theory, the learning processes and capabilities of mental growth in children influence the way they learn (Pass, 2004, p. 18). Understanding cognitive development, therefore, is crucial for teachers because it provides them with the advantage of treating each child in a unique way. In turn, it provides all the children with the opportunity to acquire knowledge in the best possible way without being hindered by their own integral limitations and barriers. The cognitive-development theory holds that the learning process is affected by the attitudes and beliefs of the learner, as well as the context under which teaching is taking place. How this knowledge influences my teaching style I have learned that the quality of my teaching, which is directly reflected by the individual performance of my students, depends on the efforts I expend with a view of improving performance. Teaching is a process that entails many other factors including my personality and emotions, with the actual interaction with the students in a classroom environment only representing the final stage of the process. Thus, I must build a personality type that will, in turn, sustain learning for my students. I often work on my moods and emotion, particularly when I am feeling low, because I realise this has a negative effect on my teaching. The physical environment, equally, must be made in a way that supports teaching. The presence of features that distract concentration during learning need to be removed and a favourable environment created for the benefit of the teacher. In the school where I teach, I ensure the walls in the classrooms have reading material that students can look at and continuously get the reminder that it is a learning environment. I have also integrated student feedback mechanism into my teaching style. This is something I previously never considered to be important. I discovered that som e students are not bold enough to disclose to me as their teacher some of the issues that are affecting their learning (Alton-Lee, 2003). However, with the use of an elaborate feedback mechanism, such students are confident enough to share some of the issues that they encounter during their learning. They mostly prefer written feedback, instead of direct physical talk that I preferred. I have consequently combined the two systems together such that I employ them depending on the preference of the students. Feedback information gives me a lot of insight into the whole teaching practise. It is almost impossible to succeed in this work without depending on it. It is a two-way system of both communication and evaluation, where I am able to appraise my teaching performance by analysing the feedback I get from the students. On the other hand, I also inform the students of my actual expectation of their performance and point out the exact areas that I expect them to add more effort. Critic al Reflection on the Key Concepts The assessment strategy plays a critical role in the learning process as it helps in the enhancement of skills development. By using assessment, students are continually reminded about the need for them to grasp facts and concepts and be able to apply them correctly whenever the need arises. However, there is also danger in over relying on this strategy. It may easily force students to resort to cramming as a way of learning, thereby defeating the whole logic and intent of the process. As a teacher, I am only impressed when the students I teach learn and understand whatever is taught without appearing to do it for the sake of excelling in their examinations. Although, examinations provide the means for evaluating students and the extent of their learning, they may sometimes provide an erroneous picture about the whole scenario. Critical thinking in learning, on the other hand, is only possible where the learners are transformed through education. Le arning, therefore, represents the extent to which the individual is transformed in the way of his thinking and reasoning. It is possible for a student to attend school, but still fail to achieve transformation. Such a student may score highly on examinations and assignments, but still fail to undergo any form of transformation. It is, therefore, important for other evaluation mechanisms, such as practical execution of tasks and concepts taught, to be used in evaluating students in combination with assignments and examinations. Conclusion Teaching and learning make part of a complementary process that can never succeed without going hand in hand. My teaching style mainly reflects the way of learning that I preferred most while still attending graduate school. I am an extrovert who mainly feels comfortable dealing and working with others. My most preferred style of learning entails using discussion groups to make presentations and exchange ideas with others. I have, however, realised as a teacher that not all students prefer this method as the best for learning. In essence, I use a mixed approach for my student depending on what they consider most appealing for themselves. The feedback mechanism is a critical mechanism for me as a teacher because it provides me with the ability to evaluate the responses of my students, as well as get their appraisal of my teaching. List of References Alton-Lee, A 2003, Quality teaching for diverse students in schooling: Best evidence synthesis, Ministry of Education, Wellington Bellas, MD 2004, How transformational learning experiences develop leadership capacity, Royal Roads University (Canada), Victoria, BC Bhusry, M Ranjan, J 2012, ‘Enhancing the teaching-learning process: a knowledge management approach’, The International Journal of Educational Management, vol. 26, no. 3, pp. 313-329. Cools, E Van, dB 2007, ‘Development and validation of the cognitive style indicator’, The Journal of Psychology, vol. 141, no. 4, pp. 359-87 Eisner, EW 2002, ‘The kind of schools we need’, Phi Delta Kappan, vol. 83, pp.576-583. Gurney, P 2007, ‘Five factors for effective teaching’, New Zealand Journal of Teachers’ Work, vol. 4, no. 2, pp. 89-98 Leung, DYP Kember, D 2003, ‘The relationship between approaches to learning and reflection upon practice’, Educational Psychology, vol. 23, no. 1, pp. 61-71 Moores, TT, Jerry Cha-Jan Change Smith, DK 2004, ‘Learning style and performance: a field study of is students in an analysis and design course’, The Journal of Computer Information Systems, vol. 45, no. 1, pp. 77-85 Pass, S 2004, Parallel paths to constructivism: Jean Piaget and Lev Vygotsky, Information Age Publishing Inc, New York, NY Roxà ¥, T, Mà ¥rtensson, K Alveteg, M 2011, ‘Understanding and influencing teaching and learning cultures at university: a network approach’, Higher Education, vol. 62, no. 1, pp. 99-111. S ample, J 2004, ‘The Myers-Briggs Type Indicator and OD: Implication for practice from research’, Organization Development Journal, vol. 22, no. 1, pp. 67-75. Tomlinson, CA, Brighton, C, Hertberg, H, Callahan, CM, Moon, TR, Brimijoin, K, Conover LA Reynoldsm T 2003, ‘Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: a review of literature’, Journal for the Education of the Gifted, vol. 27, no.2/3, pp. 119-145 This critical writing on Learning Styles and Pedagogy was written and submitted by user L1l1ana to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

buy custom Causes of the American War essay

buy custom Causes of the American War essay The American war was a civil war fought from 1861 to 1865 between the northern Free States and the Southern Slave States. It started in the advent of the election of Abraham Lincoln as the President of the United States of America. After the election of the Lincoln, a republican, into the presidency and before formal handover by the former administration, seven southern states declared secession from the union to form the Confederate States of America. The main bone of contention was the republican promotion of nationalism as opposed to the southern states endorsement of slaveholding. During that time in America, the south was predominantly a plantation economy with large tracts of land under cotton plantations. The north was largely involved in industrial production and urban areas were rapidly expanding, thereby leading to better education and awareness. This led to the growth and promotion of nationalist ideologies. Many northerners felt their Christian beliefs were conflicting with the southerners stand on slaveholding. The elite southerners were the main slave masters and owned large number of slaves. They also formed the ranks of the political elites. Slaves were necessary for their large cotton farms, therefore southerners promoted slaveholding in the congress house and in the senate. Slavery The main cause of the American civil war was disunity on certain major ideologies the biggest of all being slavery. The southern states regarded slavery as a matter of their economic survival. With slaves providing labor in their large plantations; they had to make sure that slavery remained in the states. The northern states regarded slavery as the biggest threat to nationalism which they promoted. Earlier on, at the time of the American rebellion, slavery had been firmly rooted in all the American colonies. By the time the revolution ended, many Americans felt that slaveholding was contravening their Christian faith and the declaration of independence. Therefore, certain groups like the Quakers started promoting anti-slavery sentiments. This led to many northern states eventually becoming Free states. It is alleged that Southern soldiers on the battlefront fought in the conviction that they were defending slavery, culture, economy and manhood. Therefore, the American civil war was between the Free states against the slave states. Social and Economic Differences The south became a one crop economy. Depending on cotton agriculture as the main economic practice, it meant they were entirely depended on slavery. This dependency on cottonn farming was spurred by the invention of a cotton gin by Eli Whitney in 1973. Cotton farming became very profitable, so other crops were abandoned in favor of cotton, which was labor intensive. The north was experiencing industrial revolution and growth in urban lifestyles which require integration and cultural harmony. The south was still stack in the old class systems, and they felt the need to retain the status quo for their economic and cultural survival. This led to wide social and cultural differences and also acted as a catalyst which fueled acrimonies on both sides. State Rights versus Federal Rights After the American Revolution, the states formed a loose federal government. Thereafter, the U.S constitution was formed albeit secretly by leaders who promoted federalism. This later led to the split between promoters of state rites, who happened to be the southerners, because they wanted to retain their slaves in whatever states they migrated to, and the northerners, who promoted nationalism. Nationalism was regarded as the vehicle which would drive the American republic into an economic and social success. Whereas the greater federal union focused on nationalistic ideals, the southerners within became a great slave society promoting State rights in order to hold on to their slavery ideals. Buy custom Causes of the American War essay

Full Text of Oslo Accords Definition of Principles

Full Text of Oslo Accords Definition of Principles Following is the full text of the Declaration of Principles on Palestinians interim self-government. The accord was signed on Sept. 13, 1993, on the White House lawn. Declaration of PrinciplesOn Interim Self-Government Arrangements(September 13, 1993) The Government of the State of Israel and the P.L.O. team (in the Jordanian-Palestinian delegation to the Middle East Peace Conference) (the Palestinian Delegation), representing the Palestinian people, agree that it is time to put an end to decades of confrontation and conflict, recognize their mutual legitimate and political rights, and strive to live in peaceful coexistence and mutual dignity and security and achieve a just, lasting and comprehensive peace settlement and historic reconciliation through the agreed political process. Accordingly, the, two sides agree to the following principles: ARTICLE IAIM OF THE NEGOTIATIONS The aim of the Israeli-Palestinian negotiations within the current Middle East peace process is, among other things, to establish a Palestinian Interim Self-Government Authority, the elected Council (the Council), for the Palestinian people in the West Bank and the Gaza Strip, for a transitional period not exceeding five years, leading to a permanent settlement based on Security Council Resolutions 242 and 338. It is understood that the interim arrangements are an integral part of the whole peace process and that the negotiations on the permanent status will lead to the implementation of Security Council Resolutions 242 and 338. ARTICLE IIFRAMEWORK FOR THE INTERIM PERIOD The agreed framework for the interim period is set forth in this Declaration of Principles. ARTICLE IIIELECTIONS These elections will constitute a significant interim preparatory step toward the realization of the legitimate rights of the Palestinian people and their just requirements. ARTICLE IVJURISDICTION Jurisdiction of the Council will cover West Bank and Gaza Strip territory, except for issues that will be negotiated in the permanent status negotiations. The two sides view the West Bank and the Gaza Strip as a single territorial unit, whose integrity will be preserved during the interim period. ARTICLE VTRANSITIONAL PERIOD AND PERMANENT STATUS NEGOTIATIONS The five-year transitional period will begin upon the withdrawal from the Gaza Strip and Jericho area. Permanent status negotiations will commence as soon as possible, but not later than the beginning of the third year of the interim period, between the Government of Israel and the Palestinian people representatives. It is understood that these negotiations shall cover remaining issues, including: Jerusalem, refugees, settlements, security arrangements, borders, relations and cooperation with other neighbors, and other issues of common interest. The two parties agree that the outcome of the permanent status negotiations should not be prejudiced or preempted by agreements reached for the interim period. ARTICLE VIPREPARATORY TRANSFER OF POWERS AND RESPONSIBILITIES Upon the entry into force of this Declaration of Principles and the withdrawal from the Gaza Strip and the Jericho area, a transfer of authority from the Israeli military government and its Civil Administration to the authorised Palestinians for this task, as detailed herein, will commence. This transfer of authority will be of a preparatory nature until the inauguration of the Council. Immediately after the entry into force of this Declaration of Principles and the withdrawal from the Gaza Strip and Jericho area, with the view to promoting economic development in the West Bank and Gaza Strip, authority will be transferred to the Palestinians on the following spheres: education and culture, health, social welfare, direct taxation, and tourism. The Palestinian side will commence in building the Palestinian police force, as agreed upon. Pending the inauguration of the Council, the two parties may negotiate the transfer of additional powers and responsibilities, as agreed upon. ARTICLE VIIINTERIM AGREEMENT The Israeli and Palestinian delegations will negotiate an agreement on the interim period (the Interim Agreement) The Interim Agreement shall specify, among other things, the structure of the Council, the number of its members, and the transfer of powers and responsibilities from the Israeli military government and its Civil Administration to the Council. The Interim Agreement shall also specify the Councils executive authority, legislative authority in accordance with Article IX below, and the independent Palestinian judicial organs. The Interim Agreement shall include arrangements, to be implemented upon the inauguration of the Council, for the assumption by the Council of all of the powers and responsibilities transferred previously in accordance with Article VI above. In order to enable the Council to promote economic growth, upon its inauguration, the Council will establish, among other things, a Palestinian Electricity Authority, a Gaza Sea Port Authority, a Palestinian Development Bank, a Palestinian Export Promotion Board, a Palestinian Environmental Authority, a Palestinian Land Authority and a Palestinian Water Administration Authority, and any other Authorities agreed upon, in accordance with the Interim Agreement that will specify their powers and responsibilities. After the inauguration of the Council, the Civil Administration will be dissolved, and the Israeli military government will be withdrawn. ARTICLE VIIIPUBLIC ORDER AND SECURITY In order to guarantee public order and internal security for the Palestinians of the West Bank and the Gaza Strip, the Council will establish a strong police force, while Israel will continue to carry the responsibility for defending against external threats, as well as the responsibility for overall security of Israelis for the purpose of safeguarding their internal security and public order. ARTICLE IXLAWS AND MILITARY ORDERS The Council will be empowered to legislate, in accordance with the Interim Agreement, within all authorities transferred to it. Both parties will review jointly laws and military orders presently in force in remaining spheres. ARTICLE XJOINT ISRAELI-PALESTINIAN LIAISON COMMITTEE In order to provide for a smooth implementation of this Declaration of Principles and any subsequent agreements pertaining to the interim period, upon the entry into force of this Declaration of Principles, a Joint Israeli-Palestinian Liaison Committee will be established in order to deal with issues requiring coordination, other issues of common interest, and disputes. ARTICLE XIISRAELI-PALESTINIAN COOPERATION IN ECONOMIC FIELDS Recognizing the mutual benefit of cooperation in promoting the development of the West Bank, the Gaza Strip and Israel, upon the entry into force of this Declaration of Principles, an Israeli-Palestinian Economic Cooperation Committee will be established in order to develop and implement in a cooperative manner the programs identified in the protocols attached as Annex III and Annex IV . ARTICLE XIILIAISON AND COOPERATION WITH JORDAN AND EGYPT The two parties will invite the Governments of Jordan and Egypt to participate in establishing further liaison and cooperation arrangements between the Government of Israel and the Palestinian representatives, on the one hand, and the Governments of Jordan and Egypt, on the other hand, to promote cooperation between them. These arrangements will include the constitution of a Continuing Committee that will decide by agreement on the modalities of admission of persons displaced from the West Bank and Gaza Strip in 1967, together with necessary measures to prevent disruption and disorder. Other matters of common concern will be dealt with by this Committee. ARTICLE XIIIREDEPLOYMENT OF ISRAELI FORCES After the entry into force of this Declaration of Principles, and not later than the eve of elections for the Council, a redeployment of Israeli military forces in the West Bank and the Gaza Strip will take place, in addition to withdrawal of Israeli forces carried out in accordance with Article XIV. In redeploying its military forces, Israel will be guided by the principle that its military forces should be redeployed outside populated areas. Further redeployments to specified locations will be gradually implemented commensurate with the assumption of responsibility for public order and internal security by the Palestinian police force pursuant to Article VIII above. ARTICLE XIVISRAELI WITHDRAWAL FROM THE GAZA STRIP AND JERICHO AREA Israel will withdraw from the Gaza Strip and Jericho area, as detailed in the protocol attached as Annex II. ARTICLE XVRESOLUTION OF DISPUTES Disputes arising out of the application or interpretation of this Declaration of Principles. or any subsequent agreements pertaining to the interim period, shall be resolved by negotiations through the Joint Liaison Committee to be established pursuant to Article X above. Disputes which cannot be settled by negotiations may be resolved by a mechanism of conciliation to be agreed upon by the parties. The parties may agree to submit to arbitration disputes relating to the interim period, which cannot be settled through conciliation. To this end, upon the agreement of both parties, the parties will establish an Arbitration Committee. ARTICLE XVIISRAELI-PALESTINIAN COOPERATION CONCERNING REGIONAL PROGRAMS Both parties view the multilateral working groups as an appropriate instrument for promoting a Marshall Plan, the regional programs and other programs, including special programs for the West Bank and Gaza Strip, as indicated in the protocol attached as Annex IV . ARTICLE XVIIMISCELLANEOUS PROVISIONS This Declaration of Principles will enter into force one month after its signing. All protocols annexed to this Declaration of Principles and Agreed Minutes pertaining thereto shall be regarded as an integral part hereof. Done at Washington, D.C., this thirteenth day of September, 1993. For the Government of IsraelFor the P.L.O. Witnessed By: The United States of AmericaThe Russian Federation ANNEX IPROTOCOL ON THE MODE AND CONDITIONS OF ELECTIONS Palestinians of Jerusalem who live there will have the right to participate in the election process, according to an agreement between the two sides. In addition, the election agreement should cover, among other things, the following issues: the system of elections; the mode of the agreed supervision and international observation and their personal composition; and rules and regulations regarding election campaign, including agreed arrangements for the organizing of mass media, and the possibility of licensing a broadcasting and TV station. The future status of displaced Palestinians who were registered on 4th June 1967 will not be prejudiced because they are unable to participate in the election process due to practical reasons. ANNEX IIPROTOCOL ON WITHDRAWAL OF ISRAELI FORCES FROM THE GAZA STRIP AND JERICHO AREA The two sides will conclude and sign within two months from the date of entry into force of this Declaration of Principles, an agreement on the withdrawal of Israeli military forces from the Gaza Strip and Jericho area. This agreement will include comprehensive arrangements to apply in the Gaza Strip and the Jericho area subsequent to the Israeli withdrawal. Israel will implement an accelerated and scheduled withdrawal of Israeli military forces from the Gaza Strip and Jericho area, beginning immediately with the signing of the agreement on the Gaza Strip and Jericho area and to be completed within a period not exceeding four months after the signing of this agreement. The above agreement will include, among other things: Arrangements for a smooth and peaceful transfer of authority from the Israeli military government and its Civil Administration to the Palestinian representatives. Structure, powers and responsibilities of the Palestinian authority in these areas, except: external security, settlements, Israelis, foreign relations, and other mutually agreed matters. Arrangements for the assumption of internal security and public order by the Palestinian police force consisting of police officers recruited locally and from abroad holding Jordanian passports and Palestinian documents issued by Egypt). Those who will participate in the Palestinian police force coming from abroad should be trained as police and police officers. A temporary international or foreign presence, as agreed upon. Establishment of a joint Palestinian-Israeli Coordination and Cooperation Committee for mutual security purposes. An economic development and stabilization program, including the establishment of an Emergency Fund, to encourage foreign investment, and financial and economic support. Both sides will coordinate and cooperate jointly and unilaterally with regional and international parties to support these aims. Arrangements for a safe passage for persons and transportation between the Gaza Strip and Jericho area. The above agreement will include arrangements for coordination between both parties regarding passages: Gaza - Egypt; and Jericho - Jordan. The offices responsible for carrying out the powers and responsibilities of the Palestinian authority under this Annex II and Article VI of the Declaration of Principles will be located in the Gaza Strip and in the Jericho area pending the inauguration of the Council. Other than these agreed arrangements, the status of the Gaza Strip and Jericho area will continue to be an integral part of the West Bank and Gaza Strip, and will not be changed in the interim period. ANNEX IIIPROTOCOL ON ISRAELI-PALESTINIAN COOPERATION IN ECONOMIC AND DEVELOPMENT PROGRAMS The two sides agree to establish an Israeli-Palestinian continuing Committee for Economic Cooperation, focusing, among other things, on the following: Cooperation in the field of water, including a Water Development Program prepared by experts from both sides, which will also specify the mode of cooperation in the management of water resources in the West Bank and Gaza Strip, and will include proposals for studies and plans on water rights of each party, as well as on the equitable utilization of joint water resources for implementation in and beyond the interim period. Cooperation in the field of electricity, including an Electricity Development Program, which will also specify the mode of cooperation for the production, maintenance, purchase and sale of electricity resources. Cooperation in the field of energy, including an Energy Development Program, which will provide for the exploitation of oil and gas for industrial purposes, particularly in the Gaza Strip and in the Negev, and will encourage further joint exploitation of other energy resources. This Program may also provide for the construction of a Petrochemical industrial complex in the Gaza Strip and the construction of oil and gas pipelines. Cooperation in the field of finance, including a Financial Development and Action Program for the encouragement of international investment in the West Bank and the Gaza Strip, and in Israel, as well as the establishment of a Palestinian Development Bank. Cooperation in the field of transport and communications, including a Program, which will define guidelines for the establishment of a Gaza Sea Port Area, and will provide for the establishing of transport and communications lines to and from the West Bank and the Gaza Strip to Israel and to other countries. In addition, this Program will provide for carrying out the necessary construction of roads, railways, communications lines, etc. Cooperation in the field of trade, including studies, and Trade Promotion Programs, which will encourage local, regional and inter-regional trade, as well as a feasibility study of creating free trade zones in the Gaza Strip and in Israel, mutual access to these zones, and cooperation in other areas related to trade and commerce. Cooperation in the field of industry, including Industrial Development Programs, which will provide for the establishment of joint Israeli- Palestinian Industrial Research and Development Centers, will promote Palestinian-Israeli joint ventures, and provide guidelines for cooperation in the textile, food, pharmaceutical, electronics, diamonds, computer and science-based industries. A program for cooperation in, and regulation of, labor relations and cooperation in social welfare issues. A Human Resources Development and Cooperation Plan, providing for joint Israeli-Palestinian workshops and seminars, and for the establishment of joint vocational training centers, research institutes and data banks. An Environmental Protection Plan, providing for joint and/or coordinated measures in this sphere. A program for developing coordination and cooperation in the field of communication and media. Any other programs of mutual interest. ANNEX IVPROTOCOL ON ISRAELI-PALESTINIAN COOPERATION CONCERNING REGIONAL DEVELOPMENT PROGRAMS The two sides will cooperate in the context of the multilateral peace efforts in promoting a Development Program for the region, including the West Bank and the Gaza Strip, to be initiated by the G-7. The parties will request the G-7 to seek the participation in this program of other interested states, such as members of the Organisation for Economic Cooperation and Development, regional Arab states and institutions, as well as members of the private sector. The Development Program will consist of two elements: an Economic Development Program for the West Bank and the Gaza Strip. a Regional Economic Development Program. A Social Rehabilitation Program, including a Housing and Construction Program. A Small and Medium Business Development Plan. An Infrastructure Development Program (water, electricity, transportation and communications, etc.) A Human Resources Plan. Other programs. The establishment of a Middle East Development Fund, as a first step, and a Middle East Development Bank, as a second step. The development of a joint Israeli-Palestinian-Jordanian Plan for coordinated exploitation of the Dead Sea area. The Mediterranean Sea (Gaza) - Dead Sea Canal. Regional Desalinization and other water development projects. A regional plan for agricultural development, including a coordinated regional effort for the prevention of desertification. Interconnection of electricity grids. Regional cooperation for the transfer, distribution and industrial exploitation of gas, oil and other energy resources. A Regional Tourism, Transportation and Telecommunications Development Plan. Regional cooperation in other spheres. The two sides will encourage the multilateral working groups, and will coordinate towards their success. The two parties will encourage intersessional activities, as well as pre-feasibility and feasibility studies, within the various multilateral working groups. AGREED MINUTES TO THE DECLARATION OF PRINCIPLES ON INTERIM SELF-GOVERNMENT ARRANGEMENTS A. GENERAL UNDERSTANDINGS AND AGREEMENTS Any powers and responsibilities transferred to the Palestinians pursuant to the Declaration of Principles prior to the inauguration of the Council will be subject to the same principles pertaining to Article IV, as set out in these Agreed Minutes below. B. SPECIFIC UNDERSTANDINGS AND AGREEMENTS Article IV It is understood that: Jurisdiction of the Council will cover West Bank and Gaza Strip territory, except for issues that will be negotiated in the permanent status negotiations: Jerusalem, settlements, military locations, and Israelis. The Councils jurisdiction will apply with regard to the agreed powers, responsibilities, spheres and authorities transferred to it. Article VI (2) It is agreed that the transfer of authority will be as follows: The Palestinian side will inform the Israeli side of the names of the authorised Palestinians who will assume the powers, authorities and responsibilities that will be transferred to the Palestinians according to the Declaration of Principles in the following fields: education and culture, health, social welfare, direct taxation, tourism, and any other authorities agreed upon. It is understood that the rights and obligations of these offices will not be affected. Each of the spheres described above will continue to enjoy existing budgetary allocations in accordance with arrangements to be mutually agreed upon. These arrangements also will provide for the necessary adjustments required in order to take into account the taxes collected by the direct taxation office. Upon the execution of the Declaration of Principles, the Israeli and Palestinian delegations will immediately commence negotiations on a detailed plan for the transfer of authority on the above offices in accordance with the above understandings. Article VII (2) The Interim Agreement will also include arrangements for coordination and cooperation. Article VII (5) The withdrawal of the military government will not prevent Israel from exercising the powers and responsibilities not transferred to the Council. Article VIII It is understood that the Interim Agreement will include arrangements for cooperation and coordination between the two parties in this regard. It is also agreed that the transfer of powers and responsibilities to the Palestinian police will be accomplished in a phased manner, as agreed in the Interim Agreement. Article X It is agreed that, upon the entry into force of the Declaration of Principles, the Israeli and Palestinian delegations will exchange the names of the individuals designated by them as members of the Joint Israeli-Palestinian Liaison Committee. It is further agreed that each side will have an equal number of members in the Joint Committee. The Joint Committee will reach decisions by agreement. The Joint Committee may add other technicians and experts, as necessary. The Joint Committee will decide on the frequency and place or places of its meetings. Annex II It is understood that, subsequent to the Israeli withdrawal, Israel will continue to be responsible for external security, and for internal security and public order of settlements and Israelis. Israeli military forces and civilians may continue to use roads freely within the Gaza Strip and the Jericho area. Done at Washington, D.C., this thirteenth day of September, 1993. For the Government of IsraelFor the P.L.O. Witnessed By: The United States of AmericaThe Russian Federation

2500 word essay Example | Topics and Well Written Essays - 2250 words

2500 word - Essay Example In his Things Fall Apart, Achebe demonstrates that the African writer carries recognizing and celebrating the culture as his or her biggest job in order to make people from Africa start salvaging their dignity. King Solomon’s mine is a classical Victorian rendition of the unexplored Africa at the start of the 18th century. From the book, the realization that Africa was just like other continents comes out clearly. Throughout the narration in the book, imperialism comes out in many instances. For instance, the title of the book symbolically infers to the biblical times of King Solomon. From the biblical perspective, the King is known to be so wise. Other than being wise, the biblical conquests for wealth are something which are akin to the modern day imperialism. In the times of King Solomon, there were fights over territories, mines included. For instance, the book is a quest to show proof of the existence of the mines that were owned by the King. In the course of doing this, the mines that were causes of war with the Edomites, for instance, get unearthed. The revelation from this narration is that forms of leadership which border on autocracy and imperialism have been in existence from the olden days. The book only goes ahead to make the reader have a different perspective of the happenings at the time. The perception by Westerners over Africa is a clear example of imperialism. For instance, the description of the Zulu tribe in the narration when the author meets them is a clear bias which is influenced by imperialist thoughts. For instance, the author’s description of the Zulu was that of a tribe which were primitive even in their language. Based on the fcat that the Zulus are normal people and their culture differs from the Author’s, it is wrong to classify their culture as primitive. In fact, such a perception is what leads to the imperialism that was later to

Rob Blagojevich Research Paper Example | Topics and Well Written Essays - 2000 words

Rob Blagojevich - Research Paper Example In the end, the governor received 14 years in prison, of which he will have to serve 12 years. Since this was one of the longest prison sentences on record for a public official, the message in this case is that corruption will end in prison. Introduction Rod Blagojevich was an Illinois Governor who was probably one of the most, if not the most, corrupt politicians of all time. This governor was involved in several â€Å"pay to play† schemes, which means that he would only give political favors if he received something in return, mainly campaign contributions. He was wiretapped by the FBI, and was heard on tape discussing these schemes. They include a corrupt deal involving a tollway, a horse racing track and a children's hospital. He also was caught attempting to extort the editors at The Chicago Tribune, stating that, if they did not fire certain editors and start giving him favorable press coverage, he would block the sale of Wrigley Field, which was a deal that the Tribune was attempting to make. The most egregious example of corruption, however, and this example made him nationally famous, is the deal regarding the vacant senate seat of Barack Obama. The governor was caught on tape attempting to sell this seat for political favors for him and his wife, or, in the alternative, substantial campaign contributions. The government brought charges against him with regards to these incidents, in the case of The United States of America v. Rod R. Blagojevich and John Harris, AO 91 (Rev 5/85). The final trial where the governor was convicted of 17 charges of corruption was in May and June of 2011, with the sentencing of 14 years occurring in December of that same year. In the end, the message to not only Blagojevich, but to corrupt individuals everywhere, is simple – if you engage in corruption, then you will pay. The Events The events that eventually led Rod Blagojevich into prison were long-standing and wide-reaching. Indeed, he was probably one of the most corrupt politicians in the history of politics. The summary of what Blagojevich was involved in can be stated in the words â€Å"pay to play.† In other words, Rod was shaking down multiple players in efforts to enrich himself as governor. The tollway project was $1.8 billion, and Governor Blagojevich was privately seeking the person to benefit from this contract to contribute $100,000 to Blagojevich’s campaign (Justice Department Briefing on Blagojevich Investigation). Other examples include a shakedown involving Children's Memorial Hospital. The governor awarded $8 million funding for this project, and was privately asking the CEO of that hospital to make a $50,000 contribution to him. When the contribution was not forthcoming, the governor was intercepted by the government on the telephone, asking that the funding for the hospital be rescinded. A 2007 horseracing scandal was also included in the 76 page complaint against the governor. In this case, the gover nor had a bill on his desk that would divert money from casinos in the state and put this money into horseracing tracks. A phone interception showed that the governor was seeking $100,000 from an individual who was working with the person who was attempting to get the bill passed. The governor further stated to this individual, and this was also intercepted by the

Histroy of English Language Essay Example for Free

Histroy of English Language Essay History of English language will explain, why learning English as a second language is difficult without proper instruction, even though basic components are same. Throughout its history English has been influenced by the varieties of language. Living languages never remain static. Every language is the product of change and continues to change as long as it is spoken. Only dead languages like Latin or Sanskrit change no longer, since no one speaks them now. The changes, while they do occur are gradual and slow and hence almost imperceptible. Over a span of centuries, however, their cumulative effect is appreciable. Shakespeare English is difficult for modern readers; Chaucer’s is almost is incomprehensible without formal instruction. The History of the English language: The origin During the Roman invasion, the inhabitants of Britain spoke a Celtic language. English belongs, in all its stages, to the Indo European family of languages, formerly called Indo-Germanic, and still earlier Aryan. Indo European is the name given to the set of linguistic forms from which nearly all European languages as well as those of Persia and very large part of India can be shewn to descend. The historians have used the word Indo-European because it merely suggests that the languages it comprises cover most of the Europe and India mark the length of its confines. The predominance and pioneering s of the position of the German Philologist English is one of the most important languages in the world today. More the an 350 million people in Great Britain are native speakers. In addition 150 million non-native speakers of English are there. English however is not spoken by large number of people in the world . Chinese, for instance spoken by more than 880 million people in China alone. Among the western languages English has the advantage in numbers. Spanish in spoken by about 210 million people. Russian is spoken about 200 million people Portuguese is spoken about 105 million people etc . Importance of a language is associated with political role played by the nations using it and their influence in the international affairs. Several reasons may be adduced for current importance and popularity of English. Historically the colonial expansion of the British Empire over which the sun never sets, was responsible for the imposition of the English on aspiring natives. Even after achieving independence many countries like Nigeria, India, Ghana continue to use English as official language for several reasons. The nature of the English language and its tolerance to change has made it very popular. One of the major assets of the English language is the mixed character or its vocabulary. English being the Germanic descent has many words from the Germanic languages viz, German Dutch, Flemish, Danish, Scandinavian, Swedish, Norwegian. It also shares a large number of words with the European languages derived from Latin viz,French Italian, Spanish and Portuguese. Hence English seems very familiar to anyone who speaks a Germanic and Roman language. Instead of making new words chiefly by the combination of existing elements, English has shown the marked tendency to go outside its own linguistic resources and borrow from other languages. These words have been so well assimilated into English the no one ever remembers or recognizes that they have been borrowed. Any etymological dictionary will show that English has borrowed from almost every language of the world; Hebrew Arabic Hindi Tamil,Malay,WestAfrica,Chinese,Brazil etc. This is the reason why we call English a cosmopolitan vocabulary which is an asset to any language which seeks to attain international use. Modern linguists therefore accept the dynamic nature of language. One of their axioms is that there are no pure forms of language, for language, for languages keep changing all the time. If English had remained pure over the centuries, we should still be speaking the language of Chaucer. Throughout the history, the English language has accepted with comparative equanimity words from other languages with which it has been in contact. There have been periods in which speakers and writers have indulged in large-scale use of foreign words. In general, most people will agree that the foreign contribution to English has been useful. Some languages avoid as far as possible the use of alien terms; instead they substitute new words made up of native elements. English however, has always accepted foreign words. Many hundreds of words of non-English origin are now part and parcel of the English vocabulary, indistinguishable from the native stock except to those with some knowledge of etymology. Of all the world languages, English has probably the vocabulary which is the most copious, heterogeneous and varied, at the same time this also one of the reason that learning English as second language becomes difficult. All the people, with whom its speakers have come in contact during more than thirteen centuries of its growth, have left permanent marks on the language. Some of the contacts have been deep and lasting like Greek, French and Latin. A study of the history of the English language, therefore, unfolds the panorama of English history-both social and political. With an empire over which sun never sets, the English language has been particularly open to foreign influences. The Romans with whom the ancient Germanic tribes had dealings, the Romanized Britons, the Latin fathers of the church who were once eagerly studied the Danish and Norwegian invaders, the Norman French conquerors, the revival of ancient Latin and Greek classics at Renaissance, the Italian artists and men of letters of the 16th century the colonizing nations of the same century—all these have made their contributions to the English language. Arab mathematicians from Spain have enriched the language: so have American Redskins and Indian sepoys. The Italianate Englishman of Queen Elizabeth’s time of whom Shakespeare made fun and famous writers like Dryden, Alexander Pope, Jonathan Swift have left something of value in the English word—hoard. It is no doubt, that such statement might fairly be made about other language and their history; but what stands out so remarkably about English is the abundance, the unparalleled variety and the length of the time during which foreign influences have been effective. Further, no other language has so much copious and heterogeneous material. In historical linguistics the contribution of particular foreign language to another is referred to as borrowing . In common parlance, ‘borrowing’ means getting something form somebody on the understanding that it is to be returned. Luckily, this definition does not apply to words which are borrowed, never to be returned. Linguists wonder whether ‘stealing’ might be a more appropriate term for this phenomenon. As Haugen says† The borrowing takes place without the lender’s consent or even awareness and the borrower is under no obligation to repay the loan. One might as well call it stealing, were it is not the owner is deprived of nothing and feels no urge to recover his goods. The process might be called adoption, for the speaker does adopt element from a second language into its own. Even though English language has adopted variety of languages into it, the basic structure of the English language has not changed. English language’s basic structure is, it has fixed word order. Due to more than two hundred years of English rule, Tamil has borrowed copiously from English. Now these words are not recognized as foreign at all. One hears an uneducated Tamil speaker use words like office school, ticket, gate, bus etc. In fact, practically no one remembers the Tamil equivalent of these words. The problem arises for the second language learners only when they were asked to use the language or reproducing it. Tamil is Dravidian language spoken by more than 65 million people. It is the official language of Tamil nadu state in India and one of the official languages of Srilanka also. Large Tamil-speaking communities also reside in South Africa,Singapore, Malaysia and the other Indian ocean islands. The earliest Tamil inscriptions dates from 200B. C. The literature in the language have a 2,000-year history. There are 247 letters in the Tamil alphabet. The 247 letters in the Tamil alphabet can be divided into 12 vowels 18 consonants, 216 vowel consonants and 1 special letter. The vowel consonants are formed by combining the vowel letters and consonants letters. The vowel-consonants letters also have long and short sounds. The History of English is divided into three ages. Old English, Middle English and Modern English. There are 26 letters and 44 sounds, in that there 6 pure vowels and 18 diphthongs and 20 consonants in English language. Compared to Tamil language English has less number of letters ,but ironically language that has 247 letters(Tamil) has limited in terms of vocabulary, but English language that has 26 letters has million words. According THE HINDU newspaper which published an article duirng 2006, The department of Tamil language in the University of Madras has benn revising, enlarging and updating the Tamil lexicon. During 1924-39, the University of Madras had Published the Tamil Lexicon in seven volumes comprising 124,405 entries. Such a dictionary was pioneering venture in the pre-independence period. Prof. Vaiyapuri Pillai had played a huge role in the complication and publication. There have been persistent demands for updating and expanding the lexicon. The many social, political and technological changes in the six-decade period have direct bearing on the Tamil language. It is in this background that the Department of Tamil language of the Madras University had out forth its plan to revise enlarge and update the lexicon. The present Tamil lexicon, under preparation ,will come out in 10 volumes, comprising atleast 500,000 entries ,will be bilingual in nature and at the same time render the meaning chronologically. On top of the vast difference in the number of letters in their alphabet, the Tamil language also differs in many grammatical items compared to the English language. The earliest period of English was formerly called as ANGLO SAXON. The history of English language is divided into three main periods . They are old English (from earliest writings till 1100) Middle English extends from about 1100A. D- 1450A. D, from 1450A. D till date its Modern English. The English language is spoken or read by the largest number of people in the world, for historical, political and economic reasons. First and foremost feature of English language is its extraordinary receptive and adaptable heterogeneousness-the varied ease and readiness with which it has taken to itself material from almost everywhere in the world and has made the new elements of language its own. Throughout its history English has accepted with equinamity words from other languages with which it has been in contact. Foreign elements with ease and assimilated them all to its character. Though it is copiousness of vocabulary is outstanding. A second outstanding characteristic of English is simplicity of inflexion-the ease with which it indicates the relationship of words in a sentence with only the minimum of change in their shapes or variation of endings. A third quality of English is its relatively fixed-word order. An inflected language like Latin or Russian can afford to be fairly free in the arrangement of its words, since the inflexions show clearly the proper relationship in the sentence and ambiguity is unlikely. Of all world languages, English has probably the vocabulary which is most copious, heterogeneous and varied. All the peoples with whom its speakers have come into contact during more than thirteen centuries of the growth, have left permanent marks on the language. Some of the contacts have been deep and lasting like those of ancient Rome and France. Others have been casual like those of Spain or Czechoslovakia. During the Roman invasion, the inhabitants of Britain spoke a Celtic language. While the Roman soldiers in town used Latin, the Britons in the countryside spoke Celtic. Later this was replaced by English. The history of the English language in Britain begins with the settlement of the Angels, Saxons and Jutes in Brtian. These three tribes came from the plains near Schelswing Holstein in North Germany. They had to encounter varying degrees of hostility from the Celts. For mutual protection the tribes combined into small kingdoms. The most important among these were: Northumbria, Mercia. East Anglia, Wessex, Sussex, Essex and Kent. Under King Alfred Wessex enjoyed the leadership in learning. The English language of today reflects many centuries of developments. The political and social history of England has exerted a considerable impact on the language. The Christianizing of Britain in 597 brought English into contact with Latin civilization and many Latin words were added to the English vocabulary. Then the Scandinavian invasion resulted in considerable two people and their languages. For two centuries after the Norman Conquest English remained the language of the lower classes. When English once more gained importance, it had been considerably changed from what it was in 1066. In a similar way the Hundred Years War, the rise of an important middle class, the Renaissance the development of the British empire, the growth of commerce and industry, science and literature have all contributed to make the English language what it is today. In short the English language reflects in its entire development the political, social and cultural history of the English people.

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During a short conversation between the Duchess of Berwick, Lady Windermere, and Lord Darlington, author Oscar Wilde exposes such entertaining arrogance that the members of upper class society contain. All the blunt, cynical insults toward the lower class and sarcastic language between the character enlightens the arrogances of the characters and the cruel structure of their society considering the gaps between lower class and high class, along with men and women. The Duchess of Berwick is the first character that is introduced in the excerpt and immediately, there’s a clear idea of what kind of person she is. She has a very harsh conclusion of people below her, as seen; â€Å"I won’t let you know my daughter, you are far too wicked.† Although she knows Darlington well, she will not allow her daughter to think on her own and act on her own accord. It’s dominant that the Duchess values status along with wealth with the saying, â€Å"I don’t know what society is coming to. The most dreadful people seem to go everywhere.† She is very clearly seen to not like the lower class and thinks a bit...

Micheal Jackson

Michael Joseph Jackson (August 29, 1958 – June 25, 2009) in Gary, Indiana, U. S. was an American singer. He was the 7th of nine children in the family. He went Gardner Elementary School in California 1969 to study, then he was home schooled. By the early 1960s, his brother had begun performing around the city; by 1964, Michael and Marlon had joined in the band called The Jackson 5.In his life, he had contributed to music, dance, and fashion, along with a much-publicized personal life, made him a global figure in popular culture for many year. Micheal Jackson Jackson is recognized as the most successful entertainer of all time by Guinness World Records. Michael began his musical career at the age of 5. In 1964, Michael and Marlon joined the Jackson Brothers—a band formed by brothers Jackie, Tito, and Jermaine—as backup musicians playing congas and tambourine.Jackson later began performing backup vocals and dancing. When he was eight, Jackson began sharing the lead vocals with his older brother Jermaine, and the group's name was changed to The Jackson 5. In these early years the Jackson 5, Jackie, Jermaine, Tito, Marlon and lead singer Michael played local clubs and bars in Gary Indiana. Soon he will be discover by the world. In Micheal Jackson life, there are many thing made him famous.. In his carrer, there are many thing made him famous.He won seven Grammys and eight American Music Awards thank the ablum called the Thriller released in late 1982, which was 1983's best-selling album worldwide. On March 25, 1983, Michael Jackson reunited with his brothers for a legendary live performance which was taped for a Motown 25: Yesterday, Today, Forever television special. It is best remembered for Jackson's solo performance of â€Å"Billie Jean† which gave him his first Emmy nomination. In the show, he performed â€Å"The Moonwalk† that made his famous in his carrer and show.Beside his carrer he had time for other things. Michael like d to read books. He had more than 10,000 books in his Neverland library. He enjoyed helping other people especially ill children because he didn't have a normal childhood. He gave more than 500 million dollars to more than 40 charities with different causes. He liked shopping, traveling, arts, rare collections, music, climbing trees, animals. Even through he gone, he still an idol to everyone and will remenber forever. Micheal Jackson Michael Joseph Jackson (August 29, 1958 – June 25, 2009) in Gary, Indiana, U. S. was an American singer. He was the 7th of nine children in the family. He went Gardner Elementary School in California 1969 to study, then he was home schooled. By the early 1960s, his brother had begun performing around the city; by 1964, Michael and Marlon had joined in the band called The Jackson 5.In his life, he had contributed to music, dance, and fashion, along with a much-publicized personal life, made him a global figure in popular culture for many year. Micheal Jackson Jackson is recognized as the most successful entertainer of all time by Guinness World Records. Michael began his musical career at the age of 5. In 1964, Michael and Marlon joined the Jackson Brothers—a band formed by brothers Jackie, Tito, and Jermaine—as backup musicians playing congas and tambourine.Jackson later began performing backup vocals and dancing. When he was eight, Jackson began sharing the lead vocals with his older brother Jermaine, and the group's name was changed to The Jackson 5. In these early years the Jackson 5, Jackie, Jermaine, Tito, Marlon and lead singer Michael played local clubs and bars in Gary Indiana. Soon he will be discover by the world. In Micheal Jackson life, there are many thing made him famous.. In his carrer, there are many thing made him famous.He won seven Grammys and eight American Music Awards thank the ablum called the Thriller released in late 1982, which was 1983's best-selling album worldwide. On March 25, 1983, Michael Jackson reunited with his brothers for a legendary live performance which was taped for a Motown 25: Yesterday, Today, Forever television special. It is best remembered for Jackson's solo performance of â€Å"Billie Jean† which gave him his first Emmy nomination. In the show, he performed â€Å"The Moonwalk† that made his famous in his carrer and show.Beside his carrer he had time for other things. Michael like d to read books. He had more than 10,000 books in his Neverland library. He enjoyed helping other people especially ill children because he didn't have a normal childhood. He gave more than 500 million dollars to more than 40 charities with different causes. He liked shopping, traveling, arts, rare collections, music, climbing trees, animals. Even through he gone, he still an idol to everyone and will remenber forever.