Roles, Responsibilities, and Boundaries as a Teacher

Part 1 Part A (1 & 2) – Roles, responsibilities and boundaries As a Training Consultant (TC) and teacher my main role and responsibilities are to educate and deliver effective training and impart my skills and knowledge in my specialist area which is Childcare. This is needed to support the learner either directly or indirectly and to maintain an inclusive, fair/just and motivating learning environment. I understand that as a teacher I am primarily responsible for the health and safety also the moral and physical welfare of my students/learners.I am also responsible for teaching students with Special Educational Needs. I provide Training to Learners within their workplace which can be either in a nursery, a school, Residential Care setting/Children's home or any setting that looks after and educates children. The qualifications I deliver are Certificate (level 2), Diploma (level 3) Children's and Young People's workforce alongside Functional skills; Maths. English and ICT at l evels 1 and 2, and Employment Rights and Responsibilities (ERR).This I deliver both in the workplace and in the classroom. I am employed in a full teaching role. I am required to perform all aspects of the teaching and learning cycle as outlined in the â€Å"Preparing to Teach in the Lifelong Learning Sector†0 As the teacher I am responsible for following company policies and procedures and for attending promotional events, for example: A Career day at local school . This would be to show our potential students the benefit of taking up training with our company.Whilst attending these kind of events I will need to have an up to date and sound knowledge of my specialist subject and at all times follow the Institute for Learning (IFL) code of professional practice as this may be my first contact with potential learners/students. When delivering the Qualifications I use the teaching and learning cycle which is made up of the following five sections; identifying needs, planning tr aining, facilitating learning, assessment, quality assurance and evaluation. This would also help me to judge the abilities of my students and would be helpful for my own self evaluation. 1.Identifying needs: this will start with the initial face to face contact with potential learners/students which is considered the most important as this will create the very first steps of building a bond with the learner/student. This will be a major step in understanding their needs and recognising their potential. Each learner is different due to different previous experiences. To identify their educational background and level I would form a discussion on what previous knowledge they already have and would facilitate communication in such a way that all learners are encouraged to participate in the discussion.Whilst the process of identifying needs is taking place, there are some boundaries that may affect the process. The lack of information regarding learners' requirements can make the proc ess of assessment very difficult because I do not know the background knowledge of the student before starting an initial assessment and this can have negative effects on the process of assessment. Students/ learners may be mature student. Therefore there may be funding constraints. Nursery managers have to adhere to Ofsted’s ratio requirements so staffing arrangement can be stretched having an affect on visit lengths and times.There are many boundaries to teaching. Liaising with other professionals. When liaising with other professionals I will need to remain professional at all times. I frequently liaise with other teachers within our organisation this will include one of our functional skills teachers. She knows her specialist subject well. When needing expert advice on delivery or assessments relating to functional skills I would ask her. This is to ensure that I have to correct information to pass on to my learner, so I do not put them at a disadvantage.I have to deal wi th eternal professionals such as Learning Links this is a agency that deals with young adults who have had a difficultly finding a job for variius reasons such as acholoca, drug abuse. Part B – Legislation and Codes of Practice The legislation that impacts my teaching are the Health and Safety at Work Act 1974 this Act provides a frame work for all employers and employees outlining their roles and responsibilities to ensure everyone's safety. Equality Act 2010 is a discrimination law that protects people from unfair treatment and creates a fairer and more equal society.Data Protection Act 1998 is a law to protect people's personal information. It is important that I demonstrate that my standards of teaching constantly meet or exceed all Approved Codes of Practice (ACOP) set out by my employers or other professional bodies if compliance is ever called into question. The codes of practice I follow are: Institute for learning (IFL) mentioned above and Early Years and Childcare c ode of practice. A professional code for child carers, providing advice for professionals carrying out their duties and responsibilities within their working role.Firstly, in accordance with Professional practice, members should ensure that no action that they take will be detrimental to the Child's welfare, safety or will hinder the child development. Secondly, members should aim to maintain the highest possible standards of performance, to aim to improve their knowledge, skills and competencies by taking advantage of training. 3As Institute of learning (IFL) points out specific behaviour expected from the member for the benefit of learners, employers, the profession and the wider community. They are as follows: Integrity, Respect, Care, Practice, Disclosure and Responsibility.This is what all members should adhere to, to ensure that good quality teaching is carried out. Thirdly, members should constantly evaluate and reappraise their own methods, policies and practices and keep up to date with current developments in light of changing needs and circumstances. Lastly, member should be aware of the need for confidentiality within their professional practice. Part C – Equality, Diversity and Ways to Promote Inclusion The Department for education and skills have a handout called The learning Journey this is a vital tool for all assessors.This clearly shows the process to follow when meeting with the learner/student for the first time. I need to acquire as much information as possible to identify any support needs of the learners. During the discussion, as a teacher I encourage learners to seek initial and further learning and to use services within the organisation. This is called Signposting. This is when I will direct the learner on where to find additional information, guidance and advice or learning resources. Another service within the organisation is Referral.This is when I will direct them to an outside agency depending on the kind of support they require. If they have mental health issues I would direct them to Children and adolescence mental health service, Portsmouth if they are 18 years of age and under and Health recovery, Solent, Portsmouth, if they are 18 years of age and older If they had alcohol, drug or gambling problems I would refer them to Addction within this organisation they have a specialist team to counsel, support both the individual and those closest to them. Once the learner/ tudent has the correct information and agrees with the referral I would either make the appointment or I would give the learners/ students details to the agency. I would then contact the agency to ensure everything is in order. I would then record details and ensure the learner knows what arrangements have been made. I must not discriminate against a learner and must provide every opportunity for every learner that learning will be achieved. To be able to do this properly I need to have prior knowledge of my students through the init ial assessment process.Facilitate Learning: Within the initial meeting I would then make sure that the learners are on the right programme, checking their eligibility for funding, giving advice, guidance and appropriate information, keep records of discussions and agreements, maintain confidentiality and undertake a Criminal Records Bureau (CRB) check, if required. Being a Teacher is extremely rewarding. The quality of learning the advice and guidance on the programme they wish to undertake is very important.What is also necessary is supporting the students' individual needs, applying and adapting my teaching methods to suit the students' preferred learning styles, level of skill and abilities. In doing this, I would be motivating my students to progress and achieve their desired qualifications. Part D – Core skills Functional Skills consist of Math’s, English and ICT. They provide the foundation of knowledge and skills to enable the learner to function at the required level, confidently and independently in everyday life.For example, they help us recognise good deals when making purchases, in writing a CV or application letter, or when using the internet for emails and online banking. Functional Skills qualifications can be achieved at Entry level, Level 1 or Level 2. Some learners may already have achieved at school but it is still important that the teacher embeds the elements of Functional Skills into the subject. It is important to embed Functional skills into everyday work life. Maths is embedded into everyday tasks such as working out ratios, room measurements and nursery fees.English is embedded into everyday during training sessions and work – based tasks. ICT skills include using computers, using email for communication and word processing. It is important that a teacher has competence of their Functional Skills. If handouts were produced with spelling mistakes or the teacher could not operate a computer, it would cause the learn ers to lose confidence in the teacher and lack of credibility. Part E – Environment I need to create a safe, non-threatening, good atmosphere at all times.To quote from Teaching and Teacher education hand-out from PTLLS course3 â€Å"having a safe, supportive environment provides a foundation for maintaining the productive relationships†. I agree with this statement as I frequently come across this situation with my learners, especially in childcare. If there is not a suitable environment for teaching and giving feedback then the learner remains in the formal stage and will not move into the informal stage where most of the learning takes place. Therefore, this would mean I have failed to empower and motivate the learner.With this in mind 5Maslow's hierarchy of needs clearly states â€Å"that we must satisfy each need in turn starting at the bottom and working our way up† Please see Maslow's triangle below. If the physical, emotional and wellbeing needs are not met then the higher order needs are not considered. So as a Teacher it is important to meet these needs in the first or second meeting and throughout out the length of the programme. I will make sure the learner’s needs are met when planning the initial meeting. Therefore at the same time make sure all parties involved i. managers, supervisors and mentors are made aware and that they agree with the length of meeting and the meeting place for both the learner and I. Part F – Ground rules Ground rules need to be set to establish boundaries for students starting a course, knowing some basics about what is expected during the length of study. In all teaching and training sessions ground rules are necessary to ensure that all learners have the same expectations on how to behave. The ground rules can be established by talking through behavior expectations of the learner and myself.By involving the learner they are more than likely to take ownership and empower the students. Ground Rules that can be : Such as punctuality, mobile phones of or on silent, confidentiality and most of all respect. Parts G and H, Effective Feedback, Engaging and Motivating Learners For every individual there is a variable driving force. Not all students are naturally motivated. Some need to be challenged, inspired and stimulated to learn and see a task through to the end. Not all learners are motivated by the same things some students are motivated by the approval of others or self challenge.To encourage students to become self-motivated, independent learners, as a teacher I can do the following: Give frequent, early,positive and constructive feedback that supports students' beliefs that they can do well. Support learners that need it, keeping in mind their attention span limits and discuss and set together SMART targets. Furthermore, whilst demonstrating all the above and showing respect for the learners/student individuality will in itself be a motivator to learn. Within th e assessment plan you will be making an Assessment decision along with feedback: When giving feedback all learners will need to now how well they are getting on and what they have achieved. I always use the praise sandwich feedback method. This is Praise- Corrective feedback – Praise. This method ‘softens' the impact of the corrective feedback. The key to give effective feedback is to give feedback straight away and to do so with respect, understanding and action. 9As it states in PTLLS handout â€Å"Giving and Receiving Feedback† ‘Feedback is an important communication tool that can improve the way we work with one another. ‘ My organisation requires me to write down feedback on my assessment plans and on formal reviews.Task 3, Part 2 Part A Principles of assessment Initial Assessments are used to check the learners/students Literacy, language and numeracy skills to determine the level at which the learner/student is at and if they have any prior nee ds that need to be addressed before and during the programme. Diagnostics give a more thorough indication of the level and also the specific aspects for development as well as strengths. Identifying learning styles as a part of the initial assessment will help me determine the learning approaches to use and effectively complete the learners Individual Learning Plan (ILP).This is the students' timetable for learning and resources required. There are two well-known types of learning styles questionnaires that are commonly used with in our organisation. They are Visual Audio and Kinaesthetic (VAK) and Multiple Intelligences test. To begin with Fleming (2005) stated â€Å"that people can be grouped into four styles of learning: 6Visual, Aural, Read/write and Kinaesthetic (VARK). Not all learners fall into one style they can be the mixture of the four. In the second place Honey and Mumford (1992) suggests that learners are a mixture of the fours styles: Activist: Love challenges and are enthusiastic, enjoy dealing with new problems Pragmatist: They apply what they have learned to practical situation and enjoy the logical reason for doing something. Theorist: prefer to read lots of material first liking things that have been tried and tested. Reflector: like to think things in depth and then try something then reflect on the activity again. All information gathered from the initial assessment will help complete the ILP.Knowing your learners/students learning styles will help you adapt your teaching to suit their needs and in turn motivate them. Assessment activity: There are various types of assessment methods used both formal and informal . Formal assessment methods include assignments, case studies, essays, exams, multiple choice questions, observations, professional discussions, projects, tests and witness testimonies. Informal assessment methods include; discussions, gapped hangouts, journal diaries, peer assessments, puzzles and crosswords, self assessments, q uestions – oral and written, quizzes, role play and worksheets.I have to choose assessment methods accordingly depending on the student prior attainment and level of programme they are studying. Observation is a good way of assessing the learner within the workplace to assess learners' competence, attitudes and skills. This can then be followed up with oral questioning to confirm why they did or dealt with a certain situation in a particular way, checking their knowledge and understanding and encouraging them to reflect on their practice. If the observation was within a group situation then peer and self-assessment could also be used in conjunction with the observation.By using these methods the student are acquiring listening, observing and questioning skills. . Parts B and D – Creating Assessment Opportunities and Involving Learners in the Assessment Process Planning Training: My role is to plan what will be taught and when. This is a two- way process between me and my student. After completing the initial assessment I progress forward onto Assessment planning. This type of assessment is formative – reviewing progress throughout the programme until the end or when the learner leaves. I will plan what we are going to do so the student knows what is expected of them.If the students are working on assignments then I would need to set targets for completion. Moreover, if students are going to be assessed at work, either by an observation or simulation, then I would need to consider who, what, when, where, why and how to ensure we are both aware of the requirements. When planning I will need to ensure that all assessments are valid, authentic, reliable, current, and sufficient (VARCS). If I do not consider these aspects when planning then I will not know what I am assessing is necessary, credible, fair and relevant.The ILP is a personalised, flexible map to guide the learners journey. Within the ILP there will be results of the initial, and d iagnostic, assessment and learning styles. This will also include learner’s targets, timescales, details of resources and details of how and where the learning will take place. The ILP is a working document and should be used as an aid for both learners and students to record, negotiate and plan, review, assess and reflect on the learning experiences throughout their programme. Summative ssessment ——————————– Part C – Strengths and Limitations of Assessment Methods Assessment: There is a large variety of assessment methods available for assessing learners’ achievements. These include: observation, oral and written questioning, product evidence, discussions, witness testimony, recognising prior learning; skills tests, written assignments and case studies. Choosing the most appropriate assessment methods is vitally important to help and support and maintain motivation.Direct Observation: Allows the assessor to see the candidate in action and may be able to cover several aspects of the qualification during a single session (Holistic) the observation can take place within the learner’s normal working hours so there is minimal disruption as they are able to continue to do their job while being assessed. This should be planned in advance to suit both the learners and the assessor. This will also have to be arranged with the manager. The observation will have to be recorded in some way such as hand written, typed or recorded on DVR.Learners may â€Å"perform† differently as they are being watched. After the observation it is good practice to ask oral questions to clarify the reasons behind the actions. Questioning can take a number of forms. They can be delivered orally or in written form. Oral questions may suit learners with dyslexia or poor literacy skills. Workbooks can be produced to cover all knowledge questions for mandatory and optional units. After Observation the learner can be asked to explain why they did something; this gives them an opportunity to expand on things like procedures, policies or legislation.Part E Peer and self-assessment I use self – assessment on a regular basis as this promotes students involvement and responsibility and encourages reflection which is an integral part of the role as a childcare practitioner. However there are also limitations depending on the students as some students may lack confidence in their own ability and they may think that they have achieved more than they actually have Peer and self-assessment could also be used in conjunction with an observation. To make this a reliable assessment method he student will have to fully understand the assessment criteria and how to be fair and objective. There are many advantages and disadvantage of peer assessment. Students are focused on the criteria and this will empower each student to take ownership of their own learning and understan ding. A disadvantage is that student might be friends with their peers therefore being subjective rather than objective. Part F – Keeping Records of Assessments Quality and Evaluation: Record keeping. Is a part of quality assurance and is a process that has to be followed.This proves that the qualifications are being delivered and assessed fairly, consistently and accurately. This is in line with the Ofsted requirements. Within our organisation we use a variety of methods to maintain quality assurance. Our policies and procedures are revised yearly in order to test their current effectiveness and legality. If they need to be changed due to changes in legislation then this would be actioned immediately. The TC will be observed at regular intervals and scored using the Ofsted grading process.Staff Continuous Professional Development (CPD) records are kept up to date. Standardisation of practice takes place this is when will compare and conform procedures. Learner retention is m onitored along with complaints and appeals. During the course learner and employers surveys are completed. Quality Assurance is necessary to evaluate and Maintain high teaching standards. On all visits I will need to complete an assessment plan, records must be up to date, accurate, legible and factual.This is similar to a written contract between me and my learner but this can be reviewed and changed at any time. All assessment plan will be shared with my manager and mentor to confirm progress and to point out any areas of development needed for the learner to progress. Both the learner their manager will sign and be given a copy Word Count References Anne Gravells (2012), Preparing to Teach in the Life long sector: London,SAGE. 11. 1. Handout from Pttls course Teaching and Learning. 2. Handout from Pttls course Insitute For Learning. . Handout form Pttls course Teaching and teacher education. 4. Handout from Pttls course, The Learning Journer. 5. Handout from Pttls course, Maslow Hierarchy of needs. 6. Handout from Pttls courser VAK testing. 7. Anne Gravells (2012), Preparing to Teach in the Life long sector: London,SAGE. 32. 8. Anne Gravells (2012), Preparing to Teach in the Life long sector:London,SAGE. 112. 9. Handout from Pttls course giving and recieving feedback, Bibliography Anne Gravells (2012), Preparing to Teach in the Life long sector,: London,SAGE.

Kinematics analysis of data Essay

From the data we gathered on this experiment, the effects of the height of the track can greatly affect the acceleration of the cart. Base on the data on the table, the higher the height of the track will have higher acceleration and will lead to higher sinÃŽ ¸. From this, it implies that the higher the displacement of the track will lead to the higher acceleration of the cart. The reason why the cart will have higher acceleration to higher displacement is because of the continues gravitational pull to the cart without restriction to its track. Time and the inclination of the track are interrelated to each other. As for the higher the inclination of the track will lead to shorter time to takes the cart to goes down to the track. The time will become shorter because as for the higher the inclination of the track will also have higher acceleration which means the cart will become faster and that’s why it will takes shorter time to goes down to the track. The difference between the picket fence’s acceleration and the value of g is the value of the slope of a graph of average velocity versus time will be the acceleration due to gravity of the falling object. And also the value of g is the computed value for the free fall acceleration, while the picket fence’s acceleration is the value that gathered by manual experimentation for the free fall acceleration, that is also why the data on the g of table 2 and the data on table 3 have the similarities on the digits or values.

Lewis and Clark from the Native Americans perspective Research Paper

Lewis and Clark from the Native Americans perspective - Research Paper Example The Native Americans were poorly interpreted and failure to see their unique, cultural and historical existence. This came about because the trail they traversed had distinct cultures, dialects and tribal associations (National Geographic, 2013). The Native Americans formed part of the success of the expedition. Drouillard and Sacagawea were hired by Lewis to provide extensive support at different points of the trip. Drouillard was a hunter and a specialist in Indian sign semantics and local dialects while Sacagawea was a transcriber. Both helped save the mission as they helped in the provision of crucial necessities such as horses from the Shoshone tribe, canoes, medicines and valuable goods. The travelers' safety was not guaranteed during their expedition and Sacagawea played the role of ensuring their full safety, as was the case when the group came into contact with the Indian tribes. The Rocky Mountains were exhausting and formidable especially during the 11 day crossing in the snow led by Old Toby. The Mandan villages provided shelter and fortitude during the winter of 1804-1805 when they allowed the travelling team to build a fort amidst them. the villagers were friendly and provided food for the team. It is during this period that Lewis and Clark's life was saved from the Nez tribe that wanted to kill them. The two were saved through the intervention of an old woman who lived in the Mandan village. The chiefs from different tribes who provided friendly connections with other tribes further enhanced the success of their expedition. Without this, the voyage would have probably ended before it would have started (National Geographic, 2013) As is evident, Lewis & Clark met different tribes during their journey, and who provided help at each and every stage of the journey. Their first encounter was with the Oto Indian tribe, whose six chiefs who they honored with clothes and a flag. In return, the chiefs acknowledged their conquest and granted them access to pass through their lands. The Mandans and Hidatsas tribes from the North Dakota Territory insisted on the significance of using horses. These, according to this tribe, would be helpful in the transportation of cargo and speed up the journey as compared to travelling on foot. The neighboring tribes were generous enough to trade food stuffs and arrange for guides who gave information on the way ahead. The good relations with the tribes of the Colombia and Snake rivers proved to be useful as they provided food and quick passages through their lands. Along the journey, Lewis & Clark also met the North West, Plain and Plateau Indians with whom they shared an analogous cultural lifestyle and heritage. The Sioux, Crow and Mandans tribes were nomadic while few resided in villages. Those who lived in the country of the Colombian river were hunters, fishermen of salmon and subsistence agriculturalists. Despite the various friendly tribes, the travelers also met up with hostile tribes on thei r way to the Pacific Ocean. Such a tribe was the Blackfeet Indians, who were notorious for being hostile to intruders. The members of this tribe were equipped with rifles and sought to get more from the expeditionists. In the heat of the moment, Lewis and Reuben slew a Blackfeet warrior sparking a war between the tribe and envoys of the federal government. They also had an unfortunate encounter with the Yankton Sioux and Omaha tribes (National Geograp

Custom essay writer Please see assignment criteria to choose one essay

Custom writer Please see assignment criteria to choose one question. thank you - Essay Example cialism around the globe arise from the types of social ownership that they advocate and their degree of relying on issues like planning and markets (Howard, 2000). They may also differ in terms of how various managements are organized within their organizations and their government’s role in the construction of socialism (Kumar, 2009). This paper examines the different types of socialism that exist around the globe and the possibility of there being a future for socialism as a whole in the world. The future for socialism is still bright even after most of the founding socialist systems that were located in the Soviet Union and the states in the Eastern Bloc collapsed. There are still other countries like China and Vietnam that continue with the system and its ideals (Levine, 2003). The socialist ideals have also spread to other parts located around the globe though their influence has been diminishing over time (Howard, 2000). Within a socialist economic system, the production of goods is only carried out for the purpose of satisfying their people’s wants and not for sale in order to attain profits (Yunker, 2004). The accounting systems within these socialist systems base their standards on physical magnitude instead of financial calculations (Kumar, 2009). Socialism is a system that may also involve many political philosophies for it to be implemented successfully (Howard, 2000). Its proponents suggest that the production means within a country should be nationalized and distribution or exchange utilized as the major strategies for implementing the system (Kumar, 2009). There are two types of socialist movements, which are the libertarian and democratic forms of socialism. The libertarian form of socialism advocates for the direct control of workers in their country’s production means as opposed to using state powers for the purpose of achieving such arrangements. This system opposes any form of state or parliamentary controls on various production means

Further Exploration Study Essay Example | Topics and Well Written Essays - 750 words

Further Exploration Study - Essay Example The story of Michelle Dumaresq in Karen Duthie’s 100 Percent Woman puts forward a counterattack to the ‘concept of level’ between a man and a woman. Not only is the documentary a portrayal of prejudice against the ‘third sex’ but also against women; the worse idea presented, being the fact that women themselves stoke the incessant issue on women empowerment. 100 Percent Woman Canadian mountain bike racer, Michelle Dumaresq is a post-operative transgender who only started racing with women six years after undergoing sex reassignment surgery (SRS) in 1996 when the International Cycling Union and the Canadian Cycling Association granted her request to race as a female. Her first professional race placed her third on the first week and first, on the second week, winning her a trip for the European Championships where she only finished 24th of 39 women (Byers). Growing up, Dumaresq has always been into riding and racing. However, instead of her hard work a s a biker, it was her transition from being male at birth to a female who competes against women in sports that contributed greatly to her ‘popularity’ locally and internationally. ... Dumaresq had been undergoing hormonal therapy to increase her estrogen levels and decrease testosterone levels. According to a study conducted by De Cuypere et al., â€Å"transgendered MTF who have been treated with estrogen continuously had total testosterone levels within the normal female range† (679). Besides having a heart of a woman, scientifically speaking, Dumaresq is a woman through technological means; but a woman nonetheless. On the other hand, it is only reasonable for Dumaresq’s competitors to protest since growing up and living in a preconditioned society makes it hard to be non-conformist and different; and that these factors are not easy to ignore. However, the bottom line is that people need to be liberated of transgender cases. Another point that can be drawn from this is that there are no technical measures to delineate the standard differences between a man and a woman. All these are social constructions of concepts. In so saying, there are no irrefu table truths to such end. While there are indeed some biological differences (York), there are women who run faster or more muscular than some men and/or women who cannot conceive an offspring (Boylan). Should there be standard measures, then this unfair competitive edge that Dumaresq should be possessing could have been translated into constant wins in different competitions. Dumaresq was 18 years old when she decided to undergo surgery but only five years old when she concluded she is not one of the boys (Byers). Homosexuality is how people define this â€Å"disorder.† Some scientists (most of them are homosexuals themselves) argue that it is genetic. However, there is surmounting

The affect of income and family structure on child education in the Annotated Bibliography

The affect of income and family structure on child education in the United States between 2000 and 2014 - Annotated Bibliography Example There is a direct correlation between attaining good education and raising the socioeconomic status of a family. This can be explained by a simple example of Ivy League Colleges. Ivy League colleges are most expansive colleges throughout the world and the fact is the graduates of these colleges are most sought after and are the highest paid employees. People having low socioeconomic status cannot go to these colleges similarly, they cannot raise their socioeconomic status by the rate the graduates of these colleges can. For the people who have low socioeconomic status, the mandatory provisions for a child are food, clothing and shelter; education is not mandatory but a secondary provision, if, allowed by the income of the parents. Another factor whether may or may not effect child education is the family structure. Family structure means the orientation of the family, whether the family is supported by single parent or both the parents are supporters. It also includes a blended family which is stepchildren and biological children living under one roof. Ginther and Pollak did a research in 2004 by analyzing the data obtained by NLSY (National Longitudinal Survey of Youth) and PSID (Panel Study of Income Dynamics) to examine the effect of family structure on child’s education. They concluded that family structure has no substantial effect on child’s education; the educational outcomes were same for single parent families, two-parent families and blended families. They concluded that in blended families the mother is the balanced entity who distributes all resources equally in her children, even if the father in the unequal distributor of the resources between his step children and biological children. Nuclear families are traditional families and the parents almost always distribute the resources equally between the children. In this research, many factors such as stress and

International Business - Multinational Enterprises - Cross Boundary Research Paper

International Business - Multinational Enterprises - Cross Boundary Expansions - Research Paper Example (So & Westward, 2009) By 2007, â€Å"Taobao held 82 percent of the market, according to Analysys International† and eBay sold out of the EachNet venture, maintaining only its www.ebay.cn operations, which were not adopted in a widespread manner for domestic Consumer-to-Consumer (C2C) ecommerce transaction in China. (So & Westward, 2009) eBay can also be seen to have failed in the advancement of it PayPal strategy in China, which was surpassed by AliPay in usage by Chinese consumers. What is most striking in these examples is that eBay had the competitive advantages of pre-existing market dominance, brand name recognition, partnership with the dominant ecommerce auction website in China, and still failed in not only maintaining these market positions, but instead became a minority business operator in the Chinese domestic marketplace for online auctions. ... eBay’s failure to respect the local dynamics of Chinese culture and its patterns of internet use, its centralized corporate strategy internationally, as well as its failure to understand the threat of TaoBao to its business model in China all led to the eBay’s cross-boundary expansion strategy internationally being unsuccessful in accomplishing its aims of foreign market establishment, increased company profit, and the creation of long-term shareholder value. eBay – Company History eBay is widely regarded as one of the leading success stories of the Web 1.0 era, or the â€Å"dot-com boom† period in the late 1990’s that saw many internet companies go public with very high amounts of stock market speculation. eBay was founded by Pierre Omidyar in 1995 and Meg Whitman joined the company in 1998 with prior experience at Hasbro and Harvard Business School. (Gomes-Casseres, 2001) eBay outmaneuvered other web companies such as Yahoo!, Microsoft, and Amazon .com to earn significant revenue from ecommerce sales based on the auction and C2C model. eBay requires listing charges for people to advertise their goods for sale on the site, charges an additional percentage of the sale as a commission, and also receives a service charge from credit card transactions via its PayPal services. The company is the leader in the U.S. online auction market, and went public in 1998. As news sources reported, the company’s stock soared at the time of the IPO, â€Å"shares of eBay went up 163.2 percent† on the first day of trading to close at $47.375 with a market capitalization of $1.9 billion USD. (Kawamoto and Grice, 1998) Today, eBay trades on the NADAQ exchange under the symbol EBAY with a stock

MARKETING COMUNICATION- exam questions Essay Example | Topics and Well Written Essays - 1000 words

MARKETING COMUNICATION- exam questions - Essay Example Cinema Advertising Cinema advertising is a medium to promote a product in order to create awareness among the consumers. Cinema advertising presents slide promotion and at times it also offers rolling stock alike to a television commercial. A few theatres present lively digital publicity opportunities in place of slide advertising in the theatre hall (Victor, 2006). The Cinema Advertising Association (CAA) represents the two UK cinema advertising related contractors, Digital Cinema Media (formerly known as Carlton Screen Advertising) and Pearl & Dean which provide advice on various issues related to regulation, research and production. The CAA ensures that all UK cinema commercials are according to British Codes of Advertising (BFI, 2010). Pearl & Dean in the UK controls around 19.9% sites of UK cinema. It includes prominent operators of multiplex such as Showcase, Empire, AMC and Apollo (Getmemedia, 2009). In the UK, there are over 3000 screens showing cinema. Production cost relate d to cinema adverting is quite low. For example, Pearl & Dean presents tow types cinema advertisements related production for small businesses of the local area (Marketingdonut, 2011). Television Advertising Television advertising allows the advertisers to inform a large audience  about a business, service or product. ... An effective television advertisement requires a good script that emphasizes a powerful offer. Furthermore, advertisements should be efficiently produced and for this reason it is often better to appoint an advertising agency, which helps to organise an entire operation (All Business, 2011). Advantages of Cinema Advertising: Cinema advertising is designed to target a specific audience and can actively attract the 100% attention of the audience The Digital projector provides high impact on images and sounds, thus the message can be conveyed effectively to the potential customers The cost of cinema advertising is inexpensive; the advertisement can be shown at all possible cinemas or just one local cinema depending upon the budget of an advertiser (NBS Studio, 2010) Advantages of Television Advertising: Television advertising helps to reach large number of audience in a short period of time than radio and local newspapers Message is delivered with picture, sound and action that can prov ide instant credibility to business. It provides an opportunity to be creative and adds a personality in a business, which can be mainly useful for small businesses that depend on repeat customers (All Business, 2011) The advantages of both cinema and television advertising have been discussed above, however depending upon the target customer the advertising media can be selected. The market segmentation is an important factor while taking an advertising decision. If the company is targeting the mass market than it is better to go for television advertising and if it decides to target a specific customer segment for luxurious product than the cinema

American Transition Essay Example | Topics and Well Written Essays - 750 words

American Transition - Essay Example The problem was that the Radical Republicans pay more attention to the rearrangement of Southern institutions rather than to "the elevation of the ex-slave". Only some of them realized that slavery was not able "to train the ex-slave for participation in a free competitive society, as most of them assumed that the termination of slavery meant the end of their problems (Burns 12). They believed that blacks could immediately enter into community life on an equal footing with other citizens". Anyway ex-slaves appeared empty handed before the new kind of world. They had not yet been granted their civil rights. "At the same time, they were no longer covered by property rights. Therefore they were even more vulnerable to physical intimidation than before" (Burns 7). Seemingly among the achievements of Reconstruction was obviously granting minimum of political and civil rights to the ex-slave, though white supremacy supporters were stubborn in their desire to ruin this advance. In the situations when it was impossible to use frightening and terror, ex-slaves were under the ruthless economic oppression by landowners and merchants. Ex-slaves were little by little loosing their influence during voting. Although it all this was obvious the Northern Radical Republicans seemed to be tired of the everlasting fight for protecting ex-slaves. Moreover the Northern whites supported the Southern race bigotry. Thus the North begun to give preference to peace rather than justice. "Industrialists were expanding their businesses rapidly, and they wanted the South to be pacified, so that it would be a safe area for investment and expansion. If this meant returning power to white conservatives, they were willing to pay the price" (Burns 11). The election of presi dent in 1876 outgrew into mess. The South agreed to uphold Republican Hayes only in the case of withdrawing the troops and renewing home rule. Thus having become President B. Hayes claimed that if the Southern whites were let alone, they would be to handle ex-slaves conscientiously. "Hayes seemed unaware that men could be educated, civilized, and claim to be Christians while at the same time behaving as bigots and racists" (Burns 14). In order to content the voracious North and the Hayes interred the residues of Reconstruction. At the end of his term Southern white conservatives absolutely retook earlier lost positions. From the point of view of American transition let's also consider an issue of technical changes which accelerated the development of the United States in the late 19th century. These changes included "a wave of inventions bringing new interlocking means of transportation, new power sources, new materials, mass production of consumer goods, advances in industrial chemistry, and innovative modes of production" (Burns 42). Besides this revolution resulted in various economic and social changes in the USA like new modes of management and organizational forms. Inventor-entrepreneurs, and among them was Thomas Edison, Elmer Sperry, Lee De Forrest, formed a direction of inventive activity which initiated the Second Industrial Revolution. In 1896 a writer in the Scientific American referring to the remarkable outpouring of U.S. patents since the Civil War, exuberantly insisted that his was "an epoch of invention and progress unique in the history of the world" (Burns 39).

Jones Law of 1916 Essay Example for Free

Jones Law of 1916 Essay Whereas it was never the intention of the people of United States in the incipiency of the war withSpainto make it a war of conquest or for territorial aggrandizement; and Whereas it is, as it has always been, the purpose of the people of the United States to withdraw their sovereignty over Philippine Islands and to recognize their independence as soon as a stable government can be established therein; and Whereas for the speedy accomplishment of such purpose it is desirable to place in the hands of the people of the Philippines as large a control of their domestic affairs as can be given them without, in the meantime, impairing the exercise of the rights of sovereignty by the people of the United States, in order that, by the use and exercise of popular franchise and governmental powers, they may be the better prepared to fully assume the responsibilities and enjoy all the privileges of complete independence: Therefore Section 1.―The Philippines Be it enacted by the Senate and House of Representatives the United States of America in Congress assembled, That the provisions of this Act and the name â€Å"The Philippines† as used in this Act shall apply to and include the Philippine Islands ceded to the United States Government by the treaty of peace concluded between the United States and Spain on the eleventh dany of April, eighteen hundred and ninety-nine, the boundaries of which are set forth in Article III of said treaty, together with those islands embraced in the treaty between Spain and the United States concluded at Washington o the seventh day of November, nineteen hundred. Section 2.―Philippine Citizenship and Naturalization That all inhabitants of the Philippine Islands who were Spanish subjects on the eleventh day of April, eighteen hundred and ninety-nine, and then resided in said Islands, and their children born subsequent thereto, shall be deemed and held to be citizens of the Philippine Islands, except such as shall have elected to preserve their allegiance to the Crown of Spain in accordance with the provisions of the treaty of peace between the United States and Spain, signed at Paris December tenth, eighteen hundred and ninety-eight, and except such others as have since become citizens of some other country:Provided, That the Philippine Legislature, herein provided for, is hereby authorized to provide by law for the acquisition of Philippine citizenship by those natives of the Philippine Islands who do not come within the foregoing provisions, the natives of the insular possessions of the United States, and such other persons residing in the Philippine Islands who are citizens of the United Stat es, or who could become citizens of the United States under the laws of the United States if residing therein. Section 3.―Bill of Right (a) Due process and eminent domain.―That no law shall be enacted in said Islands which shall deprive any person of life, liberty, or property without due process of law, or deny to any person therein the equal protection of the laws. Private property shall not be taken for public use without just compensation. (b) Rights of persons accused of crime.―That in all criminal prosecutions the accused shall enjoy the right to be heard by himself and counsel, to demand the nature and cause of the accusation against him, to have a speedy and public trial, to meet the witnesses face to face, and to have compulsory process to compel the attendance of witnesses in his behalf. That no person shall be held to answer for a criminal offense without due process of law; and no person for the same offense shall be twice put in jeopardy of punishment, nor shall be compelled in any criminal case to be a witness against himself. That all persons shall before conviction be bailable by suffici ent sureties, except for capital offenses. (c) Obligation of contracts.―That no law impairing the obligation of contracts shall be enacted. (d) Imprisonment for debt.―That no person shall be imprisoned for debt. (e) Suspension of habeas corpus.―That the privilege of the writ of habeas corpus shall not be suspended, unless when in cases of rebellion, insurrection, or invasion the public safety may require it, in either of which event the same may be suspended by the President, or by the Governor-General, wherever during such period the necessity for such suspension shall exist. (f) Ex post facto laws, primogeniture, titles of nobility.―That no ex post facto law or bill of attainder shall be enacted nor shall the law of primogeniture ever be in force in the Philippines. That no law granting a title of nobility shall be enacted, and no person holding any office of profit or trust in said Islands shall, without the consent of the Congress of the United States, accept any present, emolument, office, or title of any kind whatever from any king, queen, prince, or foreign state (g) Bail and punishment.―That excessive bail shall not required, nor excessive fines imposed, nor crue l and unusual punishment inflicted. (h) Unreasonable searches.―That the right to be secured against unreasonable searches and seizures shall not be violated. (i) Slavery.―That slavery shall not exist in saidIslands; nor shall involuntary servitude exist therein except as a punishment for crime whereof the party shall have been duly convicted. (j) Freedom of speech.―That no law shall be passed abridging the freedom of speech or of the press, or the right of the people peaceably to assemble and petition the Government for redress grievances. (k) Freedom of religion.―That no law shall be made respecting an establishment of religion or prohibiting the free exercise thereof, and that the free exercise and enjoyment of religious profession and worship, without discrimination or preference, shall forever be allowed; and no religious test shall be required for the exercise of civil or political rights. No public money or property shall ever be appropriated, applied, or used, directly or indirectly, for the use, benefit, or support of any sect, church, denomination, sectarian institution, or system of religion, or for the use, benefit, or support of any priest, preacher, minister, or other religious teacher or dignitary as such. (l) Poligamy.―Contracting of polygamous or plural marriages hereafter is prohibited. That no law shall be construed to permit polygamous or plural marriages. (m) How public funds to be spent.―That no money shall be paid out of the treasury except in pursuance of an appropriation by law. (n) Uniform tax.―That the rule of taxation in saidIslands shall be uniform. (o) Subject and title of bills.―That no bill which may be enacted into law shall embrace more than one subject, and that subject shall be expressed in the title of the bill. (p) Warrants of arrest.―That no warrant shall issue but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched and the person or things to be seized (q) Special funds.―That all money collected on any tax levied or assessed for a special purpose shall be treated as a special fund in the treasury and paid out for such purpose only. Section 8.―General Legislative Power That general legislative power, except as otherwise herein provided, is hereby granted to the Philippine legislature, authorized by this Act. Section 13.―Election and Qualification of Senators That the members of the Senate of the Philippines, except as herein provided, shall be elected for terms of six and three years, as hereinafter provided, by the qualified electors of the Philippines. Each of the senatorial districts defined as hereinafter provided shall have the right to elect two senators. No person shall be an elective member of the Senate of the Philippines who is not a qualified elector and over thirty years of age, and who is not able to read and write either the Spanish or English language, and who has not been a resident of the Philippines for at least two consecutive years and an actual resident of the senatorial district from which chosen for a period of at least one year immediately prior to his election. Section 14.-Election and Qualification of Representative That the members of the House of Representatives shall, except as herein provided, be elected triennially by the qualified electors of the Philippines. Each of the representative districts hereinafter provided for shall have the right to elect one representative. No person shall be an elective member of the House of Representatives who is not a qualified elector and over twenty-five years of age, and who is not able to read and write either the Spanish or English language, and who has not been an actual resident of the district from which elected for at least one year immediately prior to his election: Provided,That the members of the present Assembly elected on the first Tuesday in June, nineteen hundred and sixteen, shall be the members of the House of Representatives from their respective districts for the term esxpiring in nineteen hundred and nineteen. Section 15.-Qualification of Voters That at the first election held pursuant to this Act, the qualified electors shall be those having the qualifications of voters under the present law; thereafter and until otherwise provided by the Philippine Legislature herein provided for the qualifications of voters for senators and representatives in the Philippines and all officers elected by the people shall be as follows: Every male person who is not a citizen or subject of a foreign power twenty-one years of age or over (except insane and feeble-minded persons and those convicted in a court of competent jurisdiction of an infamous offense since the thirteenth day of August, eighteen hundred and ninety-eight) who shall have been a resident of the Philippines for one year and of the municipality in which he shall offer to vote for six months next preceding the day of voting, and who is comprised within one of the following classes: (a) Those who under existing law are legal voters and have exercised the right of suffrage. (b) T hose who own real property to the value of 500 pesos, or who annually pay 30 pesos or more of the established taxes. (c) Those who are able to read and write either Spanish, English, or a native language. Sedition Law of 1901 [No. 202.] AN ACT defining the crimes of treason, insurrection, sedition, conspiracies to commit such crimes, seditious utterances whether written or spoken, the formation of secret political societies, the administering or taking of oaths to commit crimes or to prevent the discovering of the same, and the violation of oaths of allegiance, and prescribing punishment therefor By authority of the President of the United States, be it enacted by the United States Philippine Commission, that: Section l. Every person, resident in the Philippine Islands, owing allej^ance to the United States or the Government of the Philippine* Islands, who levies war against them, or adheres to their enemies, jriving them aid and comfort within the Philippine Islands or else- where, is guilty of treason, and, upon conviction, shall suffer death or, at the discretion of the court-, shall l)e imprisoned at hard labor for not less than five years and fined not less than ten thousand dollars. Sec. 2. Every person, owing allegiance to the United States or the (Tovemment of the Philippine Islands, and having knowledge of any treason against them or either of them, who conceals, and does not, as soon as may be, disclost? and make known the same to the Provin- cial (Governor in the Province in which he resides, or to the Civil Governor of the Islands, or to some Judge of a Court of Hec »ord, is guilty of mLsprision of treason, and shall be imprisoned not more than seven years and be fined not more than one thousand dollars. Sec. 3. Everj’ pei*son who incites, sets on foot, assists or engages in any rebellion or insurrection against the authority of the Ignited States or of the Government of the Philippine Islands, or the laws thereof, or who gives aid or comfort to any one so engaging in such rebellion or insurrection, shall, upon (*onviction, lie imprisoned for not more than ten years and Ik* fined not more than ten thousiiud dollars. Sec. 4. If two or more persons conspire to overthrow, i)ut down or destroy by force, the Government of the ITnited States in the Philippine Islands or the Government of the Philippine Islands, or by force to prevent, hinder or delay, the execution of any law of the UnilcKl States or of the Philippine Islands, or by force to seize, take, or possess, any property of the United States or of the Government of the Philippine Islands, contrary to the authority thereof, (*a*li of such persons shall be punished by a fine of not more than f\\c thous^ind dollars, and by imprisonment, with or without hanl labor, for a ieri(Kl not more than six years. Sec. 5. All persons who rise publicly and tumultuously in onler to attain by force or outside of legal methwls any of the following object*, are guilty of sedition: 1. To prevent the promulgation or  »xecution of any law or thr free holding of any popular election. 2. To prevent the Insular Government, or any Provincial or Mnnicipiu Qovemment or any public official, from freely exercisingits or his duties or the due execution of any judicial or administrative order. 3. To inflict any act of hate or revenge upon the person or property of any official or a^ent of the Insular Government or of a Provincial or Municipal Government. 4. To inflict, with a political or social object, any act of hate or revenire, upon individuals or upon any class of individuals in the Islands. 5. To despoil, with a political or social object, any class of persons, natural or artificial, a Municipality, a Province, or the Insular Government or the Government of the United States, or any part of its pro perty. Sec. 6. Anyperaon guilty of sedition as defined in section 5 hereof, shall be punished by a line of not exceeding five thousand dollars and by imprisonment not exceeding ten years, or both. Sec. 7. All persons conspiring to commit the crime of sedition shall be punished by a fine of not exceeding one thousand dollars, or by imprisonment not exceeding fiVQ years, or both. Sec. 8. Every ierson who shall utter seditious words or speeches, write, publish, or circulate, scurrilous libels against the Government of the United States or the Insular Government of the Philippine Islands or which tend to disturb or obstruct any lawful officer in exe- cuting his office, or which tend to instigate others to cabal or meet togetlier for unlawful purposes, or which suggest or incite rebellious conspiracies or riots or wiiich tend to stir up the ieople against the lawful authorities or to disturb the i)eace of the community, the safety and order of the Government, or who shall knowingly conceal such evil pra(*tic( »s, shall be punished by a fine not exceeding two thousand dollars or by imprisonment not exceeding two years, or both in the discretion of tlio Court. Sec. 9. All persons who shall meet together for the purpose of forming, or who shall form any secret society or who shall after the l)assago of this Act cont inue memlHjrship in a society already formed having for its object in whole or in part, the promotion of treason, r(‘l)(41ion or sc^dition, or the promulgation of any political opinion or policy, shall 1k » punished by a fine not exceeding one thousand dollars or by imprisonment not exceeding one year, or both. Sec. 10. lentil it has been officially proclaimed that a state of war or insurr( »ction against the authority or sovereignty of the United States no longer exists in the Philippine Islands, it shall be unlawful for any person to advocate orally or by writing or printing or like m( »tli(Kls, th(^ independence of the Philippine Islands or their separa- tion from the I’nited States whether by peaceable or forcible means, or to print, publish or circulate any handbill, newspaper, or other publication, advocating such indeiendence or separation. Any person violating th » provisions of this section shall be punished by a lint* of not exceeding two tlumsand dollars and imprisonment not exceeding one year. Flag Law of 1907 ACT NO. 1696 An act to prohibit the display of flags, banners, emblems, or devices used in the Philippine islands for the purpose of rebellion or insurrection against the authorities of the United States and the display of Katipunan flags, banners, emblems, or devices and for other purposes By authority of the United States be it enacted by the Philippine Commission that: Section 1. Any person who shall expose or cause or permit to be exposed to public view on his own premises, or who shall expose or cause to be exposed to public view either on his own premises or elsewhere, any flag, banner, emblem, or device used during the late insurrection in the Philippine Islands to designate or identify those in armed rebellion against the United States, or any flag, banner, emblem, or device used or adopted at any time by the public enemies of the United States in the Philippine Islands for the purposes of public disorder or of rebellion or insurrection against the authority of the United Sta tes in the Philippine Islands, or any flag, banner, emblem, or device of the Katipunan Society or which is commonly known as such, shall be punished by a fine of not less than five hundred pesos nor more than five thousand pesos, or by imprisonment for not less than three months nor more than five years, or by both such fine and imprisonment, in the discretion of the court. Sec. 2. Any person or persons having charge of any banquet, public entertainment, public meeting, or reunion, or any parade, procession, or review, who shall display or cause or permit to be displayed at such banquet, public entertainment, public meeting, or reunion, or in such parade, procession, or review, or who shall expose or cause to be exposed to public view any flag, banner, emblem, or device used during the late insurrection m the Philippine Islands to designate or identify those in armed rebellion against the United States, or any flag, banner, emblem, or device used or adopted at any, time by the public enemies of the United States in the Philippine Islands for the purposes of public disorder or of rebellion or insurrection against the authority of the United States in the Philippine Islands, or any flag, banner, emblem, or device of the Katipunan Society or which is commonly known as such, shall be punished by a fine of not less than five hundred pesos nor more than five thousand pesos, or by imprisonment for not less than three months nor more than five years, or by both such fine and imprisonment, in the discretion of the court. Sec. 3. It shall be unlawful tor any person to expose or cause or permit to be exposed to public view on his own premises, or to expose or cause to be exposed to public view either on his own premises or elsewhere, or to display or cause to be displayed at any banquet, public entertainment, meeting, or reunion, or in any parade, procession, or review, or for any person having charge of such banquet, public entertainment, meeting, or reunion, or of such parade, procession, or review, to permit to be displayed or exposed to public view, any flag, or banner the use or display of which is prohibited by executive order of the Governor-General. Any person who shall violate the provisions of this section shall be punished by a fine of not less than five hundred pesos nor more than five thousand pesos, or by imprisonment for not less than three months nor more than five years, or by both such fine and imprisonment, in the discretion of the court: Provided, however, That nothing in this secti on contained shall be construed to authorize the Governor-General to permit the use or display of any flag, banner, emblem, or device whose use, display, or exposition to public view is prohibited by the preceding sections of this Act. Sec. 4. Any person who shall wear, use, or expose to public view in any parade, procession, or review, any uniform or dress or part thereof, adopted or used during the late insurrection in the Philippine Islands to designate or identify those in armed rebellion against the United States, or any uniform or dress or part thereof adopted or used at any time by the public enemies of the United States in the Philippine Islands for the purposes of public disorder or of rebellion or insurrection against the authority of the United States in the Philippine Islands, shall be punished by a fine of not less than five hundred pesos nor more than five thousand pesos, or by imprisonment for not less than three months nor more than five years, or by both such fine and imprisonment, in the discretion of the court. Batas Tydings-Mcduffie Batas Tydings-McDuffie (opisyal na pangalan: Batas sa Kalayaan ng Pilipinas; Pampublikong Batas Blg. 73-127) na inaprubahan noong Marso 24, 1934 ay isang pederal na batas ng Estados Unidos na nagkaloob ng nagsasariling pamahalaan ng Pilipinas at ng kalayaan nito (mula sa Estados Unidos) matapos ang sampung taon. Noong 1934, pinamunuan ng Pilipinong pulitikong si Manuel L. Quezon ang misyong pang-kalayaan ng Pilipinas sa Washington, DC na nagtagumpay sa pagpapatibay ng Kongreso sa batas na ito. Batas Tydings-McDuffie (opisyal na pangalan: Batas sa Kalayaan ng Pilipinas; Pampublikong Batas Blg. 73-127) na inaprubahan noong Marso 24, 1934 ay isang pederal na batas ng Estados Unidos na nagkaloob ng nagsasariling pamahalaan ng Pilipinas at ng kalayaan nito (mula sa Estados Unidos) matapos ang sampung taon. Noong 1934, pinamunuan ng Pilipinong pulitikong si Manuel L. Quezon ang misyong pang-kalayaan ng Pilipinas sa Washington, DC na nagtagumpay sa pagpapatibay ng Kongreso sa batas na ito. Batas Tydings-McDuffie (opisyal na pangalan: Batas sa Kalayaan ng Pilipinas; Pampublikong Batas Blg. 73-127) na inaprubahan noong Marso 24, 1934 ay isang pederal na batas ng Estados Unidos na nagkaloob ng nagsasariling pamahalaan ng Pilipinas at ng kalayaan nito (mula sa Estados Unidos) matapos ang sampung taon. Noong 1934, pinamunuan ng Pilipinong pulitikong si Manuel L. Quezon ang misyong pang-kalayaan ng Pilipinas sa Washington, DC na nagtagumpay sa pagpapatibay ng Kongreso sa batas na ito. Bell Trade Act In 1946, the US congress offered 800 million dollars as rehabilitation money in exchange for the ratification of the Bell Trade Act. It was passed by the US congress specifying the condition of the Philippine economy governing the independence of the Philippines from the Americans. A system of preferential tariffs was implemented which discouraged government officials to control the country’s import-export market. The Philippine peso followed the US dollar currency. Aggravating the Filipino citizens, U.S. citizens and corporations were granted equal access to the natural resources of the country. Many nationalists were not in favor of the bell trade act because it was â€Å"a curtailment of Philippine sovereignty, virtual nullification of Philippine independence† as said by former president Sergio Osmena. Roxas supported the acceptance of two important laws passed by the Congress of the United States to the Philippines. These laws were The Philippine Rehabilitation Act and the Philippine Trade Act (Bell trade act). On August 5, 1946, the Treaty of General Relations was ratified between the Philippines and the US. It recognized Philippine independence as of July 4, 1946 and relinquished American sovereignty over the Philippine Islands. The establishment of US bases was also included in this treaty. On March 14, 1947, the Treaty of General Relations was signed. On September 7, 1946, Manuel Roxas granted a General Amnesty to guerrillas who were imprisoned during World War 2. On January 28, 1948, General Amnesty was given to all those arrested for conniving with Japan. An earlier amnesty hindered Roxas because of his fear that the Americans might stop rendering financial assistance to the country. On January 1, 1947 under the Bell Trade Act, the Parity Amendment was introduced. It gave American citizens and corporations equal rights to Filipinos to utilize natural resources and operate public utilities. On March 11, 1947, it was ratified in a national plebiscite.

Modern football

Modern football Introduction to globalisation The aim of this paper is the processes what has led football to globalisation and discuss how these processes manifest in the modern football. That essey will introduce reader to globalisation in general, early diffusion and development based on Therborns 6 wave model, contemporary model of globalisation, as well as movement of players, commercialisation of global football, global football in sponsorship, advertising and the media. Althought you can find answers on the questions like: How media affect to the football? What was before and after entering TV companies such as BSkyB and ITV to the football? Football whose game is it now? Evaluetion a series of global processes and their effects on football globally as well as establishment of global governing organisations and global tournaments. All of that with facts and evidence, analysis and reserch you can find below in that essey. We live in an age of globalization. The term globalisation evokes many responses both positive and negative. What exactly is globalisation, who are the main players and what are its economic, social, cultural and environmental impacts? Globalisation has developed out for a long term of social processes. As pointed out by Guilianotti and Robertson (2004) the recent history of football in particular, can serve both as an illustration and as an indication of the extent of transnational interconnectedness. Football is something much bigger, rather than game or even a way of life. This distinct reflexion of inconsistent tendencies of the modern world with all its pleasures and grieves. Football represent not geographical zones but social classes and political ideas. Unlike baseball or tennis football bears cargo of century hatred and historical biases. It is sports with real rates. It is capable to break ruling modes and to generate liberation movements. Early diffusion and historical development Footballs international diffusion occurred during the late 19th century. The contemporary history of the worlds favourite game spans more than 100 years. It all began in 1863 in England, when rugby football and association football branched off on their different courses and the Football Association in England was formed becoming the sports first governing body. Football, following the path of modern industrialism, spread from England to Europe (Duke 1995), North America (Waldstein and Wagg 1995) and South America (Guttmann 1994), and eventually the African continent (Stuart 1995). Accounts of the diffusion of the game to different parts of the world underline the intrinsic interrelation between football and industrial globalisation. As more and more regions became integrated into the emerging capitalist global economy (Pohl 1989) the leisure practice of football standardized in its rules and nationalized in its demands on time and space continued the cultural equivalent to the cha nging processes of industrial production. Robinson observes, for example, that global elites, regardless of their nationality, increasingly tend to share similar lifestyles and interact through expanding networks of the transnational state. Globalization is in this way unifying the world into a single mode of production and a single global system and bringing about the integration of different countries and regions into a new global economy and society. But the new global capitalism is rife with contradictions, such as the growing rift between the global rich and the global poor, concludes Robinson. (W.I. Robinson 2004). Globalizations are not new phenomena. At least six historical waves, beginning with the spread of world religions, may be identified. An attempt is made to systematize the effects of globalizations on different world regions and social actors. Issues of governance are raised, focusing on states and norms. Accroding to the Therborns six wave model in the first wave we can see first mass migration of people, the same situation we can find in football industry. As Wagg stated, football seems to belong to everyone and, on the other, the game rather like the land in the enclosure movements of the seventeenth and eighteenth centuries has been taken from the people and used for profit. In this later formulation, then, the nation of British footballs social and political history, from the Second World War to the turn of twenty-first century, is founded in ideas of social exclusion. (Wagg 2004). The contemporary model Nowadays football is the most popular and highly globalised sport on the planet, Mr Blatter also said the global football market, by Fifas calculations, was one of over one billion people. According to the Delloite report the European football market alone was worth 14.6 billion Euro in 2008. Englands Premier League clubs now pay their stars over a billion in wages, it has been revealed.The colossal bill equivalent to 1.2 million pounds per player emerged as figures were issued for the season before the current one concludes.Roman Abramovichs Chelsea paid out the most in wages 172 million pounds. Runners-up Manchester United had a salary bill of 121 million pounds. Third-placed Arsenal forked out 101 million pounds, followed by Liverpool, whose players earned 90 million pounds, according to football finance analysts Deloitte. These football clubs are now identified as a global brands, for example Manchester United fan base is 75 million people around the world. The contemporary mo del is also marked by a series of global migrations, at the moment in the English Premier League playing about 50% of foreighn players, but in 1992 there was just 11 registred players from overseas. Media and commercialisation of global football Along with the technology of the industrial revolution that produced the steamboats, railroads, and mass transit that moved people to leisure events, the rapidly evolving technology of mass media brought the drama and the exticement of sporting events to the people. The mass media, more than anything else were responsible for promoting organized sport from a relatively minor element of culture into a full-blown social institution. (Lever and Wheeler 1993:126). By the time television first appeared on the scene in the mid to late 1930s the patterns of mobile privatisations were already established. Television was part of a second generation of mass media that reinforced the structures of decentralised, private and suburban life. As Silversone argues, the space for television had been created by a social and cultural fabric already prepared. This social and cultural fabric was in turn an expression of the ever more central role of rationalised mass consumption in capitalist societies. Thus the social, cultural and economic premises of the rise of television were interrelated with those of the rise of modern football. These standardized practices of mass consumption reflected in the rise of television and radio were epitomised in the economic regime of Fordism. Regular Fordist work and leisure patterns led to the manifestation of the weekend as place of consumption for the Victorian wage-earner, combining both social identity and privacy (Cross 1997:120). The establishment of half-Saturdays had been a cruicial premise for the rise of professional football in Englang. Now, the extended leisure time of the Fordist weekend became the focal point of the consumption of mediated sports. This is underlined by the rise os Saturday afternoon sports magazines on American and British television (Goldlust 1987;Whannel 1991). Fordism, suburbanization and mass consumption thus constituted a triangle whereby both television and football were soon firmly integrated into the every day life of millions of viever. Television incorporated the stable and cyclical sports calendar into its schedules and thus reproduced and reinforced the temporal organisation of Fordist leisure practices. In the modern football, for example, Premiership clubs are being bought at a time when the income of each of the leagues 20 teams is set to soar following a recent record-busting overseas television rights deal. Booming demand from Asia and the Middle East has allowed the league to tie up contracts worth  £625 million for broadcasting rights for the next three seasons, boosting overall media income to  £2.725 billion; 60 percent above previous levels. (Delloite: football industry report). Several Leagues (such as the French, German and English leagues) have recently renegociated broadcast contracts and have secured significant revenues for their clubs for a number of years. In Spain, Superclubs like Real Madrid and Barcelona have individually negociated broadcast contracts. The Premier League is the most popular and the most lucrative domestic football league. The sports goods industry is dominatd by Nike, Adidas and football kit wars regularly occur at the World Cup and in the leading national leagues. The major TV leagues are in Europe the big five and the lesser five or six. Football has become a significant content filler in the age of new TV technology satellite, cable digital, telephony and internet. As Rupert Murdoch referred to it a battering ram for opening a new markets (Cashmore 2003:64). Alongside this are the stars and star clubs who benefit from almost constant commercial and media exposure especcially, but not only, Beckham, Ronaldo, Real Madrid, and Manchester United. These players and clubs are representative of a new trend in the international financing of football. After the colapse of the football bubble economy in 2001, clubs have tried to explore new income sources by expanding their customer base worldwide. In particular, the economically vibrant East Asian regions has been a preferential destination for marketin g managers and promotion tours. As Shimizu points out that David Backhams two visits to Japan in summer of 2003 were mainly commercial promoting endoresments for TBS (beauty salons), Meiji Seika (confectionery), Castrol (oil) and Vodafone (mobile phones) in June and his new team Real Madrid in August. According to a report by the Sports Business Group at Deloitte, one reason most top clubs have continued to see revenue increases and post strong profits is that they have lucrative multi-year broadcasting and sponsorship deals that have not been affected by the recession. BSkyB and Setanta pay out roughly $1.8 billion a year for Premier League rights. Arsenal, Liverpool and Schalke 04 have multi-year deals with Emirates, Carlsberg and Gazprom that pay these clubs over $15 million a season. More than half of the 20 clubs with the highest revenue signed current uniform sponsors within the last two years. The deals are good through 2013, on average, protecting teams biggest source of sp onsorship revenue (along with stadium-naming rights). On the broadcast side, German, English and the top Spanish clubs all have deals in place through 2014, with French rights due for renegotiation in 2012 and Italy set to return to centrally sold rights in 2010. At the turn of the twentieth century, centralized, urban leisure started to compete with more decentralized forms of consumption aided by the rise of new technologies such as the telegraph and railways (Ingham and Beamish 1993). New communication technologies helped to establish the national dimension of sport by enabling sports results to be communicated instantly over long distances. Radio reporting was immediate and, crucually, national rather than local. When Preston North End won the FA Cup in 1938, many listeners in Britain could for the first time follow the event on their radio sets simultaneously. Thus mass communication crucially contributed to the social and territorial diffusion of football. Sports has become more commercialised in the past twenty-five years. Equally it is almost passe to say that contemporary football is big business. In 1994 Sepp Blatter claimed that football was bringing in US$163 billion annually, more than General Motors could make selling cars (cited in Smith 1997:144). Elsewhere the commercial development of football, and especially the economic aspect of the World Cup, has been assesed in great detail (Guilianotti 1999). When Bourdieu argued that television has acted as the Trojan horse for the introduction of the commercial logic into football he was only partly accurate since commercial interests have always been present in sport. The development and growth of the global media was one of the main reasons of commercialisation of football as well as people who have money and time to spend and invest for a long time perioud. Television sport throughout the world is dominated by football. There is football and then the rest sports. FIFAs empire has grown accordingly. Several Leagues (such as the French, German and English leagues) have recently renegociated broadcast contracts and have secured significant revenues for their clubs for a number of years. In Spain, Superclubs like Real Madrid and Barcelona have individually negociated broadcast contracts. The Premier League is the most popular and the most lucrative domestic football league. The most significant process which helped to increase global commercialisation of football, is development of a global media profile. Because just after big TV deals football became a billion game just because of media football players can earn millions pounds. For example, in Britain, since 1992 rights fees have increased enormously from 191.5 millions pounds to 1 billion 700 millions pounds, and every year the amount of money coming from the TV rights is growing up. As Delloite financial specialists argued that the outcome of the Premier League broadcast rights negociations and the values achieved is likely to be a key driver in determining the ranking of English clubs in the Money League in future seasons. Money led to foreighn players The globalisation of football has been marked by a considerable increase in the recruitment of foreign players throughout various leagues. But not only a players are moving around the world, in June, Manchester City became the eighth current Premiership club to be taken over by foreign investors. Aston Villa, Chelsea, Fulham, Liverpool, Manchester United, Portsmouth and West Ham United are also owned by foreign businessmen. As Giovani Trapattoni argued: Really, there has been a globalisation of football, and my view is that it has been good for the game. If you look at football in Europe especially, the standard is now very high. A lot of money has come into the game in these leagues and it has been used to combine all these different cultures in some exceptional teams. According to figures released by the Brazilian Football Confederation (CBF), no fewer than 857 players left the countrys sunny shores for foreign leagues in 2004. Though just short of the previous years record, the nu mber is further proof that Brazils dream academy is alive and well. Answer on tthe question why foreighn players migrate around the world, is simply money. But in some cases money ist a first factor when player make a decision where to move, a good example can be Russia, salaries in Russian Premier League are on the same level like in Big Five leagues in Europe. So when player make a choice where to move Spain or Russia for equivalent amount of money, his choice usually will be Spain. The major factor to make this decision is cultural engagement and geographical reasons. Conclusions: Diminishing contrasts and increasing varieties? The worlds richest clubs are prospering despite the global recession. The financial crisis has yet to derail the worlds most valuable football teams. Forbes Magazines calculations shows the top 25 teams are now worth, on average, $597 million, 8% more than the previous year. The outcome of the Premier League broadcast rights negociations and the values achieved is likely to be a key driver in determining the ranking of English clubs in the Money League in future seasons. These clubs posted operating income (in the sense of earnings before interest, taxes, depreciation and amortization) of $42 million during the 2007-2008 season, 20% more than the top 25 clubs earned the previous year. There are now five clubs (Manchester United, Real Madrid, Arsenal, Bayern Munich and Liverpool) worth at least $1 billion. Only the National Football League (American Football) has more billion-dollar teams (19). With its capitalistic bent, European soccer rewards the best-performing clubs with higher broadcasting revenue, the magazine said in a report Thursday. Leading the charge is the worlds most valuable sports franchise: English Premier League champions Manchester United, worth $1.87 billion. Indeed, Forbes reports Manchester United posted $160 million in operating income, with its stadium, Old Trafford, pulling in more than $200 million in ticket and concession revenue last season. Spains Real Madrid ranked as the second most valuable at $1.35 billion, followed by another English club, Arsenal at $1.2 billion, Germanys Bayern Munich at $1.11 billion, and Englands Liverpool at $1 billion, according to Forbes. By comparison, the most valuable Major League Baseball team is the New York Yankees, worth an estimated $1.3 billion as of last April, while the most valuable National Football League team is the Dallas Cowboys, valued at $1.6 billion last September, according to Forbes. Burnished by that relative stability and by the sports growing popularity throughout China and Southeast Asia, big-ticket investors have continued to pour money into Englands Premier league, the magazine points out, noting the sale last fall of Englands Manchester City to Sheikh Mansour Bin Zayed Al Nahyan for nearly $385 million. The value of European football is still there, said sports banker Robert J. Tilliss, founder of Inner Circle Sports. The demand from broadcasters and sponsors has continued to rise. References: Globalisation Armstrong, G., Giulianotti, R. (1997). Entering the Field: New Perspectives on World Football. Oxford: Berg. Armstrong, G., Giulianotti, R. (2001). Fear and Loathing in World Football. Oxford: Berg. Armstrong, G., Mitchell, J. (2008). Global and Local Football: Politics and Europeanisation on the Fringes of the EU. London: Routledge. Back, L., Crabbe, T., Solomon, J (2001). The Changing Face of Football: Racism, Identity and Multiculture in the English Game. Oxford: Berg. Cashmore, E. (2000). Making Sense of Sports. London: Routledge. Coakley, J. (2003). Sport in Society: Issues and Controversies. Boston: McGraw Hill. Coakley J., Dunning E. (2000). Handbook of Sports Studies. London: Sage. Conn, D. (1997). The Football Business. Edinburgh: Mainstream Publishing. Dobson, S., Goddard, J. (2006). The Economics of Football. Cambridge: Cambridge University Press. Dunning, E. Maguire, J., Pearton, R. (1993). The Sports Process. Champaign: Human Kinetics. Dunning, E., Murphy, P., Williams, J. (1988). The Roots of Football Hooliganism. London: Routledge. Dunning, E., Rojek, C. (1993). Sport and Leisure in the Civilising Process. Toronto: University of Toronto Press. Finn, G., Giulianotti, R. (2000). Football Culture: Local Contests, Global Visits. London: Cass. Giulianotti, R. (1999). Football: A Sociology of the Global Game. Cambridge: Polity. Giulianotti, R., Williams, J. (1994). Games without Frontiers: Football, Identity and Modernity. Aldershot: Arena. Guillianotti, R., Robertson, R. (2009). Globalization Football. London: Sage. Hargreaves, J. (1994). Sporting Females. London: Routledge. Holt, R. (1993). Sport and the British. Oxford: Oxford University Press. Horne, J., Tomlinson, A., Whannel, G. (1999). Understanding Sport. London: Spon. Houlihan, B. (2003). Sport Society: A Student Introduction. London: Sage. Lanfranchi, P., Taylor, M. (2001). Moving with the Ball. Oxford: Berg. Maguire, J. Jarvie, G. Mansfield, L., Bradley, J. (2002). Sport Worlds. Leeds: Human Kinetics. Maguire, J. (1999). Global Sport. Cambridge: Polity Press. Miller, T., Lawrence., McKay., Rowe. (2001). Globalization and Sport. London: Sage. Murphy, P., Williams, J., Dunning, E. (1990). Football on Trial: Spectator Violence and the Development of World Football. London: Routledge. Murray, B. (1996). The Worlds Game: A History of Soccer. Illinois: University of Illinois Press. Polley, M. (1998). Moving the Goalposts: A History of Sport and Society Since 1945. London: Routledge. Russell, D. (1997). Football and the English. Leeds: Carnegie Press. Sandvoss, C. (2008). A Game of Two Halves: Football, Television and Globalization. London: Routledge. Walvin, J. (1994). The Peoples Game: A History of Football Revisited. Edinburgh: Mainstream Publishing.

Abortion: Do We Need It Essay -- Argumentative Persuasive Papers

Abortion: Do We Need It 1.Abortion is a hot topic these days. We hear about it on television and on the radio. Should we, even take a stance on this issue when we have no idea what is involved in each person's case? Abortion is a very sensitive issue because there are many reasons for having an abortion. And a lot of the time it is not just because a lady [Â ¶17f] does not want to have her baby, it could be due to the lady having been raped, or sometimes a lady can't [Â ¶17e] support a baby. Sometimes it is because the condoms or birth control did not fully protect them, either way I do not think it should be used unless the women is in an exceptional position to be in. [Narrow topic. Choose one issue on the abortion debate. E.g. abortion is only permissible in situations of rape or incest] 2.[Use transition to connect these ideas to your thesis. Write from an outline. Think through the arguments both for and against your position. Articulate a defense to these ideas. This paragraph seems to focus on the moral argument. Document your claims.] The position I am referring to is if a woman is endangered of dying if she has the baby. There are no other reasons women should be able to have abortion! I think [Â ¶17e] that the lady should have the baby and then put it up for adoption, but then there are also a lot of other people that think that the child will suffer psychologically, because in a lot of cases the child will never get to meet their biological parents. Even if the baby doesn't meet their parents they will not suffer as badly as it would if it were brutally slaughtered in the womb, [this brings up a biological issue: abortion is killing a human life. You must address this somewhere in you essay.... ...ight; so could paragraph 5. In all cases you can do much more to defend the claims you make. Discuss defense of claims made in the paper. Is the author using sources to defend claims? What sources? How convincing are they? What other information might the author use? Has the author remembered to acknowledge the opposition? To repeat myself: the sources are insufficient. Look for: magazines, journal articles, and scholarly books. Run subject searches on InfoTrac. Works Cited "Consider This." Other Ways to Get Rid of the Kid 1 of 2 (2000): 11 Nov. 2000 http://www.abortiontv.com/OtherWays.html Rape Victims. "After Abortion" Other Ways to Get Rid of the Kid (2000): 11 Nov. 2000 http://www.afterabortion.org/News/Victims.html "New Strategy" Other Ways to Get Rid of the Kid (2000): 12 Nov. 2000 http://www.afterabortion.org/News/Victims.html

Natural Childbirth is Superior to Drug Induced Childbirth Essay

I remember when my water bag broke; it was August 12, 1992, and the time was 12:15am.I was very excited that I would see my new baby on her due date. I did what the child birthing book recommended. I woke my husband up and told him to call the hospital. In the meantime I decided to take a shower. I was pretty calm because I didn't have any contractions. I wore my best maternity outfit and was spruced up compared to my husband. I even put on some perfume. You see, we had just gone to bed at 11:30 that night. My husband looked a little worse for wear. We got to the hospital and then were led into the maternity room. The room looked a little dingy with its yellow light and peeling paint. The hospital bed was small and narrow. I got scared, and I wanted my mother. My husband and I had moved to the States from the Middle East when I was seven months pregnant. We never had a chance to take any child birthing classes. I was nervous. A very pleasant-faced nurse came into the room to talk to us. My unfounded fears were brushed away by her calm demeanor. A few hours went by, the contractions started to get stronger, and I requested an epidural. After I got the epidural I didn't feel any pain at all. I was excited. I told my husband if this was how child birthing is, I was ready to have a brood like the Waltons. Then my labor pains stopped completely. My dilation stopped at seven centimeters. The doctor came in to check me and said that it would be better if they induced me. So I got a dose of pitocin. I felt pain like I had never before. I couldn't bear the pain of the contractions anymore. Finally, after twenty two hours of labor, the doctors told my husband that they would do an emergency Cesarean section. By then I was oblivious to al... ... experiences labor has a profound long term impact on her life. Goer, Henci. "Epidurals Myth Vs Reality." Childbirth Instructor Magazine Winter 1995: 17-22. I took a deep breath and pushed till I thought my eyeballs would pop out. In a gush she arrived, and they laid her on my chest where she immediately started to nurse. My husband started to cry for joy and I just had the biggest grin on my face. I did it, I did it!! Through the research I have done, I have found that you have choices in everything. The choice that I made was worth it -for me and my baby. Natural child birth is fulfilling, and I am thankful for all the help I got to make that happen. Choices in child birthing have to be made carefully and wisely by the family and their OB/GYN doctor. Information is vast in this country, and it is just a matter of educating yourself to make the right choices.

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Edexcel International General Certificate of Secondary Education and Edexcel Certificate June 2012 – FINAL TImETAbLE International GCSE and Edexcel Certificate Examinations 1. The normal starting time for morning sessions is 9. 00 a. m. and for afternoon sessions 1. 30 p. m. 2. Wednesday 22 August 2012 – restricted release of results to centres only 3. Thursday 23 August 2012 – release of results to candidates www. edexcel. com Edexcel Certificate Examinations are only available to UK centres. Week 1 Date monday 7 may morning Length Afternoon LengthTuesday 8 may 4Cm0/01 4TU0/01 4Hb0/02 Commerce Turkish Human Biology Paper 2 2h 3h 4GN0/01 4Hb0/01 German: Listening Human Biology Paper 1 Bangladesh Studies Paper 1 Pakistan Studies: The History and Heritage of Pakistan Arabic (Classical Arabic) 30m + 5m reading time 2h 1h 30m 1h 30m 3h Wednesday 9 may 1h 4bN0/01 4PA0/01 Thursday 10 may 4AC0/01 Accounting 2h 30m 4CA0/01 Friday 11 may 4bN0/02 4PA0/02 Bangladesh Studies Paper 2 Pakistan Studies: The Land, People and Resources of Pakistan 1h 30m 1h 30m 4mA0/1F & KmA0/1F 4mA0/3H & KmA0/3H 4mb0/01Mathematics Specification A: Paper 1F Mathematics Specification A: Paper 3H 2h 2h 1h 30m Mathematics Specification B: Paper 1 Week 2 Date monday 14 may morning 4GN0/02 German: Reading and Writing Length 1h 30m Afternoon 4AR0/01 Arabic (First Language) Length 2h 15m inc. 10m. reading time 3h 2h 30m 2h 30m 4bE0/01 4IS0/01 Bengali Islamiyat Religious Studies Tuesday 15 may 4bI0/01 & KbI0/01 4SC0/1b & 4KSC0/1b 4mA0/2F & KmA0/2F 4mA0/4H & KmA0/4H 4mb0/02 Biology Paper 1B Science (Double Award) Biology Paper 1 Mathematics Specification A: Paper 2F Mathematics Specification A: Paper 4H h 2h 2h 2h 2h 30m 1h 30m 3h 4RS0/01 Wednesday 16 may 4FR0/01 French (Listening) 30m + 5m. reading time Mathematics Specification B: Paper 2 French (Reading and Writing) Urdu Biology Paper 2B Thursday 17 may 4FR0/02 4UR0/01 4Pm0/01 Mathematics (Further Pure Mathematics) Paper 1 2h Fri day 18 may 4bI0/02 & KbI0/02 1h 4EC0/01 Economics 2h 30m Week 3 Date monday 21 may morning 4CH0/01 & KCH0/01 4SC0/1C & 4KSC0/1C 4IT0/02 Chemistry Paper 1C Science (Double Award) Chemistry Paper 1 Length 2h 2h 3h 1h 45m 2h 2h 2h 1h 30m Afternoon Pm0/02 Mathematics (Further Pure Mathematics) Paper 2 Length 2h Information and Communication Technology: Practical 1 week window begins English Literature (Drama and Prose) Tuesday 22 may 4ET0/01 & KET0/01 4ES0/01 4bS0/01 Business Studies 2h English as a Second Language (ESL) Paper 1: Reading and Writing Physics Science (Double Award) Physics Paper 1 Wednesday 23 may 4PH0/1P & KPH0/1P 4SC0/1P & 4KSC0/1P 4SP0/02 4AR0/02 4SP0/01 Arabic (First Language) Spanish: Listening English Literature (Poetry) 1h 30m 30m + 5 m reading time 1h 30m 45m 2h 15m 3hThursday 24 may Spanish: Reading and Writing 4ET0/02 & KET0/02 4ES0/02 English as a Second Language (ESL) Paper 2: Listening English Language (Specification A) Friday 4GE0/01 Geography 2h 45m 4EA0/01 & KEA0/01 4IT0/02 25 may Information and Communication Technology: Practical 1 week window ends Week 4 Date monday 28 may morning 4GU0/01 4SI0/01 4SW0/01 4TA0/01 Gujarati Sinhala Swahili Tamil Chemistry Paper 2 Length 3h 3h 3h 3h 1h Afternoon 4HI0/01 History Length 2h 30m Tuesday 29 may 4CH0/2C & KCH0/2C 4EA0/02 & KEA0/02 4Eb0/01English Language (Specification A) 1h 30m 3h 1h English Language (Specification B) Physics Paper 2P Wednesday 30 may 4CN0/01 Chinese: Listening 30m + 5 m reading time 1h 30m 3h 4PH0/2P & KPH0/2P Thursday 31 may 4CN0/02 4mG0/01 Chinese: Reading and Writing Modern Greek 4IT0/01 Information and Communication Technology 1h 30m Friday 1 June International General Certificate of Secondary Education and Edexcel Certificate Subject/Unit Title Human Biology Human Biology ICT ICT – Practical Number 4HB0/01 4HB0/02 4IT0/01 4IT0/02 June 2012 Timetable – FinalSubject/Unit Title Accounting Arabic (Classical Arabic) Arabic (First Language) Arabic (First Lang uage) Bangladesh Studies – Paper 1 Bangladesh Studies – Paper 2 4BN0/02 4BE0/01 4BI0/1B & KBI0/1B 4BI0/2B & KBI0/2B 4BS0/01 4CH0/1C & KCH0/1C 4CH0/2C & KCH0/2C 4CN0/01 4CN0/02 4CM0/01 4EC0/01 4ES0/01 4ES0/02 4EA0/01 & KEA0/01 4EA0/02 & KEA0/02 4EB0/01 4ET0/01 & KET0/01 4ET0/02 & KET0/02 4FR0/01 4FR0/02 4GE0/01 4GN0/01 4GN0/02 4GU0/01 4HI0/01 2h 1h 2h 2h 1h 30m + 5m reading time 1h 30m 2h 2h 30m 2h 45 minutes 2h 15m 1h 30m 3h 1h 45m 1h 30m 30m + 5m reading time 1h 30m 2h 45m 30m + 5m reading time 1h 30m 3h 2h 30m 3h 1h 30m Bengali Biology – Paper 1B Biology – Paper 2B Business Studies Chemistry – Paper 1 Chemistry – Paper 2 Chinese – Listening Chinese – Reading and Writing Commerce Economics English as a Second Language Paper 1: Reading and Writing English as a Second Language Paper 2: Listening English Language – Specification A Paper 1 English Language – Specification A Paper 2 English Language – Specifica tion B English Literature (Drama and Prose) English Literature (Poetry) French (Listening) French (Reading and Writing) Geography German (Listening) German (Reading and Writing) Gujarati History 4BN0/01 1h 30m 4AR0/02 1h 30m 4AR0/01 2h 15m including 10m reading time 4CA0/01 3h 4AC0/01 2h 30m Number Length Date 10/05/2012 10/05/2012 14/05/2012 23/05/2012 09/05/2012 11/05/2012 14/05/2012 15/05/2012 18/05/2012 22/05/2012 21/05/2012 29/05/2012 30/05/2012 31/05/2012 08/05/2012 18/05/2012 22/05/2012 24/05/2012 25/05/2012 29/05/2012 29/05/2012 22/05/2012 24/05/2012 16/05/2012 17/05/2012 25/05/2012 08/05/2012 14/05/2012 28/05/2012 28/05/2012 am pm pm pm pm am pm am am pm am am am am am pm am pm pm pm pm am pm pm am am pm am am pm am/pm Islamiyat Mathematics – Specification A: Paper 1F Mathematics – SpecificationA: Paper 2F Mathematics – Specification A: Paper 3H Mathematics – Specification A: Paper 4H Mathematics Specification B: Paper 1 Mathematics Specification B: Paper 2 Mathematics (Further Pure Mathematics) Paper 1 Mathematics (Further Pure Mathematics) Paper 2 Modern Greek Pakistan Studies – The History and Heritage of Pakistan Pakistan Studies – The Land, People and Resources of Pakistan Physics – Paper 1 Physics – Paper 2 Religious Studies Science (Double Award) Biology Science (Double Award) Chemistry Science (Double Award) Physics Sinhala Swahili Spanish – Listening Spanish – Reading and Writing Tamil Turkish Urdu 4IS0/01 4MA0/1F & KMA0/1F 4MA0/2F & KMA0/2F 4MA0/3H & KMA0/3H 4MA0/4H & KMA0/4H 4MB0/01 4MB0/02 4PM0/01 4PM0/02 4MG0/01 4PA0/01 4PA0/02 4PH0/1P & 4KPH0/1P 4PH0/2P & 4KPH0/2P 4RS0/01 4SC0/1B & 4KSC0/1B 4SC0/1C & 4KSC0/1C 4SC0/1P & 4KSC0/1P 4SI0/01 4SW0/01 4SP0/01 4SP0/02 4TA0/01 4TU0/01 4UR0/01 Publication Code: UG029320 BTEC and NVQ GCSE and International GCSE GCE The Diploma DiDA & other qualifications Online services including Results Plus, Edexcel online International customer s – all enquiries For more information on Edexcel qualifications please use the following contact numbers:Length 2h 1h 1h 30m 3h 2h 30m 2h 2h 2h 2h 1h 30m 2h 30m 2h 2h 3h 1h 30m 1h 30m 2h 1h 2h 30m 2h 2h 2h 3h 3h 30m + 5m reading time 1h 30m 3h 3h 3h Contact us www. edexcel. com 0844 576 0026 0844 576 0027 0844 576 0025 0844 576 0028 0844 576 0031 0844 576 0024 +44 (0)1204 770696 Date 08/05/2012 09/05/2012 31/05/2012 Please see Notes 14/05/2012 11/05/2012 16/05/2012 11/05/2012 16/05/2012 11/05/2012 16/05/2012 17/05/2012 21/05/2012 31/05/2012 09/05/2012 11/05/2012 23/05/2012 30/05/2012 15/05/2012 15/05/2012 21/05/2012 23/05/2012 28/05/2012 28/05/2012 23/05/2012 24/05/2012 28/05/2012 08/05/2012 17/05/2012 pm pm am pm am pm am pm pm am pm am am pm pm am am am am am pm am am am am Examination timetables are available in an electronic format: www. modernisationonline. org. uk/comptimetableJune 2012 Examination Timetable Final International General Certificate of Secondary Educatio n and Edexcel Certificate am/pm pm am pm Notes: 1. Conduct of Examinations †¢ STARTING TIMES OF EXAMINATIONS: Each examination must be taken on the day and at the time as shown on the timetable. The published starting time of all examinations is either 9. 00 a. m. or 1. 30 p. m. Candidates with more than one examination in a session should take these consecutively. A supervised break of 15 minutes may be given between consecutive examinations. †¢ Centresmaystartanexaminationearlierthan,orlaterthan,thepublishedstartingtimeforthesessionwithoutpriorapprovalfromEdexcel.However, in order to maintain the security of the examination all candidates must start examinations scheduled for a morning session no earlier than 8. 30 a. m. and by 9. 30 a. m. and for an afternoon session no earlier than 1. 00 p. m. and by 2. 00 p. m. , except where arrangements have been made for dealing with timetable clashes. Examination centres should refer to the JCQ publication ‘Instructions for Conducting Examinations’ in the first instance. †¢ Candidateswhotakeanexaminationearlierthanthepublishedstartingtimeshownonthetimetablemustremainundercentresupervisionuntilone hour after the published starting time for that examination. †¢ Candidateswhotakeanexaminationlaterthanthepublishedstartingtimeshownonthetimetablemustremainundercentresupervisionfrom30 minutes