Xi Jinpings Negative Effect on China Essay Example | Topics and Well Written Essays - 1250 words

Xi Jinpings Negative Effect on China - Essay Example This paper examines how subsequent Chinese leaders, through China’s Communist Party (CCP) have helped the country reclaim its lost glory. In essence, former leaders such as Deng Xiaoping advocated for decentralized and non-personalistic leadership as the only way through which China could prosper. However, Xi Jinping, the current State President, and Party leader seems to be deviating from this ideology and is leading China to a darker period than that witnessed in the Mao era. Prior to the 1800s, China was experiencing an economic boom as a result of silver inflow into the country in exchange for Chinese exports. However, according to Naughton the British felt threatened by the Chinese and started importing excess amounts of opium into China1. The attempt by China to stop the influx of opium led to the opium war during which China suffered degrading defeat and severe economic meltdown Naughton2. Consequently, Chinese leaders started formulating ideologies that were geared towards regaining national pride. However, as Naughton writes, most of these strategies continued concentrating on centralized and personalistic leadership especially during the Maoist era3. These are the same strategies that Xi Jinping is continuing to advance on China, thus leading China on a dark retrogressive path. Deng Xiaoping is one of the most celebrated Chinese leaders credited for bringing about reforms aimed at controlling the abuse of power by the Party’s general secretaries. As a supreme leader, Deng was able to ensure the decentralization of power within the government, going as far as removing secretary generals whose policies were in conflict with national interest. For example, according to Lawrence and Martin, before his death in 1997, Deng had removed Jiang Zemin and Zhao Ziyang from the Party secretariat for leading the Tiananmen massacre4.However, China today has no such supreme leader with such powers. As such, when an opportunistic leader such as Xi Jinping comes into the office and tries to amass personal power, there are limited avenues of stopping controlling such personal interests.

Reflection 9 Essay Example | Topics and Well Written Essays - 250 words

Reflection 9 - Essay Example Such companies as Walmart, Walgreens and others are proving that healthy and fresh food sales can bring even higher revenue than those of fast or junk one (Obama 116). Gradually, companies start to sell more healthy products, which, as a result, become more affordable to people and the demand grows. Consequently, manufacturers also receive more money. As such, â€Å"healthier food options make good business sense† (Obama 116). On the other hand, the idea of healthy eating and lifestyle should be actively promoted among ordinary people, especially children. The latter should understand its benefits and effects on their general well-being and even future life and success. The idea of cooperation, or as I decided to call it – â€Å"joint efforts†, is related to original complexity of the obesity problem which has nationwide dimensions nowadays. Instead of, for instance, investing into curing diseases caused by obesity (diabetes, cardiovascular diseases, risks of heart stroke, etc.), big companies could monetarily support production and spread of healthy food items so it became cheaper and more available for people â€Å"living in low-income areas† (Khullar 126). Thus, step by step â€Å"good† food could replace â€Å"high-fat, high-calorie, low-nutrient† (Khullar 126) menus of shops and restaurants in preference to fresh and useful meals. Additionally, the reduction of junk and fast food advertising would contribute to the promotion of healthy lifestyle. Hence, in the essay I described the ideas of healthy eating awareness and joint efforts needed to promote it - two most capturing thoughts expressed in Michelle Obamas and Dhruv Khullars articles – directed at resolving not only physical but social problem of

History of Barbados :: Essays Papers

The island of Barbados was first inhabited by an Amerindian migrant group called the Saladoid-Barrancoid around 350 to 650 AD. Their ancestors are believed to be from the Orinoco Basin in South America. The Spanish were the first Europeans to land on the island in the sixteenth century and reported the Amerindian settlement. However, when the Portuguese explorer, Pedro a Campus landed there in 1536, he claimed that the island was uninhabited. The original inhabitants, the Saladoid-Barrancoid, spoke a language which later became known as Arawakan. They were considered to be skilled farmers and fisherman while also excelling in ceramic crafts. They traded throughout the Caribbean area, which is known because artifacts of the Saladiod-Barrancoid have been found not only on Barbados, but also on neighboring islands. The slave population of Barbados increased greatly between 1643 and 1666. In 1643 the island had 6,400 slaves, and by 1666 they had over 50,000. The wealth of the planter class on the island was becoming more evident. The prosperity of the sugar industry within Barbados lasted until the early 1700s. The island of Jamaica and some of the Leeward Islands gained prosperity within the sugar industry. The diminishing sugar industry within Barbados was most directly related to their soil, which began to wear out. Barbados also faced problems with insects and drought. The life of those who worked on the plantations was not good. They endured hot temperatures, disease, and were at the mercy of their master. On almost every sugar-producing island, the death rate was higher than the birth rate, and it was known that those that worked on the sugar producing islands were up for a much harsher life than those taken to places like North America. Since the slaves died too quickly to reproduce, the plantation owners were constantly forced to bring more slaves in.

Meaningful Social Studies Essay

The democratic principles and ideals of citizenship reinforces effective social studies. By focusing on rights, responsibilities, and respect, a solid base of social studies knowledge and skills develops civic competence. The foundation of four core disciplines, or strands, from the social sciences are: geography, civics, economics, and history. They are the Louisiana framework for social studies. Each of these disciplines offers a distinct perspective for examining the world. Within these strands, other social sciences, such as anthropology and sociology, are incorporated.  §103. Louisiana Content Standards Foundation Skills The Louisiana Content Standards Task Force has developed the following foundational skills which should apply to all students in all disciplines: Communication, Problem Solving, Resource Access and Utilization, and Linking and Generating Knowledge. Through research, activities, discussions, and real-life experiences, children can and will learn that diversity can be positive and socially enriching. A pluralistic perspective involves students’ building unbiased, open-minded views towards diversity among their fellow human beings. Teachers of this generation have the combined blessing and challenge of helping students make the most of a world that is rapidly changing. Students must develop the perspective that cultural and philosophical differences are necessary and desirable qualities of a democratic community (NCSS, 1994). I chose the concept of â€Å"Problem Solving† for Grade 6-8th in which I will be teaching in the near future. Problem solving identify an obstacle or challenge and uses the application of knowledge and thinking processes which include reasoning, decision making, and inquiry in order to reach a solution using multiple pathways, even when no routine path is apparent. Bringing students into contact with other people’s various views and conflicting values is very important. In the school and local community, therefore, problem solving/inquiry problems are most often found. Questioning and cooperative learning are two strategies that are frequently used to support meaningful learning. Questioning. This is where all learning begins. The types of questions teachers use guide students’ engagement in the lesson (Harvey & Goudvis, 2000). The amount of time a teacher waits between asking questions and calling on students for responses, or responding to answers, affects student responses (Rowe, 1996). On average, teachers wait less than a second before calling on a student or responding to a student’s comment, this has been proven by classroom research. If the teacher wait 3 or more seconds before calling on a student or acknowledging a response, this can increase the length of student responses, the number of appropriate responses, and the cognitive level of the responses. Questions should be planned in advance, relate to the lesson activities, and are written into lesson plans. The Learning cycle lessons begin with questions that all students have a chance to answer. All answers are accepted by the teacher even though some answers may explain more than others. In the class such questions engaged by all of the students. In every learning cycle a central key question is planned for the exploratory phase. In a lesson focusing on the concept of presidential elections, for example, the teacher may ask the key question â€Å"What do you have to do to be elected president?† This is an open question that involves each student in thinking about the main idea of the lesson. Development phase, questions focusing student inquiry on the main concepts, skills, and attitudes of the lesson is done during the lesson. During the lesson development, many questions are narrow or closed. Questions are used to help students apply the concept in a new context, during the expansion phase of the lesson. On open questions, the emphasis is greater although some closed questions may be used. Effects of Emphasizing Student Control What students learn is influenced by how they are taught, the quality of individual and social processes occurring in the classroom, and the perceptions and understanding of social studies as a subject to be taught and learned (NCSS, 1994b). Matching Instructional Strategies to Student Needs One aim of education is to help students be self-directing (NCSS, 1994a, pp. 11–12). The amount of student control during the learning process, is a key factor. The categories, in order from least to greatest student control, are expository, guided discovery, and inquiry and problem solving/decision making. An appropriate instructional strategy is chosen by the teacher that matches the student’s level of social studies content, skill, attitudinal objectives, and developmental needs. These instructional methods are very effective and appropriate in helping students attain a particular level of learning objective. Expository, or Direct, Instructional Methods: Lower Student Control Students are provided with little control over the direction or extent of the learning process using the Expository instructional methods, or direct instruction method. Activity lessons using expository methods include the following characteristics: * The teacher controls the situation, providing adequate directions and motivation. The teacher provides ample opportunities to practice the skill in a wide variety of situations. * The teacher supplies immediate and continuous feedback focusing on correct answers. * The teacher uses lecture and closed, narrow questions to control the learning situation but must provide extensive and adequate directions for the student. Expository Guided Inquiry/Problem Solving Discovery and Decision Making Expository methods require external motivation and careful classroom management. Only lower levels of learning: recall and memorization are produced by these methods. Development of the affective areas of attending and willingness to receive information is facilitated by Expository methods. These methods are occasionally useful in the lesson development phase of the learning cycle in which the teacher explains the key idea of the lesson and the lesson focus involves the need for recall (Rosenshine, 1986). Guided Discovery Instructional Methods: Mixed Teacher and Student Control Students are involved in activities related to a concept and form an understanding of them when using guided discovery instructional methods before they are offered or explained by the teacher. A problem to investigate is created by the teacher and he/or she determines procedures and materials needed, but students collect and analyze data and evaluate the results as they relate to the problem. Guided discovery has four characteristics. 1. Students are provided with the time and opportunity to study relationships in data and form a new idea. 2. Students use several activities focusing on one concept, generalization, value, or skill. 3. Students’ main role is to investigate and discover answers to the questions posed, discussing and displaying data to do so. 4. The teacher provides directions and asks questions that help students begin activities with the learned resources selected. From data students can learn inquiry skills such as inferring, predicting, organizing, interpreting, and draw conclusions. Inquiry and Problem-Solving/Decision-Making Instructional Methods: Greater Student Control Inquiry involving significant student control over the direction the lesson takes, is the third social studies instructional method. The Students create a problem to investigate, determine procedures and materials needed, collect and analyze data, and evaluate results. These lessons have five characteristics: 1. Students are competent in basic social studies inquiry skills. 2. Students select problem areas to investigate. 3. Students work in groups, orally reporting the results of investigations. 4. The teacher guides students in defining the problem to investigate and in helping to identify resources. 5. A safe and supportive classroom environment is maintained. Activities using the Inquiry method are intrinsically motivating because students direct their own learning. A first-grader even is likely to use higher thought processes during an inquiry. For example, a young student’s social studies project could involve making a drawing showing where items in her personal materials basket (scissors, glue stick, crayons, etc.) should be placed. After the student lists three or more problems with the basket, such as the glue stick always falling over, the drawing is made. This allows the student to ask questions, communicate information, make inferences, and build prediction. Facts may form the basic content of the narrative, when writing stories about the experience, but students also often make inferences and construct generalizations. In inquiry and problem-solving/decision-making method activities, students are involved in practicing the full range of inquiry skills. Key social studies ideas and skills are carefully selected and is needed because inquiry methods reduce the amount of material covered to a greater extent than other instructional methods. Meaningful learning of generalizations and higher-order inquiry skills, as well as improved long-term memory and transfer of learning, occurs. Problem solving and decision making is what inquiry focuses on mainly. Students plan how they can participate and work together (Dunfee & Sagl, 1967; Meyerson & Secules, 2001). Conclusion By building on a core of effective practices in teaching and by designing activities and lessons with learning objectives in place, teachers encourage students to use their strengths and to respond successfully to challenges. They support students as active learners in meaningful activities. Focusing on helping young students identify multiple perspectives on issues and problems is a major learning outcome related to global issues. So also is discussing what are good and positive actions, moral positions, and appropriate behaviors. References Research & Evaluation Strategies for Early Childhood Education. Research In Early Childhood Education in Handbook Research on the Education of Younger Children. Springer (2007). Retrieved from http://ww.library.gcu.edu.2048/login?qurl.http$3A2F%2F% www.credoreference.com/entry/sprihsei/table_of_contents. Social Studies Content Standards – Division of Adminstration www.doc.louisiana.gov/osr/28v121/28v121.pdf Sunal-Szymanski, C. & Haas, M.E. Social Studies for the Elementary & Middle Grades: A Constructive Approach, (4th Ed.). Published by Allyn & Bacon copyright (2011) by Pearson Education, Inc. The Evolving Role of Teachers In Effective Schools in Springer International Handbooks of Education: International Handbooks of School Effectiveness and Improvement.

Free Speech Rights, The Establishment Clause, And Their...

This case involves a number of issues concerning free speech rights, the Establishment Clause, and their incorporation under the 14th Amendment. First, the Court must first decide whether the school facilities sought for use by the petitioner constitute a public forum to determine which standard of review should be applied to the State’s regulations. Upon establishing the standard of review to be used, the Court must determine whether the 1st Amendment free speech rights of the petitioner as applied to the states by the 14th Amendment were violated by the policy in question. If such a violation is found, the Court must subsequently rule whether said violation was justified by, as the State will argue, a compelling state interest in avoiding a violation of the Establishment Clause. Independent from these other issues, the Court must determine if, as the District Court ruled, the School Board’s policy’s distinction between permitted and prohibited activities is unc onstitutionally vague. Before discussing arguments concerning these issues, several matters of fact need be established. St. Michael’s School Board as an elected body governing public school facilities acts as with the authority of the State of Missouri. The policy of public school officials constitute state action. The state policy at issue in this case opens public school facilities for use of the public after school hours, but restricts access to those facilities from groups like the petitioner’s who intendShow MoreRelatedAp Government and Politics Essay6051 Words   |  25 PagesConstitutional Question: Does the Congress of the United States have the power, under Article I, Section 8, of the Constitution; have the authority to constitute a national bank even though that power is not explicitly enumerated within the Constitution? Did Article VI’s National Supremacy Clause forbid State taxes on federal doings or was the Maryland tax law statutory? Article I, Section 8, Clause (Necessary and Proper Clause) – Grants Congress the powers that are implied in the Constitution, but areRead MoreIss 225 John Molloy Final Exam Study Guide Fall Semester 20128139 Words   |  33 PagesNovember 5th –December 6th. THE COURTS Why is it said that the U.S. has a dual court system? There is a federal judicial system and 50 state court systems. What is the meaning of the concept of jurisdiction? A court has the right to hear a particular type of case. What is the meaning of the doctrine of â€Å"presumption of validity?† Courts must assume that, unless the burden of the evidence is clearly to the contrary, legislatures would not enact or executives sign intoRead MoreAmendments to the National Constitution2556 Words   |  10 PagesConstitution Center, 2009). The First Amendment - The First Amendment is part of the Bill of Rights, and prohibits the making of any law HYPERLINK http://en.wikipedia.org/wiki/Establishment_Clause_of_the_First_Amendment o Establishment Clause of the First Amendment respecting an establishment of religion, impeding the HYPERLINK http://en.wikipedia.org/wiki/Free_Exercise_Clause_of_the_First_Amendment o Free Exercise Clause of the First Amendment free exercise of religion, infringing on theRead MoreSources of Company Law48332 Words   |  194 PagesFor the last century and a half a complex body of legislation called the Companies Acts has declared that if anyone presents to Companies House the documents required to form a ‘company’, the Registrar of Companies will issue a Certiï ¬ cate of Incorporation stating, like a birth certiï ¬ cate, that a new person, a ‘limited company’, has that day come into being. This robotic person, ‘owned’ by its shareholders, has no arms or legs, nor even a brain, but it is recognised by the law as being capable ofRead MoreI Love Reading Essay69689 Words   |  279 Pagestheir educational background. Nearly one in two entrepreneurs considered skill shortages in recruitment to be a problem of average importance, while nearly one in three considered it ‘somewhat difï ¬ cult’ or ‘very difï ¬ cult’ to ï ¬ nd candidates with the right skills. More than a third of the entrepreneurs faced problems in accessing as well as retaining employees generally. 50% of the entrepreneurs experienced difï ¬ culties while seeking statutory clearances and licences. Two-thirds faced hassles while ï ¬ ling

Three Kinds of General Purposes for Performance Management

1. Introduction The topic demonstrates dialectically whether performance management is omnipotent or not and provides the next step of performance management—performance improvement. Chapter 8 introduced the 6-step process and three kinds of general purposes of performance management. Performance management is central to gaining competitive advantage (Noe, Hollenbeck, Gerhart and Wright, 2012, p.341). In this report, the topic states that performance management is a process, not a consequence. And it also says that the fundamental purpose of performance management is performance improvement. 2. Topic Objectives To make students break their habitual thinking and understand that performance management is not omnipotent. And students can consider performance management dialectically, which contributes their use of performance management. 3. Theory Performance management is defined as the process through which managers ensure that employees’ activities and outputs are congruent with organization’s goals (Noe, Hollenbeck, Gerhart and Wright, 2012, p.341). 4. The expert’s view of Performance Management and why it is necessary In the early 20th century, DuPont brothers put forward a financial ratios pyramid and the methods of return on investment (ROI) to help them manage the development of enterprises better, which can be considered as the beginning of performance management in corporation (The Developmental History of Performance Management, 2009). In 1991, Lynch andShow MoreRelatedQuality Management1570 Words   |  6 PagesQuality Management Executive Summary In health care, the industry is facing tremendous challenges from rising costs and larger demand for a variety of services. To help address these issues requires establishing a strategy for organizational leadership. 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Laws 310 Course Project - 1187 Words

LAWS 310 – THE LEGAL ENVIRONMENT Hydraulic Fracturing 10/12/2013 TABLE OF CONTENTS What is Hydraulic Fracturing 2 Enivromental Issues 2 Water Contamination 2 Management of Waste Water 3 Air Quality Issues 3 Fracking Chemicals 3 State and Federal Laws 4 Federal Regulations 4 State Regulations 4 U.S. Energy Needs 5 Conclusion 5 Referrence Page 6 Hydraulic Fracturing What is hydraulic fracturing or fracking, and is it safe for our environment? What types of environmental issues are there with fracking? Are the laws in place for fracking good enough or should they be stronger? How much energy does the United States need for the future and is hydraulic fracturing the answer? These are all good questions†¦show more content†¦State law and regulations tend to be more precise and detailed. They take what federal has set in place and expand on it. Federal regulations for hydraulic fracturing are truly simple. They really only focus on three things, the constructions of the well, the treatment of flow back water and the discloser of the chemicals used in the process. The integrity of the well most be verified using a cement bond log. All the chemicals that are used must be submitted to the Bureau of Land Management. State regulations however, are much more in depth. Each state has their own laws and regula tions. Wyoming for example requires that all water supplies within a quart mile of drilling sites be identified before drilling. While Pennsylvania requires that pressure testing is done prior to completion. New York on the other hand focuses more on visual, noise, greenhouse gas and invasive species mitigation plans. While each state has their own rules and regulations, they are all trying to do the same thing, protect their states land and best interest, as well as bring down the price of energy and lower Americas dependency on foreign fuels. 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