Owing to vs Due to

Owing to vs Due to Owing to vs Due to Owing to vs Due to By Maeve Maddox Steve Campbell asks for a post on â€Å"the choice between due to and owing to. There was a time that I felt very strongly about the difference between due to and owing to, zealously correcting misuse in student papers. After all, one of my most esteemed authorities, H.W. Fowler, has this to say in Modern English Usage: Under the influence of ANALOGY, due to is often used by the illiterate as though it had passed, like owing to, into a mere compound preposition. He gives such examples as these of due to being used incorrectly: The old trade union movement is a dead horse, largely due to the incompetency of the leaders. Rooks, probably due to the fact that they are so often shot at, have a profound distrust of man. The perceived error is that due to must be attached to a noun and not, says Fowler, to a notion extracted from a sentence . . . it is not the horse, [or] the distrust of the rooksthat are due, but the failure of the movement, the distrust of the rooks . . . Even now, I reach for an index card when I hear the local weatherman say, â€Å"The road is closed due to flooding.† Then I remind myself that the difference between due to and owing to is as much a dead horse as the â€Å"old trade union movement† in Fowler’s example. For those who wish to go on beating the horse, due to is adjectival and owing to is adverbial. The road was closed owing to flooding. For the road to be due to anything, it would have to be something that influenced the existence of the road: The road was due to the efforts of local citizens who voted to raise taxes for its construction. Here are two more examples for the sake of comparison: His accident was due to excessive alcohol consumption. His accident occurred owing to the fact that he was talking on his cell phone. For most English speakers due to and owing to have become interchangeable. Trying to preserve a distinction between them is pointless. I’d rather direct my energy to the defense of â€Å"I† as a subject pronoun. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Arrive To vs. Arrive AtCapitalization Rules for Names of Historical Periods and MovementsCaptain vs. Master

Discover the History of the Redstone Rockets

Discover the History of the Redstone Rockets The Birthplace of NASAs Rockets Spaceflight and space exploration would be impossible without rocket technology. Although rockets have been around since the first fireworks invented by the Chinese, it wasnt until the 20th century that they were fashioned specifically to send people and materials to space. Today, they exist in a variety of sizes and weights and are used to send people and supplies to the International Space Station and deliver satellites to orbit. In the history of spaceflight in the United States, the Redstone Arsenal in Huntsville, Alabama has played a huge role in developing, testing, and delivering the rockets NASA needed for its major missions.The Redstone rockets were the first step to space in the 1950s and 1960s. Meet the Redstone Rockets The Redstone rockets were developed by a group of rocketry specialists and scientists working with Dr. Wernher von Braun and other German scientists at the Redstone Arsenal. They arrived at the end of World War II and had been active in developing rockets for the Germans during the war. The Redstones were the direct descendants of the German V-2 rocket  and provided a high-accuracy, liquid-propelled, surface-to-surface missile designed to counter Soviet Cold War and other threats throughout the postwar  years and the early years of the Space Age. They also provided a perfect avenue to space. Redstone to Space A modified Redstone was used to launch Explorer 1 to space - the first U.S. artificial satellite to go into orbit. That occurred on  January 31, 1958, using a four-stage Jupiter-C model.  A Redstone rocket also launched the Mercury capsules on their sub-orbital flights in 1961, inaugurating Americas human spaceflight program. Inside the Redstone The Redstone had a liquid-fueled engine that burned alcohol and liquid oxygen to produce about 75,000 pounds (333,617 newtons) of thrust. It was nearly 70 feet (21 meters) long and slightly under 6 feet (1.8 meters) in diameter. At burnout, or when the propellant was exhausted, it had a speed of 3,800 miles per hour (6,116 kilometers per hour). For guidance, the Redstone used an all-inertial system featuring a gyroscopically stabilized platform, computers, a programmed flight path taped into the rocket before launch, and the activation of the steering mechanism by signals in flight. For control during powered ascent, the Redstone depended on tail fins that had movable rudders,  as well as refractory carbon vanes mounted in the rocket exhaust. The first Redstone missile was launched from the militarys missile range at Cape Canaveral, Florida on August 20, 1953. Though it traveled only 8,000 yards (7,315 meters), it was considered a success and 36 more models were launched through 1958, when it was put into U.S. Army service in Germany. More about the Redstone Arsenal The Redstone Arsenal, for which the rockets are named, is a long-standing Army post. It currently hosts a number of Defense Department operations. It was originally a chemical weapons arsenal used during World War II. After the war, as the U.S. was liberating Europe and bringing back both V-2 rockets and rocket scientists from Germany, Redstone became a building and testing ground for various families of rockets, including the Redstone  and the Saturn rockets. As NASA was formed and built out its bases around the country, Redstone Arsenal was where rockets used to send satellites and people to space were designed and built into the 1960s.   Today, Redstone Arsenal maintains its importance as a rocket research and development center. Its still being used for rocket work, largely for Department of Defense use. It also hosts the NASA Marshall Space Flight Center. On its outskirts, the U.S. Space Camp operates year-round, giving children and adults a chance to explore the history and technology of space flight. Revised and expanded by Carolyn Collins Petersen.

The Jewish museum by Daniel Libeskind Essay Example | Topics and Well Written Essays - 1250 words

The Jewish museum by Daniel Libeskind - Essay Example Architecture has developed and grown throughout history and in the last few decades some very exciting things have been happening. One of the most renowned architects in the 20th and 21st centuries is Daniel Libeskind. Many of his projects have been the reason for Libeskind to be accepted as one of the most creative architects of our generation. His buildings will exemplify distinctive characteristics for someone who admires them. A person sees these works and realises that only a master architect is behind all these attractive buildings. Daniel Libeskind was born in 12th of May, 1946, in Lodz, Poland. He was born at a difficult historic period for his country but also for the entire world, because he was born in a post-war period. Daniel was the second child of Nacham and Dora Libeskind. Both of his parents were Polish Jews who had survived the Holocaust. From a very early age, Libeskind showed that he was inclined towards Arts. At the age of eleven, he and his family immigrated to Tel Aviv, Israel. In Israel he began learning piano, on the America – Israel Cultural Foundation Scholarship. Due to his musical studies he learned how to perform on a stage without making mistakes. This was a significant influence for him for his later way of working. In 1959, Daniel won an America – Israel Cultural Foundation scholarship, after which he and his family, decided to move on to the United States. That was the beginning of his engagement with architecture.

Geology of the Great Basin area Essay Example | Topics and Well Written Essays - 500 words

Geology of the Great Basin area - Essay Example The floor of the valleys of great basin is four or five thousand feet above sea level (Fiero, 9). Surface water is removed from the basin not by drainage but by evaporation alone (Fiero, 9). There are many streams flowing through the basin like tributaries of the Deschutes, John Day, Owyhee, and snake river (Fiero, 8). The tributaries of Colorado have created deep canyons in the southern part of the great basin. But the most important feature of Great Basin is â€Å"interior drainage of rivers and streams into remnant pleistocene lakes or playas† (Sturtevant and D’Azevedo, 6). The geological character of the great basin comes under the category, ‘Basin and Range’, which is a geological region with â€Å"uplifted and tilted ranges separated by broad elongated basins† (Fiero, 9). Great basin, is geologically, a part of the Basin and range that spreads over Nevada, Utah, Oregone, Idaho, Wyoming and also New Mexico and Arizona (Sturtevant and D’Az evedo, 6). There are geological evidences showing the existence of â€Å"deep lakes and rushing rivers† in pre-historical period, in the Great Basin (Sturtevant and D’Azevedo, 33). In the northern part, the basin has volcanic lava covers amounting to thousands of feet depth (Fiero, 9). Around 2000 and 1000 B.C., the Mount Mazama had erupted and this was the source of lava and volcanic ash spread over the north of Great Basin (Sturtevant and D’Azevedo, 35).

Counselor Role in Special Education Essay Example for Free

Counselor Role in Special Education Essay My perception of the school counselor’s role in special education is that it largely mirrors the role embodied for all students, but with some added considerations and collaborations for the special needs student. My understanding is that a school counselor should be available to all students for personal, ethical, academic, career, and social advice; to listen to a student’s point of view; to deal with any mental health issues that may arise for a student; to help a student prepare for transitions; to advocate for a student in a given situation, and to whatever degree possible, teach the student to advocate for himself. A counselor must be committed to helping all students reach their full potential; but for students with disabilities and other special needs, a school counselor needs to accomplish this in the face of extra challenges. These tasks and trials are not limited to those presented by the varying disabilities of a child, but include the demands of satisfying the administrative and legal requirements of a counselor serving students with special needs. Today’s school counselor is likely to be involved in a student’s individualized education program (IEP) when one is warranted. According to the Ohio Department of Education’s Office for Exceptional Children, at least one of the IEP team members needs to be an individual who has knowledge or special expertise regarding the child. This person is in addition to the child’s regular and special education teachers, a principal/assistant principal or other senior staff member, the parents, the school psychologist, and the child (if appropriate) required to participate on the team. The school counselor, at the discretion of the parent or the school district, may be included as a member of the IEP team if they have special insight regarding the child. A school counselor will work as part of a multidisciplinary team within the school and community in aligning and providing services for the special needs student. Without yet having been exposed to a practicum or internship experience as a school counselor, I perceive this piece of the workload to be potentially delicate and complex. A parent may have a viewpoint divergent from that which is covered in the Evaluation Team Report (ETR), resulting in an extended identification process. School staff members may have contrasting opinions as to whether a child is in need of special education and an IEP, or just accommodations covered under a 504 Plan. The bottom line is that the identification team must work collaboratively, with a lack of ego, in assessing and determining what measures are in the best interests of helping the child to be successful in school. It seems that the most difficult aspect of a school counselor’s job is to find a balance in managing so many responsibilities in each given day. Responding to the unique challenges of special needs students can both intensify and complement the workload. I think much can be gained professionally, personally, and emotionally by embracing that responsibility. A good counselor should teach the special education students attending her school about resiliency, inner strength, positive identity, and a sense of purpose. In the general terms of the professional school counselor’s role, I believe that the most valuable services to be provided in the special education realm are: †¢ Individual Student Planning – communicate high expectations and help disabled students establish personal goals for each school year and their future success. Familiarize oneself with the varying learning styles of the students who have disabilities, and work consultatively with teachers to improve their performance behaviorally and academically. Be a staunch advocate for these students and their post-secondary options; help create opportunities for them. †¢ Responsive Services – implement prevention and/or intervention activities like individual and group counseling, provide referrals, facilitate better peer relations, and advocate for them. Conduct needs assessments to identify potential systematic, programmatic, and attitudinal areas for change in order to create positive environments for their learning. Assist teachers in staying on top of 504 and IEP accommodations/interventions, being prepared to troubleshoot if certain measures are not enabling student to perform optimally. †¢ School Guidance Curriculum – developing and delivering a curriculum of structured lessons to help each identified student achieve desired social and academic outcomes. A counselor could implement a student development curriculum aimed to improve typical students’ understanding of and sensitivity to their special needs’ peers. By communicating high expectations and providing support, school counselors can help students with disabilities understand that their disabilities should not be reason to limit their aspirations.

Blushing and Physiological Arousability in Social Phobia Essay

Blushing and Physiological Arousability in Social Phobia Introduction This paper will provide a critique of the article titled â€Å"Blushing and Physiological Arousability in Social Phobia,† (Gerlach et al., 2001) located in the Journal of Abnormal Psychology (Vol. 110, No. 2). Blushing is defined as: â€Å"to become red in the face especially from shame or embarrassment. † It is believed that blushing involves physiological, behavioral, and cognitive factors which react with one another. The actual cause of one blushing is physiological; the amount of blood in one’s face increases causing the amplification of a red hue in the blush region. The blush region is defined to be the face, forehead, ears, neck, and sometimes the upper part of the chest. The DSM-IV defines social phobia as marked and persistent fear of social or performance situations in which embarrassment may occur. Since blushing occurs when one is embarrassed, the researchers hoped to find a link between blushing and the reasons of in social phobic persons. Hypothesis The researches hypothesized that persons with social phobia who complain of blushing would show more blushing as opposed to those who are social phobic without complaints of blushing or the controls. The researches came to this hypothesis because it is believed that if one is aware of their uncontrollable blushing, they have an increased awareness cognitively towards their blushing problem. In turn, one may exaggerate the amount of blushing they are experiencing which in turn will increase the actual physiological process heightening the blush level. Also, because the relation between heart rate and phobic anxiety exists, it was also hypothesized there would be a difference in heart rate between the subgroups. The researchers believe that heart rate reliably shows the amount of phobic anxiety one is enduring. Therefore, it is believed that the participants who complain of blushing will also have a higher heart rate compared to the other two subgroups. Participants The study consisted of 44 participants (54% female, 46% male). The mean age of the participants of all three subgroups was 39.9 years of age. The mean years of education among the participants were 16.23 years. The participants all originated within Silicon Valley and the rest of the San Francisco Bay Area in California. All were highly educated and economical... ...t even though the intended reason for the study did not follow through, the found evidence could be helpful for future studies. Researchers in the future studying this matter would no longer have to test heart rate palpitations; they will now know it does vary on the diagnosis of the person. I believe the basis of the study was good, but it was carried out in a hurried state. The participants and time spent on testing were both minimal. I think that the subject was unique and would help others studying this factor because it is one that people are curious about. A physiological change by external stimuli in a person is always a topic of concern and curiosity. Surgery has been suggested to those with blushing problems to help lessen the obvious nature of it. As this study and the researchers have suggested, one should be wary of such surgery. They found there is no apparent evidence stating that one with social phobia blushes more than one without. I think this piece of advice in itself shows that this study has had an impact in the scientific world and the human population. Merriam-Webster Dictionary Journal of Abnormal Psychology. Vol. 110, No. 2. (2001) Page248. Blushing and Physiological Arousability in Social Phobia Essay Blushing and Physiological Arousability in Social Phobia Introduction This paper will provide a critique of the article titled â€Å"Blushing and Physiological Arousability in Social Phobia,† (Gerlach et al., 2001) located in the Journal of Abnormal Psychology (Vol. 110, No. 2). Blushing is defined as: â€Å"to become red in the face especially from shame or embarrassment. † It is believed that blushing involves physiological, behavioral, and cognitive factors which react with one another. The actual cause of one blushing is physiological; the amount of blood in one’s face increases causing the amplification of a red hue in the blush region. The blush region is defined to be the face, forehead, ears, neck, and sometimes the upper part of the chest. The DSM-IV defines social phobia as marked and persistent fear of social or performance situations in which embarrassment may occur. Since blushing occurs when one is embarrassed, the researchers hoped to find a link between blushing and the reasons of in social phobic persons. Hypothesis The researches hypothesized that persons with social phobia who complain of blushing would show more blushing as opposed to those who are social phobic without complaints of blushing or the controls. The researches came to this hypothesis because it is believed that if one is aware of their uncontrollable blushing, they have an increased awareness cognitively towards their blushing problem. In turn, one may exaggerate the amount of blushing they are experiencing which in turn will increase the actual physiological process heightening the blush level. Also, because the relation between heart rate and phobic anxiety exists, it was also hypothesized there would be a difference in heart rate between the subgroups. The researchers believe that heart rate reliably shows the amount of phobic anxiety one is enduring. Therefore, it is believed that the participants who complain of blushing will also have a higher heart rate compared to the other two subgroups. Participants The study consisted of 44 participants (54% female, 46% male). The mean age of the participants of all three subgroups was 39.9 years of age. The mean years of education among the participants were 16.23 years. The participants all originated within Silicon Valley and the rest of the San Francisco Bay Area in California. All were highly educated and economical... ...t even though the intended reason for the study did not follow through, the found evidence could be helpful for future studies. Researchers in the future studying this matter would no longer have to test heart rate palpitations; they will now know it does vary on the diagnosis of the person. I believe the basis of the study was good, but it was carried out in a hurried state. The participants and time spent on testing were both minimal. I think that the subject was unique and would help others studying this factor because it is one that people are curious about. A physiological change by external stimuli in a person is always a topic of concern and curiosity. Surgery has been suggested to those with blushing problems to help lessen the obvious nature of it. As this study and the researchers have suggested, one should be wary of such surgery. They found there is no apparent evidence stating that one with social phobia blushes more than one without. I think this piece of advice in itself shows that this study has had an impact in the scientific world and the human population. Merriam-Webster Dictionary Journal of Abnormal Psychology. Vol. 110, No. 2. (2001) Page248.

Communication Between Agencies Essay

In order to be successful having great communication is the key to that success. Our country has endowed many tragedies with many of them due to the poor communication. Many lives had been lost because of poor communication or the first responder’s not being trained properly for a situation as this. Communication problems became the focal point of our nation’s emergency management improvement ever since September 11. Every day in cities and towns across the Nation, emergency response personnel respond to incidents of varying scope and magnitude. Their ability to communicate in real time is critical to establishing command and control at the scene of an emergency, to maintaining event situational awareness, and to operating overall within a broad range of incidents (National emergency communications, 2008). Communicating messages to the general public is a critical yet underdeveloped aspect of effective emergency management. Such messages fall under three basic categories: risk, communication, and warning and crisis communications. Risk communication involves alerting and educating the public to the risks they face and how they can best prepare for and mitigate these risks in order to reduce the impacts of future disaster events. Warning involves delivering notice of an actual impending threat with sufficient time to allow recipient individuals and communities to take shelter, evacuate, or take other mitigated action in advance of a disaster event. Crisis communication involves the provision of timely, useful, and accurate information to the public during the response and recovery phases of a disaster event (Bullock, 2009). The emergency management community as a whole has vast experience in practicing risk and warning communications. Preparedness programs have been an active part of emergency management in this country for decades, and public education programs conducted by the Federal Emergency Management Agency (FEMA), the American Red Cross, the Salvation Army, local fire departments, and other public and private sector agencies have disseminated millions of brochures and checklists describing the risks of future disaster events and the steps that individuals and communities can take to reduce and prepare for them (Bullock, 2009). In our text Bullock States, â€Å"The National Commission on terrorist attacks on the United States, also known as the 9/11 Commission, found that inadequate communications contributed greatly to hindering the ability of responding agencies to respond to the events that unfolded, and led directly to the high number of police and fire department employees who were killed when the towers collapsed† (Bullock, 2009). From this you can conclude that information was not passed along fast enough so as a result many people lost their lives because of this. There were also language barriers many of the different agencies did not use the same â€Å"lingo† and because of this confusion information was not passed between them correctly.

Consequences of Ethnicity in Nigeria

EFFECT OF ETHNICITY IN NIGERIA CHAPTER 1 1. 0 INTRODUCTION Nigeria  is  by  far  the most populated of Africa’s countries, with more than one-seventh of the continent’s people. The people belong to many different ethnic groups. These groups give the country a rich culture, but they also pose major challenges to nation building. Ethnic strife has plagued Nigeria since it gained independence in 1960. Officially known as the ‘Federal Republic of Nigeria’, she has  a  federal form of government and is divided into 36 states and a federal capital territory.Lagos, (formerly the capital of Nigeria) is the economic and cultural center located along the coast, and inhabited majorly by the Yoruba-speaking tribe. It is also the country’s largest city (in terms of population). The government moved from Lagos to Abuja in 1991 in the hope of creating a national capital where none of the country’s ethnic groups would be dominant. The  land size area  of Nigeria is approximately 923,768 sq km (356,669 sq mi).It was home to ethnically based kingdoms and tribal communities before it became a European colony. In spite of European contact that began in the 16th century, these kingdoms and communities maintained their autonomy until the 19th century. The colonial era began in earnest in the late 19th century, when Britain consolidated its rule over Nigeria. In 1914 the British merged their northern and southern protectorates into a single state called the Colony and Protectorate of Nigeria. Nigeria became independent of British rule in 1960.After independence Nigeria experienced frequent coups and long periods of autocratic military rule between 1966 and 1999, when a democratic civilian government was established Nigeria is very rich in raw materials like crude oil, tin, iron etc but is almost solely dependent on crude oil which is a major source of income for the country. While oil wealth has financed major investments in the country’s infrastructure, Nigeria remains among th e world’s poorest countries in terms of per capita income. Oil revenues led the government to ignore agriculture, resulting in dependence on food importation.Fig 1. 1 MAP OF NIGERIA SHOWING THE 36 STATES 1. 1 The people of Nigeria Nigeria's diversity, both in â€Å"tongue† and â€Å"tribe† makes it a very difficult region to subject to precise classification. This has led to the tendency among many scholars to focus on the three major ethnic or geographic zones in the country viz the Hausa-Fulani (Northern Nigeria), the Yoruba (Western Nigeria) and the Igbo (Eastern Nigeria). These geographic zones are not in any way solely occupied by the three ethnic groups. A plethora of smaller socio-ethnic groups may be located in these zones.The  highest  population densities are in the Igbo heartland in south-eastern Nigeria, despite poor soils and heavy emigration. The intensively farmed zones around and including several major cities of the Hausa ethnic group especi ally Kano, Sokoto, and Zaria in the north are also densely populated. Other areas of high density include Yorubaland in the southwest, the central Jos Plateau, and the Tiv homeland in Benue State in the south central region. Densities are relatively low in the dry northeast and in most parts of the middle belt.Ecological factors, including the prevalence of diseases such as sleeping sickness, carried by the tsetse fly, and historical factors, especially the legacy of pre-colonial slave raiding, help explain these low densities (Encarta, 2009). Table 1. 1: Statistics of Nigeria Population| 138,283,240 (2008 estimate)| Population density| 152 persons per sq km 393 persons per sq mi (2008 estimate)| Urban population distribution| 48 percent (2005 estimate)| Rural population distribution| 52 percent (2005 estimate)| Largest cities, with population| Lagos, 11,100,000 (2005 estimate) Ibadan, 3,570,000 (2007 estimate)Ogbomosho, 861,300 (2007 estimate)| Official language| English| Chief rel igious affiliations| Muslim, 50 percent Christian, 40 percent Indigenous beliefs, 10 percent| Life expectancy| 47. 8 years (2008 estimate)| Infant mortality rate| 94 deaths per 1,000 live births (2008 estimate)| Literacy rate| 70. 7 percent (2005 estimate)| Source: Encarta Encyclopaedia (2009) 1. 2 Social issues Wealth  and  power  are  distributed very unevenly in Nigerian society. This is due to several factors including corruption, political instability, and unemployment, amid others.The great majority of Nigerians, preoccupied with daily struggles to earn a living, have few material possessions and little chance of improving their lot. Meanwhile, chiefs, rich merchants, politicians, and high-ranking civil servants often accumulate and flaunt massive wealth, which to a degree is expected and accepted in the Nigerian society. Most of these elite maintain power through networks of patronage: They secure and distribute labour and receive political support in return.The syste m allows for some redistribution of income because patrons often pay for things such as school fees and marriage costs for relatives, community development, and charity work. Economic  inequality  has a severe effect on health, especially for children. One-fifth of Nigerian children die before the age of five, primarily from treatable diseases such as malaria, measles, whooping cough, diarrhea, and pneumonia. Less than one-half of infants are immunized against measles, and malnutrition affects more than 40 percent of children under the age of five.Adults are equally affected, although with less deadly consequences. Only 20 percent of rural Nigerians and 52 percent of urban Nigerians have access to safe water. One-third have no access to health care simply because they live too far from clinics or other treatment centres. Many others cannot afford the fees charged by clinics. While  average  incomes are higher and death rates lower in cities, urban poverty is as pervasive as rural poverty. Secure, well-paying jobs are scarce, even for those with considerable education. Food is typically expensive.Housing, too, is costly despite its rudimentary quality, prompting the poor to build basic houses in shantytowns. Sewage disposal systems in most cities are also basic or primitive, with polluted streams, wells, roadside drains, and other bodies of water increasing the risk of infectious disease. Industry, automobiles, and the burning of fuel-wood further pollute air and water. Crime  in  Nigeria  rose in the mid-1990s as a result of unemployment, economic decline, and social inequality, which are abetted by inefficient and corrupt police and customs forces.More than half of all offenses are thefts, burglaries, and break-ins, although armed robberies are also prominent. Nigeria is a major conduit for drugs moving from Asia and Latin America to markets in Europe and North America. Large-scale Nigerian fraud rings have targeted business people in other part s of the world. Nigeria  has  been  wracked by periodic violent clashes between ethnic and religious groups since the 1990s. The reasons behind these clashes have varied from local political disputes to conflicts between fundamentalist Muslims and Christians or moderate Muslims.In many cases, local civic or religious leaders have manipulated these conflicts for political gain. 1. 3 Ethnicity: The Ethnic Composition of Nigeria Ethnicity is a term not easily defined and for proper understanding of the concept related terms requires description; an ethnic group is regarded as an informal interest group whose members are distinct from the members of other ethnic groups within the larger society because they share kinship, religious and linguistics ties (Cohen, 1974). Ethnicism is another related concept used to denote ‘ethnic loyalty’ (Pepple, 1985).The concept of loyalty here indicates willingness to support and act on behalf of the ethnic group. Subsequently, ethnic loyalty or ethnicism usually involves a degree of obligation and is often accompanied by a rejective attitude towards those regarded as outsiders i. e. members of other ethnic group (Salawu and Hassan, 2011). Thus the term Ethnicity can be defined as the interactions among members of many diverse groups (Nnoli, 1978). It is a commonplace fact that Nigeria is a society with different ethnic groups, religions, languages, cultures and institutional arrangements.As a heterogeneous society of several ethnic groups, Nigerians are thus characterized by groups, desires, beliefs, values, customs, fears etc. These diversities in national life manifest in several ways including; music, language, culture, dance, beliefs, religion etc. The fact that over three hundred identified language groups exist in Nigeria has created some confusion as one may equate each language group with an ethnic group (Adejuyibem 1983) and thereby arrive at over three hundred ethnic groups.As Iwaloye and Ibeanu (1997 ) and Anugwom (1997) have argued, however, languages and ethnic groups do not necessarily coincide. One language may be spoken by more than one ethnic group and one ethnic group may have linguistic variations of the same root language. Moreover, while language may be one of the important factors for defining an ethnic group, some ethnic groups in Nigeria may have lost their original linguistic roots, while retaining their identity, as a result of intense interaction with larger socio-ethnic groups.In the same vein, many ethnic groups may use the same language to case communication, as is the case of the smaller ethnic groups in the North of Nigeria, where Hausa has become more or less a lingua franca. Therefore, it has been proven that there is no direct relationship between language and ethnic group in Nigeria. Thus, the 56 ethnic groups identified by Iwaloye and Ibeanu (1997) as the existing ethnic groups in contemporary Nigeria are adopted. It is important to note that the ethnic groups in Nigeria may exceed this number by far, though these 56 groups are both visible and easily identifiable.The 56 ethnic groups are presented in the table below. Table 1. 2: Ethnic group in Nigeria 1. Hausa-FuIani| 29. Buri| 2. Igbo | 30. Balta| 3. Yoruba | 31. Kanuri| 4. Edo| 32. Margi| 5. Bassawa| 33. Delta Minorities| 6. Igala| 34. Gwadara| 7. Idoma| 35. Chamba-Daka| 8. Ora| 36. Mambila| 9. Ijo| 37. Katang | 10. Isoko| 38. Berom| 11. Urhobo| 39. Kadara| 12. Itshekiri| 40. Kurama| 13. Baatonum| 41. Mada| 14. Karnbari| 42. Alago| 15. Dulawa| 43. Migili| 16. Kamaku| 44. Eggon| 17. Ebira| 45. Bokyi| 18. Nupe| 46. Ekon| 19. Gwari| 47. Agoi| 20. Tiv| 48. Efik| 21. Jukun| 49. Ibibio| 2. Chomo-karim| 50. Annang| 23. Jarwa| 51. Mumuye| 24. Angas| 52. Waja| 25. Yekhee| 53. Busa| 26. Karekare| 54. Dendi| 27. Eloyi| 55. Buduma| 28. Gade| 56. Shuwa| Source: Iwaloye and Ibeanu (1997) Nigeria is known for its cultural diversities but while these diversities have been positively harnessed for greatness by other nations of the world the opposite is regrettably the case in Nigeria despite the efforts of heroes past in ensuring that these diversities are harnessed for development; rather they have served as the bane of social, economic and political development.Consequently, Nigeria as a nation has been besieged by an array of social, economic and political problems; these include corruption, tribalism, lack of patriotism, political gangsterism e. t. c (Nduka, 2004 and Omo-Ojugo et al. , 2009). 1. 4 Ethnicity and Marginalisation Before the advent of colonialism, the area now referred to as Nigeria was a large landmass occupied by un-unified people of diverse ethnic groups but for administrative convenience they were fused and merged together by the olonialists. For the duration of colonial rule, the ‘marriage’ of the diverse ethnic groups was maintained and the diversities were united without any problem. With the exit of the colonialists, things started f alling apart resulting in marginalisation and ethnic conflict thus adversely effecting the development of the budding nation. Ethnic conflict has been rightly defined as one of the greatest obstacles to meaningful development in Africa.The ethnic factor did not diminish with the advent of independence; rather, it became a yardstick for measuring contribution to the national development effort and especially for allocating and distributing power and national resources and eventually resulted in the 30- month slaughter in the Nigerian civil war (1967 to 1970) which was anchored on ethnic rivalry. The history of present day Nigeria is rife with cases of ethno-religious conflicts. Since the annulment of the 1993 elections, there have been increased demands and counter-demands for marginalisa1ion by various ethnic groups in the country.Marginalisation stems from a people's perception of their treatment in the allocation or distribution of power and resources. A classic example is made fo r the Ogoni, who despite â€Å"having provided the nation with an estimated $30,000 million in oil revenues, their people had no pipe borne water or electricity, and lacked education, health and other social facilities: it is intolerable that one of the richest areas of Nigeria should wallow in abject poverty and destitution† (Saro-Wiwa, 1992).In this light, the Ogoni ethnic group has concrete reasons to consider itself marginalised, especially since these facilities can be found in other ethno-regional areas of Nigeria. 1. 5 OBJECTIVE OF THE STUDY The general objective of the study is to 1. Investigate the role ethnicity plays in the socio-economic development of Nigeria. 2. Assess the impact of ethnicity on present day Nigeria 3. Examine the effect on day-to-day activities of Nigerians 1. 6 RESEARCH QUESTIONS i. Impact of ethnicity on social and economic development in Nigeria? ii. Role of colonialism in ethnic groups formation . 7 SCOPE OF THE STUDY The scope of the projec t envelops the influence of ethnicity in Nigeria’s social and economic development and its impact on present day Nigeria. 1. 8 SIGNIFICANCE OF THE STUDY The importance of this study is made manifest in the form of understanding the role ethnic diversity plays in the development of a country, in this case Nigeria. 1. 9 CONCEPTUAL CLARIFICATION ETHNICITY: Ethnicity in this study is referred to as an affiliation resulting from racial or cultural ties or the interactions among members of many diverse groupsETHNIC GROUP: For the purpose of this study, an ethnic group is regarded as an informal interest group whose members are distinct from the members of other ethnic groups within the larger society because they share kinship, religious and linguistics ties SOCIO-ECONOMIC DEVELOPMENT: in this project, socio economic development is defined as a comprehensive process involved in improving social and economic conditions on individual and group empowerment, community, national and reg ional building.

Financial Planning

Financial Planning Financial resources are those resources that have monetary valueFinancial management is the planning and monitoring of an organizations financial resources to enable the organization to achieve its financial goalsAssets are the property and other items of the business both tangible and intangible.Objectives of financial management:Liquidity - ability to pay short-term debts.Profitability - maximizing profitsEfficiency - ability to maximize profits with minimal resourcesGrowth - increase size in the longer termReturn on Owners Equity - percentage of profit compared with total invested.The Planning CycleAddress current financial positionDetermine financial elements of business planDevelop budgetsMonitor cash flowInterpret financial reportsMaintain record systemPlanning financial controlsMinimizing financial risk and lossesMajor participants in financial marketsBanksFinance/insurance companiesMerchant banksRBASuper fundsMutual fundsPublic/private companiesASXSources of fundsInternal sou rces- Owners equity- Retained profitsAdvantages- Low gearing- Less riskDisadvantagesLower profits and return on OEExternal sourceso Short-term Overdraft Bridging finance Bank billso Long-term Bonds Mortgage Term loans Leasing Factoring Trade credit Venture capitalAdvantagesIncreased fundsTax deduction on interest repaymentsDisadvantagesIncreased riskSecurity requiredRegular repaymentsLenders have first claim on money if they go bankruptLeverage measures the relationship between debt and equityThe accounting frameworkRaw DataProcessed DataAccounting DataAnalysis of reportFinancial Statements Revenue statement - shows revenue earned and expenses incurred over the accounting period.English: Berechnung des Net Working Capital Balance Sheet - shows the businesses assets and liabilities at a point in time.Financial RatiosLiquidityCurrent Ratio = Current assets(working k) Current liabilities2:1 safe positionSolvencyDebt to equity = Total liabilitiesOwner's EquityProfitabilityGross Profit = gross profit...

Facts About Author and Illustrator Patricia Polacco

Facts About Author and Illustrator Patricia Polacco Because so many of Patricia Polaccos childhood experiences have served as the inspiration for her children’s picture books, it’s particularly interesting to look at her life and her books together.   Dates: July 11, 1944 -   Also Known As: Patricia Barber Polacco Interesting Facts About Patricia Polaccos Life and Work 1. Patricia Polacco did not begin writing children’s books until she was 41 and by late 2013, had been writing children’s books for 28 years. Her first book, which based on childhood experience, was Meteor! 2. Patricia Polacco’s parents divorced when she was three years old. Since her parents moved back to their parents’ homes, and she went back and forth between those homes, her grandparents became a big influence on her life and later, in her writing. With a Russian and Ukrainian heritage on her mother’s side and Irish on her father’s, she was surrounded by storytellers and loved hearing family stories. 3.  Some of Polacco’s favorite books as a child included Beatrix Potter’s Peter Rabbit, The Tall Mother Goose by Fedor Rojankovsky, Grimm’s Fairy Tales and Horton Hatches the Egg by Dr. Seuss. Among the contemporary authors and illustrators, she admires are Jerry Pinkney, Gloria Jean Pinkney, Tomie dePaola, Alan Say, Virginia Hamilton, Jan Brett, and Lois Lowry. 4. A learning disability kept Polacco from learning to read until she was 14. Years later, she celebrated the assistance she received from a caring teacher her picture book Thank You, Mr. Falker.   The same kids who teased her about her poor reading skills praised Polacco’s artwork. Art was something she could do easily and in a 2013 presentation in Wichita, Kansas, Polacco said, â€Å"For me, art is like breathing.† 5.  Despite this rough start in school, Polacco went on to earn a Ph.D. in Art History, with an emphasis on iconography. In Oakland, she attended the California College of Arts and Crafts and Laney Community College. Polacco then went to Australia where she attended Monash University in a suburb of Melbourne and Royal Melbourne Institute of Technology in Melbourne, Victoria, Australia. 6. Patricia Polacco’s picture books, most of which are based on family and childhood experiences, emphasize diversity, a reflection of both her own multicultural family and what eight-year-old Patricia and her brother, Richard, found when they moved with their mother to Oakland, California where they spent the school year, spending summers with their father in rural Michigan. In reference to growing up in the Rockridge District of Oakland, Polacco said she loved the fact â€Å"†¦that all of my neighbors came in as many colors, ideas, and religions as there are people on the planet. How lucky I was to know so many people that were so different and yet so much alike.† 7.  After a brief first marriage that ended in divorce, Patricia Polacco married chef and cooking instructor Enzo Polacco. Their two children, now adults, are Traci Denise and Steven John. She wrote about Enzo in her children’s book In Enzos Splendid Gardens. 8.  The many awards that Patricia Polacco has received for her children’s picture books include the: 1988 Sydney Taylor Book Award for The Keeping Quilt, 1989 International Reading Association Award for Rechenka’s Eggs, 1992 Golden Kite Award for Illustration from the Society of Children’s Book Writers and Illustrators (SCBWI) and a 1993 Jane Adams Peace Association and Women’s International League for Peace and Freedom Honor Award for Mrs. Katz and Tush. 9.  For those interested in writing books, Polacco stresses the importance of taking the time to use (and listen to) your imagination and not get distracted by outside interruptions, like television.  In fact, she attributes her vivid imagination to all the storytelling in her family and the absence of a TV. 10.  Patricia Polacco never forgot the early years she spent on her grandparents’ farm in Union City, Michigan, and the stories her Babushka (grandmother) told.  After almost 37 years in Oakland, she moved back to Union City where she now has a home, a studio and many plans for writing workshops and storytelling events. More About Polaccos Work If your 7- to 12-year-olds are eager to learn more about Patricia Polacco and her books, a wonderful introduction to her work is  Firetalking, her brief autobiography for children, which features lots of color photographs and information about her family, her life, and her books. Sources 9/10/13 presentation by Patricia Polacco at Watermark Books, Wichita Kansas, â€Å"Meet Patricia Polacco.†Ã‚  Houghton Mifflin Reading. Polacco, Patricia. â€Å"Author Biography of Patricia Polacco.†Ã‚  Scholastic. â€Å"Transcript from an Interview with Patricia Polacco.†Ã‚  Reading Rockets, 12 Aug. 2013.

Teaching Health and Physical Education in Australian School Article

Teaching Health and Physical Education in Australian School - Article Example From the essay it is clear that  teachers do not have an understanding of the current HPE methods that can have positive impacts in integrating physical education. On the contrary, they hold dear the past methods of teaching HPE while neglecting the new methodologies. Methods such as teaching the games for student understanding and sports education require the teachers to be versed and have the capacity to deliver.   If such methods do not get integrated into the teachers’ learning platforms through continued learning, the children will never have the benefits that come with HPE. Thence, it is crucial to review the curriculum and incorporate the new teaching methods that can foster the teaching of HPE among the children. In so doing, the children will reap the best out of HPE including good health and academic performances.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  As the paper highlights physical education is imperative among the young school-going children due t o its significant contributions regarding their development. For instance, physical education prevents lifestyle diseases such as high blood pressure and obesity. Further, it has numerous psychological and social benefits where it modifies depression and anxiety. Moreover, it contributes to advanced mental and intellectual capacities. For example, there is a significant relationship between academic achievement and the children’s physical activities. Similarly, physical education bolsters the kids’ recreational skills while enhancing a positive attitude towards exercise.