99 Cent V. Lancaster Redevelopment Coursework Example | Topics and Well Written Essays - 500 words

99 Cent V. Lancaster Redevelopment - Coursework Example The loss of Costco would result in the loss of over $400,000 generated from sales tax each year. The 99 Cent Only store only generated about $40,000. Lancaster tried to use the power of eminent domain to obtain the property of the 99 Cent Only store but was sued - and lost.Similar to the decision of the Supreme Court, I would have ruled in favor of 99 Cent Only Stores. While laws would have allowed Lancaster Redevelopment Agency to remove and redevelop a slummy, blighted area, the 99 Cent Only Store was not found to be blighted. "Under Health & Safety Code 33030, a blighted area is one which is 80% urbanized, and a physical and economical liability which cannot be reversed or alleviated without redevelopment." (Fergusson, 2005). The Fifth Amendment protects property owners from having their property taken by the government unless it is for public use. It seems to me that if Lancaster seized the property from 99 Cent Only Stores, it would be for Costco's use (so it could expand) and f or Lancaster's own use (so it could obtain greater revenue from sales tax).However, if brought to court today, after the decision made by the Supreme Court in 2005 regarding the case of Kelo v. City of New London, the result of the 99 Cent Only case would quite likely be different.

The US and middle east Essay Example | Topics and Well Written Essays - 1000 words

The US and middle east - Essay Example However, the Second World War was a wakeup call in all regions of the world as it fuelled nationalism, and this instigated calls for the Arab Nationalism. The Arabs felt that they had had enough of the British and the French who were colonising them. The Americans were not left out, and this is what led to the conflicts that exist to date between the United States and the Middle East. The writer of the article is addressing the Middle East by opening up some of the unseen agendas of the American - Middle East relationship. The writer explains the origin of the relationship between the Middle East and the United States of America, the factors that led to the sharp conflict, democracy in the Middle East as well as the effects of the September 11 attacks on the American Middle East relationship. The author attempts to convince the audience and actually sets forth credible points to support his arguments. The writer is also at times harsh and objective in putting his points across such a s arguing that the United States has a huge disregard for the Middle East in respect to human rights and democracy. The writer is convincing as his sources are credible and has conducted an in-depth analysis to make us understand what the relationship is all about. In addition, the writer looks at the historical relationship and where it was as well as where the relationship is headed. He also looks at who are the major beneficiaries of the relationship, which is very persuading. Nevertheless, at some instances the arguments are out of line; for instance, the claim that the United States does not care for the Middle East and for a very long time the relationship has been based on how they could acquire oil by fuelling conflict without making up for it. Ethos, Pathos and Logos are the modes of persuasion that are used in argumentative essays. The writer uses Logos, which is a persuasion technique that embraces the use of logic or logical arguments. He uses deductive and inductive rea soning, which helps make the argument credible. The writer also uses pathos, which is meant to appeal to the reader’s emotion, as well as ethos, which is meant to convince the reader that the writer is an expert in the field he is writing about. The Ethos the writer uses in the paper includes quoting credible sources such as Colin L. Powell, who is the former United States secretary of state; he also states his credentials as a scholar in the Middle East affairs, and hence the information he is presenting is credible. Reading through the essay, one is able to extract much information, e.g. the US policy on IRAQ, the US strategy on the Arab World as well as the relations between the US and Qatar, which for the a long time could be described as strained and problematic. The ethos can be defined by a quote by Powell (2004), who was defending the US policy in the Middle East: â€Å"The United States’ National Security Strategy does commit us to preemption under certain li mited circumstances† (as quoted in Shunnag, p. 833) Finally, the other instance when the author resorts to Ethos in the paper is when he provides credible evidence and information about the US policy in Iraq and relations with Qatar as well as the strategy of the United States in the Middle East. Those are among the sharp areas of focus that he uses to persuade the reader. In this case

Eal Observed In A Primary School

Eal Observed In A Primary School Learning a second language is one adaptation skill that proves to be necessary when diverse cultures come together.   For example, children from diverse linguistic backgrounds study English as a bridge to better education. The Rationale for Planning for Children Learning English as an additional language (2008) advocates that in planning for children who are learning English as an Additional Language (EAL), the following key principles must be observed: that bilingualism is an asset instead of a liability for children who know more than one other language other than their mother tongue or primary language.   This first language is essential not only in learning another language but also for ones identity formation. The EAL provider should keep the learner challenged cognitively with the continuous provision of linguistic and contextual support.   Lastly, the acquisition of another language should go hand in hand with the students cognitive and academic development within the same school environment and the student would not need outside support. It is already integrated in the inclusive curriculum given to the learner. Cummins (1984) came up with a matrix to explain the dynamics of second language learning development. One axis represents the BICS or the Basic Interpersonal Communicative Skills while the other axis represents the CALP or the Cognitive Academic Language Proficiency.   Baker (2006) explains that students engage in BICS when they communicate with contextual supports and props such as face-to face â€Å"context embedded† situations where they read the other persons non-verbal gestures, hand movements and sounds to support verbal communication. On the other hand, CALP happens in â€Å"context reduced† situations requiring higher order thinking skills such as analysis, synthesis or evaluation. This is usually encountered in more academic learning and communication where language is â€Å"disembedded† (Baker, 2006). This paper will report observations in a primary school that embraces multiculturalism and multilingualism and analyzed according to theories and to its compliance to standards and policies for implementing English as an Additional Language (EAL). Observations were done for key stage 2. The physical environment of the school and classroom Upon entering the school, a large map welcomes people with the sign that read: â€Å"Welcome to our school.   We come from all over the world and we speak 27 languages†.   For each language, it was connected to the country of origin as indicated in the map.   This sign gave a very warm welcome to anyone who visited the school no matter what culture he or she comes from. An IT room is available for any EAL learner to use whenever one needs to consult a computer for spelling or grammar or anything that pertains to the English language.   This additional resource to support their learning is another indication that the school anticipates learners needs and provides them when called for. The classroom observed had a big inflatable globe which represents a wide range of diversity is accepted there.   The children can freely explore the globe and search for their own countries and link it to their native language. A trained EAL teacher was employed by the school to help facilitate the cognitive, language and literacy development of foreign children.   Adults play a huge role in the language development of children, as they need someone who uses simple language in correct form and is flexible enough adjust his language to suit the childs (Clay, 1988).   Having a good second language teacher is essential to learning the language more fluently.   The researcher does not discount the fact that imitation of proper pronunciation and intonation is necessary. Hence, learners should have attentive ears and retentive minds, and of course, cooperative tongues to be able to speak fluently in such language.   Children also need opportunities to practice speaking and listening to the second language outside the language lessons, so that means they need a support system of learners to interact with. The school acknowledged and respected the childrens different cultures. As an example, the school held a Polish mass celebrated by a Polish priest on Tuesdays. Cummins (1986) contend that children are empowered when their cultural roots are celebrated.   Usually, when schools and teachers do not seriously consider foreign students their native culture, these children feel unaccepted and unworthy to belong to their classes, hence display inappropriate behavior.   They become lost in terms of academic achievement and develop insecurities about their skin color, ethnic characteristics or language accents.   Such embarrassment develops stress or anxiety during class. The students family may likewise seem withdrawn or non-participative in their childrens schooling and feel the same sense of not belonging to the new culture they have joined.   In view of this, culturally-relevant teaching must be learned by teachers.   Such teaching takes into consideration the cultural background of the students at all times.   It also keeps in mind cultural aspects in all interactions with students on both personal and educational levels. (Edwards Kuhlman, 2007).   Students cultures, languages and experiences need to be acknowledged, valued andused as important sources of their education because they deserve the best that society can give them.   This involves teachers learning about students backgrounds and personal experiences to use as tools to make connections with these students.   Some strategies that teachers can employ are the inclusion of the various histories, contributions, perspectives and concerns relevant to the diverse backgrounds of students (The IRIS Center for Training Enhancements, n.d.).   Incorporating these in the curriculum makes learning meaningful to these students.   Multicultural education using literature from various cultures engages such children in reading and writing and makes them eager to learn the social or cultural contributions made by various groups of people. Observations of the children It was learned that the children in the school were not allowed to speak their native language within the classroom but they are free to speak it outside with their peers.   This is part of their learning the English language in the classroom. This may be considered by the school as an effective way to immerse the children in the English language, however, the Rationale for planning for children learning English as an additional language (2008) recommends that children have free access to their primary language (L1) in order to fully understand their second or additional language (L2), so the classroom teacher should be more lenient in allowing children to use their L1 in class as a tool to learn their L2. There was quite a number of foreign students enrolled in the school.   The researcher approached some and asked them some questions regarding EAL.   Two Portuguese children were observed to be peer-teaching.   One was already fluent in the English language while the other was still struggling so the more adept one was helping him translate some words. Vygotsky (1962, as mentioned in Clay, 1998) emphasizes the value of childrens talk and their growing ability to articulate their understanding of their world orally and in writing.   Taking part in negotiating meanings is part of the educational process, and Vygotsky believes that just being with others helps children learn. In observing the two Portuguese children, some theories may explain why the more English language-adept child uses their native Portuguese to teach the less knowledgeable child. Swain Lapkin (2000) conclude in their study that the first language is by default, a tool used by students to learn their second language.   Collaborating with other students in tasks for learning a second language, students try to make sense of the requirements and content of the task, focusing their attention on language form vocabulary use and overall organization, then turn to their native language to process and discuss before finally getting back to completing the task.   Swain and Lapkin point out that without the use of their native language, they might not be able to accomplish the task effectively or it might not be accomplished at all.   They argue that the insistence of not being allowed to access their first language in a linguistically and cognitively complex task of decoding a second lan guage task would deprive them of an important cognitive tool.   They stress that bilingual programs that allow for the development and maintenance of the first language while learning the second language are successful in both goals. The researcher interviewed two students who both spoke Spanish.   When asked if they speak to each other in their native language, they admitted they only speak it at home with their parents.   They did not speak it in school and said they were more comfortable speaking in English because most of the time they were in school and with friends who all spoke the English language.   In this case, Lamberts (1977) subtractive bilingualism seems to be taking place as the childrens first language is being extinguished by the second language which is English.   Otto (2010) elaborates on Lamberts   theories on bilingualism. One issue in second language acquisition is its effect on the first language of the individual.   The immense concentration necessary to learn a second language may create a negative impact on the first language. This is known as Subtractive bilingualism.   When a child becomes fluent in a second language due to immersion in that language, there is a strong te ndency to forget the first language, causing disruptions in communication with family members who only know the first language.   Transmission of cultural beliefs and parenting interactions would need a shared language for it to be successful. If not, social relationships with families or other members of the community who are monolingual may break down. On the other hand, in learning a second language, a child need not forget the first language, but can be fluent in both.   This is called Additive Bilingualism which means that although a child actively learns a second language, concurrently, there is continued development in the home language (Lambert, 1977; Otto, 2010).   The goal is to enhance language skills in both languages.   In view of this, the case of the two Spanish boys interviewed by the researcher may also display additive bilingualism because they continue to speak L1 at home even if they are gaining competence in L2 in school and with peers. Two boys from Ethiopia do not speak the same language even if they come from the same country. In the different parts they come from, different languages were also used.   One of the boys speaks three languages French, English and Portuguese because his mother came from Portugal and his father from Ethiopia.   The other boy speaks Amharic which is similar to Arabic, but he is from Ethiopia.   Leon (1996) has outlined the need for migrant workers and their families to be supported in gaining English-speaking competencies to enable them to live more satisfying lives in English-speaking environments. He said lack of bilingual support for students impedes their motivation to learn, as they could not cope with other English-speaking peers, so they feel unwanted, and just skip school.   Gaining English language competency for these children will also raise their self-esteem so they get to be more confident to develop more personal and academic skills. Although the observations were limited to what has been reported, it already gave the researcher a good picture of how the school upholds the EAL program.   The foreign children seem to be comfortable in the school setting as they have settled in well in a welcoming environment.   The government consultation document ‘Aiming High: Raising the Achievement of Minority Ethnic Pupils (DfES 2003) states that â€Å"the particular needs of bilingual pupils are best met through a coordinated whole school approach led by headteachers and senior managers.† (DfES, 2005, p. 14).   The ethos of the primary school observed reflected a clear respect for the multicultural perspective. Otto (2010) contends that one of the main challenges posed by the English as a Second Language (ESL) approach is the development, selection and implementation of effective strategies and instructional techniques to suit the diverse learners since they come from various backgrounds.   The Rationale for planning for children learning English as an additional language (2008) takes upon Vygotskys (1978) concept of â€Å"scaffolding†.   As the term implies, scaffolds are temporary supports in the process of learning which are gradually taken away when the student is already capable of learning without them.   In EAL, scaffolding comes in three forms, One is scaffolding by adults by making their expectations clear by sharing learning objectives and criteria for success with the students by way of modeling and demonstrating the English language, ‘recasting of the childrens language from their L1 and providing them with opportunities to use their whole language repertoire to aid them in understanding their L2.   Another form of scaffolding is through collaborative work.   They engage in small group talks or work in pairs, usually with children who are more adept in the language are paired with children who are less adept, such as the two Portuguese boys observed peer-teaching in the school. The teacher may also use scaffolding thro ugh visual support, via pictures, props, models, frames and language prompts, graphic organizers, diagrams, maps, plans and essentially all the print and picture cues they put up in the environmental setting (Rationale, 2008).   Most of these scaffolds were observed in the school. The numerous issues on second language learning, especially English, only prove that it is creating much impact on the development of children from diverse cultures.   More and more people consider its advantages and possible disadvantages.   Such amount of attention is worth it because people think up of ways on how to maximize its benefits.   Learning another language apart from ones native language helps children be ready to be highly competent in an increasingly globalized world.   However, although they become bilingual, it should not be forgotten that they also become bicultural, and learning of one language and the culture that goes with it does not mean forgetting their original one. Teachers should take into consideration that their non-English speaking students should learn English in both its context and language elements so the students gain a better understanding and appreciation of the English language.

Judaism :: essays research papers

Judaism 1 A nation of Priests, Prophets, and Kings.   Ã‚  Ã‚  Ã‚  Ã‚  While the Jews were still trying to find the holy land, the brother of Moses, Aaron, established a priesthood. They build the tabernacle, a large tent, it became the center for Jewish worship. In 1077 B.C. a member of the tribe of Judah, David, became King of the Israelites. He firmly established kingship and priesthood in the nation's capital of Jerusalem. Solomon, David's son, built a large temple in Jerusalem. The messiah would come from David's line. There were three prophets, Isaiah, Jeremiah, and Ezekiel, each warned of punishment from god. 2 Judaism under Roman rule   Ã‚  Ã‚  Ã‚  Ã‚  The Jews were divided into factions. The Pharisees emphasized oral law. The Sadducees stressed the importance of the temple and priests. There was also the Essenes, the Zelots, and the Herodians. Jewish leaders were called rabbis. Rebellion broke out against the Romans in 70 C.E. Troops laid waste to the city and destroyed the temple. Jerusalem was declared of limits to Jews. The Sadducees were thus wiped out without the temple. 3 Judaism Emerges with a Greek garment   Ã‚  Ã‚  Ã‚  Ã‚  By the 4th century B.C. the Jews had engulfed the Mediterranean sea. Alexander the great was welcomed into Jerusalem. The Greek and Jewish cultures mixed. As a result the Jewish religion spread even faster. They were able to expand all across the known world. Even scriptures began too be translated to greek. 4 Judaism and God's name   Ã‚  Ã‚  Ã‚  Ã‚  Jews Believe gods name is too holy to pronounce. Over the last 2000 years the name has been lost. The name of God is Yahweh. In Latin he is called Jehovah. The Jews put much importance to God's name. For a period of time it was illegal to speak gods name.

Doctoral Program in Organizational Management Essay

I believe that education and educating is a never ending knowledge sharing process. Every moment is a moment of truth to gain experience. I have had the opportunity of learning many key aspects of management in my graduation. My passion towards gaining expertise in organizational management and leadership increased in my previous academics. To learn indepth with more focus on my core areas of interest, I prefer to be with the industry and academic experts of well known institutions, who not only cement my concepts but open these theoretical ideas in practical means of implementation Organizational management is an unique area of academics and management field where we need to educate upon the practical experience of many business cases in real life. A doctoral program will open up many wakes of dimensions which otherwise cannot be shared. The doctoral program will provide me with time, space and expertise to explore the intricacies in drawing the excellence in the field. Using these resources I would like to investigate acceptable scholarly methodology to address applied and practical problems. My future Scholarly endeavors would address needs identified by problematic conditions in the field; and conversely, would be guided to research-based best practices. University of Phoenix is a pioneer in management education imparting competence among the management students before real time work experience in business environment. Thus Phoenix creates sets the ideology of students towards leading an organization right from the academics. Phoenix offers flexibility in the scheduling the learning hours and the learning centers at the reach of the students which provides ample opportunity to learn and leverage to the career path.

Economic Growth and Development Essay

During the beginning of the evolution of economics of development, no distinction was drawn between the economic growth and economic development. During the seventies, the economists thought of distinguishing the economic growth and economic development. When it comes to economic development, there are two different views. The traditional view has been to interpret it in terms of changes in the structure of national product and the occupational pattern of labor force and the institutional and technological changes that bring about such changes or accompany such changes. In this view, the share of agriculture in both national product and employment of labor force declines and that of industries and services increases. Various strategies of development which were suggested until seventies generally focused on rapid industrialization so that the structural transformation could be achieved. For this purpose, the appropriate institutional and technological changes were recommended to bring about such structural changes. According to C. P.  Kindleberger, economic growth means more output and economic development implies both more output and changes in the technical and institutional arrangements by which it is produced. Thus according to this view, the economic development implies growth plus structural change. Structural changes refer to the changes in technology and institutional factors which cause shifts of labor from agriculture to modern manufacturing and services sectors and also general self sustaining growth of output. An aspect of structural change which is of special mention is that during the process of economic development there occurs a shift of the working population from low productivity employment in agriculture to the modern industrial and services sectors having higher levels of productivity of labor. It is quite interesting to note that during the process of economic development the percentage share of the working population in agriculture sharply falls whereas the percentage shares of the working population employed in modern industrial and services sectors substantially increase. Apart from the change in the sectoral distribution of the labor force, there occurs a change in sectoral composition of national income in which while percentage contribution of agriculture to national income declines, percentage contributions to national income of industrial and services sectors increase. This is on account of the various changes taking place namely; a change in the pattern of consumption of national income of the people; economy growing steadily and moving upwards; income level of the people is found to be increasing and various changes that are taking place in the levels of productivity in the different sectors of the economy.