adrienne clarkson essays

adrienne clarkson essays The wonderful thing about being Canadian is that despite our blemished history, we have shown we are capable of change. Attitudes in Canada dont stay entrenched. Her appointment was called a reflection of the diversity and inclusiveness of our society. Like sunlight through a window, Adrienne Clarkson has smoothly transcended the shadows of the cold, hardlined, 1940s Canada she was raised in, only to lead Canadian diversity into the third millennium. Nearly denied entry into Canada because of a law prohibiting Chinese entry into Canada, Clarkson has become the epitome of the successful Canadian immigrant. With the firing of artillery salutes and a flypast of CF-18 fighter jets, Mme Clarkson was installed as Canadas 26th Governor General and Commander-in-Chief in a Parliament Hill Ceremony on October 7, 1999, becoming the first visible minority and first immigrant to be appointed to the Vice Regal post. Stressing a sense of forgiveness and wholeness as characteristics of Canada, the new Governor General mentioned Grand Chief John Kellys view of the circle of the Ojibway expanding as Canadians of diverse backgrounds entered it. Her Ex cellency continued by suggesting That the aboriginal circle enlarges to include all of us native and immigrant arriving by boat and plane to a vast and beautiful land... Known for her outspokenness on issues such as cultural nationalism, Clarkson is only the second woman to be named Governor General and the first in twenty years to come from outside political ranks. Clarkson brings to the forefront a strong sense of nationalism, and personal pride in her own ethnicity. Her Canada is encompassing of Aboriginals and immigrants, English and French, East and West, and not only praises their contributions to Canada as a multiethnic society, but is representative of each and every one. Most importantly, s ...

Free Essays on Batchen

Historians of photography generally credit Niepce, Talbot and Deguerre as the inventors of this movement and technology. Geoffrey Batchen’s essay titled, Burning With Desire: The Conception of Photography, investigates the debates that encompass these historical issues. Batchen refers to the development of photography as being, â€Å"the greatest mystery†. In uncovering the mystery surrounding the development of photography, Batchen believes that we must try first to understand the timing of this invention, the desire of the inventor, and the difference between a process and discovery. Batchen explains how an Australian historian, Josef Maria Eder, deciphers the process of â€Å"discovery† paired with that of â€Å"invention†. Eder believes that â€Å"†¦the accidental can become confused with the conscious and the chemistry necessary in making of photographs with the actual idea of photography†. Lynn White further clarifies Eder’s statement by stating, â€Å"Apples have been dropping from trees for a considerable period before Newton discovered gravity: we must distinguish cause from occasion†. Both Lynn and Eder make the valid point that the desire to photograph nature has always been there. For example, everyone taking a walk in the woods must have thought at one point in time, â€Å"I wish I could take that image home with me†. Before photography was officially invented some of its basic components can be seen in images formed by the camera obscura and the chemistry needed to produce them (Batchen). Batchen urges his readers, when tracing the development of imaging and photo chemistry thought the 18th centaury, one must look at the many discoveries and experiments with light and silver compounds. Batchen believes that these discoveries lead to some of the earliest experiments toward the photography process. In order to further understand the invention and discoveries surrounding photography Batchen believes that one must exa... Free Essays on Batchen Free Essays on Batchen Historians of photography generally credit Niepce, Talbot and Deguerre as the inventors of this movement and technology. Geoffrey Batchen’s essay titled, Burning With Desire: The Conception of Photography, investigates the debates that encompass these historical issues. Batchen refers to the development of photography as being, â€Å"the greatest mystery†. In uncovering the mystery surrounding the development of photography, Batchen believes that we must try first to understand the timing of this invention, the desire of the inventor, and the difference between a process and discovery. Batchen explains how an Australian historian, Josef Maria Eder, deciphers the process of â€Å"discovery† paired with that of â€Å"invention†. Eder believes that â€Å"†¦the accidental can become confused with the conscious and the chemistry necessary in making of photographs with the actual idea of photography†. Lynn White further clarifies Eder’s statement by stating, â€Å"Apples have been dropping from trees for a considerable period before Newton discovered gravity: we must distinguish cause from occasion†. Both Lynn and Eder make the valid point that the desire to photograph nature has always been there. For example, everyone taking a walk in the woods must have thought at one point in time, â€Å"I wish I could take that image home with me†. Before photography was officially invented some of its basic components can be seen in images formed by the camera obscura and the chemistry needed to produce them (Batchen). Batchen urges his readers, when tracing the development of imaging and photo chemistry thought the 18th centaury, one must look at the many discoveries and experiments with light and silver compounds. Batchen believes that these discoveries lead to some of the earliest experiments toward the photography process. In order to further understand the invention and discoveries surrounding photography Batchen believes that one must exa...

Discuss the financing hierarchy view of corporate liquidity Essay

Discuss the financing hierarchy view of corporate liquidity - Essay Example Considering this relationship predicted by the hierarchy view, it is different from the trade-off view which argues that the relationship between the level of cash and investment maintained by an entity is direct. The hierarchy view also holds that firms raise their levels of cash reserves when they are confident about their future profitability and the fact that new opportunities will require excessive cash reserves (Tirole 2006). The empirical evidence in relation to the corporate policies on liquidity, based on the survey conducted by Deutsche Bank (2006), suggests that a significantly high level of companies surveyed, i.e. 18 percent, maintained liquid cash reserves which were more than 20 percent of their assets, whereas 38 percent survey participants had established credit lines over and above 20 percent of their assets’ value. On the other hand, one interesting finding from the survey revealed that about 50 percent of the participants signified their indifference towards changing liquidity position, had there been no new opportunities in the market (Servaes and Tufano 2006). Thus, holding of cash cannot be deemed for availing new investment opportunities and this is where empirical evidence departs from hierarchy view of corporate liquidity

The Art of English - Everyday Creativity Essay Example | Topics and Well Written Essays - 1500 words

The Art of English - Everyday Creativity - Essay Example For example, one sentence, the ship ploughs through the waves, indicates that the ship is moving slowly through the blocking high waves because the high storm waves are creating a strong resistance to the ship’s current path. The sentence should be literally interpreted as the ship is using a plough tool to plough the ocean, just like a farmer who literally ploughs the farm with the plough tool (Maybin & Swann 2006, p. 46). Further, Cameron discusses that some metaphors are so common that people do not realise they are metaphors. For example, the phase it is on the news today indicates that the topic is being discussed in the news. The people will realise that the phrase does not literally mean the â€Å"it† is on the news just like the glass is on the table (Maybin & Swann 2006, p. 47). In addition, Cameron observes that the people have different reasons for using metaphor. Most individuals use metaphor to improve understanding of the senders’ messages. For exam ple, the child states that his tummy has a fire engine to send a clearer message that the child has a stomach ache (Maybin & Swann 2006, p. 50). Another example, †¦ information on which we can build on., indicates that the information is used as a starting point for another activity. The phrase does not literally mean to build on something like placing a pen on a book (Maybin & Swann 2006, p. 50). ... The author offers different variations of how a metaphor is used. Further, the author discusses many types of metaphor uses. The author even goes down the level of children to make the article very interesting. The part about the lollipop trees metaphor brings up the readers’ mind to imagine when they were just little kids. As kids, lollipops were real treasures. The children felt momentarily happy when licking a lollipop. Further, the author correctly creates interest in the mind of the readers when she describes how the simple word on can be used to catapult the on word to a more artistic level by joining the word with other words to form the metaphor †¦build on. The author’s use of another metaphor, the ship ploughs through the waves, explains the creativity benefits of using metaphor. The author compares the ship’s plough activity with the farmer’s plough activity indicating that the effect of the ship’s plough of the sea has the same diffi culty that is experienced by the farmer as the farmer ploughs the farm land. Consequently, the readers will easily understand the concept of metaphor. The same author rightfully explains why her work is well written. The author reiterates that the metaphor brings two different ideas together to generate further sense, seeing one thing in terms of something else (Cameron 2009, p. 3). The author enlightens her metaphor concept by writing another book. The other book gives more examples on the benefits of using metaphor. The mediocre reader will not resist the persuasive discussion of Cameron to include metaphor words in their daily lives because she is so swift, direct, credible, and true in her presentation of the topic. Types of evidence used to support the

American women Essay Example | Topics and Well Written Essays - 250 words

American women - Essay Example Women without a college degree were not considered for any form of employment and so any women who wanted a career of any description had no choice but to attain a college degree. It was at this time that women started to introduce themselves into banking and accountancy but women diplomats, barristers and judges were non existent. In the years following World War 11 the number of students wanting to attend college exploded with soldiers returning from war and children from the baby boomerçâ€" ´ era attaining school age. As a result, the number of educational facilities increased and co-education became prevalent.During the 1960s and 1970s , Due to Social And Legislative Changes, Several Institutions Of Higher Education That Had Been Previously All-Male Opened Their Doors To Women(Harwarth, Maline & DeBra, archived). The situation, of course, is vastly different now with all students, regardless of gender or racial status having the same opportunities in higher education. The prime example is that we now have an African American President. Woman, now, participate in previously male dominated occupations such as mathematics and computer and physical sciences. Studies of four year term female colleges have shown that,ä ¹Æ'hey Have Conferred Upon Women Equal or Larger Portions of Bachelor Degrees in Male Dominated Fields Than The Norm.(Harwart, Maline & DeBra, archived). Harwarth, Irene, Maline, Mindi. DeBra, Elizabeth.(archived information).åŸÅ"omens Colleges In The United States:History,Issues and ChallengesThe Womens College Coalition. Retrieved from

Structure and Development of Curriculum

Structure and Development of Curriculum Introduction The curriculum is not a simple word that can be defined; it is a discipline that consists of many factors that ultimately create the curriculum. Upon reading further into this subject, it has become obvious that the curriculum is a complex field and is more likely to reveal that many authors, scholars, academic writers each have a definition describing what the curriculum best means to them or its best definition in the context they discuss. This paper will focus on the Australian Curriculum and will attempt to address issues such as the various definitions of the curriculum, the purpose or goal of the curriculum, how the curriculum is developed, the structure of the curriculum, how the curriculum is influenced by different learning theories, the processes of teaching, learning and assessment and how the curriculum relates to 21st Century learners. Incorporating these factors and understanding this information will allow the reader to formulate his or her own educated definition of t he curriculum whilst recognising the primary features which influence learning within our schools. Definition of Curriculum and its Stakeholders Several definitions surround the meaning of curriculum; to get an overview of the definition we can throw relevant words together such as plan, objective, content, subject matter, opportunities, guidelines, framework, experiences or strategies, although in order to make sense of these words and their relationship to the curriculum we must connect these words in a logical pattern. Authors and academics Brady Kennedy (2010, p.5) simply state In seeking to understand better the role of the curriculum in the 21st century, the purpose should be to ensure that children and young people are well equipped to handle whatever it is that this century will call them to do and be, in other words, there must be a common interest and a common bond by all those involved, while Marsh and Willis (2007, as cited in Marsh, 2010, p.93) define curriculum as an interrelated set of plans and experiences which a student completes under the guidance of the school. Other definitions of the curriculum arise, d ependant on the stakeholders in question, these stakeholders are people who have an interest in the curriculum, its formation and its delivery. The business community feel that the curriculum must be able to support students in their future employment opportunities while preparing them for the economic needs of society (Brady Kennedy, 2010) and parent groups are concerned that the curriculum could be manipulated by government bodies for academic analysis instead of concentrating on equipping their children with the appropriate knowledge and experiences for a successful future (Brady Kennedy, 2010). ACARA (2010c) describes the new National curriculum as a broad scope and sequence of core learning. Critical decisions about the total educational program and how it will be implemented and adapted to meet the needs and interests of students will be the responsibility of education authorities, schools, teachers, parents and students Marsh (2010, p.24) provides a list of stakeholders with whom the National Curriculum Board (NCB), now known as the Australian Curriculum, Assessment and Reporting Authority (ACARA) consults Government Federal/State Minister for Education, Council of Australian Governments, Premiers, State/Territory ministers, Federal opposition, State/Territory opposition Education authorities Government and Non-Government Schools, Australasian Curriculum, Assessment and Certification Authorities (ACACA), Department of Education, Employment and Workplace Relations (DEEWR). Professional associations Unions, Business, Employers School-based Principals, Administrators, Teachers, Students Community Parents, Parent groups, Parent Associations Tertiary Sector Universities, TAFE, Industry training sectors, Academics From this information it is evident that the curriculum is complex, detailed and is influenced by many groups. Fundamentally, it is a plan that consists of goals/aims, content and achievement standards for each subject to be taught within Australian schools, in other words, the curriculum is a planned description of the what, how and when of teaching, learning and assessment. Understanding the foundation of curriculum, we can now concentrate on the goal of the curriculum WHO is it for and WHAT do we expect from our education system and for young Australian citizens? The purpose or goal of the Curriculum and Education Curriculum must be of direct relevance to the childs social, cultural, environmental and economic context and to his or her present and future needs and take full account of the childs evolving capacities; teaching methods should be tailored to the different needs of different children (UN Committee on the Rights of the Child, General Comment 1 as cited in Sullivan Keeney, 2008, p.38). In order to understand the goal or purpose of education, we must understand who we are directing our learning to. Acknowledging the diversity of learners will assist in identifying the scope and range of the content to be covered by the curriculum. Brady and Kennedy (2010, p.38) state Teachers must examine the curriculum carefully to ensure it does not exclude the diverse experiences that students bring with them to the classroom. More positively, the curriculum should highlight those experiences and make them the basis for discovery and learning. The K-12 National Curriculum is directed towards students developing their knowledge and understanding of the major disciplines Mathematics, English, Science and History to enable students to further their knowledge and specialise in fields through further tertiary education. Further to this, the curriculum provides the foundation that allows young Australian citizens to deal confidently with issues that arise and enables them to make informed decisions regarding social and personal matters. (EQUITY) ACARA is responsible for the development of the Australian curriculum from Kindergarten to Year 12. ACARAs work with the Australian curriculum is directed by the 2008 Melbourne Declaration on Educational Goals for Young Australians. This declaration commits to supporting learners with quality education and providing them with the skills necessary for future endeavours (ACARA, 2009a). The Australian curriculum will outline the scope and sequence of key learning areas, in other words WHAT and WHEN it is to be taught at schools, although teachers will ultimately make the decision on HOW to organise, structure and deliver this information to benefit each and every students learning experience (ACARA, 2009b). The educational goals for young Australian citizens focus on creating successful learners such as developing their capacity to be creative, resourceful and motivated individuals, to be able to think, obtain and evaluate evidence, work independently and in teams, be able to communicat e ideas, utilise current technology and be able to make informed decisions and gain the necessary skills regarding their learning and employment directions. These goals also aim to create confident individuals by providing the tools that promote a sense of self-awareness to be able to manage all facets of their wellbeing, develop values such as honesty, empathy and respect for themselves and others, form personal, social and professional relationships and have the confidence to pursue further education and training. In addition, becoming active and informed citizens is addressed through the cross-curriculum dimensions, which aim to instil an understanding and appreciation for Australias indigenous history and diverse culture and sustaining and improving our natural and social surroundings (ACARA, 2009b). So far we have discussed what the curriculum is and how it can be defined, the major influences on the curriculums development, namely the stakeholders and the purpose or goals of the curriculum and education. Before we discuss the structure and development of the curriculum, it is important to be aware of where and how the curriculum originated and why the curriculum is structured the way it is. Structure and Development of the Curriculum The structure of the curriculum and how it is developed caters for the wide range of stakeholders involved while endeavouring to achieve the best learning outcomes for Australian students. The core-curriculum was developed through the Curriculum Development Centre (CDC) by the former Director, Malcolm Skilbeck in 1980. The 24-page document attempted to reconceptualise the existing school subjects within a social-reconstructionist framework (Marsh, 2010, p.11). Even though parts of the core-curriculum were adopted in NSW, WA and NT, the development did not continue due to a lack of funding for the CDC. As the decades passed, many attempts at developing a national curriculum failed to make it successfully through its journey, finally in 2008, under the Rudd Government, a National Curriculum Board (NCB) was created to develop a National Curriculum for students Kindergarten to Year 12, consisting of four Key Learning Areas (KLAs) Mathematics, English, History and Science, with additiona l components of general capabilities and cross-curriculum dimensions working alongside these KLAs (Marsh, 2010). ACARA (2009c) was created to oversee the successful development of the Kindergarten to Year 12 Curriculum, plus the Senior Secondary Curriculum and the Early Years Curriculum Framework. Below outlines the four stages involved in the development of the Australian Curriculum Kindergarten to Year 12. Curriculum shaping stage- This involves the development of the draft shape paper, where expert advice is requested and endorsed by ACARAs board for public feedback. This creates the final shape paper, consisting of an outline of the Australian curriculum including design advice for learning areas. Curriculum writing stage A team consisting of writers, curriculum experts, and ACARA curriculum staff developing the Australian curriculum. The information includes content description and achievement standards; to achieve this, the team refers to national and international research on curriculum, while also referring to current state and territory curriculums. After public feedback and necessary modifications, the Australian curriculum for the particular learning area is ready for publication. Implementation stage Implementation plans are developed by ACARA and state/territory curriculum and school authorities (ACARA, 2010b) Evaluation and review stage Implementation feedback is reviewed carefully via processes that monitor this information. Below is a visual snapshot of the components included in the National Curriculum to be implemented in the year 2011. Australian curriculum graph.png Source: (ACARA, 2009a) Each KLA contains a statement of rationale, aims, content structure and descriptions, and achievement standards. Statement of rationale Overview of the particular subject Aims What students will achieve from this subject Content structure/organisation How the subject is arranged/designed and the information involved Content description specifies what teachers are expected to teach for each learning area at each year level, also provides the scope and sequence of teaching Achievement standards describes the quality of learning e.g. the understanding, knowledge and skill students are required to achieve at each year level. While the National curriculum will keep the original structure of scope and sequence for the KLAs, it is evident the new curriculum has become more detailed and involved, by introducing general capabilities and cross-curriculum dimensions in addition to the KLAs, teachers may find it difficult to be able to get through all the required content in the time allocated, while some may require further intensive training to increase their knowledge in certain areas such as History. Few primary teachers have a sufficient background in History and that they will require concentrated training to develop academic and pedagogical knowledge in History (Harris-Hart, 2009 as cited in Marsh, 2010, p.26), although ACARA (2010c) states the key focus during curriculum development is on depth of learning and not breadth of learning, so as not to overcrowd the curriculum. Since the Australian Curriculum has been collated from different components of the eight state/territory curriculums currently in ope ration, they have maintained the KLAs, added general capabilities and cross-curriculum dimensions while keeping the existing structure for sequencing within the learning areas. (REFERENCE) For example, the NSW curriculum comprises of six KLAs for primary school and eight KLAs for secondary school. Below is a visual snapshot of the NSW Primary syllabus. http://k6.boardofstudies.nsw.edu.au/images/time_on_each_subject.jpg Source: (NSW-BOS, 2008) Schools in New South Wales use the Kindergarten to Year 10 Curriculum Framework as the foundation of what, how and when the content is to be taught, although the NSW Board of Studies acknowledges that schools and teachers take responsibility for the way in which the content is organised and delivered (NSW-BOS, 2002a). NSW primary teachers use the NSW Primary Curriculum Foundation Statements to find out what needs to be taught in each subject. The six subjects within the NSW curriculum are English, Mathematics, Science and Technology, Personal Development, Health and Physical Education (PDHPE), Human Society and Its Environment (HSIE) and Creative arts (NSW-BOS, 2002b), while the Australian Curriculum takes into consideration two new components that will enhance the learning process by working alongside the four KLAs, these components are ten (10) general capabilities and three (3) cross-curriculum dimensions. The ten (10) general capabilities are: literacy, numeracy, information and communication technology, thinking skills, ethical behaviour, creativity, self-management, teamwork, intercultural understanding and social competence. The three (3) cross-curriculum dimensions are: Indigenous history and culture, Asia and Australias engagement with Asia and Sustainability (ACARA, 2010a). Conclusion The Curriculum is a planned description of the what, how and when of teaching, learning and assessment, it is the foundation for learners, students and teachers while being influenced by the many stakeholders that want a share/input in the direction of the Curriculum. The structure and development of the Australian Curriculum includes many components such as teaching, learning and assessment which have focused on the depth of learning not the breadth. Throughout this paper it is also evident that the Australian Curriculum has been influenced by the theories of teaching and learning from several theorists such as Piaget, Bloom, Krathwohl, Vygotsky, Bruner and Maslows taxonomy. In addition, we must keep in mind that by understanding our students changing nature and their diversities, the Australian Curriculum has the opportunity to be in the forefront of teaching and learning in the 21st Century.

A Brief Timeline of Black Civil Rights in America Essay -- African-Amer

A.  Ã‚  Ã‚  Ã‚  Ã‚  The struggle for equality has been a battle fought for hundreds of years. Documents such as The Declaration of Independence, dating back to 1776, state that all men are created equal, and among these are Life, Liberty, and the pursuit of happiness. B.  Ã‚  Ã‚  Ã‚  Ã‚  Surely we know that in fact all men were not seen as equal because issues such as slavery and white superiority existed as well as discrimination issues that still exist to some extent today. C.  Ã‚  Ã‚  Ã‚  Ã‚  In 1865, The 13th Amendment was established which abolished slavery, but did not grant blacks equality. D.  Ã‚  Ã‚  Ã‚  Ã‚  Government was still extremely biased when meeting to make Amendments. They were quoted as saying â€Å"We hold this to be a government of white people†¦to benefit white people†¦and no Africans can be a U.S. citizen†¦Ã¢â‚¬  E.  Ã‚  Ã‚  Ã‚  Ã‚  Even though slavery was abolished with the 13th Amendment, issues such as Black Codes and the struggles of the Freedmens Bureau were definitely pres...