System of education of Great Britain free essay sample

1. System of instruction of Great Britain ( simplified circuit of instruction of Great Britain ) Initial school instruction 5-12 old ages preparative schools 5-7 old ages of simple schools, 7-12 old ages of a twenty-four hours clip type ( private ( single ) and province ) or boarding-schools ( as a regulation, private ( single ) ) ; schools for the male childs, school for the misss, school of joint preparation Average school instruction 11-18 old ages. Five obligatory categories for response of the certification GCSE: Assorted schools and colleges of a twenty-four hours clip type or boarding-schools ( private ( single ) and province ) ; School for the male childs, school for the misss, school of joint preparation ; Certificate GCSE ( General Certificate of Secondary Education ) parallel of the Russian school-leaving certification ; the farther instruction non needfully Sixth category 1-2 academic old ages for response of the certification GCE A Level ( General Certificate of Education Advanced Level ) or preparative rates 16-18 old ages assorted schools and colleges of a twenty-four hours clip type or boarding-schools ( private ( single ) and province ) ; School for the male childs, school for the misss, school of joint preparation ; the certification GCE A Level or diploma about the expiration ( stoping ) of preparatory rates necessary status for reception in high school the Further instruction 2-year s preparation in private ( single ) or province college or institute on one of academic or professional fortes ; Reception of the maximal national sheepskin HND ( Higher National Diploma ) Maximum instruction 3-4 old ages developing on twenty-four hours clip subdivision of college, polytechnic institute or university on one of the academic or professional plans ; Reception of a grade of the unmarried man Maximum instruction 1-2 old ages of survey on twenty-four hours clip subdivision of polytechnic institute or university, including preparation or research occupation and protection of the sheepskin ; Reception of a grade of the Foreman Maximum instruction 1-3 old ages of independent research occupation at university under the way of the professors, protection of the thesis ; Reception of a grade of the physician. We will write a custom essay sample on System of education of Great Britain or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However extremely the British instruction in the universe, however in in-between 1950ss was appreciated. The authorities of Great Britain has begun reform All system, from an simple school up to high school. Wholly this reform is non completed and to this twenty-four hours. In consequence today in the state some types of high schools peacefully coexist, for illustration. The basal educational lower limit is legislatively fixed which should be given by ( with ) any school is non dependent on a type and plans of preparation. Obligatory secondary instruction ( kids besides is study till 15-16 of old ages ) , and this obligatory instruction free-of-charge. The alumnuss of high schools pass scrutinies and, every bit good as our Russian schoolboys, receive foremost in life the certification GCSE, nevertheless as against the Russian parallel GCSE does non give the right to move in high schools. After that the immature people appear before a pick either to look for occupation, or to go on to analyze. The old system of high schools was saved in some countries of a countryside. Here after expiration ( stoping ) an simple school by consequences of trial. Examinations kids are distributed ( allocated ) for three types of high schools most capable act in particular school, others direct or to proficient schools, or in modern school. At mean proficient schools is given general educational, general proficient and initial professional preparation. The modern school was so is named because in the basal plan of developing there were no ancient linguistic communications ( Latin and ancient Greek ) , were taught merely modern. At these schools the usual secondary instruction is given, but the important portion of the plan is made by ( with ) practical employment ( businesss ) . At one time after go forthing school the alumnuss fundamentally act on occupation. The reorganisation of high school has resulted that in big metropoliss the complex schools for kids from 11 boulder clay 18 old ages have appeared. About it will be in item told in the chapter devoted high school. High school coating by scrutinies GCSE, five old ages. Those who is traveling to foster to move in high school, should stop the 6th category and base on balls scrutiny on the certification GCE A Level # 8211 ; general ( common ) certification on the profound educational degree. If to compare our system of instruction to English, the certification GCE A Level really corresponds ( meets ) to the papers on the expiration ( stoping ) of preparatory rates of high school, in which you are traveling to move. The footings the 6th category and the plans of an And degree are in Great Britain nominal and denominate the assorted plans and rates carry oning to reception GCE A Level. For reception in high schools in Great Britain besides schools there are colleges of the 6th ca tegory, younger two-year colleges and it is simple colleges, in which Teach non merely general educational topics of the 6th category, but besides professional subjects. After the certification GCE A Level is received, before the immature people the farther and maximal instruction is unfastened. The term maximal instruction concerns to the plans, which purpose award of a grade of the unmarried man, chief or doctor. The Further instruction of an academic grade does non give, it, as a regulation, professional preparation. The rate of the farther preparation is finished by scrutinies and response of the maximal national sheepskin HND. In the field of vocational developing the sheepskin given by one of three professional commissions are most apprehended: CGLI ( City and Guilds of London Institute ) , RSA ( Royal Society of Arts ) , BTEC ( Business and Technical Education Council ) . Many colleges and institutes are authorized to give out the sheepskin on behalf of one of these three commissions. Other educational establishments give out or ain sheepskin and certifications, or sheepskin of other scrutiny commissions. The sheepskin HND is of import for having by the 1 who is traveling to at one time to get down occupation on the elected forte and is non traveling to be protected on a grade of the unmarried man. From the point of position of professional calling, this sheepskin allows to progress on a service within the bounds of the mean proficient or younger administrative board of house. Besides holding this sheepskin, it is possible to come in university ( if all the same are convinced of necessity of maximal instruction ) , and to get down developing at one time from the 2nd rate. Maximal instruction the Englishmen receive in colleges, polytechnic institutes and universities. After 3-4 old ages of survey on twenty-four hours clip branch the young person receives a grade of the unmarried man. Having this grade, it is possible to number on a good station in a non-production portion or mean administrative board private ( single ) or state-owned house, at the industrial endeavor, or to open ain pr ivate ( single ) pattern ( for physicians and attorneies ) . The grade of the unmarried man suffices for some trades, and farther instruction it is non required. But for the bulk of fortes the grade of the chief opens much more chances. For illustration, holding the unmarried man s grade of medical specialty, it is possible to work in clinic or to hold little private ( single ) pattern. But to head subdivision in any infirmary or even the whole clinic, the sheepskin of the chief is necessary for enlargement of private ( single ) pattern. The grade of the chief about corresponds ( meets ) to our sheepskin about maximal instruction, and grade of the physician grade of the campaigner of scientific disciplines in Russia. The equivalent of a grade of the physician of scientific disciplines in Great Britain does non be. There is a figure ( line ) of general ( common ) of import characteristics, characteristic for all universities. All of them appropriate ( give ) ain grades. Everyone have the indistinguishable demands at response on developing under the plan of the unmarried man. The big universities such as London inside themselves are subdivided into colleges. These colleges are a portion of university and give instruction on the certain forte. Individually in construction of university the colleges specialising on readying of the entrants to acknowledge on the basic plans ( modules ) of university, betterment of professional accomplishment of the experts, learning of English linguistic communication for the aliens are allocated. The little universities are subdivided into modules, and the name of colleges is appropriated ( given ) to preparative subdivisions and linguistic communication rates of the big universities. Polytechnic institutes. The system of polytechnic institutes plants in parallel university. Under the position all institutes are independent educational corporations. They appropriate ( give ) the sheepskin and grades on its ain behalf or on behalf of the national authorised Advice ( council ) CNAA. On many parametric quantities these institutes are really similar to universities, but have a figure ( line ) of differences. Most of import: in polytechnic institute it is possible to analyze wider spectrum of rates, than it is necessary on the chosen forte. The 2nd characteristic is the semi-annual or one-year class occupation on a forte which is carried out in one of the commercial or industrial companies. Equally good as university, the polytechnic institute gives instruction under t he plan of the unmarried man, and so chief and physician. Recently some of polytechnic institutes were renamed into universities, but the characteristics of preparation in them were saved. Colleges of maximal instruction. It is the 3rd discrepancy of response of maximal instruction in Great Britain. The colleges award nationally the recognized grades and diplomas both on academic, and on professional subjects. The alumnuss of colleges receive the maximal national sheepskin HND or grade of the unmarried man, and the sheepskin are awarded after each successfully finished plan. The colleges rarely have rates under the plan of the chief and practically neer are engaged in readying of the pupils under the plan of a scientific grade of the physician of doctrine. Many colleges have particular preparatory rates, at which successful expiration ( stoping ) the alumnuss are enlisted without scrutinies and competition for the farther preparation under the plan of the unmarried man in polytechnic institutes and universities. 2. School In Great Britain 30.000 comprehensive schools and 2300 # 8211 ; private ( single ) , named independent sector work. The bulk of comprehensive schools ( from 60 up to 90 % ) assorted. The private schools work as assorted fundamentally for the younger schoolboys, the preparation in the senior categories is conducted individually. In comprehensive schools kids study, as a regulation, complete twenty-four hours, the educational hebdomad makes 5 yearss. In England and Wales the school twelvemonth returns since September till July. In Scotland from center of August till the terminal of June, in Northern Ireland since September till July. The academic twelvemonth is divided ( shared ) into three footings for 13 hebdomads everyone. Elementary school To travel in school to child ren 2-4 old ages in England and Wales it is perfectly non necessary. Furthermore, the parents and prefer to give back them in kids s gardens holding plans of preschool readying, or in private ( single ) groups organized often by parents. There are besides particular commercial groups, in which kids train on the particular techniques, for illustration on a method Montessori. In Ireland the system kindergarten of preschool instruction is non so advanced. Probably, hence per 4 old ages in school is sent much more than kids, than in other parts of Britain. The obligatory instruction begins in England, Wales and Scotland per 5 old ages, in Northern Ireland per 4 old ages. Per 11 old ages in all parts of Great Britain kids base on balls in high school ( except for Scotland, where kids translate per 12 old ages ) . The simple schools are different. Irrespective of a type of school the schoolboys should go through an obligatory base rate of an simple school, therefore the disposal has the right independently to make up ones mind ( solve ) , what subjects, in what volume and in what category are studied, under what manuals and techniques the instruction is conducted. A natural effect is that fact, that learned for the certain period by the schoolboys of different schools the educational stuff does non co-occur. High school Now there are four types of high schools. In Municipal technological colleges ( MTC ) most talented kids act, from which prepare the experts of a high category in the field of modern engineerings and concern ; in 1992 of such colleges was merely 14. MTC the particular educational establishments, in which are taught obligatory topics of a general ( common ) rhythm, but. The most serious attending is given to learning of topics holding the attitude ( relation ) to modern concern, particularly information engineerings. To technological college can turn and usual school, if she is located, for illustration, in a countryside or industrial town, where the demand is much higher the experts, than on the alumnus without particular cognition. The most portion of funding of technological colleges bit by bit will be undertaken by ( with ) local concern concerns. The bulk of kids ( 90 % ) England, the Wales and Scotland visit ( attend ) comprehensive schools. It is explained by that in these schools accept all kids irrespective of abilities and train in all topics, which enter into a basal rate of high school. It is parallel of our usual regional schools without the profound survey of topics. From here adolescents who have reached ( achieved ) 16 old ages, are sent or in 6th signifier colleges, or in third colleges. Approximately 4 % of kids become the schoolboys grammar schools are kids shown abilities and proved, that they can analyze under the plans of an academic construction. Besides, by analogy, it some sort of our specialised schools with that difference, that in our specialised schools is profound teach one or several topics, and at the British schools a degree of learning on all basic subjects profound. Children here study up to 18 and even 19 old ages. Others attend secondary modern schools. Here accept kids till 16 old ages holding good practical accomplishments. Very much few high schools have the 6th category. As a regulation, wishing continue instruction should to move in Sixth Form Colleges. In these colleges the adolescents from 16 boulder clay 19 old ages can analyze, the preparation is conducted merely on twenty-four hours clip subdivision. The immature people older 19 old ages is non accepted in colleges # 8211 ; for them it is necessary to move in third college or college of farther instruction. In Northern Ireland of kids are still enlisted in school by consequences of proving. Merely really much few schools accept kids without preliminary testing. In Scotland the bulk of high schools all of them are non specialized fundamentally comprehensive, and in them there is besides 6th category. The adolescents who have finished school, non holding of the 6th category, can continue ( base on balls ) in another to this last twelvemonth, non proving therefore of troubles connected to hunt of school. 96 % of kids schoolboys of province high schools, others 4 % survey in private schools. More than in half of private schools the instruction is conducted individually. In Scotland there is no system of a general base rate of topics, as in England and Wales. The educational diagram, even after realisation of reform, has remained much more intense, than at schools of England and Wales, and includes a batch of topics. All topics are distributed ( allocated ) on 8 groups: linguistics and communications ; mathematical scientific disciplines ; natural-scientific topics ; human-centered and ecological scientific disciplines ; technological subjects ; topics of aesthetic development ; physical instruction ; faith and religious instruction. The schoolboys should take a lower limit in one obligatory topic from each group. On employment ( businesss ) on the chosen subjects there leaves 70 % of educational clip of each schoolboy. Private schools In private schools 7 % of all kids of Great Britain surveies merely. In Great Britain today works about 550 private schools. In Northern Ireland is unfastened 21 private schools. The reforms of system of instruction of Great Britain have touched the contents of educational procedure. Both the parents, and experts did non accept that kids excessively early began to screen by leaning to those or other scientific disciplines. In a consequence some topics, necessary for the formed ( educated ) adult male, dropped out of a school rate perfectly. As a consequence of reform the national school rate, obligatory for all types of schools was accepted: each schoolboy should go through four BASIC, cardinal phases of preparation and 10 basic topics. 1 phase boulder clay 7 old ages, kids ; 2 phases 7-11 old ages, adolescents ; 3 phases 11-14 old ages ( precede readying for bringing GCSE ) ; 4 phases 14-16 old ages ( readying for bringing GCSE and appropriate professional scrutinies ) . The basic topics are merely three: English linguistic communication, mathematics, scientific discipline. Obligatory are 7: engineering, history, geographics, music, art, physical instruction, modern foreign linguistic communication. Depending on a phase of developing the greater attending to this or that capable is given. Some topics are absent at the first phases, and occur merely on last ( for illustration, modern foreign linguistic communication ) . Depending on what portion of Great Britain the school is located in there can be topics, specific to the given district. For illustration at schools of Wales the schoolboys should analyze as the 2nd obligatory linguistic communication Welsh ( demand, which will work till 1999 ) . On each of topics the instructions work about what accomplishments and accomplishments should be developed in kids. For illustration, as a consequence of survey of a rate of English linguistic communication kids should happen five basic accomplishments: To be able to talk, to comprehend address from hearing, to read, to compose, to cognize spelling and ( is more enormous! ) to be able to compose by manus. The faith as a topic officially is non present at the list of school subjects, however spiritual ( and sexual, we shall add ) instruction is obligatory. At lessons the basic attending give to a Christianity, but tell every bit good about others spiritual tendencies, which representatives live in Great Britain. Daily at schools there passes a corporate church service. The parents have the right to let go of ( exempt ) the kid from survey of faith and visiting of services irrespective of, at school with what the kid surveies in a portion of Britain. As the circle of topics investigated at schools of Scotland was already marked, it is much wider: besides topics accepted in England and Wales, the obligatory survey of modern European linguistic communication, sociology, technological pattern, music or play is included still. The new demands on proving in such topics, as Latin linguistic communication, mathematics, modern linguistic communications, all right humanistic disciplines, ecology are published. The spiritual and religious instruction besides is switched on in school procedure. In Northern Ireland BASIC are faith and six subjects: English linguistic communication, mathematics, scientific discipline and engineering, environment and society ( community ) , assorted sorts of art. The rate of each consists of subjects from several topics, some topics are obligatory. 3. Sixth category and colleges of the farther preparation The colleges of the farther preparation can be both province, and private ( single ) . The bulk of them are specialized ( professional ) in others the pupils study general educational subjects with a sight on academic instruction. The contents of vocational preparation is developed in close cooperation with the representatives of local concern concerns, that the alumnuss were in demand and easy could happen to itself occupation. It is possible to analyze both on twenty-four hours clip subdivisions, and on eventide. Some plans named sandwich include theoretical subjects and practical occupation in the elective country at the endeavors. About reception in these educational establishments it is necessary to get down to believe one twelvemonth prior to go forthing school. The bulk have the purely certain footings of response of the paperss. 4. Higher instruction In Great Britain 89 universities ( including institute of distant instruction and 70 high schools. From them 39 are considered new. They were created after the Certificate ( act ) of 1992. Oldest universities Oxford ( is open in 12 century ) and Cambridge ( 13 centuries ) . The Scots universities St. Andrews, Glasgow, Aberdeen and Edinburgh were unfastened at 15-16 centuries. The Oxford and Cambridge universities are known everything, even by ( with ) the people which are non traveling to analyze abroad. Will state by hyperbole however, that they best . Surely, any high school in the universe can non be compared to these by two universities on prestigiousness. For eight centuries of being history them has appeared filled assorted events. The celebrated people here studied. For illustration, Margaret Tetchier has ended module of chemical science in Oxford. These universities have turned to national fables. But besides other ancient universities, as for illustration St. Andrews, have besides really high repute. After 1980 many immature high schools, fundamentally polytechnic have appeared, the degree of learning at those universities has changed which earlier did n on vie to Oxford and Cambridge. In consequence some sheepskin of these high schools are appreciated even above, than Oxford and Cambridge. Particularly it concerns some modern fortes. Maximal instruction First Degree Study ( grade of the unmarried man ) The authorities of Great Britain is regular spends an independent appraisal of a degree and quality of learning in high schools. The appraisal is spent on four-mark system, it are taken into history a impregnation of the educational agenda, degree of instruction, security by proficient resources. To have an appraisal the high school is approved should on all parametric quantities to have an appraisal non below 2.

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Mankind Is The Earths Biggest Threat Environmental Sciences Essay Climate change brought about by global warming is one of the biggest threats to mankinds survival. Due to human activity the temperature of the earths surface has increased by about 1.4 °F during the last 90-100 years. Scientists have identified that greenhouse gases are the main reason we are experiencing global warming. The last government was attempting to combat climate change by setting annual targets for the reduction of carbon dioxide emissions until 2050 by placing duties on the Prime Minister regarding the reporting on and achievement of those targets; to specify procedures to be followed if the targets are not met; to specify certain functions of and provide certain powers to Members of Parliament with regard to ensuring carbon dioxide emissions are reduced and to set sectored reduction targets and targets for energy efficiency. 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Signedà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ Print Nameà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ Dateà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ Contents The following proposes how my dissertation will be structured. These titles are in conjunction with my aims and objectives and are self explanatory. Introduction Aim Objectives Research Methodology Literature Review Global Warming and Climate Change Energy Use Background to climate change mitigation The Kyoto Protocol European union context United Kingdom Context EU Directive Alternative and Renewable Energy Ground Source Heat Pumps Biomass Energy Solar Energy Types of Systems 5.1(a) Solar Hot Water Systems 5.1(b) Photovoltaics 6. Micro Combined Heat Power 7. Wind Energy Technology Introduction The government and industry must reduce their carbon emissions from the United Kingdoms domestic sector in order to meet their climate change targets. 30% of all the United Kingdoms energy comes from the domestic sector and in turn accounts 45% of all emissions. (2008 Energy Technologies Institute LLP-Part of the low carbon innovation group). By the year 2050 there will be approximately 32 million dwellings of which 21 million will require refurbishment as they will be the existing housing stock. The government have set a target of an 80% reduction in carbon emissions by 2050 and in order to achieve this goal they will have to install insulation, educate householders on ways to use energy more efficiently, use more low energy products and supply energy from renewable sources. Aim The main aim of this study is to examine ways to reduce carbon emissions from the United Kingdoms existing housing stock. Objectives The main objectives of this study to examine: A brief history of global warming and climate change What government legislation is in place to reduce carbon emissions The current energy efficiency of the United Kingdoms existing housing stock What contribution renewable energy can make towards reducing carbon emissions Research methodology The objectives outlined previously will give the reader a better understanding of the subject areas. The research carried out will be a 50 50 split between qualitative and quantitative research. Qualitative research is subjective in nature. It is research that cannot be measured because it is not based on facts. It is based on people beliefs, their feelings and their own personal opinions and experiences. (Naoum 2007 second edition) Quantitative research is objective in nature. It is research that is based on factual information that can be proven. It could be results from tests, surveys etc that can be analysed. (Naoum 2007 second edition) Primary literature is research that includes academic journal, published original work and technical papers. AND secondary literature sources are sources such as text books and newspaper articles ((Naoum 2007 second edition) Dissertation Structure The research into my aim and objective will provide a greater depth of understanding of each subject area. The study will give a background into the need for an energy efficient housing stock including looking at reasons for global warming and climate change. It will also discuss government initiatives and energy use in the domestic sector as well as the reasons why it is difficult to achieve the aims. The existing housing stock will be researched to ascertain their energy efficiency before and after refurbishment. Some of the primary literature I plan to use include; Kyoto Protocol to the United Nations Framework Convention on Climate Change The EUs Contribution to Shaping A Future Global Climate Change Regime The Sixth Environment Action Programme of the European Community 2002-2012 Our Energy Future Creating a Low Carbon Economy Action in the UK The UK Climate Change Programme European Buildings Directive Met office action on co2 Planning for micro renewables Renewable energy technologies, Scottish Executive, Development Department HM Government- Renewable Energy Strategy Some of the Secondary Sources I plan to use include; Environmental science in buildings 6th Edition (Randall McMullan) CIBSE Energy and carbon emissions regulations A guide to implementation The scope for reducing carbon emissions from housing (J.Henderson L. Shorrock) Literature Review Global warming and Climate Change People are the main cause of climate change. 40% of all co2 emissions come from greenhouse gases such as carbon dioxide and methane through energy use in the home, driving and air travel. Global climate change occurs naturally through oceans, changes in the earths orbit and the suns energy but there is evidence that the greenhouse effect is made worse by mans actions. What changes have been observed? global temperature increase: +0.75 °C over the past century with 2000-2010 the warmest decade on record rainfall patterns: wet regions of the world are getting wetter, and dry regions getting drier humidity: increases over the last  two to three  decades make extreme rainfall and flooding more likely warming oceans: temperature increases in the last 50 years in the Atlantic, Pacific and Indian oceans are not linked natural variations salinity: increased evaporation is making the Atlantic saltier in sub-tropical latitudes sea-ice: summer Arctic sea-ice is declining by 600,000 km ² per decade (the area of Madagascar), a long-term trend only explicable by human influences How the evidence stacks up Scientists have used sophisticated methods to identify these long-term changes, and to then consider: are these changes due to natural variability? (changes in energy from the sun, volcanic eruptions, or natural cycles such as El Nià ±o) if not, is there evidence that human activity could be to blame? Peter Stott, Head of Climate Monitoring and Attribution at the Met Office, said: The science reveals a consistent picture of global change that clearly bears the fingerprint of man-made greenhouse gas emissions. This shows the evidence of climate change has gone beyond temperature increases   it is now visible across our climate system and all regions of the planet. The average person thinks that the weather and climate change are the same but this is not the case. Weather is rain, hail, sleet, snow and wind with varying temperatures that change daily, where as climate change is a study of the weather and it changes over time. The greenhouse consequence is the natural process of the earths atmosphere allowing in some of the energy we receive from the sun (ultraviolet and visible light) and stopping it being transmitted back out into space (infrared radiation the greenhouse effect is the natural process. This makes the Earth warm enough for people to live. Although there have been quite stable levels of greenhouse gases for many years, industrial and domestic energy use has upset the balance with the evidence of climate change now being seen right across the planet with temperature increases and melting ice caps causing havoc with our eco-system. Energy Use Humans use energy such as coal, gas and oil everyday and everytime they do so carbon monoxide and other gases are absorbed by the atmosphere. The natural cycle was for the carbon dioxide to be reabsorbed by the plants and trees. However, we are burning so much fuel, and with humans cutting down our rainforests. the trees and plants can no longer cope. As the increased carbon dioxide levels rise they are being trapped within our atmosphere causing the temperature to rise. This is global warming. As the global temperature is rising daily we are seeing more floods and extreme weather such as tornados and hurricanes. To try to combat this we have to reduce the amount of fossil fuels we are using. (The Carbon

Longer Weekend

A plentiful amount schools in the U. S. Are beginning to consider bringing forth school four days a week rather than the usual five days. However, classes will be in session more hours per day. By doing this the schools will conserve money, have more instruction time per class, and longer weekends. First of all, the schools will preserve loads of money, as well as those who drive to school. They will have one less day of transportation because people aren't in school for that one extra day.The schools will also have much lower electric bills because the lights are off for another day. Also, if the school is under construction, there will be more time to complete it because there aren't kids in the hardhat area. Not only that, but the Janitors will have more time to tidy up the school while the kids aren't in there to create a safer and cleaner learning environment. Secondly, having longer days meaner more time per class period. Lots of kids aren't passing because they need more instr uction time.Giving more time per class period gives the teachers time to explain tough material to students who are behind. The students will better understand the material being taught. Some lessons can last for more than a day, like reading a novel. The students will better understand what they are reading if they do it all in one day than if they have to pick up where they left off the day before. Longer school days and less days in school will lead to a better education for students, there may even be less homework because the students use the extra time given In class to complete It.Plus, the school day also will last until almost dinner time, so the students will go home eight after school. They won't be out on the streets getting In trouble In the time period between school ending and dinner. Yet another reason to say yes to longer school days four days a week Is the longer weekends. While schoolwork Is obviously Incredibly important, so Is time off. Most kids need time to re lax, they are busier in today's world than ever. They have homework, practices, and projects to work on.Some even have Jobs, by the time the weekend Is over, the students haven't had any time for themselves. Schools should be open four days a week and have longer days because the schools will save money, by having more time per class a more quality education will be provided for the students, and the longer weekends will give the kids time to relax after long week. Agreeing with this Idea Is beneficial to your child's education. Adding school hours and reducing the amount of hours per school makes more time for academic pursuits.Longer Weekend more time to tidy up the school while the kids aren't in there to create a safer and emperor because the students use the extra time given in class to complete it. Plus, right after school. They won't be out on the streets getting in trouble in the time school days four days a week is the longer weekends. While schoolwork is obviously incredib ly important, so is time off. Most kids need time to relax, they are busier in Some even have Jobs, by the time the weekend is over, the students haven't had any kids time to relax after long week. Agreeing with this idea is beneficial to your child's

Thought and Hi Rachel

Rachel: Good evening Tom. It's nice to meet you. Please call me Rachel. Tom: Hi Rachel†¦ It is good to meet you too. Rachel: To start off why don't you tell me a little bit about why you think you are here today and what has been going on for you in your life. Tom: I think I am here because my friend thinks I am a drunk. Maybe I am, but I have a good reason. Rachel: What is your reason? Tom: Because my wife left me. We were married for 25 years, and she cheated. Rachel: I am very sorry to hear that Tom. I can understand how that would be hard to deal with. Tom: it is horrible!When I am up, I am thinking of her, thinking of her with someone else, and then drinking to make it go away. I am alone! Rachel: So would you say your drinking has increased since this relationship ended? Tom: ummm†¦. I guess it has†¦ probably more than a little. I mean the guys and I always had a few on sunday for football, you know. But sometimes I drink and I don't know why? Rachel: Would you s ay your alcohol use has affected your job at all, or other family or social commitments? Tom: Well I know I am sick and tired of being hungover in the morning and operating the crane.My family was my wife†¦. we ran from family and our love was all we had. It made us strong†¦ but not strong enough apparently. Rachel: Well we definately need to find you some better ways to cope with this. How would you describe your mood and how you have been feeling since this has happened? Tom: My mood has been getting worse. It's like the worst has happened but I have this nagging feeling that something unbelievably horrible will follow it. My body also has these pains and aches and I have no idea where they came from†¦Rachel: Well it is definately normal to feel this way after such a stressful occurence in your life. Although it is hard to remain postive, it is important. Do you have any other support in your life besides your wife? Anyone that you could talk to? Tom: Well Jim. He i s the one who said I needed to see a counsellor. He said I looked dissheveled. I trust him but I feeling like I am letting him down. Rachel: Well that is good that you took Jim's advice to come in and talk to someone. It can be very difficult to deal with something like this on your own.It is good to have social support in your life and someone who can be honest with you. Do you see yourself getting into a new relationship in the future? Tom: I can see that maybe I can move on but I am hurting. I have been too drunk to grieve! Rachel: Why do you think your wife cheated on you? Do you blame this on yourself? Tom: I never could give her brains and a body. I didn't have brains and my body is getting too old. She took off to the carribean with this lawyer. I wasn't good enough. Rachel: Im sure there are plenty of great things about yourself. This is not something you should blame on yourself.I think once you put yourself out there you will see that many people will find you attractive i nside and out. Challenging your negative thoughts in ways such as this is the first step to feeling better. You will prove your own negative thoughts wrong and will begin to build a new more positive self-concept. I know right now it may be too early to start dating but you should focus on other things you are good at or that you once enjoyed. Rachel: I wanted to ask you a little about your family history. Is there anyone in your family that has suffered from depression or alcohol abuse? Tom: My father drank alot.He was an angry drunk. His mother was sad alot of the time. She killed herself when my dad was 11 Rachel: Im sorry to hear about that Tom. I want to make sure you know that it is normal to feel the way you do right now. I would however suggest talking to your family doctor about taking an antidepressant to help you get back on your feet. It is not something you have to take forever but it can really help to get your life back in perspective. Unfortunately we are out of time for today but I would really like to continue talking to you about this another time. Tom: ok, thank you Rachel

Ethnographic Interview Research Paper Example

Ethnographic Interview Research Paper Example Ethnographic Interview Paper Ethnographic Interview Paper Ethnographic Interview: Taiwan Culture Experience 1 Ethnographic Interview: Taiwan Culture Experience Vntge Jayne Clark Atlanta University Communication Cultural Diversity, Professor Howell March 14, 2011 2 PRECONCEPTIONS Culture is defined as the traditions, customs, norms, beliefs, values and thought patterning passed down from generation to generation (Jandt 2010). The world consists of many different cultures. In this Ethnographic Interview, I was given the opportunity to explore and learn more about a culture different from my own. Through observation I’ve have seen how people of different cultures differ from mines.For example, the type of foods a person eats can sometimes help you to identify their culture. I interviewed fellow classmate of mines, Ting Yan Yang, who was born in Taiwan. Before I initially interviewed my informant I researched the culture of Taiwan. I expected to learn a lot more about the Taiwan culture through my research and interview, because prior to this assignment I knew nothing about the culture. However, I did have my preconception that in some way the Taiwan culture would be connected to the Chinese culture. This preconception was formed based upon my informer’s physical appearance.After research, my preconception proved to be fact. Taiwan’s population is mostly Han Chinese who was born on the mainland or have ancestors that were (Peggy 2009). My research overall gave me a very descriptive background of the Taiwan culture. The culture was described so vividly I could in some ways just picture it. Their value systems in some ways were similar to my own, so I could relate in a lot of ways. Most people in Taiwan have traditional values based on Confucian ethics; however, pressures from industrialization are now challenging these values.Still, some traditional values remain strong, including piety toward parents, ancestor worship, a strong emphasis on education and work, and the importance of face. (Ming-teh 200 6). INTERVIEW EXPERIENCE Before conducting this interview it was required to choose someone of a different culture from my own, and who has not been here for more than 10 years. Immediately one of my 3 classmates came to mind whom I felt I had socially interacted well enough to ask for a favor. I told him that this was a class assignment and describe his role in aiding me to complete it. I asked him how long he had been in America and he told me 8 years.He without hesitation agreed to be my informer. We sat up a date and time that which was suitable for the both of us. I offered to buy lunch at a local sushi restaurant, Chin Chin II, to compensate his time. Chin Chin II served the popular dish sushi, and from research I learned sushi was apart of the Taiwan culture. Sashimi (raw fish) and sushi are very popular in Taiwan (Ming-teh 2006). On the date of the interview I brought only a pad and pen with me. We choose a Saturday to meet up in the afternoon, 2pm to be precise. Before meet ing, I previously drafted a couple of main questions I wanted to address.Although, some questions were created as the interview took place. I avoided any questions of ethnocentrism, judgments towards his actions and ways of thinking, and overly too personal. I was truly convinced any questions of these natures could not in any way give me a true definition of the Taiwan culture. I wanted my informer to feel free to describe his culture, his way, without restrictions. I arrived to the restaurant before my informer. I felt it was respectful for me to initially be there before him which could alter him waiting on me to arrive. When he arrived he greeted me with a handshake and a smile.In the Taiwan culture greetings are formal, and handshakes are the most common form of greeting (Williams 2007). Before conducting the research we ordered our food. He ordered a sushi dish titled Hama chi roll. Usually the only sushi dish I was confident in eating was the California roll but, I decided to order the same dish which I believe could in some ways enrich my Taiwan experience. My informer also ordered a cucumber salad. I was familiar with the cucumber salad because I had eaten it before and it found it to be a 4 tasteful salad. He also ordered lemonade to drink which so happened to be a common drink I ordered when I ate out.I knew right than we shared some similarities. While waiting for our food to arrive I started the interview off with some introductory background questions. His demeanor during the interview was very comfortable. I felt he was being very open and honest with his answers. Our conversations flowed very smoothly. I felt as if I was speaking to someone from a different culture from mines, but the way he expressed his perceptions and experiences were not foreign to me. Plainly, I could see how people all over the world could share the same dilemmas. INTERVIEW 1. What was your initial reason to move to the United States?I have heard that united States have t he best education and the opportunity to do what I want. 2. Did anyone of your family members already stay in America before you moved here? My cousins whole family 3. If so what did they tell it would be like? They just told me the school is very easy over here in United States and people are interesting about the foreigner that about it 4. Before moving to North America did you have an idea of what you thought it would be like? I thought lifestyle would be interesting because I always have a fantasy about the America when I watch American movie, I thought it would be just like that. . Did any type of media via movies, television shows, and or any type of music influence you thoughts on how North America would be? Action movie and Hip Hop music. I love the action movie because they show the beauty of the United States. And hip hop music is very popular which assemble part of the United States culture. 6. How did you arrive to North America? (Airport, train, bus station etc)? Airpla ne 7. What was your experience like first arriving to America? I experienced somewhat of a culture shock. I was surprise the fact that Americans are friendlier and welcoming than I thought they would be. 8.What do you miss most about your original culture? I will have to say the food is what I miss the most from my culture. It is because the food in the united states just not the taste that I used to have. 5 9. Do you miss your homeland? Yes I do from time to time, however I have grown accustom to the United States. 10. Have you ever experienced racism and or discrimination  towards you in any way while in America? Yes (he says Yes very aggressively) I have experienced both racism and discrimination 11. If so can you give me a brief description of one experience? When I first came here, people in the school were not very friendly.The school was predominately white. In class other students tend to make fun of me in any ways they could because I was different from them. I remember w hen I was eating, people came up to me and ask for the food in my plate and if I didnt give it to them, they will create the rumor that make people keep distance with me. 11. What are some of your culture customs? (food, music, dances, rituals, etc) In the lunar Chinese New Year, each family comes together at once. The family will prepare the most luxurious food on the table, and all the dishes have to be finished. 12. Did you speak English prior to moving here?I barely understand the English language 13. If you didn’t speak English prior to moving here how did you learn the English language? Was it a difficult language to learn? I join all kinds of activities at school. And I join the sports team because I am a social person it was easier for me to make friends. When I first learned the language at first it is difficult but after a while, it became easier to understand and speak fluently.

The Woman of Willendorf

The Woman of Willendorf Free Online Research Papers The Woman of Willendorf was discovered in 1908 by the archaeologist Josef Szombathy. The sculpture is one of the greatest findings in art history and is considered a significant symbol of what we know about beauty from the past. The Woman of Willendorf was found in an Aurignacian loess deposit in a terrace about 30 meters above the Danube River (Witcombe 1). She was originally named the Venus of Willendorf because it was first suggested that the sculpture was a Venus figure or Goddess, used as a symbol of fertility. Author Marilyn Stokstad indicates this â€Å"distortion† was made â€Å"by the names early scholars gave to the hundreds of small prehistoric statues of women they found. They called them by the Roman name â€Å"Venus†. In a short time, most similar works of sculpture from the Upper Paleolithic period came to be known as Venus figures. The name was repeated so often that even scholars began to assume that these had to be fertility figures and mother goddesses, although there is no proof that this was so† (Stockstad 5). The early scholars used the name of the Roman goddess of love and beauty, hence illustrating a connection with religious beliefs. Also, persons during this time period started to consider that she represented a typical statue of womanhood and that she was the definition of â€Å"classical† beauty. However, many pieces of art that were discovered soon after the Woman of Willendorf had very similar names. Scholars started to assume that all these findings had to do with mother goddesses and fertility figures giving them the wrong impression considering no proof existed. When her name was changed from the Venus of Willendorf to the Woman of Willendorf. The last par t of her name, Willendorf, was given to her because she was discovered near the town of Willendorf in Austria. This finding was such an important breakthrough that she changed the minds of many people on how they perceive beauty today. She is the most famous early image of a woman ever discovered. There are hundreds of these amazing pieces of miniature art that exist and each and every one is extremely detailed. A majority of these statues are carved from oolitic limestone, a more common substance used during the time period instead of ivory which was much more rare, and are colored with red orche. Since she is made of limestone, it is easy to come to the conclusion that she wasn’t an idol or a God. If she were a figure worthy of worship, she would be made out of better resources showing she was more valued or more important. This figurine measure approximately 11.1 centimeters in height and are small enough to fit in one’s pocket. She is dated and introduced in 22,000 to 21,000 BCE. She was one of the first pieces of art ever discovered in the Upper Paleolithic period, also referred to as the Old Stone Age (40,000-8,000 BCE) (Stokstad 5). The Woman of Willendorf is thought to be a symbol of fertility. She has a distended stomach that sticks out extremely far and she has enlarged breasts that are emphasized more than any other part of her body. Her wedged out stomach symbolizes that she could possibly be trying to get pregnant if she is not already pregnant. Her large breasts symbolize the perfect shape and size of a woman who gave birth or is about to give birth. They represent and show that she is a good model that can produce lots of nutrients for her and her spouse’s young. Her pubic area is greatly emphasized showing the importance that she is a woman. She has a large bellybutton that is extremely noticeable, drawing attention to the stomach area where babies are developed. The red ochre pigment covering her stomach has been thought to symbolize menstrual blood seen as a life-giving agent. She also has noticeably large hips, possibly designed to represent child-bearing hips. Even today it is though t of as a good asset to have large hips for the same reasons as why it was values so much during this time period. It has been suggested that the larger a woman’s hips are correlates directly to a better chance that labor and delivery will be a success. Research Papers on The Woman of WillendorfMind TravelCanaanite Influence on the Early Israelite ReligionWhere Wild and West MeetAnalysis Of A Cosmetics AdvertisementMarketing of Lifeboy Soap A Unilever ProductHip-Hop is ArtInfluences of Socio-Economic Status of Married MalesCapital PunishmentHarry Potter and the Deathly Hallows EssayPersonal Experience with Teen Pregnancy

Global Competitive Strategy Essay Example | Topics and Well Written Essays - 2000 words

Global Competitive Strategy - Essay Example In order to vie in the competitive global food market, Delhaize adopted competitive marketing strategies in virtually all its business functions. The group has attained the ability to attract and retain qualified organizational personnel for all of its business needs. This provides them with competitive strength over rival firms in the industry to produce and supply quality products at reduced cost. (1). Dynamic growth in regional markets and retail concepts: The group identified the significant growth opportunity in the USA, Belgium, Central and Southern European and South East Asian markets and started building new supermarket stores in these areas. The growth strategy of the group is mainly based on starting new supermarket stores in important business locations in selected areas. The remodeling and enlargement of existing stores are continuously been carried out in order to maintain customer preferences and retain product viability of the stores. (2). Promote innovation and the use of technology: Delhaize Group is considered as the innovator in the food retail market. It is the pioneer of self service supermarket in continental Europe. The Food Lion in the Group introduced everyday low price concept in food retailing business and gets higher level customer acceptance. Adoption of innovative technology in production and marketing renders competitive edge to Delhaize. The Group introduced self scanning system in their super market stores and it facilitates extra convenience to customers and suppliers. Introduction of loyalty cards in the business provides high growth in the business transactions of Delhaize. The loyalty card holders contribute a major share of their total sales revenue. This scheme has proved successful in the market as it motivates the card holders to depend on the supplier for all market needs. Setting up of business- to- business exchange (B2B) system in the business operations is highly beneficial to the g roup to transact its

Arab-Israeli war Essay Example | Topics and Well Written Essays - 750 words

Arab-Israeli war - Essay Example When they left their homeland, they dispersed to different European areas while carrying their identity with themselves. They ended up being quite successful and their success resulted in anti Jewish sentiments. The Jewish community experienced rejection throughout the world and during the 638 AD, the land recognized as Jerusalem was taken over by the Ottoman Empire and Muslim rule was observed in this area. Later in 1517, the region of Palestine was captured by the Ottoman Empire and during the period of 1897 the congress of the Zionist started protesting for a homeland of the Jewish community in the region of Palestine. Later during the World War I, British obtained support from the Arab community by promising them a separate land which even included Palestine in return of their support during the war to defeat turkey which was supporting the Germans in the war. Three years later, the British even promised Jews for a separate homeland in the region of Palestine. Before this promise , the region was divided between France and Britain. In this division France secured the regions of Syria and Lebanon and Britain secured the regions of Iraq and Jordon while an agreement was made to internationalize the region of Palestine. After the war, British failed to keep its promises and Jews started migrating to the region of Palestine. ... er in size and more amount of land was assigned to the Jewish community because of sympathies the UN had for Jews due to their experience during the Holocaust. The first wave of war that took place between Arabs and Jews was an outcome of the creation of independent state from the Jews and this region as recognized as Israel. Due to this Arabs started fighting against Israel and took hold of a small region recognized as the Old City of Jerusalem. This war led to a ceasefire, but after the first four weeks of this Cease fire, the Jews made advancements and another cease fire took place. Then in the August of 1948, the war started again and a cease fire was observed during 1949. Due to this, Arab refugees gained refugee in camps created on the borders of Israel which is another cause of the entire conflict. This led to the division of the entire region into three parts with Jews covering major portion of the region. In 1956 Jews again started war over Egypt and later cease fire took pl ace but by that time Jews had taken over the Gaza strip along with Sharm el Sheikh. Later Jews returned these pieces of land by getting into an agreement through which they could access Gulf of Aqaba (Tucker 850). The Jews even banned the return refugees and this is one of the long term reasons due to which Arabs hate the Jews to date. Later more land was captured by Jews during 1967, but it was later returned as enforced by United Nations. Approximately 20 years later, Palestinian uprisings started to take place in the region of Gaza Strip and these uprisings were called as Intifada. These uprisings were conducted by people of all ages and in these uprisings, the Israeli army was stoned by the protestors. As feedback, Israeli army started killing children who were protesting and a three