How Did the Australian Government Respond to the Threat of Communism After WWII?

Australia confronted the danger of socialism after WWII finished in 1945. The danger was known as the Red Menace which was brought about by all the contentions in Asia and furthermore things that were going on in Australia at that point. The Australian government reacted to the Red Menace from various perspectives. They made military move, made unions, gave economoc help and had a go at restricting the Communist Party in Australia. Socialism is a social association where everybody in the nation/network all have normal property and cash is shared similarly. Australia didn't consider socialism to be a danger until China was taken into control and transformed into a socialist nation. Australia at that point started to expect that it would just involve time ‘before the reds were on our doorsteps. ‘ Australia reacted to the danger of socialism in Asia by joining the Korean War in 1950. We went along with it since we had a conviction that it is smarter to battle socialism abroad as opposed to sit tight for it to arrive at Australia and battle it here. The Korean War was a piece of our administration's ‘Forward Defense Policy'. Military activity was sent to Korea to assist our partners with fighting socialism abroad. Another reaction to socialism in Asia was the ANZUS Treaty which was one of the most significant advances that Australia took to shield Australia from the danger of socialism. The arrangement was an understanding marked by Australia, New Zealand and the United States; it implied that every one of the three countries included would be obliged to help the other in the event that one was assaulted. It was an understanding of help in like manner barrier. The motivation behind why it was marked by Australia was on the grounds that we accepted that a solid partner was expected to guard Australia from socialism. There was additionally another understanding that Australia engaged with called the SEATO collusion. The SEATO collusion was marked by Britain, Thailand, Pakistan, the Phillipines, France, New Zealand, Australia and the United States, in 1954. The collusion was begun by the United States becasue of the expanding socialist movement in South-east Asia from 1945. The Korean War had quite recently finished and socialist movement was spreading to France and socialist guerillas were as of now dynamic in Malaya. This caused the United States to feel powerless, so they proposed a collusion with the East-Asian nations to battle ‘communist hostility'. Australia was glad to sign this union since it confirmes to the Unites States that we had their back and it upheld our ‘Forward Defense Policy'. Australia later joined the Vietnam war to help their job of a partner and to keep up a nearby bind with the United States. In 1962, Prime Minister Robert Menzies started sending 30 Australian military educators to South Vietnam where Vietcong were attempting to oust non-socialist South Vietnam. The motivation behind why Australia felt that it was essential to enable the United States to battle in this war was a direct result of the guidance we got from Washington revealing to us that on the off chance that we help the United States battle North Vietnam, at that point when Australia need military assisstance, USA would support us. Dread of socialism was likewise another explanation which lead to Australia battling in the Vietnam war. We accepted that on the off chance that one progressively Asian nation fell into socialism, different nations just as Australia would follow. This was known as the ‘Domino Theory'. Just as reacting to the danger of socialism abroad, Australia likewise avoided potential risk inside the nation. In 1949, Robert Menzies guaranteed that he would boycott the Communist Party Dissolution Bill which prohibited the Communist Party. The Bill was managed as unlawful by the High Court and was barely crushed after a choice was held. Numerous Australians expected that socialism was drawing nearer and they were very stressed. It was the ideal opportunity for an elction and the Labor Party was certain that they were going to win thhe next elecion. Only right away before the political race, there was a colossal ‘spy alarm'. This was the Petrov undertaking. It was about Petrov and his significant other Evdokia who gave itemized records about a Soviet Spy Ring working in Australia. Robert Menzies utilized this case and utilized the dread of socialism for his own political closures, which made him win the political race. This was the manner by which the Australian government reacted to the danger of socialism after WWII finished.

The Empowerment of People from a Vulnerable Segment of Society Essay

The Empowerment of People from a Vulnerable Segment of Society - Essay Example I might want to arrive at the most elevated level of expert greatness, both as far as picking up information and experience and simultaneously, increasing suitable status. My transient goals are to pick up involvement with the field and endeavor to build up a decent notoriety as an individual with an inventive and dynamic methodology towards the government assistance of society. My emphasis would be on the strengthening of individuals from a defenseless section of society. Subsequently, endeavors would incorporate the making of encouraging a stage for the obtaining of abilities and essential information for their expert development. College training has made me well prepared to address the difficulties of the present time. I am an exceptionally innovative individual and my degree has additionally encouraged and enlarged my subject matter that would enormously assist me with applying the educated decisions in the way that befits the requirements of the individuals. Henceforth, five ye ars consequently, I consider myself to be a CSR expert who might be concocting available resources for the worldwide organizations to satisfy their corporate social duties. Last yet not the least significant would be the selection of intelligent practices in my own and expert fields. Glancing back at our activities and basically evaluating them gives a chance to improve and extemporize the working strategies. In the expert field, the input from the friend populace and partners give significant knowledge into the imperfections of the systems received and give us an important opportunity to grow expertly. Along these lines, intelligent practice in my own and expert life would persistently assist me with growing in the quick developing condition of serious business elements.

A Bachelors Masters in 5 Years

A Bachelor’s Master’s in 5 Years This will be the first in a series of entries focused on my department and opportunities available to its students. :) Well, you may have heard that many of MITs engineering departments have something called the MEng, or Master of Engineering, which is typically a one-year degree pursued after graduation, or during ones final semester of senior year and an additional semester. Most notably, Course 6 (Electrical Eng Comp Sci) offers this and Im pretty sure its a lock if you have a certain technical GPA (like a 4.25 out of 5.0). Its an attractive option because you end up with both bachelors and masters degrees in a shorter period than if you were to pursue them separately or elsewhere. But its not just for engineers. Undergraduates in the Dept. of Urban Studies and Planning (known affectionately as DUSP) have a similar option. The two-year Master of City Planning (MCP) program accepts applications from DUSP students in the junior year, waiving the GRE requirement (!!!) and allowing entrance to the program the following year (as a senior). So as a senior, youd be both a fourth-year undergrad and a first-year grad student, working to complete the requirements for both degrees at the end of five years. That doesnt mean you cant graduate with your undergrad class first its all about how you want to structure things. In DUSP, there are four specialization areas or groups, and students tend to pick an advisor and affiliate with the group that most closely matches their interests. As a grad student, you choose which group you want when you apply, but as an undergrad you have the chance to explore offerings in any field and see how youd like to focus in the future. The topics are wide-ranging and can be closer to the kinds of design one might see in Course 4, architecture (see the Senseable City Lab) or to the sorts of quantitative analysis one might do in Course 1, civil engineering (see the Center for Transportation and Logistics). I was one of the student representatives of DUSP at the Choice of Majors fair last week (event in the student center to help freshmen get a flavor for what they might want to study next year), and we had several people stop by who were interested in the social and planning aspects concerning developing countries. That is also a big part of our department in fact, its the focus of IDG, the International Development Group. Im especially attracted to the study of transportation, as youve no doubt found if youve followed my blog in the past. A nice thing about DUSP is the ability to pursue a joint program of the MCP and a related masters degree (such as the MST, the Master of Science in Transportation). You still have to fulfill the separate credit requirements, but you can come up with a joint thesis to satisfy both degrees. One of the great things about our department is the study and research of planning in all sorts of places, not just the Boston area or the U.S. My next entry will talk about some of the available international and study-abroad opportunities, including a class that pays for spring break overseas!

Supply, Demand, and Government in the Markets - 803 Words

Module 1_Assignment 3 Assignment 3: Supply, Demand, Government in the Markets 1. Using Microsoft Excel, draw a graph illustrating the supply and demand in this market. 2. What is the equilibrium Price and Quantity in the market? This is where the quantity demanded and the quantity supplied are equal. The corresponding price is the equilibrium price and the quantity is the equilibrium quantity. *Let us take the first line of data from the Spreadsheet as an example: Price- $200 Quantity Demanded- 1000 Quantity Supplied- 2200 Here there is an excess supply amount, so there are more computers than that are actually wanted. At this point, the sellers would recognize there are fewer buyers for their product at the current set†¦show more content†¦4. Disregard the new tax from number three. Now assume the government imposes a price ceiling of $100 in this market, as the result of protest of price gouging by sellers. What would happen to the price and quantity in this market? A price ceiling is a government-levied maximum rate for a product or good. When a price ceiling inflicted by the government is more than retail equilibrium price, the price ceiling has no effect on the market or economy. This is because it does not obstruct supply, nor does it boost the demand. A different effect transpires if the government imposes a price ceiling below the market’s equilibrium rate. The suppliers will no longer be capable of charging the price that the market mandates, but they are required to meet the maximum price determined by the government’s price ceiling. When the demand rises beyond the capability to supply, shortages ensue. This leads to rationing of the product, causing some consumers to experience longer lines to obtain the product. In a worse case, there would be no products available for the consumer to buy. 5. Assume that the manufacturers of this product lobby the government’s lawmakers, in terms of this product being essential for college students but they are considering halting production due to the lack of profits. The lawmaker’s agree and now set a price floor at $150. What would happen in this market? A price floor keeps rates from dropping too low, whichShow MoreRelatedAssignment 3: Supply, Demand, Government in the Markets1517 Words   |  7 PagesStudy Aide and TIPS for Module 1-Written Assignment 3 Rubric for grading: M1-Assignment  3 Grading Criteria | Maximum Points | Points Earned | Correctly constructed the supply and demand graph. It is recommended that you use the EXCEL study aide I posted to do this. | 12 | 12 | Answered questions 2-5 correctly, 15 points each. | 60 | 60 | Answered question 6 correctly. | 8 | 8 | Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representationRead MoreBumper Harvest On The Cards1381 Words   |  6 Pagesdetermined by its demand and supply. Market is composed of two parties that are buyers and sellers. 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Price elasticity of demand enables business organizations to predict how their total revenue will be effected in the event they change the prices of their products. When a given good has inelastic price elasticity of demand i.e. Ed 1, then the percentage change in the quantity demanded is greater that the change in priceRead MoreMarket Intervention1537 Words   |  7 PagesA  market is on  supply and demand with little or no government control.  A completely free market is an idealized form of a market economy where buyers and sells are allowed to transact freely based on a  mutual agreement on price without  state intervention. However, when prices are too high, low or start to fluctuate, governments take the view that markets are best suited to allocating scarce resources and allow the forces of supply and demand to set prices. A market will naturally settle intoRead MoreIncrease In Demand Advantages And Disadvantages1457 Words   |  6 Pages Due to Hurricane Irma, Florida’s production possibility frontier curve will shift inwards due to the amount of resources that has been destroyed hence there is a reduction in resources as shown in Figure1.0. One of the main affected markets due to this natural disaster is energy (electricity). â€Å"The state’s largest electric utility company, Florida Power and Light, warned that as many as 9 million residents could be affected by power outages†. These power outages could last weeks which

The Exchange Of Religion And Ideas - 1908 Words

The exchange of religion and ideas has been a common theme within the works that have been read. Many of the religious people studied mix their existing views of the world, which are often described as traditional â€Å"African† beliefs, with a mixture of the cosmology of Christianity, Islam, and other popularized, organized religion originating from across the world. Cosmological views held by different groups of people tend to vary, clash and change the way people go about their daily life. Paying respect to your ancestors is a common practice in Africa, including the Harare and Chitungwiza area. In both places, Masowe apostolics have taken many people by faith, and dictate a large part of their daily lives. These apostolics also firmly believe that the practice of â€Å"communicating† with your ancestors is a form of veneration, which goes against their Christian beliefs. The apostolics call for the cessation of this practice, however, Engelke speaks with some of the locals that carry out this practice who refuse. He describes: â€Å"Most apostolics would argue that holding rituals to communicate with one’s ancestors—as many Shona-speaking people do—amounts to the worship of false gods. You should not pray to your ancestors; pray only to God. As with several apostolic interpretations of â€Å"traditional† religious practice, this one is rejected by the people it is meant to describe... For many Shona-speaking people, as I have noted, ancestors are an integral part of social relationships,Show MoreRelatedThe Impact Of The Columbian Exchange On The New World1051 Words   |  5 Pagesthe discovery of the New World, a new era opened that would come to be known as the Columbian Exchange. 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The colonized people of the British colonies also have claims on Britishness. So what determines if an individual is British or not? Is it ones religion? Is it the way one speaks? Is it just the difference of skin color? Is it ones appearance and dress? Is it based on citizenship? Is it ones knowledge of social norms of England? The colonized people of British colonies defied many of those above

Effects Of Mercury On The Enviroment Free Essays

LA Gear and other shoe companies have been using mercury to make the switch active in their shoe that light up when a person walks. The shoes should return to the company after the user is done with the to be recycled. Since LA never advertises this, people just thrown them away like any other pair of old shoes. We will write a custom essay sample on Effects Of Mercury On The Enviroment or any similar topic only for you Order Now Eventually the shoes end up in a land fill and the mercury can leak out into the environment. Mercury is a highly toxic substance and is the cause of the Minamata Disease in the 1950’s. On the top 20 toxic chemical list, mercury rates 3rd. Mercury bioaccumulates in the body and has difficulty eliminating it. It may reach dangerous levels over time and causes sever damage to the central nervous system. Mercury’s Effect on the Environment and People Mercury is one of the biggest environmental problems that exist because it is hard to get of once in the environment. In the past, mercury was used to make things like paper, put in paint and thermometers, and as an agricultural pesticide. The Minamata Disease is a good example of what could happen if mercury enters into the environment. In the mid 1950’s, more than 100 Japanese were poisoned by fish that contained methyl mercury. The mercury came from industrial waste that had been dumped into the bay where the fish were caught. The mercury bioaccumulated up the food chain. The cats the were eating the fish showed the symptoms first. They began to act very strange; running into walls and acting like they were â€Å"in a trance. † The people in the village developed mental retardation, insanity, and birth defects from eating the poisoned fish. Fifty people died and 150 people suffered from these disorders. Another example of mercury’s effect on people and the environment comes from the saying â€Å"mad as a hatter. † In the 1800’s, hats were made with mercury to stiffened the brim. The hatters that made the hats worked with mercury all the time. The mercury was absorbed into their skin and caused them to develop neurological and physiological disorders. People just assumed they were going crazy. From then on, when someone thought another was going out of their mind they would say they were â€Å"mad as a hatter. † How to cite Effects Of Mercury On The Enviroment, Essay examples

Profit Determination free essay sample

Depreciation Schedule Units of production Assume cost $105 000 residual $ 5 000 estimated useful of 24 000 units Units Used 6 000 6 000 4 000 4 000 4 000 Depn. Charge 25 000 25 000 16 667 16 667 *16 666 Accum. Depn. 25 000 50 000 66 667 83 334 100 000 Carrying Amount 105 000 80 000 55 000 38 333 21 666 5 000 Date Asset Cost 1/7/XO 105 000 30/6/X1 30/6/X2 30/6/X3 30/6/X4 30/6/X5 * rounded down by $1 16 Accounting for Depreciation †¢ Standard entry to record depreciation charge for the period †¢ End of period adjustment , assuming straight line for y. e. 0/6/X1 June 30 Depreciation Expense 20 000 Accumulated Depreciation 20 000 to record depreciation expense for the period 17 Pre-collected/Unearned Revenue †¢ Amounts received before service is performed LIABILITY ACCOUNT Unearned Revenue Adjusting entry Debit Cash receipt REVENUE ACCOUNT Adjusting entry Credit revenue earned during the current period 18 6 Balance-day adjustment for precollected revenue †¢ Origin al entry – Cash – GST Collections – Unearned Revenue Dr Cr Cr 11 000 1 000 10 000 †¢ Balance day adjustment for revenue earned – Unearned Revenue – Revenue Dr Cr 5 000 5 000 19 Accrued/Unrecorded Expenses †¢ Expenses consumed but not yet paid for ASSET ACCOUNT Expense Payable Adjusting entry Credit EXPENSE ACCOUNT Adjusting entry Debit expenses incurred 20 Balance day adjustment for accrued expenses †¢ Balance Day – Wages Expense – Wages Payable Dr 6 000 Cr 6 000 †¢ Next year when wages of $15 000 are paid (no GST on wages) – Wages Payable – Wages Expense – Cash Dr Dr Cr 6 000 9 000 15 000 21 7 Accrued/Unrecorded Revenue †¢ Amounts due for services performed but not yet received ASSET ACCOUNT Accounts receivable Adjusting entry Debit REVENUE ACCOUNT Adjusting entry Credit evenue earned but not yet received 22 Balance day adjustment for accrued revenue †¢ Balance day adjustment for services performed but not yet received in cash – Fees Receivable Dr Service Fees Revenue Cr 30 000 30 000 †¢ When revenue is received in new year – Cash – GST Collections – Fees Receivabl e Dr Cr Cr 33 000 3 000 30 000 23 Disposal of Non-current Assets †¢ Remember how inventory is recorded when sold (perpetual inventory system) (Ignore GST) – Receivables/Cash – Sales – Cost of Sales – Inventory Dr Cr Dr Cr 5 000 5 000 3 200 3 200 24 8 Disposal of Non-current Assets †¢ When non-current assets are sold, we used to simply follow the inventory entries: – Receivables/Cash – Proceeds on Sale Dr Cr 5 000 5 000 – Carrying Amt of Asset Sold Dr 3 200 – Accumulated Depreciation Dr 6 800 – Non-current Asset Cr 10 000 25 Disposal of Non-Current Assets †¢ For the sale of non-current assets – Proceeds recorded at the ‘gross amount received’ (revenue) – Carrying amount of asset sold represents expense for the period – The difference between proceeds and carrying amount represents the gain or loss on sale 26 Disposal using a Sale of Assets Account, (which makes life more complex) Sale of non-current assets Date Cash at Bank Sale of Asset to record gross proceeds from sale Sale of Asset Accumulated Depreciation Non-current Asset to transfer the expense (carrying amount of the asset sold) 500 500 gain of $400 Date 100 900 1 000 27 9 Using a Sale of Asset account †¢ We need a third entry under this approach: (ignoring GST) – Sale of Asset Dr 400 – Gain on Sale of Asset Cr 400 28 Disposal of Non-Current Assets †¢ Sale of non-current assets – eg, carrying value more than the selling price Date Cash at Bank Proceeds on Sale of Asset to record gross proceeds from sale 50 50 loss of $50 Date Carrying Amount of Asset Sold 100 Accumulated Depreciation 900 Non-current Asset 1 000 to recognise as expense the carrying amount of the asset sold 29 Closing entries in the Accounting Cycle 1. We will write a custom essay sample on Profit Determination or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Recognise record transactions Source documents 2. Journalise transactions General journal 3. Post to ledger accounts General ledger 4. Prepare unadjusted trial balance of GL Trial balance (unadjusted) 30 Continued next slide 10 The Complete Accounting Cycle 5. Determine adjusting entries and/or journalise General journal 6. Post adjusting entries to general ledger General ledger (accounts adjusted) 7. Prepare adjusted trial balance of GL (adjusted) Trial balance (adjusted) 8. Journalise closing entries General journal 31 Closing Temporary Accounts †¢ Revenue expense accounts must be closed at the end of each period to determine profit/loss for the period †¢ They begin and end each accounting period with a zero balance †¢ Profit loss summary account used to facilitate closing process determination of profit 32 FLOWCHART of CLOSING PROCESS (CLOSE REVENUE ACCOUNT) REVENUE 28 500 12 000 7 500 9 000 (CLOSE EXPENSE ACCOUNTS) PL SUMMARY 4 450 24 050 28 500 24 050 SALARY EXP 1 500 1 800 3 300 (CLOSE P L SUMMARY) CAPITAL ACCOUNT 2 500 24 050 RENT EXP 800 800 DRAWINGS SUPPLIES EXP 350 350 2 500 2 500 33 (CLOSE DRAWINGS ACCOUNT) 11 The Closing Process †¢ Revenue accounts closed to P L summary †¢ debit revenue †¢ credit P L summary †¢ Expense accounts closed to P L summary †¢ debit P L summary †¢ credit expense 34 The Closing Process Profit Loss summary balances to determine profit/loss then closed to capital †¢ debit P L summary (assuming a profit) †¢ credit Capital account †¢ Drawings closed to capital †¢ debit Capital account †¢ credit Drawings account 35 After the Closing Process †¢ †¢ †¢ †¢ All revenue accounts have nil balances All expense accounts have nil balances The drawings account has a nil balance The capit al account has been increased/decreased by the profit/loss decreased by the owner’s drawings 36 12 Post Closing Trial Balance †¢ Reflects all accounts with balances after the closing process – Assets – Liabilities – Owner’s capital 37 13

Compare And Contrast The Physicochemical Events Essays

Compare And Contrast The Physicochemical Events Essays Compare And Contrast The Physicochemical Events Essay Compare And Contrast The Physicochemical Events Essay Butter is a soft, yellow-hued, comestible emulsion of butterfat, H2O, air, and sometimes salt. It is made from the churning of pick and is used as a spread every bit good as an of import ingredient in cookery and baking. Margarine is a inexpensive option to butter, made from oil or a combination of oils through the procedure of hydrogenation. Chemical Differences Margarine is made mostly from vegetable oils that have been hydrogenated or crystallised for the proper spreading texture. Like butter, table oleo must incorporate no less than 80 % fat. Since oils are of course about 100 % fat, H2O is added to bring forth the coveted water-in-oil emulsion, which is physically rather the same as in butter. To the oil and H2O stages are added emulsifiers, salt, butter spirit, coloring material and allowable chemical preservatives such as Na benzoate. Vitamins A and D may besides be added. Whereas butter may incorporate merely butterfat, most oleo contains merely vegetable fats. Churned butter is composed about wholly of saturated fat, along with a important sum of natural cholesterin. Whilst in oleo the usually liquid vegetable oil is solidified through a procedure affecting H gas bubbles go throughing through the mixture. The consequence is a solid butter replacement with no cholesterin and small if any concentrated fat. Margarine does incorporate po lyunsaturated and Trans fatty acids, nevertheless. Physical Differences: Both Butter and Margarine fats are mixtures of triacylglycerols. Butter has a â€Å"much greater assortment of fatty acids ( ca 40 ) than are found in vegetable oils ( 5 10 ) from which oleos is produced† ( Geoff, 1999 ) . But in both butter and margarine the fats present are mix of solid and liquids fats. With this and the crystal morphology gives the butter and margarine its specific belongingss. The construction of the butter and oleo molecule is based on â€Å"a web of solid fat crystals in liquid fat† ( Geoff, 1999 ) .this histories for assorted of import features such as Emulsion stableness, microbiological stableness, hardness/softness, consistence. The construction may be illustrated in the undermentioned diagram. ( Fig 1 ) â€Å"The emulsion is stabilised by the solid crystal web which holds the H2O droplets in topographic point forestalling them from migrating and coalescing† ( Geoff, 1999 ) . The microbiological stableness is besides explained as the H2O droplets are smaller than most common nutrient poisoning bacteriums, which means that they have small opportunities for growing. â€Å"The consistence of oleo is of great importance in the success of the merchandise. It must run in the oral cavity as butter does, since residue leaves a pastelike sensation† ( Meyer, 1960 ) . Margarine is decidedly a replacement for butter and, in the oculus of the consumer must hold the same belongingss similar to in order to be acceptable. Margarine must be rather fictile at room temperature so that it spreads readily and be reasonably difficult at â€Å"40?F to 45?F icebox temperature as butter is. In the temperature scope from 45?F to 60?F butter is excessively difficult to distribute easily† ( Meyer, 1960 ) , and much oleo is now produced which is superior to butter in its malleability in this scope. The consistence of oleo is the consequence of the fats used in its readying, the extent of hydrogenation, and the class of the reactions during hydrogenation. Normally oleos are produced by carefully commanding the hydrogenation of the entire organic structure of fat instead than by intermixing. The consistence of butter both indirectly and straight is one of the most of import feature in its production ; this is due to the fact that it has a major consequence on its other features such as the consumer wants -taste and olfactory property. This construct of consistence is of a complicated 1 with belongingss such as dispersed ability, malleability, viscousness and hardness. Crystallization is the procedure that occurs after the pick is subjected to a chilling procedure. The sum of this crystallization of the fat globules determines the end points butter has the right consistence PHYSIOCHEMICAL Events: In buttermaking, the pick that is collected for the butter production should be â€Å"sweet and non rancid† ( Alfa A ; Tetra, 2010 ) and non oxidised. This goes through a centrifuge in which the pick is cooled and goes into a storage armored combat vehicle. The centrifuge separates the pick in to plane milk and pick. Skim milk is so pasteurised and so goes into storage for drying or concentrating. The pick nevertheless, is pasteurised at 95?C besides to kill any harmful micro-organisms and enzymes that may hold an inauspicious consequence on the butter quality. With civilized butter, â€Å"mixed civilizations of S. cremoris, S. lactis diacetyl lactis, Leuconostocs, are used and the pick is ripened to pH 5.5 at 21oC and so pH 4.6 at 13oC† ( Alfa A ; Tetra, 2010 ) . The acerb production is comparative to the development of spirits so the colder the temp the tastier the butter. The aging armored combat vehicle is the topographic point where the pick is subjected to a pro cedure of controlled chilling which is designed to give the fat a needed crystalline construction. This plan of chilling can be modified to obtain butter which is of a low I value i.e. the unsaturated proportion of fat is low, but good consisitency.Then after aging the pick in the ripening armored combat vehicle for â€Å"12- 15 hours it is pumped into the churn† ( Norman A ; Joseph, 1995 ) . In the churning procedure the pick is violently agitated to interrupt down the fat globules, doing the fat to clot into butter grains due to the breakage of the membrane like surface known as lecithin and causes them to clash. As a consequence the globules clump together and organize little butter granules ; these turn in size and separate from the H2O stage of the pick. The resulting H2O stage is known as buttermilk therefore the pick is split into two fractions: butter grains and buttermilk. After run outing, the butter is worked to a uninterrupted fat stage incorporating a finely spread H2O stage. It used to be common pattern to rinse the butter after churning to take any residuary buttermilk and milk solids but this is seldom done today. Salt is added to better shelf life and the gustatory sensation, acts as a preservative. After salting the butter needs to be work smartly to even out the distribution. The gustatory sensation, quality, olfactory property and other of import featu res are all influenced by this working. Working is carried out to obtain a homogeneous mixture of butter granules, H2O and salt. This is the period when the fat transforms from ball-shaped to free fat. The size of the H2O droplets are decreased whilst working and are non supposed to be seeable in decently worked butter. Over-working of the butter consequences into oily or brickle butter. This is due to the fat being excessively hard or soft.â€Å"A soft milk fat will do a soft and oily butter, whereas butter from difficult milk fat will be difficult and stiff. If, nevertheless, the heat intervention is modified to accommodate the iodine value of the fat, the consistence of the butter can be optimized. For the heat intervention regulates the size of the fat crystals, and the comparative sums of solid fat and the uninterrupted stage the factors that determine the consistence of the butter† ( Alfa A ; Tetra, 2010 ) Some H2O may be added to standardise the wet content. Precise control of composing is indispensable for maximal output. The finished butter is discharged into the packaging unit, and from at that place to cold storage. Margarine industry is carried out in two distinguishable phases. The first phase is called polish where oil is extracted from seed or beans and refined.The 2nd phase is called processing where oil and other stuffs are made into oleo. It starts off by fixing the natural fats and oils are carefully extracted, base refined, deodirised, and so hydrogenated to the coveted consistence. The fat is so emulsified with aged milk. In the United States skim milk is normally used. It is pasteurised to destruct bacteriums and so inoculated with a strain of choice bacteriums that can bring forth compounds with desirable spirits in the milk and in the emulsion. These are the same strains of micro-organisms that are used in the production of butter. The inoculated milk is held for 12- 24 hours to allow the growing of the beings. The aged milk is run into the liquid fat and stirred smartly. Emulsifying agents are frequently added at this point. Emulsifying agents brace the oleo and prevent escape, the separation of fluid during storage. They besides prevent the rapid separation of fat and H2O when the oleo is melted, splattering, and the sticking of milk solids to the underside of the pan. In butter natural emulsifying agents are present that hold the H2O in the emulsion and when the butter is heated, â€Å"allow steam to get away by frothing instead than by spattering† ( Norman A ; Joseph, 1995 ) . Lecithin s peculiarly those from soya beans, are widely used as emulsifying agents in oleos. A figure of man-made merchandises are besides used. The glandular fever and diglycerides used in the formation of super glycerinated shortenings help brace the emulsion and prevent leaking, but do little to forestall splatter. The Na sulfoacetate derived function of glandular fever and diglycerides are effectual in understating splatter and are added to many oleos for this intent. The fat-milk emulsion is cooled and the plastic, solid mass held for some clip to let bacterial action and the development of spirit. Salt is so added to â€Å"extend to 2.5 to 3 per centum of the entire weight† ( Meyer, 1960 ) . Since the slat dissolves in the aqueous stage, the salt content of these bantam beads is much higher. It is so high that the activity and the growing of the bacteriums are stopped. The oleo is worked or kneaded during the operation of salting and the crystals are reduced so that no coarseness occurs. â€Å"Most oleo produced for the market is fortified with vitamin A or provitamin A, the provitamin As, to the extent of 1500 units per pound† ( Norman and Joseph, 1995 ) . A xanthous dye is added to much of the oleo sold in this state since it has become legal to make this without the payment of high revenue enhancement. Sodium benzoate is on occasion added as a preservative. In decision, although butter and oleo may look to be of the same household and thought to be of the same chemical belongingss since they look and taste like the other ; they are non. They do get down off with constituents that are in the same province ; cow s milk ( liquid ) and vegetable oil ( liquid ) . They besides have the same starting motor civilizations added to them. This is done so that oleo has the same gustatory sensation and olfactory property of butter ; since oleo serves as a replacement of butter. That s where the similarities end as the physiochemical procedures are really different from each other. The biggest differences between these two fat merchandises would be that butter is made of milk fat and oleo is made of vegetable oils. The other large differences in their physiochemical events are that of consistence. Butters consistence is determined by the sum of crystallization ( before churning ) of the fat globules whilst oleos consistence is determined by the sum o f hydrogenation applied to the unsaturated oil to indurate it adequate to do into solid signifier in presence of a accelerator normally nickel.

The Northwest Ordinance of 1787 Impacted Slavery

The Northwest Ordinance of 1787 Impacted Slavery The Northwest Ordinance of 1787 was a very early federal law passed by Congress in the era of the Articles of Confederation. Its main purpose was to create a legal structure for the settlement of land in five present day states: Ohio, Indiana, Illinois, Michigan, and Wisconsin. In addition, a major provision of the law prohibited slavery north of the Ohio River. Key Takeaways: Northwest Ordinance of 1787 Ratified by Congress July 13, 1787.Prohibited slavery in territories north of the Ohio River. It was the first federal law to address the issue.Created a three-step process for new territories to become states, which established important precedents for the incorporation of new states through the 19th and 20th centuries. Significance of the Northwest Ordinance The Northwest Ordinance, ratified by Congress on July 13, 1787, was the first law to create a structure by which new territories could follow a three-step legal path to become a state equal to the original 13 states, and was the first substantial action by Congress to deal with the issue of slavery. In addition, the law contained a version of a Bill of Rights, which set out individual rights in the new territories. The Bill of Rights, which was later added to the U.S. Constitution, contained some of those same rights. The Northwest Ordinance was written, debated, and passed in New York City during the same summer that the U.S. Constitution was being debated at a convention in Philadelphia. Decades later, Abraham Lincoln prominently cited the law in an important anti-slavery speech in February 1860, which made him a credible presidential contender. As Lincoln noted, the law was proof that some of the nations founders accepted that the federal government could play a role in regulating slavery. Necessity of the Northwest Ordinance When the United States emerged as an independent nation, it immediately faced a crisis about how to handle the large tracts of lands to the west of the 13 states. This area, known as the Old Northwest, came into American possession at the end of the Revolutionary War. Some states claimed ownership of western lands. Other states which asserted no such claim argued that the western land rightfully belonged to the federal government, and should be sold to private land developers. States gave up their western claims, and a law passed by Congress, the Land Ordinance of 1785, established an orderly system of surveying and selling western lands. That system created orderly grids of townships designed to avoid the chaotic land grabs which had occurred in the territory of Kentucky. (That system of surveying is still evident today; airplane passengers can clearly see the orderly fields laid out in Midwestern states such as Indiana or Illinois.) The problem with western lands was not entirely solved, however. Squatters who refused to wait for an orderly settlement began to enter western lands, and were chased off at times by federal troops. Wealthy land speculators, who wielded influence with Congress, sought a stronger law. Other factors, especially anti-slavery sentiment in the northern states, also came into play. Key Players As Congress struggled to deal with the problem of land settlement, it was approached by Manasseh Cutler, a scholarly resident of Connecticut who had become a partner in a land company, the Ohio Company of Associates. Cutler suggested some of the provisions which became part of the Northwest Ordinance, in particular the prohibition of slavery north of the Ohio River. The official author of the Northwest Ordinance is generally considered to be Rufus King, a member of Congress from Massachusetts as well as a member of the Constitutional Convention in Philadelphia in the summer of 1787. An influential member of Congress from Virginia, Richard Henry Lee, agreed with the Northwest Ordinance because he felt it protected property rights (meaning it didnt interfere with slavery in the South). Path to Statehood In practice, the Northwest Ordinance created a three-step process for a territory to become a state of the Union. The first step was that the president would appoint a governor, a secretary, and three judges to administer the territory. In the second step, when the territory reached a population of 5,000 free white adult males, it could elect a legislature. In the third step, when the territory reached a population of 60,000 free white residents, it could write a state constitution and, with congressional approval, it could become a state. The provisions in the Northwest Ordinance created important precedents by which other territories would become states in the 19th and 20th centuries. Lincoln's Invocation of the Northwest Ordinance In February 1860, Abraham Lincoln, who was not widely known in the East, traveled to New York City and spoke at Cooper Union. In his speech he argued that the federal government had a role to play in regulating slavery, and had, indeed, always played such a role. Lincoln noted that of the 39 men who gathered to vote on the Constitution in the summer of 1787, four also served in Congress. Of those four, three voted in favor of the Northwest Ordinance, which, of course, contained the section prohibiting slavery north of the Ohio River. He further noted that in 1789, during the first Congress to assemble following the ratification of the Constitution, a law was passed to enforce the provisions of the ordinance, including the prohibition of slavery in the territory. That law passed through Congress without objection, and was signed into law by President George Washington. Lincolns reliance on the Northwest Ordinance was significant. At the time, there were fierce debates over slavery splitting the nation. And pro-slavery politicians often claimed that the federal government should have no role in regulating slavery. Yet Lincoln had deftly demonstrated that some of the same people who had written the Constitution, including even the nations first president, clearly saw a role for the federal government in regulating slavery. Sources: Northwest Ordinance. Gale Encyclopedia of U.S. Economic History, edited by Thomas Carson and Mary Bonk, Gale, 1999. Research in Context.Congress, U.S. The Northwest Ordinance of 1787. The Constitution and Supreme Court, Primary Source Media, 1999. American Journey. Research in Context.LEVY, LEONARD W. Northwest Ordinance (1787). Encyclopedia of the American Constitution, edited by Leonard W. Levy and Kenneth L. Karst, 2nd ed., vol. 4, Macmillan Reference USA, 2000, p. 1829. Gale Virtual Reference Library.

The Problem of Leadership in Cuba, Mexico and Brazil Essay

The Problem of Leadership in Cuba, Mexico and Brazil - Essay Example 2. Cuba The Cuban tale of independence was preceded by two more important events namely the independence of Haiti in 1791 and the call for independence from Spain in the 1820’s. The Haitian revolution had proven beyond doubt that people from various racial and ethnic backgrounds could operate together to subdue not one but three colonial powers to claim their independence. The Cuban revolution and its constituents resembled the Haitian insurgents in racial composition as the call to arms was taken up by blacks, mulattos and whites alike. Previously the Cuban domain had remained faithful to Spain even though other nations were claiming their independence. Cuba was given the motto â€Å"The Always Most Faithful Island† by the Spanish Crown although small plans for insurgency had been unearthed throughout the 1830’s and 1840’s. The loyalty towards the Spanish Crown stemmed from dependence on Spain for trade as well as protection from pirates and unease at the rising power of the United States. The actual insurgency was initiated by Carlos Manuel De Cespedes who was a sugar plantation owner. Carlos freed his slaves and declared that any slaves who were presented for military service would be freed. The conflict emerged in 1868 and became known as the Ten Years War with the emergence of a new government supported by blacks, mulattos and white men. Throughout the struggle race was nearly dismantled as a classification as white men served under blacks and blacks and mulattos rose to prominence as colonels, generals and the like. The newly formed government was not recognised by the United States though other European and Latin American governments recognised it. The war ended in 1878 with the Pact of Zanjon as Spain promised greater autonomy to Cuba. In the following year another insurgency was initiated by a Cuban patriot better known as Calixto Garcia. This effort was labelled as the Little War but it received little support. Slavery was abolished generally in Cuba following these events and abolition was completed in the 1880’s. The next conflict in Cuba emerged in 1895 with forces led by Jose Marti who was finally killed in the battle of Dos Rios on May 19, 1895. The large Spanish army outnumbered the insurgents as local people were forced into concentration camps by the military governor of Cuba. The final end of the war in 1898 placed leadership in the hands of the influential whites and some mulattos. Following independence Cuba saw social and political corruption along with short regimes that boomed and waned in rapid succession till the socialist revolution. 3. Mexico Mexico was ruled by a republican general Porfirio Diaz who took over Mexico during the French intervention. Porfirio was in charge of the country from 1876 to 1880 and then from 1884 to 1911 through five consecutive reelections and the period became known better as Porfirio. This era was characterized by large progress in economics as wel l as the arts and sciences though economic disparity was on the rise along with political repression. Election fraud associated with Diaz’s fifth election instigated the Mexican Revolution of 1910 which was led by Francisco I. Madero forcing Diaz to resign in 1911. However Francisco was overthrown only two years later in a coup by the conservative general Victoriano Huerta which put the nation into another civil war

The effectiveness of English subtitles in a Culturally important Essay

The effectiveness of English subtitles in a Culturally important Italian film - Essay Example Italian thinking facilitated certain closeness inside their country. "Like most family-concentrated societies, Italy is a relational culture. This stems from a history in which trust did not extend much beyond the front door or, at most, the city-state. There is an order of precedence: family first, then neighbourhood, then town, region and, finally, country," (http://www.expatica.com/source/site_article.aspsubchannel_id=159&story_id=11484&name=Italy Today, Italy is a part of European Union, and in the new globalised world, she cannot be called a great player. As one of the Nation States of EU, she hobnobs with other Member States, and the close proximity of other cultures touches her in many ways. Italy's flourishing tourism, has become a national industry today and the country is reaping the harvest of her great art centres. Most of her guests are from English speaking countries and now with the world accepting English as the common language, Italian Government has made unprecedented efforts to include English as one of the languages in the curriculum in schools. "Through the foreign language we renew our love-hate intimacy with our mother tongue. We tear at her syntactic joints and semantic flesh and resent her for not providing all the words we need. In translation, the everyday frustrations of writing assume an explicit, externally projected form. If we are impotent, it is because Mother is inadequate. In the process of tra nslation from one language to another, the scene of linguistic castration-which is nothing other than a scene of impossible but unavoidable translation and normally takes place out of sight, behind the conscious stage-is played on center stage. (Johnson, 1985, pp. 143-4), http://www.arts.usyd.edu.au/departs/perform/docs/AP1Bollen.pdf On that very drive, some of the Italian cinema is given English subtitles, facilitating tourists to understand the Italian cinema and Italian culture. These movies are used as tools to teach English to students. This is a clever idea, as Italian children, while watching the movies, can have the facility of reading the English translation, and the relative meanings would be understood readily. The Italian movie, Caterina Va in Citta (Caterina in a big city), directed by Paola Virzi, a fast-paced comedy, culturally rich, has got English subtitles along with other movies like Marco Ponti, Le fate ignoranti, Pinocchio, La finestra di fronte, and many more. English subtitles, to some extent are an indication of Italy's accepting English as a common language between Member States of European Union. There is a need for large number of English teachers in Italy. "The answer is that to gather sufficient "manpower" the Ministry of Education decided to run 500-hour training courses also for tho se teachers who had no experience at all of English but wanted to have a try," http://www.onestopenglish.com/Magazine/teacher_letters/teaching_english_italy.htm People are aware of English now, due to satellite TV programmes, Internet and English magazines. In a globalised, European Unionised Italy, Italians have realised that English has gained importance as a passport to work abroad and today, Italians, with their saucy attractiveness, are anything but homebound. While being

Rush Limbaugh :: essays research papers

Rush Limbaugh   Ã‚  Ã‚  Ã‚  Ã‚  Rush Limbaugh has done much more than just change the style of talk radio, he has become somewhat of a political leader for many Americans. He has been the type of spokesman many people have been looking for. â€Å"Why am I being called the most dangerous man in America?† Limbaugh asks his listeners. â€Å" Because I am right, and I enjoy being right.† (June 3, 1995, The Philadelphia Inquirer) Rush has caused people to change their views of the country and it's political leaders. He's had many things that have built him up to the â€Å" political preacher† you see today. Rush's early life, his major accomplishments, and his personal life are just a few of the characteristics that make Rush the leader he is today.   Ã‚  Ã‚  Ã‚  Ã‚  Rush's early life affected who he is today in many ways. Limbaugh comes from Cape Girardeau, Missouri, were he was born on Jan. 12, 1951. Rush, or Rusty as he was called as a kid, was a chubby, insecure youth who craved but rarely received the approval of his father, writes Paul Colford, author of â€Å" The Rush Limbaugh Story†. â€Å"Rush got his first job as a shoeshine boy at the age of 13.† (People 7-24-95 pgs. 166-168) At the age of 16, serving as a disc jockey, Rush got his first taste of radio. From there, Rusty began to work at several different stations, none of which were getting him anywhere. During one of his first radio jobs Rush went by the name Jeff Christie while working for KQV in Pittsburgh. He was fired by a man named Jim Carnegie, who now says that he was instructed to fire him, but as soon as Jim got his next job, he hired Rush again. At the age of 28 Rush took a job organizing community events for the Kansas City Royals. This paid him $18,000 a year. Rush spent five unfulfilling years with the Royals. â€Å"No fault of people at the Royals,† Limbaugh told Talkers, a radio-industry magazine several years ago. â€Å"I was just doing the wrong thing.† (June 3, 1995, The Philadelphia Inquirer) In 1983 Limbaugh decided to try radio again. By 1984 he was working as a talk-show host for a station in Sacramento California. This is were he was encouraged to speak his mind, and form the style he has today.   Ã‚  Ã‚  Ã‚  Ã‚  Rush Limbaugh has had many great accomplishments through his life as well. â€Å"Rush is viewed as having single-handedly saved AM radio, and I don't think that is an unfair characterization,† says Dave Rimmer, former WWDB-FM program director, who added Limbaugh to the station's lineup three years ago.

The Factors that Contribute to Effective Use of iPads with PMLD Pupils

Introduction This chapter will discuss the background, the scope and the need for the present study highlighting the research questions raised that will the study will attempt to answer. The present study focuses on pupils with Profound and Multiple Learning Difficulties (PMLD) and how with the use of technology in the form of iPads these pupils can be effectively taught. In other words, what factors can contribute towards the effective use of iPads in Profound and Multiple Learning Difficulties (PMLD) pupils. Background The field of special education and learning has advanced tremendously through the past decades and sub-branches have developed wherein specialists have discovered and realised the various learning disabilities amongst children. Children with Profound and Multiple Learning Difficulties (PMLD) present ample challenges for teachers. Technology in this regard has several solutions to offer to aid in effective teaching and learning as a part of effective teaching aid, technology in the form of inventions such as iPads comes to rescue and enable more productive teaching and learning (Davis and Florian, 2004). Pupils need one-to-one help and iPads can allow pupils to refrain from being thrown down on or chewed down on the floor and enable them to stay on the table in the classroom. However, the effective use of iPads remains a question unanswered in the present research literature. Scope of the Study This section will discuss and explain the scope of the study entailing how the conclusions drawn from the findings and the answers of the research questions found will provide implications to improve the practical scenario for teachers dealing with pupils with Profound and Multiple Learning Difficulties (PMLD). The present study attempts the fill the gap in literature that exists with regard to the use of iPads in enabling more productive and effective teaching and learning amongst pupils with Profound and Multiple Learning Difficulties (PMLD). The implications of the study will allow teachers to practice more effective teaching strategies and improve learning and participation amongst pupils with Profound and Multiple Learning Difficulties (PMLD) using iPads. Research Question This section will briefly state the research question that the study will attempt to answer using primary and secondary research findings. The main research question raised in the study is: What are the factors that contribute to effective use of iPads with PMLD pupils? Limitations This section will discuss the limitations of the research in terms of the findings and the implications to be drawn from the research. Literature Review This section will investigate and critically discuss the theoretical underpinnings of the subject area to raise questions regarding the existing literature that are presently unanswered and provide a theoretical framework to allow for answering the research question raised. The literature review of the present study will revolve around the theoretical perspectives on teaching pupils with Profound and Multiple Learning Difficulties (PMLD), the teaching strategies adopted based on the existing research findings and developments and the recent technological developments and their involvement in the field of special education. The literature review will point towards the need to investigate the scope of and the use of iPads in special education of pupils with Profound and Multiple Learning Difficulties (PMLD) further backed with the theoretical framework supporting the teaching strategies to be embedded in the effective use of iPads in classrooms. The literature review will draw out the usefulness of iPads in the form of the applications that can be utilized in teaching and engaging PMLD pupils in classrooms and then testing this theoretical finding using primary data collection to draw conclusions and implications for teachers. Following this plan of action for the literature review, the chapter will be divided in the following sections: Theoretical Perspectives on PMLD Teaching and Learning In this section of the literature review, the theories related to PMLD teaching will be focused on to develop a background to the existing development in the field and shed light on the aspects that form the foundation of the present study and support the need for further exploration. Effective Teaching Strategies and Tools for PMLD Pupils In this section, the contemporary practice of teaching PMLD pupils will be investigated using secondary information obtained from books and research journals to capture strengths and weaknesses and identity a need for further investigation and development. Applications on iPads for Special Education of Pupils with Profound and Multiple Learning Difficulties (PMLD) In this section, the advancements in the technology and how they have come to aid in learning of PMLD pupils will be critically evaluated in this section focusing entirely on iPads. Methodology This chapter will discuss the methodology chosen for the present study and provide justifications for selecting it. Action research strategy is the prime research strategy to be used. Primary as well as secondary sources of data will be used to capture the information required to answer the research question raised. The chapter will discuss and explain what action research entails and provide brief explanations of the primary and secondary sources of information. The chapter will further discuss the sampling technique used and the sample size. Further, the research instrument to be used will also be discussed. Research Strategy The research strategy of action research will be discussed here. Action research involves a practical approach to research inquiry in a social institution (Waters-Adams, 2006). Survey on teachers of 10 special schools using questionnaire will be used to investigate and collect the data and develop engagement profiles with pupils using specific applications. Research Design Primary and secondary sources will be discussed here. Sample Size and Sampling Technique The sample size and sampling technique will be discussed here. Analysis and Discussion This chapter will present, analyse and discuss the findings of the study and draw answers for the research question. Conclusion This chapter will summarize the findings and draw out implications for the teachers to practice more effective teaching strategies and improve learning and participation amongst pupils with Profound and Multiple Learning Difficulties (PMLD) using iPads. References Davis, P. and Florian, L. (2004). ‘Teaching strategies and approaches for pupils with special educational needs: A scoping study’. Department for Education and Skills. Available at http://www.education.gov.uk/complexneeds/modules/Module-1.1-Understanding-the-child-development-and-difficulties/All/downloads/m01p010c/II.teaching_strategies%20including_aspects_of_II.pdf. Accessed 3 August 2012. Waters-Adams, S. (2006). Action Research in Education. Faculty of Education Plymouth. The Factors that Contribute to Effective Use of iPads with PMLD Pupils 1. Introduction This chapter will discuss the background, scope and need for the proposed study, highlighting the main questions that the research will address. The research aims to explore how technology can be optimally used to support pupils with Profound and Multiple Learning Difficulties (PMLD). Focusing on the Apple iPad, the study will explore how technology might be used to augment the effective teaching of pupils with PMLD by investigating the factors that may contribute towards efficient implementation of such technologies.1.1. BackgroundThe field of special education and learning has advanced tremendously through the decades, and has led to the development of sub-branches of research allowing specialists to discover and understand more about various learning disabilities amongst children. Currently, children with Profound and Multiple Learning Difficulties (PMLD) present an ample challenge to modern teaching methods and teachers alike. However, advances in technology have been able to off er several solutions to effective teaching and learning as a part of effective teaching aid. Such technology has included in the invention of tablet devices such as Apple iPads, which are thought to promote more productive teaching and learning (Davis and Florian, 2004). Such pupils require one-to-one help and although plausibly iPads may have a role to play in such support, the factors that contribute to the effective use of iPads remain under researched in the empirical literature.1.2. Scope of the StudyThis section explores the scope of the study, detailing how the conclusions drawn from the findings will have practical implications that may improve teaching practices for teachers dealing with pupils with PMLD. At present, there exists a gap in the emerging literature surrounding the use of technology with pupils with PMLD. Although case studies detailing the utility of iPads in enabling more productive and effective teaching and learning amongst pupils with Profound and Multiple Learning Difficulties (PMLD) are beginning to emerge, the area remains under-researched. Little is known about the specific factors that contribute to the effective use of iPads with PMLD pupils. The findings and associated implications of the proposed study will allow teachers to develop and practice the most effective teaching strategies to improve learning and participation amongst PMLD pupils using iPads.1.3. Research QuestionThe main research questions explored in the present study were: Does the use of iPads enhance learning with PMLD pupils? What are the factors that contribute to the effective use of iPads with PMLD pupils?1.4. Study LimitationsAt present the only predicted limitations will be concerned with the practicalities of conducting action research in tandem with normal teaching activities. In order to manage this effectively, a detailed timescale of this research has been formulated.2. Literature ReviewAccording to Boote and Beile (2005), the purpose of a literatur e review is to provide a theoretical underpinning to the area under discussion by critically examining the existing literature surrounding the topic under investigation. Following this rationale, the subsequent section will provide an evaluative report of the subject area, going beyond the descriptive to identify the questions that remain unanswered in the current literature, and provide a theoretical framework to approach the research question under study. The review will revolve around the theoretical perspectives regarding teaching pupils with Profound and Multiple Learning Difficulties (PMLD), the teaching strategies currently adopted based on existing research findings and developments and the recent technological developments and their relevance to the field of special education. The literature review will indicate the need to investigate the scope and use of iPads in special education of pupils with PMLD, backed with a theoretical framework supporting the teaching strategies to be embedded in the effective use of iPads in classrooms. Furthermore, it will identify the effectiveness of iPads in the form of the applications that can be utilised in teaching and engaging PMLD pupils in classrooms. Following this plan of action for the literature review, the chapter will be sub-divided in the following sections:To modify or extend this essay or to get pricing on a custom essay Contact Us Today1. Theoretical Perspectives on PMLD Teaching and LearningAccording to the Schools’ Census Data (2004), pupils with PMLD are defined as â€Å"†¦(having) complex learning needs. In addition to very severe learning difficulties, pupils have other significant difficulties, such as physical disabilities, sensory impairment or a severe medical condition†. This de finition highlights the complexity of PMLD; it is severe and multi-domain, characterised by the existence of two or more severe impairments that may be visual, physical or sensory, and include other complex medical needs (Healy & Noonan Walsh, 2007). In 2010, the Dfes identified a 29.7% increase in the prevalence of pupils with PMLD between 2002 and 2009, due in part to improved diagnosis and survival rates of pre-term infants with severe disabilities (Marlow, Wolke, Bracewell & Samara, 2005). Pupils with PMLD have greater difficulties in learning, and require a high degree of adult support to meet both their learning and physical needs (DfES, 2004). Practitioners and educators must be able to support such pupils to overcome these barriers to learning, by adapting the curriculum to meet their specific needs. According to the Qualifications and Curriculum Authority (2007), pupils with PMLD are likely to remain at an early stage of development, with attainment in the early P Scale bet ween P1 to P3, with a focus on developing basic skills throughout the curriculum and across all subjects. Flo Longhorn and Penny Lacey have been working with pupils with PMLD for over ten years, and both advocate a sensory approach to learning. Both authors emphasised the importance for children with PMLD to engage their senses from an early stage, and suggested that the role of practitioner is to stimulate; as effective learning can only take place when such sensory stimulation takes place: â€Å"Without the stimulation and awakening of the senses, it would be difficult for a very special child to begin to make sense of the outside world and begin to learn.† (Longhorn, 2004: p.6)To modify or extend this essay or to get pricing on a custom essay Contact Us TodaySimilarly, Lacey (2009; 2011) suggested that the PMLD learner requires opportunities to understand, discover and explore through sound, touch, smell, taste and vision. To better understand why learning for PMLD pupils should be sensory requires an exploration of the cognitive processes that are at play. If we consider the early stages of development in normal children, learning is primarily concerned with children forging a connection to the world around them; making sense of it via exploration and investigation using their senses (Longhorn, 2004). This resonates closely with Piaget’s sensorimotor stage, the first stage of cognitive development in his influential theory (Piaget, 1977) whereby infants from birth to two years construct an understanding of the world by coordinating their physical actions with outcomes such as seeing and hearing. Across the two years, a child is expected to progress from reflexive action at birth, to the emergence of symbolic thought toward the end of the stage. According to Cunnigham (2010), PMLD learners at the most severe end of the spectrum function cognitively at six to twelve months of age, therefore an appropriate approach for such learners is to focus methods of teaching at sensory levels.2. Effective Teaching Strategies and Tools for PMLD PupilsAll pupils learn best when they are fully engaged (Iovanne et al., 2003). According to Carpenter (2010), no meaningful learning or outcome will take place without pupil engagement; therefore it is vital that deep engagement from pupils is planned throughout the learning activity. In this sense student engagement can be conceptualised as a reciprocal process; a function of both the time and energy pu pils devote to educationally purposeful activities, and the efforts made by schools to implement effective educational practices (Kuh et al. 2008). Given that engagement is so vital to the success of mainstream educational activities, it stands to reason that such engagement is similarly vital to the success of educational activities with pupils with PMLD. Indeed, Iovannone et al., (2003) stated that degree of engagement was the most important predictor of educational success for pupils with PMLD. Following research conducted by the Specialist Schools and Academies Trust (SSATrust) into effective learning with children with complex learning difficulties, the Engagement Profile and Scale was developed. This is a classroom tool that allows teachers to focus on pupils’ engagement to learning to create personalised pathways of learning, and monitor the effectiveness of classroom interventions (SSATrust). The teacher is required to select an activity with which the pupil is usually highly engaged, and one to which the pupil demonstrates low engagement. During each task, the teacher records the extent to which the pupil demonstrates his or her engagement across a 5-point scale ranging from no engagement to fully sustained engagement across seven domains (awareness, curiosity, investigation, discovery, anticipation, initiation and persistence). Teachers are encouraged to look for small signs of early engagement such as changes in breathing, eye movement, facial expressions or movement. Although in its early stages of classroom intervention, forming part of ongoing research into best practice in classrooms with children with complex educational needs, early case study reports have indicated that the Educational Profile and Scale is an effective tool to devise strategic interventions to encourage re-engagement with learning (Carpenter, Egerton, Brookes & Durdle, 2011).To modify or extend this essay or to get pricing on a custom essay Contact Us Today2.3. The Specific Use of Technology to Support Learners with PMLDInformation communication technology (ICT) has become a valuable tool for teaching and learning in specialist schools (Davis & Florian, 2004). Condie, Munro, Seagraves and Kenesson (2007) concluded that a substantial body of literature supported the notion that ICT can be a powerful tool to support pupils with educational needs, both in mainstream and specialist environments. Although the studies have tended towards the small scale, findings have elicited common themes included increased communication, improved participation and self-esteem. Ofsted have reported on a number of ways ICT has supported the learning of pupils with additional educational needs, noting improvements to attention span, attitude and motivation, whilst overcoming some of the barriers to learning therefore also increasing attainment (Ofsted 2005; 2004a). The Communications Aid Project (CAP), which was funded from 2002 – 2006 supplied technological aids to pupils with severe communication problems to allow them to more readily access the school curriculum. An evaluation of the project (Wright et al., 2004) noted that the initiative had been well received by parents and pupils alike, with pupils reporting a significant increase in both their abilities and quality of life. The key advantage of ICT lies in its opportunity to provide a personalised learning environment, tailored individually to meet the specific needs of each pupil, but in order for this to be realised, there must be first be a comprehensive and accurate assessment of pupil needs, access and strengths (Handy, 2000). Practically speaking, although ICT can free pupils with limited motor skills or coordination from the problems of manipulating physical materials, physical access to the device itself must be simple to allow pupils to concentrate their efforts on the cognitive task being performed. (Williams, 2005; NOF training manual, 2004). Technology, however, is often introduced to pupils without a full understanding of the benefit it may offer. Florian and Hegarty (2004) suggest that unless teachers fully understand the potential benefits of ICT and the logic behind using such technology, purposeful learning and engagement is limited. The application of ICT, they argue, must begin with the teacher and an understanding of the type of learning they hope to achieve. Teachers must be trained and competent in the use of ICT themselves before they can successfully support its use in pupils with PMLD in overcoming barriers to learning. Furthermore, they must also fully understand the nature of the assessment they would need to conduct in order to fully utlilise the technology. In addition to an adequate assessment of needs and the appropriate use of devices, the third component of successful use of ICT involves the software employed. Sparrowhawk and Heald (2007) outlined criteria for software to ensure it can successfully overcome barriers to learning. They suggested that software should be stimulating and fun, colourful with clear, rich graphics, music and sound, offer immediate feedback with repetition and reward, be challenging and allow pupils to keep trying, but be structured in small steps. Supporting these criteria, Foyle (2012) recently published an article outlining the role of interactive technology in the SEN classroom, describing pupils as most engaged and motivated when applications were visual and contained sound, music and rewards.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayAn important contributor to the field has been the tablet device, specifically the Apple iPad, a slim, lightweight and multi-touch device for downloading, accessing and interacting with a vast range of applications. To date, little empirical evidence of the effectiveness of the iPad in supporting learning in pupils with PMLD has been conducted and reported, although case studies published by schools that use iPads to support such learners are beginning to emerge. For example, the deputy head teacher at Topcliff School has reported that iPads have had a positive impact and response from their special needs pupils and teachers alike, as the iPad is easy to use, accessible and allows the user to access many well-designed applications, a sentiment shared by the head of music at Mary Elliot Special school, who described the technology as easy to use allowing teachers to feel confident in using ICT, with cheap yet engaging applications. In a blog written by ‘Jwinchester25’ (2012), a head of year in a generic special school for pupils with a range of special educational needs, the iPad is described as a d evice that enables and allows learning at any time, with a wealth of sensory applications that are ideal for learners working between p1 and p2, owing to the visual impact and instant feedback provided by its applications. Undoubtedly, the iPad has several factors that are advantageous in supporting the learning of PMLD pupils, including the range and value of its applications, its sleek and easy to use design, and use of touch technology, which can help overcome barriers for pupils facing issues using the traditional mouse and keyboard (Bean, 2012). However, such advantages come with important caveats; teachers must ensure that the device is both adequately positioned and mounted to optimise both vision and interaction (Watson Hyatt, 2010; Rahman, 2012).To modify or extend this essay or to get pricing on a custom essay Contact Us Today2.4. ConclusionPupils with PMLD have greater difficulties in learning and have additional impairments in functioning and needs that can create barrie rs to learning. Practitioners and teachers can support pupils to overcome such barriers by providing a learning environment that is stimulating to the senses, and promotes motivation and engagement. The world of technology can augment such learning by enabling pupils with PMLD to communicate and engage with the world around them. However, in order to maximally support such learners, technology must be tailored to the specific and individual needs of each pupil, requiring a thorough and accurate assessment of each pupil’s needs. It would appear that the Apple iPad has great potential to act as a tool for learning for pupils with PMLD, however there remains a gap in the empirical literature regarding the factors that might influence successful use of the iPad in such a teaching environment.1. MethodologyThe following chapter discusses the research methodology chosen for the present study and provides the rationale underpinning its selection. As action research was selected as t he prime research strategy, this chapter will discuss and explain what action research entails and also provide a brief explanation of the data collection methods that will be employed. Furthermore, the chapter will discuss the technique of sample selection and sample size proposed. The chapter will conclude with a discussion of the research instruments that will be utilised to gather the primary data.2. Research StrategyAccording to Lewin (1946), action research is â€Å"a comparative research on the conditions and effects of various forms of social action and research leading to social action (using) a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action†. It involves a practical approach to research inquiry in a social institution (Waters-Adams, 2006), and is perhaps more interactive than other research methodologies, as it balances data collection and analysis with problem solving action in the field. T his is advantageous as it allows the researcher to derive predictions regarding change within the research site (Reason & Bradbury, 2002). It is conceptualised as a collaborative process between the researcher and the research site and population, so it allows not only for observation and reflection, but also action and improvement of practice (Mills, 2006). Action research was particularly appropriate in this context. The author of the present study is an ICT coordinator, and was keen to discover how new technology purchased by the author’s school could be most effectively used with PMLD learners. Action research is often used when a new initiative is about to be implemented, in the absence of knowledge regarding the best method to do so. It allows for the discovery of practical solutions that are directly derived from the specific circumstances of the research site. However, as action research does not involve the objective measurement of phenomena, it can suffer from researcher bias (Mills, 2006). However, all researchers bring a degree of subjectivity shaped by individual experience, and it is the action researcher’s challenge to recognise such bias and build a critical reflexivity into the research process accordingly (Herr & Anderson, 2005). Action research can be time consuming, and difficult to conduct in tandem with normal classroom activities. For this reason, Mills (2006) a dvocates developing a timeline of enquiry.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayThe timetable for the current study is as follows: Phase 1 (July 2012): Develop research questions. Phase 2 (August 2012): Conducted critical review of relevant literature. Phase 3 (September 2012): Conduct classroom observation. Disseminate questionnaire to second school. Phase 4 (October 2012): Conducted semi-structured interviews with teachers. Phase 5 (November – December 2012): Data collation and analysis Phase 6 (Early 2013): Review, question and action. Disseminate research findings to interested parties.3. Data CollectionAccording to Mills, â€Å"the importance of data collection is to challenge yourself to explore every possible angle to try to find patterns and seek out new understanding among the data† (2006: 122). The selection of data collection methods forms a fundamental step in the research process and should be underpinned by the concepts of reliability and validity. Reliability relates to the accuracy of the data and urges the researcher to consider whether the data they have collected presents an accu rate representation of the reality under study. Validity refers to the essential truthfulness of the data; an assertion that the data collected actually measures the reality under study. Producing high quality research is of particular concern to the action researcher in schools, as the teacher researcher has an additional obligation to their students, and to add to the professional knowledge base (Sagor, 2000). One method of enhancing the quality of research is to triangulate data collection; to use more than one source of data during more than one point in time. The present study included questionnaires, observation and semi-structured interviews. The approach therefore was mainly qualitative, although the inclusion of some closed-ended questions in the questionnaire allowed for some limited quantitative enquiry.4. QuestionnairesThe questionnaire was designed and will be disseminated via Survey Monkey, an online research resource which allows users to design surveys and collect an d analyse data easily. The questionnaire contained both open-ended and closed-ended questions to enable respondents to both answer the specific research questions, and also provide their own responses to add richness to the data. Invitations to participate in this part of the research will be made to members of staff from a different school to the research site, and respondents will be invited to complete the questionnaire via an online link. The questionnaire has been designed specifically to investigate how other schools are integrating iPads into their work with PMLD learners. The main advantage of the questionnaire method is that it potentially allows the researcher to collect a large amount of information in a relatively short amount of time (Mills, 2006). However, the method is notorious for returning lower response rates. Generally speaking, postal survey methods have an average response rate of below 10%, whilst typical response rates for online surveys are a little higher, at 20 – 30% (SurveyMonkey, 2012).5. ObservationThe observations will be conducted only at the primary research site, and will be participatory in nature, as this allows for more focused naturalistic observation (Bell, 2005). In the present study, observation will take place with four pupils with PMLD as they use iPads as part of normal teaching and learning activities. The observations will be guided by the use of the Engagement Profile (SSATrust, 2010) which will enable the researcher to observe exactly which factors involved in the use of iPads engage pupils. For an example of the Engagement Profile observation sheet refer to Appendix A.6. InterviewThe aim of the interview is to elicit information about participant’s attitudes, opinions and perspectives in order to form a meaningful understanding of the phenomena under study (Hannan, 2007). Specifically, this research will include the use of semi-structured interviews, which allow researchers to have a set of specifi c questions to discuss, but allows for some flexibility on the respondents’ behalf. One interview will be conducted with the class teacher, and will address the ways in which iPads are incorporated into teaching activities with PMLD learners.To modify or extend this essay or to get pricing on a custom essay Contact Us Today1. Sample Size and Sampling Techniques For questionnaire completion, sampling will follow the snowballing technique, a non-probability sampling technique whereby participants in turn recruit future participants from among their acquaintances. In this instance, the link to the online survey will be sent to the target population, with a request that it is passed on to other interested parties. As the likely response rate is as yet unknown, the link will be sent to all possible study participants. The return rate will determine whether any quantitative data analysis will be conducted on the closed-ended survey items. The observations will be limited to four pu pils, who will be identified as appropriate for participation via the researcher’s own knowledge of the pupils within the research site, and via discussions with classroom teachers. Only one interview will be conducted with the classroom teacher. Methods were selected that drew upon small samples to provide an in-depth exploration of the area under study, the number of observations and interviews was restricted to maximise the effectiveness of such in-depth exploration (see Kruger & Casey, 2009 for a discussion regarding sample size when using qualitative methods.7. Ethical ConsiderationsOf prime concern to any researcher, are the ethical considerations and implications of their work. A full understanding of research ethics, and adherence and accountability to an ethical framework can provide a solid base for the research work in order to achieve completion of said research successfully (Willis, Inman and Valenti, 2010). Adherence to ethical considerations in research promote s the aims of research; prohibiting the falsification of results avoids error. Ethical norms ensure that the researcher remains accountable to the public and can prevent harm; therefore prior to the commencement of any piece of research, it is essential to consider all the ethical implications that may present themselves throughout all stages of the study. Central to research ethics is the issue of consent. The proposed study will provide interview participants with a Participant Information Form (PIF) detailing exactly the aims and processes of the research, and the contact details of the researcher. A consent form will be given with the PIF for both the participant and researcher to sign. The form will detail the participants’ right to refuse to participate, and right to withdraw consent at any point during the research, without penalty. As the pupil observations will be conducted as part of normal teaching and learning activities, it is not necessary to seek permission fro m parents.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayIn a dissertation work, keeping the personal details of the respondents secured is a prime ethical requirement, therefore, another major ethical consideration of the proposed study relates to anonymity and confidentiality. Conducting any research within the workplace could raise concerns among participants; therefore the interviews and Engagement Profiles will be anonymised and assigned codes rather than names. Surveys will be conducted anonymously via SurveyMonkey, access to data will be strictly limited to the researcher, and all participants will have the right to access their own information.ReferencesBean, I. (2012) A helping hand. SEN Magazine, February 2012. Available at: https://www.senmagazine.co.uk/articles/856-how-can-we-make-computers-more-accessible-to-all.html (accessed 13.08.2012). Boote, D.N. & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Research 34 (6): 3 – 15. Carpenter, B., Egerton, J., Brooks, T.& Durdle , R. (2011). Engagement in Learning. 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