Benefits of Coffee free essay sample

Kristen Kirkpatrick said that a study in 2012 showed that three or more cups of coffee a day lowers the risk of death regardless of whether participants drank caffeinated or decaffeinated coffee. 2. Makes your reproductive system happy d. Men would you like a drink that could lower your chances for prostate cancer? And ladies wouldn’t you like to lower your risk for endometrial cancer? e. Kirkpatrick also says that a 2011  study  found that men consuming at least six or more cups a day reduced their risk of prostate cancer by 20 percent! Another  study  published in the  Journal Cancer Epidemiology, Biomarkers and Prevention  found that women who drank more than four cups of coffee a day had a 25 percent lower risk of endometrial cancer. 3. Lower risks of Type 2 diabetes f. A 2012  study  found that a compound in coffee can actually help block a substance in the body called human islet amyloid polypeptide that may play a role in the development of diabetes. We will write a custom essay sample on Benefits of Coffee or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Further  studies  have  demonstrated  that caffeinated coffee consumption is linked to decreased diabetes risk as well. 4. Protects your brain g. When you wake up to the smell of coffee in the morning do you usually smile? h. Coffee drinkers are less likely to develop dementia and Alzheimers later in life according to a study done in 2009 i. The smell of coffee can help reduce stress that could be associated with loss of sleep 5. Good for skin j. Drinking coffee may help you to ward off basal cell carcinoma So, the next time you are wondering whether you should have that second cup of coffee to perk you up, relax. At least now you know how it could help you!

Seperation of Powers essays

Seperation of Powers essays The Judicial Branch in Regard to Separation of Powers The Doctrine of Separation of powers is that political power should be divided among several bodies as a precaution against tyranny. The ideal is opposed the absolute sovereignty of the Crown, Parliament, or any other body. The blueprint for United States separation of powers is laid out in the U.S. Constitution and expanded upon in the Federalist Papers. The checks and balances of the US government involve the horizontal separation of powers among the executive (the Presidency), the legislature (the two houses of Congress themselves arranged to check and balance one another), and the judiciary (the federal courts). There is also a vertical separation between the federal government and the states. Defenders of separation of powers insist that it is needed against tyranny, including the tyranny of the majority. Its opponents argue that sovereignty must lie somewhere, and that it is better, and arguably more democratic, to ensure that it always lies within the same body. The U nited States wanted to instate a government structured in such a way that each branch was separate but equal. We will see, however, that it is not always a black and white arrangement and that the judicial branch has often found itself in the gray area of sovereignty. The theoretical reasoning behind the need for separation of powers is laid out by Publius (Jefferson and Madison) primarily in Federalist Papers # 49 51. In American discourse separation of powers is more of a name than an accurate description. In application, none of the three branches is really separate from the others. This was the argument that James Madison addressed in The Federalist, no 47. The Anti- Federalist charge was that The several departments are blended in such a manner as at once to destroy all symmetry and beauty of form, and to expose some of the essential parts of the edifice to the danger o...

Why more and more college students are taking online classes Essay

Why more and more college students are taking online classes - Essay Example Most of the students use to take online classes when they faced difficulty in scheduling the needed classes due to their busy routines of being full time workers, older, married or having responsibilities of children and other family members (Pearson Foundation, 2010). Students sometimes also failed to get enrolled due to overbooked or closed session and then take online classes. It is due to wide array of benefits associated with online courses that the college students are widely turning towards online classes. Online classes offer high level of flexibility and it became easily possible for the students to schedule their classes from their homes or any other place when they get time to spend on the studies. Like real colleges, they don’t have to take time for going colleges neither they have to think about travelling towards college to avoid missing the class at specific time (Schworm, 2008). The college students are also widely taking online classes due to the availability of wide array of options regarding the selection of courses, subjects, diplomas and degree programs. They have many choices in front of them and can choose any one of their interest regardless of physical presence of the college near their place. The online classes often offer lower tuition rates as compared with the fee of many traditional colleges. The students don’t have to spend on buying text books because most of the online classes do not require students to buy books but they provide material through EBooks or other online resources like downloadable lectures, notes, assignments and reading material etc. In the way the overall expenses of the studies became lower and it became easy for the students to manage their studies with even lower budgets (Schworm, 2008). Online classes allow choosing the study timing according to the convenience. The college students can easily plan

Daimler Chrysler Merger Case Study Example | Topics and Well Written Essays - 4250 words

Daimler Chrysler Merger - Case Study Example From its inception until 1978, the U.S. automotive industry showed a steady expansion, with the exception of the years during World War II when its plants were converted to the production of war materials. In 1978, motor vehicle production reached an all-time high of 12.9 million units, including about 9.2 million cars; since then production has fluctuated. In the early 1980s the industry was in a recession, producing fewer cars in 1982 than in any year since 1958. From 1990 to 1992 the industry experienced another recession. In 1996, U.S. motor vehicle production totaled 11.8 million, including 6.1 million cars and 5.7 million trucks; North American motor vehicle production, including all vehicles made by domestic and foreign companies in the U.S., Canada, and Mexico, reached more than 15.4 million-8.2 million cars and 7.3 million trucks. In the mid-1990s, the U.S. auto industry showed signs of recovery (History.com). To try to improve their global positions in terms of output and market share almost all of the major firms in the industry embarked on a period of consolidation in the 1980s and continued this in the 1990s. Ford acquired Aston Martin, Mazda, Jaguar, Land Rover and Volvo. Volkswagen gained Skoda and Seat. General Motors took major interests Saab, Suzuki, Isuzu and Daewoo. Finally, Renault merged with Nissan, Dacia and Samsung. The most salient point arising for the purposes of this paper is the firms which bought firms in economies where they had little previous presence as part of their strategy of going global. Essentially then DaimlerChrysler was caught up in a general trend and found itself following others in the search for what seemed global security through scale and scope. Worker involvement in the full process began in the 1980s. Worker "circles," as developed by the Japanese, gained adherents in the U.S. auto industry as a means of taking some of the drudgery from repetitive, assembly-line tasks and simultaneously giving workers a larger interest in decision making. Profit sharing among auto workers began at the American Motors Corp. in the early 1960s. Chrysler Corp. approved the concept in bargaining with the United Auto Workers (UAW) union in 1981, as did Ford in 1982. By the mid-1980s profit sharing had become standard in the industry. In 1990 the U.S. auto industry and related industries employed about one of every 13 workers in the nation. It is the largest single consumer of steel, plastics, glass, and rubber, to name four key supporting industries. The auto companies could not exist without outside suppliers, who typically supply 30 to 70 percent of the industry's requirements (History.com). To provide U.S. automakers time to catch up with the Japanese, during the 1980s the U.S. government pressed Japan to restrain motor vehicle exports to the U.S. to 2.1 million per year. This quota was lowered to 1.6 million as the Japanese began producing large volumes of vehicles in American plants. Under the National Competitiveness Act of 1984, the three U.S.-based automakers began forming consortia in 1989 under which they share in research and development to reduce costs and speed new

The impact of anti-abortion laws on women in North America Essay

The impact of anti-abortion laws on women in North America - Essay Example No society, religion, government or group has the right to push any woman into motherhood, unless one voluntarily and willingly intends to do so (Trib 14). Denying a woman the right to have an abortion is akin to pressurizing a woman into accepting a submissive and subservient role in the society. In such a scenario, the dominant ideologies and influences resort to exploiting pregnancy and motherhood as a tool to accord women a second class status (Trib 16). In case of the women, access to legal and safe abortion facilities is recognition of one’s fundamental right to have a control over one’s body. No individual or society has the right to control what happens to the body of an individual or what an individual chooses to do to one’s body to assure personal well being (Trib 17). In North American and especially in Canada and the US, the struggle against anti-abortion laws has been long and unrelenting, accompanied by both favorable and adverse impacts on the wome n in North America. Canada- Abortion Laws In the year 1869, the Canadian legislature passed strict anti-abortion laws (Tatalovich 23). ... The women who most suffered were the ones from small towns or rural areas (Tatalovich 29). In the year 1988, in a ruling famously known as the â€Å"Morgentaler decision†, the Supreme Court of Canada, repealed the harsh and draconian anti-abortion laws and declared them to be null and void (Tatalovich 53). The Supreme Court of Canada ruled that such anti-abortion laws amounted to an inequitable treatment towards women and interfered with the rights extended to them under Canada’s Charter of Rights and Freedoms (Tatalovich 56). The Court observed that abortion constituted a Charter right of women, guaranteed under the right to life, right to liberty and the right to freedom of conscience (Tatalovich 56). The Canadian government tried to pass strict anti- abortion laws in 1990, but was forestalled by massive public protests and media outrage (Tatalovich 58). So, today Canada is the only country with no anti-abortion laws. The Canadian Experience In a post 1869 scenario, t he strict Canadian anti-abortion laws directly translated into untold and multifarious emotional and medical turmoil for women. Women having no access to safe and legal abortion resorted to unsafe and bothersome options. Not to say, a great proportion of the women having no option of a safe and legal abortion, willy-nilly reconciled with a forced and undesired motherhood (Faur 312). Things stood to be worse for those who owing to a lack of legal and safe abortion facilities, resorted to risky and unsafe abortion procedures, resulting in sever medical complications and many a times in death (Faur 314). Unsafe and botched abortions performed by quacks were the only option left to many, and this option was mostly loaded with severe

Coal Workers Pneumoconiosis (CWP) Research Plan

Coal Workers Pneumoconiosis (CWP) Research Plan MOHAMMAD FAISAL Collection of Data A.1. What were the objectives of the study? What was the association of interest? The objectives of the study were to examine the association of the prevalence of coal workers pneumoconiosis (CWP) in the USA and different contributing factors such as level of dust exposure, mine size, low seam mining and other factors. Also the regional differences in CWP were compared. The association of interest is between CWP and various contributing factors and also between different MSHA district regions. It was a cross-sectional study. A.2. What was the primary outcome (usually a disease, health condition, or other dependent variable) of interest? Briefly explain how the outcome was measured. The primary outcomes were observed and predicted prevalence in CWP prevalence in miners who participated in this study. Attfield and Morring Exposure response model was utilized to measure the predicted prevalence in CWP and the Chi-square test was used to compare the predicted and observed prevalences in CWP in miners. Radiographs were used to determine the presence of lung parenchymal abnormalities that are consistent with pneumoconiosis obtained from CWHSP. A.3. What was the primary exposure (actual exposure such as chemical, other risk factor, or other independent variable) of interest? Briefly explain how exposure was measured. The primary exposures were level of dust exposure concentration, mine size, tenure, seam height. These data were collected from CWHSP, approved by the NIOSH Human Subjects Review Board. Coal mine dust concentration and seam height data were obtained from MSIS. A.4. What type of study was conducted (study design)? This was a cross sectional study, which was done with a large number of participants from survey data. A.5. Describe the process of subject selection.   Define the source population for this study, if possible. The study participants were 12,408 underground coal miners from the MSHA districts. Participation in this CWHSP study were voluntary and study participants were 16 years and older. Due to small number of participants and different type of coal type (anthracite rather than bituminous), MSHA district 1 participants were excluded. The source population was all the underground coal miners in MSHA districts in USA. A.6. Selection bias: What are possible sources in this study? Examples: in a case-control study, how were the study subjects included? In a cohort study, is there loss to follow-up?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The study participants (underground coal miners) in this CWHSP study were stratified by MSHA districts. Since stratified analyses are important in this study, the probability of being selected in a specific stratum might be different from another stratum and thus a selection bias might have happened. A.7. Information bias: What are some of the sources of information (measurement) error, for either the exposure or outcome measurement? Are these differential with respect to the exposure or outcome of interest? For exposure measurement, the investigators analyzed the self reported tenure in mining to derive the cumulative exposures. Also current exposures were examined for CWP which may not establish temporal relationship due to lack of allowance for lag time. A.8. Confounding: Did the authors consider potential confounders in the design of the study? The authors considered the following confounders: miner age and coal rank because the effect of respirable coal mine dust can be modified by the rank of the coal.   Ã‚  Ã‚   B. Analysis of Data B.1. What methods were used to control confounding? Were these sufficient (as far as you can tell)? As mentioned in the report the investigators incorporated all of the above mentioned covariates in their exposure-response statistical models to control for confounding. No detailed description is found about controlling the confounders. B.2. What measure of association (e.g. odds ratio, risk ratio, rate difference, etc.) was reported in the study? Was this appropriate? The authors reported the prevalence of the CWP and prevalence ratio between different MSHA district regions in this study. Since this is a survey based study, prevalence ratio is appropriate. B.3. How was the uncertainty of the measure of association (effect of random error or statistical significance) reported in this study? Are the conclusions of the study consistent with the uncertainty of the measure of association? The authors did not report 95% confidence intervals to report the uncertainty of the measure. However they reported the range of measured dust concentration level, worked hours per miners and tenure median. The prevalence ratio was statistically significant (p

Value of Color and Light in Henrik Ibsens Wild Duck :: Henrik Ibsen Wild Duck Essays

The Value of Color and Light in Henrik Ibsen's Wild Duck    In the Wild Duck, Henrik Ibsen begins his play by emphasizing the value of color and light. He uses the theme of light to contrast Old Werle, a stingy rich man, with Old Ekdal, a poor helpless man. Ibsen connects the color green with the loss of eyesight of Old Werle. A possible affair between Old Werle and Gina, Hedvig's mother, may suggest the cause of Hedvig's loss of sight. By using sun and moon, Ibsen establishes the atmosphere of the scene. The story line deteriorates from peaceful to tragic. Similarly, does the setting in the last four acts. In the Wild Duck, Henrik Ibsen employs the image of light to portray certain characteristics in order to construct the plot and to adjust the mood of the scene. F.L. Lucas analyzes the opening arrangement and writes "In the outer room the lamps are dimmed, with green shades, in contrast to the brilliance of the room behind"(190). We understand that this meant that the outer room, lit with soft and shaded light, implies poverty, where as th e inner room, illuminated with bright candles, expresses wealth. The darkened room, insinuating poverty, is the office in which the poor Old Ekdal 'does some extra copying,' and in return receives a small income. The inside room, representing wealth, is Old Werle's dining room where he was hosting a party. The distinctions of these two lit rooms contrast Old Ekdal and Old Werle. "In contrast to Werle's party, the lighting is of comparative poverty 'on the table a lighted lamp'"(190), explains critic, F.L. Lucas. Unlike Old Werle's expensive and exquisite illumination, a small inexpensive lamp lights the Ekdals home, displaying poverty. This dissimilarity shows another significant distinction between Old Werle and Old Ekdal. The distinctions of the light between Old Ekdal's and Old Werle's homes is illustrated in the following incident.It is brought to the reader's attention that in the following quotation Old Werle and Old Ekdal were partners in crime. "[Old Werle] escaped by the sk in of his teeth," while they sentenced Old Ekdal to prison. This incident resulted in extreme hatred toward Old Werle for his poor aid to Old Ekdal. Being that Werle had a vast amount of money, Old Ekdal, Hjalmar, and Werle's son, Gregers felt tremendous feelings of animosity. Gregers recognized the miserable support his father has given to the Ekdals.

Performance of Sdssu in the Licensure Examination for Teachers Essay

Introduction High percentage of LET passers contributes greatly to the accreditation of education programs of a certain college or university. This, aside from adding zest within the vicinity of school academe, is the reason why schools offering education courses crave for high percentage of LET passers (Philippine Journal of Education, 2005). Today, prospective teachers must clear a series of hurdles to obtain and maintain a teaching certificate – one of which is to pass the Licensure Examination for Teachers (Libman, 2009). States use licensing to ensure that the only qualified teachers can be hired. This builds anxiety not only among examinees but more so far schools who turn out prospective teachers with different majors. Obviously, the National examination for teachers stirs competitive against, since it augurs possible employment, salary or appointment upgrading ranking consideration, and acceptance to the halls of DECS. In addition, implications permeate school standards and pride for garnering honors from percentage passers (Philippine Journal of Education, 2005). The performance scores in the Licensure Examinations for Teachers reflect the abilities of the teacher examinees. Thus, having low percentage of LET passers indicates low quality pre-service teacher education in the country (Ramota, 2011). Palatino, who is a young education graduate from the University of the Philippines, feared that poor performance in LET may lead to further slide of the educational standards of the educational standards of our country. If this alarming trend will not be aided, he said, the country will be seeing more classrooms with no teachers in our schools despite an oversupply of teacher education graduates who end jobless or else volunteer teachers in remote areas (Ramota, 2011). Performance of education graduates in the Licensure Examinations for Teachers predetermine not only the competence of the graduates but so as the institutions where they have acquired their diplomas. This serves as the major key in accrediting education programs. Having low percentage of LET passers may lead to changing of educational programs or worse, closing of the educational programs. Hence, the researchers conduct this study to find the relationship between the students LET performance and standard and competence of the said institution. Moreover, to develop an intervention program that would help obtain standard results in the LET. Theoretical/ Conceptual Framework This paper is anchored on Joe Wholey’s model of program evaluation (1987) and the Education Conceptual Model. Like systems and organizational theories, Wholey’s model of program evaluation describes the characteristics of faculty and students and the extent to which curricular activities and fiscal resources influence the educational process and subsequent effectiveness in goal attainment. Wholey defines a program as a set of resources and activities directed toward one or more goals. The linkage of resource expenditures, program activities, immediate outcomes, and ultimate goals directly relates to SDSSU and its program’s performance on the Licensure examination for Teachers. If SDSSU program resources are available, then qualified faculty will be recruited and retained to provide the necessary curricular instruction and learning activities. Given the appropriate faculty to develop and implement the curriculum and activities, students will be provided an opportu nity to develop the required knowledge, skills, and behaviors appropriate for entry-level practice as teacher practitioners. If the appropriate curriculum and activities are implemented, then graduates will demonstrate the desired outcomes expected at the entry level for Licensure tests. If these learning activities and outcomes occur, then progress will be made toward the SDSSU program goals and the ultimate goal of the teaching profession. The ultimate goal of College of Teacher Education programs is to provide competent teachers imbued with ethical values and ideals in a humane environment supportive to the national thrust for social transformation. Four teacher education program components with key predictor variables for each are identified. First, program resources (total program expenditures) must be adequate to ensure the achievement of the learning goals and outcomes. Second, there must be sufficient faculty (student-to-faculty ratio) with the necessary qualifications (degrees earned, teaching experience) to influence program processes and outcomes. Third, the curriculum (didactic, laboratory, and professional practice hours; comprehensive examination) must support the entry-level competencies of professional practice and the achievement of learning goals and outcomes. Fourth, in order to graduate and enter professional practice, students (mean cumulative college GPA on admission) must be evaluated on the ability to demonstrate competencies measured on the Licensure Examination for Teachers. Taking and passing the LET is the ticket to enter teaching profession which is the desire result of education students. Licensure Examination for Teachers (LET) is the professional board examination given by Professional Regulation Commission (PRC) to determine who are to be allowed to teach and who are not (http://eduphil.org/how-to-pass-the-licensure-examination-for-teachers-let.html).LET performances in terms of passing scores are often perceived as the scale in measuring the quality of education of schools offering teacher education. According to Daniel Goldhaber (2012) University of Washington researcher, â€Å"licensure test performance is clearly not a silver bullet. Licensing tests are usually paper and pencil tests of subject matter knowledge and on occasion, pedagogical knowledge.† Multiple researches having the same findings as his, argues for a much more comprehensive system for assessing teachers to determine their preparedness to enter the classroom as sole pract itioners (National Council for Accreditation of Teacher Education, 2012). Schematic Diagram Basis for an intervention program. Basis for an intervention program. Level of accreditation of teacher education programs. Relationship of LET performance and level of accreditation in teacher education. Level of accreditation of teacher education programs. Relationship of LET performance and level of accreditation in teacher education. SDSSU performance in terms of passing percentage in Licensure Examination for Teachers SDSSU performance in terms of passing percentage in Licensure Examination for Teachers Figure 1 shows the schematic diagram of the study. The first table shows the profile of SDSSU in terms of their performance in LET. The second table shows the accredited education programs of SDSSU and their levels of accreditation. The third table shows the basis for an inspired LET performance. Statement of the Problem The researcher seeks to study the performance of SDSSU in the Licensure Examinations for Teachers. Specifically, the researcher would like to find out the following: 1. What is the performance of SDSSU in terms of passing percentage in Licensure Examination for Teachers? 2. What is the level of accreditation of teacher education programs in Surigao del Sur State University? 3. Is there a significant relationship between students LET performance and the level of accreditation of Surigao del Sur State University campuses? 4. What are the problems met in the teacher education programs to attain the better LET performance in pursuit for quality education? 5. What intervention program shall be crafted based on the findings of the study? Null Hypothesis Ho1: There is no significant relationship between the LET performance of the teacher education graduates and the level of accreditation in the teacher education programs. Significance of the study The following individuals are deemed to benefit largely on this study. School administrators. This paper would help the school administrators to become more motivated in administering better curriculum and courses that are relevant in achieving high passing percentage in LET. This would lead to the improvement of standards of the institutions. Faculty. This paper would remind them that their part as faculty is very crucial and relevant in moulding new generations of would-be-teachers. This would encourage them to always do their job honestly, sincerely, and passionately and to redesign their teaching strategies, if needed, in order for them to facilitate maximum learning effectiveness and produce highly competent and surely LET passer students. Students. This paper would help them realize their role as an important aspect in acquiring competence and standards of their institutions. Thus, would drive them to do well in their studies in order for them to bring pride and happiness to their college or universities. Community. If the individuals aforementioned would be able to realize the importance of their roles in developing a more equipped, qualified, and reliable who would benefit most. Scope and limitation This study focuses on the performance of teacher education graduates of SDSSU in the Licensure Examination for Teachers. It will be conducted at SDSSU during the second semester of school year 2012-2013. The monitoring is to be administered to the five campuses of SDSSU namely: Cantilan, Lianga, San Miguel, Tagbina, and Tandag campuses. Definition of terms The terminologies used in this study are defined operationally. Accreditation. Accreditation is a process in which certification of competency, authority, or credibility is presented. Organizations that issue credentials or certify third parties against official standards are themselves formally accredited by accreditation bodies (such as PRC); hence they are sometimes known as â€Å"accredited certification bodies†. The accreditation process ensures that their certification practices are acceptable, typically meaning that they are competent to test and certify third parties, behave ethically and employ suitable quality assurance. Competence. Competence refers to the quality of being well qualified. It is the quality of having great facility and being able to perform and facilitate achievement or accomplishment. Education. Education in its broadest, general sense is the means through which the aims and habits of a group of people sustain from one generation to the next. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts. It is the formal process by which society deliberately transmits its accumulated knowledge, skills, customs and values from one generation to another, e.g. instruction in schools. Institution. An institution is any structure or mechanism of social order and cooperation governing the behaviour of a set of individuals within a given human community. Institutions are identified with a social purpose, transcending individual human lives and intention by mediating the rules that govern cooperative human behaviour. The term â€Å"institution† is commonly applied to customs and behaviour patterns important to a society, as well as to particular formal organizations of government and public services. Licensure Examination for Teachers (LET). Licensure Examination for Regulation Commission (PRC) to determine who should be allowed to teach schools in the Philippines. Performance. Refers to the accomplishment of a given task measured against present known standards of accuracy, completeness, cost, and speed. In a contract, performance is deemed to be the fulfilment of an obligation, in a manner that releases the performer from all liabilities under the contract. Profile. Is a brief description of the characteristics of something, where in my study, are the characteristics of Surigao Del Sur State University main campus in terms of their percentage of LET passers and the accreditation levels of the different education programs that they are offering. Student. A student is a learner, or someone who attends an educational institution. In its widest use, student is used for anyone who is learning. Chapter II RELATED STUDIES AND LITERATURE Effective Teachers are what each classroom needs. But what makes a teacher effective? How can we identify effective teachers from those who are not? Are licensure examinations enough to assess the quality of teachers? Passing the licensure examination is often perceive as an indicator of qualified and effective teachers. But according to the researchers from the Southeast Centre for Teaching Quality (2003c), licensure examinations are not enough to measure the competence among teacher candidates. They concluded that in order to assess competence among teacher candidates, multiple methods should be used. This should include student work samples and the demonstration of new knowledge and skills known to reflect the core competences of highly qualified beginning teachers. This thoughts gained support from a study commissioned by the National Research Council (2001), the role of licensure tests in improving teacher quality, as cited in the study of Wilkerson and Lang (2004) concluding th at even a set of well-designed tests is inadequate to measure all of the prerequisites for a competent beginning teacher. The researcher of the National Research Council also recommended that states use multiple forms of evidence in making decisions about teacher candidates and use licensure tests only as a part of a coherent developmental system of preparation assessment, and support that reflects the many features of teacher competence. Addressing some of the issues on teacher effectiveness is through a voluntary certification process, which has been offered by the National Board for Professional Teaching Standards (NBPTS). This is a certification process where teachers who are considered to be highly effective can demonstrate, and gain recognition for, their knowledge and teaching skills. And despite a lack of evidence on its efficacy in identifying effective teachers, there has been a continuous growing participation in the NBPTS. Many policymakers in various states and school districts also view this certification as a signal of teacher quality. In fact, NBPTS certified teachers receive recognitions and financial incentives (Goldhaber and Anthony 2004). Citing evidence, Goldhaber of the University of Washington and Urban Institute so with Anthony of Urban Institute describe the result of the first large-scale study, based on a unique data set from North Carolina, assessing the relationship between certification of teachers by National Board for Professional Teaching Standards (NBPTS) and Elementary-level student achievement. Findings indicated that NBPTS is successfully identifying the more effective teachers among applicants, and that NBPTS-certified teachers, prior to becoming certified, were more effective than their non-certified counterparts at increasing student achievement (Goldhaber and Anthony 2004). In the middle of these findings, the American Educational Research Association Panel concluded, based on the available evidences they have analyzed, that licensure in the field gained by university-based teacher preparation is an indicator of effective teaching and student achievement. Before getting to taking licensure exams and applying for certifications, teachers-to-be first have to finish education courses and undergo teacher preparation. Most of those who wanted to be effective teachers prefer to study at state colleges and universities having passed the National Accreditations since it is perceive that nationally accredited state colleges and universities caters teacher education programs that are capable of moulding and producing effective teachers. Many education graduates in the provinces are not passing the LET (Ramota 2011). Palatino, as cited in Ramota (2011), opined that LET examinees performance shows the low quality of pre-service Teacher Education in the country. He stated that many Teacher Education institutions are producing half-baked graduates who add up to the bulk of the LET non- passers and unemployed or under employed Teachers. He also stated that even these schools are being turn into mere for profit diploma mills rather than as training ground for future mentors. When Colleges of Education seek National Accreditation for their teacher education programs, there are a variety of obstacles to their success. But according to Adams (2004), not all of these obstacles are a reflection of program quality since accrediting bodies at the national or state level have different and at times conflicting requirements. This could even be more damaging. Evaluation systems may be scheduled to be phased in too rapidly, without clear guidelines. It is likely that the programs they are evaluating will be forced to suffer the consequences of this management. This situation is a contributing factor in the undeserved negative perceptions of teacher education programs. Though colleges of education should be accountable for the quality of the teachers they produce, the accrediting agencies should be accountable for the clarity and straightforwardness of the process. Whether a teacher candidate will be effectively teaching or not depends on the teacher preparations he or she had. The National Council for Accreditation of Teacher Education (2012) stressed to components that are critically important in the teacher preparation: the teacher knowledge of the subject to be taught, and the knowledge and skills on how to teach that subject. Research and common sense tell us that subject matter knowledge is necessary for effective teaching. But there is a second part of the equation: knowledge and skills on how to teach is also a must. Effective teachers understand and are able to apply strategies to help students increase achievements. They understand and apply knowledge of child and adolescent development to motivate and engage students. They are able to diagnose individual learning needs. They know how to develop a positive climate in the classroom in order to make it a stimulating learning environment. The scholars of the National Academy of Education of America also supports that content knowledge does not adequately prepared teachers for the challenges they will faced in today’s classrooms, where teachers need to be prepared for learning differences and dis abilities that are prevalent (). Moreover, and American Educational Research Association Panel of nationally recognized scholars analyzed the empirical e vidence relevant to practices and policies in pre-service teacher Education in the US. Findings specific to education programs that produce successful teachers include: (1) collaborative arrangements between university programs and local school districts—known as professional development schools (PDSs)—have a positive impact on k-12 students in measurable ways such as increase in standardized test scores; (2) planned, guided and sustained interactions with pupils within early field and student teaching settings is important; (3) seven of eight studies reviewed found positive correlations between licensure and student achievement, especially in mathematics education (). These ideas stated above only proves that the quality of schools, the instructors of the teacher education programs, so with the educations programs, plays a very critical role in the education process since they are the one who mould the aspiring educators to be globally competitive and effective teachers. Gradual learning is very important for any student, be it in any field. But there are many more things in a student’s brain that we often forget, and herein appears the difficulty. There are students who faced learning problems and it’s not even their fault. For a school student, life is loaded with studies. Though it is not possible for each one of them to cope up with their studies, they often get nervous, frustrated and ends up mugging their lesson which is very harmful. There can be factors, as many as every student in this world, that affect student achievements. According to Shahin (2012), the student’s community is affected by lots of problems such us lack of quality of education, the threat of unemployment, absence of adequate opportunities, nepotism and a host of many such factors disheartening the students. She added that the lack of proper guidance by the parents and unawareness of the student in choosing the right career lead to their doom. Similarly, Suvajit (2009) believes that all these predicaments faced by students can only be resolve if every school and college recruits a qualified students councillor to guide the students in times of their problems. He cited recession as an example since it has caused huge dearth of jobs enabling the students to avail their desired job. And so, many of these students go on for further studies but are often puzzled about which course to study and from which college. And because of the lack of proper guidance, they often take hasty decisions for which they have to repent later. While Koski and Weis (2004) called on the state to analyse its own contents standards and curriculum frameworks to develop a complete basket of educational resources, ranging from laboratory equipment and sophisticated measuring instruments to well- stocked libraries and media centres, and conditions that all children should have an opportunity to achieve the state’s standards. But there have been a proposal cited by The Journal Report: Big Issues in Education of US (2012). The proposal stated that all (US) children should meet the same academic standards, essentially proposing a nationalized system of education. This issue gathered contrasting ideas of some influential educators in US including Chester E. Finn Jr., president of the Thomas B. Fordham institute and chairman of the Hoover Institution’s Koret Task Force on K to 12 Education, who argues in favour of national standards, and Jay Greene, head of the department of education reform at the University of Arkansas in Fayetteville, Ark, who makes the case against natio nal standards. According to Finn Jr., as cited in a journal community The Journal Report: Big Issues in Education of US (2012), one way to ensure that young people would develop the skills they need to compete globally is to set clear standards about what schools should teach and students should learn—and make these standards uniform across the country. He stated that the issues plaguing American education—low achievement, poor technical skills, too many dropouts, etc.—are nationwide, and so is the challenge of economic competitiveness and that these were caused by the disorderly, dysfunctional way of handling academic standards for students. Though Finn Jr. believed that an effective education system also requires quality teachers, effective administrators and other vital elements, make them the same everywhere is important. A rigorous national standard is a need for a mobile society like theirs where a fourth-grader in Portland, Maine, may find herself a fifth grader in Portland, Ore. He also added that United States of America is no longer a country where children born in rural areas spend their entire lives there. They need and are expected to be ready for jobs in other parts of the land. And they won’t have any problem in adjusting to their lesson since every school is following a national standard (The Jou rnal Report: Big Issues in Education of US, 2012). On the other hand, Greene as also cited in a journal community The Journal Report: Big Issues in Education of US (2012) contended that different youngsters need to learn different things in different ways. He stated that such uniformity would only make sense if: 1) there was a single best way for all student to learn; 2) we knew what it was; 3) we could be sure the people running this nationalized education system would adapt that correct approach; and 4) they would remain in charge far into the future. But this isn’t how things are. He believed that there is no consensus on what all student need to know and that different students can best be taught and assessed in different ways. Greene then cited Canada and Australia as examples of large and diverse country like US with significantly stronger students’ performance as measured on international test. Yet neither have national standards, tests or curricula and added Greece and Thailand as examples of lower achieving countries though they have national standards and curricula (The Journal Report: Big Issues in Education of US, 2012). Libman (2006) also cited some negative consequences of standards-based testing such as narrowing the diversities in teacher education programs, homogenizing the characteristics of the teaching force, which hinder candidates from entering teaching and causing shortages in qualified teachers. Chapter III RESEARCH METHODOLOGY * This chapter presents research methods employed in this study. It contains the research designs, sampling techniques, research environment, validation of instruments and statistical tools used. * Research Design * This study will utilize the descriptive survey method using researcher made questionnaire as a main tool in gathering the data. It will also utilize documentary analysis to verify the data gathered from the survey. Sampling Technique This paper shall utilize the universality of Teacher Education graduates during the past three school years. It will also consider the total population for the faculty and administration under the education program. For the student respondents, a 30% student shall be utilized using Stratified Random Sampling. Instrumentation This study will utilize a researcher-made instrument which will be subjected through content validation. It shall be tried out in the private tertiary education offering teacher education program. The items which are vague need revision to suit to the levels of respondents. When the validated instruments are ready, it shall be administered to the SDSSU having Teacher Education programs offering. Data Gathering Procedure A permit to conduct the study shall be secured from the university president, and shall be furnished to the campus directors and concerned respondents and the campus offering Teacher Education programs. the pursuance of this study, the researcher will use researcher-made questionnaires that would show the relativity of the data subject to this study. The questionnaire shall be administered personally by the researchers to ensure the reliability of data of this study. After administration of questionnaire, it shall be retrieved, tallied, analyzed and interpreted and ready for writing the research report.

G.C.S.E. English Coursework Macbeth Essay

Assignment title: (5) â€Å"Fair is foul and foul is fair†. Show how this image recurs and develops through the play. Throughout the tragedy, the theme entitled â€Å"fair is foul and foul is fair†, is key to the play’s success and dramatisation, as it both recurs and develops as the play continues. The fore mentioned words are used by and against the key characters in the play, as Shakespeare uses his language to portray the theme and characters. The witches are key in performing the appearance versus reality theme. This major theme is first brought on in the first scene of the play, with the spooky, disturbing, oxymoronic verse culminating in â€Å"Hover through the fog and filthy air†, which explains Shakespeare’s intentions for the plot and deeper metaphors and echoes through to act five. The blatant opener is much like the oxymoron of I.3, â€Å"lesser than Macbeth, and greater†, which appears impossible, but sets the later scenes in which Banquo meets his end; because Banquo is lesser when he dies, but will be greater because of his fantastic devotion to good, and he â€Å"shalt get kings†, showing Shakespeare’s desire to impress James I, the possible seed of Banquo, in his theatre. It is clear that, by Hecat’s rhyming speech in III.5, â€Å"strength of their illusion†, that the fiends’ whole purpose and method is to deceive people like the literate Macbeth by situations appearing to mean certain things, but in reality meaning something totally different. This clever characteristic is also displayed by the apparitions: the third real or hallucinative metaphor, â€Å"Be lion-mettled†, tells Macbeth of the seemingly impossible move of â€Å"Birnan Wood the high Dunsinane Hill† that they speak of is the only way i n which to kill Macbeth, and the English pick up the wood as a simple, proverbial but deadly important battle tactic. The genius playwright shows subtly and brilliantly the innocent appearing child holding a tree, giving the rapt main character a clue to the ironic developments. The equivocal meanings along with the ever-present personification, â€Å"Who chaves, who frets†, would excite the audience and provide excellent entertainment. Also in the apparition scene, it seems that the â€Å"masters† are thought by Macbeth to tell him convivial news, but in fact they bring the disagreeable kind after the rhyming first head, â€Å"beware Macduff! Dismiss me, enough.†, has deemed the tragic hero in this typically beautiful narrative, but what Macbeth does not know is that that what the bloody child said about his fate â€Å"none of woman born shall harm Macbeth†, which sends Shakespeare into his ride into the clouds – incorporating the usual elaborate metaphors, â€Å"a bond of fate†, â€Å"sleep in spite of thunder† – when the fantastical plot of Macduff’s Caesarean section sees Macduff as the one with the powers, when he eventually kills the totally believing Macbeth. Shakespeare develops the character of Macbeth as a study of the supernatural when what seems like a worthless guess by three old hags, â€Å"This supernatural soliciting†, turns out, not only to be true, but doubtfully veracious in Macbeth’s mind from the very off, when even he does not know whether it is fair or foul, â€Å"cannot be good, cannot be ill†, in his oxymoronic evaluation of the words of the witches beforehand, creating dramatic Irony. Banquo is the contrast of this with his steadfast righteousness, â€Å"to betray’s in deepest consequence.†, but the evil predictions turn out to be true in Shakespeare’s idealistic plot, (to follow James I’s views in his book, demonology) as the demons drive him to the highs of monarchy and all the way back down again. The soliloquies of Macbeth provide us with excellent insight into this well developed theme. He openly admits he himself is performing his own fair/foul deeds, â€Å"He’s here in double trust†, as what seems to be a feast for Kind Duncan, turns out to be his own murder as Macbeth describes the apocalyptic imagery, â€Å"tears shall drown the wind†, which he sees in the future, after his equivocal change from polysyllabic to monosyllabic words, â€Å"Commends the ingredience†, â€Å"naked new-born babe†, where Shakespeare cannot decide whether to be literally superb or to concentrate on his plot and echoes. This is developed again by the ‘poet’ in the next act when it moves on from the simple, deceiving act of treachery, to disguise of evil, covering up true nature, â€Å"Nature seems dead†, where the malevolence is personified and â€Å"Tarquin’s ravishing strides† bury the seemingly irrepressible mother nature into the ground, as the audience are whiteness to the scene as a dilemma when Macbeth turns into the depraved, perfidious side of him. Macbeth is so rapt at the apparitions scene that he continues to use his poetic licence to great effect as, even when he is shocked, he continues to rearrange the two opposites while using alliteration to its fullest, â€Å"blood-boltered Banquo†. He continues in the exact same state of mind in the following pages, as Shakespeare develops Macbeth as an assertive, yet easily persuaded character, when the minor Lennox receives the same attention as the rest – none – â€Å"The castle of Macduff I will surprise†, as he ponders on how to kill the feared Macduff: Ironic because he holds the opinion that Macduff is foul, although he is fair and he believes the witches speak fairly, but their intentions are very foul. Much like in IV.1, Macbeth performs a soliloquy in his distressed state of mind while Seyton is present, in V.1. The theme is much more developed here where the philosophical Shakespeare tells his now entranced audience that â€Å"Life’s but a walking shadow†, displaying Macbeth’s depression, followed by his metaphorical, negative description, â€Å"Struts and frets†, of a thing that is thought of as virtuous by the majority of people. This comes after the so- called ‘bad news’ of his wife’s death, but he seems to think that a foul thing like that seems quite fair, â€Å"She should have died hereafter†, even though he appears as the other, sympathetic half of himself, â€Å"find her disease†, before again changing disposition, â€Å"Would scour these English hence†, where he self-centred like concentrates on his own, fragile destiny, as Shakespeare plays around and jumbles the character of Macbeth. Lady Macbeth is an excellent example of the fair/foul theme. She is a lady and is thought to be a kind, loving and lady-like, but her dramatic, alliterative entrance in I.5, â€Å"And take my milk for gall, you murdering ministers†, is the real Lady Macbeth, while the play write shows superbly how she is seeming to be fair in front of guests, â€Å"Look to the lady†, but in fact she is the real villain of the play, tormenting the audience and every-one’s innocent ignorance of women. The theme is somewhat reversed towards the end of the script because Shakespeare – with his depraved repetition, â€Å"To bed, to bed, to bed† – has not made Lady Macbeth such an enemy to his enthralled audience, that they can’t really feel sorry a little for her illness, â€Å"This disease is beyond my practice†, as she becomes more fair in the juggled end of the play. The wife of Macbeth also appears un-hurting, senseless and cruel, before we see the start of her more fair side in II.2, â€Å"Had he not resembled†¦ I had done’t†, as the writer teases the audience with his confusing, twisting plot and monosyllabic dialogues. She repeats a more feeble side of herself in a more complex way as the play develops, â€Å"dwell in doubtful joy†, and she becomes a weaker character. Her contributions to the fair foul/foul theme change as she slowly becomes less of a villain, but her grip on her husband gets much weaker, â€Å"Be innocent of the knowledge dearest chuck†, as he becomes more of the evil one, whilst continuing to use oxymoronic personification, â€Å"Light thickens†, because before, he was looking to be just deception intended by the witches, â€Å"In their newest gloss†, where the lady attacks Macbeth’s masculinity, â€Å"then you were a man†, but in the second and third murders, a brave man being brought down by the witches. Lady Macbeth is also a great believer in the theme as a disguise for the couple’s actions, â€Å"Look like the innocent flower, but be the serpent under’t†, as the great, evil mind of the lady, developed very early on in the play, plots to kill the king. She and him both exhibit their earlier intentions after the murder, â€Å"outrun the pauser reason†, and â€Å" What, in our house†, when suitably the predictions by the witches to be literal and an excuse to gain power, but the bad acting would show off Shakespeare’s talent of producing dramatic irony, frustration and repetition to show women as being insignificant, â€Å"O Banquo, Banquo! Our royal master’s murdered†, which he does throughout the play. In the murder of Duncan, Lady Macbeth has an important role, as her argumentative side is apparent. This is so because she is taking the predictions by the witches to be literal and an excuse to gain power, but the well educated Macbeth sees the foul deception by the witches, â€Å"In their newest gloss†, where the lady attacks Macbeth’s masculinity, â€Å"then you were a man†, but in the second and third murders the she has no involvement. He dismisses her with his over stunning oxymoron, â€Å"restless ecstasy†, and alliterative metaphors, â€Å"life’s fitful fever†, so Shakespeare can show off to James I. The hallucinations of particularly Macbeth display the appearance versus reality theme because the objects appear, but are not reality. The dagger, well portrayed by some productions as a shadow, is the first time that Macbeth begins to hallucinate. His rapt, overpowered state of mind is skilfully shown by Shakespeare to provide us with a pocalyptic imagery personified, â€Å"fatal vision†, and the thought that a â€Å"false creation† could turn a seemingly fair fate into such a foul ending. When the blood and gore become a reality, â€Å"the cry of women†, â€Å"Untimely ripped†, and Macbeth meets his sword-shaped death, which he speaks of in that soliloquy, â€Å"moves like a ghost†, as personification and simile spell out the real fate. At the turning point of the play, III.4, it is questionable whether Macbeth is hallucinating or not. This is still a good example of the fair /foul theme because Banquo’s death was supposed to be a good thing for Macbeth, but it turned out to be bad, whether in the mind of Macbeth (maybe through the witches’ speculative powers) or as the genuine ghost that is scripted by Shakespeare, with some in-appropriate, pretty language. The ghost of Banquo represents the change of feelings, of and towards the Macbeth couple, because Macbeth is sent into an even more psychotic, but still repetitive rapture, â€Å"It will have blood, they say; blood will have blood†, while the innocent flower withers and di es and havoc and evil reign in his kingdom, â€Å"turned wild in nature†, but lady Macbeth becomes seriously mentally ill. At the start of act five, it is lady Macbeth’s turn to be hallucinatory. In scene one of that act, she admits she is really the evil one, as she was the one who projected the idea of a wolf in sheep’s clothing, although disguised by Macbeth’s polysyllabic personification, â€Å"Be bright and jovial among your guests tonight†, and she ends up as the wolf. Shakespeare attempts to redeem her and not leave her on such a sour note as Macbeth, but possessive, selfish, un-dignified metaphors, â€Å"Hell is murky†, â€Å"All the perfumes of Arabia†¦Ã¢â‚¬ , only drive the indifferent, spoilt character more into the role as the villain, before Macbeth kills mercilessly. Dramatic Irony shows the theme superbly because the audience can know of the truth while the characters do not. We first see Macbeth as being fouler than we originally thought when he initially makes his metaphorical lies. The now persuaded and focused Macbeth uses Shakespeare’s dramatic irony as the audience are aware of his thoughts as he deceives the righteous Banquo, â€Å"I think not of them†, when he first shows the audience that he is a traitor, while the killed traitor was replaced by him. When the play has turned against Macbeth, so has the dramatic irony. We heard in V.4 that the prophecy of the witches has deceived Macbeth and the Bard so comically yet sincerely with his own metaphors shows Macbeth hearing the news, â€Å"The wood began to move†, where the tragic hero is told of a seemingly fair protection against death, turned foul against him into certain fate. The tone is not such a happy and pleased one in IV.3. We can imagine the audience distraught and upset when the unfortunate Macduff is first lied to by Ross, but then the news breaks. Shakespeare increases the tragedy by Ross’ equivocal words â€Å"They were well at peace† to increase the dramatic irony before he sickens the audience with his blunt upheaval of alliterative comparison, â€Å"your wife and babes savagely slaughtered†, drawing people away from the idea that death is rest, first touched upon by the mercurial Macbeth. The disturbed Shakespeare is very obsessed the death of young characters. The people visiting the play will be very distressed by the playwright’s veracity to beguiled murderers as first a small boy is brutally hacked down by the assassins, â€Å"He has killed me mother†, (and even he can use metaphor, â€Å"shag-haired villain†) followed by a teenager losing his life in vain, â€Å"Thou liest, abhorred tyrant!†, as the bewitched main character goes on his last run. This shows dramatic irony because we already know that â€Å"only one of women born shall harm Macbeth† so Shakespeare shows off his literary skills as the characters in Macbeth show their true states of mind through their language. Virtually the whole play contains the fair/foul theme; from the very first scene, until the moment in which Macbeth dies. As his evil world disintegrates, Malcolm concludes saying that righteousness is returned and the end of Macbeth signals the absence appearance versus reality, â€Å"That fled the snares of watchful tyranny†, and that Scotland will continue under his reign and significantly, James I’s. He believes that Macbeth was not the totally guilty one, â€Å"Of this dead butcher and his fiend-like queen†, but the dead Lady is. Shakespeare must end the play relevant especially to James I, as a happy ending because the king would not like to see his fears the witches win or his possible ancestors lose.

History Of Computing Devices (computers) Essays - Office Equipment

History Of Computing Devices (computers) Essays - Office Equipment History of Computing Devices (computers) By:Daniel Habay In order to see why we invented computers we must look at how they WERE used and how they ARE used today. One of the first major uses of computers was to aid mathematical pursuits. As computers went along they added to the fields of science and literature. Computers also filled a need, the need to be lazy. It was once said that the perfect combination was laziness and intelligence. I believe in that because you can see how computers are being used today. We use them in Auto factories, basic cleaning, and other menial tasks. I will show you how computers have progressed along and today how they are used to the benefit of everyone in pursuits of math, literature, and science. The first computing device was a digital one. I am speaking of the human hand. Fingers being Digits, thus into the digital computer. This type of computing device was easily accessible but was limited in the sense that it could not go beyond 10. Later on someone came up with the brilliant idea of using smooth pebbles in a container or notches on a sick or bone. A while after that someone came up with the idea to use compressed plant fibers and burnt wood and in doing so they created a familiar counting device all by themselves, they had created the paper and pencil combination that is still used today. A while after that a clay table with grooves in it was used as a calculating device. Smooth pebbles, stones, or clay marbles were placed in the grooves and rolled from one side of the groove to the other to simulate movement of the numbers. A while after that someone came up with the idea of drilling holes or using beads along a string to simulate the movement of numbers. A long time l ater after a stagnation of about 2000 years, a device known as "Napier's bones" was invented by John Napier, the creator of logarithms. These devices aided calculation tremendously as they turned multiplication and division into simple addition and subtraction. A while after that a man by the name of Blaise Pascal invented his "calculating machine". This machine was limited to only addition and subtraction.

Pg 225 Assignment Example | Topics and Well Written Essays - 500 words

Pg 225 - Assignment Example This aims at persuading and convincing potential buyers to try the products thus derive the anticipated utility from that. To this respect the Company uses diverse paths to reach these people in the most appropriate ways. For example, It has currently been investing heavily in digital advertising through billboards that ensures that as many people as possible are reached via this medium. Great loyalty and confidence towards the company’s products are derived from this type of advertising since the message portrayed is elaborate enough to warrant persuasion. This paper purposes to develop an advertising campaign for the digital network and explain how it will be used to bring change that is envisaged. Through this digital advertising campaign the Company is intending to reach more people and convince them to purchase. It’s aiming at informing them more about the product and its characteristics as the only solution to anyone’s thirst problems as well as making the product available to the market thus increasing sales and revenue. This campaign targets mostly those in towns and big cities who are also able to synthesize digital information at a considerable speed. The most appropriate medium to use is LED screens that can be strategically positioned where visibility to all is guaranteed. Bright colors that spell out the tag line and images clearly for all to see are the most viable ones to use. The sales cycle also ought to be considered at this stage. The frequency at which the message flashes past the screen must be increased so that the continued repetition can assure attention and even interest amongst potential buyers. We have to determine the customers’ p erspective towards the products. How does the customer feel in relation to product satisfaction? Can the information displayed in the screen trigger a purchase decision? These are quite important in the development

European Treaties Case Study Example | Topics and Well Written Essays - 1500 words

European Treaties - Case Study Example Lisbon retains the present categories of legislative acts (regulations, directives, decisions), rather than using the categories of framework decisions, decisions and conventions in the Constitution5. The Lisbon Treaty also says explicitly, for the first time, that a country has the right to leave the European Union, something that has always been so under international law, but which has not been formally stated in a European Treaty before. In so doing, the Member States of the European Union have created the largest, and indeed the only, voluntary multinational democracy in human history6. Another major change is the procedure for conferring jurisdiction on the European Union courts to rule on patent disputes between private parties would, in the Reform Treaty, remain (as at present) unanimity in the Council and national ratification, whereas the Constitutional Treaty provided for qualified majority voting in the Council and co decision with the European Parliament7. The provisions for an 'emergency brake' on certain criminal law measures (allowing a Member State to block decision-making on criminal procedure or substantive criminal law, where voting will take place by a qualified majority) would be altered to make it explicit that European Union leaders must act by consensus if the issue is referred to them. The provision on social security for migrant workers, which would also be made subject to qualified majority voting and which also contains a similar emergency brake, would be altered to provide that European Union leaders could decide not to take action on a proposal; a declaration would also confirm that the EU leaders must act by consensus if the issue is referred to... Treaty Of Lisbon: Amendments to the treaty on European Union, House Of Commons Library, 24th January 2008, retrieved on 12th January 2009. Hilary White, Ireland to Hold Second Lisbon Treaty Referendum: Prime Minister Confirms, Lifesitenews.com, 22nd December 2008, retrieved on 13th January 2009. http://www.lifesitenews.com/ldn/2008/dec/08122202.html