Urbanization in Africa Essay examples -- Development, Urban Trend

Urbanization is the movement from a rural society to an urban society, and involves a growth in the number of people in urban areas. Urban growth is increasing in both the developed but mostly in the developing countries. Urbanization is associated with the problems of unemployment, poverty, bad health, poor cleanliness, urban slums environmental deprivation. This causes a very big problem for these developing countries and who are some of poorest countries. Africa urbanization is not as big as most developing countries but is on the rise for it outbursts in city growth lately. (Saundry, 2008). In Africa, one important feature of the urbanization process is that a lot of the growth is taking place in the industrial increase. Urbanization also finds expression in external expansion of the built-up area and the changing of prime agricultural lands into residential and industrial uses (Saundry, 2008). An alternate to the present expansion of the urban population across a wide area of the country in order to save crucial land for agriculture is to construct high-rise buildings and support commercial development in specific zones, which would depend on efficiency, and the right technology and resources (Hanson, 2011). In Africa, the urbanization processes are largely driven by market forces and government policies. This will lead to methods at the same time of change in incomes, land use, health and natural resources management including water, soil and forests and often reactive changes in local governments (The Economist, 2010). So this is saying that government developm ent policies and budget divisions, in which urban residents are often favorites over rural areas and will tend to pull more people into the urban areas. I... ...population distribution designed to reduce the rate of rural-urban migration appears to have had limited success in many developing countries. Policies must be directed at altering the rural economy in order to slow the rate of urban sprawl. Broad land use planning and changing of planning standards and governmental procedures would go a long way to reduce many of the problems that face urban populations in the developing areas, especially Africa. Urbanization can cause a lot of problems for a city or even a country. It can cause cities to become overpopulated which are known as mega-cites, and cause problems with living arrangements and finding a job. Urbanization can also cause health problems. Urbanization is supposed to be good for developing countries on the rise but with this rapid growth in Africa, these problems can become a major concern in the future.

Hamlet’s Indecisiveness

Shakespeare wrote Hamlet and created his character as someone who would lead to his own tragic death. He had many flaws that lead to his eventual death, however there was one that he should have been able overcome. He could over come his indecisiveness, most people would be able to overcome it in their lives but Hamlet could not. In the play, Hamlet is supposed to be portrayed as brave and intelligent but looking deep into the play it is seen that Hamlet is more of a coward and an indecisive man through out most of the play.Hamlet doesn’t know what he is doing in his life because he can’t act upon his father’s murder. King Claudius kills Hamlet’s father, so Hamlet is in a confused as to how he will get revenge. He wants to do what it takes to avenge his father’s death. â€Å"Revenge his foul and most unnatural murder,† demands the ghost in (Act I, scene 5, line 23). The ghost tells hamlet he needs to kill King Claudius but Hamlet is to busy c onsumed in all the problems he has, that he doesn’t act at the right time.He had many chances to do something about King Claudius but didn’t because he was too indecisive about it. For example: when the King is kneeling paying Hamlet has a chance to kill him but he doesn’t. He talks himself out of murdering him, and instead makes a play to see if he is guilty. Hamlet talks to the actors of the play and decides to make them act out his father’s murder. The makes the actors act out exactly what the ghost had told him. â€Å"Speak the speech, I pray you, as I pronounced it to you, trippingly on the tongue.But if you mouth it, as many of your players do, I had as lief the town crier spoke my lines. Nor do not saw the air too much with your hand thus, but use all gently, for in the very torrent, tempest, and whirlwind of passion, you must acquire and beget a temperance that may give it smoothness†(Act 3, scene 2, line 1). Hamlet decides his uncle is gui lty after seeing his reaction to the play and still doesn’t do anything about it. Hamlet never spoke up at the right time; he stayed quiet about everything.During the play, Claudius yells, â€Å"Give me some light. Away† and Hamlet was sure of his uncle's guilt (Act III, Scene 2, Line 152). Claudius was guilty and Hamlet should have taken advantage of Claudius being on the spot, but he didn’t. He went to go talk to his mother and gave time for Claudius to think what he should do. Hamlets indecisiveness cost him a lot. Most people can be decisive and make decisions when they are in favor of the person making the decision. Everyone has to make choices in their lives and they always do it in their favor.People lie and cheat to save themselves, but Hamlet cant do this. In this world everyone looks out for there own best interests and make decisions based on that. Its simple you need to be decisive to make decisions to progress in your life. Hamlet’s lack of b eing able to do this cost him his life. It not only cost him his life but others too. If Hamlet was able to act quickly he could have saved himself. In the end hamlet does get revenge but it’s at the cost of his own life, which could have been avoided.

Assessment Management Forensic Mental Health Health And Social Care Essay

Since the 1980s force per unit area is increasing on mental wellness professionals to better their ability toA predictA and better manage the degree of hazard associated with forensic mental wellness patients, and offendersA being dealtA with in the justness system ( Holloway, 2004 ) .A This increasedA pressureA has besides increased involvement within a wider scope of research workers and forensic clinicians, working in the justness system to better the truth, and dependability of their analysis of whether recidivism is a strong possibility.A The overallA valueA of rating of research is toA allowA theA improvementA in the appraisal, supervising, planning and direction of wrongdoers, in concurrence with a more dependable base line for follow up ratings ( Beech et al, 2003 ) . However, there continues to be an increasingA interestA andA expectationA on professionals from the populace and the condemnable justness system in respects to the potentialA dangerA posed byA seriousA offendersA being releasedA back into the community and the demand for the wrongdoers to be better managed, in orderA to adequately protectA the populace from unsafe persons ( Doyle et al, 2002 ) . As the appraisal of riskA is madeA at assorted phases in the direction procedure of the violent wrongdoer, it isA extremelyA important that mental wellness professionals have a structured and consistent attack to put on the line appraisal and rating of force. ( Doyle et Al, 2002 ) . This paper will compare and contrast three theoretical accounts of hazard appraisal thatA are usedA to cut down possible danger to others, when incorporating violent wrongdoers back into the community. These three attacks are unstructured clinical opinion, structured clinicalA judgementA and actuarialA appraisal. It is non intended, in this paper, to research the assorted instruments used in the appraisal procedure for theA respectiveA actuarial and structured clinical attacks. Unstructured Clinical Judgement Unstructured clinical opinion is a procedure affecting no specific guidelines, but relies on the single clinician'sA evaluationA holding respect to the clinicians experience and makings ( Douglas et al. , 2002 ) .A Doyle et Al ( 2002 ) , refers toA clinicalA opinion as â€Å" first coevals † ( p. 650 ) , and sees clinical opinion as leting the clinicianA completeA discretion in relation to what information the clinician will or will non take notice of in their concluding finding of hazard degree. The unstructured clinicalA interviewA has been widely criticised because itA is seenA as inconsistent and inherently lacks construction and aA uniformA approachA that does non let forA trial, retest dependability over clip and between clinician ‘s ( Lamont et al. , 2009 ) . ItA has been arguedA that this incompatibility inA assessmentA can take toA incorrectA appraisal of wrongdoers, as either high or low hazard due to the subjective sentiment inherent in the unstructured clinic al assessmentA approachA ( Prentky et al. , 2000 ) . Even with these restrictions discussed above the unstructured clinicalA interviewA is still likely to be the most widely usedA approachA in relation to the wrongdoer ‘s force hazard appraisal ( Kropp, 2008 ) . Kropp ( 2008 ) , postulates that the continued usage of the unstructured clinicalA interviewA allows for â€Å" idiographic analysis of the offendersA behavior † ( Kropp, 2008, p. 205 ) .A Doyle et Al ( 2002 ) posits, that clinical surveies have shown, that clinician ‘s utilizing the hazard analysisA methodA of unstructured interview, is non asA inaccurateA asA generallyA believed.A Possibly this is due, mostly to the degree of experience andA clinicalA makings of those carry oning the appraisal. The unstructured clinicalA assessmentA methodA relies to a great extent on verbal and non verbal cues and this has the potency of act uponing single clinician ‘s appraisal of hazard, and therefore in bend has a high chance of over trust in the appraisal on the exhibited cues ( Lamont et al. , 2009 ) .A A major defect with the unstructured clinical interview is the evident deficiency of structured standardised methodologyA being usedA toA enableA aA testA retest reliability A measureA antecedently mentioned.A However, the deficiency of consistence in the appraisal attack is aA substantialA disadvantage in the usage of the unstructured clinical interview.A The demand for a more structuredA processA leting forA predictableA trial retest dependability wouldA appearA to be aA necessaryA constituent of any hazard appraisal in relation to force. Actuarial Appraisal ActuarialA assessmentA was developedA toA assessA assorted hazard factors that would better on the chance of an wrongdoer ‘s recidivism. The actuarial attack relies to a great extent on standardised instruments to help the clinician in foretelling force, and the bulk of these instrumentsA have been developed, in an effort, A to foretell futureA probabilityA of force amongst wrongdoers who have a history of mental unwellness and or condemnable offending behaviors. ( Grant et Al, 2004 ) . However, Douglas et Al ( 2002 ) warns that usage of actuarial appraisal does non supply appraisal of any degree of forestalling the possibility of future force. The usage of actuarialA assessmentA has increased in recent old ages as more non cliniciansA are taskedA with the duty of direction of violent wrongdoers such as community corrections, correctional officers and probation officers. Actuarial hazard appraisal methods enable staff, that do non hold the experience, A backgroundA or necessaryA clinicalA makings toA conductA a standardized clinicalA assessmentA of wrongdoer hazard. This actuarial assessmentA methodA has been foundA to be extremelyA helpfulA when holding hazard measuring wrongdoers with mental wellness, substance maltreatment and violent wrongdoers. ( Byrne et al, 2006 ) . However, actuarial appraisals have restrictions in the inability of the instruments to supply any information in relation to the direction of the wrongdoer, and schemes to forestall force ( Lamont et al, 2009 ) .A Whilst such instruments may supply transferableA testA retest dependability, there is a demand for cautiousness when the instrumentsA are usedA within differing samples of theA testA populationA used as the validationA sampleA in developing theA testA ( Lamont et al, 2009 ) .A Inexperienced andA untrainedA staffA may non be cognizant that testsA are limitedA by a scope of variables that may restrict the dependability of the trial in usage. The bulk of actuarial toolsA were validatedA in North America ( Maden, 2003 ) . This hasA significantA deductions when actuarial instrumentsA are usedA in the Australian context, particularly when autochthonal cultural complexnesss are non taken into history. Doyle et Al ( 2002 ) postulates that the actuarialA approachA is focusedA on anticipation and that hazard appraisal in mental wellness has a much broaderA functionA † and has to beA linkA closely with direction and bar † ( p. 652 ) . Actuarial instruments rely on steps of inactive hazard factors e.g. history of force, gender, mental illness and recorded societal variables.A Therefore, inactive hazard factorsA are takenA as staying constant.A Hanson et Al ( 2000 ) argues that where the consequences of unstructuredA clinicalA opinionA areA openA to inquiries, the through empirical observation based hazard assessmentA methodA can significantly foretell the hazard of rhenium offending. To relyA totallyA onA staticA factors thatA are measuredA in Actuarial instruments, and non integrate dynamic hazard factors has led to what Doyle et Al ( 2002 ) has referred to as, â€Å" Third Generation † , or as more normally acknowledged as structured professional opinion. Structured Professional Judgement Progression toward a structured professionalA theoretical account, wouldA appearA to hold followed a procedure of development since the 1990s.A ThisA progressionA has developed throughA acceptanceA of the complexness of what hazard appraisal entails, and the force per unit areas of the tribunals andA publicA in developing an outlook of increased prognostic truth ( Borum, 1996 ) .A Harmonizing to Lamont et Al ( 2009 ) , structured professional opinion brings together â€Å" through empirical observation validated hazard factors, professional experience and modern-day cognition of the patient ( p27 ) .A Structured professional opinion attack requires aA broadA assessmentA standards covering both inactive and dynamic factors, and efforts to bridge the spread between the other attacks of unstructured clinical opinion, and actuarialA approachA ( Kropp, 2008 ) .A The incorporation of dynamic hazard factors that are takingA accountA of variable factors such as current emotionalA levelA ( choler, depression, emphasis ) , societal supports or deficiency of and willingness to take part in the intervention rehabilitation process.A The structured professional attack incorporatesA dynamicA factors, whichA have been found, to be besides important in analysingA riskA of force ( Mandeville-Nordon, 2006 ) .A Campbell et Al ( 2009 ) postulates that instruments thatA examineA d ynamic hazard factors are moreA sensitiveA toA recentA alterations that mayA influenceA an addition or lessening in hazard potency. Kropp ( 2008 ) , reports that research has found that Structured Professional Judgement measures alsoA correlateA substantiallyA with actuarial steps. Decision Kroop, ( 2008 ) postulates that either a structured professional opinion attack, or an actuarial attack presents the most feasible options for hazard appraisal of violence.A The unstructuredA clinicalA approachA has been widely criticised by research workers for missing dependability, cogency and answerability ( Douglas et al, 2002 ) . Kroop, ( 2008 ) besides cautions that hazard appraisal requires the assessor to hold an appropriate degree of specialised cognition and experience. This experience should be non merely of wrongdoers but besides with victims.A There wouldA appearA to be a valid statement that unless there is consistence inA trainingA of those carry oning hazard appraisals the cogency and dependability of any step, either actuarial or structured professional opinion, will neglect toA giveA theA levelA of predictability of force thatA is sought.A Risk analysis of force will ever be burdened by theA limitationA which â€Å" lies in the fact thatA exactA analyses are notA possible, andA riskA will ne'er be wholly eradicated † ( Lamont et al, 2009, p 31. ) . Doyle et Al ( 2002 ) postulates that a combination of structured clinical and actuarial approachesA is warrantedA to help in hazard appraisal of force. Further research appears to be warranted to better the rating andA overallA effectivity of hazard direction.

James Baldwins Stranger in the Village essays

James Baldwin's Stranger in the Village essays In paragraph three of James Baldwin's 'Stranger in the Village' (1955), he alludes to emotions that are significant, dealing with conflicts that arise in the Swiss village. Of these emotions are two, astonishment and outrage, which represent the relevant feelings of Baldwin, an American black man. These two emotions, for Baldwin's ancestors, create arguments about the 'Negro' and their rights to be considered 'human beings' (Baldwin 131). Baldwin, an American Negro, feels undeniable rage toward the village because of the misconception of his complexion, a misconception that denies Baldwin human credibility and allows him to be perceived as a 'living wonder' (129).   Baldwin and his ancestors share this common rage because of the reflections their culture has had on the rest of society, a society consisting of white men who have thrived on using false impressions as a weapon throughout American history. Baldwin gives credit to the fact that no one can be held responsible for what history has unfolded, but he remains restless for an explanation about the perception of his ancestors as people. In Baldwin's essay, his rage becomes more directed as the power of the white man becomes relevant to the misfortune of the American Negro (Baldwin 131). This misfortune creates a fire of rage within Baldwin and the American Negro. As Baldwin's American Negro continues to build the fire, the white man builds an invisible wall around himself to avoid confrontation about the actions of hisforefathers? (Baldwin 131). Baldwin's anger burns through his other emotions as he writes about the enslavement of his ancestors and gives the reader a shameful illusion of a Negro slave having to explain his or her situation to a curious child. Baldwin seems unforgiving when he speaks about the troubles that the white man has bestowed upon his race. There is no intelligence and no forgiveness behind the outrage of a slave's ancestor, which is what Baldwin refuses ...

Pros and Cons of Part-Time MBA Programs

Pros and Cons of Part-Time MBA Programs There are many different types of MBA programs - from part-time and full-time programs to accelerated and dual programs. A part-time MBA program is designed primarily for students who are only able to attend class part-time. It is important to understand that the words part-time dont mean barely any time. If you commit to a part-time program, you will still need to make a significant time commitment to school - even if you dont have to attend class every single day. It is not unusual for part-time students to spend more than three to four hours each day on MBA schoolwork and activities. Part-time MBA programs are popular. More than half of all MBA students attend school part-time, according to a recent study from the Association to Advance Collegiate Schools of Business  (AACSB). But that doesnt mean that part-time study is for everyone. Before you commit yourself to earning your degree through part-time study, you should be aware of all of the pros and cons of part-time MBA programs. Pros of Part-Time MBA Programs There are many advantages to studying part-time. Some of the biggest pros of part-time MBA programs include: Part-time MBA programs are more flexible for working professionals; classes are usually scheduled outside normal business hours.Some part-time MBA programs require fewer course credits than their full-time counterparts.Part-time programs are typically favored by employers who offer  tuition reimbursement.Many part-time MBA programs schedule courses all year long.Part-time programs tend to cause less strain financially because tuition is sometimes cheaper.Part-time MBA students can apply what they learn as they learn it.There are many high-quality part-time MBA programs inside and outside the United States. Read more about the best part-time MBA programs. Cons of Part-Time MBA Programs Although there are advantages to part-time MBA programs, there are drawbacks as well. The biggest cons of part-time MBA programs include: Not every school offers a part-time MBA program, which means you may not be able to attend your first school of choice.Some part-time programs offer fewer course selections than their full-time counterparts.Part-time programs require fewer class hours each week but sometimes take as long as two to five years to complete.Credits that are earned through a part-time MBA program are not always transferable to other programs.Many part-time MBA programs schedule courses all year long.Working while you earn your part-time MBA can be exhausting - especially if it will take you more than two years to earn your degree.Not all part-time MBA programs offer a study abroad option or international experience, which is increasingly valuable in todays global business world. Should You Study Part-Time? Part-time programs may be the perfect solution for students who want to work while they earn their degree, but they arent for everyone. Be sure to take time to evaluate all of your business degree program options, including accelerated MBA programs, specialized masters programs, and executive MBA programs, before you commit yourself to any one program option.

Use of Video in Secondary Science Education Research Paper

Use of Video in Secondary Science Education - Research Paper Example Use of Video in Secondary Science Education Use of video projects in a classroom environment is one of the most effective ways to ensure that students get the required content. This is because it involves a hands-on approach where the students use theory that they have learnt to create their own videos, however the tools that the students use will determine how effective they will be in creating their own videos. The most efficient tools that students can use in video creation In choosing the most effective video creation tools that students can use, the following factors were put into consideration. One is the user friendliness of the tool where issues like easiness on the eye and navigation and the intuitiveness of the UI (Ivers & Barron, 2010). Second factor that was put in to consideration was the features that the tool contained such as assessment capability or feedback functions, another factor that was put into consideration is the limitations that come with the tools such as whether it is a WYSIWYG tool or it needs a p rogramming nous. imovie is a video editing software that is sold by Apple inc company for Mac and iOS which include iphone, ipad, ipad mini and ipod touch that was originally launched in the market in the year 1999 (Laybourne, 2009). Since 2005, imovie was designed to process high definition video from HDV camcorders and other versions of camcorders such as AVCHD camcorders and H.264 compressed video from MPEG4, to support this, the tool has undergone metamorphosis to ensure smooth integration especially with apple products. imovie HD 5 included support for HDV, which includes the 720p and 1080i, in addition, it also supported the integration with ilife suite and toolbox buttons that allow importation of images from iphoto and music from itunes. The HD 6 version, which was released in 2006 included support for iphotos, itunes, iDVD , garageband and iweb, this version was aimed at making the imovie more user-friendly as it included themes that allowed the user to drag and drop movies and photos in bac kdrops. The imovie 08 was an improvement of the previous versions of imovie as it contained better HD output and more formats in which files could be converted to. This edition however received criticism since it completely abandoned the earlier versions of imovie and features such as slow motion, fast motion, black and white options had been removed, in addition, imovie 08 could not support more than one project at a time. The imovie 09 was basically a response to the criticism the ’08 version as it restored features that the previous versions had, in addition, it also simplified some more advanced tasks such as picture to picture and chroma keying. The imovie 11 had the capability of making movie trailers, gave the user more power over the audio option, allowed immediate rerun, flash, and hold effects, new theme, face detection and the potential to watch videos on apple products. with the unveiling of the iphone, which was designed to support iOS, the apple company designed an imovie app that would be compatible with the iOS since the other products of the company were also designed to support the iOS (Maci?as, Granollers & Latorre, 2009). Animoto Animoto is an online video editing software that is easy to use among the students, a key feature of the

Develop a Vision, Mission, Philosophy, and Program Evaluation (2) Coursework

Develop a Vision, Mission, Philosophy, and Program Evaluation (2) - Coursework Example This paper proposes the vision, mission, philosophy and program evaluation of a developmentally-appropriate early childhood education program for children aged 2-6 years with the objective of developing confident, independent, creative and competent children, with the collaboration of their parents and families. The proposed early childhood education program shall offer a high quality early childhood education program that provides young learners with developmentally-appropriate activities to develop their knowledge and skills. With a strong home-school partnership, the program aims to cultivate confidence, independence, confidence and creativity in young children so they grow to be ready to succeed in a globally competitive world. There were several considerations in coming up with this vision for an early childhood education program. The first consideration is the nature of the child and how he learns. Lilian Katz (2003) recommends looking into children’s perspectives and natural processes of learning. Questions such as: â€Å"What are the concepts and skills they need to learn relative to their life stages?†; â€Å"What kind of environment would they thrive best?†; â€Å"How do they learn best?† should be reflected upon in planning the program. These are deemed most important instead of just complying with what adults around them believe about what is best for them. The program should be designed to engage young children in learning in ways that are natural to them so that it will enable them to maximize their abilities to gain competence and independence. It is offered in a nurturing environment that encourages children’s confidence and creativity. The early childhood education center or preschool upholds high standards for the quality of care and education of its learners, aged 2-6 years. It provides them with abundant opportunities for learning with a balance of adult-led activities and child-initiated experiences. The