Patriots Win

Patriots Win #PatriotsWIN Exult Patriots Fans! Sorry Seattle Seahawks, our Turn to Win! In spite of the fact that some kept wondering why the Patriots even appeared on the Super Bowl with the deflating scandal behind, the players proved that Super Bowl was about football, not footballs. To their justice, the game was thrilling, heart-stopping and made us nervous! Forget about the last two seasons, even this game gave no certainty the New England Patriots can really win. We could not relax and be sure in victory almost until the end of the game. All we had is our deep belief. Luckily, it paid off; they won the Super Bowl this time! They did†¦ and we can’t be happier. Thank you, Malcolm Butler, for putting an end to all our doubts. You sealed this victory. I mean, did you see that? A reminder: it was Malcolm Butler who intercepted opponents pass in the end zone with just 26 seconds left until the end of the game. Malcolm Butler was not the only hero of this game. Tom Brady led his team to four touchdowns, breaking Joe Montana Super Bowl record. He completed all eight passes, including the one to Julian Edelman who later said: â€Å"Tom Brady came out here, he’s been to six Super Bowls, he’s won four with the salary cap. It’s hard to argue against that.† Butler shook the Seahawks defense claimed to be the strongest asset of their team and the best NFL has. His last catch had a nauseating effect the Seahawks and you could literally see! Tom Brady won his third Most Valuable Player. Eleven years have passed since he won his second one. This is the fourth victory after the Patriots lost three Super Bowls in a row. That was a real down for all of us, fans since they got us used to winning before. Reminder again: the Patriots won three Super Bowls in four years about a decade ago. Thank you for being back on track, guys! Was it only their talent and persistence that got them the trophy? Maybe the break in the team’s routine contributed too. As far as we know, Bill Belichick gave the whole day off for the team before the game instead of a usual walkthrough. That was something new. I guess that rest was crucial for the players. We must admit that Seattle did not quit. The Seahawks showed class. Kearse showed impressive 33-yard catch. Marshawn Lynch rushed for 4 yards, then backup cornerback Butler, who was victimized on Kearses reception, made the biggest play of his first NFL season with 20 seconds remaining. The Seahawks did their best to become the first repeat champions of NFL since New England a decade ago. However, it was not meant to happen this time. The game taught Seattle a lot of mental toughness, though. The game marked by emotions, records, thrill and awards. Therefore, that’s what we have: Super Bowl XLIX, Glendale, Arizona, University of Phoenix Stadium, February 1, 2015, New England Patriots – Seahawks 28-24.

The History and Legacy of the Free Soil Party

The History and Legacy of the Free Soil Party The Free Soil Party was an American political party that only survived through two presidential elections, in 1848 and 1852. Essentially a single issue reform party dedicated to stopping the spread of slavery to new states and territories in the West, it attracted a very dedicated following. But the party was perhaps doomed to have a fairly short life simply because it could not generate enough widespread support to grow into a permanent party. The most significant  impact of the Free Soil Party was that its unlikely presidential candidate in 1848, former president Martin Van Buren,  helped tilt the election. Van Buren attracted votes that otherwise would have gone to the Whig and Democratic candidates, and his campaign, especially in his home state of New York, had enough impact to change the outcome of the national race. Despite the party’s lack of longevity, the principles of the â€Å"Free Soilers† outlived the party itself. Those who had participated in the Free Soil party  were later involved in the founding and rise of the new Republican Party in the 1850s. Origins of the Free Soil Party The heated controversy prompted by the Wilmot Proviso in 1846 set the stage for the Free Soil Party to quickly organize and participate in presidential politics two years later. The brief amendment to a congressional spending bill related to the Mexican War would have prohibited slavery in any territory acquired by the United States from Mexico. Though the restriction never actually became law, the passage of it by the House of Representatives led to a firestorm. Southerners were enraged by what they considered an attack on their way of life. The influential senator from South Carolina, John C. Calhoun, responded by introducing a series of resolutions in the U.S. Senate stating the position of the South: that slaves were property, and the federal government could not dictate where or when citizens of the nation could take their property. In the North, the issue of whether slavery could spread westward split both major political parties, the Democrats, and the Whigs. In fact, the Whigs were said to have split into two factions, the â€Å"Conscience Whigs† who were anti-slavery, and the â€Å"Cotton Whigs,† who were not opposed to slavery. Free Soil Campaigns and Candidates With the slavery issued very much on the public mind, the issue moved into the realm of presidential politics when President James K. Polk chose not to run for a second term in 1848. The presidential field would be wide open, and the battle over whether slavery would spread westward seemed like it would be a deciding issue. The Free Soil party came about when the Democratic Party in New York State fractured when the state convention in 1847 would not endorse the Wilmot Proviso. Anti-slavery Democrats, who were termed â€Å"Barnburners,† teamed up with â€Å"Conscience Whigs† and members of the pro-abolitionist Liberty Party. In the complicated politics of New York State, the Barnburners were in a fierce battle with another faction of the Democratic Party, the Hunkers. The dispute between Barnburners and Hunkers led to a split in the Democratic Party. The anti-slavery Democrats in New York flocked to the newly created Free Soil Party and set the stage for the 1848 presidential election. The new party held conventions in two cities in New York State, Utica, and Buffalo, and adopted the slogan â€Å"Free Soil, Free Speech, Free Labor, and Free Men.† The party’s nominee for president was an unlikely choice, a former president, Martin Van Buren. His running mate was Charles Francis Adams, editor, author, and grandson of John Adams and son of John Quincy Adams. That year the Democratic Party nominated Lewis Cass of Michigan, who advocated a policy of â€Å"popular sovereignty,† in which settlers in new territories would decide by vote whether to allow slavery. The Whigs nominated Zachary Taylor, who had just become a national hero based on his service in the Mexican War. Taylor avoided the issues, saying little at all. In the general election in November 1848, the Free Soil Party received about 300,000 votes. And it was believed they took enough votes away from Cass, especially in the critical state of New York, to swing the election to Taylor. The Legacy of the Free Soil Party The Compromise of 1850 was assumed, for a time, to have settled the issue of slavery. And thus the Free Soil Party faded away. The party nominated a candidate for president in 1852, John P. Hale, a senator from New Hampshire. But Hale only received about 150,000 votes nationwide and the Free Soil Party was not a factor in the election. When the Kansas-Nebraska Act, and outbreaks of violence in Kansas, reignited the issue of slavery, many supporters of the Free Soil Party helped found the Republican Party in 1854 and 1855. The new Republican Party nominated John C. Frà ©mont for president in 1856, and adapted the old Free Soil slogan as â€Å"Free Soil, Free Speech, Free Men, and Frà ©mont.†

Ancient Greek political thought Essay Example | Topics and Well Written Essays - 750 words

Ancient Greek political thought - Essay Example Through the said goal to achieve goodness and happiness, one of the main concerns is the subjectivity of the views of the people. One’s goal can be another human beings greatest fear. An achievement can be good for a person but not a source of happiness for another (Aristotle Book 1 Chapter 1). Due to the said view and the attempt to explore ethical issues, Aristotle found it fitting to search for the way by which human beings can achieve common happiness thus the need for synchronization and harmony in their actions and activities. To be able to achieve such goal, Aristotle expressed the need for politics. According to him, if every person is aiming for the happiness based on his own perspective, there will come a point wherein his happiness would be hindered by the fact that another person’s goals are prohibiting such occurrence. In such scenario, conflict can be considered inevitable. This can then be considered as the end to one’s happiness despite of the fact that the person is continuously working for it. For that matter, it can be considered that in the quest for one’s happiness, it is important to consider needs of other people. This can then define the chief goodness or the happiness of the people (Aristotle Book 1 Chapter 2). Based on the view of Aristotle then, it is important to aim for common happiness of the people. This according to him can be undertaken through politics which he defined to apply the different fields of sciences. Due to the said fact, it can then be considered to target the good of man and inevitable the achievement of happiness. He then expressed that consequently, the application of political thoughts can lead to happiness. Socrates on the other hand expressed that the way to achieve happiness is through a virtuous life. A life of contemplation and wisdom to live beyond material issues can be considered as the main

Issues and trends on education all over the world & Magna Carta for Essay

Issues and trends on education all over the world & Magna Carta for Public School Teachers(philippines) - Essay Example (Papastergiou, Marina, 2008 – 2009) Such a trend puts an end to classroom monotony, reduces the work load of the teacher and at the same time making learning an enjoyable experience. According to the ‘Early Childhood Education Journal’ (2009) Educational Programs such as â€Å"Every Child Matters† â€Å"Education for all† and â€Å"Sure Start† and Kindergarten programs such as the ‘Froebelian kindergarten and the â€Å"Montessori† such as â€Å"Casa Die Bambini† (Children’s house) (Saracho, Olivia N.; Spodek, Bernard, 2009) Programs are all ‘Child – Centered’ and are very much in keeping with the contemporary educational patterns. Other trends in the field of education include the integration of research and the best educational practices during the learning experience in the classroom. Incorporating a highly competent faculty who are specialized in both theory and practice and a continuous professional development and upgrading of schools on a regular basis. Besides using multi-media for teaching in the Classroom, the education rendered should be child- centered and effective so it prepares the child for life in the society. is a declaration policy by the government that was brought about for promoting and improving the economic and social status for all the public school teachers. The policy Sought to improve both the working as well as living conditions of the teachers. It was the guideline in terms of strategies to be followed in terms of carrier prospects and employment in the teaching profession. (Sec.1) The Magna Carta had certain specifications regarding qualification and recruitment of teachers at different levels i. e. Kindergarten, primary, elementary, High School etc. It enumerates rules which cover the Conduct of teachers, Tenure of Service, period of probation, transfer and safeguarding issues, Administrative and

Obsessive Compulsive Disorder Essay Example for Free

Obsessive Compulsive Disorder Essay Obsessive Compulsive Disorder (OCD) is a form of anxiety disorder which is characterized by both compulsions and obsessions. The obsessions are experienced in form of recurrent, unwanted and disturbing images, thoughts, or impulses which usually pop into the minds of individuals causing them a lot of distress and anxiety (Hyman Pedrick, 2009). This results in compulsions which are repetitive intentional behaviors that are done in a bid to reduce the anxiety brought about by the obsessions. The onset of the disorder is earlier among men than among women (Jakes, 1996). In addition, the condition is more common in whites than in blacks and social class does not influence development of the condition (Jakes, 1996). In children, Strep throat is known to trigger onset of the condition or worsen the condition (Jakes, 1996). This is a case of autoimmunity where the antibodies produced to fight streptococci attacks basal ganglia. There are several ways in which the disease is manifested and an individual could have either a single manifestation or multiple manifestations. One grouping of OCD is referred to as checkers and individuals who fall under this category have compulsions to keep on checking things which could be locks, doors, and appliances in order to prevent potential disasters. They do this because they are afraid of disasters befalling themselves and others due to something they do or they do not do (Hyman Pedrick, 2009). Another manifestation is in form of washers and cleaners. Individuals who fall under this category have the tendency to repeatedly keep on showering, washing their hands, and cleaning the surroundings. This is because they are afraid and worried about contamination by germs and dirt (Hyman Pedrick, 2009). Orderers form another manifestation of OCD where individuals under this category feel compelled to do things in a given, exact way. For example an individual would be obsessed with arranging clothes in a given way. The other group is known as pure obsessionals and individuals in this group keep on having repetitive thoughts which could be in form of counting, praying, or repetition of certain words (Hyman Pedrick, 2009). These compulsions result from troubling intrusive thoughts and images where they think and see themselves harming or endangering others and this leaves them horrified (Hyman Pedrick, 2009). Another grouping of individuals with OCD comprises of individuals with scrupulosity. People under this category are obsessed with moral and religious issues and will compulsively pray or engage in religious services. The last manifestation is in form of hoarders where individuals in this category will collect things which others consider as trash or junk. In most cases, these individuals cannot explain why exactly they collect the items and they usually tend to develop an attachment to these items such that they cannot throw them away (Hyman Pedrick, 2009). The cause of the condition is thought to be genetic but environmental factors do modify its manifestation. Researchers believe that multiple genes are involved in its transmission from generation to generation and these genes are responsible for modifying brain function (Hyman Pedrick, 2009). When these genes are inherited, they cause variations in brain structure, circuitry, and neurochemistry and this inclines one to develop OCD. According to research statistics, the rate of OCD among family members where one individual has the condition is higher than among members of families where no relative has the condition (Hyman Pedrick, 2009). In addition, for majority of the people where the condition appears in childhood, there is usually a blood relative with the condition leading to confirmation that genetic factors are involved. Apart from genetics, environmental factors also play a role in the development of the condition. If individuals who are genetically predisposed to development of the condition are subjected to factors in the environment that stress them, then they are more likely to develop the condition. These stressing factors include childhood neglect, family stress, death, physical trauma, psychological trauma, illness, and divorce (Hyman Pedrick, 2009). In addition, people who are genetically predisposed to development of the condition can develop the disease as they go through major transitions in life which could be adolescence, marriage, retirement or parenthood. Studies have shown that serotonin is involved in the development of OCD (Hyman Pedrick, 2009). Serotonin is a neurotransmitter which enables communication between brain cells. In people with OCD, brain imaging reveals abnormalities in some areas of the brain and these are usually the basal ganglia, the cingulate gyrus, the thalamus, and orbital cortex (Hyman Pedrick, 2009). These are the brain areas that are involved in the following: processing of information received from the world, sorting of this information based on importance, they enable one to concentrate on tasks being undertaken, and they also alert one to danger. For people who have this condition, these brain areas work overtime, and they focus on ideas and thoughts that are intrusive which under normal circumstances would be filtered out (Hyman Pedrick, 2009). There are several signs and symptoms that characterize OCD. Though the objects of obsession vary slightly from individual to individual, the manifestations of the disorder are usually the same. One of these is obsession and compulsions which usually take more than an hour each day and which interferes with the individuals’ normal lives (Domino, 2007). The obsessions are usually recurrent and the patients usually try to ignore the thoughts or they neutralize these thoughts with compulsions. The individuals with these compulsions and obsessions usually have no other mental disorders (Domino, 2007). The compulsions are also repetitive and deliberate and they are aimed at neutralizing the obsessive thoughts. There are usually no specific tests for this condition and diagnosis is usually based on presence of the above signs and symptoms after which differential diagnosis is made (Lippincott Williams Wilkins, 2008). After OCD is confirmed, several tests are done to determine severity and nature of the compulsions and obsessions. They include the Maudley obsessional compulsive inventory, the Yale brown Obsessive compulsive scale, and Leyton obsessional inventory (Domino, 2007). There is need for differential diagnosis in people suspected to have this condition. Distinguishing this condition from other disorders such as mood disorders, other anxiety disorders, impulsive spectrum disorders, Padua inventory, obsessive compulsive personality disorders (OCPD), impulsive spectrum disorders, and delusional disorders can be challenging. Accurate diagnosis requires a careful evaluation of an individual’s history. There is need to differentiate depression caused by OCD from that caused by others factors. It is also important to differentiate between OCD and trichotillomania where in trichotillomania just like in OCD individuals get relief out of pulling their hair but have no obsessive thoughts (Hollander Stein, 1997). Another condition requiring differential diagnosis is schizophrenia which is also characterized by obsession and rituals though the rituals in schizophrenic individuals are usually purposeless (Hollander Stein, 1997). In addition, other symptoms of schizophrenia are absent. Since some OCD patients also experience panic attacks, this can make OCD to be confused with panic disorder. However, OCD panic attacks are secondary to obsessional fears (Hollander Stein, 1997). Differential diagnosis between OCD and OCPD is also required since OCPD patients exhibit symptoms that are similar to those of OCD such as preoccupation with orderliness and perfectionism (Hollander Stein, 1997). However, in OCPD there is no obsession and compulsions. Borderline personality disorder may also be confused with OCD as patients also experience strong feelings and thoughts about certain issues. There are several approaches that are employed in the care of OCD patients. The treatments used include behavioral therapies, medications and cognitive behavioral therapy. Medications used are selective serotonin reuptake inhibitors and they include sertraline, paroxetine, cilatopram, and fluvoxamine (Domino, 2007). Medications are usually combined with cognitive behavioral therapy. The behavioral therapies usually include exposure therapy and ritual prevention therapy. For ritual prevention, the patients are helped to resist urges to engage in compulsive behavior for long while in exposure therapy individuals are subjected to the factors that compel them to behave compulsively and then helped to resist the urges (Hollander Stein, 1997). Cognitive behavioral therapy involves helping the patients to change their negative thoughts and behaviors. At other times, cognitive behavioral therapy is administered to a group. Response to treatment varies with age where medications are less effective in children and adolescents while adults respond well to treatment with a combination of cognitive behavioral therapy and medications (Hollander Stein, 1997). References Domino, F. J. (2007). The 5-minute clinical consult. Philadelphia, PA: Lippincott Williams Wilkins. Hollander, E. Stein, D. J. (1997). Obsessive compulsive disorders: diagnosis, etiology treatment. London: Informa health care Hyman, B. C. Pedrick, C. (2009). Obsessive compulsive disorder. Minneapolis, MN: Lerner Publishing Group, Inc. Jakes, I. (1996). Theoretical approaches to obsessive compulsive disorder. New York, NY: Cambridge University Press Lippincott Williams Wilkins. (2008). Nurse’s 3-minute clinical reference. Philadelphia, PA: Lippincott Williams Wilkins.

The Rotunda of the 1873 Vienna International Exhibition :: Architecture History

The Rotunda of the 1873 Vienna International Exhibition Austria hosted a world's fair in 1873, as it aimed to present itself as a world leader and the equal of England and France. The structure that served as the focal point and ideological locus for the Vienna Exhibition was its striking Rotunda, a feat of engineering and design, which is pictured during the fair's opening ceremonies on May 1, 1873. On that day, the streets of the Ringstrasse were wet with a cold drizzle. More than twenty thousand Viennese citizens came out to see the festivities, yet the area around the Rotunda, Leopoldstadt and Praterstern, did not seem even half full. Emperor Francis Joseph appeared at noon, signaling the beginning of the ceremonies. The program was unusually brief; it concluded in less than thirty minutes and lacked any type of formal speech. However, the one characteristic that immortalized that day was the music. The strains of the Imperial Opera's orchestra and the voices of two Viennese Glee Clubs united in performing Handel's March, the waltzes of Strauss, and the Austrian national hymn. While the music emerged as a high point of the initial celebrations, the atmosphere in Vienna during the fair seemed rather half-hearted. For the past several years, the nation had been enjoying a period of economic growth and domestic prosperity. However, just a fortnight after these opening ceremonies, the Austrian stock market underwent a severe crash, wreaking havoc on the domestic economy. This frustrated the efforts of the Austrians to convey a strong impression to the international community. Ironically, it also seemed that while other countries experienced success in selling their national products to the fair visitors, the Austrian displays lay untouched. For these reasons, the atmosphere in Vienna during the fair was not as jubilant as had been seen at other exhibitions. However, the crash occurred after the Rotunda was built, so the budget for the construction of the Rotunda strikes one as fairly impressive. In July 1871, the original amount allocated for its building was 6,000,000 florins. However, in September of 1872, an additional 6,000,000 florins was added. The website image is an 8 X 11 inch black and white engraving that appeared in the periodical Kunst und Kunstgeverbe auf der Werner Weltasstelling. One can note the presence of a small crowd, in their finest attire inside the building. It seems logical that this picture was sketched by an artist who had been present during the ceremony.

‘Poetry’ by Marianne Moore Analysis Essay

In the poem, Moore dissects the meaning and understanding of poetry. She tries to make a point of the importance and usefulness of poetry to a person. There is the mention that most people do not take the time to appreciate something of they do not understand it. From research on this poet I have discovered that she has a unique writing style that she is referencing in the poem. There are a few images in her poem like when she writes, â€Å"Hands that can grasp, eyes that can dilate, hair that can rise†¦Ã¢â‚¬  Another example of imagery is, â€Å"elephants pushing, a wild horse taking a roll, a tireless wolf under a tree†¦Ã¢â‚¬  There are also other poetic elements in this poem as well as images. This poem really contains the main theme of the nature of people. She describes a stereotypical view that people do not take the time to appreciate and understand things. The poem honestly causes me a lot of confusion, which is why I picked it. I do not know how to get a full understanding of anything in this poem, especially things such as themes and allusions so I do not really have anything to say about either of those things so I am going to move on. There is one piece of irony I found in this poem. Her first line, â€Å"I too dislike it; there are things that are important beyond all this fiddle,† is an example of irony in her poem. For she is a poet sharing her negative opinion of poetry, I am assuming. The tone of this poem seems to be slightly melancholy for most of it.

Conservative, Liberal and Marxist History

History has been understood differently by different people. While some have understood it as the study of the past events, others have defined it as a record of human actions which have occurred in the past. 1 However the variety of definitions, it should be pointed out that history does not constitute everything that happened in the past. Only those past activities which have had a bearing on the present are what may qualify to be worth history. 2 Just as there are many definitions of history, so are there many branches of history.This essay is meant to define and illustrate the importance of three of the braches of history. These include Conservative, Liberal and Marxist History. The essay is organized in two parts. The first part will provide in-depth understanding of the three terms, whereas the second part will show how important each of them is in the study of history. Conservative History is one historical interpretation of history which traces its foundation in the word â₠¬ËœConservatism’. Conservatism literary means preservation of what has always been tradition.It is an ideology which favours status quo and is very reluctant to accept change. Conservatives prefer having things continues as they have been in the past. Any drastic change to tradition is viewed with suspicion. According to this ideology, political and other human institutions have endured through ages because of tradition. For this reason, change should only be accepted very gradually. 3 Having looked at conservatism, it may now be imperative to define Conservative History as that branch of history whose writings are based on maintaining history as has always been written, without altering it.In this vein, this history favours tradition, as no perceptions or any other radical views are not emphasized. Conservative Historians may also write history not to preserve the past, but to remind society of the good olden tradition. The goal in this case, is to see societies revert back to the values of earlier times. Because of its emphasis on the value of tradition, Conservative History has always perpetuated inequalities, absolutist regimes and domination of the poor by the upper class. 4 Liberal History as the word ‘liberal’ suggests, comes from the Latin word ‘liber’ meaning ‘free’.The word therefore, has more to do with freedom or liberty. Liberalism advocates for equality of opportunity for all and allows maximum freedom to individuals while limiting the powers of government. The earliest form of Liberal History was a reaction to the conservative history, which was being considered as static. Liberal History advocated for the freedom of thought for historians as a way of ensuring the progress of humanity. Core to this branch of history is the belief that if historians are to write history which promotes progress, then historians should not be controlled in trying to seek historical truth.The past, present and future are seen as being interconnected and influencing one another. Therefore, it is not necessary to emphasize one when all the three (past, present and future) collectively shape history of humanity. According to liberal historians, it is possible to analyze history progressively rather than look at it as tradition. They totally differ with conservatives who may always want to maintain status quo in areas such as divine rights of kings and hereditary status among many others. They regard traditions as having no value other than hindering social progress.Further, they hold the view that traditions and other social practices should continually be adjusted for the benefit of humanity. In other words, Liberal History constitutes those historical accounts which are highly critical of certain traditions and cultures, referring to them as uncivilized, barbaric and primitive. 6 Marxist History’s origin may be traced to the works of Karl Marx (1818- 1853) who analyzed human history and concl uded that it was all about class struggles. 7 It is also called Radical History.Marx theorized that in every historical era, there is always a dominating class and an oppressed class, as well as a struggle between these classes. According to him, these struggles are perpetuated by the state and economic conditions such as capitalism which produces oppressed classes. He contended that capitalists will destroy engage in brutal competitive struggles with each other, thereby giving an opportunity to the exploited laboring classes to rise up against capitalism and overthrow it so that they replace it with communism.In communism, there would be no classes and economic benefits would be shared equitably. 8 Marxist History is therefore, that interpretation of history on the basis of not only social and political factors but also economic factors. Marxist historians asserted that poverty and diseases of the poor people are as a result of social classes and conditions under which peasants liv ed and worked. 9 The base of man’s problems was to be found in the division of society into classes. Therefore, in order building a society with no exploitation is only dependant on the forceful removal of the capitalist  system.At the centre of radical history is the argument that the historical analysis of man’s progress and development is meaningless unless that analysis puts into consideration the economic and social relations aspect. 10 This is unlike liberal history which only emphasizes the social and political factors in the analysis of man’s development. So far, it is clear that Marxist History differs considerably from the other two branches discussed. For example, whereas liberal history centres on man’s progress, Marxist history is more concerned with changing the world.Marxist historians advocate for a radical transformation of the economic and social conditions by removing capitalist relations. This would have to be done through a violent revolution. An example of radical historians is Paulo Freire who championed the cause of the oppressed in his book, ‘Pedagogy of the Oppressed’. 11 In this book, he campaigned for the liberation of the poor who had been oppressed by the dominant classes. Having discussed the three branches of history in detail, the essay will now focus on the importance of each of these branches in the study of history.Merely defining the concepts without illustrating their relevance can render futile the need to understand them (branches) in the study of history. It should be noted from the onset that while all the branches discussed may have their faults or inadequacies, they all are very relevant in the study of history. Many a time, historians align themselves with one of the many branches, and this reflects in their works. The importance of Conservative History can never be overemphasized. What is life without tradition?No society would be what it is today without the contribution of past values and traditions. Though arguable, it could be true to assert that the world has evolved into what it is today because of the good values of the past. It is for this reason that caution ought to be taken to ensure that societies and politics remain immune to temptations to change. Conservative history is premised on the old adage that ‘the devil you know is better than the angel you do not know’. The emphasis on maintaining the status quo will definitely result in continuity and stability of societies and institutions.Conservative history gives an impression that things were better in the past than they are now and that there is need to go back to the olden ways. This is especially true in the area of African education. Indigenous education was better compared to the current western education, which promotes nothing but social stratification and unemployment. The entire curriculum is so irrelevant, bookish, with very few practical subjects at selected level s of education12. However, looking into the past, it is vivid that traditional education which was offered ensured a rounded education and comprehensive preparation for real life.There was no such thing as unemployment! Owing to the fact the past was much better off than the present, conservative history plays an invaluable role in enlightening the present generations on the achievements of the past. Its stress on the need to return to the values of the earlier times has always been received positively. In Zambia for example, there are moves to ruralize the school curriculum so that it includes some of the traditional aspects which have direct relevance to societies.13 Further, tribute should be paid to conservative historians for their role in the re-writing of African History which had been greatly tarnished by some liberal historians. The first writers of African history portrayed it in a very negative way. The African ways of life were seen as heathen, barbaric, primitive, backw ard and uncivilized. 14 It had to take conservative African historians to try to erase the fabrications, omissions and stereotypes of colonial historians. By eulogizing the African past, conservative historians have made a huge contribution to the study of history.Like Conservative History, Liberal history plays an important role in the interpretation of history. The notion of the past as a continuation into the present and future is very true and important. It is very true in the sense that society is indeed dynamic. The conditions of the past may not be the same conditions now. Therefore, societies cannot afford to be static in a fast changing world. For example, in the 1970s, Zambia and many other countries were under socialist and dictatorship regimes. It worked so well that time. However, in the 1990s, a wind of change blew, and countries could not afford to remain static.Many socialist governments were toppled and replaced with more democratic and capitalist governments which espoused the principle of liberalization. The role of liberal history in promoting the progress of society cannot be overlooked. Besides, this is the only branch of history which makes it easy to analyze the past in order to understand the present and finally forecast the future. By supporting social progressivism, certain bad elements of tradition can be done away with. Such elements or practices include the divine rights of rulers, hereditary statusand other injustices. 15 In the study of history, this branch helps greatly in the understanding of present events as offshoots of past events. In addition, it is the goal of liberal history to be written from several view points as long as it has man’s freedoms at the centre. 16 This branch is very important because it allows for the different perspectives with people try to explain historical events. Without liberal history, there would only be one universal interpretation of historical facts. It concerns itself with the politi cal and social life of societies.These are very cardinal aspects of history which demand for interpretation. Marxist history has an immense contribution it makes in the study of history. As discussed earlier, this branch fills the void left by liberal history. The latter only addressed the social and political aspects leaving the economic aspect which also contributes to man’s progress in both political and social life. Though radical in nature, this branch provides a working interpretation or hypothesis of the existing social classes and consequent class struggles in man’s history.17 It is therefore, possible to understand the source of the frequent conflicts between workers and owners of the means of production. Conservative and liberal history may not answer the questions of about poverty and diseases from which poor people suffer. Yet, these are very important questions in any study of history. Radical or Marxist history hence, becomes imperative because it provide s answers to these questions. According to this branch, poverty and disease are as a result of the creation of classes based on economic factors.In other words, capitalism which is the main cause of division of societies is the base of man’s problems and exploitation. 18 Another important aspect of Marxist history in the study of history is its role in trying to change the world. This branch of history attempts to cleanse the world of the social ills and inequalities by bringing them out in the open. It therefore, advocates for a radical transformation and liberation of the poor’s economic and social conditions. Careful analysis of Marxist history offers a good explanation for the under-development of Africa.Colonialism which brought with it capitalism, is blamed for the exploitation of African human and material resources. This knowledge is important in the study of African history. It is necessary to learn how African peasants and workers were stripped of their resou rces by the greedy colonial capitalists. Throughout the colonial period (and even now), Africans did not benefit from their resources. 19 Rather, they have always been suppliers of cheap labour to the capitalists. In summary, this essay has defined three of the many branches of history, namely: Conservative Liberal and Marxist.Conservative history bases its writings on the preservation of what has been traditionally followed. It has no room for divergent and radical views other than the status quo. Liberal history on the other hand, emphasizes freedom of thought for historians as a way of promoting historical progress of humanity. It is a reaction to conservative history. Finally, Marxist history is a radical view of history which emphasizes the interpretation of history on the basis of both social and economic factors.The essay has further, illustrated the importance of each of the branches discussed. Conservative history is cardinal to the understanding and appreciation of the pas t traditions and cultures. Liberal history facilitates an understanding of present events and projection of the future through analysis of the past. Economic inequalities and problems in man’s history can be better explained by Marxist history. It is therefore, clear that historical accounts of all the three branches discussed are extremely relevant in the study of history.

Mixed Ability Classes and How Teachers Can Face This Challenge

Mixed Ability Classes and How Teachers Can Face This Challenge Introduction Mixed ability classes and teaching is a kind of education strategy where students can work together with teachers despite the differences in individual skills, personal interests, personalities and learning needs. Despite the fact that most classes are often multi-level, instructors, particularly the less experienced find giving instruction to such classes a very tasking job.Advertising We will write a custom essay sample on Mixed Ability Classes and How Teachers Can Face This Challenge specifically for you for only $16.05 $11/page Learn More The work of lesson planning for every student as determined by the different learning abilities and styles is quite challenging. The teaching styles have to correspond to the students’ capabilities and learning styles, but the classes often have a great variation in these abilities. Nonetheless, non-homogeneous class can be looked at in a positive manner because it serves as trigger for instructorsâ €™ professional growth and development. This is because it calls for the use of a variety of strategies, teaching styles, responsibilities and interaction patterns. Theoretical Framework Mixed-ability classes are groupings of students who have greatly varying capabilities, motivation for learning, experiences, interests, learning needs, learning styles, Language, cultural background among other characteristics (Baker 2002, p. 25). These classes are also multileveled hence pose varying degrees of challenge to the teacher based on how multileveled they are (Baker 2002, p. 45). It’s pertinent to distinguish between the mixed ability classes and teaching because whereas the class could be mixed in terms of the student abilities, the teachers may not be employing mixed ability teaching styles. Common Challenges as a result of the differences in class include; Getting all the students to pay attention, learn and take part in class Avoid boring the fast learners (Tomlinson 2005 , p. 262) Avoiding loosing focus as younger students or slow learners can feel intimidated by stronger learners Planning different activities for the varied needs of the learners Grouping may demean weaker students and may refuse to go to lower groups Ireson and Hallam (2003, p. 56) proposed that instructors needed to appreciate the different or varied abilities of the students because it is natural for children to develop at different rates. As a result, the student would prefer different thing ranging from learning styles and how they present they work.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More All the students would demonstrate a range of abilities with strengths at different times of study sometimes based on the topic under study or the style of teaching being used (Ireson Hallam 2001, p. 56). When students are taught with their preferred style of learning, they are likely to pe rform just as good. Regardless of the place or the type if school, the existence of mixed ability classes are inevitable. Each individual has unique characteristics and need which are very different from the rest of the students in several aspects (Ireson Hallam 2001, p. 57). Gender, attitudes, intelligence, confidence, motivation, language development, ethnicity, age and culture play a very big role in determining the learning preferences of each student. Teachers should consider all the different factors and assess particular situations of different groups. The ultimate objective is to ensure that all the students make progress in academic performance (Tomlinson 2005, p. 262). This means, teachers have to make the most for this to take place and it entail monitoring and detecting differences among the students. Baker (2002, p. 45) gives an argument that, teaching was not all about having children in class that is the challenge but that each of the required attention because of th e differ ability level. She further explains that keeping the student attentive to the lesion was very difficult in such classes. They can generally have poor motivation and can get frustrated because, the poor students may not be attended to because of time constraints (Baker 2002, p. 45). Additionally, the learning style may not match the teaching approach and the students many seem uncooperative and lose attention easily hence precipitating into commotion in the class. Lesson planning and preparation of teaching material consume a lot of time for the different students. This could sometimes make the teachers feel inadequately prepared and not able to cope with the class as Hess (2001, p, 78) identifies.Advertising We will write a custom essay sample on Mixed Ability Classes and How Teachers Can Face This Challenge specifically for you for only $16.05 $11/page Learn More Teaching a mixed ability class can be taught efficiently when the teacher appreciates that the whole class cannot be taught by controlling the class from the front. The students are well taught if they are they are permitted to learn as individuals (Hess 2001, p, 78). However, this may fail when the teacher insists on teaching the students as a group of homogenous individuals or average students. It would be unrealistic to expect that students with different capabilities to learn through the lesson and curriculum at the same pace (Susan Judith 2005, p. 5). Important Factors for Working with Mixed-ability Classes Creating a Proper Atmosphere It is pertinent that the teacher creates positive learning atmosphere where students can feel relaxed and at ease to express their strengths and weaknesses (Hess 2001, p, 78). There is a very strong connection between a good class atmosphere, good behaviour and classroom management. In order to create the best learning environment, it’s pertinent that the teacher establishes a good relationship with the students. For inst ance, the teacher can ensure that he/she learns the names of the students fast enough and also find out more information on their lives, cultures, language, weaknesses and interests (Susan Judith 2005, p. 6). This can be done in the initial stages of the class where students can be asked to write detailed essay about themselves. Anxiety could be a barrier for the students (Brown 2002, p. 76) especially when they are afraid of making mistakes in the class and be laughed at by the rest of the students. Teachers should not depend so much on the precision but to concentrate on individual competence and develop situations with composed and welcoming environment. The students will be made to know that it is usual to make mistakes and it was part of learning. The teacher should set the rules for learning to the students. Organization is important for the good atmospheres (Brown 2002, p. 76). The teacher should explain the importance if each lesson with objectives clearly outlined. Clear i nstructions should be given to the students at the beginning of each lesson. Assessment is very important for the teacher as it will him/her to find out how the lesson went on and how to improve.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Responsibility for Students It is important to make students be part of the process of assessing learning by creating small discussion groups with the instructor. For instance the instructor can discuss with the students how the assignment went and the issues that could be improved among others. Brown 2002, p. 67 stresses the significance of assisting students in identifying their learning strategies to enable them to develop better study skills that work best for them. Hess (2001, p. 78) insists on the importance of collaboration and cooperation especially where they monitor their own work, their classmates’ and give feedback. This would allow them to take responsibilities. Clear Instruction This is one of the best means of dealing with mixed ability classes in terms of teaching. The instructor should present easy instructions as this would make students decipher the meaningfulness of the instructions faster (Brown 2002, p. 61). Tasks can be introduced by use of different me thods so that various students’ abilities can be addressed (Baker 2002, p. 45). When the teacher explains concepts, it is proper that he/she uses proper, relevant and concrete illustrations. The various methods of teaching reinforce the students’ ability to understand (Brown 2002, p. 69). After the instruction, teachers should allow their students some time to think them over and even discuss with their classmates and ask for clarifications. It is also appropriate for the instructor to plan complex tasks in manageable steps because unclear presentation of tasks to students or ambiguous instructions can result into more problems. Some of the students could find the lesson too hard (Hess 2001, p, 78), some could even give up trying while a few would be comfortable. Motivation and Differentiation Leiding 2002, p. 37, categorically explains that the personal interests of the students, their experiences, emotions and ideas should be incorporated into lesson plans. Extensive has been conducted on the significance of considering these aspects and the results indicate that they are likely to develop better understanding when teaching is based in their internal motivation (Tomlinson 2005, p. 262). It was traditionally thought when teachers insist on the experiences and interests of their students as well as on prior knowledge was a disregard of scientific methods. Currently, these considerations have the backing of cognitive research which has demonstrated that learning was a process of constructing meaning out on new information or unfamiliar events with regard to familiar ideas and experiences (Leiding, 2002, p. 38). Teachers should also make use of student –centres activities and the content of instruction should be based on the learning needs of the students. This can be achieved by allowing them to freely express themselves when learning like in writing or speaking. This could be about event their watched or experiences they went through. Hess , 2001, p. 79 emphasizes that students should share their opinions in class as they connect and related to their experiences, this should also be done with regard to their future plans. Differentiation is used for motivate students and this can be done in three aspects of education; the teaching material, the process of teaching and the product. Material can be differentiated in terms of visual, audio or both presentations (Tomlinson 2001, p. 67). The process can be class discussions, group works, individual assignments etc. the product can be differentiated based on how students are able to present what they learned like in a test or an examination. Solutions to Specific Challenges in Mixed Ability Classes In order to give children a chance to benefit from the lesson being taught, it is paramount to consider the differences among them in lesson plan preparation and implementation. In order to even plan for future classes (Baker 2002, p. 48), the teachers need to understand the poss ible challenges and the possible best solutions for multi-ability classes. Some of the challenges are already highlighted in previous paragraphs, however, these are the solutions to some of them; Resources and materials for teaching Most learning material like text books and curricula are developed and designed for average students and for homologous classes. For the multi-ability class, students respond differently to these materials (Leiding 2002, p. 38). This means the teacher will difficulty in finding the appropriate teaching material to fit needs of the class. The solution would be to adapt some material from elsewhere to address these needs like simplifying the language (Baker 2002, p. 56). The teacher can design new material to use for teaching like using pictures to illustrate objects in class. Tasks for students Some weaker students could find course book homework very difficult. As a result they often fail to carry out their assignments hence lag behind as the teacher mov es ahead with other students (Susan Judith 2005, p. 9). In order to ensure that these students get to learn as well, the teacher can develop easier version of the same home work for them (Hess 2001, p, 81). The teacher can give cues to help students to figure out for themselves how to do the homework like reducing multiple choices which could be confusing. The instructor can encourage group work and open ended tasks which will allow students independence to express their opinions and work at their own paces. Individual strengths, needs and interests In a multi-ability class each student has his/her own interests and needs and this is what builds their attitude towards learning and the instructor. The teacher may fail to know the interests, strengths and needs of his/her students. This will mean there will be no connection among them and they will not blend well in class (Leiding 2002, p. 38). The solution is that the teacher should take interest in the students’ likes and di slikes, language abilities and culture. He/she may try to find out the topics or subjects that interest each student hence derive their possible interest from this. Engaging students in a wide range of activities and assessing them would help the teacher to identify the strengths of the students based on their involvement and performance (Hess 2001, p, 82). Participation because of language development differences and prior knowledge, the level of participation in class activities is often varied because some students lack confidence while other are pushy and pestering ready to express themselves. The teacher can solve the problem of variation by employing different activities in the lesion to match different intelligences (Brown 2002, p. 73). The teacher should not concentrate only on the extrovert students but also call on the shy ones to contribute their opinions. Student groups should be mixed as well. Conclusion In education, working with mixed abilities classes in particular, the teacher is an important element. This is because she/he is the manager of the classroom and therefore in charge. The teacher can determine whether the instruction achieves the objectives of learning or not. The difference students all depend on the direction of the teacher. This is the reason why, the strengths and weaknesses of the students in mixed ability class can be addressed specifically by developing good atmosphere, introducing motivation, responsibility and given children personal responsibilities. Adopting a flexible methodology of teaching mixed ability classes is the most challenging undertaking for teachers, they have to invest a lot of time and energy in designing lesson plans and they are required to learn new management an organizational skills an undertaking that could stretch beyond their pedagogical skills. Reference List Baker J. 2000. The English Language Teacher’s Handbook: How to Teach Large Classes with Few Resources. New York: Continum: London: Ca ssel Brown D.H. 2002. Strategies for Success: A Practical Guide to Learning English. New York: Longman Hess N. 2001. Teaching Large Multilevel Classes, Cambridge: Cambridge University Press Ireson I., Hallam, S. 2001. Ability Grouping In Education, London: Paul Chapman Publishing Leiding D. 2002. The Won’t Learners: An Answer to Their Cry. Lanham: Scarecrow Press Susan H. Judith I. 2005. Secondary School Teachers Pedagogic Practices When Teaching Mixed And Structured Ability Classes, Research Papers In Education, Vol. 20, No. 1, pp. 3-24 Tomlinson C. A. (2005). Grading and Differentiation: Paradox or Good Practice? Theory into Practice, 44(3), 262-269 Tomlinson C. 2001. How to Differentiate Instruction in Mixed-Ability Classrooms, Alexandria, VA: ASCD Professional

Average SAT Scores Over Time 1972 - 2018

Average SAT Scores Over Time 1972 - 2018 SAT / ACT Prep Online Guides and Tips SAT scores for the past few years have shown a marked decline, particularly since 2006, which can be attributed to various causes. In this article, we provide you with some charts showing the average SAT trends from 1972 to 2018 as well as the variation in SAT scores by ethnicity. Average SAT Scores for Past Years: 1972-2018 First off, here is a chart of the SAT averagesfrom 1972 to 2018 so that you can see the overall trends in SAT scores throughout the years. All data is taken from the 2016 College Board Total Group Profile Report, the 2017 report, and the 2018 report. Year Math Critical Reading Writing Year Math Critical Reading Writing 1972 509 530 - 1996 508 505 - 1973 506 523 - 1997 5 505 - 1974 505 521 - 1998 512 505 - 1975 498 512 - 1999 5 505 - 1976 497 509 - 2000 514 505 - 1977 496 507 - 2001 514 506 - 1978 494 507 - 2002 516 504 - 1979 493 505 - 2003 519 507 - 1980 492 502 - 2004 518 508 - 1981 492 502 - 2005 520 508 - 1982 493 504 - 2006 518 503 497 1983 494 503 - 2007 514 501 493 1984 497 504 - 2008 514 500 493 1985 500 509 - 2009 514 499 492 1986 500 509 - 2010 515 500 491 1987 501 507 - 20 514 497 489 1988 501 505 - 2012 514 496 488 1989 502 504 - 2013 514 496 488 1990 501 500 - 2014 513 497 487 1991 500 499 - 2015 5 495 484 1992 501 500 - 2016 508 494 482 1993 503 500 - 2017* 527 533 1994 504 499 - 2018* 531 536 1995 506 504 - - - - *The old SAT had three main sections: Math, Critical Reading, and Writing. Since theSAT's massive redesign in spring 2016, there are now two main sections on the test: Math and Evidence-Based Reading and Writing (EBRW), the latter of which is a combination of the Reading and Writing sections. Now, here's historical SAT test data for different ethnicities. The scores below are the combined mean scores for the Critical Reading and Math sections (for 2017 and 2018, scores shown are the means for the EBRW and Math sections combined). Demographic of Test Takers 2007 Scores 20 Scores 2015 Scores 2016 Scores* 2017 Scores* 2018 Scores* American Indian or Alaskan Native 981 972 963 939 963 914 Asian, Asian American, or Pacific Islander 1092 12 23 31 (Asian American) 870 (Native Hawaiian or Pacific Islander) 81 (Asian) 986 (Native Hawaiian/ Other Pacific Islander) 52 (Asian) 948 (Native Hawaiian/Other Pacific Islander) Black or African American 862 855 859 855 941 919 Mexican or Mexican American 921 917 905 - - - Puerto Rican 913 904 905 - - - Other Hispanic, Latino, or Latin American 922 913 906 901 (All Hispanic, Latino, and Latin American) 990 (Hispanic/ Latino) 1005 (Hispanic/Latino) White 1061 1063 1063 1061 18 1077 Other 1009 1010 1009 1015 03 (Two or More Races) 1044 (Two or More Races) No Response 977 944 926 952 961 875 Sources: 2007 Report,20 Report, 2015 Report, 2016 Report, 2017 Report, 2018 Report *Note the changes in ethnic categories for the 2016-2018 reports. SAT Score Trends: Discussing the Numbers What the SAT charts above show us is that the scores vary greatly depending on how the College Board structures the test and organizes its scoring. The years of study thata student engages in matter. The more years of secondary education someone has completed, the better her average score on the SAT will be. Higher GPA also correlates with higher SAT scores. Generally, Critical Reading (now called Reading on theredesignedSAT) has taken an overall decline, whereas the Math score has risen slightly over time. There are of course small fluctuations throughout the years, but the overall trend is clear. There are also notable gaps in the performances of students from different socioeconomic and ethnic groups that show no signs of closing. ACT scores, unlike SAT scores, have remained relatively more stable over the past several years. Though they, too, have shown similar variations in numbers, it hasn’t been as bad as the SAT numbers. On the other hand, they do show differences based on the ethnic and socioeconomic backgrounds of the test takers. Due to the nature of the test or due to different demographic profiles among test takers, from 2006 to 2016 overall average SAT scores fell a total of 34 points, down in each of the three sections tested. (You'll notice a sharp increase in section scores in 2017, but this is partly due to the SAT's massive redesign; thus, we won't be able to use these scores for our comparison until more years use the redesigned SAT format.) According to the demographics table, from 2007 to 2015 the average scores for white students stayed about the same. Similarly, mostother groups witnessed no change or decreases from 2007 to 2015. Asian Americans experiencedthe biggest positive change of all groups during this time frame: a staggering 31-point increase in mean Critical Reading/Math scores. (Note, though, that before 2016, Asian Americans were combined with Pacific Islanders.) Access to quality education, not ethnicity, might explain a significant portion of the racial gap. This can includevariations based on whether the student completed a core curriculum or not, and whether they had access to SAT prep. In 2014-2017, more students took the ACT than the SAT; this trend reversed in 2018, with over 2.1 million students taking the SAT (compared to 1.9 million who took the ACT during that same time period). Many students believe that the SAT doesn't accurately reflect what is taught in schools today. The decision to institute changes to the SAT in 2016 may have beendue to this disparity between what is taught and what is tested; it could also have beendue to the loss of market shares to the ACT. Critics say that the SAT measures a student's background and access to resources (including test prep) more than it predicts a student's likelihood of success at the college level. Actually, those two points might correlate because the students that receive this sort of help are also more likely to receive the support they need in college from their families. While it’s true there is variation in scores with respect to race and income, it is still something that can be overcome by the student with both dedication and practice. What’s Next? Struggling with a low SAT score? Check out our series of articles on the how to improve your scores on the SATMath, Reading, and Writingsections. Shooting high on the SAT? Check out our series on how to get perfect scores on the SAT Math, Reading, and Writingsections,written by a perfect scorer. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. 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Critically evaulate the view that international organisations and Essay

Critically evaulate the view that international organisations and global governance systems are undemocratic - Essay Example Indeed, it is very much possible to see that global institutions such as International Monetary Fund (IMF), World Bank and World Trade Organisation (WTO) do play an active role in the governance, political and economic organisation of many countries from around the world. Importantly, the issue of deficit of democracy primarily arises from the fact that while the nation states are at least theoretically accountable to the national civil society, the international institutions are accountable to none. All the nation states do not wield equal power in many of the transnational institutions. Moreover, if we look at the internal structure and power balance within, most of the international institutions are tilting towards the rich countries of the Global South. Global Institutions, Global Governance and Lack of Global Democracy The making of accelerated globalisation was characterised by the shift of governance from the national to the global. The nation state is being increasingly chall enged by the forces of globalisation. At present, the democracy is solely expressed through national governments and their institutions. In other words, the national parliament is the only abode of democracy. However, the rise of international organisations has led to their growing clutch on the national economies, politics and policies. It is followed the rise of unaccountable forces of neoliberal capitalism which effectively surpass any idea of national and popular sovereignty. It has led to a kind of global elite consolidation as there exists no world parliament. Still, the absence of world parliament does not automatically translated as the absence of global sovereignty. Global sovereignty certainly exists as the consolidated and concentrated power of global market forces and their institutions. It is primarily because of this lack of democracy within, the meetings of international finance and trade institutions attract huge resistance from activists and political groups from ar ound the world. The voting rights in a major institution such international monetary fund is based on proportional vote wherein ‘one country, one vote’ principle is not followed. On the contrary, countries get their voting rights based on their economic share in the institution. The United States in particular and the West in general are also able to exert disproportional influence in the decision making bodes of IMF and World Bank. One of the major problems with international governance organisations is that they do not directly draw their legitimacy form any popular sources. In other words, the legitimacy of the global institutions is solely depended upon their ability to intervene and act decisively in certain situations and places. Although, there is a lot of talk on the emergence of a global civil society which could effectively counter the lack of democracy in global governance institutions, nothing yet has materialised. Conversely, the so-called global civil soci ety itself is predominantly dominated by many Non Governmental Organisations which are accountable not to the people but to the funding agencies. In the question of transparency too, the status of global transnational organisations is not very different from the global finance or political institutions. Here, the very lack of representation of the voice of the developing