FUR 2601 Essay - 1120 Words

Date: 01 March 2012 Subject: Fundamental Rights Subject Code: FUR 2601 NOTE: Assignment answers based on fact pattern 1 of FUR201/101/3/2012 page 21. RHS Column for Remarks/ Suggestions: Question: 1 (a): HIV/AIDS is killing more and more South Africans daily and the mere possibility of a fourth line anti-retroviral treatment which has undergone the correct testing and systems should be made known to the public. Due to the new Medicines Control Amendment Act s5 which permits the Minister of Health to supress findings which she deems counter to current state policies by issuing a restraint on Professors Spies and Maseko, their treatment can now not be published. As counsel for Professors Maseko and Spies, they have standing to†¦show more content†¦There is no evidence available that proves this treatment to be dangerous and is in fact seen as a breakthrough by international and domestic experts. The Minister of Health remains certain that the garlic, African Potatoes and vitamins is sufficient enough. In the case Janse van Rensburg v Minister van Handel en Nywerheid, Professors Maseko and Spies are entitled to know what are considered to be the dangerous elements of their tre atment since no alternative relief was provided. Allowing the treatment to be released will be of great interest to the public and will benefit a great number of them too. The main personal rights of Professors Maseko and Spies which are being infringed upon are their freedom to the press and other media, their freedom to impart information or ideas and their academic freedom of scientific research, since their research findings have been suppressed. Taking into account all the above factors, Professors Maseko and Spies do have standing to bring this constitutional challenge to the new Medicines Control Amendment Act s5. As soon as a fundamental right has been infringed upon, it is the individual’s right to challenge this and stand before the court with their findings, proof and evidence. Marks: ___/5 Question: 1 (b): The Treatment Action

The Need for Waste-to-energy on Ships - 995 Words

The Need for Waste-to-energy on Ships Waste-to-energy power plants are lowering the amount of waste we have in landfills and turning that into energy to meet industrial needs. What if there was a way to shrink these power plants and put them onto cargo and passenger ships? According to the Palm Beach Post, the Environmental Protection Agency says, â€Å"a cruise ship with 3,000 passengers can generate 210,000 of gallons of waste and sewage and 1 million gallons of grey water from showers and drains in a typical week.†1 Most of the material that lands in these waters is not biodegradable. The majority of ships will dump their waste into the ocean, while others will store it until they get back to land, only to dump the waste into landfills. There are four reasons why having small generators on ships would work: 1) The use of generators would create job opportunities; 2) The generators are environmentally safe; 3) There would be abundant source of waste to use as fuel; and 4) The generators would keep dangerous waste, like plastic, from entering the waters. The technology to produce energy from waste has already been proven to work. With a small generator, ships would be â€Å"recycling† the waste into energy that could be used for providing electricity, transportation, and industrial needs. Waste-to-nearby facilities have already proved to be a great investment on land.2 The facilities provide financial and environment benefits to the communitiesShow MoreRelatedThe Marketing Of Cruise Tourism Essay1250 Words   |  5 Pagescarried and supported on a variety of different cruise ships across the globe. 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Outline Difference between a syllabus and a curriculum Essay Example For Students

Outline Difference between a syllabus and a curriculum Essay Outline Difference between a syllabus and a curriculum. An account of the salient factors we have to consider for constructing a syllabus. 1. Introduction. 2. Syllabus and curriculum A. Definition of syllabus B. Definition of curriculum C. Difference between syllabus and curriculum a. Basic difference b. Differences in detail approaches 3. Factors to construct a syllabus A. Type A: What is to be learn B. Type B. How is to be learn C. Van EKs necessary component D. Selection of the content E. Organization of the content F. Components to design a syllabus a. Set A b. Set B c. Set C d. Set D G. McDonough about syllabus design H. Criteria for selection and grading a. Structural b. Topic c. Functional 4. The need for a syllabus A. Should a syllabus be explicit, and if so, to whom? B. Basic organizing principles 5. Creating and reinterpreting a syllabus 6. Conclusion Introduction: Throughout the 1970s while language teaching theorists and practititioners excited themselves with course design for Specific Purpose language teaching, and while needs of adult migrants and private sectors or industrial language learners were extensively examined, the majority of learners of English continued to struggle with large classes, limited text books, few contact hours, and years of unintensive study. The work of many teachers had either been ignored by syllabus or curriculum designers, or had been interfered with by insensitive and too rapid application of ideas from ESP theory or Council of Europe discussion by administrations who did not fully realize the implications of the innovations so proudly presented. As a result, several national educational systems have gone communicative or gone functional-notional, and then retreated after a brief trial period whatever they had before. It seemed worthwhile, therefore, to convene a symposium at TESOL Convention in Toronto in 1983 specifically to examine the role of syllabuses in normal state education. And it is also seemed worthwhile not to rush too quickly into arguments about the detailed design of syllabuses, but to clear the ground first on the definition, function and purpose of the syllabuses, for many of the difficulties in discussion of for example Wilkins influential Notional Syllabuses 1976 result from the enormously varying interpretations of the term syllabus. Since a language is highly complex and pervasive, all of it which can hardly be determined cannot be taught at a time. Moreover al the phenomena related to the language might not be relevant or necessary to be taught to the learner/group of learners. Therefore, successful teaching of the language evidently requires a selection and then an arrangement of the teaching items/materials depending on the prior definition of the objectives, proficiency level to be developed in the learner, duration of the program, and the like, on the one hand, and on the other, upon the consideration of the learners needs, lacks, aptitudes, motivation, age, personality memory transfer of training, cognitive style, and so forth. The selection and the sequencing absolutely take place in the syllabus planning stage. With the advent of much complicate theories of language and language learning, as well as recognition of the diversity of the learners needs, wants, and aspirations, the concept of syllabus for SL/FL teaching has taken on new importance. It has also become highly elaborated, and has been examined at length, particularly in the context of ESP programs, and generally ELT planning. Thus the syllabus is now viewed as an instrument by which the teacher, with the help of the syllabus designer, can achieve a degree of fit between the needs and aims of the learner as social being and as individual and the activities, which will occur in the classroom. A syllabus is required to produce efficiency of two kinds-pragmatic and pedagogical. The former is concerned with the economy of time and money. It needs the setting of instructions to be planned, and that not all learners are to be given the same treatment. So syllabuses differ according to the practical factors present in given situation. The latter kind of efficiency is related to the economy in the management of the learning process. Instruction provided in an institutional setting is assumed to be a more efficient method of dealing with learning than allowing the learner to proceed in a non-structured environment. It is then clear that the syllabus of any kind is viewed as providing a better control of the learning process, generally by the institution and/or the teacher, but in some instance control can be and should be exercised also by the learner himself/herself. The degree and the type of control that the syllabus exercises depend on the institution-as-society. That is, in a highly democratic institution, the syllabus has to be determined and constructed by consensus. Definition of syllabus: This term covers the teaching learning items, materials, equipments and the evaluation tools. A finished syllabus is an overall plan the learning process. It must specify what components, or learning items, must be available, or learned by a certain time; what is the most efficient sequence in which the are learned; what items can be learned simultaneously; what items are available from the stock, and the whole process is determined by consideration of how long it takes to produce or learn a component or item. The process is under continual scrutiny by means of stock checks, or tests and examinations. If we point out the main ideas of syllabus it comes as follows: 1. A syllabus is a specification of work of a particular department in a school or college, and it might be broken down into subsections, which will define the work of a particular group or class. 2. In practice, it is often linked to time semesters, terms, weeks, or courses, which are tied to these. But this link is not essential, and may be counter productive in that the time is teacher based rather than learner based. But a syllabus must specify a starting point, which should be related to a realistic assessment of the level of beginning students, and ultimate goals, which may or may not be realized by the end of the course, depending on the abilities of the learners and their progress in a particular course. 3. It will specify some kind of sequence based on- a. Sequencing intrinsic to a theory of language learning or to the structure of specified material relatable to language acquisition; b. Sequencing constrained by administrative needs, materials. 4. A syllabus is a document of administrative convenience and will only be partly justified on theoretical grounds. Hence it will be negotiable and adjustable, enshrining the most useful experience of the past in order to ease the workload of the present. 5. A syllabus can only specify what is taught; it cannot organize what is learnt. It can, methodologically, allow for opportunities for acquisition and/or learning, but such opportunities cannot spelt out in detail as they will reflect the personalities of learners and continuing relationships established as the class progresses. 6. Not to have a syllabus is to refuse to allow ones assumptions to be scrutinized or to enable different teachers to relate their work to each others. It is consequently an essential feature of work in a democratic profession or as part of democratic education. Definition of curriculum: It is considered to be a broader term used in a institution to cover politics, plans, teaching, learning items, materials, equipments, logistics everything. The first view of curriculum shows a concern with objectives and content, which are two of four elements in the traditional model of the curriculum. The second view of adds methods to the model. The methods are the means by which the ends-the objectives-are to be achieved and this forms the basis of a process view of a curriculum. The third perspective adds a fourth and final element evaluation. This brings to us the situational model of curriculum. Evaluation, as feedback, will also form a component of the construction systems model, since quality control will be an important element of any production system. It is through monitoring and feedback that planned and actual outcomes can be compared and appropriate remedial action taken to repair failures or deficits. Enterprise Architecture Essay ThesisFriendly, polite, sympathetic, humorous, democratic etc. Typical Components: Set B 1. Content: a. Specification of content; b. Grammar, vocabulary and others. 2. Time Terms/ semesters/courses/years 3. Sequence of teaching items Which to be taught, which second/next. Typical Components: Set C 1. Methodology: Which method to apply-Direct method or Audioligual method or Communicative Language Teaching Approach or eclectic method. 2. Aids and equipment: Chalk board, market board, OHP, VCR, TV, computer, cassette player and the like. 3. Books and material. Typical components: Set D 1. Examination 2. Other Educational levels The relation between preceding and following courses. 3. Relation to teacher training: Short or long-term training. According to McDonough the syllabus designers seem to have a relatively homogenous idea of the order of difficulty of various grammatical devices of simple English. Some kind of empirical validation of this, or empirical challenge is required, because despite gradual replacement of structural criteria by communicational criteria of sequencing in recent textbooks, the presentation of grammatical construction is still ordered according to intuitive ideas of relative difficulty. An early attempt to work out the implications of such findings of organizing language syllabuses was made by Valdman 1974, who discussed whether the process of pidginization could be used as a basis for grading teaching materials. But there is a problem that a little language would contain stigmatized forms, which could become fossilized. To avoid this Valdman proposed the Focus Approach which Pieneman summarizes as follows: 1. The learners are allowed to use reduced and deviant forms in communicative activities. However, these forms will not be brought in focus in the syllabus. 3. The learners are exposed to a fully formed input filtered only by the application of pedagogical norms. 4. The syllabus will be graded according to what is easy to acquire. Halliday, McIntosh and Strevens have noted a surprising lack of published guidance on syllabus grading, a number of criteria have been proposed and have become accepted through use and these are listed below according to focus: structural, topic and functional. Structural: Frequency, coverage ability, simplicity/complexity, learnability/ teachablity, combinability, contrast, productiveness, generalizability, natural order of acquisition. Topic: Interest and activity, need, pedagogic merit, relevance, depth of treatment, practicality, utility. Functional: Need: immediate and long-term, utility, coverage and generalizability, interest, complexity of form. Alternatives Priorities in Design: The predesigned content syllabus captures the designers selection form, and organization of the target language and its use in certain situation. The designer draws the map beginning at the destination. The result being that the whole of the rest of the map- the route through the new language and performance- is most often shaped and constrained by its own objectives and predetermined outcomes. An alternative orientation would prioritize the route itself: a focus upon the means towards the learning of new language. Here the designer would give priority to the changing process of learning and the potential of the classroom-to the psychological and social resources applied to a new language by learners in the classroom context. One result of this change of focus would be that the syllabus would be the plan for gradual creation of the real syllabus of the classroom, jointly and explicitly undertaken by teachers and learners. Such a plan would be about designing a syllabus, and therefore, a guide for the map-making capacities of its users. The need for syllabus design: Since language is highly complex and cannot be taught all the time, successful teaching requires that there should be a selection of materials depending on the prior definition of the objectives, proficiency level, and duration of the course. This syllabus takes place in syllabus planning stage. It is the appropriate strategy of presentation. It is the natural growth hypothesis, then, which appears to constitute the most serious challenge to traditional concepts of syllabus planning, and for this reason, it is worthwhile to exploring it in a little more detail. In assessing the role of the non-analytic growth model it is convenient to consider it first in the context of informal task-related programme where there is a serious commitment to the achievement of fluency in a rich target language environment. The principle of organizing a general syllabus can be structural, functional, experiential, or some combination of the three. We need this form to make the students able to communicate properly with the subject they are assigned to. The control over the text material should be exercised in a more subtle and flexible way than can normally be achieved by means of a traditional structural syllabus. Creating and reinterpreting syllabus: Although, we may follow a predesigned syllabus, every teacher inevitably interprets and reconstructs that syllabus so that it becomes possible to implement it in the classroom. Similarly learners create individual learning syllabuses from their own particular starting points and their own perceptions of the language, learning and the classroom. We may regard learners either as people who are trying to redraw the predesigned plan, or we may see learners as uncovering the route for the first time in a sense, discovering the new language as if it had never been explored. The classroom is therefore, the meeting place or point of interaction between the predisgned syllabus and individual learners syllabuses. This interaction will generate the real syllabus- or the syllabus in action-which is jointly constructed by the teachers and learners together. In the lesson-to-lesson reality of language teaching, we are continually concerned with three syllabuses: the teachers version of the predesigned plan, the individual learner syllabuses, and the unfolding syllabus of the classroom- this last being the synthesis of the other two. One important implication of this for syllabus design is that a good predesigned syllabus is one, which is positively amenable to the alternative interpretation and open to reconstruction through interactive in the classroom. Conclusion: More recent research into SLA has indicated a natural acquisition order, thus giving rise to the possibility of developing structural selection and grading principles in tune with this natural order. Pieneman has suggested modifying grading to bring the two in line, though without requiring learners to produce correct forms before they are ready to do so. To construct a syllabus the designer has to have adequate experience of the social, psychological and educational factors directly or indirectly related to the teaching program. Here is no scope for adopting any arbitrary or notional matter. As the rationale behind designing of the syllabus transforms into component part, the syllabus designer becomes bound to follow the established criteria for selecting and ordering the content, choosing the methods, prescribing the material and equipment, recommending the teachers qualifications and determining the assessment system. When it is done the syllabus might be approximate or result in the expected or required success. While, non-deviate input will be provided, focus on current forms in learner output will be planned to coincide with the learners stage of readiness to produce such forms. As yet, however, the kind of detailed evidence on which to base such a progression is lacking, although the accumulation of research may result in the evolution of new criteria for organizing language input to learners to avoid some of the learning problems, which appear to have arisen from syllabuses planned according to traditional criteria for structural sequencing. Anyway, a proper designed syllabus, followed by the accurate process, is the right path for the learners.

Informative Spatial cues Essay Example

Informative Spatial cues Essay Experiment 5 was conducted to investigate the effect of the introduction of the speech cue in experiment 4. As discussed previously, the introduction of the speech cue may have had some unforeseen influence on the results obtained in experiment 4. Therefore experiment 5 mirrors experiment 3 with the introduction of a spatially informative speech cue instead of the spatially informative pure tone. The results of the experiment supported the earlier findings in experiment 3 wherein, a significant response time advantage was found for valid cues for all SOA conditions in experiment 5. Therefore it can be assumed that the introduction of the speech cue was not the cause of the weakened response time advantage found for SOA of 200ms and 1100ms in experiment 4, and further that the major contributor to this response time advantage reduction is the removal of the spatial component to the cue. It can be said that the spatial cue plays a greater role in covert auditory attention rather than speech cues, although a combination of both would be the most optimal conditions. The factors that influences the localizability of an auditory stimulus is varied and complex. We will write a custom essay sample on Informative Spatial cues specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Informative Spatial cues specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Informative Spatial cues specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It should be noted that the frequency range of the sound affects both the presence and quality of both interaural time differences (ITD) and interaural intensity differences (IID), moreover, the intensity, duration, rise/fall time and complexity of the sound also affects the detecting of the sound. The lack of spatial cuing decreased the response time of subjects for they did not have basis for localization. Flanagan, McAnally, Martin, Meehan Oldfield (1998) visual search times were reduced when spatially informative auditory information was supplied. They used a spatial localization task in which the search for a visual target was aided by either a visual arrow or an auditory cue. They found both the visual and the auditory cues aided in significantly reducing the search times when compared to unaided search. It is however important that the visual and auditory information presented are detectable and localizable. Hence a signal should be localizable when information presented is critical (i. e. ; location of threats such as enemy fighters, missiles etc.) and that information presented is expected in that location will improve response time and accuracy (Posner, 1980, Spence and Driver, 1996). One interesting observation from experiment 5 was the overall decrease of response times for all conditions. In comparison to experiment 3 overall response times were about 30ms faster in experiment 5. The question raised is could the replacement of the spatially informative pure tone with the spatially informative speech have caused this improvement in overall response time. The introduction of speech alone did not have the effect of reducing response times in experiment 4 where a non-spatial speech cue was used. Hence the combination of the informative speech with the likely spatial location of the target may engage both exogenous and endogenous processes more completely than the just the likely spatial location alone. The essentially â€Å"double-barred† cue of both correct spatial location and the informativeness of a speech confirmation of the spatial location could have the effect of increasing the subject’s confidence and/or efficiency at completing the task correctly. Therefore the reduced response times observed in experiment 5 in comparison to experiment 3 could be as a result of this â€Å"double-barreled† type of cue. Unfortunately, this assumption cannot be made in this case due to the fact that not all subjects who completed experiment 3 also completed experiment 5. Furthermore despite three subjects completing both experiments, the order of completion was the same with experiment 3 completed first, therefore no statistical analysis could be performed on the data due to the possibility of practice effects influencing the result.