The Concept of Bundle of Rights in England and Wales Free Essay Example, 2500 words

A collective right is held not by the occupier but by the public at large, in respect of a range of interests in the land. Development rights also in England and Wales, as in New Zealand, are held mainly not by the occupier nor by the public, but by the state, through the medium of the local planning authority. In relation to land as environmental and cultural capital, conceptualizations of rights have been more fully grounded in social processes, often being characterized as rights of England and Wales include: The statutory collective rights in perpetuity for: the rights of way system, open country, common land, state land purchase for recreation, and rights for navigation. The voluntary collective rights in perpetuity for: dedications under CroW Act, 2000, planning agreements and public path orders. The state economic collective rights for a fixed time period for leases to the state, agri-environment agreements, and other written agreements. Citizenship rights in perpetuity for m illennium greens, town, and village greens, and community forests. State economic exclusionary rights for a fixed time period for licenses and permits from the state, user charges to state facilities. We will write a custom essay sample on The Concept of Bundle of Rights in England and Wales or any topic specifically for you Only $17.96 $11.86/page Central to contemporary environmental law is the proposition that the estate owner s bundle of rights is intrinsically demilited by social or community-oriented obligations of a positive nature.

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history dunkirk coursework - 2121 Words

Some people have the view that the events at Dunkirk in 1940 deserve to be remembered as a triumph for Britain and its people. How far do the sources support or contradict this view? May 1940. Germany had attacked France, Belgium and Holland. Within six weeks all three countries had surrendered. Germany’s success lay at the feet of a new and successful war technique: Blitzkrieg. This was the fast and overwhelmingly successful invasion of a country using tanks, air craft, artillery and infantry all working together communicating by7 radio. The BEF (British Expeditionary Force) was sent to help in France in 1939 at the start of the war, but was caught up in disaster, retreating from the German Front back to France and eventually the beaches†¦show more content†¦Although it was painted by somebody there at the time the view has been distorted, leaving out the dead bodies and abandoned vehicles which I know were there from my own subject knowledge were there, but have been left out because they didn’t want to harm the ‘Dunkirk spirit’ and ruin the huge piece of morale boost that they’d created from such a disaster. Therefore this source is not reliable. Source B5 is the front page of the â€Å"daily express†. A British newspaper at the time, published May 31st 1940. The source tells me that all three armed forces came together in â€Å"one of the most magnificent operations in history†. Most content comes from information give out by the government at the time. This source tells me that Dunkirk was triumph not only because of its clear reference to Germany’s failure: â€Å"shattering losses†. But also it’s clear message of how many soldiers were home by then â€Å"tens of thousands safely home already†, a triumph to Britain and its people. This source can be useful in in terms of what the British people knew at the time but also what information the government was giving away in order not to crush British morale. It cannot be fully relied upon as it’s extremely biased, propaganda, as well as that there are no eyewitness accounts, no primary evidence only secondary evidence given out b y the government. Source B7 is a part of Winston (PM) Churchill’s speech, given on the tenth day of evacuation. It is

TEACHER EDUCATION IN NIGERIA IN THE PERSPECTIVE OF...

Northeast Normal University MASTERS PROGRAM FACAULTY OF EDUCATION RESEARCH ON TEACHER EDUCATION TOPIC: TEACHER EDUCATION IN NIGERIA IN THE PERSPECTIVE OF LIFE-LONG EDUCATION LECTURER: PROF. RAO CONG-MAN et al PRESENTER: DIDAM BANENAT DATE: JUNE, 2013. CONTENTS An overview of Nigeria Introduction Educational Structure of Nigeria Management of the Educational System Genesis of Teacher Education in Nigeria Colleges of Education in Nigeria The National Commission for Colleges of Education (NCCE) The National Teachers’ Institution (NTI) Kaduna Lifelong Education Policy and Practice vis-à  -vis Lifelong Education Lifelong Teacher Education Model The Challenges to Teacher Education Suggestions for†¦show more content†¦Management of the Educational System Education in Nigeria is the shared responsibility of the federal, state and local governments. The Federal Ministry of Education plays a dominant role in regulating the education sector, engaging in policy formation and ensuring quality control. However, the federal government is more directly involved with tertiary education than it is with school education, which is largely the responsibility of state (secondary) and local (primary) governments. The education sector is divided into three sub-sectors: basic (nine years), post-basic/senior secondary (three years), and tertiary (four to seven years, depending on the major or course of study). Education in Nigeria is provided by public and private institutions. Education is placed on the concurrent legislative list in the 1999 constitution that provides the legal framework for educational management in Nigeria. This implies that both Federal and State governments have legislative jurisdiction and corresponding functional responsibiliti es with respect to education. By this arrangement, a few functions are exclusively assigned to the Federal or State government, most of the functions and responsibilities are in fact shared by the three tiers of government. Statutorily, the Federal Ministry of Education (FME) is at the apex of the regulation and management of education in the country and to discharge this mandate, the ministry isShow MoreRelatedManagement of Primary and Secondary Education in Nigeria3470 Words   |  14 PagesManagement of Primary and Secondary Education in Nigeria Table of Contents ` Page Table of Contents:†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ iv Opening Address: Professor Ayodele Falase †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ viii Welcome Address: Professor D.F. Elaturoti†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ x Goodwill Address: Professor E.G. Fagbamiye †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ xii Goodwill Address: J.B. Babalola †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. xvi Management of Secondary School Education in Nigeria: Problems and Challenges — W.O. Ibukun .........†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 The Organization and ManagementRead MorePerspective on Education in Nigeria2851 Words   |  12 PagesPerspectives on the History of Education in Nigeria, 2008 INDIGENOUS AFRICAN EDUCATION Dr. (Mrs.) A. A. Jekayinfa General Principles of Education Education is a universal process occurring in all human societies involving a society passed on its culture, that is the social, ethical, intellectual, artistic and industrial attainments of the group by which it can be differentiated from another group. 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The paper argues that criminal activities such as armed robbery, kidnapping, political thuggery, militancy and other social vices found among the unemployed and jobless youths have contributed greatly to the slow pace of development in Nigeria’. The article of Forbes also says that the careerRead MoreSex Education in Nigeria7622 Words   |  31 Pagesgenerates html versions of documents as we crawl the web. Page 1 1AFRICA REGIONAL SEXUALITY RESOURCE CENTRE Understanding Human Sexuality Seminar Series 3Sexuality Education in Nigeria: Evolution, Challenges and Prospects ADUNOLA ADEPOJU (PhD) Department of Arts and Social Sciences Faculty of Education University of Lagos Nigeria Lagos, Nigeria March 24, 2005  © ARSRC 2005 -------------------------------------------------------------------------------- Page 2 2Introduction Ancient theories and ideologiesRead MoreReading Reflection1647 Words   |  7 Pageshow life experiences can shape your future and the choices you make. 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The effective teachers are perceived to be fully equipped naturally and professionally to lead their students to success in competitive standardized tests, as well as inculcate in them, values that wouldRead MoreTeachers Welfare and Its Effect on Workers Productivity6122 Words   |  25 PagesChapter One Introduction Background of the study Teachers account for the majority of spending on education provided by schools: on average 64% in developed countries (OECD, 2007a) and often running to over 90% in developing and transition countries. Research evidence indicates that, apart from the student’s family background, the single most important factor in determining variability in student attainment within any single country is teacher quality (Hanushek, 2005). Therefore, the institutional

Harassment And Discrimination Of Homosexuals Education Essay Free Essays

Homosexuals are capable to more harassment and favoritism than any other minority because straight persons frequently view homosexualism as a pick. Harmonizing to Charlie Bradley, a newsman for Associated Content, homophiles are frequently the mark of violent hatred offenses because of homophobia, dogmatism, spiritual persecution, fright and ignorance. Such ill will, if non controlled, can take to violence such as hate offenses and self-destruction. We will write a custom essay sample on Harassment And Discrimination Of Homosexuals Education Essay or any similar topic only for you Order Now Harmonizing to Janet Fontaine, one in three stripling self-destructions is caused by issues with sexual individuality. Students frequently have emotional, societal and psychological issues because they do non hold the same protection from torment as heterosexual pupils. Homosexuals are four to five times more likely to go down than straight persons when covering with issues with their gender. Adolescents spend two-thirds of their twenty-four hours at school, so jobs like torment at school will go important adequate to impact the remainder of their day-to-day life. My solution to this job is to supply protection and guidance of LGBT pupils in our secondary public school systems. There are several ways to carry through this, such as making a safe zone or a gay/straight confederation, one-on-one guidance with a professionally trained counsellor to help LGBT pupils with their peculiar state of affairss, recommending active protection from instructors, parents, and decision makers and ma king policies to protect these pupils from favoritism and torment. Exposing striplings to a support system will let them to construct healthy relationships, non merely in school but besides in mundane life. A better apprehension of who precisely is a â€Å" sexual minority † is the footing for understanding issues which LGBT pupils experience. â€Å" Sexual minority † in this essay is defined as any stripling with a sexual individuality that stands in resistance to rigorous heterosexualism. Anastasia Hansen describes LGBT pupils as anyone who identifies as sapphic, homosexual, bisexual, or transgender, engages in homosexual behaviour, or experiences same-sex attractive force ( Hansen 1 ) . Identifying as a homosexual, nevertheless, can take to persecution. Further, I find a better apprehension of what constitutes strong-arming to be good to acknowledging the difference between â€Å" badgering † and torment. Dan Olweus, who developed the Olweus Bullying Prevention Program, defines strong-arming in his book Bullying: What We Know and What We Can Make every bit, â€Å" A individual is bullied when he or she is exposed, repeatedly and over clip, to negative actions on the portion of one or more other individuals, and he or she has trouble supporting himself or herself. † Strong-arming leads to societal and physiological issues every bit good as force. On February 12, 2008, Brandon McInerney told another pupil to â€Å" state good-bye to Larry because you will ne’er see him once more. † Larry King, an openly homosexual pupil, was sitting in the E.O. Green School computing machine lab when McInerney shot him twice in the caput at blunt scope. Two yearss subsequently, King died in a local infirmary after being on life-support for several yearss. McInerney had harassed King in the yesteryear ; the school ne’er stepped in to set a halt to the torment. Cases like this are what make people think, â€Å" Why did n’t anyone protect him? How can we forestall this from go oning to our kids? † It is the occupation of instructors, decision makers, and staff to actively listen to how pupils talk to each other. A individual of authorization must do it really clear that torment is unacceptable and will be purely punished. They must protect our pupils. Teachers spend more clip with our kids than any other decision maker in schools and they must play an active function in protecting our LGBT pupils from strong-arming and torment. The hours each twenty-four hours that they spend with our pupils gives them equal clip to measure a kid ‘s province of head. They must pay attending to what our pupils are stating and making to each other. This would forestall tease and torment from intensifying to battles and assault. With the work burden a instructor experiences, this is frequently a really hard undertaking. Teachers merely must listen to a kid ‘s ailment of being bullied and take action ( Birkett, Espelage, Koeing 991 ) . If a instructor finds a pupil is holding a job with another pupil, a instructor needs to instantly inform the parents and decision makers. The following class would be disciplinary action. The instructor so can make up one’s mind whether the LGBT pupil should have extra aid through guidance. Students must accommodate to a batch of force per unit areas. LGBT pupils, in peculiar, trade with normal equal force per unit area every bit good as issues of being a sexual minority. Students of a sexual minority are pressured towards heterosexual relationships because that is what is perceived to be normal. Students may deny their gender, isolate themselves, and experience depression. Students with reding place positive ways to pass on feelings and are more disposed to develop healthy relationships ( Zubernis and Snyder 2 ) . It is a counsellor ‘s function to make a safe environment at school and protect all LGBT pupils from the frequently hostile homophobic political orientation that other pupils and instructors possess. A counsellor can recommend alteration in the current policies a school possess to explicitly protect LGBT pupils from torment, favoritism, and force. Teachers should work with parents in protecting our pupils. Parents should besides actively listen to their kids. If a kid complains of being bullied, they should reach the instructor and decision makers to discourse what should be done to relieve the job ( Olweus ) . Stairss should be taken to advocate both pupils involved and disciplinary action should be taken. At times, instructors and decision makers deny there is a job. This inactive attitude will let the torment to intensify to violent hate offenses and the â€Å" bully † would see that is behavior is acceptable and go on. If the school decision makers refuse to take action, I would propose the parent contact school board members to recommend alteration in school policies. Parents and instructors can protect an single pupil in their schoolroom, but they do non ever have the power to alter regulations and ordinances to protect all pupils. Administrators must recommend for regulations sing torment to protect all pupils, including LGBT pupils. Administrators should besides back up pupils in making nines, confederations and particular involvement groups to back up LGBT pupils. I have found in my research a deficiency of published composing about how a pupil or decision maker can physically amend or alter policies to protect LGBT pupils. In malice of deficiency of published authorship, The Olweus Bullying Prevention Program was developed by the authorities of Norway to make an intercession plan ; it was studied on much of the population. The plan began by developing parents on how to acknowledge when your kid is being bullied. They made a program of the school so there would be no blind-spots for strong-arming outside a instructor ‘s ticker. If a kid continued to hassle other kids, he or she was removed from the school, given behavior alteration preparation, and transferred to another school. After 20 months, at the terminal of the survey, the Norse authorities confirmed that strong-arming jobs were reduced by about 50 per centum. A instructor can besides help in the organisation of nines and confederations giving pupils a â€Å" safe infinite † to travel to. A Gay/Straight Alliance would give homosexual and heterosexual pupils a topographic point to develop positive relationships in a merriment, mellow environment. Gay/Straight Alliances give LGBT pupils a â€Å" safe infinite † to have equal mediation and guidance. These plans are unfastened to any pupil who identifies as an LGBT pupil or has an involvement in back uping other LGBT pupils and altering policies that do non back up and protect LGBT pupils from favoritism and torment ( Lee 20 ) . Harmonizing to a survey done by Eugene Wall of University of Denver, there are a figure of ways all pupils benefit from Gay/Straight Alliances. In his survey, he found the dropout rate, general torment, sexual torment, the feeling of an insecure environment, transporting of arms, and frequent absences are higher in schools without Gay/Straight Alliances than schools with them ( Wall 5-7 ) . Gay/Straight Alliances frequently have school patrons who have particular preparation to help LGBT pu pils develop positive attitudes toward their gender. These counsellors are normally trained in psychological science and possible gender surveies. These counsellors assist pupils with school and calling advice every bit good as issues with their gender. The Gay/Straight Alliance patron would besides be available to measure an LGBT pupil ‘s province of head. If a pupil becomes down or experiences anxiousness, the patron could find if he or she is in demand of extra support through guidance. Patrons will besides hold an active function as an militant in altering policies to protect LGBT pupils. Detailss of policies protecting pupils from favoritism are frequently wide. Most policies province that pupils can non be discriminated against based on their race, ethnicity, faith, etc. The â€Å" etc, † nevertheless, does non ever include LGBT pupils. Students in schools that do non possess policies to protect LGBT pupils are more likely to hold cases of torment and force. Chesir-Teran and Hughes besides claim that pupils of schools that have organisation and policies to protect them have fewer studies of torment and force and pupils are â€Å" more likely to comprehend their school environment as safe, tolerant, and respectful toward a sexual minority person † ( Chesir-Teran and Hughes 3 ) . This feeling of regard and safety is what encourages a pupil to go on to keep good classs and attend school on a regular basis. Students who are involved in a positive environment are less likely to develop depression, anxiousness, and psychological jobs. Gay/Straight Alliance and reding give LGBT pupils a safe topographic point when they find grownups they can swear. Schools that possess policies to protect pupils have fewer cases of favoritism, torment, and violent hatred offenses. Merely when we wholly change the manner decision makers control their pupils and schools will LGBT pupils experience wholly safe within their school walls. With aid from pupils, instructors, and decision makers, schools can go the safe, comfy larning environment it is meant to be. How to cite Harassment And Discrimination Of Homosexuals Education Essay, Essay examples

Concert Review Papers free essay sample

All papers must be written In clear prose, Including complete sentences with correct spelling and punctuation. Papers must be at least two pages, double-spaced, using a maximum font size of 10 points (or Times New Roman 12 pat. ). All papers must be submitted by the beginning of class on the due date, or a grade of F will be given for the assignment. Spelling and grammatical errors will adversely affect the grade. Live Performance Review The subject of this review will be a live Jazz performance which you have attended this semester. Eligible performances would include nightclub appearances as well as aroma concerts.The performance must be that of a Jazz artist or group. Performances by blues bands or other Jazz-related, but not actually Jazz groups are not eligible subjects for this paper. If In doubt as to the appropriateness/illegibility of a given performance, please consult your Instructor. Information concerning live Jazz performances can be found at: http://www. We will write a custom essay sample on Concert Review Papers or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page All-Star. TV http://www. Lazy. Com http://www. Metronome. Com http://www. Jazzier. Com/article/review-4902. HTML ask General Information: The Live Performance Review should be a minimum of two pages, thoroughly roofed, treating a live jazz performance as described above.Be sure to describe the music in terms of the categories and musical techniques outlined in the course content In addition to whatever you feel is significant to report about your experience, you must also provide: Name of leader or ensemble Names of sidemen/group members and their Instruments Name of performance venue Type of venue (nightclub, concert hall, arena, outdoor stage. Etc. ) Number of sets (shows) you heard Your subjective impression of the venue and audience For at least one composition/song you heard: Title (if identified and/or recognized)