Nutritional Requirements for Children

Nutritional Requirements for Children It is undeniable the importance of an adequate nutrition to ensure growth and development, especially during childhood and its role in promoting and maintaining health and well-being of the individual. The Child Care Setting while feeding children should devote attention to encourage the consumption of various foods offered on the menu, guiding them to eat in moderation, how to do and not do, repressing when pouring or spreading food. Never punish, embarrass or force children when refuse to eat, never used children even as a baby receiving food as a reward or distraction. The act of eating alone is a feeling new to the child and should be performed with pleasure; teach them that they need to eat not to fast or too slow. Encourage children to eat new foods: like fruits and vegetables, the introduction of other foods than breast milk or formula should be done after 6 months. Juices, water, fruits, vegetables, cereals, meats, eggs, derivatives of milk introduced progressively lead to a healthy diet. The Child Care Setting can help parents with children’s food consumption, vitamins and minerals their bodies need, with an incredible range of colour combinations and flavours providing rich, healthy and tasty food. We can use fairy tales in Child Care Settings as a way to teach healthy food habits, such as Hansel and Gretel explaining that we cannot eat so many sweets or chocolates; Little Red Riding Wood who was taking a basket full of healthy food to her grandmother; Ratatouille who dreamed being a head master and follow the footsteps of the chef who he idolized, etc. Baby/ Toddler age Kcal per day: Boy/ Girl Portions per day 6 months 760kcal/ 710 kcal* Carbohydrates-3 Vegetables-3 Fruits-3 Breast milk/ formula Meat/eggs-2 Beans-1 Oil/ Fat-2 Sugar- 0 9 months 880kcal/820kcal* 1 year 960 kcal/910 kcal* 2 years 1190kcal/ 1130kcal* Carbohydrates-5 Vegetables-3 Fruits-4 Milk/ dairy-4 Meat/eggs-2 Beans-1 Oil/ Fat-2 Sugar-1 3 years 1280kcal/1230kcal* 4 years 1490kcal/1370kcal* Carbohydrates-5 Vegetables-3 Fruits-3 Milk/Dairy-3 Meat/eggs-2 Beans-1 Oil/ Fat-1 Sugar-1 5 years 1600kcal/1460kcal* *estimated There are many types of food that are unsuitable for babies and toddlers and we as carers and parents need to have extra care, for example: we should avoid cooking with salt because it is associated to hypertension and their kidneys have difficulty in eliminate the excess. When cooking for babies and toddlers with salt we should be in attention the guideline salt intake, where babies from birth to age of 6months should be less than 1 g/d because breast milk or formula already has enough salt for their bodies. Babies from 7months to 1 year 1g/d; 1 to 3 years 2 g/d; 4 to 6 years3g/d () Always have extra care when cooking with salt for babies or toddlers. It is recommended that children up to 1 year do not consume honey; it can be contaminated with spores of Clostridium botulinum bacteria responsible for transmitting the intestinal botulism. In the first year of life, the intestinal flora is still in development and cannot stop the action of these bacteria. Sugar or refined sugar, are high calories foods, poor in nutrients and in overconsumption can cause a number of diseases. Excessive sugars intake while increasing the concentration of insulin in the blood also increases the amount of adrenaline causing irritation, anxiety, arousal, and difficulty concentrating. Sugar is not only present in sweets, but also in frizzy juices and some types of yogurts. One well known disease of children and adults are tooth decay and gum inflation caused by habitual intake of sweets and frizzy juices. Nuts are foods at higher risk of causing allergies and should be only introduced to children after age of 5. The probability of a potentially allergic reaction increases with the presence of allergic parents and with early or late introduction of a new food. It is also important, the amount and the frequency with which the food will be offered to children. Eggs are also an allergenic food and it should be given only on babies by the age of 6 months and never before. When cooking eggs, they must be firstly thoroughly washed and cooked well to reduce the risk of salmonella infection. The symptoms of salmonella infection may vary of intensity but in general are strong diarrhoea, vomiting, nausea, high fever. The treatment is drink fluids to avoid dehydration and in sometimes antibiotic medicines. It is not recommended introduce more than one new food at a time, because if an allergic reaction occurs the possible cause will be difficult to identify. It should be introduced in small quantities and observe the following 48 hours if they have any allergic reaction. Everybody knows that fish is very good for babies and adults because they have plenty of protein. But we need to have extra care when giving to babies swordfish, shark and marlin, because they contain high levels of mercury which can be prejudicial to the development of the baby nervous system. Shellfish can trigger serious allergies and food poisoning, therefore should not be eaten by children until they are older. The ingress of a child is a period of flexible transition between leaving their comfort zone and the entrance to a Child Care Setting. In this period, children and family experience a series of feelings, such as fears, hopes, expectations, etc. Apart from the adaption required in this new environment, children need to adapt to other factors like feeding and various types of stimulation and also any health problems they might have, like food allergies or food intolerances. Child cares must have special attention and promote a safe environment to these demands recording a daily routine. Family need to be present at all the times participating together with children, and child cares to the resolution of any problems or concerns that may emerge, even when cooking the meals and snacks to children with special dietary requirements. Trust, respect, affection, understand, partnership between the family, the child care and the Child Care Setting are extremely important for the safety of a Child. The difference between food allergy and food intolerance is the kind of response the body gives you when it is in contact with the food. There is an immediate immune response and intolerance cannot digest or metabolize the food. The most typical food allergies in children are cow’s milk, nuts, strawberries, fish, shellfish, egg, etc. The food fights the ingested food as if it was an offending agent, and immediately responds in an exaggerated way, and even in contact with small amounts of food it can emerge symptoms like spots on the skin, cough, nasal or eye irritation, swelling or asthma larynx. Some food intolerance in children is lactose, wheat and gluten, soya, etc. In food intolerance the body lacks an ability to digest food causing the accumulation inside the body. The undigested substance can cause symptoms such as abdominal pain, gas, diarrhoea or constipation, nausea or vomiting. But both treatments consist of removing the food and all the recipes, which are prepared with the foods that cause the symptoms. When preparing the menus in a Child Care Setting, we should be aware of being a balanced and varied menu, rich in nutrients, proteins and vitamins respecting the socio-cultural context of children and their religion (Judaism, Hinduism, Islam, Buddhism, Sikhism, Rastafarianism, Seventh Day Adventist, Jainism), respecting parents believes. Menus should be diverse and be in accordance with the development of children intended; respect individuals preferences of each child; in situations of need have special diets, and parents should be informed about the menus and changes on it. Always read the food composition on labels, avoiding inadvertent consumption the substance in question. Be aware of the utilization of certain utensils that may have come into contact with the allergen (e.g.: cheese knife should not be used to cut ham or the other way around), find out the ingredients with which the meal was done and has been prepared in the Child Care Setting or in a catering service. And that is why is so important to involve all workers in a Child Care Setting, child carers, kitchen staff, cleaners and discuss what is the best for the safety of the child and in case of allergic reactions have an Epi-pen if is the case, normally prescribed to the child by their doctor, and other medications prescribed to the child in case an emergency occur. Keeping these records up to date and documented accurately is crucial in a way to familiarise parents or guardians about the daily routine activities and the specific dietary of the child requirements given by them are being followed. Example: Child Record Form for a Child with a specific dietary requirement Childminder’s name: ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­ Start date: Child’s name Religion: Age: Address: Parent/ Guardian: Mobile: Work ph. no: Emergency contact information: Medical details Child’s doctor name: Telephone: Record of immunization attached: List of food allergies: Emergency plan needed in case of an allergic food occur: Food intolerances: Emergency plan needed in case of food intolerance occurs: Specific dietary require? Details: Consequence of the dietary requirement not being followed: Necessary medications and times: Parents/Guardian: Child Care Provider Signature: Few Childhood chronic diseases, among others are asthma, diabetes, cystic fibrosis and cerebral palsy. Asthma is a respiratory chronic disease in childhood, where the most common symptoms are breathiness, cough, tightness and wheezing in the chest. It can affect children differently, they can have from mild symptoms to strong attacks that require care in hospital to get the disease under control and consequently failure to school and poor school performance, impaired sleep, interference in the relationship with siblings and friends, etc. The treatment for asthma is the inhaler and steroid medication. Diabetes: there are two types, diabetes type 1 is more common in children and can occur in the first week of birth to 30 years of age. It is related to the lack or low insulin production, unable to control the rate of ingested glucose and it is controlled with insulin injections. The type 2 is hereditary and it happens when the cells resist to insulin action, even if its production is normal, and we can control through diet and medication. Cystic Fibrosis is caused by an inoperative gene, which causes the body to produce odd thick and sticky mucus. The mucus builds up in the breathing passages of the lungs and in the pancreas, an organ that helps to break down and absorb food, and the result can be lung infection that are life-threatening and serious digestive problems. The treatments are tablets, diet, exercise and physiotherapy to eliminate the mucus from the lungs. Cerebral Palsy is a brain injury, induced by the lack of oxygenation in the brain and it can develop during pregnancy, childbirth or during childhood. It is a disorder that involves the brain and the functions of the nervous system, such as movement, hearing, learning, seeing and thinking forever. Children with chronic diseases might share similar experiences despite differences in symptoms and severity; they tend to be pain and discomfort, insufficient growth and development, frequent trips to doctors and hospitals, daily care and sometimes with painful treatments, or medical care, and fewer opportunities to play with other children. It can frustrate the dreams the parents had for their child, the increased spending of the treatment to do, a complex system of care, the loss of opportunities (e.g. when a parent cannot return to work), social isolation, the parent’s distress trying to deal and live with a child with chronic disease can interfere with the bond between parents and between the child and his family. Parents might feel distress to learn that the child as an abnormality, they might also feel a great impact of sadness, depression, guilty, anxiety, etc and these feelings can occur at any time during the development of the child and each parent can react differently, which can cause inconsistencies disciplinary and behavioural problems. A parent working, where cannot support the other in the visits to the doctor or hospital. Parents should be completely familiar with the illness of their child. The collaboration between physicians, social workers, chid cares and others can be very beneficial for the child, parents and their family. There are groups that can help them to find a family that has already faced a similar problem and who is willing to talk to new parents and offers them their support. If necessary the family can seek from financial and physical support. Reference List http://www.cwt.org.uk/pdfs/Under5s.pdf http://www.nhs.uk/conditions/pregnancy-and-baby/pages/food-allergies-in-children.aspx#close http://www.nhs.uk/Change4Life/Pages/healthy-eating-tips.aspx http://www.thpc.scot.nhs.uk/wordfiles/under5s.pdf http://www.buildhealthykids.com/servingsizes.html http://healthyeating.sfgate.com/food-guide-pyramid-servings-kids-3742.html http://kidshealth.org/parent/growth/feeding/fat.html http://www.nhs.uk/conditions/pregnancy-and-baby/pages/solid-foods-weaning.aspx#close http://www.nhs.uk/conditions/pregnancy-and-baby/pages/understanding-food-groups.aspx#close http://healthyeating.sfgate.com/food-guide-pyramid-servings-kids-3742.html http://www.fns.usda.gov/sites/default/files/feeding_infants.pdf http://kidshealth.org/parent/infections/bacterial_viral/botulism.html http://www.nhs.uk/chq/Pages/824.aspx?CategoryID=51 http://www.nhs.uk/Conditions/pregnancy-and-baby/pages/foods-to-avoid-baby.aspx#close http://kidshealth.org/parent/infections/bacterial_viral/salmonellosis.html http://www.eatwellscotland.org/healthydiet/nutritionessentials/fishandshellfish/index.html http://americanpregnancy.org/pregnancy-health/mercury-levels-in-fish/ http://www.acaai.org/allergist/allergies/Types/food-allergies/types/Pages/shellfish-allergy.aspx http://www.babycenter.com/0_foods-that-can-be-unsafe-for-your-child_1491465.bc http://www.livestrong.com/article/70146-foods-avoid-babys-first-year/ http://dhss.delaware.gov/dph/chca/files/childcaremanual.pdf http://www.cde.ca.gov/sp/cd/re/documents/elguidelineshome.pdf http://www.ct.gov/dph/lib/dph/daycare/CDC_ChildHlthAssessRcd.pdf http://www.allergyuk.org/childcarers-and-teachers/allergy-protocols http://www.state.nj.us/health/forms/ch-14.pdf http://www.ucsfchildcarehealth.org/pdfs/healthandsafety/recorden081803_adr.pdf http://ncchildcare.nc.gov/pdf_forms/center_chp6.pdf http://kidshealth.org/parent/medical/ http://www.med.umich.edu/yourchild/topics/chronic.htm http://jama.jamanetwork.com/article.aspx?articleid=185394 http://www.aboutkidshealth.ca/En/ResourceCentres/Asthma/Pages/default.aspx?gclid=CMCR-7iFncECFUPLtAodjTgA0w74 http://www.rnib.org.uk/eye-health-eye-conditions-z-eye-conditions/understanding-eye-conditions-related-diabetes?gclid=COCsi8emn8ECFSbmwgodszoAcg http://www.diabetes.org.uk/information-for-parents/ http://www.aboutkidshealth.ca/en/resourcecentres/diabetes/aboutdiabetes/SignsandSymptomsofDiabetes/Pages/default.aspx http://www.nhlbi.nih.gov/health/health-topics/topics/cf/ http://www.nhs.uk/conditions/Cystic-fibrosis/Pages/Introduction.aspx http://www.nhs.uk/conditions/cerebral-palsy/pages/introduction.aspx 1

A LIFETIME COMMITMENT TO PHYSICAL FITNESS :: Essays Papers

A LIFETIME COMMITMENT TO PHYSICAL FITNESS A lifetime commitment to physical fitness can no longer be considered a luxury. It is indeed a necessity. What could be worse than the sight of a physically bankrupt forty-year-old executive recovering from his first major heart attack? With the aid of modern technology and a little hard work, a motivated person can become physically fit and avoid this catastrophe. I firmly believe in the lifetime commitment to physical fitness, and practice it as well. Fitness will not only help you physically, but mentally and financially as well. Most Americans abide by what can be referred to as the law of beauty. If it looks good, it must be good. We need to erase this from our minds when dealing with physical fitness. More often than not, the people who get quick results for beauty are the ones who cut corners. Cutting corners can be very dangerous from a physical standpoint, and is not what the commitment to physical fitness is about. To name a few guilty parties, steroid abusers, anorexics, and bulemics are tops on the list. Although steroids provide big muscles quickly, and anorexia and bulimia provide a thin waist promptly, usually the party involved doesn't realize what's at stake. The long-term effects of theses habits are more severe than a body abuser may have ever imagined. Steroids may cause cancer, elephantitis, and internal organ damage. Side effects of anorexia and bulimia include loss of skin and tooth color, and internal organ damage as well. These paths are taken by those who cut corners and are surely not concerned with a lifetime commitment to anything. The commitment involves a combination of things, that done properly can greatly increase your health. Most importantly, you need to establish a proper diet for yourself. Sadly, most people do everything right but neglect their body nutritionally. The proper diet establishes a strong base for training. Next, you need to set up a workout routine that will combine cardiovascular training with strength and conditioning exercises. Most people avoid this because they feel they will have to put in three hours every day in a hot gym for the rest of their lives. In actuality, a program that provides these types of exercises will only take about 45 minutes every other day. Lastly, you need to motivate yourself to do this. If the sight of you recovering from a heart attack at 40 (because you were lazy) doesn't motivate you, then you're obviously content with where you are and needn't bother reading further.

Preserving the Past for the Present and Future

Logan Shetlar Mrs. Deggner Expository Writing 201 30 March 2012 Preserving the Past for the Present and Future Many people have little to no knowledge about human’s prehistoric past, especially that of humans in the Americas. As you cruise down east bound Interstate 70 and make it through St. Louis, you start to drive by one of North America’s largest prehistoric city structures, Cahokia. According to the Cahokia Mounds Historical Site, this city covered six square miles, had 120 mounds, and was home to anywhere between 10,000 to 20,000 people from the years 700 to 1400 AD (Keller).Cahokia use to be a major regional trade center with huge mounds that had large palaces for city rulers, plazas, different neighborhoods, and even gaming fields, but much of this has been lost from natural wear of the land and also human destruction. I-70, although a hugely important interstate nearly connecting coast to coast, cuts right through some of the city, and new housing developments slowly threaten the area (Ritterbush). This human destruction happens all over and continuously erases some of human history from right beneath our feet.Archaeological sites should be preserved in order to protect unwritten human history, create economical benefits, and teach future generations about the human past and allow for future studies. Much of the reason why many people do not realize there is even a problem with the destruction of archaeological sites is that the sites are prehistoric, meaning they date back to times before written records, and most people have not heard of the sites.People in charge of a building project, such as project developers, may not realize they are about to build on top of an ancient prehistoric site, which is why there has been a federal law that now requires an archaeologist to come out to check land that may be developed. An archaeologist job is to work in the field and scientifically record and recover any artifacts they may find, usually se veral feet in the ground. The archaeologist then records all their findings and takes the material items back to a lab where they are cleaned, processed, and recorded (Professional Archaeologist).Needing to hire an archaeologist from the State Historic Preservation Officers (SHPO) inevitably costs money, which makes for a group of people who dislike the law and the idea of preserving sites. Costs vary from the size of the project and weather or not sites are found, and if the law is not followed, federal permits and money can be lost, along with additional fines. All of this can be problematic, and a possible setback in the building plans for the project developers, but it is a very important step (Getting the Archaeological Green Light).In an interview with Prof. Lauren Ritterbush, she told me about the Blue Earth Village, which she has personally worked at in the Manhattan area that has been nearly lost due to human developments. The Blue Earth Village, just east of Manhattan, Kan sas, is an early Kansa Indian village dating back to the 1790s. Modern buildings here, such as houses and a cattle show barn, have covered much of the village that was there prior, but what little is left allows archaeologist a chance to research it and provide the Kansa Indian people with information about their ancestors.If SHPO had been in place when this area was being developed, archaeologists would have been able to excavate the area and record new information about the area. Many archaeological sites also provide economic benefits, such as tourism, to the areas around the world and here in the states. Egypt’s economy relies heavily on tourism, considering the country is home to one of the Seven Wonders of the World, the pyramids, and other archaeological hot spots. In the year 2008, Egypt profited over 11. 8 billion dollars from tourism in the country.Tourism is also responsible for nearly 12 percent of the labor force in Egypt, making these archaeological sites hugely profitable (Dziadosz). For an example a little closer to home, take the Cahokia site mentioned in the beginning of the paper; the museum society there brings in thousands of new visitors each year. According to an article for the International Journal of Business and Management, tourism is a multi-industrial moneymaker that not only creates jobs, such as people who work in the museum at Cahokia, but also gets people to spend money in the area.The people that visit these sites need a hotel to stay in, gas to get their and back home, and food to eat; all providing profits that trickle back into the local economy. (Ardahaey 3). Much of the money that the these preservation sites receive are through donations (apparent on almost any website pertaining to archaeology by the â€Å"donate† page), so any money they make will go directly back into the economy through hiring new employees and allowing more of the sites to be preserved (Ken Keller).Some people may argue that stores, su ch as Wal-Mart, will do more economically for an area, but you cannot put a price tag on the knowledge that can be learned from the sites themselves. Getting an education is one of the most important parts of life in the 21st century, and for many generations to come. We all go to school till we are at least 16 years old and many of us go onto higher education, devoting nearly all of our first 25 years of life to school and gaining an education. Preserving sites give a chance for future generations to learn from the site hands on and lead to possible new discoveries as future technologies are improved.Many people do not really know what an archaeologist really does, or how their work affects anyone in anyway. One misconception of archaeologists is that their work is unimportant. In one of Shana Leslie’s online articles, she states â€Å"Modern archaeologists work closely with specialists in a variety of fields – from medical doctors to environmentalists to policy plan ners† (Leslie). Archaeologists are able to determine what an area’s climate was like thousands of years ago by testing different layers of soils or how a whole group of people began to die out from their bones (Ritterbush).Another important part of the knowledge gained from the work of archaeologist is how humans have evolved over time. Not that human beings have physically changed, but the way we live and the technologies we are able to use and come up with have greatly changed. Archaeologists are able to date their finds and look at how people lived from hundreds of thousands of years ago, to just a couple thousand, which provides incite as to how we went from people using stone tools and living in natural shelters to the iPad using, web surfing, technologically advanced people we are now.The science and knowledge gained from archaeologist field and lab work can affect people in nearly any type of profession, and help teach the future generations about our human past. While the problem of losing archaeological sites to human development is not a news-breaking event, it is still largely important and creates multiple views. People who work in project management and on building planning teams deal with the necessary set backs that may occur from needing SHPO to come in and check their land. SHPO costs money and time, and depending on if a site or sites re found, could increase both of these, making some dislike the archaeological efforts. Many people also have opposing views on the economic values of archaeological sites, believing that the sites could be put to better uses such as farm land or being built up for businesses. Still some people are just unaware of the importance of an archaeologist’s job and the sites they work on. For several reasons, archaeological sites should be preserved because they offer knowledge about prehistoric human history, create economical benefits, and teach future generations about the human past and allow fo r future research.Nearly all of what we know today about life before written records, from locations like Pompeii to the city of Cahokia just east of St. Louis, comes from the work of archaeologist. While archaeological research may cause troubles for project planners who look to build on undeveloped land, the work that these scientist do can provide new information about life before we knew it. The sites found also offer economical benefits as they attract tourists to visit the location and spend their money.These benefits to the economy are incentive to continue and preserve archaeological research as it brings in more money and helps educate future generations. The work of archaeologist helps to advance the knowledge of the human past, provide new information in other professions, and ensure future generations the chance to continue to learn from these sites. For those reasons, there should be more support of archaeologists preserving archaeological sites. Work Cited Ardahaey,  F.. â€Å"Economic Impacts of Tourism Industry. †Ã‚  International Journal of Business and Management   6.   (2011):  206-215. Research Library,  ProQuest. Web. 26 Mar. 2012. Dziadosz, Alexander. â€Å"Egypt Tourism Numbers to Fall Less than Feared. † | Reuters. Thomas Reuters Corporate, 20 Oct. 2009. Web. 27 Mar. 2012. http://af. reuters. com/article/investingNews/idAFJOE59J0PG20091020? sp=true. | Keller, Ken, Eric Young, and Gary Kronk. â€Å"Cahokia Mounds State Historic Site and Cahokia Mounds Museum Society. † Cahokia Mounds State Historic Site and Cahokia Mounds Museum Society. Cahokia Mounds State Historic Site. Web. 26 Mar. 2012. http://www. cahokiamounds. org. Leslie, Shana. Archaeology – 10 Common Misconceptions About Archaeologists – Shana Leslie, Freelance Writer – SEO Copywriting & Professional Writing Services. † Shana Leslie, Freelance Writer. Web. 27 Mar. 2012. http://www. shanaleslie. com/item. asp? iid=28. Ri tterbush, Lauren. Personal Interview. 13 Mar. 2012 Professional Archaeologists of Kansas. Getting the Archaeological Green Light for Your Projects. Kansas: Professional Archaeologists of Kansas, 2012. Print. Professional Archaeologists of Kansas. Professional Archaeologists. Kansas: Professional Archaeologists of Kansas, 2012. Print.

History of public administration Essay

Glossary Bibliography Biographical Sketch Summary Historical accounts of African public administration often highlight the colonial setting and usually overlook pre-colonial Africa. The African civil service has its roots in precolonial institutions on which European powers relied to build the colonial state and consolidate their administration. Thus, this chapter analyzes the development of African administration from the pre-colonial era up to the present. The first section discusses the pre-colonial period. The colonial system constitutes the second section. The third section deals with the post-colonial period and discusses some problems associated with African administration. 1. The Pre-Colonial Period: From the Ashes of Pharaohs to the Berlin Conference At the end of the prehistoric period (10 000 BC), some African nomadic bands began to settle more permanently in villages along the Nile River to develop the political foundation of ancient Egypt. As these early farmers increased their mastery over soil and animal life, irrigation became a key development strategy to increase food production, which in turn multiplied their populations. Eventually, different villages came to recognize their common interests, to coordinate their efforts and broaden community linkages. People from different communities joined together through confederation or conquest for purposes of commerce or defense, and developed African  ©Encyclopedia of Life Support Systems (EOLSS) PUBLIC ADMINISTRATION AND PUBLIC POLICY – Vol. I – Development of African Administration: Pre-Colonial Times and since – Emizet F. Kisangani empires, kingdoms, and chieftaincies. Two types of systems, hierarchical political systems and horizontal or acephalous societies, developed to help generate stable communities and foster prosperity. U SA NE M SC PL O E – C EO H AP LS TE S R S Stateless societies were small political entities and had no bureaucracies as they were mostly based on kinship. Hierarchical societies, however, had bureaucracies to carry out certain functions such as collecting taxes, supervising ceremonies, entertaining dignitaries, and compelling people to do the rulers’ bidding. These polities, which evolved before the arrival of Europeans in Africa, were either centralized or decentralized political entities presided over by emperors, kings, chiefs, or military commanders. The following analysis covers the first hierarchical form of rule that emerged some three millennia BC in ancient Egypt, followed by a brief overview of Medieval Africa. The final sub-section discusses the African administration up to the Berlin Conference in 1884-1885. 1. 1. Ancient Civilization of Africa: The Case of Egypt Around 3300 BC, farming lineages along the Nile Valley joined together as villages to increase production of food and to defend themselves against outsiders. From these villages regional confederations of Upper and Lower Egypt developed. By 3100 BC, a central authority emerged and unified these confederations under the rule of divine pharaohs. From 2700 to 2181, six dynasties succeeded each other to form the Old Kingdom. A century and a half of civil war and provincial rivalries gave rise to the First Intermediate Period and the Middle Kingdoms that ruled Egypt from 2080 to 1640 BC. The Middle Kingdom was replaced by the Second Intermediate Period and the New Kingdom from 1570 to 1090 BC. Three dynasties (18th through 20th) ruled in the New Kingdom and the Third Intermediate Period began around 1089 BC with the Kushite Kings. The Egyptian empire was multinational consequent to the conquest of foreign nations. The Old and Middle Kingdoms were highly centralized and ruled by â€Å"god-kings† or pharaohs. With its capital at Memphis, the Old Kingdom was divided into provinces. Next to the king was the vizier, the administrative hand of the king, who was also in charge of day to day administrative, fiscal, and judicial matters. Although very few administrative documents have survived, court documents provide a glimpse of the Egyptian bureaucracy. Three basic administrative divisions existed: the Department of the Head of the South, the Office of Government Labor, and the Treasury. The Palermo Stone provides further evidence of administrative structure in the collection of revenue and in the assessment of Egyptian wealth. On the Stone was documented a biennial administrative census that left nothing unaccounted for, so that taxes could be assessed even on the basis of canals, lakes, wells, and trees of an estate. The system consisted of a hierarchical structure with diverse administrative agencies spreading throughout the kingdom for effective management. Another governmental task was the administration of justice, on which was founded the concept of ma‘at (or justice), whereby some high priests bore the title of priest of Ma‘at. In addition to the capital city of Memphis, there were other towns of importance that  ©Encyclopedia of Life Support Systems (EOLSS) PUBLIC ADMINISTRATION AND PUBLIC POLICY – Vol. I – Development of African Administration: Pre-Colonial Times and since – Emizet F. Kisangani made up provinces headed by town governors, who were also chief priests in charge of temple revenue in many parts of Ancient Egypt. Provincial temples were the subject of central government regulations to avoid any strong power at the provincial level. However, during the first intermediate period, the office of governor in charge of civil affairs became the office of chief priest. U SA NE M SC PL O E – C EO H AP LS TE S R S The role of bureaucracy in these early kingdoms was to facilitate the transfer of resources from different provinces to the king’s court. If early administrations were in charge of maintaining irrigation and agricultural output, later administrations seemed to be more involved in supervising construction work and wealth transfer. The proliferation of these later types of bureaucracies, at the expense of those that used to maintain the agricultural system, would probably have produced pressures on the agricultural output and might have been the first sign of political decay in Ancient Egypt. The centralized system itself between the king, court officers, and ambitious governors may also have led to the same result. The New Kingdom and the Third Intermediate Period generated a great mass of documentation about Egyptian political and administrative life. The form of government remained the same, based on divine kingship. The government always stressed the religious function of the political system. Under the auspices of Gods, the government was expected to maintain the integrity of Egyptian territory and expand its frontiers. The most important function of the government was to create civic and individual security, and the vizier carried out the duty of ensuring that law and regulations were obeyed throughout the bureaucracy. The society was divided into hierarchical stratifications with the king at the top, a small group of high-ranking and wealthy officials next, and a much larger group of bureaucrats (scribes), priests, soldiers, stable masters, citizens, cultivators, and herdsmen filling the bottom layer. The Egyptian political system under the New Kingdom and the Third Intermediate Period was divided into an internal government and a government of conquests. Internally, the civil government was run by two viziers (northern and southern), overseer of the granaries of upper and lower Egypt, and the chief taxing master. The two viziers also supervised the overseer of the treasury and lower level officials in charge of bureaucracy, judiciary, and the police. At the lowest level of the administrative hierarchy were the chiefs, town mayors, and councils. The government of conquests had several governors who supervised vassal kings and their battalion commanders. Most of the Northern Lands were small and scattered, and under the direct control of various battalion commanders. The goal of this decentralization scheme was to obstruct anyone from controlling a large estate and challenging the king’s power. The governor of the Southern Lands was the Viceroy of Kush and his role became important internally at the end of the Twentieth Dynasty. He also supervised two deputies and a battalion commander. Military forces were all centralized under one commander. In addition to these administrative entities, there existed a religious government hierarchy, with the â€Å"overseer of prophets† at the top, a position held at various times by a vizier who was the head of two high priests. Below them was the priesthood bureaucracy. The corps of the centralized system was maintained by a small group of powerful officials. They headed each department and reported directly to the king who appointed  ©Encyclopedia of Life Support Systems (EOLSS) PUBLIC ADMINISTRATION AND PUBLIC POLICY – Vol. I – Development of African Administration: Pre-Colonial Times and since – Emizet F. Kisangani and removed them. The bureaucracy consisted of a group of educated scribes whose role consisted of collecting taxes, conducting censuses, regulating agriculture, and administering justice and law with a small police force. A professional army was divided into various units, each with its own hierarchy of officers. U SA NE M SC PL O E – C EO H AP LS TE S R S Pressures on land and rising inflation may have been politically significant in later days of the New Kingdom, though bureaucratic inefficiency and abuse of power were probably the main causes of economic collapse. Besides the deterioration of administrative integrity, another major cause that weakened the kingship was the changing relationship between the king, civil government, army, and a few powerful families. Some families came to control major economic resources of the state, and the civil service became less susceptible to royal control. In addition, the kings’ tours of their provinces became less frequent, and royal princes and other deputies carried out religious rites formerly performed by the kings. During the ensuing Third Intermediate Period (1069 – 664 BC), Egypt was in perpetual crisis and the Egyptian civilization disappeared after the Roman conquest around 30 BC. In summary, the evolution of Ancient Egypt is characterized by the rise and fall of large scale governments that reflect alternating periods of unification and fragmentation. 1. 2. Medieval Africa Medieval Africa was different from the Ancient in several respects. First, Medieval leaders attempted to balance local traditions and regional autonomy in response to their people’s needs by developing and consolidating large-scale kingdoms and empires for purposes of trade or defense. A second difference was the impact of Islam on African societies. Muslims believed that one God (Allah) called on them to undertake jihads (commonly known as holy war against non-believers) when necessary. The most renowned of Africa’s medieval empires of Mali, Songhay and Morocco rose to the highest stages of their international influence with Islam as the imperial religion. Other medieval African kingdoms and empires developed indigenous political ideologies based on regional customs and beliefs, while Coptic Christianity remained the official state religion in the Abyssinian kingdom of medieval Ethiopia. In 969 A. D. , Muslims from the Maghreb conquered Egypt and established the Fatimid Dynasty in Cairo (c. 970-1170 A. D. ), which was highly hierarchical and whose military was highly professionalized. This strict hierarchy of officials, and the controlling powers of the vizier, left room neither for the autonomous tendencies of provincial governors nor for the growth of widespread corruption. Tolerant of other religions, the system let Copts and Jews occupy prestigious positions in the administration. The centralized administration controlled tax revenues, the payment of troops, and the allocation of military fiefs. The Fatimid administration was in charge of regulating and distributing the waters of the Nile River. Dams and canals were regularly repaired and improved; even an occasional period of low water did not greatly damage the general economic situation. When the Fatimid rule in Egypt was threatened by European Christian Crusaders (c. 1170), it was Egypt’s professional soldiers, or Mamluks (slave-soldier), who rallied behind Saladin to defeat the Crusaders. He then established a new Mamluk Dynasty in  ©Encyclopedia of Life Support Systems (EOLSS) PUBLIC ADMINISTRATION AND PUBLIC POLICY – Vol. I – Development of African Administration: Pre-Colonial Times and since – Emizet F. Kisangani Cairo from 1171 to1517. By the thirteenth century, the institution of the slave-soldiers became an integral part of the political and social system in many Muslim countries. The Mamluk oligarchy never accepted in its ranks someone who was not a slave soldier, so that the military establishment not only remained hierarchical, but also continued to be a caste dominated by slave soldiers. U SA NE M SC PL O E – C EO H AP LS TE S R S Most Mamluk caliphates were divided into military fiefs centralized under one single Caliph. The basic administrative entity was the village because the Mamluk dynasty obtained most of its revenues from landed estates. A major innovation to ensure payment was that the peasants were prohibited from leaving their villages without permission. In addition to land taxes, the Mamluk caliphates drew their revenues from customs duties, based on ad valorem and the religion of the merchants, so that Christian importers had to pay taxes as high as 30%, whereas Muslim importers paid only 10%. This canonical tax was abolished under the reform of 1316. Several other kingdoms, such as Ghana and Mali, developed in Medieval Western Sudan. But the best known was the Kingdom of Songhay founded around the trading town of Gao (c. 1000 A. D. ). The Songhay Kingdom broke away from Mali and subsequently arose to become the third great empire in the medieval western Sudan (c. 1460-1590). Songhay’s founding emperor, Sunni Ali, established imperial authority northward into the Sahara in order to control international trade routes and valuable deposits of rock salt (which was mined and cut into large blocks to be traded for gold). Following Ali’s death, one of his generals, Muhammad Toure, overthrew the legitimate heir, and embarked on a hajj to Mecca. In 1496 he returned to wage jihad against nonMuslims. He conquered new territories and ruled over Songhay’s expanded empire as Caliph of West Africa. Under Muhammad’s authority (1493-1528), Songhay, especially the towns of Timbuktu and Jenne, rose to become one of the medieval world’s largest multinational empires. The administrative system was open enough to provide lower level citizens some type of upward social mobility. The empire was highly decentralized and Islam was used as a tool to assimilate different communities. Different categories of slaves cultivated fields, constructed adobe buildings and mosques, acted as porters, or served as soldiers and officials in the imperial government. Some of the latter rose through government and military bureaucracies by virtue of meritorious work to achieve high positions of administrative responsibility, as did soldier Muhammad Toure, when he rose by military merit to become a general and then became the emperor of Songhay. As emperor of Songhay, Muhammad established effective central supervision over provincial governors. He also reformed Songhay’s imperial government so that merit (rather than birth) became the principal criterion for advancement in bureaucracy. Eventually, after Muhammad became blind and was deposed in 1528, Songhay’s trans-Saharan trade declined. This was also partly due to competition from European sea traders along the West African Atlantic coast, which undercut the trans-Saharan gold trade. After severe political crises of succession disputes, rebellions and civil war that Songhay emperors faced during the 1580s, their imperial army was decisively defeated by Morocco’s elite musketeers at the Battle of Tondibi in 1591. Other kingdoms and chieftaincies came up throughout Central, Eastern and Southern  ©Encyclopedia of Life Support Systems (EOLSS) PUBLIC ADMINISTRATION AND PUBLIC POLICY – Vol. I – Development of African Administration: Pre-Colonial Times and since – Emizet F. Kisangani Africa. Although some of these polities were decentralized or confederated, most of them developed as centralized systems where the king or the chief represented the top, followed by the house of the king or an inner circle of advisors, and finally the Council of Elders as the legislative branch. The army and bureaucrats were in charge of maintaining security and law, collecting taxes, and conducting censuses. In most polities, age was a major social feature of stratification, while in other areas the system was meritocractic. 1. 3. Beyond the Medieval Era to the Nineteenth Century U SA NE M SC PL O E – C EO H AP LS TE S R S In the late 1500s and through the 1700s, Europeans and Arabs introduced new weapons and made new demands for captives of war throughout Africa to meet the demands of a growing international slave trade. Consequently, many of Africa’s previous patterns of political and economic growth were disrupted, even though many of the great traditions of medieval African politics and administration continued to guide their evolution. As African kingdoms and empires continued to develop, and trade between coastal cities and interior regions expanded throughout the continent, various African peoples established political confederations based on religious ideology, commercial linkages and/or military authority. Such confederations were committed to establishing broader nationalist ideologies, promoting literacy and advancement by merit, expanding both regional and international commerce, and undertaking significant administrative and military reforms. The first great reformer and leader in North Africa was an Ottoman military commander, Muhammad Ali (1805-1848). He established the first secular schools, engineering and medical colleges, modern factories, modern printing presses, and stateowned textile and munitions factories. His successors continued his policies of borrowing foreign capital and building projects, such as the Suez Canal that was completed in 1869. In the west, the original Asante confederation, established by seven clans near the city of Kumasi (in modern day Ghana), united around the symbolic Golden Stool of their ruler Asante-Hene. This confederation built roads and promoted agriculture, commerce, industry and education through self-help and self-reliance. The Asante emperors implemented several modernization policies in administration that included promoting advancement by merit and the development of state enterprise through public investment. By 1874, the British imperial army defeated the Asante army and annexed the Fante territories into their Gold Coast colony. In East Africa (c. 1800-1885), there was also a movement toward centralization of authority and broadened commercial linkages throughout the region, from Ethiopia’s Highlands to the Limpopo River in Southern Africa. In the first half of the nineteenth century, however, Africa continued to be significantly disrupted by international trade in slaves, even as new Euro-American markets began to demand large imports of such African-based commodities as palm oil, cotton, peanuts, and ivory. By mid-century, European merchants realized that Africans could produce such valuable exports more efficiently and humanely by working in their own countries than by working as slaves in the Americas. Many other nineteenth century African nations were consciously modernizing their various political economies and shifting to regional confederacies,

Advantages and Disadvantages of Fiber Optic Cable Verses Coaxial Cable

Advantages and Disadvantages of Fiber Optic Cable Verses Coaxial Cable Introduction Fiber optic cable and coaxial cable are both used in data transmission. Today, various information networks use either fiber optic cable or coaxial cable in order to transmit information between several telecommunication devices such as telephones, radios, television sets among others.Advertising We will write a custom essay sample on Advantages and Disadvantages of Fiber Optic Cable Verses Coaxial Cable specifically for you for only $16.05 $11/page Learn More Both cables have advantages and disadvantages, which a user should consider before making a choice. For instance, a user should consider the distance of connection and the amount of data to transmit. Therefore, this paper examines the advantages and disadvantages of fiber optic cable verses coaxial cable. Description of Fiber Optic Cable and Coaxial Cable A fiber optic cable is made of an ultra-fine fiberglass core, which is protected by an outer covering (Shelly 493). The cables use light in order to transmit data via tinny fiberglass cores known as silica. On the other hand, coaxial cables transmit data through copper cores, â€Å"which are surrounded by a dielectric insulator, a woven copper shield, and a plastic sheath† (Shelly 493). Therefore, the coaxial cables are properly shielded from any kind of interference by environmental conditions. Coaxial cables also depend on electricity as a medium of transferring data. Fiber optic and coaxial cables exist in various forms. Advantages of Fiber Optic Cable Verses Coaxial Cable Fiber optic cables have several advantages over coaxial cables. First, fiber optic cables carry large volumes of data over long distances without much loss of information. This is made possible due to the several silica cores that make up the fiber optic cables. However, coaxial cables have a limited capacity of data transmission and often suffer from signal leakage leading to weak signals. Second, the fiber optic cables are smaller and lighter as compared to coaxial cables. Therefore, installations of fiber optic cables require lesser space and engineers also find it easier to handle the fiber optic cables. Third, fiber optic cables enhance data security because it is difficult to tap information easily from the network system. Additionally, optical fibers are â€Å"immune to electromagnetic interference from radio signals, car ignition systems, and lightning† (Bagad and Dhotre 8). Last, fiber optic cables incur much less operating cost because they consume little electric power.Advertising Looking for essay on other technology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Disadvantages of Fiber Optic Cables Verses Coaxial Cables Despite the advantages that fiber optic cables have over coaxial cables, they also have a number of disadvantages. For instance, optical fibers are more expensive as compared to coaxial cables that are cheaper (Bagad and Dhotre 7). Therefore, a number of people are not in a position to install them. Similarly, installations of optical fibers require well-trained personnel because their installation is usually difficult as opposed to the installation of coaxial cables. Last but most important, fiber optic cables are more suitable in transmission of data over long distances hence coaxial cables are more suitable for data transmission over short distances. Conclusion From the above discussion, it can be concluded that fiber optic cables are more efficient and effective in data transmission as compared to coaxial cables. Fiber optic cables help in the transmission of large volumes of data over long distances without interference from electromagnetic noise. On the other hand, coaxial cables are cheaper to install but only suitable for data transmission over short distances due to signal leakage, which leads to weak signals. Bagad, Vincent and Andrew Dhotre. Data Communication and Networking. New York: Technica l Publications, 2009. Print. Shelly, Gary B. Discovering Computers. New York: Cengage Learning, 2008. Print.

The High School Math Courses You Should Take

The High School Math Courses You Should Take SAT / ACT Prep Online Guides and Tips Choosing which math classes to study can be one of the most challenging parts of planning your high school schedule. High schools offer numerous math classes, often at varying degrees of difficulty, and it can be difficult to know which math classes will be the best for you and your future. Read this guide to learn about standard high school math curriculum, AP and IB math courses, which math classes colleges expect you to have taken, and ways to exceed those expectations. Standard High School Math Curriculum Most high schools require students to take three years of math in order to graduate and recommend taking four years. These requirements often also include completing an algebra class and a geometry class. Forty-five stateshave agreed to follow Common Core standards for math, which aim to create a more standardized math curriculum across the country. The Common Core standards state that six content categories should be covered in high school math classes: Algebra Functions Modeling Geometry Statistics Probability However, these standards are very broad and don't specify which math concepts should be taught at which grade, so there is still a lot of differentiation amongschools and amongstates. For high school math,there is not a specific course you should be taking as a freshman, sophomore etc. Instead, there is a series of courses, and each student begins with the math class best suited for him/her, based on testing and prior math knowledge. The typical order of math classes in high school is: Algebra 1 Geometry Algebra 2/Trigonometry Pre-Calculus Calculus However, this order is definitely not set in stone.Some schools teach algebra 1 and 2 back-to-back then move on to geometry, some schools include trigonometry with geometry or pre-calculus instead of algebra 2, and some students take pre-algebra or a similar course if they need to strengthen their math skills before taking algebra 1. However, most high schools follow a course order similar to the one above for their math classes. The math class you take freshman year will be chosen based on your previous math classes and any placement tests you may have taken before starting high school. So, if you already took algebra 1 in 8th grade, you may be able to start with geometry as a freshman and continue down the list from there. Also, not every high school student takes pre-calculus or calculus. What Will You Learn in Your High School Math Classes? While curriculum can vary depending on your teacher, the textbook you use, and the level of your math class, most math classes cover the same main topics. The topics listed below serve as a guideline for the key subjects taught in each math class. Algebra 1:Real numbers; solving, writing, and graphing linear equations; quadratic equations and functions; polynomials Geometry:Plane and solid geometry including constructions, formulas for measurement, and formal proofs Algebra 2:Continuation of the concepts taught in algebra 1, including a more in-depth study of graphing and solving equations, inequalities, and functions Trigonometry:Applies algebra and geometry skills to circular and periodic functions. NOTE: Trigonometry is usually not its own class, but isoften taught during algebra 2, geometry, or pre-calculus Pre-Calculus:Series and sequences, probability, statistics, limits, and derivatives Calculus:Continuation of the concepts taught in pre-calculus, with an emphasis on integration and differentiation You'll be seeing a lot of these images if you study calculus Which Math Classes Will Colleges Expect You to Have Taken? Like high schools, most colleges require applicants to have completed three years of math and recommend four years. Selective colleges often require four years of math, and some schools may also require the completion of particular math classes like algebra 2, geometry, or pre-calculus. For students planning on majoring in humanities, the social sciences, or a similar field, the math classes you took in high school will not be as important to colleges because they'll be looking more at the classes that relate to your intended major. This means you don't have to take the most challenging math classes your high school offers, although colleges want fundamentally talented and well-rounded people, so you should still aim to do well in the math classes you do take in order to maintain a solid GPA. If you plan on majoring in a STEM field (science, technology, engineering, or math), expectations will be higher because math skills will be more critical to your college courses and future career. Most collegeswill require you to have taken four years of math in high school, sometimes including pre-calculus and calculus.You'll be competing for college offers with many other smart STEM people, so you'll want to help yourself stand out by taking rigorous math classes that are offered at a high level. Regardless of what you plan to study in college, it is highly recommended that all high school students complete four years of math because many colleges expect it, even if they don't require it, and it will help you stay prepared for any math classes you may have to take in college. Read on to learn ways to go above and beyond these expectations from colleges. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Everyone should take four years of math in high school How Can You Exceed Expectations? Becausehigh schools offer many math classes at varying levels of depth, speed, and difficulty, the math classes you take and the grades you receive in them will be looked at closely by colleges to help determine your academic ability and how good a fit you would be at the school. If you are not majoring in a STEM field, you do not need to worry as much about exceeding expectations in your math classes; you can focus the majority of your time and energy on classes more closely related to the subject you plan to major in. It's usually enough to take four years of math and get good grades in those classes. If you have the time and ability to take honors or AP math classes, that's great, but it shouldn't come at the expense of your grades for classes more closely related to your major. For students planning to major in a STEM field, you will also want to take four years of math, but you will want to push yourself by taking advanced math classes, studying those classes at honors or AP level if offered by your school, and getting high grades in your math classes. Below are several examples of advanced math classes that will help show a college that you have strong math skills. AP Math Classes There are three AP math classes available: two calculus classes and a statistics class. AP Calculus AB and AP Calculus BC Many students who plan on majoring in a STEM field or who are confident with their math skills take an AP Calculus course. The material that these two classes cover is very similar, but Calculus BC is seen as more difficult because it moves at a faster pace and covers some additional topics such aspolynomial approximations and series, series of constants, and Taylor series. However, both are challenging AP classes, and taking either class is one of the best ways to prove your strong math skills. A solid knowledge of calculus is also required for many STEM careers. AP Statistics This AP course coversexploring data, sampling and experimentation, anticipating patterns, and statistical inference. Statisticsis one of the most widely used math subjects, and many career fields require a background in it. AP Statistics is often seen as not quite as rigorous as an AP Calculus course, but it is still a strong course to have on your transcript. This course is a good option for students who want to take an AP math class but either don't feel ready for calculus or would rather take it in college, or for those who feel statistics will be more useful than calculus for their future career. You can check degree requirements at different colleges for majors you are considering to see which math courses different majors require and to determine whether AP Statistics or AP Calculus would be more useful for you. While it can vary between students, in general, students not planning to major in a STEM field can take either AP Statistics or an AP Calculus course if they choose to take an AP math class. Students who are planning to study a STEM subject should take an AP Calculus course because they will almost certainly need to know calculus for their future classes. They may also consider taking both AP Calculus and AP Statistics if they have room in their schedule. Feeling Lucky? AP Statistics may be the course for you. IB Math Classes In order to obtain the International Baccalaureatediploma, studentsmust take at least one course from each of the six IB subject categories. Math is one of those categories and has four IB options. IB courses are offered at standard level (SL) and high level (HL). The four math classes, from least challenging to most challenging are: Mathematical studies SL Mathematics SL Mathematics HL Further mathematics HL These fourcourses basically cover the same topics, but at different speeds and with different degrees of difficulty. Accordingto the IB website, in these courses students will develop their mathematical knowledge, along with logic and critical thinking skills. The main topics they cover includealgebra, functions and equations, trigonometry, vectors, statistics and probability, and calculus. Similar to AP classes, students majoring in STEM fields should pursue a high level IB math class. More Options for Math Classes If you want to take a specific math class or simply love math and want to take more math classes, there are several options for you. These include both advanced and non-advanced math classes, so they are a possibility for high school students planning to major in any field. Electives Statistics is one of the most common math electives, and it is useful for many career fields. You can take statistics at the AP level (see the above section) or regular level. Other math electives includecomputer math, math literacy, and math applications. These electives often focus on computer skills or practical applications of math. Community College Classes Ifyour school doesn’t offer a specific AP math class or elective, you may be able to take a similar course at a local community college. This is an especially good option for higher-level math classes thatmost high schools don't offer, such as multivariable calculus, abstract algebra, and proof-based math. Because most high school students don't take these classes, completing one can really strengthen your transcript and show colleges you are prepared for future STEM classes. If you're interested in this option, talkto your guidance counselor about how to enroll in one of these courses. It’s becoming more and more common for high school studentsto take community college classes, so the process may not be as difficult as you might think. Do you love math like Isaac Newton did? Consider taking math classes at a community college. Summary Even though most high schools and colleges only require taking three years of math, it is best to complete four years, regardless of what you plan to study in the future, because many colleges expect it, and it will help prepare you for future college classes. The math class you take your freshman year of high school depends on your previous math experience and grades from middle school. You will most likely be required to take a year of geometry and at least one year of algebra while in high school. For students planning on majoring in the humanities or social sciences, meeting the above requirements and getting strong grades in your math classes is sufficient because you should spend the majority of your time on classes more closely related to your future major. If you are planning to major in a STEM field, you need to devote more time and energy to your math classes, so you should take more challenging classes, such as pre-calculus and calculus, and take those classes at an advanced level, if possible. What's Next? Wondering whether you should take AB or BC Calculus? Our guide lays out the differences between the two classesand explains who should take each course. Interested in math competitions like the International Math Olympiad? See our guide for passing the qualifying tests. Not sure which science classes you should take either?Check out our complete guide to the science classes you should take in high school. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

By 1918 there was general agreement that a League Essays - Structure

By 1918 there was general agreement that a League of Nations should be established. The key articles of the actual covenant (constitution) spelled out the role of the league in identifying and addressing threats to peace, the settlement of disputes, and the imposition of sanctions against states violating international agreements. These articles occasioned limited disagreement. Participating nations also generally agreed that the league should be made up of an executive council, a deliberative assembly, and an administrative secretariat, but they disagreed over the exact function and makeup of these bodies. In an early draft of the covenant, membership of the council was restricted to the Great Powers and any smaller nation-states that the Great Powers chose to invite. However, the formulation that eventually prevailed designated the Great Powers as permanent members of the council while small powers had nonpermanent membership. The operation and membership of the assembly, which was the model for the General Assembly of the United Nations after 1945, was also a subject of some debate. In fact, its overall operation and significance was really only worked out in subsequent years. The administrative secretariat, set up as a coordinating and administrative body, was a less divisive issue. Its power was grounded entirely in the council and the assembly. The headquarters of the league were in Geneva, Switzerland, where the secretariat prepared reports and agendas. The assembly, which was made up of representatives of all the member governments, set policy and met on an annual basis. Britain, France, Italy, and Japan held permanent membership in the council, which met more regularly than the assembly. All decisions taken by the council and the assembly had to be unanimous if they were to be binding. The league also included a number of subsidiary organizations. One of these, the International Labor Organization (ILO) was a specific response to the Russian Revolution . It was hoped that the ILO would appease some of the more radical tendencies within the trade union movement in various parts of the world and curtail the attractions of international communism. A Permanent Court of International Justice was also set up, as well as a range of commissions that dealt with issues such as refugees, health, drugs, and child welfare. At the time of its foundation in 1919 the league had forty-two member governments. This increased to fifty-five by 1926; however, the failure of the United States to become a member contributed significantly to the decline of the organization by the 1930s. Meanwhile, Germany only became a member in 1926 and withdrew in 1933, while the Soviet Union was only a member from 1934 to 1939. The Japanese government departed in 1933, and the Italian government ended its association with the league in 1937.