The Ancient Illyrians Connection to Todays Albanians

Mystery enshrouds the exact origins of todays Albanians. Most historians of the Balkans believe the Albanian people are in large part descendants of the ancient Illyrians, who, like other Balkan peoples, were subdivided into tribes and clans. The name Albania is derived from the name of an Illyrian tribe called the Arber, or Arbereshà «, and later Albanoi, that lived near Durrà «s. The Illyrians were Indo-European tribesmen who appeared in the western part of the Balkan Peninsula about 1000 B.C., a period coinciding with the end of the Bronze Age and beginning of the Iron Age. They inhabited much of the area for at least the next millennium. Archaeologists associate the Illyrians with the Hallstatt culture, an Iron Age people noted for production of iron and bronze swords with winged-shaped handles and for domestication of horses. The Illyrians occupied lands extending from the Danube, Sava, and Morava rivers to the Adriatic Sea and the Sar Mountains. At various times, groups of Il lyrians migrated over land and sea into Italy. The Illyrians carried on commerce and warfare with their neighbors. The ancient Macedonians probably had some Illyrian roots, but their ruling class adopted Greek cultural characteristics. The Illyrians also mingled with the Thracians, another ancient people with adjoining lands on the east. In the south and along the Adriatic Sea coast, the Illyrians were heavily influenced by the Greeks, who founded trading colonies there. The present-day city of Durrà «s evolved from a Greek colony known as Epidamnos, which was founded at the end of the seventh century B.C. Another famous Greek colony, Apollonia, arose between Durrà «s and the port city of Vlorà «. The Illyrians produced and traded cattle, horses, agricultural goods, and wares fashioned from locally mined copper and iron. Feuds and warfare were constant facts of life for the Illyrian tribes, and Illyrian pirates plagued shipping on the Adriatic Sea. Councils of elders chose the chieftains who headed each of the numerous Illyrian tribes. From time to time, local chieftains extended their rule over other tribes and formed short-lived kingdoms. During the fifth century B.C., a well-developed Illyrian population center existed as far north as the upper Sava River valley in what is now Slovenia. Illyrian friezes discovered near the present-day Slovenian city of Ljubljana depict ritual sacrifices, feasts, battles, sporting events, and other activities. The Illyrian kingdom of Bardhyllus became a formidable local power in the fourth century B.C. In 358 B.C., however, Macedonias Philip II, father of Alexander the Great, defeated the Illyrians and assumed control of their territory as far as Lake Ohrid (see fig. 5). Alexander himself routed the forces of the Illyrian chieftain Clitus in 335 B.C., and Illyrian tribal leaders and soldiers accompanied Alexander on his conquest of Persia. After Alexanders death in 323 B.C., independent Illyrian kingdoms again arose. In 312 B.C., King Glaucius expelled the Greeks from Durrà «s. By the end of the third century, an Illyrian kingdom based near what is now the Albanian city of Shkodà «r controlled parts of northern Albania, Montenegro, and Hercegovina. Under Queen Teuta, Illyrians attacked Roman merchant vessels plying the Adriatic Sea and gave Rome an excuse to invade the Balkans. In the Illyrian Wars of 229 and 219 B.C., Rome overran the Illyrian settlements in the Neretva River valley. The Romans made new gains in 168 B.C., and Roman forces captured Illyrias King Gentius at Shkodà «r, which they called Scodra, and brought him to Rome in 165 B.C. A century later, Julius Caesar and his rival Pompey fought their decisive battle near Durrà «s (Dyrrachium). Rome finally subjugated recalcitrant Illyrian tribes in the western Balkans [during the reign] of Emperor Tiberius in A.D. 9. The Romans divided the lands that make up present-day Albania among the provinces of Macedonia, Dalmatia, and Epirus. For about four centuries, Roman rule brought the Illyrian-populated lands economic and cultural advancement and ended most of the enervating clashes among local tribes. The Illyrian mountain clansmen retained local authority but pledged allegiance to the emperor and acknowledged the authority of his envoys. During a yearly holiday honoring the Caesars, the Illyrian mountaineers swore loyalty to the emperor and reaffirmed their political rights. A form of this tradition, known as the kuvend, has survived to the present day in northern Albania. The Romans established numerous military camps and colonies and completely latinized the coastal cities. They also oversaw the construction of aqueducts and roads, including the Via Egnatia, a famous military highway and trade route that led from Durrà «s through the Shkumbin River valley to Macedonia and Byzantium (later Constantinople) Constantinople Originally a Greek city, Byzantium, it was made the capital of the Byzantine Empire by Constantine the Great and was soon renamed Constantinople in his honor. The city was captured by the Turks in 1453 and became the capital of the Ottoman Empire. The Turks called the city Istanbul, but most of the non-Muslim world knew it as Constantinople until about 1930. Copper, asphalt, and silver were extracted from the mountains. The main exports were wine, cheese, oil, and fish from Lake Scutari and Lake Ohrid. Imports included tools, metalware, luxury goods, and other manufactured articles. Apollonia became a cultural center, and Julius Caesar himself sent his nephew, later the Emperor Augustus, to study there. Illyrians distinguished themselves as warriors in the Roman legions and made up a significant portion of the Praetorian Guard. Several of the Roman emperors were of Illyrian origin, including Diocletian (284-305), who saved the empire from disintegration by introducing institutional reforms, and Constantine the Great (324-37)--who accepted Christianity and transferred the empires capital from Rome to Byzantium, which he called Constantinople. Emperor Justinian (527-65)--who codified Roman law, built the most famous Byzantine church, the Hagia Sofia, and re-extended the empires control over lost territories- -was probably also an Illyrian. Christianity came to the Illyrian-populated lands in the first century A.D. Saint Paul wrote that he preached in the Roman province of Illyricum, and legend holds that he visited Durrà «s. When the Roman Empire was divided into eastern and western halves in A.D. 395, the lands that now make up Albania were administered by the Eastern Empire but were ecclesiastically dependent on Rome. In A.D. 732, however, a Byzantine emperor, Leo the Isaurian, subordinated the area to the patriarchate of Constantinople. For centuries thereafter, the Albanian lands became an arena for the ecclesiastical struggle between Rome and Constantinople. Most Albanians living in the mountainous north became Roman Catholic, while in the southern and central regions, the majority became Orthodox. Source [for the Library of Congress]: Based on information from R. Ernest Dupuy and Trevor N. Dupuy, The Encyclopedia of Military History, New York, 1970, 95; Herman Kinder and Werner Hilgemann, The Anchor Atlas of World History, 1, New York, 1974, 90, 94; and Encyclopaedia Britannica, 15, New York, 1975, 1092. Data as of April 1992SOURCE: The Library of Congress - ALBANIA - A Country Study

Darvin and Evolution †Lesson Plan Free Essays

string(41) " Those Diaries may have a use after all\." Time constraints meant I couldn’t cover everything I wanted to cover during ‘Topic’. Other investigations that may have been included are: Artificial Selection Why are cows and sheep not extinct? Why are there so many kinds of dog? Where do red, blue and black roses come from? What are yellow bananas? Sexual Selection Why do peacocks -and many other birds – have such beautiful plumage? A predator can find them easily, so why have they evolved that way? A festive’ example (cough): Why do reindeer have antlers? 1 Do Mammals Have Emotions? Do mammals experience fear, happiness, sadness, grief? I hope to address these and other questions during Science. In the meantime, here is a collection of books which you may or may not find useful: Richard Adkins’ book is a hardcore response to all who question evolution as scientific fact. We will write a custom essay sample on Darvin and Evolution – Lesson Plan or any similar topic only for you Order Now Chris Stringer works at the National History Museum and is often called upon by the media to explain the origins of modern humans. His The Origin of our Species is a popular and engaging read which sets out to answer all the big questions in the debate about our origins. The graphic adaptation of Origins by Keller and illustrator Nicolle Rage Fuller is a marvelous version of Darning’s seminal work. The illustrations are drawn from Darning’s own words, including his diaries and letters. The book is brought up to date with a graphic account of recent breakthroughs in evolutionary science. It would make a wonderful gift for teenagers and adults with an interest in evolutionary theory. I love it. The nutty looking book by Murphy is funny, informative and perfect for Yr 5/6 +. I would highly recommend it for use when planning the ‘Life’ units in the Science SOW. The final book would be enjoyed by Yr/6 and anyone requiring a gentle introduction to Darwin and his ideas. The first lesson is a look at the Genesis account and other creation myths, but don’t let that fool you into thinking this plan is creationism or so-called ‘intelligent’ design in disguise, it most definitely isn’t! It is a celebration of Charles Darwin and evolutionary theory. I believe Darning’s â€Å"dangerous idea† is one of the most important topics we’ll ever teach our kids. I hope you enjoy teaching it. Kind regards, Lou Armor Darwin, Evolution and the Origins of Life L 1/2 – All Things Bright And Beautiful Success Criteria I can write a creation myth. Intro Entry song: Sing the first verse of All Things Bright And Beautiful. What is the hymn about? Why do you think it was written? Does anybody know of any other songs, rhymes, etc that describe the rich diversity of life found on earth? Show: How God created the world. Http://www. Youth. Com/watch? V=7_Acquiesced=related What is the little girl attempting to explain? Where did she get the explanation from? Display the relevant Genesis passage as a timetable. What do you think about the Genesis story as an explanation of life? Are there any oddities about the Genesis account? How old do you think the world is according to Genesis? (Creationists believe the world is only 6000-10,000 years old). Activity Entry question: All cultures have creation myths. Do you know of any? Greek, Egyptian, Norse? Rudyard Kipling? How many creation myths do you think there are? Is there any reason why any one story should be the ‘correct’ one? Part 1 Story Telling Task Show the clips, complete with a brief discussion of their story features/structure between each. Record the features, etc on the board for later use. How elephant got his trunk http://www. Youth. Com/watch? V=bishop_ICQ How Zebra got her stripes http://www. Youth. Com/watch? V=Mississippi=related Why Bat flies at night http://www. Youth. Com/watch? V=pedophilia pop=related LA – Referring to the board prompts and pictures children plan and write their own story book from ONE of Elephant, Zebra and Baboon, Koala or Bat. MA/HA- + those LA who wish to do so – work in pairs and write an original and creative story for ONE of the following: How Tiger got her stripes How Peacock got his feathers Leopard got his spots How Kangaroo got her pouch How Tortoise got his shell How bear got her stumpy tail How Encourage children to act out their story as a means of composing it and telling it. Inform HA children that they will be telling their story during ‘Myth Time’. Activity continues overleaf. Part 2 Outdoor Task: Critical Thinking entry: a) Observation and discussion walk around the top field/Dingles Dell/flower beds, etc. Ask critical questions – lots of why and how – about ‘supernatural design’, leaf structure, complexity, etc without straying into Darwin and evolution. ) Inform hillier that scientists estimate the world to be about 5. 1 billion years old. Create the ‘The Lo Roll Timeline’. Say, Wow! ‘ Discuss. Take photos. C) Uri-peg two of the lines, remove their post-its and add them to the Zero end of one of the other lines so that you have one long line made up of three of the original lines. Line 1 (with it†™s post-its in place) + Line 2 + Line 3 = The Age of the Universe. Now take a look at the red edge! So where would the Genesis 6,000 – 10,000 years be now!!!!? Microscopic! Assessment and Look Forward IQ: Did anybody notice anything odd about Day 1 and Day 4? E below) What are your thoughts about the Genesis story in light of making the ‘Lo Roll Timeline? Why would an all powerful, caring and gentle God create a wasp which seeks only to burrow into the bodies of living caterpillars with the intention of eating them from the inside? What is the point of it? For the next lesson: Ask children to bring in as many toy animals and small world vegetation as they can carry. Ask children to begin making a list in their Diaries of the types of living things they see day to day and to bring it in next lesson. Onto been – Those Diaries may have a use after all. You read "Darvin and Evolution – Lesson Plan" in category "Papers" Talking with friends and family Does science have anything to say about life on earth? Can anyone think of any really old things that have been found, in a rock or on a beach, say? Scientific evidence tells us that the earth is over 5 billion years old. Life first originated in the oceans 3. 4 billion years ago. The dinosaurs died out 65 million years in the past. The first modern humans (Homo Sapiens) appeared 100,000 yr ago but the recorded history of humans stretches back only 10,000 years in time. Find out more about these things. Talk about these things with a friend for next time. Begin making your own Evolution Journal at home (It could be a combination of literacy homework and voluntary work, so there could be an incentive of some sort I. E. Credits). Lesson Resources Writing and drawing materials. Lo rolls, tents pegs, knitting needles, long nails, post-it notes. Teaching Support Creation myths: http://www. Magical. Com/creationism. HTML AY: God supposedly creates light and separates light from darkness, and day from night, on the first day. Yet he didn’t make the light producing objects (the sun and the stars) until the fourth day. So how could there be â€Å"the evening and the morning† on the first day if there as no sun to mark them? Myth Time: Split the children into groups for ‘Myth Time’ on the carpet and around tables, etc. HA children read/act out their story to their group. On completion – if time allows – children move to another story teller. Further stories, including, Elephant, Zebra, Bat, can be told at the end of each day over the course of the week. L 3-4 Endless forms most beautiful and most wonderful None as such. The aim here is to inspire awe and wonder. Learning about classification is a bonus! 3 Introduction Endless forms most beautiful and most wonderful. Entry activity: Children place their toys and small world materials on their tables. Entry phrase: Write the above phrase on the board and read it aloud using an dramatic voice to inject a sense of wonder. Ask the children if they can figure out what this exquisite phrase refers to. Ask: If forms’ means ‘kinds of, what do you think is being described? (The above phrase is taken from the conclusion of Darning’s On The Origin of Species By Natural Selection, 1859). Entry Sq: How many kinds of living organisms exist upon on the earth? 4 How many have been made extinct? 5 Task 1: Using toy animals, small world vegetation and large whets of paper children to begin to make a (HUGE! ) list of living organisms (use this term repeatedly throughout term). Prompt children for as wide a variety of living organisms as possible. Can children see any similarities or differences between the organisms listed/shown? Task 2: Using toy animals, small world vegetation and large sheets of paper: How can living organisms be grouped into different things? Children use their own grouping criteria to group them. What discoveries have they made? What problems ensue? Help by providing prompts: weeds, trees, flowers, insects, micro-organisms, marine, land and air life. How far can children keep going with the groups? Would a Venn diagram help? (MA/HA math children especially). Do any of the living things live and exist in 2 or 3 environments? (amphibians, flying insects, seabirds, otters, turtles, etc) Outdoor Competition: Teams fill a matchbox with as many different living organisms as possible. Discuss the results. Tell me something about the lists and diagrams we have made. Help children to develop a sense of awe and wonder at the diversity of life. Finish with Where do these endless forms most beautiful and most wonderful come from? ‘How is such diversity possible? Inform children that they will be learning more about the classification of living organisms during Science. For the next lesson: Ask children to bring in: a toy dinosaur, animal or doll, a box for the toy, a simple gardening tool for digging e. G. A small fork or trowel. Darning’s pod: Charles Darwin loved listening to music and dancing with pretty ladies – I know, I know but that’s because people only ever see the photos of him as an old man – so we are going to begin a collection of music that Darwin would have on his pod were he alive today. Who would like to be the collector of the pod music? You will be responsible for overseeing the downloading of any requested amp track and recording the name of it’s contributor. To be a contributor you will have to pay its cost – via my Amazon account – which will probably be between 50-app per track. For example, I will pay for Louis Armstrong’s What a wonderful World’, price app. At the end of the topic we shall celebrate Darwin and have his pod playing in the back ground whilst we do so. Collectors and contributors – in role biz. The great man – could present Charles Darning’s ‘Galapagos Island Discs’ to parents during our class- based assembly. Ask children to think about these and other questions and to discuss them with their friends before the next lesson. Ask the children to wonder what they might be learning about next time? Large sheets of paper, post-its, card for labels and drawing materials. The scope for CIT use in every one of these lesson is enormous – interactive timeliness, natural selection games, movies, etc but the notebook are too small, too unreliable, and too few in number for all classes to be using simultaneously. And ‘1 between 2’ tends to cause more problems than it solves? Perhaps Joy could ad many of the links to our lass web pages so kids can explore them at home? Http://en. Wisped. Org/wick/Charles_Darwin See also the resources I have put on the R:drive. In addition I have several books about Darwin and evolution which people may wish to borrow. L 5/6 – Darning’s great adventure. I know what fossils are, how they are made and what they can tell us. I can describe what Darwin saw on his voyage aboard the Beagle and some of the difficulties he faced collecting his specimens . Charles Darning’s great adventure. Entry question: Hold up a Ole note and ask: Who is this? What is she famous for? Turn it over and ask Who is this? What is he famous for? Explain that he is probably the most important scientist who ever lived. And he’s British! Explain that Charles Darning’s theory of evolution was the first scientific theory to explain the appearance of not Just some, but all living species. Darning’s theory told us how all living things are related. It also explained the origin of new species, why some species became extinct and the reason for the great variety of life on earth, why there are so many â€Å"endless forms most beautiful and most wonderful†. Entry Sq: Who was Charles Darwin? Give children a potted history of his early life. See below) Display pictures of the young Darwin – he was only 25 – the map of Beagle’s Journey and tell the story of the Beagle’s voyage and of the many wonderful things Darwin observed. Talk about Darning’s fossils finds. Do you know what fossils are? Do you know where they are found? Http://www. Youth. Com/watch? V=KxDQwBZJ908=related Show fossil pictures and discuss. What are fossils? What do they tell us? What do marine fossils tell us when they are found at the top of a mountain? Describe and illustrate Darning’s fossil finds. It may help yr to remind them of their ‘Mountains’ epic and mountain rock layers are formed. Display the Homologous Structures picture. Chi work with a friend to solve the puzzle illustrated. What are the skeletons evidence of? What can be inferred from them? Remind chi about inferring from a text). Outdoor Task: Play at being paleontologists and fossil hunters. Children make fossils outdoors. (A day or two later they again play at being paleontologists and dig up another’s fossil, taking care not to damage it, Just as real scientists do). Take photos. Part 2- Darning’s observations caused him to think very deeply about Evolution. Evolution is about change over time. Specifically, it is about how species change over time. Emphasis the excitement, wonder and scientific endeavourer of observation in such weird and wonderful environments. What practical and/or scientific problems do you think Darwin faced? Watch the clip and answer these questions: How did such a wide variety of living organisms first appear on the Galapagos? After arriving what did many species begin to do? Http://science. Discovery. Com/videos/Galapagos-beyond-Darwin-Charles- Darwin. HTML What does ‘adapting mean? Can you give me an example from the clip? How do some of the organisms survive? Http://science. Discovery. Com/videos/ Galapagos-beyond-Darwin-creatures-of-Galapagos. HTML The things that help an organism survive are called traits’ and they can be passed on. Most traits are inherited (but not all), a bit like passing on hair and eye color. Show photos of a family if it helps clarification. Ask children to think about what the fossil record and the Genesis account tell us about the age of the earth and all that live upon it. What do they make of the fact that both geology and the fossil record tell us that the earth is billions of years old, et the bible says the earth was created only 6000 years ago? Which account is based on evidence and which account is simple belief? Help children to distinguish between scientific facts based upon other facts and overwhelming evidence, and stories which require only belief. A detective’s Who done-it’ puzzle may help (Sherlock Holmes was incorrect: it’s inductive not deductive reasoning). For the next lesson: Ask children to bring in a yoghurt tub, tongs, pegs, ladles and anything else that can be used as a pretend bird beak. The wider the range of implements the better. We also need plastic cups cut in half, very thin milk straws remind me to get some from Nursery and Reception waste bins! , long balloons, Jelly beans, smarmiest, a couple of tins of fruit cocktail, soft fruits, berries, fruit Juice, chick peas, peas, seeds, etc for food and at least one washing up bowl and a cereal or fruit bowl per 4 children. Ask children to bring in handfuls of the food stuff and can chuck it in a class box ready for the lesson. Talk about fossils. Find more clips and videos about fossils and the Galapagos Islands and watch them together. Make one at home and put a photo of it in your Journal. Draw pre-historic fossils such as Trilobites, too. Plaster of Paris or similar. Toy dinosaurs and dolls (undressed). Digging implements. Small brushes. A cardboard box for each toy brought in. A tent peg or nail. Post-it notes. Why are there no transitional fossils? Is a question a parent may ask. Here is an answer put in terms of a family photo album. Http://www. Youth. Com/watch? V=QywH7FOeKJO=mfu_in_order=UL This one shows evolutionary theory being used to predict which fossils should be found. Fabulous examples shown. It also explains why a crop-duck fossil (half crocodile, half duck) will never be found? The crocodile is a favorite line of ‘criticism’ by creationists and dim celebrities). Http://www. Youth. Com/watch? V=l_Dad_Eight=autoplay=ULQywH7FOeKJO=5=1 Re: Science: Children will be learning more about the variation, adaptation and habitats of living organisms during Science. However, their intellectual Journey will travel beyond the dreary diet of tautologies and soporific science found in the CA sow. L 7/8 – Evolution, Natural Selection and â€Å"the struggle for survival†. I can describe/explain how species change over time. I can describe/explain how inherited traits enable a species to survive. Natural Selection and â€Å"the struggle for survival†. Entry Joke Two friends are in the woods when a bear starts chasing them. The first friend begins to run. The second shouts, Mimi can’t outrun a bear! † The first friend looks over his shoulder and replies, â€Å"l don’t have to. I only have to outrun you. † Is there anything we can learn from this Joke? Entry Quotation It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change. Display the above. Can children illustrate its meaning with an example? Polar bears? Brown hares? Cactus? Explain that organisms have adapted to survive in many different environments. The question of how they evolved (changed) was Darning’s gift to the world. Ask: What does ‘evolution’ describe? Recall that evolution is about change. Explain Darwin was not the first to propose that species evolve (change) but he was the first to explain it. At least the first to explain it in a way that made sense and held up to scientific evidence. How does change occur? Darning’s explanation is called natural selection. It is such a simple (but profound) incept that we can describe it in one sentence: Those living things born with traits that give some advantage in survival and reproduction, will tend on average to leave more offspring that have those very traits. That’s it. That’s why species evolve (change). That’s why large amounts of time can result in large amounts of change. So what might ‘advantages’ look like? Display and explain Darning’s finches using the picture from the Natural Selection PPTP. Slide. Inform children that they are about to take part in the ‘Bird Beak Struggle’. Task 1: In groups of four, children play ‘Bird Beak Struggle’. Ask: Some of your ‘beaks’ were more successful at obtaining food than others. Why was that? What were the advantages of having beak X? What were the disadvantages of having beak X? How to cite Darvin and Evolution – Lesson Plan, Papers

Promoting a Healthy Environment for Children Essay Example

Promoting a Healthy Environment for Children Essay Collate evidence which describes the role of the practitioner in working towards a health lifestyle and environment for children The role of a practitioner is vast. To be able to promote children a healthy life style and environment there are number of aspects that need to be met such as; * Routines * Circle time * Posters around the school (for example posters that promote healthy eating and exercise) * Environment * Indoor and outdoor activities Because children are growing it is important they have regular snack times as they need calories and nutrients for them to be healthy.Good nutrition is key to your childrens development and health, whether their toddler or a teenager. Providing children with healthy snacks can provide them with nutrition they need. Additionally, it is important for children to eat at least every four hours; having scheduled snack times can help them feel energized and fit. In my setting for nursery, children get to have a snack time during their break which would regularly be milk/water and a piece of fruit or vegetable.The fruit/vegetable would change everyday for example if one day they get apples the other day they would eat carrots which are healthy for the children. Other ways of promoting children to have healthy life style would be by having posters around the school in different languages so if a child cannot read English however can read polish they would also be able to read and understand the poster, these posters can be around the school for example, in front of the school you can have posters that promote healthy eating such as eat 5 fruits a day and keep fit or posters about doing regular exercise and eating vegetables.In my setting we promote healthy eating by doing circle times or reading books to the children for example when we have circle time we talk about why it is important to eat fruit and vegetable and what would happen if we eat unhealthy food. We also talk about the good things vegetables give us and how it a ffects our bodies. E2- Provide information about legislation which supports the rights of children to healthy lifestyle There is significant amount of legislation that links to the health and well-being of children and their families, legislations are important as they provide a framework for services to exist.One of these legislations are Every Child Matters and the Children Act 2004 Every Child Matters has been emended with Children Act 2004, Every Child Matters is a legislation in England that protects children and promotes their welfare and well being, this includes being healthy (growing and development as well as emotional and physical well-being), staying safe (indoors and outdoors), enjoy and achieve through learning (emotional well-being) for example if the child is experiencing problems at home such as parents being divorced an action and support would be taken and given and also achieve economic well being.Another legislation that supports healthy life style and environme nt for children is The United Nations Convention on the Rights of the child health is now seen as a right for all children in the world. The UN Convention on the Rights of the Child sets out a list of rights that children should be entitled to.This legislation supports children and their rights of their life ‘States parties shall take all appropriate legislative, administrative, social and educational measures to protect the child from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment and many more ’ (CACHE Level 3 Child Care and Education 4th edition Penny Tassoni 2007 Page 25) this shows that the legislation promotes healthy life style and environment by ensuring that all children are protected by the legislation and that they have a inherent right to life.E3- provide information about a range of factors which may affect children’s health and well-being at differing times in their lives Poverty is seen by many as a key fa ctor in children’s overall health and educational achievement. Poverty is classed in two different ways, the two main ways poverty is classed in is absolute poverty, which would mean having not enough money to pay for food, water and shelter, the second one is relative poverty this takes into account the standard of living of country’s population for example a person whose income is much lower might be classified as living poverty. Growing up in bad housing also has a long-term impact on children’s life chances because of the effect it has on a child’s learning and education’ Children that have bad housing Children living in poor or overcrowded conditions are more likely to have respiratory problems, to be at risk of infections, and have mental health problems which would affect the children psychological this is also critical to the children development. There are some factors that are short-term while other has the potential to affect children in the longer term. http://england. helter. org. uk/__data/assets/pdf_file/0009/66429/Chance_of_a_Lifetime. pdf (04/11/12 18:33) Children also need balanced diets that meet their energy requirement. A poor diet can affect children in many ways such as; behaviour, mental development, intelligence etc there are also many other effects of a poor diet on children, which have a long-term affect, these can be; cardiovascular disease, cancer, tooth decay, low self-esteem and poor self-image, diabetes (Type II), musculoskeletal problems, high risk of weight problems in adulthood.It is important that everybody gets the correct amount of exercise in order to develop and remain healthy. When children do exercise they would expect it to be just fun and a physical activity for them, therefore it would be fun than something that is necessary to them and something that would benefit them in their future life. There are also health and developmental benefits of exercise such as, running, walking, pla ying etc these benefits are benefits such as stimulation of the brain, maintains and develops lung capacity, releases hormones’ (CACHE Level 3 Child Care and Education 4th edition Penny Tassoni 2007 page 261) and many more. However, some children are restricted from the activity, facilities and environment they have due to the fear of child abuse, traffic, health and safety and also computer, media and television. Children nowadays aren’t able to use the environment effectively the reason being is many parents do not feel comfortable letting children out of their sight due to murder which is stopping them from doing exercise.Children that have no access to the outdoor environment are influenced to engage with media sources at home as a result of their freedom limitation to play outside and socialise with friends. Due to traffic parents have also restricted their children from doing physical activities and playing outdoors which has resulted in less children doing outdo or activities and play alongside parents not letting their children play outside they are also not allowed to walk alone to school or return back. Some children are also driven to school which also limits their exercise.There are current initiatives that the government and local authorities have developed to encourage children to do more exercise freely and confidently ‘When we have streets we want to walk in, lives are transformed we are healthier, happier and more sociable’ http://www. livingstreets. org. uk/about-us (06/11/12 20:40PM) this is a campaign that supports and encourages parents and children to walk to school and also works and plans towards making the streets put people first which means being able to walk on street safely, which would encourage parents to allow their children to outdoor play and also to walk to school.E4- Include evidence of the effects of these factors on children’s health ‘The effects of long-term poverty on measures of c hildren’s cognitive ability were significantly greater than the effects of short-term poverty’ http://www. princeton. edu/futureofchildren/publications/docs/07_02_03. pdf (22/10/12 23:02PM) ‘Teaching your children to develop healthy habits is important to their health and development and can benefit them well into the future.Kids who follow a healthy diet and exercise regularly are more likely than kids who are sedentary to stay active as adults. Although more research needs to be done, at-risk children who are physically active on a regular basis reduce their risk of developing chronic conditions such as type 2 diabetes’ http://www. livestrong. com/article/345254-why-is-it-important-for-children-to-exercise-regularly/#ixzz2BUFyEySg (20/10/12 18:18) http://www. ic. nhs. k/statistics-and-data-collections/health-and-lifestyles-related-surveys/health-survey-for-england/health-survey-for-england2010-trend-tables E5- Include examples of different routines for c hildren which will maintain a health life style Routine- Snack Time (1) 10-10. 30am| Prepare snacks – fruit or vegetable such as carrots, pears, apples or strawberries. Cut them peel the seeds and wash carefullyProvide the children with refreshing and healthy drinks – water or milk for the children that prefer it. | 10. 30-11. 0am| Gel children’s hands or wash them and supervise them while washing their hands. Make them sit down and start giving the snacks out | 11. 00-11. 15| Make sure all children have had their snacks; children that want milk drink milk and for the ones that want water provide them water with a cup. | 11. 15-11. 25am| Wipe the children’s mouth and hands with wipes | 11. 25am-11. 35am| Wash cups, put any left over fruit or vegetable in the household recycling bin| Routine- Physical Education (2) 9. 45-10. 00am| Get children to change their uniform into their P.E kit. Make sure all children have a t-shirt to change. Children without trai ners can do P. E bear foot if indoors if outdoors children can only join in with certain activities. | 10. 00am-10. 45am| Do a warm up activity such as running around in the playground or follow the leaders, and after the warm up activity teach or do 3-4 stretches before starting the main activity | 10. 45-11. 00am| Start getting the children inside and make sure they put their uniform back on, if any of the children want refreshments we give them water to drink. |E6- Include descriptions of TWO (2) activities which are suitable to use with children to promote a health lifestyle There are many ways of encouraging children to have a healthy life style. This can be done by providing them suitable activities that promote healthy lifestyle such as; making fruit salad with children. This can be done by doing a little cooking activity with the children, majority of the young children like colours therefore bringing the children colourful and healthy fruits such as strawberries, apples red /green, bananas, plums and oranges.This activity can be done with 48+months as they are still at the stage of developing and are exploring and experimenting different things. Throughout the activity hygiene is also promoted for example before the children touch the fruit they are told not to touch the fruit if they have not washed their hands which would encourage them to wash their hands before eating or touching food or it would spread bacteria and may also cause a disease. Doing a physical activity with children also promotes and encourages them to have a healthy life style.An activity that would encourage children to be healthy is an activity such as basket ball. And activity such as; splitting the players into two even groups, and have each team line up on the baseline. On command, the first player in each line dribbles to the opposite basket and shoots until someone scores. Once a player scores, he dribbles back to the original basket, where he shoots until he scores. He passe s to the second person in line and sits down. The first team with all its players sitting down wins.This activity would encourage children to be active and healthy as it would boost their pulse and help them warmed up which would keep them active. D1- Include an explanation of how routines and activities can promote and maintain a healthy lifestyle Routines are important for every child the reason being is this sets them a healthy and organized life style. Routine establishes so many aspects of  healthy  living, good habits and good behaviour that even the slightest structure is necessary in day-to-day life.Really, children need and even desire routine, even if they dont know it, and there are plenty of ways to get them going by building a schedule that works for them. Throughout a daily routine it is important you promote children a healthy lifestyle and environment, these can be done in a numerous ways. First of all, during a daily routine it is important you: * Promote hygien e * Promote a healthy environment * Teach children self help skills * Support them to develop their confidence/self esteem/independence * Encourage and support them to learn through funIt is important to promote children to be hygienic; Hand-washing is the single most important factor relating to the spread of infection. Children should be encouraged to wash their hands before eating, after using the toilet, after handling animals and if they are ill such as sneezing. When a child is ready to go to school or nursery, they are expected to be able to use the toilet themselves and wash their own hands; parents and carers must make sure this is happening or infections and diseases can spread.Mealtime routines support healthy lifestyles because the children are then encouraged to wash their hands before they have their snacks or meal. For example in my setting children are encouraged to wash their hands by, before sending them off to the bathroom we talk to the children about what can ha ppen if they don’t wash their hands and what they have touched throughout the day which can cause bacteria in their hands and how it can spread.

Adolescent Obesity in Canada

Adolescent Obesity in Canada Free Online Research Papers When is it too much? Since when has a simple act of eating become one of the world’s biggest issues? Since when has adolescent obesity caused so much mental damage to adolescents? Recent studies have shown that approximately 16 percent of adolescents are obese in the United States when in the 1960’s it was only four percent(FDA). What is being obese? MedicineNet defines being obese as being over twenty percent over their ideal weight. This varies from gender, age and height and adolescents being defined as students from ages 13-17.(MedicineNet) Obesity became a problem for adolescents when fast food restaurants became the most viable nutritional option. Luckily for Quebec schools, however, the Premier Jean-Charest passed a bill banning schools from serving or selling fast food. â€Å"Kids who eat better, who are well-fed, with a balanced diet, have more chances of having a healthy lifestyle, of being able to concentrate and to function to the maximum of their capacity, said Jean-Charest, the Premier of Quebec (CBC). Most of these teenagers become obese because it is a genetic trait from their parents. It is known that adolescents have a bigger appetite during adolescence generating a real passion for food. Many schools have decide to sell out to fast food companies and let their students have easy access to unhealthy food; making obesity in adolescents a common problem. Taking fast food out of schools and replacing them with more nutritional foods would promote healthy eating to adolescents. Schools should take a bigger part in the health of adolescents by banning fast food in schools because of stress, physical health and the fast food industry influence. Adolescent obesity causes major amounts of mental stress that can affect their behaviour in school which is why schools should make sure their students keep a positive and healthy lifestyle. Studies have also shown that when adolescents become obese and rely on food as a comfort zone, they do not do as well as other students academically and physically. They become lazy and stressed which leads to more eating. This routine causes emotional stress and can even lead to mental illness. This depression makes it even harder for obese teenagers to work out. â€Å"Fast food is also inexpensive; most menu items offer a full meal for under ten dollars. It is easy to see why fast food is so popular these days- it is convenient and reduces our stress† (Hyde 1). Though fast food is convenient, it is addictive and its satisfaction is only temporary. The stress it relieves is also temporary because, just like cigarettes, it is easily accessible but in the long term it increases stress. Fast food may be inexpensive, but adolescents cannot afford to become lazy and inactive over the long-term. It is the school’s responsibility to ensure that health of its students is a top priority. Over the years fast food has been served throughout many schools causing very unhealthy lifestyles but it reached a new level on December 8th, 2007 when ABC news reported that McDonald’s coupons are being printed on student’s report cards. Certain schools in Florida and many other places have decided to let McDonald’s promote their fatty foods to students who get good grades. The deal between these schools and McDonald’s is that every student that gets A’s or B’s will have a McDonald’s coupon for a free Big Mac. The schools are rewarding good students by giving them fatty foods. The schools commented saying that McDonald’s is contributing to the school by adding to the school’s budget. This was helpful to schools that wanted to increase their budget. This situation is not only in the United States, in Fredericton, Canada, a crowd of students at a local high school were interviewed. CTV news interviewed certain studen ts asking them why they had left school to eat at the nearest McDonald’s. They said that the school food was not good. The B.C. government said that by 2009, all junk food would be banned in schools (CTV). The McDonald’s representatives say that they never approached the schools, the schools came to them. One example of these schools is a certain school in Florida that was paid $1,600 to put a free burger or fries coupon on every single report card containing all A’s or B’s. â€Å"Teaching healthy eating in the classroom and providing fast-food vouchers for fundraising efforts is not sending a consistent message (Neville). Putting fast food vouchers on report cards only leads to confusion. â€Å"To have significant use of fast-food vouchers very much flies in the face of all the efforts to remove these poor food choices† (Haikerwal). Schools should not confuse their students by teaching them to not eat fast food while giving them McDonald’s coupons; they should find other ways to avoid advertising fast food as it is the school’s responsibility. The physical health of adolescents is in danger when unhealthy food is easily accessible. Most schools have one to two physical education classes each week. A simple adjustment made by the school could give students proper exercise and would help them live a healthy lifestyle. In many schools there are laws about recess but in some schools children are not allowed to play tag or even run. This does not promote an active lifestyle. Some people debate that it is the parent’s responsibility to make sure that their children are healthy, physically and mentally. They say that parents should talk to their child about exercise and educate them about it. It is a dangerous to assume that parents are always capable to take care of their children. It is the school’s responsibility to educate. It is their responsibility because, unless homeschooled, children spend most of their day at school. If school prepares you for life, then shouldn’t it tell you how to eat right therefore simply showing students how to eat healthy in small easy steps might encourage them to try and live a healthy lifestyle. â€Å"From 25-40 percent of children inherit the tendency towards overweight† (HelpGuide). For the reason of parents not having enough time with their children, schools should teach their students how to maintain a healthy lifestyle to avoid adolescent obesity. Fast food is becoming easily accessible and it is the responsibility of the schools to make sure that students are not exposed or encouraged to eat it in schools. Fast food companies around the world used different tactics to advertise to adolescents and have put fast food in some schools. This made many schools ban fast food in vending machines. A recent survey was taken at 345 high schools all around the United States asking them what they sell, how much they make and how much each product takes in. The results showed that all schools said fast food makes up 70 percent of all food sales. The schools should not encourage eating fast food on a regular basis. They should be helping all students by not serving fast food and making sure no students bring fast food with them to school which might encourage other students to do the same. One might argue that the fast food companies benefit the schools by helping the funding. What many don’t realize is that staying healthy is as important if not more important than education. Making sure that children know how to eat right is extremely important and they must know what is healthy and what isn’t therefore schools can use advertising of fast food but not in any blatant form that would send the wrong message to students. Schools should focus more on the students’ health and exercise rather than advertising fast food because it will lead to obesity at an even younger age. Schools should take a bigger part in the health of adolescents by banning fast food in schools because of stress, physical health and the fast food industry influence. The schools should remove vending machines and fast food as an option for lunch as it is extremely unhealthy and can lead to an obese lifestyle. Schools should set their priorities straight because if schools will advertise fast food and not show students how to live a healthy lifestyle then there will be very few who will be able to eat right. By keeping all these fast foods from schools and out of the students’ reach, the students will not have easy access to it in schools and this will promote eating healthy. Children who have one obese parents have a 50 percent chance of being obese. To prevent obesity from being passed down through parents, we should teach adolescents about the healthy lifestyle and what it can do. Obesity can lead to diabetes and heart diseases therefore the school should take full respons ibilities of the students. Research Papers on Adolescent Obesity in CanadaStandardized TestingQuebec and CanadaGenetic EngineeringEffects of Television Violence on ChildrenThe Effects of Illegal Immigration19 Century Society: A Deeply Divided EraMarketing of Lifeboy Soap A Unilever ProductHip-Hop is ArtNever Been Kicked Out of a Place This NiceAssess the importance of Nationalism 1815-1850 Europe

USS Boxer (Cv-21) During Korean War

USS Boxer (Cv-21) During Korean War Conceived in the 1920s and early 1930s, the US Navys  Lexington- and  Yorktown-class aircraft carriers were built to fit within the restrictions set forth by the  Washington Naval Treaty. This placed limitations on the tonnage of different types of warships as well as capped each signatory’s overall tonnage. These types of restrictions were continued through the 1930 London Naval Treaty. As global tensions rose, Japan and Italy left the agreement in 1936. With the end of the treaty system, the US Navy began developing a design for a new, larger class of aircraft carrier and one which utilized the lessons learned from the   Yorktown-class. The resulting type was wider and longer as well as incorporated a deck-edge elevator system. This had been employed earlier on  USS  Wasp   (CV-7). In addition to carrying a larger air group, the new class mounted a greatly enlarged anti-aircraft armament. The lead ship,  USS  Essex  (CV-9), was laid down on April 28, 1941 . With the US entry into  World War II  after the  attack on Pearl Harbor, the  Essex-class became the US Navys standard design for fleet carriers. The first four ships after  Essex  followed the types initial design. In early 1943, the US Navy made changes to enhance future vessels. The most noticeable of these was the lengthening the bow to a clipper design which allowed for the addition of two quadruple 40 mm mounts. Other changes included moving the combat information center below the armored deck, installation of improved aviation fuel and ventilation systems, a second catapult on the flight deck, and an additional fire control director. Though known as the long-hull  Essex-class or  Ticonderoga-class by some, the US Navy made no distinction between these and the earlier  Essex-class ships. USS Boxer (CV-21) Construction The first ship to move forward with the revised  Essex-class design was USS  Hancock  (CV-14) which was later renamed Ticonderoga.   It was followed by several others including USS Boxer  (CV-21).   Laid down on September 13, 1943,  construction of Boxer  began at Newport News Shipbuilding and rapidly moved forward.   Named for HMS Boxer  which had been captured by the US Navy during the War of 1812, the new carrier slid into the water on  December 14, 1944, with Ruth D. Overton, daughter of Senator John H. Overton, serving as sponsor.   Work continued and  Boxer  entered commission on April 16, 1945, with Captain D.F. Smith in command. Early Service Departing Norfolk,  Boxer  commenced shakedown and training operations in preparation for use in the Pacific Theater of World War II.   As these initiatives were concluding, the conflict ended with Japan asking for a cessation of hostilities.   Dispatched to the Pacific in August 1945, Boxer  arrived at San Diego before departing for Guam the following month.   Reaching that island, it became flagship of Task Force 77.   Supporting the occupation of Japan,  the carrier remained abroad until August 1946 and also made calls in Okinawa, China, and the Philippines.   Returning to San Francisco,  Boxer  embarked Carrier Air Group 19 which flew the new Grumman F8F Bearcat.   As one of the US Navys newest carriers, Boxer  remained in commission as the service downsized from its wartime levels. After conducting peacetime activities off California in 1947, the following year saw  Boxer  employed in jet aircraft testing.   In this role, it launched the first jet fighter, a North American FJ-1 Fury, to fly from an American carrier on March 10.   After spending two years employed in maneuvers and training jet pilots,  Boxer  departed for the Far East in January 1950.   Making goodwill visits around the region as part of the 7th Fleet, the carrier also entertained South Korean President Syngman Rhee.   Due for a maintenance overhaul,  Boxer  returned to San Diego on June 25 just as the Korean War was beginning. USS Boxer (CV-21) - Korean War:   Due to the urgency of the situation,  Boxers overhaul was postponed and the carrier was quickly employed to ferry aircraft to the war zone.   Embarking 145 North American P-51 Mustangs and other aircraft and supplies, the carrier departed Alameda, CA on July 14 and set a trans-Pacific speed record by reaching Japan in eight days, seven hours.   Another record was set in early August when  Boxer  made a second ferry trip.   Returning to California, the carrier received cursory maintenance before embarking the Chance-Vought F4U Corsairs of Carrier Air Group 2.   Sailing for Korea in a combat role,  Boxer  arrived and received orders to join the fleet gathering to support the landings at Inchon.   Operating off Inchon in September,  Boxers aircraft provided close support to the troops ashore as they drove inland and re-captured Seoul.   While performing this mission, the carrier was stricken when one of its reduction gears failed.   Caused due to postponed maintenance on the vessel, it limited the carriers speed to 26 knots.   On November 11,  Boxer  received orders to sail for the United States to make repairs.   These were conducted at San Diego and the carrier was able to resume combat operations after embarking Carrier Air Group 101.   Operating from Point Oboe, approximately 125 miles east of Wonsan,  Boxers aircraft struck targets along the 38th Parallel between March and October 1951.    Refitting in the fall of 1951, Boxer  again sailed for Korea the following February with the Grumman F9F Panthers of Carrier Air Group 2 aboard.   Serving in Task Force 77, the carriers planes conducted strategic strikes across North Korea.   During this deployment, tragedy struck the ship on August 5 when an aircrafts fuel tank caught fire.   Quickly spreading through the hanger deck, it took over four hours to contain and killed eight.   Repaired at Yokosuka,  Boxer  re-entered combat operations later that month.   Shortly after returning, the carrier tested a new weapons system which used radio-controlled Grumman F6F Hellcats as flying bombs.   Re-designated as an attack aircraft carrier (CVA-21) in October 1952,  Boxer  underwent an extensive overhaul that winter before making a final Korean deployment between March and November 1953. USS Boxer (CV-21) - A Transition: Following the end of the conflict,  Boxer  made a series of cruises in the Pacific between 1954 and 1956.   Re-designated an anti-submarine carrier (CVS-21) in early 1956, it made a final Pacific deployment late that year and into 1957.   Returning home,  Boxer  was selected to take part in a US Navy experiment which sought to have a carrier solely employ attack helicopters.   Moved to the Atlantic in 1958,  Boxer  operated with an experimental force intended to support the rapid deployment of US Marines.   This saw it again re-designated on January 30, 1959, this time as a landing platform helicopter (LPH-4).   Largely operating in the Caribbean, Boxer  supported American efforts during the Cuban Missile Crisis in 1962 as well as used its new capabilities to aid efforts in Haiti and the Dominican Republic later in the decade. With the US entry into the Vietnam War  in 1965, Boxer  reprised its ferry role by carrying 200 helicopters belonging the US Armys 1st Cavalry Division to South Vietnam.   A second trip was made the following year.   Returning to the Atlantic, Boxer assisted NASA in early 1966 when it recovered an unmanned Apollo test capsule (AS-201) in February and served as the primary recovery ship for Gemini 8 in March.   Over the next three years, Boxer  continued in its amphibious support role until being decommissioned on December 1, 1969.   Removed from the Naval Vessel Register, it was sold for scrap on March 13, 1971.  Ã‚  Ã‚  Ã‚   USS Boxer  (CV-21) At a Glance Nation:  United StatesType:  Aircraft CarrierShipyard:  Newport New ShipbuildingLaid Down:  September 13, 1943Launched:  December 4, 1944Commissioned:  April 16, 1945Fate:  Sold for scrap, February 1971 USS Boxer (CV-21) - Specifications Displacement:  27,100 tonsLength:  888 ft.Beam:  93 ft.Draft:  28 ft., 7 in.Propulsion:  8 Ãâ€" boilers, 4 Ãâ€" Westinghouse geared steam turbines, 4 Ãâ€" shaftsSpeed:  33 knotsComplement:  3,448 men USS Boxer (CV-21) - Armament 4 Ãâ€" twin 5 inch 38 caliber guns4 Ãâ€" single 5 inch 38 caliber guns8 Ãâ€" quadruple 40 mm 56 caliber guns46 Ãâ€" single 20 mm 78 caliber guns Aircraft 90-100 aircraft Selected Sources DANFS: USS  Boxer  (CV-21)NavSource: USS  Boxer  (CV-21)USS  Boxer  (CV-21) Veterans Association

The Unemployment and Poverty Dissertation Example | Topics and Well Written Essays - 5000 words

The Unemployment and Poverty - Dissertation Example The states ought to take care of those who are out of employment and do not leave them alone, especially do not let them let go. A good solution would be to create a kind of groups of support that could have a motivating and supervisory function at the same time. People would feel more confident, motivated and they would share with each other their problems, hopes and ideas. One final suggestion, that would help, is for governments to create new opportunities for young people, to give them chances for apprenticeships which are certain to provide a better start at a career path. Taking all the things into consideration, the ideas listed by me above are realized in the major part of developing countries, unfortunately, they are very expensive projects. That is why the service is differently realized, dependent on the financial capabilities of a particular country. The countries that are doing the worst are those after-communism, where there is not enough money on effective support for unemployed citizens (Acemoglu 1996). On the contrary, the best are doing countries from western Europe and North America. There the unemployment is the lowest because of essential assistance. In my opinion, there is a possibility to decrease the rate of unemployment, under the condition that the governments do essential corrections and those who are the most concerned here will cooperate and work hard to make the best of them (Freeman 1996). A "simple" ratio is used to define the unemployment rate. The ratio is simple, but the set-up is not. Let the total population by the number of people sixteen years or older.           

The opportunities and the threats of the FJE Limited Essay

The opportunities and the threats of the FJE Limited - Essay Example The objectives of this project are:- †¢ To analyze the strength of the company. †¢ To assess the weakness of the company. †¢ To identify the opportunities and the threats of the company. †¢ To identify the various sources of fund and probable funds of the company. †¢ To assess the cash requirement of the company. †¢ To analyze the various options of investment available to the company in exploration. †¢ To identify the financial viability of each of the exploration option. SWOT analysis is a strategic tool which is used to analyze, understand and decide on the various situations which can arise in the business during its course of operations. The full form of SWOT is strength, weakness, opportunities and threats . The SWOT analyses of the FGE Company have been done to assess the risks and also the competitive advantage of the company and the business in which it is operating. Strength: The main strength of FJE is the sector in which it is operating. Uranium is used to produce electricity from nuclear power. Uranium itself has a very big market globally. In 2008 Australia exported more than AUD 800 million dollars of uranium to the rest of the world. The royalties achieved from Australian uranium mines is about AUD 21 million dollars per year. From Australia only about 10707 tons of uranium has been exported to the rest of the world in 2008.... This signifies that uranium has a major demand in most of the countries of the world. Therefore companies who are operating in this sector will always have a demand in the market as the resources available are less compared to the global demand. Another advantage of the company is that it does not have any debt in its capital structure this means that company is less risky. The company has exploration site in Niger which has 5% of world’s uranium resource. Also it has a site in Australia which has the largest resource of uranium in the world. This gives FJE competitive advantage over other firms. Figure 1: Uranium Requirement of the World (Source: Trade Tech, 2011) Weakness: Exploration companies always have to bear the risk of failing in the discovery of the uranium ore or salable uranium ore. If the exploration companies cherish the high return of the extraction and export of the mineral ore then in case of not discovering the ore many times the exploration companies have to suffer huge loss. The cost of exploration and all the associated expenses are very high. The FJE limited is a very small company which has a very small capital of AUD 4 million dollars. If the company fails to discover uranium in the proposed sites then it will be very difficult for the company to maintain its operations. More over there are many trade restrictions on uranium like non proliferation treaty etc made the market for the uranium quite narrow. Another weakness is the intense competition in this sector. The uranium exploration market is already crowded by many big companies like Western Mining Corporation, BP Minerals, and BHP Billiton etc. Opportunities: The biggest of the FJE limited is the rising market of nuclear energy. Rise in the use of the nuclear