Gender and Sexuality Essay Example | Topics and Well Written Essays - 2500 words

Gender and Sexuality - Essay Example t concerns of the feminists of the period included the investigation into the true meaning, roots etc of female subordination with an intention to knock over the established concepts. Ion this attempt of the feminists, anthropology seemed to provide the most effective tool as it could tell about the status of women in various societies as well as about why women are subordinated to men in several societies. Anthropology was approached as to attain central materials for awareness about the dynamics of the relation between men and women. On the other hand, there was an attempt by anthropology in finding pertinent understanding about female subordination in feminism and the feminist anthropologists started reassessing anthropology on the basis of feminism. Female subordination has been the major concern for both the feminists in general and the feminist anthropologists in particular. The arguments of the feminist anthropologists on female subordination differed greatly in the mid 1970s. There were feminist anthropologists who felt that in spite of the existence of some democratic societies, all the societies gave prominence to men’s power. While a group of feminist anthropologists regarded that female subordination was not common, a strong argument was in support of the view that female subordination was universal and every society is male dominated. Michello Rosaldo and Sherry Ortner, two important feminist anthropologists of structuralist-anthropologist school, regarded female subordination as universal and the endeavoured to explicate the sources of this female subordination. â€Å"But they were very eager to make it clear that, to them; universal did not mean ‘unavoidable’ ‘compulsory’ ‘unchangeable’ or ‘natural’. In particular, they wanted to separate the concept of universality from the concept of ‘biology’. As feminists, they were eager to find ways to overturn female subordination.â⠂¬  (Anthropology of Gender, 2006, P.12). In this paper a

Economic Law Essay Example | Topics and Well Written Essays - 1000 words

Economic Law - Essay Example The establishment of binding dispute settlement system by WTO in 1995 was one of its most plausible achievements. It was developed from GAAT model of settling disputes, the rules and procedures governing (DSU) understanding is that it contains developments that has led to change from a system based on economic power and politics to one based on rule of law (World Bank Group 1994). The outcome was more legality of the WTO that has been praised as benefiting specifically smaller countries, of which many are developing countries and least-developed countries. The shift 'is specifically beneficial for smaller countries, as without the rules and procedures of the DSU... they would not have the necessary bargaining power vis-a-vis the larger powers. 'Similarly, Weiler notes the advantages of the legalised WTO model, 'especially for the meek economically and politically unequal.' International agreements are not any useful if the rules stipulated cannot be complied with especially if the pa rties that are signatories to these agreements can not comply with the obligations as stipulated. An efficient and effective way of settling disputes often increase the members that are signatory to certain agreements commitments to complying and committing to those rules. Members of WTO established current dispute settlement system thus during the Uruguay round of multilateral trade negotiations shows their commitment to compliance by all Members with their obligations under the WTO Agreement. All members should and have to comply with these regulations as stipulated in writing. It is very important to settle disputes in time and through a structured manner (World Bank Group 1994). It helps to prevent the detrimental effects of unresolved international trade conflicts and to mitigate the imbalances between stronger and weaker players by having their disputes settled on the basis of rules rather than having power determine the outcome. Most people consider the WTO dispute settlement system to be one of the major results of the Uruguay Round (World Bank Group 1994). After the entry into force of the WTO Agreement in 1995, the dispute settlement system soon gained practical importance as Members frequently resorted to using this system. The details of the WTO Agreement have all the certain multilateral agreements. This is to say that, the WTO Agreement contains all agreements that have been considered in the Uruguay Round. References in this guide to the â€Å"WTO Agreement† in general, therefore, include the totality of these rules. However, the WTO Agreement itself, if taken in isolation from its annexes, is a short Agreement containing 16  Articles that set out the institutional framework of the (WTO) as an international organization (Shaffer and Melendez-Ortiz 2010). Specific references to the WTO Agreement (e.g. â€Å"Article XVI of the WTO Agreement†) relate to these rules. World Bank reduces poverty in most countries in world by providing technical and financial help, ensures that people are able to generate their own incomes. They react quickly to the situation which affects any countries negatively. In addition World Bank help in improving health facilities and education especially in developing countries, this increases the leaving standard of the people. It assists in providing food to countries which are facing shortage of foods or high increase in food prices. World bank sustain growth in the future by investing in

Conditions of the Vietnam War Essay Example for Free

Conditions of the Vietnam War Essay When fighting in a war, the brave soldiers are not only up against their enemy, but also against the chaotic obstacles born on the battlefield. The constant noise of slaughter, the gut-wrenching weather and the omnipresent fear of death were all elements of war that the soldiers had to coexist with. The odds of walking home after a war are extremely rare and those who were lucky enough to survive were unlucky enough to have had witnessed indescribable scenes of blood and murder. Those who have confronted the wrath of war are left psychologically traumatised and mentally unstable. The fighting conditions during the Vietnam War were excruciatingly tough. The Australian and American troops were forced to fight in a variety of weathers, including the tropical rains and blazing heat. Fighting in environments and conditions they were not yet accustomed to, they were drained of their energy and were demanded high levels of endurance. For some soldiers, the dry season was particularly difficult to fight in. they were required to fight through a haze of dust that penetrated their clothing, filled their pores and worked its way through their eyes and ears, resulting in conjunctivitis and ear infections. One soldier stated, â€Å"It can be a test of human endeavour inside a noisy metal box all day in forty degree heat, with eighty per cent relative humidity and no one has showered for a week.† Soldiers fought with damages to their bodies such as blisters, sunburn and dehydration, making it very difficult to move around and fight to the best of their ability. Other difficulties they faced were the threat of diseases such as malaria and dysentery which is caused by lack of sanitation and dehydration. Spiders, poisonous centipedes, snakes and leeches were some of the deadly creatures the soldiers tried their hardest to avoid. Proper food and clean water was very difficult to obtain as well. Soldiers ate from used cans and drank from dirt covered drink bottles. In a land where the ground explodes and it rains bullets, death is inevitable. Soldiers would be knee-deep in massacre and the vicinity would be infested with the body parts of comrade soldiers. War does not give time for soldiers to grieve and is constantly tainting the earth in the colour of red. Witnessing the death of a comrade is one thing, but to have to crawl, walk and run knowing that you may die a gruesome death at any moment is just as painfully terrifying. Soldiers who survived the Vietnam war were diagnosed with permanent paranoia and insanity. Whilst fighting an enemy on the battlefield, soldiers must simultaneously fight fear in their minds. Guerrilla Warfare During the Vietnam War, Guerrilla tactics were being put into action. Guerrilla Warfare consisted of small surprise attacks and ambushes instead of operating in major gunfire battles. Setting up booby-traps and tripwires were the preferred option as well as digging up complicated systems of underground tunnels in and around small villages. The Vietcong had the home field advantage, they used the rough terrain, thick forests and uneven landscape to their advantage against the American soldiers as they were unfamiliar to such difficult landforms. The Vietcong used their intelligence and stealth to outsmart the Americans and win the war. They did not wear any uniform so the Americans only saw them as ‘villagers with guns’. The Vietcong would also hide behind innocent civilians and use them as a shield against their enemy. They would also dig up American land mines and use the explosives as bombs of their own. Hit-and-run attacks were common and very effective in the fight against the Americans. With dangerous deft, the Vietcong would stealthy attack the Americans and leave before risking capture- incorporating the element of surprise. The Vietcong would escape through a complex network of underground tunnels, oblivious to the Americans. At the start of the war, the American soldiers had no idea of the tunnels’ existence and their unawareness produced great advantage to the Vietcong. The most extensive of the tunnel system laid in the ‘Iron Triangle’ in the Cu Chi distract, which covered approximately 400 kilometres. The Americans highly relied on their helicopters to combat the Vietcong’s skilfully hidden death traps. However, the Vietcong turned to heavy machinery as a form of retaliation against the American’s aerial attacks. The Vietcong would set up multiple booby-traps, hidden among the jungle floor of the forests. Majority of the booby-traps were covered in poison and venom which will increase the risk of infection. Some booby traps that were crafted and handmade by the Vietnamese villagers included: * The Bear Trap- when stepped on would fiercely clutch one’s foot by impaling it with sharp claws * Grenade Traps- a grenade strapped to a tripwire which will instantly explode, leaving no time to escape when triggered * ‘Bouncing Betty’- designed to cut someone in half, when stepped on would result in either paralysis or the complete amputation of a limb * Foot Trap- a hole that was dug knee deep and planted with stakes coated in poison pointing downwards, making it unescapable * Tiger Pit/ Punji Spike Pit- a hole approximately 5-6 feet deep, with the bottom covered in piercing, venomous stakes. It also has a grenade lying in await to ambush those who try to escape The fighting conditions in the Vietnam war were inhumane for both parties. Soldiers put their bodies through irritatingly uncomfortable situations and fought in fearsome scenarios, all whilst trying to keep their limbs intact. Battles arose within battles, whether it be the vicious weather or the unshakable fear of death, soldiers endured an admirable amount of physical and mental struggle. The rage of the Vietnam War claimed many courageous lives and defiled the minds of those who were able to walk away with the luxury of breath. Bibliography * http://vietnamawbb.weebly.com/guerrilla-warfare-and-war-of-attrition.html * http://history1900s.about.com/od/vietnamwar/a/vietnamwar.htm * http://www.pbs.org/battlefieldvietnam/guerrilla/index.html * http://www.vietnam-war.0catch.com/vietnam_war_nature.htm * http://vietnam-war.commemoration.gov.au/combat/viet-cong-tunnels.php * http://www.securenet.net/3rdbn5th/mike35/booby.htm * http://www.echo23marines6569.org/BoobyTraps.html * http://vietnam-war.commemoration.gov.au/armour/conditions.php * https://session.wikispaces.com/1/auth/auth?authToken=03a2e4971076358d2188756c8108eb2b5

How Wind Turbines Assist in Generating Alternative Energy :: Wind Power Energy

How Wind Turbines Assist in Generating Alternative Energy Abstract I have researched how turbines assist in generating alternative energy. I found my research primarily from the Internet from sources such as the U.S. Department of energy. I then noted what a wind turbine does to help generate energy, and why it is used as an alternative energy. I also found disadvantages to using fossil fuels, and why it is important to use alternative energy like wind. I then researched how the wind turbine worked and what each specific component of the turbine did. Before researching, I hypothesized that wind turbines did very little to help the Earth's crisis of burning fossil fuels, but after researching, I discovered that many farmers and ranchers are using wind turbines to help conserve energy, and they are doing so at a very low cost. Using wind turbines can benefit everyone, and since it is a clean renewable energy, it will not pollute the Earth's atmosphere. Introduction A turbine is a machine, containing a rotor that has blades. The turbines are powered by momentum, and the kinetic energy is converted to mechanical energy. A turbine works by using wind to make energy, which is opposite of a fan. There are two basic groups of turbines, the horizontal-axis variety, and the vertical-axis design. There are also many sizes of turbines ranging from 100 kilowatts to several megawatts. A turbine is constructed of many parts, including an anemometer, two or three blades, a brake, a controller, a gear box, a generator, a high-speed shaft, a low-speed shaft, a nacelle, a pitch, a rotor, a tower, a wind vane, a yaw drive and a yaw motor. Wind Turbines 3 Figure 1 (U.S. Department of Energy, 2006) Figure 1 shows the components of the wind turbine. Each has a different function to aid the conversion of kinetic energy into mechanical energy. According to U.S. Department of Energy, the anemometer measures the wind speed and transmits wind speed data to the controller. The blades are lifted by wind and from that start to rotate. The brake is a disc brake, which is used to stop the rotor in emergencies. The controller starts up the machine at wind speeds of about 8 to 16 miles per hour; turbines do not operate at wind speeds above about 55 miles per hour because they might be damaged by the high winds. The gearbox is where gears connect the low-speed shaft to the high-speed shaft and increases the rotational speeds from about 30 to 60 rotations per minute (rpm) to about 1000 to 1800 rpm, the rotational speed required by most generators to

Australian Drama

Australian playwrights use a variety of styles, techniques and conventions to present images on the stage that provoke and challenge their audiences. Discuss with reference to your study and experience of the plays you have studied. The Australian playwrights studied this year have used a variety of styles, techniques and conventions, presenting Images which provoke and challenge audiences. The Removals by David Williamson and No Sugar by Jack Davis, despite the different contexts, are concerned with power and status and the conflict which is created by intonating cultural and social values.While Davis' No Sugar is set in Western Australia in the ass's and focuses on the discrimination and racism experienced by Aboriginals, The Removals deals with Police corruption in the us. Despite these different contexts, both plays manipulate a range of style, techniques and conventions to create images which effectively challenge and provoke their audiences. Both plays combine a range of styles , techniques and conventions to create Images which provoke and challenge the audience but the most significant dramatic quinine Is the deliberate and careful use of contrast In the spoken language.The dialogue in No Sugar provokes the audience right from the first scene with the starting mixture of â€Å"lingo's', â€Å"Garrulously Nosegays corroboree to a wet]la's brass band! † Here the audience is presented with an incongruous image of Aboriginals trying to do the impossible – adjust and assimilate harmoniously to the traditional music of the controlling culture. From the humorous slang of Jimmy, â€Å"Oh Jesus, me bloody leg† to the formal, platitude – style speech of Manville, â€Å"in this small ornery of the Empire† (4. ) the audience is challenged by the evident differentiation of status, education and privilege. White language is formal and sanitized. Black language Is comic, creative, angry and despairing, the humor challenging the audie nce to Identify sympathetically with the gutsy and resilient characters. Contrasting social and cultural values are heard throughout the play, the playwright deliberately highlighting the black conditions with white.Similarly, the open stage settings and parallel scenes juxtaposed throughout, serve to emphasis the contrasting situations. For example, (focus on three important scenes as evidence – looking at how the different elements create images for the audience) In a completely different context, David Williamson The Removals highlights the characters' weaknesses and vulnerabilities which reveal themselves as the tension escalates and the increasing corruption materialists, through the contrasting and unmistakable individual voices.Simmons Interrogates rather than communicating, using an apparently polite but deliberately terse and crude style, â€Å"l hope you're not a young smart Ares Ross. Ross in contrast parrots clichà ©Ã‚ ©s, â€Å"got to be trained for all eventu alities,† and the Removal's repetitive, â€Å"Vie got 5000 dollars worth of machinery ticking over in the driveway', provoking the audience to reconsider the about the reliability and integrity of the Police force, the willingness of a tradesman to become involved in a crisis are challenged.Events are presented rapidly and intensified through the form of the two single acts, the police station and the flat; the playwright building on a essentially realistic style with elements of Greek Theatre, the lenience taking place offstage, thus allowing the audience to rely on their imaginations to create their own images of power and corruption out of control, challenging them to reconsider their ideas and assumption .Both plays essentially rely on Realism to engage, provoke and challenge the audience while creating convincing and effective images. Although No Sugar has conventionally been staged using a Promenade form, experiments and discussions in class. (identify a staging ideas à ¢â‚¬â€œ perhaps transformational acting/ projection/ voice over – think about how well this would work as a radio play) The Removals traditionally is performed on a stage which â€Å"breaks the fourth wall† in naturalistic style, relying on realistic and recognizable Australian stereotypes.

Comparing and contrasting theories of object recognition

Object recognition is one of the most essential elements for the survival of all living creatures. Object recognition is considered the determination of the implication of a certain object. Object recognition is imperative given that humans and other living creatures manage to respond to the imperative features of the presented object. Assuming that present information concerning an object appears in two dimensions within the eye retina, there are many possibilities of confusing the same object with another thus substantiating visual recognition.However objects are not colour coded or labelled for us. Many objects look similar and do not contain one identifying mark or viewed in identical conditions. So why do humans have an extraordinary ability to identify a certain object regardless of its disparity in appearance. Additionally, humans can manage to take a broad view through observation of collections of objects that are not familiar. These objects are often identified from differe nt views, vantage points, sizes and locations. Objects can also be distinguished in cases where they have been partly blocked from view.Various object recognition conjectures present the subject through utilization of different perspectives thus, bringing a clear distinction to understand object recognition. In accordance to Marr and Nishihara, objects ought to be presented within the reference frame implying that it should be founded on the shape it attains. In order to describe an object based on its shape, canonical coordinate frames need to be established prior to the establishment of the form description. The appropriate collection of expressive rudiments for describing a shape is reliant on the degree of features that the shape description encapsulates.Marr and Nishihara proposed that a modular orderliness of shapes with dissimilar sizes be utilized in different degrees. This enables a portrayal at an elevated level to be stable over modifications in well detailed although sen sitive to these modifications has to be present at other degrees. Marr and Nishihara limited their arguments to objects that can be portrayed as collections of one or many generalized cones. According to these theorists, generalized cones refer to surfaces generated by repositioning a cross-section of steady shape although with inconsistent magnitude in the length of an axis.These cones can become either thicker or thinner given that their shapes get conserved. Marr puts forward the idea that it is possible to decipher the shape of an object based on their occluding contours, defined as an objects silhouette. The final point of this theory is that all the points lie in the same plane from the viewer’s point of view. However this can be problematic as some objects produce the same silhouette. The viewer will then locate the axis or axes appropriate to identify the object The approach presented by the two theorists reflected on, the coordinate frame to be used, in working out t he setback of object constancy.They asserted that an object-centered coordinate frame served better place in addressing the setback than viewer-centered coordinate structure. This is because an object-centered frame is never affected by the position or vantage points. The approach a modular, hierarchical arrangement permits for the generalization and sensitivity by permitting dissimilar levels of content in the portrayals. Description procedure necessitates the hierarchical disintegration of objects into collections of articulated components that bear own axis and focal points with the primary axis.In accordance to the conjecture of object recognition, recognition transpires in three dissimilar levels. The levels are the single-model axis where the primary stage in the model is the recognition of the principal axis of the entity or item. The other level is the component axes where the axis of every small, articulated component of the presented object, gets identified. Finally, the 3 D prototype matches where a matchup between the display of the components and a stored 3D prototypical description is carried out in order to categorize a certain object.Even though, object comparisons appear to be rapider in cases where the principal axis of the presented object appears similar to the object that it is being evaluated alongside, no compelling information has been presented to prop up the psychological actuality of the Marr and Nishihara prototype. This idea is supported by Lawson and Humphreys (1996) study in which participants identified objects that had been rotated. However in patients where there had been damage to the right hemisphere they could recognise objects presented in a particular view but not when in an unusual view, Warrington and Taylor (1978).Images of objects with a vital component obscured or the central axis foreshortened as a result of rotation produced a similar result. Humphreys and Riddoch (1984) An alternative would be to consider viewpoint dependant theories which argue that a multi views approach takes account of the appearance of object from different viewpoints and recognition is viewpoint dependant as the time and accuracy of identification of objects would vary depending on decrepancies between percept and target views. However viewpoint dependant theories do not comply to one or more of the conditions for immediate viewpoint invariance.Some work has been carried out that analyses how views learned over experience (Tarr and Pinker, 1989). It is considered that Biederman theory was an extension of the offered theory by Marr and Nishihara with the present supposition that objects comprise of fundamental primitives, known as geons. This theory was worked out in order to take care of primal identification of objects. According to the conjecture, the visual object gets identified through the fitness of the stored object depiction with geon-based data offered by the visual object.Similar to Marr and Nishihara, Biederm an argues a particular aspect of viewpoint-invariant and suggests that objects are disintegrated into smaller components on the grounds of geometrical characteristics of occluding outlines in the image given that these components are embodied with regard to well-defined concavities on the outlines. These components are regarded geometric primitives otherwise known as geons or geometric ions. These comprise shapes such as cylinders and cones. These objects are embodied as structural portrayals founded on the geometric primitives.According to Biederman 36 geons to would be required to create descriptions of all frequently viewed objects. In accordance to the conjecture, the primitives are delineated by attributes such as curvilinearity, parallelism, cotermination, symmetry and collinearity. These properties are non-accidental implying that they are not variable, under alteration and concerning the vantage or viewpoints. In this approach, recognition progresses directly from the image attributes without the precise depiction of the three dimensional manifestation. This can be substantiated by experiments where line drawing of an object becomes blocked out.In a circumstance where adequate information for the geometric ions is recognised, the object is identified effortlessly than in circumstances where the geometric ions or primitives are blocked out. The conjecture presents an analysis concerning the determination of object geons. The preliminary step is edge extraction, which presents receptiveness to disparities in surface attributes, such as viewing a wheel straight on. Creation of an objects account independent of viewpoint is an essential criteria in both Marr and Nishihara and Biederman theories.However some researchers show that there may be inconsistancies with their findings. Buthoff and Edelman (1992) found that participant inability to recognise difficult objects even when presented in a novel viewpoint and should have allowed for an object centred des cription. This indicates that there may be a viewpoint- dependant recognition (Tarr 1995). Biederman presents similar opinion to Marr and Nishihara concerning the segmentation of visual image into geometric primitives or ions. The concave components of the object outline bear significance.However, the outlasting component to the conjecture occurs in determining the edge information that an object holds that is indispensable attributes of the outstanding invariant across divergent observation angles. Invariant properties for the edges include the curvature, collection of positions that are parallel, edges ending at similar positions and points collinear to each other. The conjecture asserts that geons of visual objects are generated from the invariant properties. Foster and Gilson put forward a simple model of object recognition as an alternative with two basic terms.One reflecting the object structure the other reflecting image based features. Together they predict performance that is view-point dependant. Identifying the the number of aspects tin an object is a simple structural component. However further investigation taking account of more complex objects need to be studied. Biederman theory envisions that all intricate forms are generated from uncomplicated geometrical components regarded as geons and that pattern identification include recognition of these elements.Contrary to Biederman, Marr and Nishihara, utilizes the concepts of visual processing regarded as the computational approach. This approach seeks to delineate or outline the stages involved in pulling out constructive three-dimensional (3D) data from two dimensional depictions or representations. Thus, Marr and Nishihara conjecture seems excessively intricate from the beginning since an assortment of sketch and models are engrossed. On the contrary, Biederman conjecture appears to enfold object recognition from the basic levels to the intricate levels.Additionally, the two conjectures appear es sentially dissimilar since Marr and Nishihara conjecture propose that humans recognize objects from their constituents and the contours of these components. These two theories may be considered top-down processing since the objects that is ultimately perceived and the human knowledge of the globe is utilized to recognise at the last part of the procedure. A viewpoint-independent conjecture fundamentally denotes that objects are psychologically depicted as 3D models, therefore, forecasting that these depictions ought to be uniformly available from any position of view.However, Biederman theory barely forecasts that these depictions are available from all view positions implying that two or more structural descriptions are necessitated in order to identify a certain object. Therefore, Biederman’s theory is divergent from the other conjecture since it proposes that when humans observe an object, they are capable of recognizing such an object having viewed analogous patterns in t he precedent. Biederman’s conjecture is founded upon the recognition of object attributes and utilizing these attributes to categorize object geons and their connections.Visual memory is utilized in determining whether the offered objects appear similar to the object that has been perceived. The two theories bear an inevitable relationship since they have a basis in Marr and Nishihara theory. Although, some disparities and similarities exist between the two, a relationship still exists since they are plausible conjectures concerning 3D objection identification. However, Marr and Nishihara conjecture seems more intricate than the Biederman’s theory bearing in contemplation the concepts utilized.

A Guide to the IB Middle Years Program

A Guide to the IB Middle Years Program The International Baccalaureate ® Diploma Programme is growing in popularity at high schools around the world, but did you know that this curriculum is designed only for students in grades eleven and twelve? It’s true, but it doesn’t mean that younger students have to miss out on the IB curriculum experience. While the Diploma Programme is only for juniors and seniors, the IB also offers programs for younger students. The History of The International Baccalaureate ® Middle Years Programme The International Baccalaureate first introduced the Middle Years Programme in 1994 and has since been adopted by more than 1,300 schools around the world in more than 100 countries. It was originally designed to meet the growing needs of the students in the middle level, which roughly equates to students ages 11-16, at international schools. The International Baccalaureate Middle Years Programme, sometimes referred to as MYP, can be adopted by schools of any kind, including both private schools and public schools. The Ages Levels for the Middle Years Program The IB MYP is targeted to students ages 11 through 16, which in the United States, typically refers to students in grades six through ten. There is often a misconception that the Middle Years Programme is only for middle school students, but it in fact offers courses for students in grades nine and ten. Should a high school only offer grades nine and ten, the school may apply for approval to teach only the portions of the curriculum that relate to their appropriate grade levels, and as such, the MYP curriculum is often adopted by high schools that embrace the Diploma Programme, even if the lower grade levels are not offered. In fact, due to the similar nature of MYP and the Diploma Programme, the IB’s Middle Years Programme (MYP) is sometimes  referred to as Pre-IB. Benefits of The Middle Years Programme Course of Study The courses offered in the Middle Years Programme are considered to be preparatory for the highest level of IB study, the diploma program. However, the diploma is not required. For many students, the MYP offers an improved classroom experience, even if the diploma isn’t the end goal. Similar to the diploma program, the Middle Years Programme focuses on providing students with a real-world learning experience, connecting their studies to the world around them. For many students, this form of learning is an engaging way to connect with materials. In general, the Middle Years Programme is considered more of a framework for teaching rather than a strict curriculum. Schools have the ability to design their own programs within set parameters, encouraging teachers to embrace best practices in teaching and cutting edge technology in order to create a program that best fits with the mission and vision of the school. A holistic program, MYP focuses on the student’s entire experience while providing rigorous studies that are implemented through varied learnings strategies. The Approach to Learning and Teaching for the Middle Years Programme Designed as a five-year curriculum for approved schools, the MYP’s goal is to challenge students intellectually and prepare them to be critical thinkers and global citizens. Per the IBO website, â€Å"The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community.† The program was designed to promote the fundamental concepts of â€Å"intercultural understanding, communication, and holistic learning.† Since the IB Middle Years Programme is offered globally, the curriculum is available in various languages. However, what is offered in each language may vary. A unique aspect of the Middle Years Programme is that the framework can be used in part or in whole, meaning schools and students can elect to engage in a few classes or the entire certificate program, the latter of which carries specific requirements and achievements that must be attained. The Middle Years Programme Curriculum Most students learn best when they can apply their studies to the world around them. The MYP places a high value on this type of immersive learning and promotes a learning environment that embraces real-world applications in all of its studies. To do so, the MYP focuses on eight core subject areas. According to IBO.org, these eight core areas provide, â€Å"a broad and balanced education for early adolescents.† These subject areas include: Language acquisitionLanguage and literatureIndividuals and societiesSciencesMathematicsArtsPhysical and health educationDesign This curriculum typically equates to at least 50 hours of instruction in all of the subjects each year. In addition to taking the required core courses, students also participate in an annual interdisciplinary unit that combines work from two different subject areas, and they also participate in a long-term project. The interdisciplinary unit is designed to help students understand how different areas of study integrate in order to provide a greater understanding of the work at hand. This combination of two different areas of learning helps students make connections between their work and begin to recognize similar concepts and related material. It provides an opportunity for students to delve deeper into their studies and find greater meaning behind what they are learning and the importance of the material in the greater world. The long-term project is a chance for students to delve into topics of study about which they are passionate. This level of personal investment in learning usually means students are more excited and engaged in the tasks at hand. The project also asks students to maintain a personal journal throughout the year to document the project and to meet with teachers, which provides ample opportunity for reflection and self-assessment. In order to qualify for the Middle Years Programme certificate, students much achieve a minimum score on the project. The Flexibility of the Middle Years Program A unique aspect of the IB MYP is that it offers a flexible program. What this means is that unlike other curriculums, IB MYP teachers are not constrained by set text books, topics or assessments, and are able to use the framework of the program and apply its principles to the materials of choice. This allows for what many consider to be a greater level of creativity and the ability to implement learning best practices of any kind, from cutting edge technology to current events and teaching trends. In addition, the Middle Years Program doesn’t have to be taught in its full format. It is possible for a school to apply to be approved to offer only a portion of the IB. For some schools, this means only offering the program in a few of the grades that typically participate in the Middle Years Programme (such as, a high school offering the MYP only to freshmen and sophomores) or a school can request permission to only teach some of the eight typical subject areas. It is not uncommon for a school to request to teach six of the eight core subjects in the final two years of the program. However, with flexibility comes limitations. Similar to the Diploma Programme, students are only eligible to receive recognition (the diploma for higher levels and a certificate for the Middle Years) if they complete the full curriculum and achieve the required standards of performance. Schools wishing their students to be eligible for these forms of recognition must register to participate in what the IB calls the eAssessment, which uses students’ ePortfolios of coursework to evaluate their level of achievement, and also requires students to complete on-screen exams as a secondary measure of aptitude and achievement. A Comparable International Program The IB Middle Years Programme is often compared to the Cambridge IGCSE, which is another popular international education curriculum. The IGCSE was developed more than 25 years ago and is also adopted by schools worldwide. However, there are some key differences in the programs and how students from each assess their preparation for the IB Diploma Programme. The IGCSE is designed for students ages fourteen to sixteen, so doesn’t span as many grades as the Middle Years Programme, and unlike MYP, the IGCSE offers set curriculum in each subject area. Assessments for each program differ, and depending on a student’s learning style, may excel in either program. Students in the IGCSE often still excel in the Diploma Programme but may find it more challenging to adapt to the varied methods for assessment. However, Cambridge offers its own advanced curriculum options for students, so switching curriculum programs isn’t necessary. Students wishing to participate in the IB Diploma Programme typically benefit from participating in the MYP instead of other middle-level programs.