Law Essays Certain Selling Arrangements

Law Essays Certain Selling Arrangements Certain Selling Arrangements The introduction of certain selling arrangements has imposed an unnecessary straitjacket on the development of the Keck principle. Not only is the Keck formula too narrow; paradoxically, it is also too broad in that it catches dynamic measures (such as restrictions on advertising) and therefore takes them outside the scope of Article 28 even though they do affect inter-state trade. (C. Barnard, The Substantive Law of the EU. The Four Freedoms (OUP 2d ed.) at 149). Discuss Article 28 (ex 30) EC provides that: â€Å"Quantitative restrictions on imports and all measures having equivalent effect shall be prohibited between Member States†. Although this may initially seem simple, it has caused substantial difficulties when it comes to measures having equivalent effect when the rules are indistinctly applicable (ie. they apply equally to domestic and non domestic goods). As will be seen, the confusion around dealing with these measures was intended by the ECJ to be halted by the judgment in Keck. This essay will critically evaluate the decision in Keck in order to consider whether it has indeed served this purpose. A definition of measures having equivalent effect to quantitative restrictions was introduced by the ECJ in 1974 in the case of Procureur du Roi v Dassonville: â€Å"All trading rules enacted by Member States which are capable of hindering, directly or indirectly, actually or potentially, intra-Community trade are to be considered as measures having an effect equivalent to quantitative restrictions.† Although this definition proved helpful to the Court, its application tended not to distinguish between indirectly and directly applicable measures. It was also very broad, leaving many regulations open to examination by the Court. This in turn lead to large amounts of litigation for the Court to deal with. In Rewe-Zentral AG v Bundesmonopolverwaltung fur Branntwein (â€Å"Casis de Dijon†) a narrower approach was adopted. The case concerned the legality of a German law which prescribed a minimum alcohol level of 25% for certain spirits, including cassis. German cassis was above the 25% level, but French cassis was not. Therefore, although the German law was indistinctly applicable, the result of the measure was to preclude the French cassis from the German market. The ECJ applied the Dassonville formula but went on to state that: â€Å"Obstacles to movement within the Community resulting from disparities between the national laws relating to the marketing of the products in question must be accepted insofar as those provisions may be recognised as being necessary in order to satisfy mandatory requirements relating in particular to the effectiveness of fiscal supervision, the protection of public health, the fairness of commercial transactions and the defence of the consumer.† The case therefore introduced the concept of the ‘rule of reason’ to applications of Article 28 in the context of indistinctly applicable measures. In the Cassis de Dijon case itself it was held that the measure had been enacted in the interests of public health and fairness to commercial transactions, but that it was not a necessary means to achieve these objectives and was therefore in breach of Article 28. The cases concerned the legality of a French law prohibiting the resale of goods in an unaltered state at prices lower than their purchase price. Keck and Mithouard were prosecuted for breach of this law but claimed that the rule was incompatible with EC law. The ECJ considered Article 28 and applied the Dassonville formula. It was stated that the legislation could have the effect of restricting the volume of sales of imported goods as it deprived traders of an important method of sales promotion. The Court then went on to state that:Although the Cassis de Dijon case placed a limit on the very broad approach of the Dassonville formula, it was not without its problems. The application of the ‘rule of reason’ was difficult for domestic courts. The ‘Sunday Trading’ cases demonstrated this when a challenge was made to the legality under Article 28 of national rules limiting Sunday trading. In some cases it was held by the national courts that the rules were just ified, in others that they were disproportionate. As a result of this uncertain approach, a change in the way the ECJ dealt with this problem was clearly necessary. This change came in the form of Keck and Mithouard which â€Å"marks an important turning-point in the Court’s jurisprudence on Article 28†. â€Å"In view of the increasing tendency of traders to invoke Article 30 of the Treaty as a means of challenging any rules whose effect is to limit their commercial freedom even where such rules are not aimed at products from other Member States, the Court considers it necessary to re-examine and clarify its case law on this matter.† The Court then considered the Cassis de Dijon case and the extent to which the application of rules which limited free movement of goods could be justified as in the public interest: â€Å"However, contrary to what has previously been decided, the application to products from other Member States of national provisions restricting or prohibiting certain selling arrangements is not such as to hinder directly or indirectly, actually or potentially, trade between Member States within the meaning of the Dassonville judgment †¦ provided that these provisions apply to all affected traders operating within the national territory and provided that they affect in the same manner, in law and fact, the marketing of domestic products and of those from other Member States.† It was therefore held that Article 28 did not apply to ‘selling arrangements’ and therefore the French law had not been in breach of the EC law. The decision in Keck has been said to be ‘lacking in principle’, yet it has also been praised for its ‘tendency to cut back on unnecessary intrusions into the laws of the Member States in cases where access to the relevant national market is not at stake’. Perhaps the most controversial aspect of the decision is the distinction draw between rules that are to do with the product itself, and rules which relate to the selling arrangements in place for that product. Indeed, it has proved difficult to determine exactly what is meant by ‘selling arrangements’. In Hunermund pharmacists were prohibited from advertising, outside their premises, products which they were authorised to sell. It was held that this was a method of sales-promotion and was therefore outside the scope of Article 28. Moreover, in Banchero defendants to a smuggling charge invoked Article 28 in relation to Italian rules reserving the retail sale of tobacco to authorised distributors. The authorised distributors could only gain such status where the national body which held a monopoly over tobacco production in the country granted it. It was held that the system did not impede access to the national market, was a selling arrangement, and was therefore compatible with Article 28. In contrast, measures constituting requirements to be met, such as a Dutch law prohibiting dealings in gold and silver products not bearing certain hallmarks (Houtwipper) and German laws requiring the labelling of the contents of certain foods additional to those specified under EC law (Commission v Germany) are within the scope of Article 28 as they relate to the goods themselves, rather than merely the selling of the goods. The difficulties in lack of workable definition of a ‘selling arrangement’ are seen particularly starkly when considering the Courts’ approach to the advertising of goods. In Leclerc-Siplec the ECJ held that legislation which prohibits television advertising in a particular sector amounted to a selling arrangement. Therefore, even a complete ban on advertising of certain products will not come within the scope of Article 28 if the ban applies to domestically produced and imported products equally in law and in fact, as the Court held when considering a ban on television advertising directed at children under 12 in Komsummentombudsmannen v De Agostini. This means that the free movement of goods can be seriously hampered and the main provision designed to prevent this will have no effect whatsoever. In this sense, the approach offered by Keck is too broad. However, advertising and other measures intended to increases sales have not always been held to be ‘selling arrangements’. In Vereinigte Familiapress Zeitungsverlags- und Vertriebs GmbH v Heinrich Bauer Verlag Austria had prohibited periodicals from featuring prize draws or competitions. The ECJ formed the view that publishers would use such competitions with the hope of increasing circulation. However, the rule was held not to be a selling arrangement as it concerned the content of the magazine, equating to a requirement to be met. Article 28 applied and the Austrian rule was in breach of it. Although the measure was justifiable under the Cassis de Dijon formula, the provisions of Keck were too narrow to include this scenario. This approach therefore does not solve the problem created by the Cassis de Dijon case of uncertainty in application. Furthermore, in Schutzverband gegen unlauteren Wettbewerb v TK-Heimdienst Sass GmbH Austrian legislation provided that bakers, butchers and grocers may offer goods for sale on rounds in a given administrative district only if they also traded from a permanent establishment in that district or an adjacent municipality, where they offered the same goods for sale as they did on their rounds. It was that this amounted to a ‘selling arrangement’ but one which did have a differential impact on domestic traders and others. This approach therefore entails an analysis of market access, which was a factor in the pre-Keck jurisdiction, but which was supposedly outside of the Keck approach. The academic reaction to Keck at the time of the decision was in the main critical and it was argued that Keck placed too much emphasis on factual and legal equality at the expense of market access. It was suggested that denying that selling arrangements came within Article 28 as long as they did not discriminate in law or in fact ignored the importance of market access as trading rules could be formally equal yet still operate so as to inhibit market access. Academics have therefore argued for an approach based on market access, with a main advocate being Weatherill. He has suggested that the correct approach should be to focus on market access rather than just factual and legal equality. To this end he has proposed a modified test: â€Å"Measures introduced by authorities in a Member State which apply equally in law and in fact to all goods and services without reference to origin and which impose no direct or substantial hindrance to the market of that Member State escape the prohibition of Articles 30 and 59 [as were].† This opinion was not confined to academics, and was raised judicially by Advocate General Jacobs in Leclerc-Siplec. Jacobs AG felt that advertising could play an important role in breaking down barriers to inter-state trade and was therefore dissatisfied that it should be outside Article 28. He suggested a modification to involve a test of ‘substantial’ hindrance, so that if a substantial restriction on access to the market was acting then it should be caught by Article 28. However, this suggestion was not applied by the ECJ. Further judicial consideration has come from Advocate General Maduro in Alfa Vita where he stated that while Keck was intended to clarify the ambit of Article 28, it had ‘proved to be a source of uncertainty for economic operators’. He went suggested a three point solution: prohibition of all discriminatory provisions, whether direct or indirect; the requirement that any supplementary costs on cross-border activity be justified and; that any measure which impedes to a greater extent the access to the market and the putting into circulation of products from other Member States should be considered to be an MEQR. From the analysis above it may be concluded that although the Court in Keck attempted to resolve the problems of both the broad approach of Dassonville and the difficult to apply Cassis de Dijon, the result has been far from simplistic. Indeed, it is still unclear as to exactly what factors the court will consider when examining the legality of provisions in relation to Article 28. What is clear though, is that the Court is again willing to reconsider the approach and there may yet be a further attempt to restructure the approach to this area of free movement. Bibliography Barnard, C. (2001), â€Å"Fitting the Remaining Pieces into the Goods and Persons Jigsaw?†, 26 ELRev 35 Connor, T. (2005), â€Å"Accentuating the Positive: The ‘Selling Arrangement’, The First Decade, and Beyond†, International and Comparative Law Quarterly, 54, 1, 127 Craig, P. De Bà ºrca, G. (2008), EU Law: Text, Cases and Materials, 4th Edition, Oxford University Press Enchelmaier, S. (2004), â€Å"Four Freedoms, How Many Principles?†, Oxford Journal of Legal Studies, 24, 155 Chalmers, D. (1994), â€Å"Repackaging the Internal Market – The Ramifictions of the Keck Judgment†, 19 ELRev 385 Fairhust, J. (2007), Law of the European Union, 6th Edition, Pearson Longman Gormley, L. (1994), â€Å"Reasoning Renounced? The Remarkable Judgment in Keck Mithouard† EBLRev 63 Reich, N. (1994), â€Å"The November Revolution: Keck, Meng, Audi Revisited†, 31 CML Rev 459 Roth, W.H. (1994), â€Å"Casenote on Keck and Hunermund†, 31 CML Rev 845 Steiner, J., Woods, L., Twigg-Flesner, C., (2006), EU Law, 9th Edition, Oxford University Press, pg 374. Weatherill, S., (1996), â€Å"After Keck: Some Thoughts on how to Clarify the Clarification†, 33 CML Rev, 885

The Jewish Partisans of The Holocaust Essay -- Nazi, Jewish

Resistance during the Holocaust, both Jewish and non-Jewish, is a daunting task to cover. Information abounds in relation to this which leads to the problem of putting all of it into one paper. Due to this, I will only cover the specifically Jewish Partisan fighters. The movements are divided into two groups of Eastern and Western Fighters. Partisans fought in almost every European country including but not limited to Belgium, Poland, Russia, France, Italy, Greece, and Lithuania. â€Å"A partisan is a member of an organized body of fighters who attack or harass an enemy, especially within occupied territory; a guerrilla.† The Jewish partisans were mostly teenagers, both male and female, of which ten percent were women, but also included all ages, which either formed their own organizations or joined Soviet, Polish, French, or other major partisan groups. There were between 20,000 and 30,000 Jews who joined partisan groups. They were mostly normal people who were lucky enough to have escaped German camps, ghettos, transports, or who were never captured in the first place. The role of the women was usually to cook in the camps, smuggle weapons and ammunition, and serve as doctors and nurses, and other infrastructure roles. However, some did join in combat situations and some were even employed as scouts for the partisan units. The Jewish partisans lacked weapons, shelter, and other essentials, so they were forced to steal what they needed and usually hid out in the forests and mountains. Any outside help in the East was supplied via airdrops from Moscow, and in the West it was via British airdrops. What they lacked in resources, they made up for in organization and efficiency. They were tied in with major underground communicatio... ...abotage ." http://www.untilourlastbreath.com. Michael Bart. St. Martin's Press, 2008. Web. 14 Mar. 2012. . "Jewish Partisans." United States Holocaust Memorial Museum. USHMM, Web. 26 Feb. 2012. . "Jewish Partisans." Wikipedia. MediaWiki version 1.18wmf1. Wikimedia Foundation Inc., 11 January 2012. Web. 26 Feb. 2012. . "Resistance During The Holocaust." United States Holocaust Memorial Museum. USHMM, Web. 26 Feb. 2012. . "What is a Jewish Partisan?." Jewish Partisan Educational Foundation. Jewish Partisan Educational Foundation, 2006. Web. 26 Feb. 2012. .

Review of Related Literature and Studies Essay

The importance of the business educators is increasing as the business world becomes more complex. Through this program, the students are educated to become skilled individuals who can contribute meaningfully to the overall effectiveness in an office setting, teaching and learning in schools. According to Hornby (2006) he says, â€Å"Curriculum is a subject that is included in a course of study or taught in a school, college, etc.† On the other hand, Uwaifo (2006) stated that a close look at the current Vocational and Technical Education curriculum generally reveals some problems that border on inadequate course content. Uhumuavbi and Ebhomhen (2006) in their own vain statement, they said that irrespective of the level of education and training given during the pre-colonial days in Africa, it was functional because the curriculum was relevant to the needs of the society. Unemployment if it existed, at all was minimal and very few young men roamed the villages and towns with nothing to do. According to Snyder (2008), a flexible curriculum is important because there is no single curricular path to career success. We are giving students more flexibility; this is not a radical departure from our curriculum. While Robert and Booth (2008) stated that the curriculum changes allow students to increase the intensity of their studies. According to Hasan (2001) the current status of the Indonesians educational system is somehow affected by current academic performance, curriculum, and quality of teachers and level of education. The policy directions for curriculum development were very positive and there was a lot of challenge for the Ministry of National Education to follow-up in the implementation of policies formulated, design a curriculum that includes technological system and information system to uplift the academic  performance in every level of education. Updating of the physical facilities is needed to improve teaching and learning process. Wagan (2001) stressed that continuous evaluation of the school curriculum should not be overlooked. Time and development in the business call for change and modification. The suggestions of graduates maybe a rich source of information for authorities, curriculum makers and in-service training program coordinates for materials that need emphasis and innovations. The National Association for Business Teacher Education (NABTE) is the institutional division of NBEA. The primary purpose of the organization is to promote business teacher education by providing national leadership and services to its member institutions and business teacher educators. Membership is open only to such colleges and universities that offer business teacher education curriculums approved by their respective State Departments of Education for the certification of business teachers. NABTE highlighted the importance of professional development in its publication, Business Teacher Education Curriculum Guide & Program Standards (2011). It emphasizes that business teacher educators should be involved in continual professional development activities and highlighted the importance of the course itself for future reference. The education paradigm emphasized during the early part of the 21st Century clearly called for an emphasis on basic skills (No Child Left Behind, 2001). The term â€Å"basic skill† is widely recognized as skill in reading, writing, or math. In fact, the United States national assessment of educational achievement assesses students in two basic skill areas: mathematics and reading. The term reading refers to the ability of a subject to phonemically announce and comprehend written or symbolic material. A licensed teacher is even highly regarded, according to the No Child Left Behind Act 2001, â€Å"highly qualified means that teachers have passed the teacher licensing examination.† (Tileston, 2004, p. 8). Foreign Studies Earlier research studies into the professional development needs of business teacher educators felt they needed more preparation in the development of new teaching methods; it seemed to echo the same perception of practicing business teachers (Polkinghorne, 2006). As a result, Boatright (2005) reported that all teachers must receive â€Å"adequate preparation† to work with  an â€Å"integrated curriculum†. Most teacher education programs use students’ grade point average (GPA) as a criterion for admission (Mikotovics & Crehan, 2002). Some programs combine GPA with ratings of a written profile, which requires applicants to describe relevant experiences and why they are interested in teaching or with letters of reference (Caskey, Peterson, & Temple, 2001) or with ratings of applicants’ performance in an interview (Denner, Salzman, & Newsome, 2001). In the United States, standardized test results are commonly used. Results from specific pre-requisite education courses also may be utilized. Finally, for applicants intending to become high school teachers, most consecutive programs require university-level coursework in the subject areas to be taught. Grade Point Average. GPA is the most widely used criterion for admission to teacher education programs (Lawrence & Crehan, 2001; Mikitovics & Crehan, 2002). It is generally believed to measure academic ability and so is thought to predict success in the instructional parts of the programs. However, a more important reason for its popularity as a criterion is likely its ready availability from students’ transcripts and its use by other advanced degree programs. Written Profile. The second most widely used criterion for entrance into teacher education programs is an applicant profile, typically consisting of written responses to specific questions about relevant experiences and interest in teaching. Such a profile includes much of the same information that could be elicited in an individual interview. The responses may be reviewed by the teacher education program for evidence of appropriate preparation and genuine interest and for evidence of unsuitability for teaching (Caskey, Peterson & Temple, 2001). In Ontario, all but one teacher education program uses some form of profile or essay response for screening applicants (Teacher Education Application Services, TEAS, 2004). Interview. The interview provides a unique opportunity for the teacher education program to gather information about an applicant’s language proficiency, attitudes, and interpersonal skills, in addition to information similar to that which could be gleaned from a written profile (Denner et. al., 2001). Interview ratings have also been found to be of limited value for predicting student teaching performance (Byrnes et. al., 2000; Caskey et. al., 2001; Denner et. al., 2001). However, they found that ratings of applicants’ performance in a  group interview predicted student teaching performance and that this type of interview was a better predictor than academic criteria. More recently, Byrnes, Kiger, and Shechtman (2000) studied 65 pre-service teachers, comparing their university supervisors’ and supervising teachers’ ratings of their student teaching performance with their ratings from a group interview intended to assess applicants’ verbal, interpersonal, and leadership skills. The group interview ratings added significantly to the prediction of the university supervisors’ ratings of the pre-service teachers’ student teaching performance, after controlling for the contributions of GPA and ACT test scores, but not to the prediction of the supervising teachers’ ratings. Standardized Tests. Many teacher education programs in the U.S. use results from standardized tests in their selection processes. For example, 28 states and the District of Columbia require applicants to pass the Praxis I: Pre Professional Skills Assessments (Educational Testing Service, 2006), which tests basic skills in reading, writing, and mathematics knowledge. There does not appear to be a consistent protocol for the use of or selection of standardized tests in the United States, and none are used in Canada as the mandate for Education falls under the jurisdiction of provincial governments. Courses in Subject Area. Applicants for consecutive programs who wish to train to be elementary school teachers are often assumed to have adequate subject matter knowledge if they have a Bachelor’s degree (although some programs will require them to also pass tests of reading, writing, and mathematics). Applicants for preparation as high school teachers, however, typically must provide proof of adequate knowledge of the subject areas they intend to teach. Often, this requirement is met by providing a university transcript showing completion of the required numbers of courses in the specialization areas. More recently, Stotsky (2006) has suggested that the content of the course should be considered and that university academic departments should be held responsible for the content knowledge of elementary and high school teachers in their disciplines. Overall Success in a Teacher Education Program. A few studies have examined the ability of admission criteria to predict overall success in a teacher education program. Caskey, Peterson, and Temple (2001), for example, analyzed the admission data for 82 applicants who were subsequently admitted to a one-year consecutive teacher education program. They found  that ratings of reference letters and a writing test score were most highly correlated with overall program performance. The correlation has the GPA of: 11 with personal statements, 16 with the performance of problem-solving by group, and with a holistic rating of completion application with .03 GPA. Together, the six admission criteria accounted for 38% of the variance in program performance. Hamel and Merz (2005) indicated the potential positive impact on student achievement emphasized through legislation seemed â€Å"reasonable enough† (p. 158). In fact, they indicated that teacher education institutions should work with federal policy makers to find the best way to improve student achievement. A myriad of social science researchers indicated subject-matter knowledge is an important component of effective teaching (Draper, 2008; Kehe, 2003; Stone et. al., 2008). A teacher’s ability to contextualize abstract content-knowledge to authentic learning opportunities is essential to the student’s ability to retain and apply knowledge to unique situations. Contextualizing subject-matter knowledge in social context is supported in both content area reading and cognitive research. Early content area reading research focused on students’ ability to pronounce written materials. To achieve this, according to the National Policy on Education (2004), computer education was integrated into the primary school curriculum, a welcome development but sad to note that subjects like shorthand, typewriting, commerce, and book-keeping are integrated together to form business studies thereby losing their original identity. Local Literature In the growing demands of today’s modern world one should be aware of the striking challenges and complexities of life today. Being aware of these things can do a big contribution in terms of the development of the society as well as the citizen of the society. The test of the greatness of a nation lies on the quality of education of its people. Thus, education plays a vital role in developing and producing locally and globally competitive citizens. On the other hand, if Business Teacher Education program are aiming for quality education and successful teachers, they should consider the effectiveness of the courses and programs being offered as well as the competencies of the teachers in transferring the knowledge and skills to the  future educators of the country. While various schools and other institutions offering business teacher education are having difficulties on improving the performance rating of the graduates in the licensure examination for teachers, it is very interesting to know the admission policies of the schools and the quality of the business teacher education program in producing competitive educators of the country. On the article of Vea Reynaldo (2009) discussing about the World education news and reviews, she made mention about the Philippine educational system. She said that entrance to universities and other institutions of higher education is dependent on the possession of a high school Certificate of Graduation and in some cases on the results of the National Career Assessment Examination (NCAE), or in many colleges and universities the results of their own entrance examinations. The NCAE is administered to fourth-year high school students to gauge the quality of the individual institutions they are attending, it was not designed or intended as an admission test, but has nonetheless served that purpose for some institutions and helps students to choose their career paths. Privately administered testing programs through the Center for Educational Measurement (CEP) are also widely used by colleges for admissions purposes. The two most common ones are the College Scholastic Aptitude Test (CSAT) and the Admission Test for Colleges and Universities (ATCU). The Philippine Education Placement Test (PEPT) is a national examination designed to evaluate the grade level of students returning to the school system or seeking admission to college based on knowledge and skills gained through formal and non-formal methods. Paredes (2000) states that the task of universities, colleges, and other educational institutions engaged in teacher education is to produce teachers whose preparation allow them to possess not only a high degree of technical skills and a thorough education underlying the practice of teaching, but also to become persons qualified to assume the responsibilities of educational leadership in the communities in which they will work. Enriquez, (2000) gives importance on accepting students engaged in Teacher Education Program who would unselfishly devote their lives to the noble task of teaching, which the researchers think will do a great help in producing competent teachers that will help students to  become a productive citizen of the country. The admission policy at Polytechnic University of the Philippines on the year on school year 2011-2012 is on a FIRST-COME-FIRST-SERVED basis subject to the availability of slots. In addition to the general criteria set by the University, admission to an academic program depends on the satisfaction of the specific criteria such as PUPCET Score, High School General Weighted Average and High School final rating requirement in selected HS subjects.) In the College of Education, the specific criteria in admitting aspiring students should have a minimum PUPCET score of 99, on the high school general weighted average their minimum requirement is 82% and the final rating in the English subject should be 82%. The students should pass also in the final interview to be admitted at the College of Education. According to Basaen, et. al. (2005), he wrote about the results of licensure examinations have become measures of the quality of instruction, faculty, and students. Accrediting agencies as well as C.H.E.D. have used government board examination results as gauge in granting schools the university status, center of development, and center of excellence. Moreover, on the results of the licensure examination for teachers at the Polytechnic University of the Philippines from the year 2008-2013 the researchers had gathered. It had been showed from year 2008 that overall results were 63%, wherein 91 out of 144 passed the examination. While on the year 2009, the overall results were 56% wherein 267 out of 479 had passed. On the year 2010 there are 141 who passed out of 359 examinees equivalent to 39.25%. While on the year 2011, the overall results were 40.86 wherein 143 had passed out of 350. On the other hand, on year 2012 the overall results was 72.69% where in 330 out of 454 had passed the examination. Lastly, on the current year 2013, the results decreased from 72.69% to 60.33% wherein 146 had passed out of 242. Thus, there is varying results on the performance rating of the students at the Polytechnic University of the Philippines. It only goes to show that there is still a need of an improvement. Local Studies Licensure examination is a scholastic aptitude test designed to measure some intellectual abilities and skills and that will serve as a requirement for eligibility in the teaching profession. It is the last hurdle that a  candidate must face to acquire a license to work. A board has the ultimate responsibility to ensure that the examination meets the technical, professional, and legal standards, and protects the health, safety, and welfare of the public by assessing candidates’ abilities to practice competently in their chosen field. According to Ornstein and Levine (2006, p. 28) licensure and testing for teachers is one of the steps that improves public confidence in the teacher workplace. Panawidan (2000) found in her study of The Status of the Teacher Education Program of Higher Education Institutions in Region XII that the enrolment in Teacher Education was relatively high compared to other disciplines. She said that teacher education programs are found to be oversubscribed including courses in Business Education, Humanities, Social Sciences and Communication. There seemed to be resurgence in the demand for teachers here and abroad. She also said that teacher education program was well implemented by majority of the teacher education institutions because of compliance to CHED requirements. In addition, results showed that there were more LET passers in the elementary level than in the secondary level. There are several factors which could influence the performance of higher education institutions that are offering teacher education program. According to Tan C (2006) in her study of the Factors influencing the performance of teacher education program in selected state universities and colleges in Region IV-A, some faculty-related factors and dean-related factors influenced the performance of teacher education programs in terms of passing rate in the LET and employment rate of graduates. Supervision of the deans indicated by the dean’s activities towards the improvement of classroom instruction and dean’s supervisory practices for the development of better school and community relationship had significant and positive effect on the passing rate. The more often the deans did such activities, the higher was the passing rate in the LET. Another factor was the school climate since a good school climate results to higher passing rate in the LET, although this condition had a negative influence on the employment rate. The dean’s longer years of teaching resulted to lower passing rate in the LET but the dean’s education attainment positively influenced the employment of the graduates. Layba (2003) conducted his study on Evaluation  of the Quality Teacher Education Program in Higher Education Institutions in the Province of Laguna which consisted of 13 privates and public tertiary schools for school year 2002-2003. In his study, the researcher involves the administrators and teachers of selected tertiary schools as respondents. The results revealed several strengths and weaknesses of the education program among school respondents. According to Limo (2010) on his study about the Need-based Reviewer in Technology and Livelihood Education for the licensure examination for teachers, it is concluded that the reviewer in T.L.E. is a useful materials in preparing education graduates whose major are technology and livelihood education to take the LET. LET-T.L.E reviewer prepares graduates in the LET in the different components they are not trained in. It has a content update in each component or practice test items that guide the target user on how to identify the correct answer. Moreover, the reviewer was found highly valid as to objectives, contents, instructional materials and practice test items; hence they are expected to be able to assist the TLE graduates to pass the LET. Valenton and Dela Cruz (2007) found on their study about The â€Å"Performance in the Licensure Examination for Teachers (LET) of Bachelor of Secondary Education Major in Technology and Home Economics Graduates at Nueva Ecija University of Science and Technology†, the batch passing rates of LET takers from 2003-2006 were all lower than 30%. Also, the LET takers had a satisfactory performance only in the Field of Specialization and did not perform well in the General Education and Professional Subjects. It might be implied that the BSE Graduates major in T.H.E. did not perform well the LET given in years 2004 to 2006. BIBLIOGRAPHY FOREIGN LITERATURE Books Delta State University (2006). â€Å"Business Education Unit Academic Programme for B.S. Degree in Business Education.† Abraka, Delsu. Thesis F.O. Ohiwerei and N. Azih (2010). â€Å"Comparative Programmes of Business Education In Nigerian Universities (A Case Study of Ambrose Alli University, Ekpoma and Delta State University, Abraka)†. Polkinghorne, Frederick William (2009). â€Å"Reading Skill Integration in High School Business Courses: Perceptions of Business Teacher Educators in the United States† Journal Casey, Catherine E. et. al. (2007). â€Å"Teacher Education Program Admission Criteria and What Beginning Teachers Need to know to be Successful Teachers†. Webliography National Association for Business Teacher Education 2011, http://www.nabte.org/ http://www.nbea.org/newsite/curriculum/standards/ Red River College and the University of Winnipeg, http://me.rrc.mb.ca/Catalogue/ProgramInfo.aspx?RegionCode=WPG&ProgCode=BUSHF-DP Proquest, LLC, http://udini.proquest.com/view/reading-skill-integration-in-high-pqid:1879088921/ LOCAL LITERATURE Theses Paredes Enriquez Caseldo, Dante L. (2008). â€Å"Academic predictors of the licensure examination for teachers performance of the University of the Cordilleras BSED-MATH Graduates.† Webliogragphy Nick Clark, http://www.wes.org/ewenr/09jan/practical.htm LOCAL STUDIES Thesis Limo, Mark Raguindin (2010). â€Å"Need-Based Reviewer in Technology and Livelihood Education for the Licensure Exam for Teachers†. Valenton et. al. (2007). â€Å"Performance in the Licensure Examination for Teachers (LET) of Bachelor of Secondary Education Major in Technology and Home Economics Graduates at Nueva Ecija University of Science and Technology† Umali, Severino E. (2009). â€Å"An Evaluation of Technology and Livelihood Education Program among Selected Secondary Schools in the National Capital Region (NCR)† Pajarillo, Marcela Bartolome (2012). â€Å"Evaluation of Private Higher Education Institutions in Bicol Region Based on Baldrige Education Criteria for Performance Excellence: Basis for Planning Institutional Improvement† Webliogragphy Hanz, http://www.dearhq.org/licensure_examination.htm/August2008

List of Elements Semimetals or Metalloids

Semimetals or metalloids are chemical elements that have properties of both metals and nonmetals. Metalloids are important semiconductors, often used in computers and other electronic devices. Boron  (B): Atomic number 5Silicon  (Si): Atomic number 14Germanium  (Ge): Atomic number 32Arsenic  (As): Atomic number 33Antimony  (Sb): Atomic number 51Tellurium  (Te): Atomic number 52Polonium  (Po): Atomic number 84Tennessine (Ts): Atomic number 117 Although oganesson (atomic number 118) is in the last periodic column of elements, scientists do not believe it is a noble gas. Element 118 will most likely be identified as a metalloid once its properties have been confirmed. Key Takeaways: Semimetals or Metalloids Metalloids are chemical elements that display properties of both metals and nonmetals.On the periodic table, metalloids are found along a zig-zag line between boron and aluminum down to polonium and astatine.Usually, the semimetals or metalloids are listed as boron, silicon, germanium, arsenic, antimony, tellurium, and polonium. Some scientists also consider tennessine and oganesson to be metalloids.Metalloids are used to make semiconductors, ceramics, polymers, and batteries.Metalloids tend to be shiny, brittle solids that act as insulators at room temperature but as conductors when heated or combined with other elements. Semimetal or Metalloid Properties Semimetals or metalloids are found in a zig-zag line on the periodic table, separating the basic metals from the nonmetals. However, the defining characteristic of metalloids is not so much their position on the periodic table as the extremely small overlap between the bottom of the conduction band and top of the valence band. A band gap separates a filled valence band from an empty conduction band. Semimetals do not have a band gap. In general, metalloids have the physical properties of metals, but their chemical properties are closer to those of nonmetals: Semimetals tend to make excellent semiconductors, although most of the elements themselves are not technically semiconducting. Exceptions are silicon and germanium, which are true semiconductors, as they can conduct electricity under the right conditions.These elements have lower electrical and thermal conductivity than metals.Semimetals/metalloids have high lattice dielectric constants and high diamagnetic susceptibilities.Semimetals are typically malleable and ductile. One exception is silicon, which is brittle.Metalloids may either gain or lose electrons during chemical reactions. Oxidation numbers of elements in this group range from 3 to -2.As far as appearances go, metalloids range from dull to shiny.Metalloids are extremely important in electronics as semiconductors, although they are also used in optical fibers, alloys, glass, and enamels. Some are found in drugs, cleaners, and pesticides. The heavier elements tend to be toxic. Polonium, for example, is dangerous due to its t oxicity and radioactivity. Distinction Between Semimetals and Metalloids Some texts use the terms semimetals and metalloids interchangeably, but more recently, the preferred term for the element group is metalloids, so that semimetals may be applied to chemical compounds as well as elements that exhibit properties of both metals and nonmetals. An example of a semimetal compound is mercury telluride (HgTe). Some conductive polymers may also be considered semimetals. Other scientists consider arsenic, antimony, bismuth, the alpha allotrope of tin (ÃŽ ±-tin), and the graphite allotrope of carbon to be semimetals. These elements are also known as the classic semimetals. Other elements also behave like metalloids, so the usual grouping of elements isnt a hard-and-fast rule. For example, carbon, phosphorus, and selenium exhibit both  metallic and nonmetallic character. To some extent, this depends on the form or  allotrope of the element. An argument could even be made for calling hydrogen a metalloid; it normally acts as a nonmetallic gas but can form a metal under certain circumstances. Sources Addison, C.C, and D.B Sowerby. Main Group Elements - Groups v and Vi. Butterworths, 1972.Edwards, Peter P., and M. J. Sienko. â€Å"On the Occurrence of Metallic Character in the Periodic Table of the Elements.† Journal of Chemical Education, vol. 60, no. 9, 1983, p. 691.Vernon, Renà © E. â€Å"Which Elements Are Metalloids?† Journal of Chemical Education, vol. 90, no. 12, 2013, pp. 1703–1707.