Immigration to USA Assignment Example | Topics and Well Written Essays - 750 words - 1

Immigration to USA - Assignment Example Citizenship and Immigration Services (USCI) and the Bureau of Immigration and Custom Enforcement (ICE). The jurisdiction and oversight of these agencies was transferred from the Justice Department to the DHS (Rudolph 6). All these were supposed to keep the American security at the realm. The reorganization brought together some or all the 22 federal agencies that formed a cabinet agency called the department of homeland security (DHS). These agencies included the US immigration and Naturalization Service (INS). This department had been part of the department of justice, but was later divided into three new agencies which were housed within the DHS. This restructuring process created the largest restructuring of the executive-branch functions since the establishment of the department of defence after the Second World War (Perrow web). The immigration policy is supposed to ensure aliens and criminals do not gain access to the United States. The officers in the immigration department ar e involved in issuing identification papers and citizenship to the people who meet the requirements of citizenship in the United States. The immigration policy has been tasked with offering service and enforcing sections of the immigration policy in America. There is however a difference between immigration policy service and the immigration policy enforcement. ... While both of these are important elements of the policy, enforcement has been given more emphasis than service. Most people confuse that the work of the immigration policy is just to enforce the policies which is not the case. Mostly, we do not hear about the service function of the policy as the news entirely covers the enforcement section of the policy alone. There has been a huge objection to the law like the Arizona SB 1070 which allows a legal enforcing officer to arrest and detain a suspect if the officer can prove that the person is an alien. However, those in objection point out that it is hard to tell who exactly is an illegal immigrant and who is not. Thus, the law has been deemed to target the Latino tribe of the people in the country. There are various pros and cons to this law. The law has been described as a means of profiling and narrowing down the number of suspects by the criterion of race, ethnicity, nationality, or religion (â€Å"National Conference of State Leg islatures† web). This has helped to narrow down the number of suspects. As a method of racial profiling, narrowing down the field of suspects is legal as it helps identify suspects easily. However, the law has its bad side since the law enforcing officers can decide to target a particular race like the Latino. It also makes a certain tribe feel alienated from the rest of the society. Moreover, this law is not only discriminative but also delays justice imposing danger to the suspects. Since the law is targeted at identifying and arresting suspects, there is the likelihood of increased arrests made by the officers. Since the law requires an officer to make an arrest in case they suspect the person to be in the country illegally, the number of arrests is likely to be more and therefore less

Independence vs. Commintment (Men and Women) Essay

Independence vs. Commintment (Men and Women) - Essay Example There are a number of researches showing that this is not really the case. In fact, these researches show that there is no difference between the predisposition of men and women to be committed. Most men just like the most ordinary women, desire to be in a healthy, happy relationship. However, the difference is in the fact that men face various societal and legal barriers, and/or penalties that women do not. These barriers are the key reasons why most men tend avoid commitments first (Rudov, 2004). They are still fixing up these barriers so that when they feel ready to commit themselves, possible problems are already eliminated. Rudov (2004) has categorized the evolution of man's readiness to commit in a relationship. The picture below shows the factors men take into consideration prior to entering into a higher level of relationship. In the picture above, it can be seen that the "bachelors" doesn't get involved with women to avoid dealing with different sets of friends, extended families and other community members who are the usual members of the women's circle. Meanwhile, men in the committed/unmarried category experiences all levels of the stack. He is either seeing his woman all of the time from a separate residence or is already living with her. This level of relationship contract is a continuously evolving.

Integrating Social Responsibility In Higher Education Management Essay

Integrating Social Responsibility In Higher Education Management Essay The perception of Corporate Social Responsibility is generally understood to mean that corporations have a degree of accountability not only for the economic consequences of their activities, but also for the social and green connotation. This is occasionally referred to as a triple bottom line approach that considers the economic, social and ecological aspects of corporate activity. a variety of terms are used to describe CSR proposal, including Corporate Responsibility, Corporate Accountability, Corporate Citizenship and Sustainability. The implication and value of CSR may differ in various statuses, depending on local factors including culture, environmental circumstances, and the legal framework. Issues like Education, The Environment, Hunger and Equal Opportunity were once thought of as social issues to be addressed completely by government. Today, public and private organizations collaborate; amalgamation resources, skills, energies and relationships to solve what we now understand are economic issues. But every corporation cannot take on every social issue. Todays most successful corporations must make strategic choices in their approach to Corporate Citizenship. Not only cost-effectively successful, they are deeply occupied in their communities. These companies understand limitations and competencies, and use this knowledge to create a deliberate social agenda that has positive collision in what they do every day. This is the new model for corporate citizenship. A business strategy creating competitive advantage, determining standards and guiding employees in how we manage every day, in communities around the world Literature review The aim of the following literature review is to identify the most important and knowledgeably important academic and practical works throughout the past decade as well as the current practices upon the concept of Corporate Social Responsibility (CSR) in higher education. According to (Valentine and Fleischman 2008) CSR is defined as the economic, legal, ethical, and discretionary expectancies that society has of organizations at a given point in time. This definition is based on Carrollà ¢Ã¢â€š ¬Ã… ¸s study (1979) where he defined three components of social responsibility and broadened the scope of its understanding (Maignan 2001, Popa 2010). Carroll suggested that businesses have to fulfill economic, legal and ethical in order to address its entire obligations to society. Economic responsibilities designate the obligations for businesses to be productive and profitable (Maignan 2001). Legal responsibilities refer to the framework of legal requirements which businesses need to meet while practicing economic duties (Carroll 1979). Ethical responsibilities are the defined appropriate behaviors by established norms that businesses should follow. According to (Filho et al. 2010) Corporate social responsibility (CSR) is defined through the ethical relationship and transparency of the company with all its stakeholders that has a relationship as well as with the establishment of corporate goals that are compatible with the sustainable development of society, preserving environmental and cultural resources for future generations, respecting diversity and promoting the reduction of social problems (Filho et al. 2010). While CSR points out a way for companies to contribute to the well-being of the society, it also gives the opportunity to create a true competitive advantage and positive reputation for the business world (Smith 2007, Porter and Kramer 2006). Under the new circumstances such as the competition in higher education industry, many higher education institutions are adapting a more business-like approach in order to compete and survive in the changing face of the industry (Weymans 2010, Gumport 2000, Goia and Thomas 1996). And during the adaptation of this business-like approach, some institutions are discovering the importance of corporate image, corporate identity, corporate reputation and mainly CSR as a reputation and an advantage building strategy (Atakan and Eker 2007, Stensaker 2007, Porter and Kramer 2006, Melewar and Akel 2005). Although issues of CSR have always been a part of the educational mission of higher education institutions, through implementing CSR strategies, higher education institutions are now using this approach as a part of their competitive strategy. Hence, by developing such strategies higher education institutions are also discovering the opportunity to move the focus beyond the classroom into thei r own institutional operations. 2.1 Higher education and CSR One of the most significant indicators of social progress is education, which also plays a decisive role for a society to achieve selfà ¢Ã¢â€š ¬Ã‚ sustainable and equal development. With an increasing global realization of how business community can contribute to social objectives, education deserves a higher level of corporate involvement than status quo. Higher education institutions are often looked upon to take a leadership role within societies.  Ã‚  Students expect to learn by examples, whether through advanced research or by extending the bounds of justice on a global scale.  Ã‚   Now business institutions are emphasizing a lot on CSR and they are finding different ways for the implementation of CSR. Higher education institutions can choose to be followers, or they can grab the opportunity to be leader and adopt CSR a vital aspect of their competitive advantage.  Ã‚  A recent academic article on CSR suggests that higher education institutions can lead in the practices of CSR two ways, first, higher education institutions should promote a true culture of CSR throughout their organizations.  Ã‚  Second, higher education institutions should develop social marketing actions in order to better communicate and interact with stakeholders.   Higher education institutions have an opportunity to lead in an area that most businesses have recognized as important.  Higher education institutions can and should build on a tradition of the past decades of attempting to engage in positive social actions. 2.2 CSR and the Stake Holders The stakeholders of a higher education include present students, faculty and management. In the 1980s, student protest often focused on how higher education institutions were managing their large endowments.  Students wanted to have an impact; higher education institutions were grappling with how to respond. In todays era, students still care about how higher education institutions are exercising their own CSR, from climate change and recycling to making a difference with respect to global inequities in the world.   Higher education institutions can meet the expectations of stakeholders by adopting a well-conceived CSR strategy in the same manner as other organizations. Higher education institutions should look forward to grab the opportunity about the concern of stake holders (student current and potential, faculty and management). Higher educations institutions have realized that to gain a competitive edge in the market they have to satisfy the concerns of their stake holders. Therefore implementing CSR strategies in a higher education institution should be considered in order to obtain a true competitive advantage and a positive reputation. Moreover practicing what is taught and thereby generating a real example of the academic knowledge can create a unique proposition for any higher education institution The government of Pakistan needs to be focused on educational and other sector and should be socially responsible and business friendly. Now some educational institution is working to incorporated CSR into the business degrees program and courses, especially at leading business institutes such as LUMS or IBA. 2.3 CSR Practices in Pakistan In Pakistan there is a set of social pressures that force companies and other institutions to act in a much more compact and price-driven manner, thus resulting in a less than 50 percent compliance rate with basic CSR principles and objectives But In educational sector there is less awareness on CSR importance. Now some institutions are putting their efforts to implement the concept of CSR in the future business leaders. The Multi-National Companies is playing a vital role for making business student aware about what is CSR for this purpose different seminars and workshop is conducted for the student on the importance of CSR and its strategy practice and implementation and creating opportunities for the students, potential employer/employee to learn from their best practices. Some companies like Unilever, P G, Gillette, Siemens is performing their job well to aware the future business leaders Of Pakistan. 2.4 Karachi School for Business and Leadership  KSBL Is also committed to promote the core values of integrity and entrepreneurial spirit within our students. So we will be offering a leading-edge MBA programs, with a focus on ethical leadership and corporate social responsibility, to the many talented individuals in the country as well as from abroad. 2.5 Bahria University A Leadership Development Centre is functional at both the Islamabad and Karachi Campuses of the Bahria University. It is built in order to solve the issues and challenges that are faced by students in the world and to become successful leaders and are able to take higher responsibilities. To facilitate student activities, Bahria University has set up a Student Resource Centre that helps students to develop their leadership, communication, management and social skills. Bahria University believes in producing all rounder students containing various skills with themselves and therefore it has provided a platform for growth in that context. 3. Methodology The study research method will be the crucial research plan. Both the qualitative and quantitative techniques would be used in our research. Some of deans, professors and Assistant professors would be interviewed regarding Corporate Social Responsibility and integration with HEC. Students of MBA and BBA were asked to fill a close-ended questionnaire in identification of factors influencing CSR upon Higher Educations, decisions and a suggestion were also be asked from the Professors and students. Measurement Procedure Following Measurement procedures are used in this research. 1) We ask for suggestions and recommendation from the students and the professors. 2) We also rate the major factors of CSR upon higher education. Frame of reference We interacted with the faculty and student who have moderate level of experience and have sound knowledge about the CSR and the higher education system. This approach would help in our research to compile results by cumulating the opinions of the experienced people. Instrument selection Primarily we collected data through interviewing management. Through secondary method, we extracted the information by evaluating the past articles regarding CSR and Higher educations. Since this study explores the Pakistani environment from the perspective of educated professionals and students, the choice of questionnaire have been selected. People who are in consideration for useful and remarkable information for the study will be initially contacted i.e. Students and Professors Variables Main variables would be influence upon social responsibility, higher education, course integration, and Business schools. 4. CSR THE STAKEHOLDERS Faculty Faculty of the institution would be the direct stakeholder of this research as they would be benefited if the research is successful. Students Business School students are the indirect stakeholders in this research because they would be utilized in the convenience sampling of our research methodology. Management The Management would be the direct stakeholder of this research because it is the management who are the core responsible of Corporate Social Responsibility in any organization, especially in Educational institutions. I.e. Business Schools 5. Conclusion and Recommendations Business schools have a responsibility to provide practitioners with training in the basics of ethics, which would ideally act as a catalyst to stimulate socially and ethically managed business organizations. (Cornelius Wallace, Tassabehji, 2007). Business ethics course provides an understanding of ethical and social responsibility issues in contemporary business life. The aim is to enhance studentsà ¢Ã¢â€š ¬Ã… ¸ critical perspectives in implementing ethical behavior in organizations in relation to various stakeholders as well as the institutionalization of business ethics in the corporations (Undergraduate Handbook 2011-2012). Due to the lack of jobs, recession, inflation unemployment is increasing day by day which leaves only few jobs for business graduates and companies now are focusing on those students that have an extensive knowledge in their respective specialized skills and a good knowledge about CSR and about its implementation. Now, why companies are looking for individuals with CSR knowledge because consumers today require every knowledge about the product. Consumers are demanding more information on everything from where and how their goods are produced to the environmental record of the companies they invest in Pakistan is lacking many things related to Corporate Integration and social responsibility, higher authorities are not taking necessary actions to restore things for the betterment. Integration of CSR into curriculum Offer an additional course in the BBA/MBA program on the importance of CSR its strategy building and practice. For practice and strategy building some reference is needed from case studies and seminars should be offered for the executive MBA Courses which should be make mandatory for all the business students. An additional fund is needed to trained the faculty member/professors by offering workshops related to CSR and international business leaders should be invited as a guest speaker to share their expertise. The research work is also required to do research on current practices of CSR and It should be referred to CSR in the area of their expertise. The faculty member should ask for presentations and report related to CSR model building and its implementation in Pakistan. It should be mandatory for completing the course. Executive programs and seminars on CSR can be developed to help educate business leaders and managers on CSR principles and share international and local best practices. Academic institutions should make CSR an area of academic research. Academic institutions can make an immense contribution to promoting CSR through research findings. Educational institutions can collaborate with businesses to effectively introduce future managers to ethical and responsible business etiquette. Such initiatives include making internship arrangements for practical experience to students at exemplary companies. Students and lecturers can also be involved to conduct process assessments in companies. Academic institutions should also tap into funding and resources from state agencies and business community to develop CSR curricular and facilitate better transition from academia to employment. We need serious, concerted efforts to integrate social corporate responsibility in educational Institution. Business schools should maintain and increase CSR coverage. Business schools should not only react to the growing awareness and demand of students, but also have a proactive role in responsible management education, in both teaching and research. CSR and ethics can be embedded in core subjects, but also be taught as a separate core subject. The students with their positive attitudes towards CSR should draw the demand from the suppliers of their management education to include social and ethical management issues and courses. They act upon their attitudes and values by searching for schools that teach responsible management and by creating their own organizations such as Net Impact.

Theodore Dreiser and Psychology :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  At the time of Theodore Dreiser’s writings world culture was looking to find the psychological reasons for society’s miscreants. Psychology was the new science fad due to the popularity of Freud and other psychologists. People were beginning to delve into the world of the subconscious as the source of their troubles. No longer were all mental illnesses considered maladies of the brain. Some were being able to be treated through the treatment of the psyche, a Freudian term. Hypnotism was a popular method of therapy. By investigating the dreams and hidden memories psychotherapist believed they could find the root of the afflictions of their patients. The lounging couch now so greatly associated with the psychotherapeutic method of free association was just coming into popular use.   Ã‚  Ã‚  Ã‚  Ã‚  This time period reflects the ideas that surrounded Dreiser. Growing up poor in Indiana as the ninth of ten children in a devout Catholic German immigrant family, Dreiser received little formal education as his family moved from town to town. While able to secure a college education at the University of Indiana he only managed to stay enrolled for one year. However, he was voracious reader. One of his favorites was Dr. Sigmund Freud, the preeminent psychologist during Dreiser’s life. This fascination with psychological theories as well as his ability to understand them would become a major trademark of his later work such as Sister Carrie, in which he details the rise and fall of a working girl. It is also predominant in his most successful work An American Tragedy, in which he spins the tale of a psychopathic, overly ambitious young man who will stop at nothing including murder to attain wealth and great status.   Ã‚  Ã‚  Ã‚  Ã‚  Sister Carrie is preoccupied with Dreiser’s statement that society is two concerned with the societal demands for material success. This is the sociological declaration made in this novel. The author makes the reader see this. Take the following passage: â€Å"A woman should some day write the complete philosophy of clothes. No matter how young, it is one of the things who wholly comprehends. There is an indescribably faint line in the matter of man’s apparel which somehow divides for her those who are worth glancing at and those who are not. Once an individual has passed this faint line on the way downward he will get no glance from her. There is another line at which the dress of a man will cause her to study her own.

Homosexuality in Football Essay

Chapter One: Introduction: Addressing Homophobia in Football * Introduction should just give a brief idea of what work is going to be about so not much detail * Outline your argument – footballers affect society so a lack of homosexual players is also bound to affect the way it is portrayed * Talk about the problems surrounding football – i.e. racism, sexism. What is different about homophobia? * Why is homophobia a problem in football? Why is it taboo? * Talk about programmes enforced to help combat it; i.e. just mention Stonewall, different programmes etc * Outline the different chapters you will be writing in the diss: i.e. I will be looking at (describe chapter 2) Only needs to be a page long, maybe a little longer. Basically outline your argument and refer back to your question, mention problems in football – why homophobia is taboo / big problem, talk about programmes (briefly) and then outline what you’ll be talking about in each chapter. FINALLY sa y at the end what you hope to conclude – i.e. homophobia is a big problem, it does affect society, what can be done? I intend to explore homosexuality within the footballing world, and how, if at all, its representative’s views on it affect those of societies. Football is Britain’s national sport, engrained into every aspect of our culture, and as such players are role models that transcend all classes, colours and creeds; so why do such a minute percentage feel it is a safe environment in which to be openly homosexual? Are the individuals involved simply inherently homophobic, or are there more deep-rooted explanations? I will be looking in chapter two at masculinity and where homosexuality lies within it, focusing particularly on the theories surrounding footballs role in reproducing a hegemonic masculine environment. Over the last 20-30 years it has become more fashionable to explore the varying moulds of masculinity, and I will observe footballs relationship with these developments. The differences on and off the pitch are also of relevance, and can be scrutinised easily due to th e massive interest in, and thus coverage of, footballing culture. Chapter three explores possible reasons behind the lack of openly homosexual professional footballers today and throughout history, primarily using player interviews and concentrating on the case of Justin Fashanu, the first professional British player to reveal their homosexuality to the public. I will also discuss the issue as an international problem, which is not isolated to Britain and the Premier League. Finally, an evaluation of footballers as role models in our culture at present forms the basis of chapter four – how exactly do their views affect society’s’? ADD IN WHEN WRITTEN CHAPTER The industry has managed to overcome various other serious issues, such as racism and sexism, so what is it doing to combat homophobia? Since many efforts by the F.A. to address homophobia have been deemed superficial, does the F.A. even consider it as serious a problem as the aforementioned problems? The Stonewall organisation in particular has completed extensive research into the issues surrounding homophobia in football, interviewing players and fans alike, and even setting up the first gay football club. How successful has this been in drawing attention to the problem so clearly rife in the modern game, and what else can be done to encourage the changes so desperately required to come into fruition? I hope to discover through my research the extent to which homophobia runs in football, and by whom it is considered a problem. I am also intrigued to see how the public perceive the current situation, and how it alongside general footballing culture has influenced them, if at all.

Judaism and Final Project Essay

What religion would you like to consider for your final project? Describe the place of worship you will visit. I I plan on studying Judaism for my final project. I might visit a synagogue if I find one nearby/ I What do you already know about this topic? * Judaism’s sacred documents are called Haftra ; Torah. * I know some of their major holidays like Passover and Hanukkah for example, and I also know the significance of the Sabbath or Saturday services. * I know the Ten Commandments Judaism religion goes by. * They believe that every person was created in the image of God. * Judaism is a monotheistic faith meaning they believe in only one god. I What resource will you use to find a place of worship for this religion? I I will use the internet along with a local newspaper. I What are some sources you could use to gain more knowledge about this religion? I Different online sites and library resources. I What type of materials do you expect to review for this project? I Articles and Interviews. I How will you gain access to the materials you need? I The internet, the public library, the temple I visit, and a religious bookstore so I can purchase a copy of Torah. I What difficulties do you anticipate in conducting an interview with someone of this faith? I I don’t anticipate any major difficulties coming up but I do recognize the fact that it may be awkward feeling to discuss faith with a person that I don’t share the same faith with. I Create a list of 10 questions you would like to ask during the interview

Drugs Issue essays

Drugs Issue essays IS THE HOWARD GOVERNMENT DOING ENOUGH TO STOP THE DRUG PROBLEM IN AUSTRALIA? 1n 1999, 737 Australians died of a heroin overdose. This is double what it was in 1993. Prime Minister John Howard was elected in 1996, and only now, after 5 years has he finally acknowledged the drug problem in Australia. Recently the government has introduced a 27 million dollar anti-drugs strategy. This strategy, which will include education, crime prevention, law enforcement and rehabilitation, is already underway. A parental education booklet was sent to every household last week, explaining to parents the effects drugs have on teenagers and what to look out for. In this booklet John Howard has strongly stated that Parents guidance has strongest influence on children than anything else. By making statements such as these he is trying to put the blame on parents, not taking any responsibility on his behalf. He does not seem to realize the majority of children will listen to friends before their parents; all the morals in the world will not stop reckless teenagers. To follow up this booklet are a set of television commercials set up to shock viewers. Drug experts believe the ads will only shock the parents watching them. The ads feature teenagers resorting to crime and prostition to feed their habits, the ads also show death as a warning to teenagers of what can happen. The problem with these ads are they wont work. Why? Because anyone trying drugs for the first time will not be stealing from others or selling their bodies to pay for it. The ads are showing what can happen in very extreme cases. When teenagers use drugs for the first time they will not associate with these ads because they are simply experimenting and wanting to have fun, the last thing on their mind is, will I die like in those ads for smoking a bit of dope or drinking alcohol? It is true that most heroin users started using alcohol and ...

The Wars Essays - The Wars, Ross Geller, Ross, Free Essays

The Wars Essays - The Wars, Ross Geller, Ross, Free Essays The Wars Timothy Findley pieced The Wars together much like a puzzle. When piecing together a puzzle it is crucial to first find the corner pieces. As when trying to understand the novel it is necessary to realize what the most important aspects are. Each separate corner holds together and is linked to another part. Therefore, to understand the pieces of the puzzle it is vital to analyze Roberts relationship with his mother, his sister and his father. Furthermore, an attempt will be made to reveal the strengths and weaknesses in these relationships and the meanings Timothy Findley is trying to proclaim. To best understand Robert's relationship with his mother Mrs. Ross, one must look at their relationship from the perspective of Mrs. Ross. It is her interpretations and ensuing reactions to the tragic events of the novel that reveal the most to the reader about Robert's relationship with her. Mrs. Ross is portrayed as an adamant woman in the beginning of The Wars, yet as the story progresses, her firmness is broken by various tragedies. Mrs. Ross found it hard to be intimate with people therefore, she kept many things to herself. She felt that Being loved was letting others feed from your resource-all you had in life was put in jeopardy (Findley, 153). Mrs. Ross had mourned for years over the sudden death of her brother and her father, now she had lost a daughter and was going to lose a son. It is also evident she kept a lot of things to herself. At Rowena's funeral she stood apart from the rest of the family pretending she did not need any help. Mrs. Ross hid behind a large, black h at that day. Before Rowena's death and Robert leaving for the war Mrs. Ross used to be out in the public, handing out chocolate bars to the soldiers going off to war. However, when Robert left to join the army Mrs. Ross refused to have anything to do with it. Mrs. Ross was an adamant lady. She was adamant when it came to chocolate bars and she was adamant when it came to her decision about Robert having to kill Rowena's rabbits. After the death of Robert's sister Rowena, the Ross family seems to be broken. Family members question whose fault it was that she fell and who should ultimately be held responsible. Mrs. Ross comes across as being envious of her son and daughter's relationship because Robert and Rowena had a relationship where Robert was like a parent (guardian) to Rowena. Robert also was very protective of Rowena and always showed his concern for her, like Mrs. Ross did for all her children but more so towards Robert. Consequently, Robert being the closest to Rowena becomes the reason Mrs. Ross decides he will to be the one who would take the responsibility of killing the rabbits. Mrs. Ross' decision to burden Robert with this inhuman act and furthermore, his failure to do so, leads to the most revealing monologue relevant to their relationship. 'You think Rowena belonged to you. Well I'm here to tell you, Robert no on belongs to anyone. We're all cut off at birth with a knife and left at the mercy of strangers. You hear that? Strangers. I know what you want to do. I know you're going to go away and be a soldier. Well- you can go to hell. I'm not responsible. I'm just another stranger. Birth I can give you- but life I cannot. I can't keep anyone alive. Not anymore' (Findley, 23). The pessimistic tone of Mrs. Ross' monologue can be attributed to the fact that Rowena just died and that Robert has chosen to condemn himself to death, however, this also reveals much about her relationship with Robert. In addition, Robert's decision to enlist in the war is not approved by Mrs. Ross. Her reaction is one of denial and a failure as a parent.. Her words, you can go to hell, in reality, show her true love and care for Robert, yet in a vulgar way. She cares so much for him that she can not bear the thought of him leaving, hence she directs her anger at him. Mrs. Ross missed her son

Creative Thinking Lesson Plans for Teachers

Creative Thinking Lesson Plans for Teachers Lesson plans and activities for teaching about inventions by increasing creativity and creative thinking. The lesson plans are adaptable for grades K-12 and were designed to be done in sequence. Teaching Creativity Creative Thinking Skills When a student is asked to invent a solution to a problem, the student must draw upon previous knowledge, skills, creativity, and experience. The student also recognizes areas where new learnings must be acquired in order to understand or address the problem. This information must then be applied, analyzed, synthesized, and evaluated. Through critical and creative thinking and problem-solving, ideas become reality as children create inventive solutions, illustrate their ideas, and make models of their inventions. Creative thinking lesson plans provide children with opportunities to develop and practice higher-order thinking skills. Throughout the years, many creative thinking skills models and programs have been generated from educators, seeking to describe the essential elements of thinking and/or to develop a systematic approach to teaching thinking skills as part of the school curricula. Three models are illustrated below in this introduction. Although each uses different terminology, each model describes similar elements of either critical or creative thinking or both. Models of Creative Thinking Skills Benjamin BloomCalvin TaylorIsaksen and Treffinger The models demonstrate how creative thinking lesson plans could provide an opportunity for students to experience most of the elements described in the models. After teachers have reviewed the creative thinking skills models listed above, they will see the critical and creative thinking and problem-solving skills and talents that can be applied to the activity of inventing. The creative thinking lesson plans that follow can be used across all disciplines and grade levels and with all children. It can be integrated with all curricular areas and used as a means of applying the concepts or elements of any thinking skills program that may be in use. Children of all ages are talented and creative. This project will give them an opportunity to develop their creative potential and synthesize and apply knowledge and skills by creating an invention or innovation to solve a problem, just as a real inventor would. Creative Thinking - List of Activities Introducing Creative ThinkingPracticing Creativity with the ClassPracticing Creative Thinking with the ClassDeveloping an Invention IdeaBrainstorming for Creative SolutionsPracticing the Critical Parts of Creative ThinkingCompleting the InventionNaming the InventionOptional Marketing ActivitiesParent InvolvementYoung Inventors Day Imagination is more important than knowledge, for imagination embraces the world. -  Albert Einstein Activity 1: Introducing Inventive Thinking and Brainstorming Read about the Lives of Great InventorsRead the  stories  about great inventors in class or let students read themselves. Ask students, How did these inventors get their ideas? How did they make their ideas a reality? Locate books in your library about inventors, invention, and creativity. Older students can locate these references themselves. Also, visit the  Inventive Thinking and Creativity Gallery Talk to a Real InventorInvite a local inventor to speak to the class. Since local inventors are not usually listed in the phone book under inventors, you can find them by calling a  local patent attorney  or your  local intellectual property law association. Your community may also have a  Patent and Trademark Depository Library  or an  inventors society  that you may contact or post a request. If not, most of your major companies have a research and development department made up of people who think inventively for a living. Examine InventionsNext, ask the students to look at the things in the classroom that are inventions. All the inventions in the classroom that have a U.S. patent will have a  patent number. One such item is probably  the pencil sharpener. Tell them to check out their house for patented items. Let the students brainstorm a list all of the inventions they discover. What would improve these inventions? DiscussionIn order to guide your students through the inventive process, a few preliminary lessons dealing with creative thinking will help set the mood. Begin with a brief explanation of brainstorming and a discussion on the rules of brainstorming. What is Brainstorming?Brainstorming is a process of spontaneous thinking used by an individual or by a group of people to generate numerous alternative ideas while deferring judgment. Introduced by Alex Osborn in his book Applied Imagination, brainstorming is the crux of each of the stages of all problem-solving methods. Rules for Brainstorming No CriticismAllowed People tend to automatically evaluate each suggested ideatheir own as well as others. Both internal and external criticism  is  to be avoided while brainstorming. Neither positive nor negative comments are allowed. Either type inhibits the free flow of thought and requires time which interferes with the next rule. Write each spoken idea down as it is given and move on.Work for QuantityAlex Osborn stated that Quantity breeds quality. People must experience a brain drain (get all the common responses out of the way) before the innovative, creative ideas can surface; therefore, the more ideas, the more likely they are to be quality ideas.Hitchhiking WelcomeHitchhiking occurs when one members idea produces a similar idea or an enhanced idea in another member. All ideas should be recorded.Freewheeling EncouragedOutrageous, humorous, and seemingly unimportant ideas should be recorded. It is not uncommon for the most off-the-wall idea to be the best. Activity  2: Practicing Creativity with the Class Step 1:  Cultivate the following creative thinking processes described by Paul Torrance and discussed in The Search for Satori and Creativity (1979): Fluency the production of a great number of ideas.Flexibility the production of ideas or products that show a variety of possibilities or realms of thought.Originality the production of ideas that are unique or unusual.Elaboration the production of ideas that display intensive detail or enrichment. For practice in elaboration, have pairs or small groups of students choose a particular idea from the brainstorming list of invention ideas and add the flourishes and details that would develop the idea more fully. Allow the students to share their innovative and  inventive ideas. Step 2:  Once your students have become familiar with the rules of brainstorming and the creative thinking processes, Bob Eberles  Scamperr  technique for brainstorming could be introduced. Substitute What else instead? Who else instead? Other ingredients? Other material? Other power? Another place?Combine How about a blend, an alloy, an ensemble? Combine purposes? Combine appeals?Adapt What else is like this? What other idea does this suggest? Does past offer parallel? What could I copy?Minify Order, form, shape? What to add? More time?Magnify Greater frequency? Higher? Longer? Thicker?Put to other uses New ways to use as is? Other uses I modified? Other places to use? Other people, to reach?Eliminate What to subtract? Smaller? Condensed? Miniature? Lower? Shorter? Lighter? Omit? Streamline? Understate?Reverse Interchange components? Another pattern?Rearrange another layout? Another sequence? Transpose cause and effect? Change pace? Transpose positive and negative? How about opposites? Turn it backward? Turn it upside-down? Reverse roles? Step 3:  Bring in any object or use objects around the classroom to do the following exercise. Ask the students to list many new uses for a familiar object by using the Scamper technique with regard to the object. You could use a paper plate, to begin with, and see how many new things the students will discover. Make sure to follow the rules for brainstorming in Activity 1. Step 4:  Using literature, ask your students to create a new ending to a story, change a character or situation within a story, or create a new beginning for the story that would result in the same ending. Step 5:  Put a list of objects on the chalkboard. Ask your students to combine them in different ways to create a new product. Let the students make their own list of objects. Once they combine several of them, ask them to illustrate the new product and explain why it might be useful. Activity 3: Practicing Inventive Thinking with the Class Before your students begin to find their own problems and create unique inventions or innovations to solve them, you can assist them by taking them through some of the steps as a group. Finding the Problem Let the class list problems in their own classroom that need solving. Use the brainstorming technique from Activity 1. Perhaps your students never have a pencil ready, as it is either missing or broken when it is time to do an assignment (a great brainstorming project would be to solve that problem). Select one problem for the class to solve using the following steps: Find several problems.Select one to work on.Analyze the situation.Think of many, varied, and unusual ways of solving the problem. List the possibilities. Be sure to allow even the silliest possible solution, as creative thinking must have a positive, accepting environment in order to flourish. Finding a Solution Select one or more possible solutions to work on. You may want to divide into groups if the class elects to work on several of the ideas.Improve and refine the idea(s).Share the class or individual solution(s)/invention(s) for solving the class problem. Solving a class problem and creating a class invention will help students learn the process and make it easier for them to work on their own invention projects. Activity 4: Developing an Invention Idea Now that your students have had an introduction to the inventive process, it is time for them to find a problem and create their own invention to solve it. Step One:  Begin by asking your students to conduct a survey. Tell them to interview everyone that they can think of to find out what problems need solutions. What kind of invention, tool, game, device, or idea would be helpful at home, work, or during leisure time? (You can use an Invention Idea Survey) Step Two:  Ask the students to list the problems that need to be solved. Step Three:  comes the decision-making process. Using the list of problems, ask the students to think about which problems would be possible for them to work on. They can do this by listing the pros and cons for each possibility. Predict the outcome or possible solution(s) for each problem. Make a decision by selecting one or two problems that provide the best options for an inventive solution. (Duplicate the Planning and Decision-Making Framework) Step Four:  Begin an  Inventors Log  or Journal. A record of your ideas and work will help you develop your invention and protect it when completed. Use Activity Form - Young Inventors Log to help students understand what can be included on every page. General Rules For Authentic Journal Keeping Using a  bound notebook, make notes each day about the things you do and learn while working on your invention.Record your idea and how you got it.Write about problems you have and how you solve them.Write in ink and do not erase.Add sketches and drawings to make things clear.List all parts, sources, and costs of materials.Sign and date all entries at the time they are made and have them witnessed. Step Five:  To illustrate why record-keeping is important, read the following story about Daniel Drawbaugh who said that he invented the telephone, but didnt have one single paper or record to prove it. Long before  Alexander Graham Bell  filed a patent application in 1875, Daniel Drawbaugh claimed to have invented the telephone. But since he had no journal or record, the  Supreme Court  rejected his claims by four votes to three. Alexander Graham Bell had excellent records and was awarded the patent for the telephone. Activity 5: Brainstorming for Creative Solutions Now that the students have one or two problems to work on, they must take the same steps that they did in solving the class problem in Activity Three. These steps could be listed on the chalkboard or a chart. Analyze the problem(s). Select one to work on.Think of many, varied, and unusual ways of solving the problem. List all of the possibilities. Be non-judgmental. (See Brainstorming in Activity 1 and SCAMPER in Activity 2.)Select one or more possible solutions to work on.Improve and refine your ideas. Now that your students have some exciting possibilities for their invention projects, they will need to use their critical thinking skills to narrow down the possible solutions. They can do this by asking themselves the questions in the next activity about their inventive idea. Activity 6: Practicing the Critical Parts of Inventive Thinking Is my idea practical?Can it be made easily?Is it as simple as possible?Is it safe?Will it cost too much to make or use?Is my idea really new?Will it withstand use, or will it break easily?Is my idea similar to something else?Will people really use my invention? (Survey your classmates or the people in your neighborhood to document the need or usefulness of your idea - adapt the invention idea survey.) Activity 7: Completing the Invention When students have an idea that meets most of the above qualifications in Activity 6, they need to plan how they are going to complete their project. The following planning technique will save them a great deal of time and effort: Identify the problem and a possible solution. Give your invention a name.List the materials needed to illustrate your invention and to make a model of it. You will need paper, pencil, and crayons or markers to draw your invention. You might use cardboard, paper, clay, wood, plastic, yarn, paper clips, and so forth to make a model. You might also want to use an art book or a book on model-making from your school library.List, in order, the steps for completing your invention.Think of the possible problems that might occur. How would you solve them?Complete your invention. Ask your parents and teacher to help with the model. In SummaryWhat - describe the problem. Materials - list the materials needed. Steps - list the steps to complete your invention. Problems - predict the problems that could occur. Activity 8: Naming the Invention An invention can be named in one of the following ways: Using the inventors  name:Levi Strauss   LEVIS ® jeansLouis Braille Alphabet SystemUsing the components or ingredients of the invention:Root BeerPeanut ButterWith initials or acronyms:IBM  ®S.C.U.B.A. ®Using word  combinations (notice repeated  consonant sounds  and rhyming words):KIT KAT  ®HULA HOOP  Ã‚ ®PUDDING POPS  ®CAPN CRUNCH  ®Using the products function:SUPERSEAL  ®DUSTBUSTER  ®vacuum cleanerhairbrushearmuffs   Activity Nine: Optional Marketing Activities Students can be very fluent when it comes to listing ingenious names of products out on the market. Solicit their suggestions and have them explain what makes each name effective. Each student should generate names for his/her own invention. Developing a Slogan or JingleHave the students define the terms slogan and jingle. Discuss the purpose of having a slogan. Sample slogans and jingles: Things go better with Coke.COKE IS IT!  ®TRIX ARE FOR KIDS  ®OH THANK HEAVEN FOR 7-ELEVEN  ®TWOALLBEEFPATTIES...GE: WE BRING GOOD THINGS TO LIFE!  ® Your students will be able to recall many  slogans  and jingles! When a slogan is named, discuss the reasons for its effectiveness. Allow time for thought in which the students can create jingles for their inventions. Creating an AdvertisementFor a crash course in advertising, discuss the visual effect created by a television commercial, magazine, or newspaper advertisement. Collect magazine or newspaper ads that are eye-catchingsome of the ads might be dominated by words and others by pictures that say it all. Students might enjoy exploring newspapers and magazines for outstanding advertisements. Have students create magazine ads to promote their inventions. (For more advanced students, further lessons on advertising techniques would be appropriate at this point.) Recording a Radio PromoA radio promo could be the icing on a students advertising campaign! A promo might include facts about the usefulness of the invention, a clever jingle or song, sound effects, humor... the possibilities are endless. Students may choose to tape record their promos for use during the Invention Convention. Advertising ActivityCollect 5 - 6 objects and give them new uses. For instance, a toy hoop could be a waist-reducer, and some strange looking kitchen gadget might be a new type of mosquito catcher. Use your imagination! Search everywherefrom the tools in the garage to the kitchen drawerfor fun objects. Divide the class into small groups, and give each group one of the objects to work with. The group is to give the object a catchy name, write a slogan, draw an ad, and record a radio promo. Stand back and watch the creative juices flow. Variation: Collect magazine ads and have the students create new advertising campaigns using a different marketing angle. Activity Ten: Parent Involvement Few, if any, projects are successful unless the child is encouraged by the parents and other caring adults. Once the children have developed their own, original ideas, they should discuss them with their parents. Together, they can work to make the childs idea come to life by making a model. Although the making of a model is not necessary, it makes the project more interesting and adds another dimension to the project. You can involve parents by simply sending a letter home to explain the project and let them know how they may participate. One of your parents may have invented something that they can share with the class.   Activity Eleven: Young Inventors Day Plan a Young Inventors Day so that your students can be recognized for their  inventive thinking. This day should provide opportunities for the children to display their inventions and tell the story of how they got their idea and how it works. They can share with other students, their parents, and others. When a child successfully completes a task, it is important that (s)he be recognized for the effort. All children who participate in the Inventive Thinking Lesson Plans are winners. We have prepared a certificate that can be copied and given to all children who participate and use their inventive thinking skills to create an invention or innovation.

Captain History Essay Example | Topics and Well Written Essays - 750 words

Captain History - Essay Example For instance, the Romantic exaltation induced the concept of ‘identity’ among the Europeans while enabling them to distinguish themselves on the basis of religion, culture, language and traditions. Hence the country’s interests were put below the national interest primarily guarded by a particular group residing in the society (Nationalism). This was a very significant event in the prehistoric era as it is now considered the major cause of World War I. Moreover, before the inducement of nationalism the governments were made and sustained on the basis of sovereignty of God, imperial domination or in relation to a specific dynasty. These governments were more successful in terms of prevailing justice among their people. However, once the European population became aware of the nationalism and stated practicing it, thereafter the liberalism took over them. Liberalism removed the domination of religions from government formations and law enforcement agencies while ext ending the maximum authority to the ‘people’ or general citizens (Nationalism). This underlying concept of liberalism is now practiced in the form of democracy. Today historians believe that if nationalism was not introduced in the early nineteenth century then there were significant chances that the world’s most devastating wars had never erupted. Hence being Captain History I picked up this event to make the world a better place to live today. On my way back to the nineteenth century I will closely analyze the nationalism and thereafter I will identify its precipitating factors. For instance, people in the late eighteenth century were facing immense societal problems and injustice which actually encouraged them to accept nationalism so that every individual could safeguard its rights while practicing power over the disadvantaged groups of the society. Consequently I will establish a global organization in the early nineteenth century in order to protect the rig hts of people while giving equivalent opportunities to every country. The organization will be made on the outline of United Nations Organization with a chief General Secretary who will evaluate and analyze the problems of different nations residing in the same country. Thereafter the secretary would require spreading global peace while removing the concept of nationalism. People in the early nineteenth century were significantly backwards in terms of technological advancements and communication systems. Therefore, it would be highly challenging for me to initiate such a global organization. Hence I would carry some of the most reliable and appropriate technological equipment to the historic period. This would not only help me in establishing a global peace organization but it will also assist the scientists of that period. Eventually the foundation of nationalism shall be removed from the history whereas people in the contemporary world would experience more advanced technology. Ex clusion of nationalism from the nineteenth century will actually guarantee a better future because historic records reveal that nationalism was followed by alliance politics. Mutual defense alliance is the most obvious example which was formed due to the similar nationalism approach among the European countries. As per the agreement between different countries such as Russia and Serbia, Austria and Germany, France and Russia, Britain and Japan,

Soc.#5 Essay Example | Topics and Well Written Essays - 1000 words

Soc.#5 - Essay Example They wanted the world to be a safe place to live in and every peace-loving nation had a right to live their own life, determine their own institutions and be assured of justice. For the sake of world peace the United States developed a Fourteen Point Program. These included granting independence to all the important European states. The US determined that how the other nations treat Russia in the coming months would be an acid test of their good will. It would also demonstrate to what extent Russia was needed by these European nations and whether they needed Russia’s sympathy at all. The Fourteen Point Plan also demanded that the invaded portions in every nation should be restored by Russia and that the United States would be partners with all such governments that fought against the imperialists. This made the Soviets become distrustful towards the United States. Another reason why the soviets developed distrust in the United States was when they refused to help Russia’s reconstruction after the war under the Lend-Lease Act of 1941. By the end of summer of 1945, after the WWII had ended, the United States knew that the Soviet economy was in a state of near collapse. The Soviets had lost 20 million soldiers during the war and another 20-30 million during Stalin’s decade of purge trials. Any number of factories and railroad tracks had been destroyed. Stalin had been able to fulfill his promise of industrialization during the Five Year Plan to his people but all that been achieved were now in a devastated condition. Because of all the destruction that had taken place in Russia, United States knew they were in a stronger position and when the Soviets approached the United States for the much-needed economic aid for recovery, they were denied this privilege. The Soviets’ request for a six billion dollar loan had already been denied. Under the Lend-Lease Act of 1941, earlier the United States had shipped

Globalisation is Not Always a Solution to Poverty And Inequality Essay

Globalisation is Not Always a Solution to Poverty And Inequality - Essay Example Because of its sheer force and power, many people are wont to think that it can automatically eradicate poverty. Economic, political and social factors within the domestic arena play a big part in ensuring that inequality and poverty are addressed with sustainable solutions. This paper argues that without internal governance and social stability in the domestic arena, globalization can exacerbate rather than mitigate the problem. It will argue this point by examining the case of Brazil, and why, despite its large land size and the investments in bioethanol, the economic benefits have yet to trickle down to the poor and inequality and poverty remain to be pervasive. This paper will proceed as follows: first, it will give a brief background of globalization, second, it will give a brief overview on Brazil, third it will provide an analysis of the internal political and social conditions in the country that explain why the benefits of the globalization are not spread equally across the population. Globalization did not take place by happenstance. It was the culmination of a long process that began after the end of World War 2 in what was called the Bretton Woods Agreements. The Bretton Woods Agreements resulted in the creation of three organizations: the International Monetary Fund or IMF, the World Bank, and the General Agreement on Tariffs and Trade or GATT. (ibid, page 2) Powerful countries converging around a specific set of economic interests came together to hammer out the specifics and details of these institutions that they believed could shepherd the world out of the wreckage of the Second World War and out of the specter of Communism, and create a new world order based on the Capitalist framework. The United States played a lead role in making this all come together.

W1 Asig Datawarehouse Essay Example | Topics and Well Written Essays - 500 words

W1 Asig Datawarehouse - Essay Example ch, in one’s corporate setting where IT is deemed a crucial source of information and response to inquiries needed by other departments, especially by the marketing department, the apparently slow response could be attributed to the sources of information that needs to be tapped before it could be disseminated to end users. The model below clearly depicts the flow of information from operational systems to end users: From the conceptual framework, it could be deduced that the operational systems undergo a series of processes on the information or data upon solicitation: extraction, integration, cleansing, and transformation. This information is then stored in the organization’s data warehouse to serve varied needs and demands of the users. The cause of delays in soliciting data from the external environment could be diverse: from frequent changes in factors affecting the external environment to the need to update currently available information. As emphasized, â€Å"reports generated in high data volume environments normally take a long time to run. To speed up report generation, many systems use tools that employ a summarization technique to reduce the amount of records by aggregating records together with common characteristics. Problem with this technique includes inherent inflexibility and inability to cope with the constantly changing information needs of manufacturing† (MAIA Intelligence, 2009, p. 4). Overall, the information gathered by the IT department needs to be processed and transformed in the most accurate manner before being transformed and stored to the organization’s data warehouse. As such, the delay should be understandable given the volume of information from the external environment that needs to be summarized and integrated according to the users’ needs. Concurrently, experts in BI has asserted that â€Å"business leaders want to obtain real metrics and near-real-time, linked directly to the business processes, system data and insights

Global Markting Essay Example | Topics and Well Written Essays - 2000 words

Global Markting - Essay Example Franchises have sprung up to become multi-billion dollar business empires like the McDonalds franchise. Fast foods are composed local readily available foodstuff that is easy and ready to eat with minimal preparation and/or cooking. The fast food business is being introduced into regions of the world where it would not have been economically sound to do so a few years back. This is because the market for fast foods was not there, and it was undeveloped o support such endeavours. The expansion started in the Asian markets in countries like India, Singapore and Vietnam to mention just a few. Africa is now being viewed as the next frontier in almost all fronts of business from mining to technological advances, innovation and inventions. Kenya is a leading country in Africa in terms of political, economic and environmental stability that acts as a conducive environment for business start-ups and growth. Kenya is regarded as a leader in many aspects especially when it comes to considering it a location to set up a business. This is because the country acts as a gateway into the wider Eastern African region because of its port at the coast with the Indian Ocean and well-developed road network. Infrastructure is the key to business development in any part of the world because it determines the success or failure of a business. Infrastructure should be considered when setting up a business, and includes a myriad of factors that are important to a business. It is composed of both tangible attributes like roads, buildings and intangible factors like skilled labour and technological expertise. Kenya is a country that is considered an oasis of stability and peace in a region where the neighbouring countries are ravaged by various calamities and disasters. Political stability is essential for the success of any business and Kenya provides this strategically. This is terms of infrastructure and political stability that provides a calm environment for businesses to proper and break even. The country’s economy is largely based on agriculture, but there emerging opportunities for other sectors of the economy to be based on like mining. These new opportunities have placed Kenya on the path of entering into the bracket of emerging world economies like Brazil and Far East countries. Politically, Kenya is more stable than its neighbours, which can be attributed to its half a century of stable political leadership since its independence from its colonial masters the British. This has been further enhanced by the country’s adoption of a new constitution, which has placed the country among the best leaders in terms of the best bill of human rights and organs for protecting them in the constitution. Political leadership determines a country’s economic policies and they affect both external and internal business environment. Kenya’s business environment can be considered as one that is need of external or foreign investment, which expec ted to help the country exploit its newfound resources. Foreign investments are essential for a country’s development because it brings in the much-needed expertise and experience in various sectors of the economy. Political goodwill is essential in encouraging direct foreign investment in country because it is responsible for instituting and maintaining conducive economic policies. Kenya offers these attributes at a time when the region and Africa as a whole is in the public limelight as being positioned as the next big thing in

Sterling Harwoods Objections to Utilitarianism Essay

Sterling Harwoods Objections to Utilitarianism - Essay Example According to this objection, utilitarianism demands too much from human beings when argued from a real life situation. Harwood’s objects the utilitarianism opinion, which demands individuals to save the life of five strangers rather than that of their loved ones. This implies that people should give up nearly everything to assist those in need. For instance, one person should sacrifice his or her life for the sake of three or more people to survive. The person will make more people happy at the expense of his or her happiness; this may be applicable to cases of healthiness or wealth. Utilitarianism maintains that a person ought to act in a manner that increases universal happiness even though the action does not make him happy. This action reveals how unrealistic the demands of utilitarianism are towards human nature. For utilitarianism, sacrificing a single person to save many is justifiable because it is ambitious of figures. Utilitarianism seems to coincide with religion, l ike utilitarianism, religion asks people to sacrifice their lives for the sake of their friends benefit. However, Harwood objects these demands by saying that it is impossible to detach an individual’s life for the sake of others, this discredits utilitarianism viewpoint (McElwee 457). According to Harwood, utilitarianism is unfair and it is the truth. Justice cannot be compared with cheerfulness or contentment in the world. Actually, actions of justice may probably result in resentment, disputes, as well as hostility amongst communities. For instance, if the marginal people in a community are greatly singled out, and they happen to be satisfied with it due to the many benefits it brings them, then that is good according to utilitarianism. Therefore, no protests should be made because they will lead to chaos among the majority and the marginal. Likewise, utilitarianism is concerned with numbers; therefore, the utmost contentment is when the highest numeral of people is satisf ied. This indicates that the decisions to be made are usually unfair and do not do justice to those who are justifiable; for example, a scientist who kills his son prior to finding the cure out the cure for cancer. Utilitarianism will permit the scientist to carry on with the discovery of the cure before he is jailed. This is because if he finds the cure for the illness, the life of several patients will be achieved (McElwee 461). On

Global Markting Essay Example | Topics and Well Written Essays - 2000 words

Global Markting - Essay Example Franchises have sprung up to become multi-billion dollar business empires like the McDonalds franchise. Fast foods are composed local readily available foodstuff that is easy and ready to eat with minimal preparation and/or cooking. The fast food business is being introduced into regions of the world where it would not have been economically sound to do so a few years back. This is because the market for fast foods was not there, and it was undeveloped o support such endeavours. The expansion started in the Asian markets in countries like India, Singapore and Vietnam to mention just a few. Africa is now being viewed as the next frontier in almost all fronts of business from mining to technological advances, innovation and inventions. Kenya is a leading country in Africa in terms of political, economic and environmental stability that acts as a conducive environment for business start-ups and growth. Kenya is regarded as a leader in many aspects especially when it comes to considering it a location to set up a business. This is because the country acts as a gateway into the wider Eastern African region because of its port at the coast with the Indian Ocean and well-developed road network. Infrastructure is the key to business development in any part of the world because it determines the success or failure of a business. Infrastructure should be considered when setting up a business, and includes a myriad of factors that are important to a business. It is composed of both tangible attributes like roads, buildings and intangible factors like skilled labour and technological expertise. Kenya is a country that is considered an oasis of stability and peace in a region where the neighbouring countries are ravaged by various calamities and disasters. Political stability is essential for the success of any business and Kenya provides this strategically. This is terms of infrastructure and political stability that provides a calm environment for businesses to proper and break even. The country’s economy is largely based on agriculture, but there emerging opportunities for other sectors of the economy to be based on like mining. These new opportunities have placed Kenya on the path of entering into the bracket of emerging world economies like Brazil and Far East countries. Politically, Kenya is more stable than its neighbours, which can be attributed to its half a century of stable political leadership since its independence from its colonial masters the British. This has been further enhanced by the country’s adoption of a new constitution, which has placed the country among the best leaders in terms of the best bill of human rights and organs for protecting them in the constitution. Political leadership determines a country’s economic policies and they affect both external and internal business environment. Kenya’s business environment can be considered as one that is need of external or foreign investment, which expec ted to help the country exploit its newfound resources. Foreign investments are essential for a country’s development because it brings in the much-needed expertise and experience in various sectors of the economy. Political goodwill is essential in encouraging direct foreign investment in country because it is responsible for instituting and maintaining conducive economic policies. Kenya offers these attributes at a time when the region and Africa as a whole is in the public limelight as being positioned as the next big thing in

Animal Rights (Just say NO) Essay Example for Free

Animal Rights (Just say NO) Essay Soon children wont be able to own a pet; their kitty or puppy will be taken away. Animal rights are becoming a big issue in society. There are people who are dense enough to think that animals need rights to be protected. Animal Rights are an idealistic scheme that animals have rights similar, or the same as humans. True animal rights activists believe that humans do not have the right to use animals at all. Animal rights activists wish to ban all use of animals by humans. People need animals to live. We use them for every aspect of life. Think of anything in life and animals have helped to make it possible. Nothing that we have was made without the help of animals. The idea that humans should give animals rights and declare them free is ludicrous. How can anyone be brainless enough to think of that? I can understand that people beat animals and torture them; that is wrong.. That is not the case in every aspect of the animal kingdom. Those people should be punished and face the consequence, but animals are the things that make the world-go-round. Animal rights activists support laws and regulations that would prohibit rodeos, horse racing, circuses, hunting, life-saving medical research using animals, raising of livestock for food, petting zoos, marine parks, breeding of purebred pets and any use of animals for industry, entertainment, sport or recreation. Animal rights activists believe that violence, misinformation and publicity stunts are valid uses of funding donated to their tax-exempt organizations for the purpose of helping animals. Arson, vandalism and assault are common tactics used by underground animal rights groups to further the animal rights cause. Groups such as the Animal Liberation Front, which have been classified as terrorist by the FBI, routinely use criminal activities to further their cause. These people are taking their fanatical ideas to the extreme. Some have said things like, babies that are born mentally retarded and old senile people should be put to sleep because they are not needed and only requi re time and money. I believe people that think those kinds of things should be put to sleep. Another event that has taken place to give animals more rights and hopelessly protect them is the spotted owl situation in the northwestern states. Research is beginning to suggest that the spotted owl exists in numbers far greater than was assumed when the extinction alarm sounded. A recent study by the Audubon Society established that roughly 10,000 owls were living in the forests of the northwestern states. In order for the birds to be classified as endangered they need as little as 1,500 left in the United States. With all the commotion over these owls thousands of people are losing their jobs. Animals dont need rights and they dont need people saving them in hopeless situations. How about instead of trying to save and protect all of these animals, why not spend the money and time trying to help out the human race, this would be much wiser and perhaps too smart of an idea for the ignorant environmentalists.

The Field Of Genetic Counselling Psychology Essay

The Field Of Genetic Counselling Psychology Essay Over the past fifty years, the field of genetic counselling has been constantly evolving, often changing the roles and adjusting the values of genetic counsellors within the field. This progress can be monitored by looking at the genetic counselling literature from various decades and comparing fundamental values of the profession at a certain time period. In this paper, an evaluation of genetic counselling services is based on four studies conducted in 1970s and 2000s. These studies were on genetic counselling provided for neural-tube malformations by Morris and Laurence (1976), Duchenne muscular dystrophy by Emery et al. (1972), the role of genetic counselling in multidisciplinary metabolic clinic by Hartley et al. (2010), as well as on the genetic counselling for patients with psychiatric disorders (Hill and Sahhar 2006). The main focus of Morris and Laurence (1976) research was to assess the value of genetic counselling provided to couples who had a child with neural-tube malformations, an affected relative, or themselves had been suffering from these defects over the period of 8 years. The success of 160 genetic counselling sessions was measured by the clients reaction to counselling, accurate recollection of risks, and the appropriateness of the actions taken as a result of the risk numbers provided. In this study, genetic counselling consisted of two consultations. During the initial consultation, information on the origin, possible causes of the neural-tube malformation, and risk figures was given. In addition, the counsellor addressed the couples concerns and discussed the potential means of solving them using a nondirective approach (Morris and Laurence 1976). After the session, none of the couples had received the letter with the details of the consultation, it was only sent to their general p ractitioner. A two-hour follow-up consultation was arranged at the couples home, with a previous consent of the couple via a formal letter and the general practitioner. During this visit, a genetic counsellor had focused on the couples reactions to counselling, accurate recollection of risk information, and their decision on further pregnancy (Morris and Laurence 1976). The main purpose of Emery et al. (1972) study was to evaluate the effectiveness of genetic consultations given to women with confirmed diagnosis of Duchenne muscular dystrophy over the period of 4 years. The effectiveness of genetic counselling was measured in a similar way to the previously mentioned study, in addition to the influence of consultations on womens marital status. In contrast with the findings on neural-tube malformations (Morris and Laurence 1976), genetic counselling in this study consisted of two sessions and one follow-up visit. All three consultations differed in nature. Women referred to genetic counselling in this study were not aware of the exact risk numbers of them being a carrier for the X-linked Duchenne muscular dystrophy; therefore, the point of the first visit was to conduct a predictive test based on the serum levels of creatine kinase. As soon as the results were obtained, women came for the second consultation, where the information on the character o f the disease, their carrier status and risk figures was given. Similar to the study done on neural-tube malformations, Emery et al. (1972) implemented a nondirective approach into the genetic counseling sessions, with a slight emphasis on the importance of the risk figures given to women who were in the high risk group only. During a follow-up visit, a questionnaire was used to assess womens reactions to counselling and their views on future pregnancies. Neither counselled women nor their general practitioners received a detailed letter of the consultation. pg. 2 Both of the studies showed that the majority of clients seemed to have a fairly good apprehension of the disease nature and recall of the risk numbers, with the outstanding memory of clients falling into groups of very high and low risk. However, Morris and Laurence (1976) found that 23% of their clients had a very poor recall due to various reasons. It was quite surprising to see that nearly one-fifth of the couples were disappointed with the nondirectiveness of genetic counselling mostly because they were looking for someone to make decisions for them. The question that immediately comes to mind is: What are the reasons for disliking the nondirective approach? Was it because the counsellor did not provide enough psychological support? If the counsellor was concentrating on being nondirective and let clients be completely responsible for their own decisions, then the counsellor might have missed the opportunity to emotionally connect with the clients and give them enough confidence to make the decisions of their own. The evaluation of the effectiveness of genetic counselling in these two studies was mainly measured by the clients ability to retain information on risks, their attitude towards advice given, and their future decision making (Emery et al 1972; Morris and Laurence 1976). However, both of these studies had no emphasis on feelings of other family members about the disease, financial burden associated with the disease, and the social aspects of it. It was quite surprising to see that in the attempt to evaluate the effects of genetic counselling in Duchenne muscular dystrophy (Emery et al. 1972), there was no record of the actual feelings of the clients towards genetic counselling and the nondirective approach used. In my opinion, one cannot fully assess the attitude towards genetic counselling if it is measured through comprehension of the nature and risks of the disease, and not the emotional responses to the counselling process. It can be seen from both of the studies, that nondirective approach was used as a method for conducting genetic counselling. Over the past three decades, nondirectiveness was an integral part of genetic counselling (Kessler 1997). As a result, the information given to families had an emphasis on the genetic aspect of the disease, the risks associated with it and the importance of those risks. Genetic counsellors restrained themselves from participating in active discussion, giving advice or making any decision for the client. The study on Duchenne muscular dystrophy (Emery et al. 1972) clearly shows that the decisions associated with future pregnancies regardless of the risks were left entirely to the woman. Looking through the literature on genetic counselling, there seems to be a lot of criticism of nondirective approach and dissatisfaction of many genetic counsellors that have recently entered the field with it (Kessler 1997; Weil 2003; Weil et al. 2006). A high rate of dissatisfa ction with nondirective approach in the field could be well due to the fact that nondirectiveness was initially implemented in reproductive genetic counselling era, when genetic counsellors could only provide information on risks and prenatal testing, and left the decisions on family planning up to the clients (Weil 2003). This is well illustrated by the studies on neural-tube malformations (Morris and Laurence 1976) and Duchenne muscular dystrophy (Emery et al. 1972). The study done by Hartley et al. (2010) vividly shows how different the role of genetic counsellor is these days. It looks at a genetic counsellor as a part of one complex multidisciplinary environment providing a wide variety of health services to children with metabolic disorders. The distinct feature of the genetic counselling in such clinics is pg. 3 that the counselling sessions are provided continuously over the life span of a patient. In contrast with the genetic counselling services in 1970s, the counsellors in this type of clinical environment have an opportunity to fully engage with the client, an advantage of addressing every concern the patients family has, as well as providing a continuing emotional support (Hartley et al. 2010). The consultations themselves differ quite significantly from those taken place in reproductive genetic counselling era. During the first consultation, genetic counsellors do realize that the stress of recently diagnosed child with metabolic disorder often overrides the familys ability to take in the information on the disorder and risks associated with it. Keeping this in mind, genetic counsellors do not go into the genetic aspect of the disorder, but rather provide immediate psychosocial support and give an idea of what it means to live with a metabolic condition on the day-to-day basis (Hartle y et al. 2010). Looking back at the studies done by Morris and Laurence (1976) and Emery et al. (1972), one could see a possible downside of giving a whole lot of information in a single counselling session, which could be the underlying reason for clients poor recall of information when in distress. Therefore, the second consultation is usually held at least four months after the metabolic disorder is diagnosed. And it is during this session that the extensive information on the inheritance and nature of the condition, and the available community support groups (Hartley et al. 2010). The study done by Hill and Sahhar (2006) also shows a newly developing role of a genetic counsellor in the field of psychiatric genetics. Due to the current limitations in the knowledge of psychiatric genetics, most of the genetic counsellors work is devoted to providing helpful resources to the family, connecting them with support groups, emphasizing the importance of family support and helping to deal with the stigma associated with psychiatric disorders, however, the risks of recurrence are also explained. The counselling sessions also tend to be held over a long period of time, which gives clients more time to adapt to a genetic side of mental illness. The two recent studies are similar in a way that there was a detailed summary letter written to the clients with the information covered during the counselling session (Hartley et al. 2010; Hill and Sahhar 2006). In studies done by Morris and Laurence (1976) and Emery et al. (1972), it is quite understandable that if someone wants to measure the ability of a client to remember the information given, then no summary letter should be sent. However, such letter tends to be crucial with helping clients to fully understand and retain the information on the disorder if they were not able to concentrate on it during the counselling session (Hill and Sahhar 2006). These letters also serve as important starting point for sharing information within the family or with a general practitioner. Both of the recently done studies on the genetic counselling emphasize a psychosocial approach to genetic counselling rather than nondirective approach. It is quite interesting, because few years before these papers came out, Weil (2003) did raise a question of whether nondirective approach should continue to be recognized as the main ethos for genetic counselling, or whether a new approach, emphasizing psychosocial direction, should be developed. As Weil (2003) suggested, some crucial values of nondirectiveness, such as providing balanced information, not imposing the genetic counselors values on the counselee, and supporting counselee autonomy should be included in the central ethos of the genetic counselling practice in general, regardless of the approach used.

Like Father Like Son Essays -- Character Analysis, Telemachus, Odysseu

THESIS STATEMENT Throughout the epic the Odyssey the theme like father like son is demonstrated through Telemachus following in his father’s (Odysseus) footsteps. PURPOSE STATEMENT It is evident that through extensive research on the Odyssey, Telemachus evolves into a character similar to his father Odysseus in this epic. INTRODUCTION Imagine ten grueling years of constant bloodbath at war. After all that horror facing journeying on vicious waters: battling a sea monster, traveling to the underworld, and angry gods attempting to wreak havoc everywhere you go. This is all on a quest to reunite with your loved ones. A brave Greek warrior–Odysseus–encounters all these circumstances. His son yearns for him to return home. This son of his is in a nervous state. He has no father figure in his life and is unable to protect his mother in their precarious situation. The Odyssey tells the thrilling tale of the clever Greek hero Odysseus. He has many terrifying adventures on his long awaited return to his kingdom, Ithaca. In this epic Odysseus’ son Telemachus becomes the man his father is and demonstrates personality traits Odysseus possesses. Telemachus must overcome his fear to undertake journeys in order to reunite his family. Odysseus and Telemachus together share a love and appreciation for Penelope. They both began as impulsive men and must learn patience in panicky situations later on. â€Å"He is like his father Odysseus, in that he is loyal and disgusted by evil. He also, like his father, is willing to go fight for his freedom.† (Pope 45) Telemachus is being described in comparison to Odysseus – they are equally dedicated in life to Penelope and have a great will to conquer obstacles in their life to reunite with each other. ... ...e was unsure about taking his father’s place. Odysseus learns to act wisely and not impulsively through his adventures. â€Å"All his past training in patience, wariness and self-control is needed now to help him play his part†¦Ã¢â‚¬  (Walker 76). From past obstacles Odysseus was required to overcome on his trip home to Ithaca he was grown from acting out impulsively to thinking out strategies before had for attacks and battles. CONCLUSION In Homer’s the Odyssey the theme like father like son is demonstrated. Telemachus becomes the man his father (Odysseus) is through acquiring personality traits that he has and evolving in a brave and courageous character, such as his father was. Odysseus and Telemachus both go on journeys to reunite their families; they both have a great love and appreciation for Penelope and transition from being impatient and impulsive to patience.

Tom Clancy Essay -- essays research papers

Tom Clancy, born in Baltimore, Maryland, in 1947, was the son of a mail carrier and a credit employee. He graduated from Loyola College in Baltimore in 1969. After marrying Wanda Thomas, an insurance agency manager, Clancy became an insurance agent. Later, in 1973, he joined the O.F. Bowen Agency in Owings, Maryland. He became an owner there in 1980. Although he was very interested in the military, his poor eyesight made him ineligible for a military career. However, he kept his interest and researched various aspects of the armed forces and military technology. In the late 1970’s he formed ideas for several novels which were later written in the 1980’s. Clancy wrote in his spare time, while still working to raise a family. In 1984 the Naval Institute Press, a noncommercial publisher, published his first novel, The Hunt for Red October. This book was noticed by President Reagan, who praised the book and helped boost it to bestseller lists. Clancy continued to use plots based on political issues of the world. All of his novels were on bestseller lists. Clear and Present Danger sold more copies than any other novel that was published in the 1980’s. Clancy has been called the creator of the "techno-thriller" genre. He uses extremely detailed descriptions of military technology and weapons to create realism. Occasionally, his descriptions, which were derived from declassified information and interviews, were so accurate that military officials disapproved of...

Concern in educational attainment between social groups

Nelson Mandela grew up in a state divided by apartheid. A black adult male in a state where a white minority ruled, he had a vision for South Africa ; to be one state regardless of race. In 1994 he became the first black president of South Africa – testament, so, that barriers, of any sort, should non be ground for or an apology for deficiency of attainment or accomplishment of any sort and, that barriers can be overcome. It is widely agreed that there are legion barriers to educational accomplishment and societal inclusion, among them Special Educational Needs ( SEN )[ 1 ]and disablement, Ethnicity and English as an Additional Language, and gender to call but a few. The purpose of this essay nevertheless, is to look at merely one of the barriers faced in this state, poorness, and to look at how students within this societal group are affected and how poverty affects their educational accomplishment, farther, the essay will look briefly at the development of inclusive instruction and what is presently being addressed by this and subsequent authoritiess in order that pupils, irrespective of circumstance can hold equality in instruction. In order to associate poorness with educational accomplishment and attainment spreads, a background to poorness and societal inclusion within instruction will be outlined followed by the first portion of the analysis which will look at the historical overview of inclusive instruction, current policy and counsel and its impact on minority groups ; the 2nd portion of the analysis will analyze the effects of poorness and how, in peculiar, students entitled to FSM ‘s[ 2 ]impact on the spread in educational attainment compared against kids non entitled to FSM ‘s. The concluding degree of the analysis will look at the importance of contracting the spread and the debut of the twenty-first Century School.What is poorness?At this point it is necessary to observe that, through research, it became evident that there is an ill-defined and infinite definition about what ‘poverty ‘ is and how it should be measured. However, most of the research leads to an understanding tha t poorness is to be related to in footings of ‘typical ‘ life criterions within the UK and the undermentioned definition is widely accepted: ‘Individuals, households and groups in the population can be said to be in poorness when they lack the resources to obtain the types of diet, take part in the activities, and have the life conditions and comfortss which are customary, or are at least widely encouraged and approved, in the societies in which they belong. ‘ P Townsend, Poverty in the United Kingdom: a study of family resources and criterions of life, Penguin, 1979, p31 The most important point made above and which is the chief cause of poorness is ‘resources ‘ ; to underscore more clearly, the chief cause of poorness is deficient income/unemployment which, for grownups with kids straight impacts on them and their well-being. Although the UK has a system of benefits which should protect households with kids from poorness, these excessively are deemed as excessively low. In relation to this, it accepted that whilst grownups do non take for themselves the route of poorness, for kids of parents populating in poorness there is no alternate and they are hence non merely kids but could be described as victims of circumstance. Poverty is non merely about traveling without it is about being deprived of equality in countries such as wellness, lodging and regard and, in the instance of kids, instruction. In concurrence with the definition ( above ) the DCSF ( 2009 ) goes on to depict child poorness entirely as ‘Child poorness agencies turning up in a family with low income. Research has shown that these kids will confront a greater hazard of holding hapless wellness, being exposed to offense and neglecting to make their full potency. It means they miss out on school trips, do non hold equal winter vesture and are n't able to bask leisure activities with their equals. As a consequence, their instruction suffers – doing it hard to acquire the makings they need to travel on to sustainable, well-paid occupations. This limits their possible to gain the money needed to back up their ain households in ulterior life, and so a rhythm of poorness is created. ‘ www.dcsf.gov.uk/everychildmatters/strategy/parents/childpoverty/childpoverty/What is Social inclusion?As with poorness, in order to associate societal inclusion with educational accomplishment and attainment spreads, a background and apprehension of the issues refering to societal inclusion demand to be outlined. The term ‘social exclusion ‘ is a term by and large used to depict what can go on to people who are capable to the most terrible jobs, and are hence no longer ‘socially included. ‘ As noted above, kids have no pick of background ; they are born into it and hence find themselves in poorness as a consequence of their birth circumstance. For a kid non to be socially included brings effects above and beyond economic poorness entirely. It is by and large considered that to be ‘socially excluded ‘ as a immature and waxy kid can hold far making effects damaging to both instruction and wellness hence, to surmise, to be socially excluded is to confront exclusion non merely economically but socially and academically excessively. hypertext transfer protocol: //www.cabinetoffice.gov.uk/social_exclusion_task_force/context.aspxHistorical development of inclusive policy & A ; counselBearing in head the old points, it is necessary now focus on how this and old authoritiess have attempted to get the better of some of these issues through inclusive instruction. It should besides be noted that whilst this essay is concentrating, in the chief, on the impact of poorness on educational accomplishment, the roots of inclusive instruction lay preponderantly with another minority group, kids with larning difficulties/special educational demands ( SEN ) . However, as acknowledged above ; through circumstance, students from households who are deemed as in poorness have now been identified as a group who are under accomplishing academically and, hence, as with students with SEN are a recognized minority group for which an inclusive instruction should profit. Inclusion is non a new thought and in fact has its roots at the bend of the last century where educationists, in peculiar kid public assistance innovator Elizabeth Burgwin, saw neither the purpose nor virtuousness in, what was so segregated instruction and that versions could be made to ordinary schools in order to educate all kids, whatever their ability or circumstance, together, nevertheless, there was another sentiment that kids could be ‘categorised ‘ harmonizing to their ability and taught in ‘special ‘ schools. These were kids who, in the words of the School Board for London ( 1904 ) were kids who could non be taught in ‘ordinary ‘ schools. ( Thomas, Walker and Webb, 1998 ) It became accepted that ‘segregated ‘ education/'special schools was the safe and reasonable manner frontward to run into the demands of kids with SEN ; farther, this format of schooling safeguarded the instruction of mainstream students in ‘ordinary ‘ schools, so the 1944 Education Act scripted an highly segregative station war instruction system. It was non until the mid-1960 ‘s when grounds showed deficiency of success in the system that opinions began to alter and instruction looked toward ‘integration ‘ and inclusion ( Thomas et al. , 1998 ) . Given so that the intent of inclusion within instruction is that students with SEN are integrated into mainstream instruction it is of import here to observe the difference between integrating and inclusion. The term ‘Integration ‘ was introduced in 1978 in the Warnock Report and referred to the thought of incorporating kids with SEN into a common educational model. The thought has since progressed to include all kids, non merely those with an identified SEN, but kids from all minority groups irrespective of gender, ethnicity or circumstance [ poorness ] so that a to the full inclusive instruction should be to the full inclusive of all kids and is seen to encompass diverseness. ( Warnock Report ‘special educational demands ‘ 1978 chapter 7 ) ( House of Commons: Select Committee on Education and Skills Third ReportA A 2006 ) Clarification of inclusion policy: Specifying inclusion p58 ) .Inclusive instruction‘Promoting excellence in instruction and underta king disadvantage demands we personalise learning and acquisition and back strong, advanced leading in schools ‘ Ed Balls, Secretary of State for Children, Schools and Families July 2007 – nowadays[ 3 ] ECM – Address to the National Children ‘s Bureau, 23rd July, 2007 The rule and patterns of inclusive instruction hence suggests that all students in a school, irrespective of their strengths or failings in any country, go portion of the school community ; that they are included in the feeling of belonging among other students, instructors, and back up staff farther, schools have a legal duty to educate all regardless of gender, ethnicity or circumstance in mainstream schools. Interrupting the nexus ( DSCF, 2009 ) identified that a FSM student is besides more likely to hold been identified with particular educational demands ( SEN ) and will be more likely to hold a CoP[ 4 ]statement or categorised as School Action or SA+ , it is possible that this group will besides be of a group of BEM or BESD[ 5 ]which have besides been identified as an under executing societal group. It is by and large considered that there is a relationship between these factors and intercessions such as individualized acquisition, as identified within the QCA model for inclusion, is critical to adhere to in order for advancement. For these identified groups, inclusion is non needfully merely understanding that every student will non be working on the same larning aims as every other student within that group but that the teaching method will be about recognizing where distinction would be appropriate in order to back up and suit the different acquisition demands and manners of the social/learning group and that a elaborate attack to supervising their betterment is in topographic point in order that marks may be stretched and met. Personalised acquisition ( distinction ) therefore, will be cardinal to raising accomplishment and therefore should be a cardinal constituent to contracting the spread and working towards a civilization where a kid ‘s opportunities of success are non limited by their socio-economic background, gender, ethnicity or any disablement or circumstance. Working within the inclusive model nevertheless should non be viewed as a barrier for either student or staff ; inclusion needs to be viewed as a go oning procedure of interrupting down barriers and contracting the spread to educational attainment for all kids and immature people. There are a figure of Torahs turn toing favoritism in instruction and therefore support inclusive instruction in the UK. Arguably, the most of import piece of statute law passed in recent old ages is the Every Child Matters ( ECM ) policy which, launched in 2003, was published alongside the formal response to the study into the decease of Victoria Climbie[ 6 ]and gave rise to the 2004 Children ‘s act. ECM covers kids and immature grownups up to the age of 19 ( or 24 for those with disablements ) and is the Government ‘s purpose is for every kid, whatever their background or circumstance, to hold the support needed to: Be healthy Stay safe Enjoy and accomplish Make a positive part Achieve economic wellbeing The ECM policy focussed on Inclusive Education & A ; Equality of Opportunity and placed high on the docket 3 chief countries: Human Rights – Childs have a right to larn and play together, they should non be discriminated against and inclusion is concerned with bettering schools for both students and staff likewise Equal Opportunities in Education – Children do better in inclusive scenes ( academically and socially ) , they should non necessitate to be separated in order to accomplish equal academic position and inclusive instruction is a more effectual usage of resources Social Opportunities – inclusive instruction is on portion of inclusion in society, kids need to be involved with all their equals. Assuming so that ECM and the 2004 Children ‘s act are back uping and approving inclusion, it is interesting to observe that there is grounds to propose, through the attainment spread, that societal minority groups, despite advancement and the inclusion and integrating advocated in the Warnock Report, are still under accomplishing and, that the construct of inclusive instruction is still discussed as though it applies merely to kids with an identified SEN and is non taking history of all societal minority groups, but as identified in the ‘Index for Inclusion ‘ below, it does, in fact, have a much wider range, inclusion in instruction involves: ( Booth and Ainscow 2000 ) Valuing all pupils and staff every bit. Increasing the engagement of pupils in, and cut downing their exclusion from, the civilizations, course of study and communities of local schools. Restructuring the civilizations, policies and patterns in schools so that they respond to the diverseness of pupils in the vicinity. Reducing barriers to larning and engagement for all pupils, non merely those with damages or those who are categorised as ‘having particular educational demands ‘ . Learning from efforts to get the better of barriers to the entree and engagement of peculiar pupils to do alterations for the benefit of pupils more widely. Sing the difference between pupils as resources to back up acquisition, instead than every bit jobs to be overcome. Admiting the right of pupils to an instruction in their vicinity. Bettering schools for staff every bit good as for pupils. Underscoring the function of schools in edifice community and developing values, every bit good as in increasing accomplishment. Fostering reciprocally prolonging relationships between schools and communities.Poverty and the effects on instructionIt is the purpose of this and subsequent authoritiess to raise accomplishment for all students and to interrupt the nexus between disadvantage [ poorness ] and low educational attainment. In 1999, the [ so ] authorities pledged to halve child poorness by 2010 and eliminate it by 2020, in response to this, in 2008 the authorities published a paper: Ending Child Poverty – Making it Happen 2008 underscoring their committedness to guarantee non merely that each consecutive coevals is able to derive better occupations, but that everyone has the opportunity to accomplish their possible, no affair what their background, farther the paper announced that a kid poorness Bill will be introduced in 2009. The Child Poverty Act 2010[ 7 ]ensures that sustained action must be taken to undertake child poorness by this, and hereafter, authoritiess, by devolved disposals, and by local authorities and their spouses. The act sets marks associating to the obliteration of kid poorness, and to do other proviso about child poorness. The Bill provides a statutory footing to the committedness made in 1999 and to make a model in which to supervise advancement at a national and local degree. Relevant to poorness and instruction nevertheless, is section 26 of the act which makes an amendment to the of the Education Act 1996 and gives the Secretary of State an order-making power to widen eligibility for free school repasts ( FSM ‘s ) if the kid meets prescribed conditions and the kid ‘s parent is in reception of a prescribed benefit or allowance. ( Child Poverty Act, 2010 ) Research carried out by the Joseph Rowntree Foundation in 2007 reinforced that the links between poorness and instruction were clear but complicated and that to interrupt the established relationship between poorness and hapless educational results required a alteration to the implicit in constructions ( Raffo, Dyson, Gunter, Hall, Jones, Kalambouka JRF A Review of research on the links between instruction and Poverty, September 2007 ) . Since so and with the coming of the Child Poverty Act and the End Child Poverty Campaign, inroads have been made and some 500,000 kids have been lifted out of poorness[ 8 ]nevertheless, there are still presently 4 million kids in the UK life in poorness, as defined above, which equates to an overpowering 30 % of kids all within the UK, farther, the UK has one of the worst rates of child poorness in the industrialized universe. It could be argued therefore that poorness has the ability to befog the possible and chance of a kid and hence limit the life opportunities of the kid. Evidence suggests that poorness has the capableness of determining a kid ‘s development ; before making the age of 2 ; a kid from a poorer household is more likely to be demoing lower degrees of attainment than that of a kid from a better off household and that kids turning up in poorness are more likely to go forth school at 16 with fewer makings ( End Child Poverty ; 2010 ) . In the preface to Removing Barriers to Achievement ( DfES, 2004 ) a set of specific educational ends were expressed. Chiefly, instruction is targeted as a agency to incorporate persons into society and to learn them the accomplishments necessary to take part contribute and achieve their possible. Therefore it can be assumed that the impression of inclusive instruction is a basic human right of every kid regardless of circumstance. Given so that the chance for full clip instruction is available for all and, that under international human rights jurisprudence ( and, in peculiar, Articles 28 and 29 of the UN Convention on the Rights of the Child ( 1989 ) which cover the right to instruction ) , the UK has an duty to supply [ inclusive ] instruction for all kids. ( UN Convention on the Rights of the Child: 1989 ) If it is the instance so, that ‘the right of the kid to instruction, and with a position to accomplishing this right increasingly on the footing of equal chance ‘ ( Article 28 ) , it is interesting to observe that on mean hapless kids score less good on a scope of educational steps such as reading trials in early old ages and GCSE consequences in secondary instruction, foregrounding the predicament of poorness in instruction. With the statement made in the: Ending Child Poverty papers [ to guarantee non merely that each consecutive coevals is able to derive better occupations, but that everyone has the opportunity to accomplish their possible, no affair what their background ] it must follow, hence, that portion of the reply lies in instruction as the way to a better occupation lies with makings. During the last 10 old ages schools, nationally, have benefited from authorities investing and statistics show that the attainment spread is shuting nevertheless, grounds shows that there is still a nexus between household income and accomplishment. Approximately 15 % of all students are entitled to FSM ‘s but as demonstrated [ below ] , these students are less likely to acquire 5 good ACEM[ 9 ]compared to those students non in reception of FSM. For that ground, poorness and want remain an on-going country of concern. ( DCSF: Interrupting the Link, 2009 ) The importance so of FSM ‘s for eligible students should non be under estimated as a agency to shuting the spread in educational attainment as, to mention back to the UN Convention on the Rights of the Child ( 1989 ) , article 27 provinces that no kid in the UK should travel hungry. Abraham Maslow is known for set uping the theory of a hierarchy of demands, which places, in a pyramid, the order basic demands need for motive. At the underside, are the physical demands which, although basic, we will non work comfortably without. The basic human demand is for nutrient, H2O and slumber. The center of the pyramid trades with the emotion and at the really top is self fulfillment. Using this theory illustrates and reinforces the importance of FSM ‘s for students eligible as without their basic demand met students will non work to the best of their ability as demonstrated below. Assuming so that, a kid is fed, research has shown that there is a important and immediate consequence of diet on behavior, concentration and cognitive ability. Areas straight associating to educational attainment affected by nutrition have been identified as: Developmental upsets e.g. dyslexia and dyspraxia, Memory Concentration Intelligence Attention span Attention-Deficit-Hyperactivity Disorder Aggression Accomplishment ( Sorhaindo, A. & A ; Feinstein, L. 2006 ‘What is the relationship between kid nutrition and school outcomes? ‘ Wider Benefits of Learning Research Report No 18. Centre for Research of Wider Benefits of Learning ) p 7, 11. If it is the instance so that nutrition has a clear impact on the public presentation of a student, it must hence be of premier importance to guarantee that all students entitled to FSM are in reception of them. In add-on to the above, nutrition is besides believed to impact upon behavior, which has the potency besides to impact school public presentation and interaction with equals, and compromise self-pride ( Sorhaindo et.al. , 2006 ) However, research carried out for the DCSF by the Key Stage 2 & A ; 4: National Indicator Set has shown that where students are in reception of FSM academic attainment is lower at every key phase ( as the focal point group identified is secondary students, relevant statistics merely are identified ) . By the sheer fact that a student is entitled to FSM indicates that they are from a household whose parents or carers are in reception of benefit and are hence are on low income and are entitled to use to their local authorization to claim FSM ‘s. The usage of the Income Deprivation Affecting Children Index ( IDACI ) is used in order to find FSM eligibility. This nevertheless, this is by no means a perfect system, as it misses out kids from households who do non use for all the benefit to which they are entitled ; in so making pushes the household farther into economic pandemonium as tiffins that need non needfully be paid for now become, unnecessarily, portion of the household budget. ( DCSF: Want and Education 2009 ) An attainment spread ( measured by students entitled to FSM ) is measured at each cardinal phase ; it begins at cardinal phase 1 and additions at each key phase through instruction. By the terminal of cardinal phase 4, research has shown that there was a 29 per centum point spread between FSM and non FSM students in English and a 28 per centum point spread in maths. This equates to a non FSM student holding over three times the odds of accomplishing an A*-C class in these topics compared to an FSM student. In 2007 Merely 21 % of FSM students achieved 5 ACEM[ 10 ], compared to 49 % of non FSM students. This figure had narrowed somewhat from the statistics available for 2003, whereby a non FSM student had 3.8 times the odds of accomplishing 5+ACEM, but this ratio has fallen over clip to merely 3.1 in 2007. ( DCSF: Want and Education 2009 ) . With a nexus in educational attainment holding been identified and linked to amongst others, poorness and FSM ‘s it is necessary to look at how this spread can be narrowed ; for every bit long as poorness exists in childhood there will be an addition in the hazard of grownup poorness. Intergenerational rhythms of poorness are non unbreakable or inevitable, but alterations need to be implemented or there will be a hazard that, in future old ages, the spread in attainment will impact on society, as there will be kids go forthing instruction with fewer accomplishments required by employers when come ining into the work force, which will finally impede economic growing. There is grounds to propose that poorness need non be the cause to achievement or attainment. Research carried out by Jason Strelitz, policy adviser on UK kid poorness for Save the Children, showed that with successful fiscal and policy intercession by national authorities ‘poverty ‘ as a cardinal barrier to educational attainment can be eliminated ( Jason Strelitz, The Guardian Newspaper, Thursday 21 August 2008 ) . It has been shown and is acknowledged that FSM ‘s are a clear indexs of public presentation nevertheless, in London in 2007, the mean attainment spread of kids on FSM and non FSM ‘s was 27 per centum points, the spread in public presentation between kids on FSM in the best authorization and the worst was wider still ; 37 per centum points proposing that it is non FSM in isolation entirely that is seen as a barrier but geographics and ZIP code. To exemplify ; two contrasting London boroughs: Kensington and Chelsea, with few kids on FSM, besides Tower Hamlets, who had the highest proportion of kids on FSM anyplace in the state. In 1998 Tower Hamlets ranked as one of lowest-performing governments in the state for educational attainment ; 10 old ages subsequently their consequences were above norm across the board and, for the poorest kids among the really best. It appeared the reply for Tower Hamlets was investing. During the 10 twelvemonth period identified, investing and e ducational enterprises were focused on deprived countries and the consequences were outstanding. With the exclusion of one, all of the 30 local governments that were identified saw betterment in their GCSE attainment since 1998. All, saloon one, had above mean per-pupil support. ( Strelitz, 2008 ) . This clearly demonstrates how investing in instruction can work to contract the spread in attainment and that poorness, is non needfully a barrier to instruction. However, it should be remembered that the investing has been made in the educational system/framework non the person and that the kids themselves, due to household circumstance, are still really in poorness although the chance of a good/better instruction has been afforded them and which will be the key to their hereafter and the chance for them to travel on into higher instruction or employment giving them the chance of interrupting intergenerational rhythms of poorness. It is clear so from the above that jobs within the instruction system have been identified and are being addressed, through statute law thrust and frontward thought as fiscal investing entirely will non work out the job, nevertheless, it does bespeak that the job can be solved. Working on the guidelines for alteration recommended in ECM the authorities has produced a series of documents aimed at sketching the manner frontward to contract the spread for specific groups. June 2009 saw the publication of the current authoritiess ‘ white paper: Building a twenty-first Century School System along with Interrupting the Link. Constructing a twenty-first Century School System proposes the manner forward for instruction. It paperss how this and future authoritiess will construct on the bing school system to make a new system that will supply an instruction that is able to move in response to the challenges of society. Further it looks at and endorses a wholly inclusive educational system taking to interrupt the nexus between want, disadvantage, disablement and low educational attainment and so impacts upon intergenerational poorness as discussed above and where every kid, irrespective of gender, ethnicity or circumstance [ poorness ] will hold the chance to develop and derive the accomplishments necessary to win in the of all time altering planetary clime. ( DCSF: twenty-first Century School System ) One component of the twenty-first Century School is ‘Extended ‘ services within schools. This has now been implemented in 72 % of schools countrywide and it is intended that by the terminal of 2010 all schools will offer ‘extended ‘ school services. The purpose being, to hold integrated wellness and societal attention on site every bit good as kid attention and after school installations ; thereby guaranting that jobs which may potentially stand in the manner of students larning are more easy and readily cover with. However, informations to day of the month shows that whilst consciousness of and satisfaction with services among parents is comparatively high, there remains a engagement spread between FSM eligible students and those non eligible, with non FSM demoing typically a 10 % higher engagement rate. The issue hence is to farther promote the deprived groups and, in peculiar those eligible for FSM, to take part and do usage of the offer. The engagement spr ead indicates that kids from poorer backgrounds are less likely than their equals to hold used to such installations and are hence less likely to province that the service meets their demands on the other manus the information shows clearly that advancement is being been made in enabling deprived kids to take part in quality after school activities, but that more demands to be done to maximize the benefits of these activities to convey this groups battle with acquisition. ( DSCF: Interrupting the Link, 2009 )DecisionIt is non poverty entirely that is the barrier to educational accomplishment. Poverty is circumstance. This and subsequent authoritiess can, and should put in instruction in order to give our kids the chance they need to interrupt away from intergenerational poorness and to shut the spread in educational accomplishment and societal inclusion. While kids are denied their basic human right of an instruction – equal for all, no affair their current circumstance, they will stay in poorness. Bettering life opportunities through instruction, for all, is non an unrealistic aspiration but does demand the committedness of policymakers, both national and local, schools, spouse bureaus and parents to work together, to be focused on presenting alteration for all. As Nelson Mandela broke through his barrier and proved that race need non keep back accomplishment, this state excessively can interrupt down barriers ; kids from all backgrounds can accomplish – poorness does non and should non be a barrier to attainment.