The Tequesta Tribe

The Tequesta was a small, peaceful native American tribe. They were the first tribe in south Florida and they lived in Biscayne bay which is now present day Miami dade county and half of Broward county they also had some small island in the Miami keys. They built many villages at the mouth of the Miami River and along the coastal islands. The chief lived in the main village at the mouth of the Miami River. The Tequesta lived in Huts. like many other tribes in Florida the houses were built with wooden posts, raised floors, and roofs thatched with palmetto leaves. uring the year the main village relocated to barrier islands or to the Florida Keys during mosquito season which lasted about three months. They wore light clothing The men wore a sort of loincloth made from deer hide while the women wore skirts of spainsh or plant fibers hanging from a belt. The Tequesta native American tribe were hunters and gatherers. They relied mainly on fish, shellfish, nuts, and berries for food. The m en caught sharks, sailfish, sea cows which is a manatee. TheTequesta men also consumed cassina known by the black drink which drunk on important rituals. while the women and children gathered clams, conchs, oysters, and turtle eggs in the shallow waters. The manatee was considered a delicacy and served mainly to the chiefs and other important leaders. In the Everglades, they hunted bear, deer, wild boar, and small mammals. The Tequesta used shells and sharks' teeth for a variety of tools. These included hammers, chisels, fishhooks, drinking cups, and spearheads.Sharks' teeth were used to carve out logs to make canoes The Tequesta language may have been closely related to the language of the calusa of the southwest Florida coast and the Mayamis who lived around lake okeechobee in the middle of the lower Florida peninsula. The Tequesta were once thought to be related to the Taino, the Arawakin people of the Antilles. The Tequestas had many weird customs such as: when they bury their c hiefs, they buryed the smallbones with the body and put the large bones in a box for the village people to adore and hold as heir gods. They also stripped the flesh from the bone, burned the flesh and then gave the cleaned bones to the dead chief's relatives, with the larger bones going to the closest person. The miami circle is the site of a known Tequesta village south of the mouth of the Miami River . Ithas of 24 large holes or basins, and many smaller holes, which have been cut into bedrock. Together these holes form a circle approximately 38 feet in diameter. Other arrangements of holes are apparent as well.The Circle was discovered during an archeological survey of a site being cleared for construction of a high-rise building. Charcoal samples collected in the circle have been radiocarbon dated to approximately 1,900 years ago. The tequesta were second in power among the small tribes of Florida’s southeast coast. To the northwere the Jeaga and Jobe, and to the west and southwest were the powerful Calusa. According to historians of the early 20th century the chief of the Tequesta was related to the chief of the Calusa.The first record of European contact with the Tequesta was in 1513, by Juan Ponce de Leon when he discovered florida's coast. During the 1500s, Europeans began arriving in Florida. At first the Tequesta did not welcome these new visitors. But before long, the Europeans won their friendship by bribing them by bringing gifts of colored cloth, knives, and rum. The Tequesta numbered about 800, but they started to die out as a result of settlement battles, slavery, and disease. By the 1800s the Tequesta tribe had only a few survivors.

Pest Analisis for Any Fast Food Resturent

Advance Professional Diploma in â€Å"Strategic Hospitality Management† Assessment: Labour market strategy; 1) Define labour Market: Labour markets exist on two levels; factual and perceptual. At any one time, people will be seeking employment or trying to change their jobs. Simultaneously, employers will be seeking new employees. Wage rates will be set, recruitment policies implemented, people will need training, people will have to move. This is the daily life of labour market. (Smith, A. 1976 ). ) List three labour market factors: a) Skills Shortages b) age c) overseas staffing. 3) a) Skills shortages :With the rapidly changing nature of the workforce and labour market, including skills shortage and the raised expectations of working people, job design now has to consider a wider range of factors than merely designing the task and work content of jobs. Job designers, i. e. most managers, will need to focus more than before on the conditions of work rather than just the job content.Such issues will include more flexible working hours, providing support for women returners, more autonomy, etc. in addition to eliminating menial tasks requiring scarce skills. Other dimensions include the need to ensure that forms of discrimination are not created or perpetuated, intentionally or unintentionally, through job design. (Michael J. Biella, Steven G Turner 2005 b) Age: Both the young and old sometimes feel that they do not get the respect they deserve.They need to know what is going in the department and how well they are doing their jobs, just like anyone else. Make them feel like part of the team. Young workers want to do work they consider worthwhile and have fun doing it. They want their supervisors to listen to them, to let them participate in decision making. Not surprisingly, they do not want supervisors to bark orders military-style. They like to have time and money invested into their training and development. Do not have higher expectations of older a dults than of their peers, and don’t patronize them. Pest Analisis for Any Fast Food Resturent Advance Professional Diploma in â€Å"Strategic Hospitality Management† Assessment: Labour market strategy; 1) Define labour Market: Labour markets exist on two levels; factual and perceptual. At any one time, people will be seeking employment or trying to change their jobs. Simultaneously, employers will be seeking new employees. Wage rates will be set, recruitment policies implemented, people will need training, people will have to move. This is the daily life of labour market. (Smith, A. 1976 ). ) List three labour market factors: a) Skills Shortages b) age c) overseas staffing. 3) a) Skills shortages :With the rapidly changing nature of the workforce and labour market, including skills shortage and the raised expectations of working people, job design now has to consider a wider range of factors than merely designing the task and work content of jobs. Job designers, i. e. most managers, will need to focus more than before on the conditions of work rather than just the job content.Such issues will include more flexible working hours, providing support for women returners, more autonomy, etc. in addition to eliminating menial tasks requiring scarce skills. Other dimensions include the need to ensure that forms of discrimination are not created or perpetuated, intentionally or unintentionally, through job design. (Michael J. Biella, Steven G Turner 2005 b) Age: Both the young and old sometimes feel that they do not get the respect they deserve.They need to know what is going in the department and how well they are doing their jobs, just like anyone else. Make them feel like part of the team. Young workers want to do work they consider worthwhile and have fun doing it. They want their supervisors to listen to them, to let them participate in decision making. Not surprisingly, they do not want supervisors to bark orders military-style. They like to have time and money invested into their training and development. Do not have higher expectations of older a dults than of their peers, and don’t patronize them.

Genres Of Literature Essay

Genres of literature are important to learn about. The two main categories separating the different genres of literature are fiction and nonfiction. There are several genres of literature that fall under the nonfiction category. Nonfiction sits in direct opposition to fiction. Examples from both the fiction and nonfiction genres of literature are explained in detail below. This detailed genres of literature list is a great resource to share with any scholars. Types of Nonfiction: Narrative Nonfiction is information based on fact that is presented in a format which tells a story. Essays are a short literary composition that reflects the author’s outlook or point. A short literary composition on a particular theme or subject, usually in prose and generally analytic, speculative, or interpretative. A Biography is a written account of another person’s life. An Autobiography gives the history of a person’s life, written or told by that person. Often written in Narrative form of their person’s life. Speech is the faculty or power of speaking; oral communication; ability to express one’s thoughts and emotions by speech, sounds, and gesture. Generally delivered in the form of an address or discourse. Finally there is the general genre of Nonfiction. This is Informational text dealing with an actual, real-life subject. This genre of literature offers opinions or conjectures on facts and reality. This includes biographies, history, essays, speech, and narrative nonfiction. Nonfiction opposes fiction and is distinguished from those fiction genres of literature like poetry and drama which is the next section we will discuss. Genres of Fiction: Drama is the genre of literature that’s subject for compositions is dramatic art in the way it is represented. This genre is stories composed in verse or prose, usually for theatrical  performance, where conflicts and emotion are expressed through dialogue and action. Poetry is verse and rhythmic writing with imagery that evokes an emotional response from the reader. The art of poetry is rhythmical in composition, written or spoken. This genre of literature is for exciting pleasure by beautiful, imaginative, or elevated thoughts. Fantasy is the forming of mental images with strange or other worldly settings or characters; fiction which invites suspension of reality. Humor is the faculty of perceiving what is amusing or comical. Fiction full of fun, fancy, and excitement which meant to entertain. This genre of literature can actually be seen and contained within all genres. A Fable is a story about supernatural or extraordinary people Usually in the form of narration that demonstrates a useful truth. In Fables, animals often speak as humans that are legendary and supernatural tales. Fairy Tales or wonder tales are a kind of folktale or fable. Sometimes the stories are about fairies or other magical creatures, usually for children. Science Fiction is a story based on impact of potential science, either actual or imagined. Science fiction is one of the genres of literature that is set in the future or on other planets. Short Story is fiction of such briefness that is not able to support any subplots. Realistic Fiction is a story that can actually happen and is true to real life. Folklore are songs, stories, myths, and proverbs of a person of â€Å"folk† that was handed down by word of mouth. Folklore is a genre of literature that is widely held, but false and based on unsubstantiated beliefs. Historical Fiction is a story with fictional characters and events in a historical setting. Horror is an overwhelming and painful feeling caused by literature that is frightfully shocking, terrifying, or revolting. Fiction in which events evoke a feeling of dread in both the characters and the reader. A Tall Tale is a humorous story with blatant exaggerations, swaggering heroes who do the impossible with an here of nonchalance. Legend is a story that sometimes of a national or folk hero. Legend is based on fact but also includes imaginative material. Mystery is a genre of fiction that deals with the solution of a crime or the unraveling of secrets. Anything that is kept secret or remains unexplained or unknown. Mythology is a type of legend or traditional narrative. This is often based in part on  historical events, that reveals human behavior and natural phenomena by its symbolism; often pertaining to the actions of the gods. A body of myths, as that of a particular people or that relating to a particular person. Fiction in Verse is full-length novels with plot, subplots, themes, with major and minor characters. Fiction of verse is one of the genres of literature in which the narrative is usually presented in blank verse form. The genre of Fiction can be defined as narrative literary works whose content is produced by the imagination and is not necessarily based on fact. In fiction something is  feigned, invented, or imagined; a made-up story. Basic Parts of Essay Introductory Paragraph The introductory paragraph accomplishes three purposes: it captures the reader’s interest, it suggests the importance of the essay’s topic, and it ends with a thesis sentence. Often, the thesis sentence states a claim that consists of two or more related points. For example, a thesis might read: A college essay has an introductory paragraph, several body paragraphs, and a concluding paragraph. You are telling the reader what you think are the most important points which need to be addressed in your essay. For this reason, you need to relate the introduction directly to the question or topic. A strong thesis is essential to a good essay, as each paragraph of your essay should be related back to your thesis or else deleted. Thus, the thesis establishes the key foundation for your essay. A strong thesis not only states an idea, but also uses solid examples to back it up. A weak thesis might be: Wikipedia is a powerful resource in many ways. As an alternative, a strong thesis for the same topic would be: Wikipedia is a powerful resource because it allows users with knowledge in a specific area toshare  their knowledge, because it allows users to quickly find information about a vast array of topics, and because studies have confirmed that it is as accurate as any other encyclopedia. Then, you could separate your body paragraphs into three sections: one explaining the open-source nature of the project, one explaining the variety and depth of information, and a final one using studies to confirm that Wikipedia is indeed as accurate as other encyclopedias. Tips Often, writing an introductory paragraph is the most difficult part of writing an essay. Facing a blank page can be daunting. Here are some suggestions for getting started. First, determine the context in which you want to place your topic. In other words, identify an overarching category in which you would place your topic, and then introduce your topic as a case-in-point. For example, if you are writing about dogs, you may begin by speaking about friends, dogs being an example of a very good friend. Alternatively, you can begin with a sentence on selective breeding, dogs being an example of extensive selective breeding. You can also begin with a sentence on means of protection, dogs being an example of a good way to stay safe. The context is the starting  point for your introductory paragraph. The topic or thesis sentence is the ending point. Once the starting point and ending point are determined, it will be much easier to connect these points with the narrative of the opening paragraph. A good thesis statement, for example, if you are writing about dogs being very good friends, you could put: A dog is an example of a very good friend because X, Y, and Z. Here, X, Y, and Z would be the topics explained in your body paragraphs. In the format of one such instance, X would be the topic of the second paragraph, Y would be the topic of the third paragraph,  and Z would be the topic of the fourth paragraph, followed by a conclusion, in which you would summarize the thesis statement. Example As we travel through our lives, we will identify many people as friends. In truth, most of these individuals are simply acquaintances. They will enter and depart from our existences as matters of mutual convenience. True friends will be there for you always. There is no friend truer than a dog. Identifying a context can help shape the topic or thesis. Here, the writer decided to write about dogs. Then, the writer selected friends as the context, dogs being good examples of friends. This shaped the topic and narrowed the focus to dogs as friends. This would make writing the remainder of the essay much easier because it allows the writer to focus on aspects of dogs that make them good friends. Body Paragraphs Each body paragraph begins with a topic sentence. If the thesis contains multiple points or assertions, each body paragraph should support or justify them, preferably in the order the assertions originally stated in the thesis. Thus, the topic sentence for the first body paragraph will refer to the first point in the thesis sentence and the topic sentence for the second body paragraph will refer to the second point in the thesis sentence. Generally, if the thesis sentence contains three related points, there should be three body paragraphs, though you should base the number of paragraphs on the number of supporting points needed. If the core topic of the essay is the format of college essays, the thesis sentence might read: A college essay has an introductory paragraph, several body paragraphs, and a concluding paragraph. The topic sentence for the first body paragraph might read: The first paragraph of an essay is the introductory paragraph. Sequentially, the topic sentence for the second body paragraph might read: The introductory paragraph is followed by several body paragraphs. And the topic sentence for the third body paragraph might read: The college essay’s final paragraph is its concluding paragraph. Everybody paragraphs uses specific details, such as anecdotes, comparisons and contrasts, definitions, examples, expert opinions, explanations, facts, and statistics to support and develop the claim that its topic sentence makes. Tips When writing an essay for a class assignment, make sure to follow your teacher or professor’s  suggestions. Most teachers will reward creativity and thoughtful organization over dogmatic adherence to a prescribed structure. Many will not. If you are not sure how your teacher will respond to a specific structure, ask. Organizing your essay around the thesis sentence should begin with arranging the supporting elements to justify the assertion put forth in the thesis sentence. Not all thesis sentences will, or should, lay out each of the points you will cover in your essay. In the example introductory paragraph on dogs, the thesis sentence reads, â€Å"There is no friend truer than a dog. † Here, it is the task of the body paragraphs to justify or prove the truth of this assertion, as the writer did not specify what points they would cover. The writer may next ask what characteristics dogs have that make them true friends. Each characteristic may be the topic of a body paragraph. Loyalty, companionship, protection, and assistance are all terms that the writer could apply to dogs as friends. Note that if the writer puts dogs in a different context, for example, working dogs, the thesis might be different, and they would be focusing on other aspects of dogs. It is often effective to end a body paragraph with a sentence that rationalizes its presence in the essay. Ending a body paragraph without some sense of closure may cause the thought to sound incomplete. Each body paragraph is something like a miniature essay in that they each need an introductory sentence that sounds important and interesting, and that they each need a good closing sentence in order to produce a smooth transition between one point and the next. Body paragraphs can be long or short. It depends on the idea you want to develop in your paragraph. Depending on the specific  style of the essay, you may be able use very short paragraphs to signal a change of subject or to explain how the rest of the essay is organized. Do not spend too long on any one point. Providing extensive background may interest some readers, but others would find it tiresome. Keep in mind that the main importance of an essay is to provide basic background on a subject and, hopefully, to spark enough interest to induce further reading. Example A true friend will be there for you whenever you need them. Any dog owner will say that there is nobody that will stick with you through thick and thin as much as a dog. My own dog can barely contain her joy when I come home from a hard day. Regardless of my mood, and my attitude towards her, she is always happy when I am home, and that is usually enough to make me feel better about everything. True friends will help you when you are in need. Whether it is to protect their owner against some sort of threat or to help a blind person walk across the street, dogs are the most reliable companion a person could have. Few villains would attack a person walking a dog at night, and statistics show that homes with dogs are among the least likely to be broken into. The above example is a bit free-flowing and the writer intended it to be persuasive. The second paragraph combines various attributes of dogs including protection and companionship. Here is when doing a little research can also help. Imagine how much more effective the last statement would be if the writer cited some specific statistics and backed them up with a reliable reference. Concluding Paragraph The concluding paragraph usually restates the thesis and leaves the reader something about the topic to think about. If appropriate, it may also issue a call to act, inviting the reader to take a specific  course of action with regard to the points that the essay presented. Aristotle suggested that speakers and, by extension, writers should tell their audience what they are going to say, say it, and then tell them what they have said. The three-part essay model, consisting of an introductory paragraph, several body paragraphs, and a concluding paragraph, follows this strategy. Tips As with all writing, it is important to know your audience. All writing is persuasive, and if you write with your audience in mind, it will make your argument much more persuasive to that particular audience. When writing for a class assignment, the audience is your teacher. Depending on the assignment, the point of the essay may have nothing to do with the assigned topic. In most class assignments, the purpose is to persuade your teacher that you have a good grasp of grammar and spelling, that you can organize your thoughts in a comprehensive manner, and, perhaps, that you are capable of following instructions and adhering to some dogmatic formula the teacher regards as an essay. It is much easier to persuade your teacher that you have these capabilities if you can make your essay interesting to read at the same time. Place yourself in your teacher’s position and try to imagine reading one formulaic essay after another. If you want yours to stand out, capture your teacher’s attention and make your essay interesting, funny, or compelling. Example It is no accident that many people consider their dogs as part of their family. Just like every other member, dogs contribute to the happiness and well-being of the home, making the burdens of caring for them well worth the effort. Dogs deserve love and respect every bit as much as they love and respect us. After all, what more can a friend be? In the above example, focus shifted slightly and talked about dogs as members of the family. Many would suggest it departs from the logical organization of the rest of the essay, and some teachers may consider it unrelated and take points away. However, contrary to the common wisdom of â€Å"tell them what you are going to say, say it, and then tell them what you have said,† you may find it more interesting and persuasive to shift away from it as the writer did here, and then in the end, return to the core point of the essay. This gives additional effect to what an audience would otherwise consider a very boring conclusion.

Does Economical Crisis Effect Consumer Behavior Dissertation

Does Economical Crisis Effect Consumer Behavior - Dissertation Example This study will greatly benefit different parties for instance; current investors, potential investors, scholars, the government and consumers themselves. The current players in these industries will be able to gain knowledge on how their products are faring in the market and with this they are able to develop strategies on how to improve their position. To scholars, this study will enable them to gain knowledge as well as understanding as to why luxury brands are still being purchased despite the economic crisis. The government will also gain a better understanding of the standards of living and with this develop suitable policies. For the potential investors, they are well-equipped to make decisions concerning venturing into such industries. Lastly, the study will also provide essential data.The ImpactAccording to Smith (2009), as most consumers struggle to fit in the economic crisis, most companies have realized the opportunity for capturing the changing consumers’ profile. This is by offering lower priced products, a strategy for continuity and winning consumers. Sullivane (2008) informs that new products should enter the market at low prices and be promoted through special offers or free samples. Not very long ago, luxury was beyond most people’s reach and it was mostly available to the elite. For example, Louis Vuitton was once renowned for making products solely for European aristocrats. Compare this to the current situation where its logo-ridden products are worn the world-over by teenagers.

Maritime piracy along Malacca straits 800-1830 Research Paper

Maritime piracy along Malacca straits 800-1830 - Research Paper Example Privateering under the Dutch was initially started in the 1600s as a weapon of war in the Malay Peninsula against the Iberian army which was perceived to be threatening the Dutch’s strategic frontlines and may potentially cripple the Dutch’s trade in the region. Privateering was considered legitimate according to the laws of war at that time since privateers operate with company licenses or a letter from a marque stating privateers can only attack and seize enemy ships. This paper investigates how the Dutch, other European countries and native Sultans employed privateering as a legitimate operation in war. Therefore, privateering activities along the Malay Peninsula in the 19th century, was instrumental in the development of piracy activities, mainly motivated by trade activities between the Europe and the Asian, and which were responsible for promoting piracy activities along he Malay Peninsula. This paper also investigates the effects of piracy activities on both the Europeans and natives, and how both parties viewed such piracy activities which are often in contrary to each other, resulting in tensions between them. Privateering is a concept closely linked to just war, and was designed to work from a legal perspective in the high seas.4 Since the 17th century, Europeans had made their way in the Malaysian Peninsula and developed sets of rules that explained how, and under which conditions such privateering activities were to be carried out; the Dutch were the main European powers behind privateering. To ensure adherence to legal limits, privateers had only to operate under a letter of marque and reprisal, which was only issued if such groups showed evidence of loss suffered as a result of their enemies.5 These groups were therefore allowed to seize such enemy vessels along the peninsula, and covert such goods as a ransom for

International Issues in Management and Employment Relations Essay

International Issues in Management and Employment Relations - Essay Example It is recognized that Human Resource Management (HRM) problems are more complex in the international environment. A cultural difference in the home country to the country of assignment is quite learning for expatriate before he/she makes the decision to take on the project (Covin 1999). There is emphasis on cultural awareness training as part of the pre-departure training. This training is required where there’s a huge difference in the culture. Cultural issue takes the basis of any discussion that centers on the premise of providing oneness and unity within the human resources management undertakings and these have profound effects on the overall results that have already been envisaged by the human resource specialists beforehand. 1. Power Distance means the less powerful members of organizations accept and expect that power is distributed unequally. In high power distance countries, such as India, Mexico and South Korea, employees always accept and obey superior therefore the organization structure is centralized and tall. On the other hand, the structure of low power distance countries, for instance Finland, Ireland and Austria, is flat and decentralized. 2. Individualism refers to every person is expected to look after himself or herself and immediate family only. The high individualism countries, for example Canada, Sweden and the United State, usually are wealthy and more relevant to Protestant work ethic. In addition, there is more individual initiative and promotions depend on market value (Lazer 1971). On the collectivist side, people in communities are integrated and cohesive in groups and extended families, consisting of grandparents, aunts and uncles, always look after each other. The high collectivism countries, such as Pakistan and Indonesia, generally are poorer countries and concern Protestant work ethic less than high individualism countries (Hatch & Cunliff 2005). Furthermore,

Criminal Procedure in Regards to Search and Seizure Essay

Criminal Procedure in Regards to Search and Seizure - Essay Example Through the study of the differences between two cases that set precedent for the decision of State v. Randolph (2002) in Tennessee, including California v. Hodari D. (1991) and United States v. Mendenhall (1980), these circumstances will be addressed. Also discussed within this paper will be how these decisions impact both law enforcement officers in trying to carry out the duties of their jobs, and how those same decisions can affect those with mental health conditions when faced with search and seizure circumstances. Response Paper Number One: Criminal Procedure in Regards to Search and Seizure Differences in the Decisions Between California v. Hodari D (1991) and United States v. Menedenhall (1980) In the case of State v. Randolph (2002), as reviewed in the Memphis Law Review by Brent A. Heilig, the main issue to be dealt with is, in broad terms, the search and seizure of citizens. Though this practice, according to Mr. Heilig, is supported by Article I, Section 7 of the Tennesse e State Constitution, as well as the Fourth Amendment of the United States Constitution, it is frequently questioned and cited throughout the case. For purposes of precedent, as with most legal cases, two previously decided cases were given for comparison, United States v. Mendenhall (1980) and California v. Hodari D. (1991). ... Mendenhall (1980), the Supreme Court concluded that if a person believed they were free to leave at any time, they were not seized. This is fairly straightforward. If a person believes that they are not free to leave an area before, during, or after being detained by law enforcement, they have been seized. If they believe that they are free to leave, they are not. However, in the case of California v. Hodari D. (1991), the Supreme Court ruled that a person was not considered â€Å"seized† unless some form of physical restraint was directed at an individual by an officer, or the individual has yielded to some form of authority shown, thus introducing a subjective element. Even the wording of the California v. Hodari D. (1991) decision is subjective; while a â€Å"form of physical restraint† can be interpreted fairly easily, as law enforcement officers have such means at their disposal, the term â€Å"show of authority† cannot. It is not defined, exactly, what a sh ow of authority is, whether it is calling for a suspect to halt, activating flashing lights on a patrol car, or simply showing some form of identification as a law enforcement officer. Regardless, the main point is that if they do not submit, they are not considered seized. The second main difference highlighted between the two decisions is that instead of moving in a broader direction as far as seizure parameters were concerned, California v. Hodari D. (1991) moves in the other direction completely. As per United States v. Mendenhall (1980), all that is required to define a seizure is the belief by a person that they are not free to go. This defines a broach scope of seizure, and sets a precedent for future cases that can easily be applied. By its very nature, the phrase â€Å"not free to leave† can

To what extent is death socially orchestrated Essay

To what extent is death socially orchestrated - Essay Example It is in the remembrance of a loved one that death event is organised and celebrated, though it is manifested into the colours of grief and sorrow. Rather than confiscation, an ‘invisibility’ of sorts sets in, items being dispersed or located within secular ‘non-death’ settings where their significance remains vital only for the bereaved. The social celebration of death depends upon the relationships death set up as a tool for memory and material culture. Death can be understood as a life crisis which is estimated by some conjuncture of changes where transformations of the physical body, social relations and cultural configurations are set up by the society. A dying experience, death and the response of the society towards death acts as a phase of transition involving loss and adjustment (Peveto & Hayslip, 2005, p. 1), therefore death is treated differently in every culture, religion and race. Examining the ways in which memory comes into play, death provides the opportunity to analyse various aspects of the process of dying, mourning and grief. Facing death, either of the self or of others, has come to entail ritualised social practices that mobilise domains of material objects, visual images and written texts. In the West death experience is counted towards attending a diverse range of materials, which are not only associated with death in historical and contemporary contexts but are also concerned with the issues of metaphor, temporality, and social space, all of which impinge upon and shape memory as a cultural process and a social experience. The process of recognising death develops anthropological and historical perspectives that we find in memories at work in visual images of death, in textual forms and in rituals which we trace as interconnected fields, related in their focus on the body, its structures, capacities and limits. We celebrate memory of our loved ones through the material

Critical Review of a paper by Lindsay G and Muijs D (2006) Challenging Lab Report

Critical Review of a paper by Lindsay G and Muijs D (2006) Challenging Underachievement in boys - Lab Report Example In this study, schools influenced ethos by educating teachers perceptions of underachieving groups and educating pupils views of school and learning. In other words, they looked at the leadership of the school and worked downward to the pupils to learn the culture of the school. To be effective, this involved an emphasis on the school connecting to the community and making a high level of expectations known. The school also needs to take on the culture values of the community. The school must be re-socialized to reflect community values. Parental involvement and community outreach have been found to be important to establish a pride in the school system. Part of ethos is the philosophy of the teachers toward addressing learning concerns which involves changing the curriculum and teaching techniques for different pupil groups. It also involves whether or not a vocational or basic skills orientation is chooses for pupils from disadvantaged backgrounds. It appears that the approach used in the schools in the studies leaned toward the vocational orientation. There were two general approaches used in the schools studied. The effective school mode is where the focus is optimizing achievement for all students so it is ethnicity free and gender free. Specific groups are not targeted but rather they are integrated completely within the greater student body. There is some evidence that Caribbean, Indian and Pakistani students attain more in this type of school if intermixed with mainly a white student population. The second approach does target specific sub-groups. The important issue seems to be why this targeting is used and how the target groups are chosen. It is best to use a general profile of the student rather than ethnicity as the grouping criteria, according to this study.This study provides evidence that schools can find success in underachievement in specific groups of boys. This is democratic action research and to incorporated both quantitative methods using multi-level modeling to identify schools and qualitative methods to collect opinions of those involved in the educational process. Study Methods It is important to look at how this study was done. It is democratic action research. This is a form of research that uses non researchers to conduct the study. This form of research has been criticized because these individuals do not know how to do research. This particular study used researchers to supervise the work as well as consult on the design, to maintain its integrity.The first staged of the study searched for the schools to be used in the study. They were looking for schools that showed that they were having some success in improving the achievement of the target groups of boys, black Caribbean, African and UK-born boys. Standardized test uses by the British school system were used as a measure to determine which schools showed success. The second stage was to interview head teachers and a sample of other teachers and a sample of students. The interviews were semi-structured, recorded and written up immediately following the interview. A thematic analysis was then done to identify key themes and sub-themes.Multi-level modeling

Syria Revolution Research Paper Example | Topics and Well Written Essays - 750 words

Syria Revolution - Research Paper Example The Syrian uprising compared to the Tunisian and Egyptian revolutions was grounded on the revolt of peasants, a Sunni periphery protest against the regime of Baath that turned its back on the Syrian local population, (Hinnebusch 12). Later on, the uprising took on diverse dimensions with Muslim Brotherhoods – Jihadists – entering into the conflict because of the heretical aspects of the regime and due to its alliance with Iran Shiites and Hezbollah. Consequently, because of Jihad, various demonstrators from across the Arabic and Islamic world have emerged in Syria, although, the slogan of Jihad did not trigger Syrians to enter into the uprising. Another dimension that emerged during the uprising is revenge, basing from the extreme violent efforts from the regime to halt the protest waves. According to experts, the brutality of the reign acted to extend the circle of the protestors involved in the uprising, (Starr 41). A number of people who later joined the protest were encouraged by the desire to avenge their family member, friends, and relatives’ bloodshed, and destruction of their properties, cities, and settlements by the forces of the regime during the uprising. ... Similarly, the regime appeared to have neglected the periphery and the local populations. In the start of 2006, the Syrians faced a tremendous and acute drought and the Jazira location in the south and northeastern part of the nation experienced such as Hawran and Dara experienced the extreme destruction. This is because such regions were extremely affected the new economic policies of the government that sought to alter the Syrian economy character from a socialist to a social market oriented economy, (Phares 74). These policies intended to open the nation to the global economy, foster foreign investment and create activity in the local and private spheres to promote growth of economy and allow the regime to bear the economic and domestic limitations. The policies too enabled economic growth to allow the nation to overcome other challenges such as rapid population growth, infrastructural underdevelopment, overdependence of agriculture, and lack of technological industry. Assad suppo rted the new policy and overlooked the significance of the socialist party ideology of Baath, its networking and institutions in the local region. Assad response and effects of the uprising Assad responded to the revolution and protest by providing reforms and ordering the military to calm the uprisings. Various clashed have occurred in Hama, Homs and other places, however, bombings and demonstrations have started occurring in Aleppo and Damascus. Syrian protests have proved their staying power irrespective of the various deaths and substantial joint efforts to suppress the protest, daily demonstrations have continued. Similarly, the longer the

Is the Body Beautiful a guarantee for Happiness Essay

Is the Body Beautiful a guarantee for Happiness - Essay Example This ‘ideal’ image is usually defined as someone of a mid-20ish age, slender, with specific measurements and a certain good-looking charm. This limited view of the ideal automatically eliminates anyone who might have been born with a larger bone structure or other ‘defect’ that defies the reshaping of the scalpel from the ranks of the socially acceptable. Through the reality shows, though, those lucky few who are able to fit the ideal in any way, to attain the ‘body beautiful’, much is made of their subsequent happiness and success as a result of their ‘improved’ appearance. ASPS president Rod Rohrich pointed to the various individuals taking part in plastic surgery reality television indicating that many of them have unrealistic and unhealthy expectations for the results.1 It is perceived through these types of presentations that the only way to find happiness and fulfillment is through the construction of the ‘body beautiful ’, causing an extreme focus on the outward appearance many times to the detriment of the inner being. However, the question that must be asked in this scenario is: Does the body beautiful actually guarantee an individual the happiness they seek? From our earliest history, it has been through our outward appearances that we project who and what we are to other people. Studies have continuously shown that people dress a certain way and acquire certain things to try to evince an attitude of belonging to a particular subset of individuals who embody their ideals.2 With these outward appearances in hand, we can walk up to the ‘in crowd’ and proclaim ourselves a member. â€Å"Indeed Smith (1990) believes that women view their bodies as ‘objects of work’ requiring attention and upkeep in order to operate well and promote the desired effect.†3 Yet being a part of this crowd does not necessarily guarantee happiness as is evidenced by the lives of those people who help to set the standards, the movie stars

Human Resource Essay Example for Free

Human Resource Essay The paper would revolve around the discussion done over the concern regarding the rising wages of labor along with the decline in the supply of labor from China, which was previously considered to be the hub of labors from where the labor was supplied to other countries at a cheaper cost. Let’s discuss this issue in detail along with the explanation regarding the measures being taken by the organizations to change their human resource strategies. Answer – 1  Competing on the basis of labor costs can generate both positive and as well as negative outcomes for a company, or country. Talking about the brighter side, companies these days strive to achieve the optimum profitability level in order to stay in the competition. Therefore, what they do is to hire employees on part-time basis where employees would be paid on the basis of work they would do along with the working hours. This usually happens when the companies start a new venture such as, product development, its launching, or promotion. It does save huge costs for the company, but the turnover rate rises drastically. Talking about the negative side of the picture, either it is the company or country; it would result in a high turnover rate that often increases the costs such as, training costs. It is because when employees are hired by the companies, they must be trained about the job description that they are held responsible of. Therefore, investments are made by either sending them abroad or arranging workshops or training sessions. Obviously, when employees don’t get enough pay, they would leave their jobs; moreover, the supply of labor within the country would get minimized because workers might leave their country and go abroad to work for MNCs. Answer – 2 There is absolutely no doubt that many organizations consider their workforce as a main asset since the utilization of resources depend on their skills and abilities. Employees often demand the companies to value them, give them some autonomy, and involve them in the key managerial decisions where they can suggest new ideas. Companies, in order to keep their employees satisfied, introduce certain compensation packages and training sessions so that the employees think of themselves as part of the organization and get motivated. When managers invest over the training sessions and involve their subordinates in the key decisions, it becomes necessary for them to retain them at any cost or else they would leave their jobs. This would result in the loss of intellectual capital and loss of investment that was made to groom them by polishing their skills. As compared to the costs that incur for training the employees, the cost of labor force is much more than that. The reason is that when employees are trained and are retained by the company, it benefits the company not only in the short-run, but also in the long-run. Whereas on the flipside, when those skillful employees leave the company the labor costs take a domino effect because the firm would lose those employees, the investment made on them, and would have to recruit others, and then train them again. Consequently, these companies must focus on retention of employees, and that can be done by offering them attractive compensation packages, further training, giving autonomy, and promotion. Answer – 3 Companies these days are really focusing on reshaping their human resource strategies and forming them in such a way that not only keeps the employees contented, but also benefit the overall organization. There are several ways adopted by the firms these days and are explained below. Organizations these days encourage and support the presence of collectivist attitude. Collectivists define themselves by their group membership, give group goals priority over their personal goals, put more emphasis on harmonious relationships and experience more socially based emotions† (Robbins Judge, 2007) Moreover, individual rights is are also emphasized, that is to ensure the freedom of movement, physical security, and freedom of speech. Emphases are laid on the presence of health and safety and ensure the condemnation of actions or choices that are not safe for people, actions that violate law and ethical principles. Equal employment opportunities are ensured where they hire individuals based on their intellect, creativity, enthusiasm and the presence of Emotional Intelligence. In working structure, they value team relationship, team work, and team achievements; moreover, their employees value the importance of effective communication and employee involvement while making certain decisions and delegating the tasks. There ratio of discrimination seems to be getting lessened; everyone is given equal opportunities and there is no glass ceiling for females or people from different backgrounds. When it comes to improving and retaining the skills of employees, many organizations rely on the concept of Employability, i. e. – to continuously improve the employee’s working skills by the time to meet the requirements – (Daft, 1997). Answer – 4 Since the competition for workers in China is heating up where high wages are demanded by them and at the same time, companies seek to cut their redundant costs, especially from payrolls; therefore, employers would definitely shape some of the terms and conditions regarding the working conditions, job type, compensation, working hours, and job security. First of all, since the supply of well-educated and skillful workers is less in China, so firms would have to recruit those who are available even if they are demanding high wages. Of Among these workers, many of them come from abroad to find best possible job opportunity. Another change that can be made is in the working hours, where companies can decide the job type, job status, and working hours of a worker before recruiting him or her. In this case, a contract would be signed between the worker and the company in which all the responsibilities and liabilities of both of them would be outlined, along with the penalties that either party would have to pay in case of violating the contract. A very enticing strategy that can be brought on is to introduce the Performance-based compensation play, where the employees whether they are contractual or regular, would be paid on the basis of their performance and productivity level. Moreover, chances of promotion would only be for those who perform well and benefit the organization. This would result in provoking the motivation among the employees to gain more knowledge and skills, perform better, and abide by the rules and regulations. Not only this, the turnover rate that China is currently facing, would decline to a great extent and would attract the best available talent, which would be beneficial for both the employees and the business.

The Classical Realism In International Politics Essay

The Classical Realism In International Politics Essay Classical Realism is an important theory that defines the international politics relations. Realists see and study the world as it is, and not as how ought to be, as the idealist theory does. From a rational point of view the realists believe that the world is imperfect, as the base, is human nature, as Morgenthau stress is the result of forces inherent in human nature. (1985a:3) This negative human vision is expressed by Robert Gilpin  [1]  in The Richness of the Tradition of Political Realism: realism is founded on a pessimism regarding moral progress and human possibilities. (1986:304) The Realist theory has presented a fundamental unity of though across a span of nearly 2,500 years. Thucydides, Niccolà ² Machiavelli, Carl von Clausewitz, Gilpin and Hans Morgenthau present among others the main thoughts on Classical Realism. (Ned, 2007:53) For realists, states are the principal entities in the study of international political relations. Nation-states are defined according to Hans Morgenthau as an abstraction from a number of individuals who have certain characteristics in common. (1985f:117) This theory understands states are egoists and they only act under their own interests; an interest that is defined by Hans in terms of power. (198a5:5) In addition, this theory emphasizes all states coexist in a system so-called international where the main characteristic is the eternal fight for power due to states only seek their own goals. States reflect this struggle for power in their external policies where diplomacy  [2]  becomes an important manner to resolve conflicts as well as signatures of alliances. For this reason, order, justice and change are the central studies of their writings. (Ned, 2007:53) In the study of politics, Classical Realism accentuates the similarities between domestic and international relations, as the importance role of ethics and community in both fields. Also realists study the international system as principles of order where they help to actors to get their own interests through discourses and identities. According to Thucydides and Morgenthau when those discourses and identities changes, the system changes too, towards modernization and the consequence of this is hegemonic war. As we have seen states are the central subject for realist theory and the internal governments gathered by individuals convert states in rational actors. The authority of any state is leaded therefore, by human ration that will always follow self-interest. Thus national security becomes the biggest preoccupation states have rather it is on the top list of issues, as in the international sphere there is no authority to control other ´s interests. Power and military issues then shape world politics and become a decisive point on Realist theory. The national interest of peace-loving nation can be defined only in terms of national security, and national security must be defined as integrity of the national territory and of its institutions. National security, then, is the irreducible minimum that diplomacy must defend with adequate power without compromise. (Recchia, 2007:541) Furthermore, realists explain that states will act maximizing their own self interests, even if they have to use force. States seek power and they calculate their interests in terms of power, whether as end or as necessary means to a variety of other end. (Viotti and Kauppi, 1998:158) Hence, the struggle for power among states remains central in the international relations too, as Morgenthau stress international politics, like all politics, is a struggle for power (à ¢Ã¢â€š ¬Ã‚ ¦) power is always the immediate aim. (Viotti and Kauppi, 1998:56-57) Definition of Realpolitik, thus acquire relevant importance for this theory as it refers to power and power politics among states. (Viotti and Kauppi, 1998:59) In fact in the sixteenth century, Machiavelli wrote about state security (that could be seen in terms of power as a way to keep the national power) in his important work, The Prince. However, some authors have criticized his thoughts as immoral, as he understands all acts of the Prince are justified by its ends which seek is to assure the national security: because it is often (for the prince) to operate against his own faith, as well as against charity and humanity, in order to preserve the state. (Recchia, 2007:533) This is the well known raison d ´Ãƒ ©tat where individuals answer to one moral and the sovereignty to another one. Therefore, ethics and politics go separately. By contrast, Morgenthau political theory is opposite to Machiavelli ´s raison d ´Ãƒ ©tat as, he believes in the existence of a universal moral code that ought to guide responsible statecraft. (Recchia, 2007:537) On the other hand, diplomacy is an essential instrument in the maintenance of security, as well as military capacities and power which become indispensable too. Therefore, those capacities are seen as high politics, while others as finance or economics will rest in lower politics. However not for that is less important, as economics moves power and foreign policies were determined by them. FOREIGN POLICY IN THE REALIST THEORY: Hans Morgenthau Hans Morgenthau, the father of the modern realism, in his work Politics among Nations analyzes the same subjects as realism theory does although he will center the attention on national interest and power. This essential book even if it was written during the Cold War  [3]  , is as present as any other work nowadays. Indeed he has been considered one of the most important thinkers in the twentieth century, and has had a big influence on the contemporary thoughts. We will use this work, Politics among Nations in this dissertation as is the principal key to understand the Spanish foreign policy during World War II. Morgenthau as realists do, sees the world as imperfect, where there are constant opponent interests between individuals, and because of this, the international system is in permanent conflict. States as main actors in this international system must be prepared to go to war. The author also, conceives politics as the way to obtain and to maintain power and the way to pursue it. Hence, power becomes the reason for existence, and the international system remains dangerous as states are in persistent conflict. Power is not understood in terms of military force, rather is focused on the psychological influence. There is a clear difference between power as political influence and power as material that could be military force or economics. We consider that his theory can be summarized on the first point of his six main principles: First, politics as society in general is governed by rational laws and they have their roots in human nature, therefore it is possible to develop a theory that could reflect those laws. Realism basically, explains facts and gives meaning to them inside the international sphere. The main indicator of Realism is the concept of interest which is defined in terms of power which is recognized universally and necessary in the study of international politics. (Morgenthau, 1985a:5) Behind states, statesmen will act under their own interests thinking with rationality therefore realism stresses rationality and objectivity. But the other face of interest is that it can control men: interests (material and ideal), not ideas, dominate directly the actions of men. (Morgenthau, 1985a:11) For international relations, the study of acts taken by statesmen is crucial. Therefore, international politics could be seen as the actions between states, understood as foreign policies. Morgenthau in the second principle understands as good foreign policy those that are made in the correct moment and with rationality. Foreign policy ought to be rational in view of its own moral and practical purposes. (Morgenthau, 1985a:10) It will be successful when the risks will be minimizes and maximizes the benefits. On the other hand, the concept of power is indispensable for international politics. Power is understood as, anything that establishes and maintains the control of man over man. (Morgenthau: 1985a:11) As we have seen before, nation-states will act in terms of power, in terms of domination. Therefore, balance of power is present in the international society, as states will act to change power or maintaining it. Another principle regards morality aware the international politics. It means that it can not be applied to states the same moral principles as it is done on humans. The individual may say for himself, fiat justitia, pereat mundus (let justice be done, even if the world perish), but the state has no right to say so in the name of those whose are in its care. (Morgenthau: 1985a:12) Hence, realism refuses to identify moral aspirations of one nation with moral universal principles. This German thinker understands as foreign policy the external actions states pursue in the international system where the core is the national self-interest and power. Below we will study the three main principles that Morgenthau wrote on his work considered essentials for this case-study. 2.1 National-Interest National interest is the key concept for Realism in the understanding of foreign policy. In the study of the national interest, Hans Morgenthau becomes one of the most important thinkers being the maxim authority in this subject, not only because he presents the main study with his work (cited before) also because he creates almost a scientific theory. According to him national interest refers to the essence of politics. The idea of interest is indeed of the essence of politics and is unaffected by the circumstances of time and place. Interest is the perennial standard by which political action must be judged. Yet the kind of interest determining political action in a particular period of history depends upon the political and cultural context within foreign policy is formulated. (1985a:8-9) Other authors as Osgood, defines national interest as a state of affairs valued solely for its benefits to the nation. (Gonzalez, 8) Contrary to realism, he defines this concept as an egoist behavior states normally take. For Frankel, national interest is defined as the general and permanent ends why a nation acts. (Rubio, 64) Also, Marshall says national interest refers to the political objectives upper internal and political controversies. It means the maintenance of peace, the preservation of security and the national protection in the international sphere. (Rubio, 64-65) Therefore, states will take foreign policies acting and thinking on their own objectives and on their own interests without having in consideration other states necessities. However nations will be limited in their actions by the behavior of the rest of states, the freedom of choice of any one state is limited by the actions of all the others. (Viotti and Kauppi, 1998:73). On the other hand, Thomas W. Robinson  [4]  does a classification about the different national interests exist through the analyses of Hans ´s Morgenthau work. (Gonzà ¡lez, 23) He says first, states will defend primary necessities: the physical, political and cultural identity of the nation, as well as, the survival of the state fronts any external aggression. The second interest refers to individuals and diplomats based on their protection and security. It is important to explain according to Hans, that the kind of interest will be determined by the political and cultural context. (Morgenthau, 1985a) 2.2 The importance of power Contrary to other thinkers, Morgenthau stresses states interest is in terms of power: The main signpost that helps political realism to find its way through the landscape of international politics is the concept of interest defined in terms of power.(Morgenthau, 1985a:5). Hence, power becomes the second essential key for Realism theory in the international field. States will act according their own interests as statesmen think and act in terms of interest defined as power. (Morgenthau, 1985a:5) Therefore, states leaded by statesmen pursue power. Hans will show in his work three ways for the struggle of power, but we will study only two: the maintenance of power and the increment of this. This importance of power will be essential to explain later the Spanish foreign policy during World War II.

Inclusion of Special Needs Students

Inclusion of Special Needs Students This chapter focuses on the special educational need, behavioural, emotional and social difficulties (BESD). It explores the in inclusion of children with this special educational need in mainstream schools, as well as the implications for teachers in the classroom. It also highlights the support and strategies that literature details need to be in place in order for these children to learn effectively in the mainstream classroom. In todays modern world, all children no matter their ethnicity, disability or ability matter. They are seen as unique individuals, each with the right to a broad, enjoyable and inclusive education. Every child has the right to be included in classroom learning and given ample opportunities to learn to their potential. In regard to education, Inclusion is about the quality of childrens experiences, how they are helped to learn, achieve and participate fully in the life of the school. There can be some confusion between the words inclusion and integration. They may have similar spellings, but this is where the similarity ends, as there meanings are very different. Inclusion in terms of education, sees children working alongside each other, sharing experiences, with learning personalised where necessary to enable all children to achieve. Integration on the other hand sees all children together in the classroom, learning exactly the same thing. Children with special educational needs (SEN) have not always been given the option of mainstream schooling. In the past, children who are now referred to as having SEN were labelled with more derogatory terms such as handicapped and retarded. In the 1940s children with SEN, including those with physical and mental disabilities were educated away from mainstream schools, being taught instead in hospitals or institutions. During this time the government and educators favoured the word segregation rather than inclusion. This is highlighted in the Education Act 1944 which details, A local education authority shall, in particular, have regard to the need for securing that provision is made for pupils who suffer from any disability of mind or body by providing, either in special schools or otherwise, special educational treatment, that is to say, education by special methods appropriate for persons suffering from that disability. (Chapter 31: 5) Nonetheless the 1970s was the decade for change, and this was set in motion by MP Margaret Thatcher who commissioned a report to review the educational provision in England, Scotland and Wales for children and young people handicapped by disabilities of body or mind, taking account of the medical aspects of their needs, together with arrangements to prepare them for entry into employment. (The Warnock Report 1978: 1) The report was published in 1978, namely The Warnock Report, which changed the landscape of inclusive education. The word inclusion exploded into mainstream schools, and children with SEN were given the right to learn alongside other children. Within the report, the aim of inclusion for SEN children in mainstream schools was highlighted along with the need for provisions to be put in place to make it possible. The report stated Full-time education in an ordinary class should be the aim for many children with special educational needs. It should be possible to achieve this aim in the case of the majority of children with mild learning difficulties, many of whom are at present the concern of remedial services, provided that adequate support is available from teachers with additional training or expertise in special education. (The Warnock Report 1978: 102) Thirty years on from the original Warnock report, many were beginning to wonder whether inclusion of children with SEN into mainstream schools had been effective. An OFSTED report on inclusion (2004) seemed to be rather sceptical of its success. It detailed that the inclusion of children with SEN was taking place in mainstream schools, but at the detriment to childrens learning. It also mentioned how the curriculum was not being adapted to meet the provisions of children with SEN and offer them suitable opportunities to improve key skills. (Special Educational Needs and Disability, 2004: 5) It was seen that the Government had gone too far when it came to inclusion, and were including almost all children with SEN into mainstream, closing special schools to save on costs. OFSTED commented how when inspecting schools they had observed work being explained effectively to pupils, but pupils with SEN depended on teaching assistants to break the tasks down further so that they could participate.(2004: 16) This is something that Warnock (2005) cited in a House of Commons Education and Skills Committee report (2006) draws attention to when she notes how children with SEN, are being taught almost entirely by teaching assistants who are not fully qualified teachers, while non-disabled students are taught by the teacher. Parents were questioning more and more, whether their child with SEN was learning to their potential in schools, and asking why their child was not being supported by the teacher as much as the other children in the classroom. Baroness Warnocks change of heart regarding her original vision of inclusion for all children in mainstream schools was made apparent to all when she declared, I think its plain now that the notion of inclusion of all children in the same school isà ¢Ã¢â€š ¬Ã‚ ¦ actually not working in a very large number of cases. (Warnock, 2006) It would appear from this statement that Warnock had conceded that despite the best intentions to include children with SEN into mainstream schools, schools had actually integrated children rather than included them. SEN children were almost been forced into mainstream classrooms, having to cope with the learning that has taken place, rarely having their learning personalised to meet their educational needs. Dimbleby (2006) really encapsulates in a debate on inclusion the issues of including children with SEN in the classroom. He states Children with special needs have always posed a core dilemma. On the one hand, can we afford to include them in mainstream education no matter what the cost or upheaval involved? On the other, can we afford not to include them for fear of condemning millions to a life as second class citizen? From this small introductory speech the issues that educators and governments face are highlighted. The monetary cost, as well as a childs right to be educated with other children no matter what their ability or disability. Within the debate Warnock mentions how her original 1978 report failed to recognise the variety of special educational needs, instead putting them all under one banner and treating all children the same. Warnock also speaks of her realisation that certain children, especially those with behavioural, emotional and social difficulties (BESD) would benefit from special school teaching and learning. She notes that children with BESD could be educationally intelligent, but have certain difficulties preventing them from achieving to their potential. Warnock also admits that these children would be better of out of mainstream schools, and given the specialist teacher support that will help them achieve. Six years on from Warnocks change of heart, there are now many more government reports debating inclusion, and questioning where children with SEN should or could be taught. Parental choice is now taken into account when deciding where children with SEN should be taught, with parent being given the opportunity to state where they would prefer their child to be educated. The vision of many is to allow children with SEN to be taught in a school that is going to meet their individual needs. Gove and Teather (2011: 17) refer to this in the Green paper and propose that they will remove the bias towards inclusion and propose to strengthen parental choice by improving the range and diversity of schools from which parents can choose, making sure they are aware of the options available to them and by changing statutory guidance for local authorities. From just exploring a brief history of inclusion, it is clear that there are many opinions as to whether or not the inclusion of children with BESD into mainstream schools has been successful and effective. BESD is a complex special educational need, far more unpredictable than any other. The challenge for educators in the twenty first century in terms of managing the issue of pupils who exhibit difficulties with social, emotional and behavioural aspects of their lives is the tension between the twin issues of incidence and time to deal with incidence. (McNamara, 2006: 24) This statement portrays the challenges teachers face in the classroom when dealing with BESD. Children with BESD have the capability to be disruptive and dangerous in the classroom, and teachers face the challenge of managing these behaviours, ensuring at the same time every child in the classroom is learning to their potential in a safe environment. There are some who believe that because of these challenges, children with BESD would be better of learning in special schools, giving them access to more specialised teaching and more one to one support. Conversely, there are people who believe that children with BESD should be taught in mainstream, despite the challenges posed to teachers. To able to fully understand what stance to take, it is essential to explore what BESD and its presence in the classrooms of today. Behavioural, Emotional and Social Difficulties (BESD) Behavioural, Emotional and Social Difficulties (BESD) is a special educational need that affects many children in the UK. These children have behavioural problems, as well as emotional needs, and find it difficult to interact in social situations. In short, children with BESD find it hard to access certain areas of the curriculum in order to achieve to their potential. Broadly, it is that behaviour, emotions and social development all influence learning and access to learning. Difficulties with behaviour, emotions and social development can all inhibit learning and access to learning. In the current jargon, they can form barriers to learning.(Farrell 2006:6) Children with BESD do not fall under any one specific stereotype. It does not matter what a childs ability is, they can still have BESD, varying from mild to severe. Those children with mild difficulties may lack social skills and therefore struggle with group interactions, especially in learning situations. East and Evans (2006: 15) detail how At the milder end of the continuum, pupils have problems with social interaction and find it difficult to work with others. Children with severe difficulties may be physically and verbally aggressive, especially towards teachers and peers. They are unable to work in social situations as they have little or no concentration and communication skills. Children with BESD can also find it difficult to cope with changes in routine, which in relation to classroom life, can be a frequent occurrence. Children are usually recognised as having BESD when they portray a range of behaviours which: Is not age appropriate Results in isolation from peers Negatively affects the classroom/learning environment Places unreasonable demands on teaching staff Leads to negative self concept and low self-esteem Restricts learning opportunities Creates dangerous situations. (Evans, 2007: no page) The behaviours identified by Evans encompass the spectrum of behaviours, from mild to severe, that a child with BESD can portray. As already discussed, a child of any ability can have BESD, which is also true for a child of any age. From past school experiences, two children in two separate schools had typical characteristics of children with BESD. One child was in year 6, and the other in year 1, with the later showing all of the above characteristics most of the time. In todays classrooms, there are a rather high number of children that have the special education needs known as BESD. The Green Paper (2010: 20) mentions the number of pupils with behavioural, emotional and social difficulties has increased by 23 per cent between 2005 and 2010 to 158,000 pupils. These figures emphasise that over a five year period, there has been approximately an additional 29,545 children recognised as having BESD. Through looking further into the statistical data available surrounding BESD, there have been an number of interesting findings. From the statistical data, it is clear that there is one gender more common to having BESD. 26,170 (17.2 per cent of) boys with statements had behavioural, emotional and social difficulties, compared to 3,590 (6.2 per cent of) girls. (DfE Special Needs Analysis 2010:12) This data, which focused on children aged 4 18, shows there is a remarkably high difference between the two genders with boys seven times more likely to have BESD. Brown and Schoon (2010: 167-168), mention in their research of the behaviour of children aged 7 that the proportion of boys classified as showing serious behaviour problems was around twice that of girls (10% compared with 5%). Although completely different pieces of research, the overwhelming difference between gender and behaviour is apparent. It is also interesting to note the percentage of children with BESD in primary and secondary school. The DfE Special Needs Analysis (2010: 18) recorded that 12% of statemented children in primary school, and 18% of children in secondary school had BESD and mentioned Behaviour, emotional and social difficulties was the most prevalent type of need for pupils between the ages of 11 and 15 years. It is very interesting to note that the findings from DfE Special Needs Analysis (2010: 6) also highlighted that statemented children with BESD were more likely to be eligible for free school meals. The question asked must be whether environmental factors such as socioeconomic class have an impact on childrens behaviour. Washbrook (2010: 1) refers to the possible connection between social class and childrens behaviour and details that behaviour problems are much more common among disadvantaged children prior to the start of schooling, and these differentials change little between the ages of 3 and 7. Ethnicity was also identified as an additional factor, with the most likely ethnicity of a child with BESD recorded in various research as being Afro-Caribbean. Brown and Schoon (2010: 168) in their extensive research specified how the greatest proportion with particularly high scores was found amongst Black Caribbean children; 13 per cent were classified as having serious behavioural problems. The DfE Special Needs Analysis (2010: 20) also recorded similar findings, mentioning how Black and mixed race pupils at school action plus were most likely to have behavioural, emotional and social difficulties. It is important to note that the data researched was based on children who were on School action plus, an extra support service offered on top of other support from external sources. It does not mean that children on school action plus are the only children that have BESD. There are many other children in mainstream schools who have not been, or are waiting to be statemented who do have BESD, and have not been included in published research statistics. However, exploring the data that have been published, the most common factors of BESD are: Male gender Afro-Caribbean Low Socioeconomic class It is essential to remember that there are other children not statemented and therefore not recorded in some statistical data that may have BESD in schools. It is important to stress the importance of not stereotypically judging a childs special education need. Just because they may not fall in line with the common factors mentioned above, does not mean they do not have BESD, equally a child who meets all these criteria may not have BESD. Disadvantages and Advantages of Mainstream Schooling There seems to be many opinions as to whether or not children with BESD should be taught in mainstream classrooms. Some believe it is beneficial to the child with BESD, others believe it to be disadvantageous for the other children in the classroom, as they will be distracted from learning. Sommefeldt (2006: 96) researched teachers views on inclusion of children with BESD. One such view focused on a negative aspect and detailed inclusion was Detrimental to all both those with needs (lack of specialized / individual help and attention) and those without (left to cope alone with the curriculum because the teachers attention is focused on [special] needs) It is apparent from this statement, that having a child with BESD in the classroom demands much of the teachers time, and their attention will be focused on one specific child a lot of the time. Evans (2007: 56) mentions how there is also a concern about the detrimental effect on the learning of other pupils in the class. With teachers time and attention being focused on a child with BESD, it can be the case that the other children are left to manage on their own, or continue working through the potential distractions, both of which could potentially have damaging effects on their education. East and Evans (2006: 15) speak of how difficult it can be for a teacher to manage both a whole class, and a child with BESD when they note, Children considered to have behavioural, emotional and social difficulties often present a far greater challenge than pupils with other kinds of special needs. This quote reiterates what has been previously mentioned regarding the complexity of BESD, and how it is special educational need that can be very difficult for a teacher to manage, due to the challenge of never knowing how a child is going to act or react in the classroom. Focusing on the impact mainstream education could have on a child with BESD, some believe they would not get the specialist, small group support they need in order to achieve in school. OFSTED (2006: 3) in their key findings cite an important reason for why some pupils with BESD do not achieve in mainstream and detail how pupils in mainstream schools where support from teaching assistants was the main type of provision were less likely to make good academic progress than those who had access to specialist teaching in those schools. It is inevitable that at times during the day, teachers will look to teaching assistants to support certain childrens learning, especially if a child with BESD is in the classroom. However, TAs are not qualified teachers, so some argue they do not offer children with behavioural difficulties enough teaching and learning support in order for them to achieve. The occasional overuse of TAs to support children with BESD is referred to by Blatchford, Russell, Bassett, Brown and Martin (2004: 20) in their research which mentions how There is something paradoxical about the least qualified staff in schools being left to teach the most educationally needy pupils. This may form part of the reason for why some parents opt to send their children to special schools, as they believe their child will receive the best support to help them develop in their thinking. Obviously there are disadvantages of including a child with BESD into mainstream teaching, both for the child and for their peers. However, it cannot be denied that there are similarly many positives that come from including children with BESD in the mainstream classroom. Sommefeldts research (2006: 96) does not only focus on the negatives of mainstream inclusion. Many positives of mainstream education for children with BESD are also expressed. One teacher gave a personal opinion and stated It is my philosophy that all pupils should have an equal opportunity to access the mainstream curriculum. Children with BESD can be taught in special schools, but they also have the right to be taught in mainstream classrooms as well. As already mentioned, there are some that believe these children should be taught in special schools. These children may however be educationally able and therefore thrive from learning with other children that are of a similar ability. Fogell and Long (1997: 85) bring to light a potential negative sending a child with BESD to special school may have as they question the possible impact of placing a child with emotional and behavioural difficulties alongside a number of other children with exactly the same difficulties. This encompasses two advantages of mainstream schools, one from the educational ability aspect, and the other from the social aspect. Within the primary classroom, children with BESD can socialise with peers who do not have special educational needs, and who model various positive behaviours which can be observe on a daily basis by a child with BESD. In special schools, children with BESD usually interact with those with similar difficulties to them, and therefore lack the positive peer behaviour models a mainstream classroom can offer. Another advantage of including children with BESD in mainstream classrooms is allowing normal children the opportunity to interact with and understand those with special educational needs. By teaching children about differences, and giving them the chance to learn with children that have special educational needs, they can develop an understanding, compassion and tolerance for those who they may not necessarily have met outside the classroom environment. Khalsa and Miyake (2005: 8) note the benefit of children forming an understanding of special needs when they state, The inclusive classroom welcomes diversity and the wide range of student needs that accompany students differences. Teachers who help children understand and discuss differences help create an educational environment that supports empathy for all individuals. There are a number of advantages and disadvantages to mainstream inclusion, however if a child with BESD is taught in a mainstream school, then it is essential that the school does everything possible to allow them to flourish in a happy, inclusive environment. A Schools Role Mainstream schools who offer classroom places for children with special needs, including children with BESD, must have an understanding of what inclusion is. This understanding must be shown through the way the school is run. Schools should not look to change the children with special education needs, but instead look to change the school to become inclusive for all. This is referred to by McLeskey and Waldron (2000: 40) when they comment that, One of the most important issues to keep in mind when developing an inclusive school is that these programs should address the need to provide a better education for all students in a school. In order for children with BESD to achieve effectively in mainstream classrooms, schools must bare in mind a number of factors including: Individualised Education Program (IEP) Teacher Support / Training Personalised Learning Every Child Matters (ECM) A child with special educational needs should have an IEP, which will detail what support the child is going to receive for that specific educational year. Schools must put these in place to ensure the parent(s) and teachers know the support that will be offered to the child, whether that be through one to one sessions with special teachers, or personalised support within the classroom. All staff working with a child with special educational needs must be given access to their IEP allowing them to understand the support and strategies in place, so they could in turn offer effective teaching and continuity for the child. Wilmshurst and Brue (2010: 211) detail the importance of an IEP and mention, The IEP spells out the types of services, their frequency and duration, and the setting in which they will be provided, all of which are very important information for the service providers. Schools must therefore appreciate the importance of IEPs and do everything they can to create ones which are personalised for each child with special educational needs which is going to help them achieve to their potential. The creation of IEPs requires a great time commitment, which Twachtman-Cullen and Twachtman-Bassett (2011: 69) mention, Unfortunately, many professionals find data collection, and all that it entails, formidable. After all, in this busy world of ours data collection involves, paper-work, analysis, and interpretation all of which are time consuming. However, if a school wants to include children with SEN into classroom teaching and learning effectively, then this process needs to be undertaken in a slow, concise, professional manner. Schools must ensure that teachers are given support in order for them to effectively include and teach children with BESD in the mainstream classroom. The White Paper (2010: 32) recognised Only around half of teachers believed that there was appropriate support available in their school for teachers struggling to manage pupil behaviour. This, along with other reports, recognise and emphasise the importance of giving teachers extra training to ensure that they understand different behaviours and have the capacity to deal with them in the classroom environment. One form of support offered to teachers could be in the form of training and insets, giving them a greater insight into the strategies that could be initiated in the classroom to deal with children who have BESD. OFSTED (2005: 12) detailed the importance of staff understanding, and how Regular training that links classroom practice to an understanding of how children develop socially and emotionally is central to the effective understanding and management of behaviour. Another form of support schools might offer teachers could be giving them the opportunity to liase with teachers from special schools who have first hand experience of teaching children with BESD. These specialised teachers can offer advice, share strategies, and help ensure that the inclusion of a child with BESD in the classroom is positive and effective for their learning. Senco Penny Rice (2006) visited a special school to observe strategies used to deal with BESD and gain advice from teachers, which she could take back to her school and implement into the relevant classrooms. In her description of the day she highlighted the positives of visiting the special school environment when she stated I found todays experience very useful for my own personal practice, exciting, because I could see childrens behaviour being turned round even just in one day, erm, and I could see childrens confidence being raised, and that is very, very, very, important. Schools should give all staff, especially their SENCOs this opportunity, to improve their understanding of BESD, and keep up to date with current support strategies, because teachers with BESD children in their classroom usually rely on their SENCO for support and advise. There are many strategies that teachers could use to help include children with BESD in classroom learning. One of the most obvious strategies is to make sure that children with BESD have been set work and tasks, which are achievable. This means that they are kept on task rather than losing concentration because they do not understand or are finding something difficult. Another important strategy is positive reinforcement and reward of good behaviour, rather than only sanctioning bad behaviour. The way a child is rewarded will depend on the child and how the child responds to rewards. Howarth and Fisher (2005: 42) point out how rewards can vary and how some will accept individually tailored reward systems while others will respond more positively to class and school based systems. The essential thing to remember is that rewards support and reinforce pupils learning. A strategy which if effectively implemented could be very beneficial is a target behaviour chart. Teachers could set children with BESD targets and if they succeed, they could be given a reward. However, the child would need to be able to achieve these targets otherwise they could become despondent having tried and failed to achieve. The chart would be very visual and would allow the child to see what they had achieved, and have a sense of pride. Another possible strategy to control the behaviour of a child with BESD is time out. This method affords the teacher time to gain control of the situation, gives the child time to reflect on why they behaved in the way they did and what they could do next time to stop it from happening. Rogers (2003: 106) describes how many infant and middle primary teachers have in-class time-out options to give the offending student cool-off time and thinking time. By giving children with behavioural difficulties these opportunities to reflect, it allows the situations to become less heated, and for a new start to take place once they recognise what they did wrong. Any schools main aim should be to help children to develop, learn and achieve. Children with special educational needs including, those with BESD, may need their learning to be personalised so that they can concentrate on areas of the curriculum they struggle with. This will allow them to learn more effectively, rather than being exposed to in learning that they find difficult to access and understand. Cheminais (2007: 71) affirms this when she notes how providing personalised services and tailored education, will ensure that every child and young person, regardless of their background, reaches their optimum potential and experiences improved life chances. It is important for schools to remember, that although some children pose many more challenges then others, every child in their school matters. The government released a document detailing the fact that every child has the right to a safe and effective education.Every Child Matters is about improving the life chances of all young people, from birth to 19, reducing inequalities and helping them to achieve better outcomes. (Cheminais, 2010: 3) If schools keep this in mind, then all children, not only those with special educational needs, will have a well rounded, happy education. There are many challenges that schools face when including children with behavioural, emotional and social difficulties. However, if they stick to their beliefs, implement strategies, support teachers, and work together with outside assistance, the inclusion of these children can be successful. Conclusion It is difficult to conclude on whether children with BESD should be taught in mainstream classrooms, because of the range of views found when researching. There are many who believe children with BESD should be taught in special schools, so that they can achieve educationally with specialised support, and so the other children in the classroom are not disrupted in their learning. They believe the impact of including a child with BESD in the classroom would be too much for a teacher to deal with, and would be damaging for other childrens education. However, there are people who think children with BESD should be taught in mainstream classrooms, and given the opportunity to learn alongside other children who may not have special educational needs. By being included in mainstream learning, they are developing their social skills and getting an equal opportunity to learn to their potential. One thing is for certain; the inclusion of a child with BESD is not a quick and simple task. If sc hools are going to include children with BESD, they must have an understanding of this special education need, and have the correct classroom strategies in place. There ne

Success of Communist Ideas in American Government Essay example -- Exp

The Success of Communist Ideas in American Government      Ã‚   Ever since the beginning of the Cold War, Americans have held the word "Communism" to have many negative connotations. Our country has been focused on preventing the spread of that evil form of government. Wars were fought in foreign lands; American lives were lost protecting the world from Communism. Many Americans would be horrified, then, to find that the righteous system of Capitalism actually incorporates many Communist ideas. In fact, many of Karl Marx's radical ideas have reached the most fundamental establishments in the United States government; the government that did everything in its power to prevent the seeds of Communism from taking root in other countries.      Ã‚  Ã‚  Ã‚   The government Karl Marx envisioned has never seen the light of day. The Communist governments we're all familiar with, such as the ones in China and the former USSR, never came close to achieving true Communism. They can be better described as dictatorships, rather than governments for the people. As such, the United States was correct in preventing their control over the world. However, as a result of the use of the label "Communism," many Americans have equated this noun with "dictatorship." "To be Communist is to be in favor of a totalitarian government," they say. This simple prejudice lead to the age of McCarthyism, which destroyed the lives of supporters of Marx's ideas. So has Marx's Communism survived? Then and now, several of the United States' government agencies are intrinsically Communist, taking their foundations almost directly from The Communist Manifesto.      Ã‚  Ã‚  Ã‚   One of the most radic... ... best examples of communism can be found right here, in the United States.    Works Cited    Air Transportation Association - Industry Information. 21 July 2000. Air Transportation Association. http://www.air-transport.org/public/industry/16.asp    Board of Governors of the Federal Reserve System. 13 Oct. 2000. The Federal Reserve Board. 14 Oct. 2000 http://www.federalreserve.gov/    Brief Corporate History of AT&T, A. 2000. AT&T Corp. 17 Oct. 2000. http://www.att.com/corporate/restructure/history.html    Marx, Karl. "The Communist Manifesto." A World Of Ideas. Ed. Lee A. Jacobus. 5th ed. Boston: Bedford, 1998. 212-232.    Public Transportation Ridership Statistics Index. 17 Oct. 2000. American Public Transportation Association. 17 Oct. 2000. http://www.apta.com/stats/ridershp/index.htm

A Tale Of Two Cites :: essays research papers

A Tale Of Two Cities A Tale of Two Cities Throughout the novel A Tale of Two Cities, Charles Dickens creates suspense and mystery to try to keep his readers interested. This technique might have worked for 19th century people with nothing better to read, but it doesn’t stack up nowadays. You can paint this anyway you want but what it all comes down to is that no 20th century person with any kind of attention span wants to read a 400 page book with one dimensional characters and an unbelievable storyline. But, Dickens’s original audience couldn’t get enough of the novel’s intricate plot filled with suspense and mystery. To get the novel this suspense and mystery, Dickens’s divides his story into episodes, allows his characters to be general, and uses the theme of doubles. The most obviously way that Dickens’s creates suspense is through his use of cliffhanger-like episodes. I can’t exactly call it clever, but Dickens’s ends a chapter with unanswered questions and loose ends. This little scheme might work for television shows in which the viewer has a whole week between episodes to think about possible outcomes, but it doesn’t have the same effect when it only takes half of a second to turn the page and read further. Dickens tries to create mystery by having his characters as broad as possible so that readers can make up their own opinions and possibilities. Almost all of Dickens’s characters are basically good or basically evil. We are supposed to care about the "good" characters but they’re so boring that their "goodness" loses it’s charm. For example, Lucie and Charles. Lucie is describes as being basically perfect in every way. She’s young, wholesome, and beautiful, of course. There’s no such thing as a good woman that wasn’t beautiful in fiction. Charles is a rich aristocrat, and we’re supposed to believe that he’s good and really noble because he didn’t want to kill people and he married the other "good" character. Please. Do you think that Charles would have given Lucie a chance is she looked like the rest of us even though she was so good-hearted? Of course not, but that’s what we are supposed to believe. Lucie and Charles are so stereotyped and boring that Dickens’s should have named them "Snore" and "Snooze." Dickens’s under developed characters lets readers wonder about what they are really like and what they’ll do next.