Film review Argo Research Paper Example | Topics and Well Written Essays - 1000 words

Film review Argo - Research Paper Example The main character of Mendez is played by the director himself. The movie has received widespread success and is one of the best eleven movies of the year 2012. It was also nominated for a number of awards and also won many such nominations including the Oscars, Golden Globe along with other acclaimed awards. However many of the critiques have put forward that the movie diverts from the events that took place in real. This essay would compare the critiques of the different newspapers and would argue as to if these are logical enough to put down the story. The story revolves around the rescue and escape of six Americans from the American embassy when it was attacked by the Iranian revolutionaries. Although there were 52 Americans in the embassy when the attack happened, only 6 were able to escape through a back door and were then given a refuge in the home of the Canadian embassy. In order to save their lives, a CIA specialist made a plan to bring them safely back to their home. The p lan was to depict then 6 Americans as part of a Canadian film crew visiting Iran for a science fiction movie. However, due to certain mistakes on part of the group, the revolutionaries find out about the escape of these Americans. Due to limited time, the Americans had to be taken out of the country immediately. After certain last time escapes, the Americans are able to pass through airport security and reach home safely. However, the film has been criticized for being biased and not portraying the true facts of the actual events. According to The New Yorker, which is a US based newspaper, the film termed to idea of making a movie to rescue the six Americans as being ridiculous. It also comments on the representation of the Hollywood industry as being deceitful as well as the fake directors and actors which were hired for pure execution of their plan. It also shows severe criticism of the style showed during the film of the era in Iran. According to this article, the camera work is not up to the mark as well. As stated earlier, a movie based on historical events should show facts of the actual events but even this article states that this was not done so in this film. It includes that the real account of events as stated by Paul Mendez himself do not show any kind of a disruption or a problem during the passage of the hostages through the airport but the film follows a different storyline showing a number of events and actions in order to fill it with drama. The ending of the movie was also criticized for the same reasons as being far away from what actually happened. Overall, the movie did not receive a good review from The New Yorker in terms of the depiction of the actual events of the history (Film within a film, Web). According to The Telegraph of the UK, the strongest point of the movie is the execution of the storyline and the depiction of the Iranian revolutionaries. According to it, the recreation of the era is 1970s is exceptionally good as far as th e style of the actors is concerned. The dialogues are reviewed to be fast moving and appropriate with the scenes of US adopting a humorous approach whereas Iranian scenes were a bit serious based on the nature of events that took place. The talents of the director are praised, particularly the way he depicted and mixed the emotions of fear and violence. According to it, this movie may not have shown the facts of the act

Creativity versus Intelligence Essay Example for Free

Creativity versus Intelligence Essay I have been accepted by a research company, a company I have been dreaming to be a part of ever since I discovered that I have extreme interest for research and that I possess skills that only researchers have. My mother however has a bakeshop that I play a large role in; without me, my mom will be having excruciating difficulty running the business alone. As soon as I received the letter stating that I have been accepted to the part-time research job I applied for I went to the company downtown and spoke to the one in charge of the Human Resources division. I have been told that if I have finally decided to accept it, I should return for the contract to be signed. I left the research company and drove around town thinking of what I should do. As I was driving my mother called and told me to drop by at the bakeshop as soon as I can. When I arrived there a few minutes later she told me she’ll make an offer I could not refuse. She said she will promote me – from being an assistant baker to be the head, a dream which I have been yearning to attain as well. Creative Thinking Strategy I left the bakeshop to think. I called my best friend and told her I would like to brainstorm with her with regards to my dilemma. I am aware that in brainstorming I should: 1) â€Å"suspend judgment† or to make a final assessment or evaluation later; 2) â€Å"think freely† or to include countless options even though they are ridiculous or seemingly impossible to attain; 3) â€Å"tag on† or to develop and adapt the ideas of other individuals; and 4) come up with countless of ideas (Harris, 2002, n. p. ). This is what my best friend and I did: First, I â€Å"suspended judgment† by considering both accepting the job in the research company and taking the promotion in the bakeshop as excellent choices (Harris, 2002, n. p. ). This helps me avoid being biased on one over the other (Harris, 2002, n. p. ). This strategy plays a large role in balancing my options at least initially (Harris, 2002, n. p. ). Second, I engaged in â€Å"thinking freely† (Harris, 2002, n. p. ). This led me to come up with ridiculous options like â€Å"maybe I should give up both opportunities and focus on my studies first; maybe later I will have these chances knock up my door once more† and â€Å"maybe I should just ask my mother to wait until I finish my contract with the research company† (Harris, 2002, n. p. ). Third, I â€Å"tagged on† as well (Harris, 2002, n. p. ). I developed and adapted the idea of my best friend to just stay in the bakeshop since my mother needs me more than the research company (Harris, 2002, n. p. ). She said that I should be doing my responsibility first as a child before I attend to somebody else’s (Harris, 2002, n. p. ). I took this seriously and thought I should really pick this as the best option especially that it is our own business after all (Harris, 2002, n. p. ). The current generation, as well as, the succeeding generations will be the first ones to benefit from this if I just stay and help make it more successful (Harris, 2002, n. p. ). Finally, I listed down all the other options I have including taking both jobs and just go through everything successfully by employing time management and discipline (Harris, 2002, n. p. ). The Solution The option I have chosen is to accept the part-time job at the research company, as well as, the promotion at the bakeshop while attending college. I will do my best to carry out my responsibilities through time management as well as discipline. Reflection on the Difference between Intelligence and Creativity I realized that, indeed, â€Å"time pressure quashes creativity because it limits people’s freedom to ponder different options and directions† (Murray, 2002, p. 24). If the company obliged me to return there to sign the contract ASAP or if my mom pressured into deciding ASAP, I would not have thought clearly, I would not have gotten the chance to evaluate all the possible options that I have and would not get to pick the best alternative as well (Murray, 2002, p. 24). This also made me realize the difference between intelligence and creativity. Intelligence may be innate, it may be there when you need it; it may also be acquired through a good education. Intelligence is stored and may just be retrieved if necessary. Creativity on the hand may also be innate and may also be acquired; but it is different in such a way that unlike intelligence it cannot just be retrieved and utilized. There are other factors to consider for instance â€Å"time pressure†, this may get in the way of creativity (Ordonez et. al. , 1997, pp. 121 140). One may be intelligent but one cannot be too creative especially if he or she is under time pressure; in fact it has been concluded in a certain study that â€Å"†¦if one is crunched the less likely he or she will be able to solve a tricky problem† (Murray, 2002, p. 24). References Harris, R. (2002). Creative Thinking Techniques. Retrieved November 14, 2008 from http://www. virtualsalt. com/crebook2. htm Murray, B. (2002). A Ticking Clock Means a Creativity Drop. Retrieved November 14, 2008 from http://www. apa. org/monitor/nov02/tickingclock. html Ordonez, L Benson, L. (1997). Decision under Time Pressure: How Time Constraints Affects Risky Decision Making. Organizational Behavior and Human Decision Processes (71) 2, 121 – 140.

Effects of the Hawthorne Studies Essay -- Business Management Human Re

The Hawthorne studies, which began in 1924 and ended in 1933, at the Western Electric Company, have produced controversy since its findings in 1939 were published in the book Management And The Worker. There were so many elements changed during the tests that many people disagree on the true factors that caused a rise in output. Was the rise in output due to the rise in money, or the factor of better human relations? Instead maybe the rise in output was due to the now famous term that came out of the studies known as the Hawthorne effect. Hopefully through this research, a better understanding of the factors that contributed to the rise in output can be determined, and ultimately how the Hawthorne studies impacted the future of business management. The Hawthorne studies developed when William Durgin of the Commonwealth Edison Company started conducting tests in 1918 to prove that different amounts of illumination would alter the amount of production in a company. "The results of these studies showed an increase in productivity of 10-20% with increases of light intensity" (Wrege, 1986, p. 24). Due to the success of these tests, the electric companies formed a committee with Thomas Edison as the chairman. And thus began the Illumination tests at Hawthorne in 1924. After three years of testing for illumination, the results concluded that illumination had little or no influence on production. Instead it was concluded that supervision if anything had an influence on output. In 1927 The Relay Assembly Room Tests began at Hawthorne. The study lasted nearly five years, making it the longest experiment conducted at Hawthorne. Selection of this department may have been an error by the team of observers. The Relay Assembly department ... ...rizons, Feb., Vol. 21 Issue 1, p31, 6p. Greenwood, G., Ronald. Wrege, D., Charles. (1986). The Hawthorne Studies. Academy of Management Proceedings, p24, 12p. McGregor, Douglas. (1960). The Human Side of Enterprise. New York: McGraw-Hill, pp.114. Shepard, M., John. (1971) On Alex Carey's Radical Criticism of the Hawthorne Studies. Academy of Management Journal, Mar., Vol. 14 Issue 1, p23, 10p. Shivers, C. Herbert. (1998) Halos, Horns and Hawthorne: Potential Flaws in the Evaluation Process. Professional Safety, Mar., Vol. 43, Issue 3. Stephen, R. Jones. (1992). Was there a Hawthorne effect? American Journal of Sociology, Nov., Vol.98, Issue 3. Yunker, W., Gary. (1993).An Explanation of Positive and Negative Hawthorne Effects: Evidence from the Relay Assembly Test Room and Bank Wiring Observation Room Studies. Academy of Management Proceedings, p179.

Carlsberg Background and History in Malaysia Essay

The Carlsberg Group is a Danish brewing company founded in 1847 by J. C. Jacobsen after the name of his son Carl. The headquarters are in Copenhagen, Denmark. The company’s main brand is Carlsberg Beer, but it also brews Tuborg as well as local beers. After merging with the brewery assets of Norwegian conglomerate Orkla ASA in January 2001, Carlsberg became the 5th largest brewery group in the world. It is the leading beer seller in Russia with about 40 percent market share. In 2009 Carlsberg is the 4th largest brewery group in the world employing around 45,000 people. Carlsberg was founded by J. C. Jacobsen. The first brew was finished on 10 November 1847. Export of Carlsberg beer began in 1868. Some of the company’s original logos include an elephant (after which some of its lagers are named) and the swastika. Jacobsen set up the Carlsberg Laboratory in 1875 which worked on scientific problems related to brewing. It featured a Department of Chemistry and a Department of Physiology. The species of yeast used to make pale lager, Saccharomyces carlsbergensis, was isolated at the Laboratory and was named after it. The laboratory was part of the Carlsberg Foundation until 1972 when it was renamed the Carlsberg Research Center and transferred to the brewery In December 1969, Carlsberg Brewery Malaysia Berhad (Carlsberg Malaysia) began brewing Carlsberg Green Label beer locally in 1972. Since then, the brand has become part of everyday’s life and is the No. 1 beer brand with more than a 50% share of the Malaysian Beer Market. Carlsberg Malaysia is listed on the Main Board of Bursa Malaysia Securities Berhad (Malaysia Stock Exchange) under the consumer products sector. It is an established brewery that manufactures and distribute beers, stout and other beverages mainly in the domestic Malaysian market and also has investments in Sri Lanka, Singapore and in a Malaysian alcoholic beverage company. Carlsberg Malaysia has a beer for every drinker with different palates and lifestyles for every occasion. Its expanded brand portfolio includes Carlsberg Green Label, Carlsberg Gold, Carlsberg Special Brew, Kronenbourg 1664, Kronenbourg 1664 Blanc, Asahi Super Dry, Somersby Apple Cider, SKOL beer, SKOL Super beer, Danish Royal Stout, Corona Extra, Jolly Shandy Lemon and as well as non-alcoholic Nutrimalt drink. In addition, Carlsberg Malaysia through its subsidiaries, has also a wide range of imported international beer brands such as Hoegaarden, Stella Artois, Budweiser, Grimbergen and Beck’s. The Company now has 7 of 9 world’s top international beer brands.

Animal Abuse Summary

Every day in the United States animals are beaten, neglected, and forced to struggle for survival. They are left in horrible conditions, ones without any food and or water. Some are lucky, they are found and rescued, being given a chance to survive by being cared for in a shelter or even given a new home. But others, aren’t so lucky. We must fight for these animals’ rights and punish the heartless owners. Its up to us to speak up for these creatures who don’t have a voice. The first step, protecting them and creating effective laws.There are actually two categories: passive cruelty and active cruelty. Passive is acts as a result of neglect or lack of action. Even though it may seen less serious, but its not true. It can lead to pain and suffering, and sometimes death. Examples, starvation, dehydration, untreated infections, improper shelter, and failure to get medical care. Passive cruelty is mainly due the owners ignorance. Active cruelty on the other hand, is m ore well known. This type of abuse involves purposefully inflicting harm on an animal.This kind of cruelty should be taken very seriously. These people who commit these crimes might get worse and move on from animals to something else, other humans per say. Its hard to tell what drives people to harm animals for sure. Animal abusers are five times more likely to commit violent crimes against people and four times more likely to commit property crimes than are those who have no history of animal abuse. (â€Å"A 1997 study done by the Massachusetts Society for the Prevention of Cruelty to Animals† â€Å"pet abuse. com†).Most who abuse animals find a sort of fulfillment or power because they know they can’t fight back. I mean yeah, not all who commit animal abuse become serial killers or rapists, its still important to take every case seriously. Examples of this though would include, Carroll Edward Cole was a west cost killer who killed as many as 35 women in the 1 970s and 80s, and was executed in 1985. Based on Cole's testimony, his first violent act was strangling a puppy. The Columbine school shooting is another example of animal abuse as a precursor to human violence.Before killing 12 classmates and then turning the guns on themselves, Eric Harris and Dylan Klebod had bragged to friends about mutilating animals. If these acts had been reported to authorities and taken seriously, these two young men might have been put in a proper facility and helped, possibly avoiding the horrific massacre. Given these examples, it's hard to imagine why all states don't take animal cruelty seriously. Alaska, Arkansas, Idaho, Mississippi, North Dakota, and South Dakota have no provisions for cruelty to animals.According to the Humane Society, a good felony law should protect all animals, apply to first-time offenders, carry large fines and lengthy prison time, have no exemptions, require convicted abusers to get counseling at their own expense, and prohibi t abusers from owning or living among animals. Along with these laws we need officials who will strongly enforce them. Police, psychologists, and even the FBI recognize the link between animal cruelty and violence against people. To better protect communities, all states should institute strong penalties and work to increase public awareness of these crimes.It's not only up to the legal system to make sure that communities across the country are aware and educated about animal cruelty. There are plenty of things everyday citizens can do. The simplest action is for people to take care of their own pets and learn the facts so they can educate others on proper animal care. Another easy way to help is by donating to or volunteering at a local animal shelter. Contrary to popular belief, volunteering doesn't require a lot of time; simply going in a few hours a week helps tremendously.Finally, by writing letters you can remind your local lawmakers that animal abuse is a real problem that n eeds to be addressed. Taking a few minutes to support this worthy cause not only helps animals, it allows you to feel proud about standing up for something so important to society. It is our job to be the voice for creatures who cannot speak up for themselves. As a nation we need to make it our priority to come together and ensure the safety of our beloved pets. As Margaret Mead once said, â€Å"Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has. †

SubSaharan Africa1 essays

SubSaharan Africa1 essays Cultural determinants of fertility 5 Women's Time, and Their Role in Rural Production and Household Maintenance Systems 7 Promoting Environmentally Sustainable Agriculture 8 Infrastructure Development and Settlement Policy 10 Africa's hopes for a better future depend in large part on improving the health of its people. Sub-Saharan Africa is experiencing a period of extraordinary change. Across the continent, policy reforms are contributing to dynamic economic growth. Greater political openness has strengthened the commitment of African governments to meeting the basic needs of their people. Despite these positive trends, sub-Saharan Africa faces a development challenge greater than any other region. Much of the continent's population remains desperately poor. With record numbers of adolescents entering their childbearing years, in less than three decades Africa's population is projected to double again from the current level of 620 million. Meanwhile, many African nations are struggling to provide health and education services to populations expanding at a small percent a year. In many countries, rapid population growth is contributing to degradation of the environment and undermining prospects for prosperity. Africa's hopes for a better future depend in large part on improving the health of its people. Better access to good quality reproductive health services, particularly family planning, is key to improving health status - especially for women. The reality of reproductive health in Africa, however, is far from ideal. Women begin child-bearing in their teens an d have an average of six children. Meanwhile, AIDS has struck hard in Sub-Saharan Africa, where roughly 1 in 10 adults - both men and women - are infected with HIV. Yet traditional attitudes favoring large families are changing rapidly, owing to the growth of cities, the rising cost of living and lower child death rates, among other factors. De...

Valentines Day Sayings and Quotations

Valentines Day Sayings and Quotations If you have loved someone secretly, then Valentines Day is the perfect occasion to bare your heart and let that special someone know how special they really are. While there are millions of time-tested ways to proclaim your love to your beloved, using sayings to articulate how you feel is a great decision. True, you may still end up with unrequited love. But hopefully, the rejection may actually help you get over the infatuation. You will not be smitten anymore. On the other hand, you discover the feelings are mutual, you will be proud of yourself. In addition to a great date, you will have also earned your self-respect. Here are some using Valentines Day Sayings to help you express your feelings. Victor Hugo Life is a flower of which love is the honey. Oliver Wendell Holmes Love is the master key that opens the gates of happiness. Voltaire Love is a canvas furnished by Nature and embroidered by imagination. Fred Jacob True love is like a fine wine, the older the better. Emerson Love is a perfume you cannot pour onto others without getting a few drops on yourself. Anonymous Love means nothing in tennis, but its everything in life. What would it be like to swing on a star, or walk on a cloud? Would it be anything like what I feel whenever you are near? Francois de la Rochefoucauld True love is like ghosts, which everyone talks about and few have seen. Ovid Love is a driver, bitter and fierce if you fight and resist him, Easy-going enough once you acknowledge his power. Melanie Clark You cant put a price tag on love, but you can on all its accessories. Diane Ackerman Everyone admits that love is wonderful and necessary, yet no one agrees on just what it is. F. Sagan I have loved to the point of madness; That which is called madness, That which to me, Is the only sensible way to love. William Shakespeare Did my heart love till now? Forswear it sight, For I neer saw true beauty till this night. This senior-junior, giant-dwarf, Dan Cupid; Regent of love-rhymes, lord of folded arms, The anointed sovereign of sighs and groans, Liege of all loiterers and malcontents. Josh Billings Marrying for love may be a bit risky, but it is so honest that God cant help but smile on it. Patch Adams I love you without knowing how, why, or even from where. Zelda Fitzgerald I dont want to live; I want to love first, and live incidentally. Thomas Merton Love is our true destiny. We do not find the meaning of life by ourselves alone, we find it with another.

Scott Berkun on Writers’ Laziness

Scott Berkun on Writers’ Laziness Scott Berkun on Writers’ Laziness Hard work is one of the many things that authors and startups have in common. We know we should expect it, and always think ourselves ready to embrace it, but the truth is that we’re constantly looking for a shortcut. With countless get-rich-quick schemes, myths, or even documented success-stories out there, it is easy to lose oneself in the dream and never really pursue it.To break free of the dream, we’ve invited one of the most famous myth-busters out there to share his thoughts with us. Scott Berkun is a bestselling author of 6 books and renowned speaker on creativity and innovation. Scott has a simple message for authors, which we all need to hear: â€Å"stop being lazy†.You spend a lot of time myth-busting. What is the No. 1 myth you come across to do with writing? Why do you think this myth is perpetuated? Everyone believes there’s a way around the work. People are genuinely mystified when they describe a hard part of it, hoping for a cure, and I te ll them, yes, I feel the same thing, the difference is I keep going. You can’t run a marathon without running many miles first. There are tricks here and there but they only help if you do the work, the tricks don’t eliminate the work.We’re all prone to dreams and that’s a good thing if we don’t confuse them with reality. Sadly many of us do. Myths about life will always be popular because people confuse dreams with reality, that having a dream is enough. There is no dream of writing a novel or changing the world that comes about without sacrifices. Many people use dreams just as something to talk about and never something they really want to do.You answer a lot of questions from new writers. Which are the most common things these writers get stuck on? What are the causes of these problems?Laziness. It usually comes down to laziness, which sounds mean but it’s totally true. I’m not that famous and even if I were, there are far easier places to get coaching on writing from than an author. It’s an old field you know, with plenty of courses, books and coaches waiting to be used. Generally it’s the dreaming thing again. People who are serious will ask serious questions. Instead of â€Å"How do I start?†, which is answered by opening a word processor and typing, they ask â€Å"I’ve written a draft and want to make it easy for friends to critique it. Suggestions?† It’s a very different question that starts by explaining the asker has already put some sweat in.You first self-published back in 2011 - light-years away in the self-publishing world - what are the most exciting developments you are looking at right now in this space?It gets better every year. Even now the quality is so good most people can’t tell the difference, especially for digital books. I see many boutique publishes cropping up that are challenging the old models, and treating authors differently, which is fun to see.You recently wrote that many publishers are â€Å"stuck in an antiquated notion of their value†. In five years time, what do you think will the core value of a publisher? The core value remains the same - sell great books to people and help authors make great books. I just hope they’ll take more advantage of modern tools and ideas in what they do. They’re still catching up to social media, still catching up to how to use Facebook, still catching up to blogging. There’s a new generation of editors that are rising in influence and as they do publishers will change with them. What you folks are doing at Reedsy, and other shops like Booktrope, it is fascinating to watch - unlike big publishers you have no legacy to hold you back and can dive in with fresh ideas on how it’s all supposed to work.But many publishers are asleep at how the romance of getting published has changed. The technological advantage is almost entirely gone, or worse, is a liability because they’re stuck on ideas from the 1980s. Anyone can publish a book today and if they are talented they can publish good books faster and cheaper than a publisher can. Every publishing exec should, on their own, self-publish a book and compare with what their company does. They’ll see how easy it is to replicate what publishers do with freelancers. Many still haven’t done this simple exercise and there’s no excuse for it.There is a romantic notion that marketing shouldn’t be a writer’s job. Is there a place for introvert writers in today’s landscape - those who don’t necessarily like to engage with their audience and cultivate their fan base?The romantic notion is mostly an invention as writers and artists throughout history largely had to hustle to survive, or they wrote for reasons other than fame (a notion often unheard of today). Being an introvert doesn’t mean you can’t cultivate a fan bas e. Social media, blogs and mailing lists makes it easy for someone who writes to use writing as their primary way to interact. It doesn’t have to be personal, but if you want more fans you have to give them something to be fans about. If you don’t want to engage your own audience how can you expect to create or maintain one? You’d either need to be wealthy enough to pay someone to do if for you, or incredibly lucky to find a following without it.Follow Scott and Reedsy on Twitter: @berkun and @ReedsyHQDo you agree that struggling authors’ main problem is laziness? What do you do to keep writing and engaging with your audience?

Article review Example | Topics and Well Written Essays - 750 words - 2

Review - Article Example The article mainly looks at the point whether the companies selling soup is really responsible for the health of children or not. The article mentions that it can also be the responsibility of the parents to protect the children from burns. Corporate Social Responsibility is a fact, and companies are responsible for the risk attached with the products they sell. According to (Baker)â€Å" My own definition is that CSR is about how companies manage the business processes to produce an overall positive impact on society†. In our case, the corporate social responsibility of the companies which provide soup is meager. As when it comes to CSR, the company looks at society rather than a segment of market. Here children who drink soup are small segment of market and article suggests that health of the child should be the responsibility of the parents rather than that of company. In case of the topics discussed in the class room, the article can be related to Risk Management planning and financial planning. Risk management planning because, the so called product soup is risky to the children and the damage to their health poses a risk to the management of the company. When a company sells hot soup they should be aware of the fact that even children are their potential customers. They should have designed soup cups which are usable by children too .Moreover , the financial planning also comes into action, in relevance with this article.Becuase, when additional soup cups are to be designed , it incurs finance , hence an organization needs to pay attention on financial planning . I liked this article in some ways because of the message it passes on to the readers. Most importantly, it addresses about health and well being of children. Children are very delicate and apart from parents, companies also need to look at their health as potential customers. As per (Zepeda)â€Å"Instant cups of soup — the kind that often come in a Styrofoam cup full of noodles â⠂¬â€ send children to the hospital every day â€Å"Then the article surrounds around the subject of Corporate Social Responsibility which can be motive to administrative heads reading this .Children are also part of the community and it is the responsibility of the soup selling companies to manufacture cups which are less risky to their health. Something which I do not like about the article is that it is really precise. There should be more explanation about the subject as it is of social value. More over the article is not holding the soup selling companies as culprit for the burning incidence of children. There is also something missing in the article like the profit motive of the companies which sell instant soups. If needed the company can launch instant soup for young children but they hesitate to do this because of the profit motive they have. In her article (Abrams) writes thatâ€Å"A profit motive demands creative destruction in pursuit of more money and an allegiance to free markets†. As a company they should do assessment of their customer market in various ways. Even children are part of their market segment and due consideration to them is essential for the company to succeed in the market for long run. So the article could include the profit motive of the soup companies and how they neglect children’s health and well being. This article is less elaborative and it talks only precisely about the noted subject of Instant soup and health risk of children. A reader expects more from an article with this kind of subject matter.

The role of social classes in the great Gatsby Research Paper

The role of social classes in the great Gatsby - Research Paper Example Fortunately, he becomes rich and starts to live at West Egg (Fitzgerald, 2012). His fight to win back his lover (Daisy) from his current husband, Tom, is used by the author of the novel to represent the role of social class. This portrays the difference between the rich and the poor (two social classes). â€Å"There is a difference between simply being a rich person (nouveau riche) and being rich and learned (old money), and this means that although Gatsby is rich he cannot fake education or the characteristics of a rich man† (Fà ¤lth, 2013). To begin with, towards the end of this novel, the narrator, Nick, meets the father of Gatsby during arrangements of his funeral. This part reveals how Gatsby had become rich and the way his social class had transformed. The father of Gatsby is an old man and was living a very simple life since he was not that rich. The house he is currently living was bought by his son Gatsby. He starts to narrate to Nick how his son when he was young. He explains to him how Gatsby left home at his youth age to pursue a better life and he fortunately gained the wealth he dreamed of (Streissguth, 2009). This story enables the story teller to understand that Gatsby had become a very rich man, but still maintained the characters he had before changing his social status, which is very necessary for his character and personality (Svensson, 2012). At some point, the narrator tells Gatsby’s father, â€Å"they’re a rotten crowd; you’re worth the whole damn bunch put together (p. 44)†. At this point, Nick is referring to Tom and Daisy. This means that, Tom and Daisy, despite their high social class, they are different from Jay because they are far much behind in terms of behavior and character. Secondly, another part that reveals the role of social class in the novel is when Daisy is driving back home with Jordan and Gatsby and hits a woman. Instead of stopping and assess the situations, she drives away and the

A report about being consultant for B&Q (Marketing) Essay

A report about being consultant for B&Q (Marketing) - Essay Example The challenges of bringing certified timber to the market are dual. Firstly, companies along the supply chain need to get certified. Secondly, forest certification systems must work to expand the total area of certified forests.1 The various threats to woods and forests range from inappropriate activities such as extreme public recreation to more menacing threats from pollution, drainage, acid rain, climate change, disease, invasive plants and the activities of certain animals. A significant proportion of income from woods is from timber sales. Timber is a global commodity and prices for most products are established on world markets; world timber prices however are currently at an all-time downturn. Woods present great benefits to society, and when economists evaluate some of the non-market benefits (such as landscape value etc), it becomes clear that the wider public gets more advantage from woodland management than does the owner who offers those benefits. Following is a list of a few organizations operating worldwide in the forestry sector in order to provide the general public and all other interested parties with key information on timber and other forest related issues. 1. The International Wood Collectors Society is a non-profit Society committed to delivering information on collecting wood, correctly identifying and naming wood specimens, and using wood in creative crafts. 2 2. ProFor is a multi-donor partnership formed to practice a shared goal of enhancing forests contribution to poverty reduction, sustainable development and protection of environmental services. ProFor supports analytic work, and knowledge management and dissemination of forest issues related to livelihoods, governance, finance and cross-sectoral cooperation.3 3. L Association Technique International des Bois Tropicaux (ATIBT)Â  is an NGO which brings together tropical wood producers and

Euthansasia Essay Example | Topics and Well Written Essays - 1000 words

Euthansasia - Essay Example The thing that was brought to notice from the acceptance of euthanasia in some regions like Oregon (United States) can be considered as the harsh truth. The practice of euthanasia even results in assistance of death to those who aim for suicide even though their ailment is chiefly depression and not painful physical condition. Several other wrong practices find their way under the roof of euthanasia, which becomes crucial to be addressed with prominence of attention. Holy Bible, the most important religious book of Christians directs the thoughts and believes of a person the acceptance of God as the power who alone should hold the right to take away life. Thus, euthanasia, a practice by means of which assisted suicide is provided to the patients in terminally ill position is not within the acceptance boundaries of ethics as presented in the holy Bible. As per Bible and believers of bible only Almighty Father hold the right to take away the life from the human body. Thus, acceptance of euthanasia or assisted suicide essentially leads to the violation of the laws of the Bible. Christians who hold strong believe in Holy Bible and its teachings present themselves with the situation in which respect for the holy words should be given and following of the teachings should be strictly adhered. Thus, the acceptance of assisted suicide for the terminally ill patients also should not be practiced as per Christianity. We hereby discuss few papers on euthanasia that has been published on the basis of studies carried out on the topic of euthanasia.Euthanasia- In the light of scientific research Haverkate (1998) and colleagues performed a study to describe the presence of and compliance with guidelines in the cases of euthanasia and intensifying of the alleviation of pain and symptoms. The study also held its focus to the understanding of the opinions of physicians about written guidelines. In addition, the relationship between meeting of the requirements for prudent practice and presence of and compliance with guidelines or euthanasia was studied (Haverkate, 1998). Interview was used as the method of data collection. And the results revealed that in case of meeting the requirements for prudent practice, there existed no significant differences between cases of euthanasia in which EAS (euthanasia or assisted suicide) guidelines were present and the ones in which there were no such guidelines. In addition, the presence of guidelines seemed to project better adherence to consultation and other essential actions. However, it is essential note that the study had a limitation, fo r the collection of data was based on the self-report of physicians and the content of guidelines was not verified. We therefore prose that well-designed, large sample sized research studies should be conducted so as to further assure the results as revealed from this study. In another study, Rurup (2005) and colleagues attempted to learn more about the characteristic patients who request for euthanasia or physician assisted suicide and the effect of physicians decision. It was concluded from the study that being tired of living could play a crucial part in the desire of euthanasia in the patients. The tired of living phenomenon can exist irrespective of whether the patient is suffering from a major disease or not. It was noted that the high occurrence of symptoms in the absence of classifiable sever disease

Case study Example | Topics and Well Written Essays - 250 words - 106

Case Study Example The Swiss chocolate ice cream cake roll has to be sourced from another vendor in the supplier’s list immediately. The situation analysis needs to begin with the communication breakdown. It is important to assess the communication between the sales department and the conference organizer who was supposed to ensure that the guests did not bring along their pets. The reservationist failed to inquire if the guests were dog or cat owners, which would have helped to avoid the two pets from creating a commotion at the Times hotel. The events demonstrated failure among the reservations personnel. There is need to ask them to explain why the mess occurred. The reason for two room attendants not to report to work during such chaos is questionable and needs an explanation. The switchboard operator failed to relay calls with important information to the chef and the reasons need to be known. The air conditioner was faulty and the front office manager did not get this information as calls from the executive engineer went unanswered. The switch board operator plays a significant role in the hotel’s co mmunication network and should not fail in his/her duty. The significance of effective communication between the front office and other departments cannot be overemphasized. It is important for the front office manager to develop an analytical perspective of the communication system. Active participation by front the office manager in routine communication is important for the effective management of other departments. Employees need to be trained on how to deal with colleagues within their department as well as in other departments to enhance professionalism in communication and service delivery. The function board needs to be reviewed with every employee on respective shifts to ensure professional initial guest contact. The front office manager needs to help the employees to concentrate on every day’s

Euthansasia Essay Example | Topics and Well Written Essays - 1000 words

Euthansasia - Essay Example The thing that was brought to notice from the acceptance of euthanasia in some regions like Oregon (United States) can be considered as the harsh truth. The practice of euthanasia even results in assistance of death to those who aim for suicide even though their ailment is chiefly depression and not painful physical condition. Several other wrong practices find their way under the roof of euthanasia, which becomes crucial to be addressed with prominence of attention. Holy Bible, the most important religious book of Christians directs the thoughts and believes of a person the acceptance of God as the power who alone should hold the right to take away life. Thus, euthanasia, a practice by means of which assisted suicide is provided to the patients in terminally ill position is not within the acceptance boundaries of ethics as presented in the holy Bible. As per Bible and believers of bible only Almighty Father hold the right to take away the life from the human body. Thus, acceptance of euthanasia or assisted suicide essentially leads to the violation of the laws of the Bible. Christians who hold strong believe in Holy Bible and its teachings present themselves with the situation in which respect for the holy words should be given and following of the teachings should be strictly adhered. Thus, the acceptance of assisted suicide for the terminally ill patients also should not be practiced as per Christianity. We hereby discuss few papers on euthanasia that has been published on the basis of studies carried out on the topic of euthanasia.Euthanasia- In the light of scientific research Haverkate (1998) and colleagues performed a study to describe the presence of and compliance with guidelines in the cases of euthanasia and intensifying of the alleviation of pain and symptoms. The study also held its focus to the understanding of the opinions of physicians about written guidelines. In addition, the relationship between meeting of the requirements for prudent practice and presence of and compliance with guidelines or euthanasia was studied (Haverkate, 1998). Interview was used as the method of data collection. And the results revealed that in case of meeting the requirements for prudent practice, there existed no significant differences between cases of euthanasia in which EAS (euthanasia or assisted suicide) guidelines were present and the ones in which there were no such guidelines. In addition, the presence of guidelines seemed to project better adherence to consultation and other essential actions. However, it is essential note that the study had a limitation, fo r the collection of data was based on the self-report of physicians and the content of guidelines was not verified. We therefore prose that well-designed, large sample sized research studies should be conducted so as to further assure the results as revealed from this study. In another study, Rurup (2005) and colleagues attempted to learn more about the characteristic patients who request for euthanasia or physician assisted suicide and the effect of physicians decision. It was concluded from the study that being tired of living could play a crucial part in the desire of euthanasia in the patients. The tired of living phenomenon can exist irrespective of whether the patient is suffering from a major disease or not. It was noted that the high occurrence of symptoms in the absence of classifiable sever disease

PERSONAL STATEMENT Example | Topics and Well Written Essays - 500 words

Personal Statement Example I have always strived to excel in what I do and would therefore like to sharpen my skills and update myself with the latest topics and technologies in this field. Pursuing an educational program that would give me a comprehensive exposure in industrial engineering will prepare me for a career in this field. In today’s competitive environment filled with challenges and demands on professionalism, I have to make sure that I am able to outperform all the others in this field. Since a mediocre performance and knowledge on the subject will not take me very far, I need to get the knowledge from an educational institution that offers a well rounded exposure and prepares future industrial engineers to face the challenging times. This includes theoretical and practical training in management techniques, people management skills and computer technology in addition to the basic engineering knowledge. Although I anticipate that my career will be filled with challenges and demanding situations, I expect it to be very satisfying as I see the projects that I design being built to completion. My areas of interest include investigation of analytical and computational methods for optimization, risk analysis, and development of methodologies for the design, planning and control of systems especially in governmental services. I believe that being part of governmental services, I will be able to make a stronger impact on the society and the country at large. The exposure in industrial engineering will therefore help me to add more value to the organization I chose to work with in the future. This way, I can also give back to the society which has had a major role in helping me achieve this level of education. In addition to this, I also aim to be a role model for people from my community to strive to do their best and be able to establish themselves in the field of industrial engineering. In the past minority groups have always been discriminated against and

Philosophy of life Essay Example for Free

Philosophy of life Essay I do not come from the world of development as such I do not have work examples to share. I have many situations in my professional life I can think of where issues related to ethics are of importance. What life has told me that very often the answer is I do not know and that Ethics is very often a luxury that is not understood. Ounce at worked in a new job, in a financial software sales position I was in my first week† offered† a woman. see more:what is your philosophy of life By this I mean, it was a fellow female colleague who was known to be available and instead of working made sure to have â€Å"interactions† with some of male colleagues. I was literally told that she was available and that I should go for it. She in the next few days, quite clearly spent time around my desk and it was rather obvious what was expected of me. Since I decided not to sleep with her, I put myself in a difficult situation, I had literally to look at porn in the office and made sure other guys saw it and make many sexist and homophobic ( I am for gay rights) statements so at no time it could be thought I was gay. ( which I am not) How do you deal with a situation like this? I considered that for obvious moral reasons to have sexual intercourse with her was sick, still society told me it is the opposite. By following my own code of values I did create a difficult work environment for myself. Ethics sometimes can be a luxury. In another situation I was asked to fire someone who had done nothing wrong because that individual: happened to be the ex-assistant of the preceding ceo/founder of the company and that new ceo was unhappy of the business arrangement they had made and the only way he could get revenge was by firing her. Of course, he did not have the balls to do this so he asked me to do it. I decided not to do it. I was aware that the boyfriend of this assistant was out of work, I did try to push her to work harder so she resented me for it. She was not aware of what was happening. The ceo that hired me resented me for not doing do. I was in a difficult situation. Yes this was a toxic environment and I left very quickly from this company (she did get fired so my attitude changed nothing). Again, ethics/confrontation to reality, often do conflict. I happened to be at a time to have the financial means that allowed me to say no. Still, I paid the price for my choice. More when I think about ethics, my vision is that we all have only a certain number of â€Å"right† choices we can allow ourselves in our life and that the rest of the time we just need to follow the herd. Sadly, trying to do the right thing, trying to follow a certain way of interacting is just not possible. People behave within their existing environment and the code that comes with it and human mediocrity is everywhere. Yes, I still do value a â€Å"healthy† outlook on how I want to interact with others, still life has told me that often it is just not possible. I have other stories similar to the one discussed. I have leant from life that people lie to themselves and can tell themselves many stories that justify their conduct and by repeating it again and again they can convince themselves about it. Sadly, my view of ethics is that it is of importance in one’s personal life and should try to be implemented in one’s professional life, sadly often it cannot be done. Human stupidity, arrogance of the little man who wants his power recognized are much strong elements to be acknowledge in one’s decision process. Words like integrity, fairness often have many different meanings. We all live in bubbles where what is right and wrong can be learnt and real life is not what is taught at University. POWERED BY TCPDF (WWW. TCPDF. ORG).

Additional Support Needs and Inclusion in Education

Additional Support Needs and Inclusion in Education Behaviour Children Mainstream Exploring Difference and Diversity As a Teacher of Additional Support Needs in a secondary school in North East Scotland I intend to investigate Difference and Diversity and the move from Special Educational Needs to Additional Support Needs and Inclusion. How it affects my own practice and that of my school. Having been a mainstream secondary school teacher for 14 years before becoming an Additional Support Needs teacher, I have learnt from experience and listening to colleagues, that behaviour seems to play a major part in the inclusive classroom. Colleagues have commented in the past that they don’t mind those children with ‘Special Needs’, it is those with behavioural difficulties which cause the problems. This train of thought is corroborated by Paul Croll and Moses (2000). They interviewed Head Teachers from both Special Schools and Mainstream, and LEA Officers. ‘The view that children whose behaviour challenged the mainstream should be in separate provision was a widespread one: â€Å"We cannot cope with EBD [emotional and behavioural difficulties] children in the mainstream.† (Primary Head) â€Å"I am very committed to integration in principle, but it is very difficult to have disturbed children in mainstream schools.† (Primary Head) â€Å"Some emotionally and behaviourally disturbed children make too great demands on staff. It’s not fair on other children.† (Primary Head) (Croll and Moses 2000, p6) Also, cited by J Allan (1999, p10), Armstrong and Galloway have noted a tendency of teachers to reconstruct children with emotional or behavioural difficulties as ‘disturbed’ (1994:179), with the implication that these are outside the responsibilities of mainstream classroom teachers. It is for this reason I intend to look at the behaviour of a small group of first year pupils in my classroom, and try to put into place some strategies to help reduce the frequency of unwanted behaviours, which hopefully, will go some way in promoting inclusion within my classroom practice and thus enabling them to access more mainstream classes in the future. The unwanted behaviour could stem from a number of factors including their home life, environmental influences, peer pressure, personality, self confidence and self esteem, to name but a few; which will be discussed later. When considering difference and diversity, many people think of stereotypes, such as, cultural diversity, gender differences etc. The problem with a stereotype however, is that no one individual conforms to it exactly, and yet, in the educational institute it is individuals that we are dealing with therefore, we place the emphasis on exploration of individual differences, and not stereotypes. Do these differences really mean that some children and young people are uneducable and have to be segregated and placed in special schools? Previous trains of thought were that those with ‘special needs’ would be better off in special schools. By placing them in such institutes, the education of the rest would not be hindered. According to Thomas and Loxley (2007) one of the first Special Schools in the UK was The School of Instruction for the Blind, in Liverpool 1791, also mentioned in The Warnock Report (p8). During the Nineteenth Century Special Schools were established for the blind, deaf and dumb children. During the 20th Century Special Schools grew in number until they catered for around 2% of the school population. In the early part of the century people with learning difficulties were referred to as feebleminded, imbeciles and idiots. Many of the special schools were started by voluntary organizations for pupils with specific disabilities. They were seen as more helpful and less intimidating to students with disabilities. ‘The term special educational needs began to come into use in the late 1960s as a result of increasing dissatisfaction with the terminology used in the Handicapped Pupils and School Health Service Regulations (1945), which classified handicapped children into ten categories according to their main handicap. There was, moreover, an increasing awareness of the frequency of learning and other difficulties affecting children’s progress and adjustment in ordinary schools’. (Ronald Gulliford, (Ed) 1992 p1) Before the Warnock Report it was commonly believed that special educational needs stressed that the deficits were from within the child. This came from a medical or psychological point of view which implied that the individual was in some way ‘in deficit’. The requirement for special educational provision was related to the concept of disability of mind or body. The 1944 Education Act defined 11 forms of disability but did not include groups of children who were considered to be uneducable due to the extent of their handicap. Disabilities were described in medical terms except for educational sub-normality and maladjustment which were more difficult to clarify, suggesting that there was a cut-off point between normal and abnormal. In 1970 legislation was introduced which stated that local education authorities had to make special educational provision for all types of disability, but this did not specify whether it should be in separate schools or classes. This resulted in special education being considered as that which only took place in special schools. (Sally Beveridge 1999) The Warnock committee was set up to review the provision for children with mental and physical disabilities and produced the report in 1978. It promoted a wide range of special needs, rather than discrete categories and helped to form the basis of the 1981 Education Act’s policies on special educational needs (SEN), which introduced a different approach to the definition of children with SEN: ‘A child will have a special educational need if s/he has a learning difficulty requiring special educational provision. The ‘learning difficulty’ includes not only physical and mental disabilities, but also any kind of learning difficulty experienced by a child, provided that it is significantly greater than that of the majority of children of the same age’. (1981 Education Act, p1) The Act stated that the education of children with SEN should be carried out in ordinary schools where possible. The Act emphasized an approach that is in favour of inclusion and integration, rather than separation and isolation. This approach recommended that children with special needs should be treated as individuals, and that the child should have a learning support teacher with them in the classroom, rather than being taken out of the class. Since the Warnock report and the 1981 Education Act, legislation has been gradually catching up with the recommendations. The most recent legislation is The Education (Additional Support for Learning) (Scotland) Act 2004, in which the term ‘Special Educational Needs’ has been replaced with ‘Additional Support for Learning’. The Act states that ‘A child or young person has additional support needs for whatever reason, the child or young person is, or is likely to be, unable without the provision of additional support to benefit from school education provided or to be provided for the child or young person. In relation to a prescribed pre-school child, a child of school age or a young person receiving school education, provision which is additional to, or otherwise different from, the educational provision made generally for children or, as the case may be, young persons of the same age in schools (other than special schools) under the management of the education authority for the area to which the child or young person belongs.’ (Education (Additional Support for Learning) (Scotland) Act 2004, p1) This definition seems to be similar as in the 1981 Education Act previously mentioned, although the Education (Scotland) Act 1981 did not mention that the ‘learning difficulty’ included physical and mental disabilities, as did the Act in England. Does this mean there are no real changes in policy? Is everything exactly the same as before but with a different name? The Additional Support for Learning Act introduced a new framework for supporting children and young people. The Education (Scotland) Act 1981 required education authorities to make a generalprovision in their areas to meet such needs. The 2004 Act requires education authorities to make adequate and well-organized provision for additional support as is required by the child or young person with additional support needs’. This goes further than making a general provision, such as special schools. The education authority has a duty to provide the necessary additional support to every individual child or young person who needs it to benefit from education. It also has to identify children and young people with additional support needs and to review their continuing needs and the sufficiency of steps taken to meet them. Staff and resources from within the particular schools attended by these children or young people have a role in enabling an education authority to fulfill these duties, as do staff and resources from its own services and from other agencies. (Focusing on Inclusion, p7) Children may need additional support for a wide variety of reasons. A child’s education could be affected by issues resulting from: learning environment inflexible curricular arrangements inappropriate approaches to learning and teaching more able children children with English as an additional language family circumstances homelessness parental drug or alcohol misuse children who are parents children who are carers children looked after by the local authority disability or health need motor or sensory impairment specific language impairment autistic spectrum disorder learning difficulties ADHD depression or other mental health problems social and emotional factors children who are being bullied children who are suffering racial discrimination children who are bullying children with behavioural difficulties (Govan Law Centre, internet source) This is far from being a complete list and does not mean that every child fitting one of the above categories necessarily has additional support needs. This will depend on the amount and type of support required by the individual child. There are many more factors that are now considered under The Education (Additional Support for Learning) (Scotland) Act 2004 compared with the previous Act. Children with English as an additional language are now included whereas previously they were not, they were not viewed as having special needs, but they are now recognized as needing support to access the curriculum. Also, parents now have the right to: Ask their child’s education authority to find out whether your child has additional support needs. Request a specific type of assessment and/or examination for your child when their education authority is proposing to formally identify whether they have additional support needs. Receive information or advice about a child’s additional support needs. (Enquire 2006) All local authorities should have policies in place to ensure they are abiding by the act. The authority in which I work has various policies and guidelines in place, including: Policies Access to Education for Pupils with Disabilities/Additional Support Needs Strategy 2005-08 Race Equality Policy and Strategy 2005-08 Sensory Support Service Quality Assurance Policy Additional Support Needs Policy Framework. Policies Under Development Disability Equality Scheme Guidelines Guidance on the Education of Looked After Children and Young People Improving Access to the School Environment to Communication for Parents and Visitors. How good is our Educational Psychology Service Draft Snapshot. Improving Physical Access to Education. Riding for Pupils with Additional Support Needs. Safety and Good Practice on Education Excursions. Supporting Pupils access to the curriculum using ICT (ASPECTS). Swimming for Pupils with Additional Support Needs. Guidelines Under Development Autism Support. English as an Additional Language. Integrated Assessment Framework Draft Operational Guidelines Motor Coordination Difficulties. Sensory Support Service Guidelines. The Additional Support Needs Policy Framework was produced in January 2007 as 6 Pathways to Policy booklets and the principles behind the policy are printed in each booklet: ‘The Additional Support Needs Policy Framework and the Pathways to Policy Pack for Supporting Children’s and Young People’s learning ensure that all children and young people are provided with the necessary support to help them work towards achieving their full potential with respect to their personality, talents and mental and physical abilities. It promotes collaborative working among all those supporting children and young people’. In September 2005 HM Inspectorate of Education was asked by Scottish Ministers to monitor and evaluate the consistency, effectiveness and efficiency of education authorities in implementing the Education (Additional Support for Learning) (Scotland) Act 2004 and to ensure that procedures for implementation were in line with the duties of the Act 2004 and the associated Code of Practice. In 2007 HMIE produced the Report on the implementation of the Education (Additional Support for Learning) (Scotland) Act 2004. The report states that most authorities were effective in ensuring that their procedures for implementing the Act were in line with the duties of the Act and the associated Code of Practice. The most effective had built on existing good practice and developed joint strategic approaches with other agencies to meet the needs of children and young people with additional support needs. However, authorities varied in their effectiveness in implementing the key requirements of the Act. (HMIE 2007) The report provided guidelines for improvement and was made available to schools in February 2008, to enable them to evaluate their implementation and effectiveness of current legislation; the Education (Additional Support for Learning) (Scotland) Act 2004 and Inclusion. Following this report some schools including the school, in which I work, are holding CPD sessions for staff on the implementation of the Act and Inclusion, and ways forward. Inclusion is not a new phenomenon, it has been recommended in educational legislation since the Warnock Report in 1978. In fact it has been spoke about during the 1960’s, As cited by Josephine Jenkinson, Dunn’s (1968) argument against segregated special education and in favour of integration was that advances in the development of individualized, self-paced curricula in regular education would allow students with disabilities to be accommodated in the regular class, if they were provided with a programme designed by a specialist teacher to meet their needs and in which they could progress at their own pace. Integration could be made possible by radical departures in school organization, involving a greater emphasis on team teaching, ungraded classes and flexible groupings. (Jenkinson, 1996. p 15-16) This implies that there should be a change in the curriculum and how it is delivered, to meet the needs of all pupils, and that specialist teachers should be working with classroom teachers to plan and deliver the curriculum. Historically â€Å"integration† was the term used in the 1980s, but this came to be seen as placing disabled children in a mainstream setting, without providing the support they required and allowing them to be there as long as they were able to fit into the existing systems and cultures. It is now acknowledged that the inclusion of disabled, and children with additional needs, involves going much further, and changing the policies, practices and attitudes within the school. The Centre for Studies on Inclusive Education provides the following definitions of inclusion in education, from the Index for Inclusion in education (Booth and Ainscow 2002), also cited by Thomas and Vaughan 2004 (p183): Valuing all students and staff equally. Increasing the participation of students in, and reducing their exclusion from, the cultures, curricula and communities of local schools. Restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in the locality. Reducing barriers to learning and participation for all students, not only those with impairments or those who are categorized as `having special educational needs. Learning from attempts to overcome barriers to the access and participation of particular students to make changes for the benefit of students more widely. Viewing the difference between students as resources to support learning, rather than as problems to be overcome. Acknowledging the right of students to an education in their locality. Improving schools for staff as well as for students. Emphasizing the role of schools in building community and developing values, as well as in increasing achievement. Fostering mutually sustaining relationships between schools and communities. Recognizing that inclusion in education is one aspect of inclusion in society. (Centre for Studies on Inclusive Education, internet source) Why do we need inclusion? Whatever their disability or learning difficulty children have a part to play in society after school. An early start in mainstream playgroups or nursery schools, followed by education in ordinary schools and colleges, is the best preparation for an integrated life. Education is part of, not separate from, the rest of childrens lives. Disabled children can be educated in mainstream schools with appropriate support. As discussed by Ainscow (1999), Inclusion is a feature of the Salamanca Statement which was agreed by 92 governments and 25 international organizations in 1994. ‘The statement argues that regular schools with an inclusive orientation are the most effective means of combating discriminatory attitudes, building an inclusive society and achieving education for all’.( Ainscow 1999, p74) Cited by Thomas and Vaughan (2007), Rustemier argues that segregated schooling breaches all four principles underpinning the 1989 United Nations Convention on the Rights of the Child. These principles are: Non-discrimination (Article 2) – all children should enjoy all rights without discrimination and on the basis of equality of opportunity; The best interests of the child (Article3); The right to life, survival and development (Article 6) – development is meant in its broadest sense, including physical health but also mental, emotional, cognitive, social and cultural, and ‘to the maximum extent possible’; and The views of the child (Article 12) – children have the right to be heard and to have their views taken seriously in matters affecting them. Rustemier goes on to argue that inclusion has come to mean almost everything but the elimination of exclusion. And that the current education system excludes and segregates large numbers of children from mainstream education because of learning difficulty, disability, and behaviour, despite claiming to have inclusion as its goal. (Thomas and Vaughan, 2004, p 23-24). Joe Whittaker discusses, in an article which appeared in the Greater Manchester of Disabled People’s Magazine ‘Coalition’, the damage he believes is inflicted on disabled children and their local communities by a system of special schooling and segregation. He further argues that inclusive education will be prevented from being implemented in any meaningful way whilst this system continues. ‘Over the last 50 years different governments have told us that we are moving towards integration, where disabled children and non-disabled children work together in the same school and where everyone has equal opportunities. However, simultaneously the same governments have stated that there will always be a need for some children to go to segregated special schools, and legislation was introduced to ensure this would happen’. (Joe Whittaker 2001: pp. 12-16) [See appendix1] Despite the United Nations Convention on the Rights of the Child, and the growing number of people in favour of Inclusive mainstream schools and the closure of Special Schools, Government statistics show that there has been an increase in the number of Independent Special Schools in Scotland over the past few years. The number of publicly funded special schools in individual areas of Scotland has also changed. Some areas such as east Ayrshire show an increase while others show a decrease in the number of special schools. There has been a significant increase in pupils with Additional Support Needs attending both Primary and Secondary mainstream schools. There has also been an increase in the number of pupils with IEP’S attending mainstream secondary schools. [See tables1, 2: appendix 2] There are many reasons why secondary pupils are deemed to need additional support in school. According to the statistics there are 1,816 pupils with Social, emotional and behavioural difficulty; 1,403 of these being boys and only 413 girls. The statistics show that there are significantly more boys with additional support needs than girls. [See table4, appendix 2] A Scottish Executive National Statistics Publication gives the following information, along with the statistic tables in appendix 2: Special schools There were 34 independent special schools in 2004, compared to 33 schools in 2003, and 32 in 2002. There were 1,132 pupils in independent special schools in 2004, an increase of eight per cent over 2003. There were 334 teachers (FTE) in independent special schools in 2004, a 17 per cent increase from 2003. There were 3.4 pupils per teacher in 2004, a decrease from 3.7 in 2003. Special Educational Needs There were 1,349 pupils with a Record of Needs and/or an Individualised Educational Programme. This is an increase of 105 (eight per cent) from 2003. The largest categories of main difficulty of learning were social, emotional and behavioural difficulties (22.6 per 1,000 pupils) and specific learning difficulties in language and/or mathematics including dyslexia (6.7 per 1,000 pupils). (Scottish Executive, Internet Source) Why is it that there seems to be more boys than girls identified as requiring Additional Needs? One reason could be that boys are seen as more boisterous than girls, thus reported as having behaviour problems, another reason could be that more assessments of boys have been carried out, compared to girls; resulting in an increase of incidences and prevalence. There is also the general assumption that girls mature more quickly than boys. Cited in ‘A study of children and young people who present challenging behaviour’ – literature review, Cole et al (1998) (1999) established that there were ten to twelve times more boys than girls in English EBD schools and over three times as many boys as girls in PRUs (Pupil Referral Units). This creates very real difficulties in ensuring that girls have a suitable peer group if they attend a ‘mixed’ EBD school (see also Cruddas and Haddock, 2001). Egelund and Hansen (2000) noted a 5:1 boy:girl ratio in segregated provision in Denmark. In Scotland, Lloyd and O’Regan (1999) report that over 80% of the pupils in specialist provision for SEBD are boys. Fortin and Bigras (1997), note that boys heavily outnumber girls in Canadian literature on EBD. (Ofsted 2005) This literature review was commissioned  by Ofsted as part of a large-scale survey to inform the report ‘Managing challenging behaviour’. Ofsted commissioned the University of Birmingham to carry out this research to inform subsequent fieldwork, and gives the assumption that the Gender imbalance is International, and Social Emotional and Behaviour difficulties is one of the categories that creates the most problems. In November 2002 BBC News Online reported Schools in England were identifying more boys than girls as needing special help with their education. ‘New statistics on the gender of those with special needs reveal for the first time that 64% are boys and 36% girls. The gender gap is even wider in the most severe cases those with formal statements of need: 72% are boys and 28% girls. Experts say the reasons are unclear but that controversially a large factor might be teachers perceptions of what constitutes problematic behaviour’. It was also reported that children with special educational needs are being turned away from schools because of fears that they could affect their position in exam league tables. Children with’ special needs’ account for almost nine-tenths of permanent exclusions from primary schools, and six-tenths of those from secondary schools. Almost five times as many boys as girls are excluded from school. This corroborates Rustemier’s argument that the education system excludes large numbers of children, especially those deemed to have ‘special needs’. The report stated that girls and boys are more or less equally likely to have physical disabilities, but boys are far more likely than girls to have specific learning difficulties, autistic disorders or emotional or behavioural problems. Medical reasons were discussed, and Richard Byers, an SEN expert in Cambridge Universitys faculty of education, was quoted as saying that some forms of special need notably autism were diagnosed much more often in boys than in girls. More and more cases of autism were being identified, so more boys were said to have SEN. But there was a bigger, greyer aspect to the issue, especially where children in mainstream schools were identified as having social, emotional or behavioural difficulties again, many more of them boys. Florid felt that we identify one kind of social, emotional or behavioural difficulty which tends to be in boys more often than girls. This might be that for all kinds of social and cultural reasons teachers perceived boys to be more problematic than girls. So there was an over-identification of boys with SEN and probably an under-identification of girls needs. The Department for Education was quoted as saying that there appears to be some evidence that professionals, including teachers, are likely to identify boys as having SEN particularly in relation to behaviour. The BBC also reported that the editor of The Journal of Research in Special Educational Needs, Lani Florian, said the gender gap might be as high as 10 to one in the case of emotional and behavioural problems. People had put forward various theories, to do with genes and hormones, for instance but none had been conclusive. It has been said that the classroom is just a friendlier environment for girls but thats just a theory too, Dr Florian said. We really dont know. (Gary Eason, BBC News online 2002) This report has been discussed by various people on a GTC forum as summarized by Allan Witherington (efacilitator) Many of the contributors have offered observations from their own experiences in the classroom that confirm the often described differences in attitude, learning style and attainment between boys and girls. Boys were said to be noisier and to lose interest more quickly, whereas girls were quieter, more reflective and better able to deal with written tasks. No-one contested the fact that the gender gap is real. A persistent theme was the need for teachers to deliver lessons offering a variety of learning experiences to cater for the different learning styles of all those in the class’. This was said to be ‘a tall order’. When discussing the quote from a DfES spokesperson as saying, There appears to be some evidence that professionals, including teachers, are likely to identify boys as having SEN particularly in relation to behaviour. The question was asked â€Å"are they suggesting that the perceptions of the professionals are incorrect? Are we just missing the sp ecial needs of girls because they are less obvious†? There seemed to be no answer to this! (GTC forum, internet source) As well as the gender issue, and it being reported that boys are more likely to be identified with Autism and EBD, according to the previously mentioned statistics table 4 (appendix 2), in 2006 there were 19 reasons for support for secondary pupils with Additional support needs compared with The 1944 Education Act which defined eleven categories of disability. Perhaps the more recent Government Policies and initiatives have contributed to the increase! With the concept of Inclusion there are now more children and young people identified with additional needs attending mainstream schools whereas in previous years they would have been segregated into special schools, the additional rights of the parents could mean that more parents are requesting assessments for their children if they think there is a problem, resulting in more children needing additional support. There are many other reasons which were not previously recognized as Special Educational Needs such as some family circumstances, bullying etc.

Middle Passage Essay -- Literary Analysis, Charles Johnson

INTRO Examination into the true heart of experience and meaning, Charles Johnson’s Middle Passage looks at the structures of identity and the total transformation of the self. The novel talks about the hidden assumptions of human and literary identity and brings to view the real problems of these assumptions through different ideas of allusion and appropriation. As the novel tells Rutherford Calhoun’s transformation of un-awareness allows him to cross â€Å"the sea of suffering† (209) making him forget who he really is. The novel brings forth the roots of human â€Å"being† and the true complications and troubles of African American experiences. Stuck between posed questions of identity, the abstract body is able to provide important insight into the methods and meanings in Middle Passage. RUTHERFORD’S TRANSFORMATION Middle Passage’s protagonist , Rutherford Calhoun, shows that identity is a dangerous â€Å"middle† experience for the African American offspring that endured the middle passage. As a survivor of a unknown place and subject to total isolation of his own personal experiences we find Rutherford searching for meaning. The novel questions the structure of human and literary identity by testing the power of duel oppositions and abstraction to portray the meaning of experience: "Our faith in fiction comes from an ancient belief that language and literary art all speaking and showing-clarify our experience" (Being 3). By questioning the African-American experience, Johnson radicalizes faith and is able to show the complexities of experience and change. Johnson’s examination into identity, which we can see as both human and textual, depends mainly on the appropriation for its literal and pensive methods. This contradictory space of ... ...o becoming "like any other men," or if not like every other man they become more like Rutherford himself: â€Å"They were leagues from home - indeed, without a home - and in Ngonyama's eyes I saw a displacement, an emptiness like maybe all of his brethren as he once knew them were dead. To wit, I saw myself. A man remade by virtue of his contact with the crew. My reflection in his eyes, when I looked up, gave back my flat image as phantasmic, the flapping sails and sea behind me drained of their density like figures in a dream. Stupidly, I had seen their lives and culture as timeless product, as a finished thing, pure essence or Parmenidean meaning I envied and wanted to embrace, when the truth was that they were process and Heraclitean change, like any men, not fixed but evolving and as vulnerable to metamorphosis as the body of the boy we'd thrown overboard. (124)†

Ict In Class Rooms In Rural Areas Education Essay

This undertaking is focused in implementing ICT in rural country, and the instance survey is on fufore local authorities in Yola. As we all know rural countries in Nigeria lack quality and basic instruction, when you talk about instruction in rural country what comes to our caput is low criterion of acquisition, hapless instruction, non good equipt category suites for pupil ‘s instruction or deficiency of proper substructure suited for instruction. Fufore Local Government is settled country in the southern portion of Adamawa with five major linguistic communications known as Fulani ( largest ) , Bata, Verre, Laka and Pere, it consist of 1500 people that live at that place, most of them prosecute in cowss rise uping, domestic fowl, farming etc. When one went to detect these schools i noticed there were at least 300 kids that went to both baby's room and secondary schools, but the job is they lack installations that will do these pupils feel they are larning which makes some pupi ls even drop out of schools and get down prosecuting in house work activities. This undertaking focuses on schools in fufore that need ICT services to better pupil ‘s cognition and ability to larn in order for these schools to hold equal instruction as the pupils in urban schools, if pupils in the rural country are non given equal instruction as pupils in the urban country there is a consequence of inequality. â€Å" Unequal tools in an unequal environment create unequal consequences † ( Ukpe, 2010 ) . Implementation/ Application of ICT in category suites in rural country is traveling to profit both the society as a whole, the instructors, and the pupils. It goes a long manner to assist the society, because when pupils start utilizing ICT in schoolrooms some of their friends at place will besides happen it interesting this will do them besides want to get down schooling and cognize what school is approximately. This survey will besides be used as a instance survey to many parts of rural countries in Nigeria, doing them cognizant of how value ICT is in our coevals and besides doing these local pupils to suit into any schools they find themselves in in urban schools because this execution of ICT will non merely do these pupils concentrate on merely computing machine and information surveies they will besides larn how to use the cognition in their assorted classs. Methodology In order to hold grounds for the execution of ICT in schoolrooms, I will hold to compare this primary/secondary schools in rural country with the one time in urban. The methods I used are personal observation, interview and on-line research ( cyberspace ) . We can see most urban schools have good functioned schoolrooms with good equipped IT services such as utilizing projectors in category suites, computing machines, wireless LANs, File direction utilizing databases. In order to convert these administrations we have to province the grounds why we think ICT is of import for these locals in rural country. Merely looking at an illustration of an urban schools such as Abti Academy in Yola, Capital scientific discipline in kuje, El-Amin International school in Minna ; we can see they all have what it takes for them to hold a well cognition of what IT is all about, they do category interactions, they submit their plants in timely mode particularly the senior pupils, it broadens their heads which they can associate to other classs and use them when necessary, The pupils have full entree to the lab to make research, take classs in computing machine instruction, type paperss and gather information on relevant subjects for their coursework and from every observation I noticed that schools in the urban country have high rankings in their external and internal tests such as mock tests, WEAC exams. In order to cognize what is truly the job of these schools towards their deficiency of ICT knowledge an interview was taken with most principals in these rural schools shown below. Make you cognize what a computing machine is? Make you mean to larn how to utilize it and make you mean to learn these pupils if you have the opportunity to? Make you have a computing machine? And do you cognize how to surf on the cyberspace with it? What do you believe about implementing ICT in schoolrooms? How do you believe it will impact the pupils? Interview Summary The interview was conducted with three different principals of three different countries in fufore, but all their replies were closely the same. They stated they ‘ve had an experience utilizing a computing machine, that it would be great to hold such an chance to utilize computing machines and other IT services in their schools, it will certainly assist the pupils and edify them about what the universe is all approximately now. They stated that they ‘ve all being provided by the school with merely one computing machine and an internet connexion, and in a rural topographic point like fufore I believe there is a limited sum of power supply which makes it even more hard to utilize this computing machine by anyone. They stated pupils in their country are in demand of ICT in schoolrooms in order to doing learning easier for both the instructors and pupils, they besides have a job with their instructors who do n't get computing machine accomplishments, it will be hard for them to learn and steer these pupils through. ICT will greatly impact and hold a positive influence on these pupils, they will hold an chance to be traveling for national competitions because these services will non merely better them in one country, they will besides hold the ability to talk proper and fluid English, they can besides larn how to type by making their class plants on their computing machines and making research on the cyberspace which will even assist the senior pupils in history categories. They besides mentioned that pupils in this country are ever willing to larn, so it wo n't be a job for them to acquire used to it. Development and Implementation of ICT in category suites in rural country: fufore LGA Through ICT in rural schools it will spread out the entree to pupil ‘s instruction, now that engineering is one of the things that helps us develop in this universe. So we have to do the rural schools aware of that which will greatly impact both the pupils and their talks, it will besides do them aware of what is go oning in our universe today ( News ) by shoping on the cyberspace, besides assist them better interactions in footings of picture conferencing and distance acquisition ; through picture conferencing it will enable to portion thoughts and know about other classs that are non offered in the school. ICT is an extensively strong engineering for widening and spread outing educational chances in formal and informal ways, in this instance rural schools. â€Å" ICT is a technological development that reflects the new society and has its topographic point within instruction. However, as with many new enterprises, ICT evidently has its jobs that over clip will be addressed. Meantime, ICT should go on to be promoted to help with instruction and acquisition. I will heartedly hold with anyone who states that ICT is a valuable tool for both instruction and larning – speech production as person who got the last lessons program for my instruction from the Internet- but I ca n't assist feeling that the accent on the usage of ICT detracts from other current ‘sexy ‘ instruction issue – socialization. I believe that developing instructors ‘ societal and reding technique is a greater precedence than their ICT accomplishment † ( Sime & A ; Mark, 2005 ) Entree to remote learning resources: Teachers and pupils no longer hold to trust on printed text editions or even purchase them due to how expensive they can be, they instructors can merely happen text editions on the net and direct the pupils to entree them excessively. With the Internet and the World Wide Web, a wealth of larning stuffs in about every topic and in a assortment of media can now be accessed from anyplace at any clip of the twenty-four hours and by an limitless figure of people. This is important for many schools in developing states. Students will hold control towards self acquisition: For illustration, instructors can merely give a research paper as an appraisal for the pupils, during that research they besides learn a batch through seeking and shoping different articles. This besides broadens their heads to besides believe fast, detect the state of affairs of the research, leting their heads to take over and hold control of what they are making and besides doing their ain sentiments and what they think. Motivation to larn: the usage of multimedia computing machine package that include sound effects, images can be used in larning procedure for people in rural countries, besides as synergistic wirelesss and other public presentation. This will actuate the locals to larn because it ‘s new to them and so i believe that some locals tend to understand images or artworks instead than reading them that manner they understand better. Use of modern instruction tools: in rural countries they still have an old manner of learning their pupils ; some do n't even hold notebooks, or other writing stuffs. Through ICT, pupils can larn how to pull off their files on computing machines instead than composing notes in their notebooks, besides instructors have PowerPoint to show to the category by that they can merely compose short notes on what the instructor is speaking about. In order to better the school from my ain point of position it needs these demands for pupils to hold a basic thought of ICT is approximately. Provision of hardware resources for internet connectivity such as WAN, LAN, MAN. Software bundles for larning or academic related Cadmiums which they can put in in their computing machines to better ego acquisition. Television for the nursery school pupils because kids in nursery school learn faster with images instead than utilizing books, and Projectors for the primary and secondary pupils. A well functional and equipped computing machine that contains at least 15 computing machines. Power supply via solar energy, because electricity is n't that dependable and effectual in rural countries, and besides this execution is based in fufore which is ever cheery every twenty-four hours. So solar would be a good beginning of electricity. These executions can be done with the aid of private administrations and even the authorities, we all know nil is free ; these administrations can acquire net income out of this successful execution and undertaking. They will maintain implementing ICT and bettering other schools in this country. Since I noted that non all instructors have enough computing machine accomplishments to manage the pupils larning or to command these equipments, the administrations besides have to provide the schools with good trained teachers/experts to demo them how to take attention of things merely for some clip. This is an expensive and critical undertaking due to many resources that are needed, power supply because without power supply these resources are merely traveling to stop up being at that place without no 1 utilizing it and besides this is the hereafter of our kids to edify them and doing them hold a cognition of IT, doing them have the same and equal instruction the urban schools are holding so they wo n't experience left out. From all observations we can see how value instruction is and rural instruction can non be compared to the urban because they have more experience in ICT than the locals have. ICT in category suites has a batch of advantages and benefits to our day-to-day life now, makes pupils get accomplishments, accomplishments that will take them to the following degree, skills that will better their manner of thought and will besides alter their lives because after school they can travel to these urban countries and acquire a good occupation alternatively of remaining in their country and making the basic business such as farming. Technology is portion of our universe now and its used in our day-to-day activities, with the assistance ICT in category suites they will hold entree to distance larning which will heighten their acquisition accomplishments and ability, non merely within the category room but globally or worldwide. In order for these pupils to be equal with pupils from other developed schools, they need to be given a opportunity ; they need to be given the chances that are being given to the more fortunate schools/students. Nigerian Government, private administrations and private beginnings have to come together to do this possible for our coevals and besides to assist the state.

Bad corporate governance Essay

Approach Governance Governing is a process of implementing decisions, rules and regulations in a group of people. Its concept has been widely used by companies to make their workers comply a set of agreed actions that were done and ordered by the management. The management’s ways of doing rules and policies has a big effect in a company’s performance as a whole. As decision making is vital to a company, the management should be equipped with the knowledge of how they are going to make their decisions every day. Study of Good and Bad Governance Good Governance Good governance will surely give benefits to the company, employees, customers and suppliers. Its implemented decisions had considered the characteristics of Participation, Rule of Law, Transparency, Responsiveness, Consensus Orientation, Equity and Inclusiveness, Effectiveness and Efficiency and Accountability that if complied well, it will bring good feedbacks and result to the company. Bad Governance Mismanagement has always been a problem in all companies which is a start of bad governance. Bad governance emerges when conflict rises among people who are involved in the company. It includes conflict of interest, political issues among members of the company, social problems, discrimination, lack of participation and more. When employees or the people concerned to the company starts to ask questions about the decision of the company’s management, then there is an unclear part in that certain decisions being implemented that employees do not understand or agreed. Analysis All companies have their different mission and vision as their instrument and inspiration to be the best that they can to survive in a very competitive market. In this paper, we will examine the different possible causes why the UK Industrial Company and MISnet Inc. failed. Sample Study: The UK Industrial Company Failure The UK Industrials is composed of 539 firms and observed from 1988-1993. From table 1, we can see that from the original 539 companies, 56 companies from the group exit the firm because of its financial stabilities. This resulted to shake to the whole company making it like a domino effect to fail the company. The case study made by John Hunter and Natalia Isachenkova for the UK industries explained that the result of the UK Industrial failure is its lack of knowledge in determining the financial stability of the industry which is very important for investment decisions at the micro level. Individuality also played a big part in their failure because the study showed a big evidence of division from different panels as such, decision making regarding the industries financial problem, profits, liquidity, turnovers and changes were greatly affected. Aside from the causes of failure mentioned, the industry is also said to have focused on their current cash flow rather than also thinking about the future economic value of the firm according in their future cash flows.