Illegal Immigration in the United States Essay Example | Topics and Well Written Essays - 750 words - 1

Illegal Immigration in the United States - Essay Example On the other side stand those who advocate the granting of amnesty and citizenship to all illegal immigrants. The only consensus which emerges on the issue is that the current immigration policy is inadequate, and is badly in need of urgent reform. The fact that the U.S. Immigration and Customs Enforcement detains almost half a million illegal immigrants this year, and follows â€Å"a policy of mandatory detention, detaining individuals in inhumane and unsafe conditions, depriving them of access to legal counsel and a fair hearing in court† (Esposito and Davis, 5), is a testament to a failed immigration system. An analysis of the issue of illegal immigration is required to find a middle ground which will be acceptable to the two opposing factions. The anti-illegal immigration group agitates for the deportation of all illegal immigrants. This group unequivocally blames the government for inaction, and sees a conspiracy to form a North American Union with open borders between th e USA, Canada and Mexico. This faction calls for the securing of the national borders, blocking access to welfare measures and employment for illegal immigrants, rejecting amnesty, rejecting birthright citizenship to the children born to illegal immigrants, stopping all temporary worker legislation, and strictly enforcing immigration laws (Greenley, 16). The anti-illegal immigration group supports its stand by listing several adverse effects of immigration. As â€Å"foreigners enter the country with fewer skills on average than native-born workers, immigration --- lowers the average skill level in the American work place† and leads to lower wages, and fewer job opportunities, for American workers (Hall, VanMetre and Vedder, 203). Today’s immigrants bring with them a diversity of language, customs, distinct physical traits, and religions. They hold on to their cultural roots, emphasize the preservation of their ethnic identity, and do not submit to assimilation. This is seen in â€Å"immigrant isolation† and â€Å"ethnic concentration† (Hall, VanMetre and Vedder, 205), and cause fractures in the American social fabric. Divisive multiculturalism destroys the American identity. One very valid argument is that illegal immigration poses a threat to national security, allowing drug-dealers, terrorists and criminals into the country. Another centers round the high consumption of government resources and taxpayer money by illegal immigrants, through â€Å"medical, welfare and education benefits† while paying minimum taxes (Greenley, 17). All these reasons engender a strong resentment towards illegal immigrants. The supporters of a liberal illegal immigrant policy counter the above arguments. They argue that â€Å"in the long run, immigration attracts new investment and promotes entrepreneurial initiative,† and â€Å"makes the American labor market more competitive, thus enhancing its overall efficiency† (Hall, VanMetre and Vedder, 204). It cannot be denied that large numbers of intelligent and highly skilled immigrants come to America. The unskilled immigrants migrate to the low-paying jobs, such as cleaning and food service, which native-born workers do not desire. Again, cheap labor adds to the flexibility of business, leading to cheaper prices, better quality products, and higher profits. American society has a long tradition of â€Å"celebrating diversity† (Hall, VanMetre and Vedder, 205). The pro-immigration group contends that multiculturalism is part

Words and actions Essay Example for Free

Words and actions Essay Hal and Hotspur have what is probably the strongest rivalry in this play. The word attractive can have many meanings but I will interpret it as being the person who comes across as being the one who really appeals to the audience through their strong and weak points. In real life Hal and Hotspur were not even of the same generation, let alone the same age. Shakespeare has changed the age of Hotspur to make him the same age as Hal. This allows him to compare the two characters and to build up a strong rivalry between them. Shakespeare also uses Hotspur to make Hals character appear more attractive and to show that he is actually very suited to the throne. Prince Hal is a character who, at the start of the play, appears to be riotous and disobedient. However, Hal does possess many appealing qualities and as the play goes on, we start to see that the time Hal spends in the tavern is part of his learning experience and he is learning to be able to function at any level to help him become an effective and successful king. We learn this from Hals soliloquy when he says, He may be more wondered at, by breaking through the foul and ugly mists (by which he means the world of the tavern and in particular, Falstaff). By this Hal means that when he decides to throw off Falstaff and Poins and become a righteous Prince, it will be a shock to people and he will look like a much better person. Another strong quality that Hals soliloquy shows us he has is that he has a plan to his life and he knows what he is going to do and when he is going to do it. This is shown by Hals statement of how he is going to be Redeeming time when men think least I will and also by the level of planning that has gone into his soliloquy. It is obvious that he hasnt just thought it up on the spot but that he has thought it all through previously. Hal appears in both the tavern and the court but it is when he is in the world of the tavern that he really emerges as a humorous character and he uses his intelligence to mock Falstaff through puns like, come, roundly, roundly amongst others. This humor makes Hal an attractive character because audiences like comics and humor and will always like a humorous character even if one of his jokes seems to be cruel and pointless (shown when Hal mocks Francis who has done him no wrong). Prince Hal also has unattractive qualities which make him less of an attractive character. In one instance he uses his royalty and status to ridicule a simple person in what appears to be a pointless and un-humorous joke. He carries the joke out on a bartender, Francis, who doesnt have any way of mocking him back, which puts Hals sense of humor in question. This is shown when Poins says, What cunning match have you made with this jest of the drawer? Another of Hals weaknesses is the fact that he actually leads such a criminal lifestyle. He steals from people and even the fact that he is planning to reform cannot hide this fact. He give his family a bad name through being involved in the criminal underworld and neglecting his princely duties. When he says Where shall we take a purse tomorrow, Jack? he shows that he isnt just being led into crime by Falstaff but he is actually wanting to be involved. Some qualities which Hal has are seen as unattractive but are actually necessary for him to become a successful king. One example of this is Hals hard headedness when it comes to politics. Hal appears to be using Falstaff for his own gain and even though he seems to enjoy having a laugh with him, when it comes to throwing him off he doesnt show any remorse. It is possible that Hal didnt like Falstaff in the first place but this seems to be unlikely due to the amount of time he spends joking with him. The way in which Hal discards Falstaff doesnt reflect well on his personality but it is necessary if he is to become successful in his kingship. Hotspur also has attractive and unattractive qualities. The first we hear of him in the play is when he is being praised by the king. The king even goes so far as to say That some night-tripping fairy had exchanged in cradle clothes our children meaning that he wishes that he could prove that a fairy had exchanged his son with Hotspur when they were babies. This makes us think that if the king wishes Hotspur was his son then he must be a much better person than Hal and thus be the obvious choice for the most attractive character. The king says that Hotspur is The theme of honours tongue which is obviously a very high title to be given and Hotspur probably does deserve this mention for his skill as a warrior. Hotspur is a very brave character whose main aim in life is to gain honour for himself and Without corrival or without having to share it with others. A suitable example of Hotspurs search for honour is when he says O the blood more stirs, to rouse a lion than to start a hare! meaning that you will look a lot braver if you attack a lion than you will if you attack a hare. When Hotspur mentions the lion here he could be referring to the king as at another point in the play Falstaff compares the king to being a lion. Although wanting to gain honour is a clever and acceptable thing the lengths that Hotspur is willing to go to to gain honour is too extreme. When he finds out that his fathers army wont be present at the battle his reaction is very rash. He says that with the scales tipped against them winning the battle would be a larger dare to our great enterprise meaning that their smaller army will gain more honour if they defeat the kings army. It is with this attitude that Hotspur goes into battle and eventually gets defeated and killed. Hotspur gets his nickname from his hot headedness and from not being able to control his temper which is obviously an unattractive quality. We see this quite early on in the play when Hotspur loses his temper in front of the king and shouts Revolted Mortimer! when the king is accusing Mortimer of joining forces with Glendower and he refuses to pay the ransom for Mortimer. This hot headedness makes Hotspur look less attractive as he cannot properly control his temper but at the same time standing up to the king could be seen as an attractive point. As well as being hot headed, Hotspur is also forgetful. When the rebels hold an important meeting Hotspur is given the job of bringing the map be he manages to forget this simple task as the line A plague upon it! I have forgot the map! shows. As Hotspur is supposed to have a claim to being future king even a small problem like this could prove fatal should he become king and forget something important. When these two very important characters are being compared together we can get a clearer idea as to who stands out as being the most attractive character. Hotspurs greatest attribute is his skill in battle and he often shows off how good a warrior he is but when they actually meet in battle Hal comes out on top and he kills Hotspur. At the start of the play Henry IV says that he wishes Hotspur was prince instead of Hal but as the play does on we start to see Hotspurs less attractive qualities come to light as we see Hals attractive qualities. Then, by the end of the play we discover that actually Hal will be a better prince than Hotspur could be. Although, at the start of the play it is Hotspur who comes across as being the most attractive character, a combination of strong and weak qualities which both Hal and Hotspur possess make us change our minds as the play goes on and at the end of the play it is Hal who stands out as being the most attractive character.

French Revolution :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"What is the end of our revolution? The tranquil enjoyment of liberty and equality; the reign of that eternal justice, the laws of which are graven, not on marble or stone, but in the hearts of men, even in the heart of the slave who has forgotten them, and in that of the tyrant who disowns them.† (Robespiere, On the Principles of Political Morality)   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"... to put an end to the anarchy in the interior of France, to check the attacks upon the throne and the altar, to reestablish the legal power, to restore to the king the security and the liberty of which he is now deprived and to place him in a position to exercise once more the legitimate authority which belongs to him.† ( Duke of Brunswick, Proclamation)   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The poor man is superior to government and the powers of the world; he should address them as a master.† (Saint-Just, Republican Institutes)   Ã‚  Ã‚  Ã‚  Ã‚  The French Revolution was essentially the pivotal culmination of a rising conflict between two opposing conceptions as to the source by which a governing state derived its authority. During the late eighteenth century an ideology accentuating reason, freedom, and the sovereignty of the common man grew in direct opposition to the accepted dogmas of absolutism and divine right of the monarchy. As illustrated within the three aforementioned quotes, the divergent depth between these two philosophies of government created a void, one which would ultimately lead to the French Revolution and alter the course of Western culture.   Ã‚  Ã‚  Ã‚  Ã‚  Within Robespiere’s quote one is able to observe the aspirations of the Bourgeoisie and peasant revolutionaries; an ideal society of liberty and equality wherein one is as much a subject of the state as the state is a subject of thee. This converging movement towards reasoning and justice grew from the theories of such revolutionary thinkers as Voltaire, Rousseau, and the Encyclopedists, who presented a vision of a liberal community with equal rights and responsibilities, wherein reason replaced the monarch’s claim to divine right as the ultimate authority, and where all men lived in a brotherhood. It must be acknowledged that such influences as France’s severe financial difficulties and the resulting poverty, peasant grievances with such abuses as the seigniorial system, a weak and unstable monarchy under Louis XVI, and the expense of supporting Washington’s army in the New World all attributed to the eventual revolt. However, it was this new ideology set upon equality, justice and freedom, an ideology further fueled by some of the ideas that French soldiers returned with from America, that was the essential keystone which led to the Revolution.

African Americans health disparities Essay

In 2011, the diagnosis rate for HIV cases in the United States was 15. 8 per 100,000 population and 60. 4 among Blacks. Of 197,090 diagnoses of HIV-infection from 2008- 2011, Blacks/African Americans accounted for: ?47% OF THE TOTAL ?64% OF WOMEN ?66% OF INFECTIONS ATTRIBUTED TO HETEROSEXUAL CONTACT ?67% OF CHILDREN, AGES < 13 In 2010, the death rate for blacks was higher (25. 0 per 100,000) compared with any other racial ethnicity group (3. 0 whites). Blacks represented 49% of all deaths with HIV in 2010. A recent study showed that blacks diagnosed with HIV are less likely than other groups to be linked to care, retained in care, receive antiretroviral treatment and achieve adequate viral suppression. African American Males African American men accounted for 42% of HIV cases diagnosed among men in 2011. A majority (72%) of African American men with HIV contracted the disease by male to male contact while 19% contracted HIV through heterosexual exposure. African American Females Among African American women, high risk heterosexual contact was the most frequently cited mode of transmission, accounting for 89% of cases diagnosed in 2011. More Information: ?HIV/AIDS TOPIC SITE ?HIV/AIDS AND AFRICAN AMERICANS ?HIV/AIDS STATISTICS AND SURVEILLANCE Sexually Transmitted Diseases (STD) Gonorrhea In 2010, 69% of all reported cases of gonorrhea occurred among blacks. The rate of gonorrhea among blacks in 2010 was 432. 5 cases per 100,000 population, which was 18. 7 times the rate among whites (23. 1). This disparity has changed little in recent years. This disparity was larger for black men (22. 2 times) than for black women (16. 2 times). Chlamydia In 2010, the overall rate among blacks in the United States was 1,167. 5 cases per 100,000, a 4.0% increase from the 2009 rate of 1,122. 2 cases per 100,000. The rate of chlamydia among black women was over seven times the rate among white women (1,536. 5 and 205. 1 per 100,000 women, respectively). The chlamydia rate among black men was almost 11 times the rate among white men (761. 8 and 69. 9 cases per 100,000 men, respectively). Syphilis During 2009–2010, the rate of primary and secondary (P&S) syphilis among blacks decreased 8. 7% (from 18. 4 to 16. 8 cases per 100,000 population). In 2010, 47. 4% of all cases reported to CDC were among blacks and 31. 0% of all cases were among whites. The overall 2010 rate for blacks was eight times the rate for whites, while the 2009 rate was 9. 2 times the rate for whites. In 2010, the rate of P&S syphilis among black men was 7. 1 times the rate among white men; the rate among black women was 21 times the rate among white women. In 2010, the rate of congenital syphilis was 33. 1 cases per 100,000 live births among blacks. Race/ethnicity for cases of congenital syphilis is based on the mother’s race/ethnicity. This rates was 12. 3 times the rate among whites (2. 7 cases per 100,000 live births). More Information: ?STD TOPIC SITE? STDS AND HEALTH DISPARITIES ?STD SURVEILLANCE REPORT ?STDS IN RACIAL AND ETHNIC MINORITIES Viral Hepatitis Acute Hepatitis A During the past 10 years, there has been little difference between the rates of acute hepatitis A among white non-Hispanics and black non-Hispanics. The 2011 rates for these groups were 0. 29 and 0. 27 cases per 100,000 population, respectively. Acute Hepatitis B In 2011, the rate of acute hepatitis B was highest for Black non-Hispanics (1. 4 cases per 100,000 population). Acute Hepatitis C During 2002–2010, the incidence rate of acute hepatitis C remained below 0. 5 cases per 100,000. The rate of hepatitis C among Black non-Hispanics increased 27. 3% (to 0. 14 case per 100,000 population in 2011). More Information: ?VIRAL HEPATITIS TOPIC SITE ?SURVEILLANCE REPORT FOR VIRAL HEPATITIS Tuberculosis (TB) In 2010, 84% of all reported TB cases occurred in racial and ethnic minorities. Non- Hispanic blacks or African Americans accounted for 24% of TB cases in 2010. African Americans make up approximately 14% of the U. S. population, but accounted for 40% of TB cases in U. S. -born persons. Overall, 11,182 TB cases were reported to CDC from the 50 states and the District of Columbia in 2010.

Contribute to the Child and Young Person Development Essay

An explanation of how to give adult support to the children for each of these transitions. If the child has had a death in the family. For instance, a child that they miss their parents or families and they want to be with parents and don’t like to stay at the nursery, firstly they need to be reassured, hugged and soothed, so they can feel that you are there to help them to listen to them, I can talk to them and encourage him or her to do some activities that can help the child to forget the parents for a certain hile, I can encourage him or her to play with other children, tell them a story, or bring them in a home corner to have a quiet time or 1 to 1 talking so they can express their feelings and afterwards they’ll might feel like getting involved with other children when they feel more comfortable and they can make friends and make their bereavement fade with time. They will also need therapy so they can talk through this difficulty or psychologists to help the chil d. Going to nursery. Going to nursery for the first time is not easy, the child might be worried because they don’t have friend there, they don’t know anyone and they don’t know what do, most of the children, will be shy, and so on. As a nursery practitioner I need to know how to deal with children at the first time in the nursery and I need to think of what best I can do to help them settle in, to make the children development progress. It would be good to meet the parents and child before starting nursery, to see the child daily environment by a home visit. Some children find it difficult to separate from mummy when starting the nursery and might cry, I can seat him or she on my lap reassuring the child, talk to him or her 1 to 1 let the child know that mummy will come back later after lunch, at this time children need to be hug and soothe so they know I am there to help them, take care of them, give them love, I can introduce the other children to him or her, the child might get interested in what other children are doing so I can encourage and help the child to join in. Some might take a while to settle in and might cry they might have a special toy that they use for comfort and bring it with them. All the staff of the nursery will need to work hard to encourage the child to take part in activities, to make him or her feel welcome. I could talk to parents to know more the child’s like and dislikes and use the knowledge to make an interesting activity for the child. Also allow them visits beforehand to the nursery and so they became familiar with the staff. Moving home/ country. Families who moved from one place to another, it’s quite hard for the child to adjust to a new environment, education and people. But I can do a various activities to help assist the child to deal with their emotional feelings while transition takes place. If a child is new, I can encourage the child to talk about where they used to be, I could look at a map with other children and show where he is from and how far he come from, maybe we could encourage the child to draw a picture of the new nursery to send it to ask his parents to send it to their friend in that country or even family e. . grandmother. Allow the child time to settle in. I can spend time with the child doing 1:1 activities so that they can get to know me. Admitted to hospital. When a child has a long term medical condition and needs to be admitted to hospital very often, it gets hard on the child when coming back to school as they have missed much, I can keep in contact with the parents to know the child progr ess, I could arrange to bring the child homework so he or she can keep up with the rest of the children, I could arrange to visit him or her with some student at a time to encourage him or her. If it was a child from a nursery I could prepare some activities to take to the hospital for the child to make him or her fell included, encourage the children in the nursery to do a get well card, once the child was back at the nursery I could arrange a game of dressing up of doctors.

Interim Report of the Factors Influencing the Success of Community Tourism in South Africa Essays

Interim Report of the Factors Influencing the Success of Community Tourism in South Africa Essays Interim Report of the Factors Influencing the Success of Community Tourism in South Africa Essay Interim Report of the Factors Influencing the Success of Community Tourism in South Africa Essay Submitted to: ACTS South Africa PO Box 13911 Mowbray South Africa 7705 South Africa 30 November 2009 Submitted by: FinnGroup Ltd Group 3 Helin Henrietta 09163185 Makinen Outi 07083938 Raudaskoski Heli 09163176 Tuominen Katja-Mirjami 07084112 Introduction In this consultancy report we will discuss about the concepts of community tourism and pro-poor tourism and their sustainability both in general and in the context of South Africa. The first section of the report introduces sustainable tourism development and its current trends. The next section discusses community tourism and pro-poor tourism; their connection to sustainable tourism development. After the general theory, the report moves on to discuss these issues in the context of tourism in South Africa. It will consider the tourism policy framework and practises to date. We will critically analyse the positive and negative aspects of tourism development in local communities as well as in general level in South Africa. After the main body of the report we will make carefully considered recommendations for future policy making and practises of sustainable tourism development in the destination. c. The meaning of sustainable tourism development: a critical analysis of current trends (Raudaskoski Heli) The concept of sustainable tourism development has become a widely accepted practice in tourism industry worldwide within the last decade (Sharpley, 2000). As tourism industry continues to grow, the importance of integrating sustainable approach with tourism development becomes extremely necessary (UNEP WHO, 2005). Especially the growth of mass tourism has led to many problems including environmental, social and cultural dimensions (Mowforth Munt, 2009). The importance of sustainable travel and tourism was recognized in tourism-related literature in the early 1990’s (Cohen, 2002). Many of the world’s tourists are seeking to visit well-preserved historical and cultural attractions in destinations that are located in authentic, clean and fragile environments (UNEP WHO, 2005). In order to secure the industry’s future, the tenets of sustainability should be included in the tourism development; tourism policymaking and practice. (Cohen, 2002) In 2005, the United Nations Environment Programme and the World Tourism Organization defined that the aims of sustainable tourism development are to minimize the negative impacts that tourism has on the destinations’ local environments as well as to increase the benefits of the industry growth in the communities (UNEP WHO, 2005). . A critical overview of community tourism and pro-poor tourism as sustainable approaches to tourism development in the developing world (Makinen Outi) Community tourism gives a possibility to local people to get involved in tourism business by offering tours and activities in the destination and develop the sustainable tourism. (Mann, 2000) The requisite is that the community is surrounded by the physical environment and it reflects to local economic activities and lifestyles. S ingh et al, 2003) Locals are benefiting from the tourism in many ways such as being part of the decision-making, ownership and receiving profits from any tourism ventures. According to United Nations, â€Å"the most sustainable form of tourism will be achieved when local people take control of their lives and determine to live according to their traditions on their own terms. † (2001, pp. 11) Policy and regulations, funding, planning and education are the key components in achieving the sustainability in community tourism according to Choi Sirakaya’s research results in 2005. Richard and Hall assert that there is no sustainable tourism development without community sustainability. Communities need to support themselves on the basis of available resources such as the environment globally and locally. (2000) Pro-poor tourism gives poor people a possibility to actively participate in tourism. (Ashley, et al. , 2001) The degree of control is significant element of sustainability and the debate is how local communities should be involved in the sustainable development of tourism in their area. If sustainable tourism development is successful, it may help pro-poor tourism to reduce the poverty in different levels. (Mowforth Munt, 2003) To achieve the sustainable tourism in poor regions tourism development needs to be well planned and managed and the overall environmental quality needs to be maintained and improved. Poverty reduction impacts should be taken into consideration when assessing sustainability. (WTO, 2002) e. Community tourism and pro-poor tourism in South Africa: a critical review of practice to date (Helin Henrietta) In 1996 the government of South Africa published the White Paper on the Development and Promotion of Tourism which set frameworks for South Africa’s new tourism policy. (Richards Wilson, 2007) The White Paper identifies that community-based tourism has a lot of potential on developing South Africa’s economy and implies many examples of community participation possibilities. It also recognises the difficulties of community tourism, for example a lack of awareness, lack of information or training and lack of access to finance. Hughes Vaughan, 2001) Over the last decade there have been major changes in tourism development and actions in community tourism and pro-poor tourism have become more common. The government and the private sector have created many strategies to improve country’s tourism opportunities. (Spenceley, 2003) One of the most noticeable changes in South Africa has been the founding of a community tourism body. (Hughes Vaughan, 2001) In order to ex plore pro-poor tourism in South Africa, five private sector tourism companies’ performance in economic, social and environmental sustainability was reviewed during 2001-2002. These five companies have used several pro-poor strategies including employment opportunities, business opportunities and material donations. (Spenceley Seif, 2003) There are also a number of critical issues affecting the viability of pro-poor tourism strategies: even though partnerships with private sector can be beneficial for host communities, it means that local communities cannot be in control of tourism in the area. (Singh, et al. , 2003) In some cases the benefits of these partnerships are really low at a household level. Spenceley, 2003) The positive impacts of small tourism enterprises in relation to the amount of people are not felt by many and poor people and pro-poor tourism products are in remote areas with poor infrastructure. (Spenceley Seif, 2003) f. A critical overview of provision and trends in South African tourism since 1994, including a review of the policy framework (Tuominen Katja-Mirjami) South African policies are based on the legal and political context fo llowing the country’s first democratic elections in 1994. Spenceley Seif, 2003) South Africa has aimed to build a post-apartheid heritage since 1994 through establishment of local museums and new heritage trails; (Hughes, 2006) alleviation of poverty within disadvantaged areas and sustainable economic development are the cornerstones of new policies in the post-apartheid South Africa. (Spenceley Seif, 2003) The White Paper of 1996 recognised tourism as an important tool for economic development emphasising community based tourism initiatives; however what constitutes â€Å"community based tourism† is not clearly defined. Hughes Vaughan, 2001) Catering, accommodation, services and attractions are considered suitable sectors for community-based tourism initiatives; in urban areas historic and political sites will also have an important role. (Hughes Vaughan, 2001) Apartheid-period policies still overshadow the tourism industry; although as a tourism destination South Africa is very attractive, many tourists feel the impact of the past policies and are unwilling to visit. (Government of South Africa, 1996) Since 1994 South Africa has seen a vast increase in the number of international tourists and domestic visitors. Hughes, 2006) The private sector consists of large-scale sites such as the Apartheid Museum and Voortrekker Monument and â€Å"small-scale recreations of ‘tradition’†, cultural villages and township tours. (Hughes, 2006:279) The tours and cultural villages are the main forms of community tourism in South Africa; as private initiatives they are largely geared towards the foreign visitor market. (Hughes, 2006) Provisional statement Terms sustainability, sustainable development, tourism development, sustainable tourism, pro-poor tourism and community tourism and the policy framework are discussed more detailed in the final report. After going through different sources of sustainable tourism development, community and pro-poor tourism in general and in the case of South Africa we have identified few preliminary recommendations to be made in the destination. As discussed earlier in the report, there have been difficulties in defining many terms related to sustainable tourism development. There should be clear definitions and understandings between different stakeholders in order to make South African tourism truly sustainable. With effective planning, communities could benefit more from tourism. Local communities should have more control over tourism development instead of the private sector. In one hand, the local communities need support of the private sector but on the other hand the private sector should not interfere too much, as it makes the local communities feel that they are not in control of tourism in their communities. It is important to include the locals into tourism business. Another problem in South Africa is that some of the pro-poor tourism products are located in remote areas; therefore there is a need for better infrastructure and access to these areas. Bibliography Ashley et al (2001) Pro-Poor Tourism Strategies: Making Tourism work for the Poor, Nottingham: The Russell Press Choi, H. C. Sirakaya, E. (2006) Sustainability indicators for managing community tourism, Tourism Management 27, 1274-1289 Cohen, E (2002) Authenticity, Equity and Sustainability in Tourism, Journal of sustainable tourism 10 (4), 267-276 Government of South Africa, Department of Environmental Affairs and Tourism (1996) â€Å"The Development and Promotion of Tourism in South Africa†, South African Government Information, info. gov. a/whitepapers/1996/tourism. htm#1. 1 [Accessed 19/10/09] Hughes, H. (2006) â€Å"Rainbow, renaissance, tribes and townships: Tourism and heritage in South Africa Since 1994† in Buhlungu, S. , Daniel, J. Southall, R. (Eds) State of the nation, Pretoria: Human Sciences Research Council, pp. 266-287 Hughes, H. Vaughan, A. (2001) Community Tourism in the New South Africa: A Presentation to Tourism Studies, University of Derby Mann, M. (2000), the Community Tourism Guide, London: Earthscan Singh, S. et al (2003), Tourism in Destination Communities, Oxon Cambridge USA: Cabi Publishing Mowforth, M Munt, I. (2003) Tourism and Sustainability: Development, globalization and new tourism in the Third World, second edition, London: Routledge Mowforth, M. Munt, I. (2009) Tourism and Sustainability: Development, globalization and new tourism in the Third World, third edition. London: Routledge Richard, G. Hall, D. (2000) Tourism and Sustainable Community Development, London: Routledge Richards, G. Wilson, J. (2007) Tourism, creativity and development London: Routledge Schianetz, K. ; Kavanagh, L. Lockington, D. 2007) Concepts and Tools for Comprehensive Sustainability Assessments for Tourism Destinations: A Comparative Review, Journal of sustainable tourism 15 (4), 369-389 Sharpley, R. (2000) Tourism and sustainable development: exploring the theoretical device, Journal of sustainable tourism 8 (1), 1- 19 Spenceley, A. (2003) â€Å"Tourism, local livelihoods and the private sector in South Africa: case studies on the growing role of the private sector in natural resources Management†, Sustainable Livelihoods in Southern Africa Research Paper 8, Brighton: Institute of Development Studies Spenceley, A. Seif, J. (2003) â€Å"PPT working paper no. 11: Strategies, impacts and costs of pro-poor tourism approaches in South Africa†, Pro-poor Tourism, propoortourism. org. uk/11_South_Africa. pdf [Accessed 19/10/09 United Nations Environment Programme World Tourism Organization (2005) Making Tourism More Suitable: a guide for Policy Makers United Nations (2001) Managing Sustainable Tourism Development, New York: United Nations, p 11 World Tourism Organisation, (2002) Tourism and the Poverty Alleviation, WTO

The Secret History Essay Example

The Secret History Essay Example The Secret History Paper The Secret History Paper Essay Topic: Literature When it was published in 1992 The Secret History was acclaimed as the most hyped novel of all time. It sold in vast numbers and despite being marketed as The Thinking Persons Thriller it included elements of many other genres. It has been stated by some critics that much of its success comes from the depth provided by the first person narrative along with the autobiographical detail from Tartt herself. The narrative in The Secret History is provided by Richard Papen, who fulfils the role of an outsider; looking in upon the classics group and gradually becoming assimilated within them. Through the use of the first person narrative the reader only sees Richards perception of events, along with the inaccuracy of his observations; an example of this is his reference to the heavy sweet smell of apples rotting on the ground being both the thing he hated about Plano and one of the things that made Hampden so appealing to him. Richard also states that one of his skills is lying on my feet, something which hardly lends reliability to the narration. This effect is furthered by the separation of Richard the narrator and Richard the leading character. The narrative switches between the recall of events in the past tense and his feelings about these events in the present tense; through this use of a first person retrospective narrative the progression from the focaliser and past self to the narrator represented by the present self can be seen: I suppose at one time in my life I might have had any number of stories, but now there is no other. This is the only story I will ever be able to tell (Prologue) This creates a drama in which the protagonist attempts to make sense of his own self and place within society as the novel progresses. The narration is intra-diegetic and the expression of thought and feeling that this entails draws the reader into the plot very effectively; it has been said by some that it almost implicates the reader in the action themselves. Richard as a narrator drew a mixed response from the critical press; Lee Lescaze in the Wall Street Journal review accused Tartt of using this first person narration as a way of masking her substandard abilities of characterisation, whilst James Wood in the London Review of Books found Richard a fascinating invention and colluded to the fact that he drew the reader into the action. When Bunny is murdered the reader is sympathetic to the actions of the group because they see it only from the perspective of Richard, who by this stage perceives himself to be an integral member of the group. Later in the text he acknowledges his less important position in the whole thing: And it made me feel better in some obscure way: imagining myself a hero, rushing for the gun, instead of merely loitering in its path like the bystander I so essentially am. (Epilogue) In a similar vein, as the group begins to fall apart, and the realisation of the full implications of their actions sinks in, then the reader shares to a certain extent the revulsion and the shame experienced by Richard. As a result of the narration coming from an outsider, who himself is drawn into a group; the sense of involvement felt by the reader is heightened. As Richards is the only perspective provided on events the reader shares his surprise and dismay as initial preconceptions about other characters such as Charles and Camillas incestuous relationship are removed. Through the use of the first person narrative Tartt gains the ability to legitimately provide a biased view on events, as well as to give a much deeper insight into the workings of Richard as a character. His influences become clearer; his cultural reference points are revealed to be very different to those of the group whilst his suburban, west-coast, childhood is evident in his phrasing and language. This difference is one of the things picked on by Bunny; he chastises Richard for his use of the phrase totally weird. Richards thought process is that of the modern mind it bears many similarities with that of Judy Poovey and his tendency to digress at the critical moment leads him to remain an outsider and not fully comprehend the magnitude of events. An example of this is when he fails to understand that it was more than mere coincidence finding the flight details in Henrys flat; his ability to live without thinking something which Henry later admits to be jealous of means that he takes the most logical course of action and does not attempt to understand the background to events. His lack of understanding of the motives and actions of the group is undoubtedly a result of his inability to think in Greek and it is this separation that he never overcomes, something that adds intrigue and suspense to the narrative. These elements combine to create a more thrilling plot which it can be argued led to the commercial success of the novel. The narrative technique also gives Tartt scope to purge her own emotions through the feelings expressed by Richard himself in the novel; the potential for exploring autobiographical detail is vastly increased. This adds intrigue to the plot and is also of direct benefit to Tartt herself. It has been suggested by the critic Amanda Vaill of the Washington Post in particular that Tartt uses the novel to avenge her beloved T. S. Eliot; a critic of Eliot (Edmund Wilson) also went by the name of Bunny and it was implied that her vilification of Bunny was in a way a vengeful lash against him. The use of intra-diegetic narration does however limit Tartt in her exploration of other characters, something that has led to criticism of the novel for weak characterisation. Indeed, James Kaplan (writing in Vanity Fair) went as far as to say that he found it necessary to return to Richards initial description of the characters to even tell them apart. The style of the narration is fixed and does not vary; this can be somewhat tiresome in a novel of such length. The final limitation comes from the appeal of the book; readers like protagonists that they can identify with on a personal level and therefore to increase the potential readership of the book Tartt was required to use an everyman character as a narrator. This prevented her from making the book totally autobiographical. Tartts success in creating an everyman narrator is illustrated by Richards lack of outstanding characteristics that would vary the narrative; the two goals are irreconcilable for it is impossible to have an everyman narrator who has enough character traits and variations to be in themselves a point of interest throughout a novel as long as this. It is widely accepted that Tartt did succeed in creating an everyman narrator, something illustrated by the wide variety of critics who claimed that they could identify with Richard and indeed his lack of distinguishing characteristics. Tartts narrative technique bears a strong resemblance to that used by F. Scott Fitzgerald in The Great Gatsby, a novel that is made explicit reference to in the text. A split narrator/focaliser is used to a great and similar effect, something that is especially apparent in the opening passages; Chapter One of The Great Gatsby and the Prologue of The Secret History. The pervading sense is that of the experience having changed the narrator permanently; an experience that transcends all others within each of their lives. Richard says that This is the only story I will ever be able to tell and Nick Carraway describes the sense of hope he found within Gatsby as being something I have never found in any other person and which it is not likely I shall ever find again. This flatters the reader into believing they are to be told something of great magnitude and encourages them to read on. A feature of both novels is the jaded perception that the narrator has of other characters in the book, much of the plot being subsequently derived from watching their preconceptions fall apart. Tartt uses an interesting twist on this in relation to Richards perception of Charles and Camilla, his initial view of them as a couple is broken down, only to be reaffirmed much later: I thought they were boyfriend and girlfriend, until one day I saw them up close and realized they ad to be siblings. Later I learned they were twins. (Chapter 1) This tendency to is true of Richards views on almost of all of the characters and Nicks view of Gatsby and Jordan Baker in particular. When compared with other first person narratives, Tartt does not exploit the medium to its full potential; for example when compared to Brontes Wuthering Heights which employs a far more sophisticated narrative technique. The Secret History uses a diachronic narrative structure whereas Wuthering Heights begins the narrative in medias res and the plot is then built up in a synchronic manner. This adds a far greater level of depth, intrigue and suspense to the plot and launches the reader in the centre of the action in the opening chapter; in contrast in The Secret History the reader has to wade through a lengthy preamble that builds up the character of Richard before the action begins. It can however be argued that without this period of characterization first then the subsequent events would lose much of their resonance and the factors that make the narrative appealing such as the inaccuracy of the narration itself would be far less apparent. Whilst it cannot be argued that The Secret History begins in medias res the prologue does however provide an initial retrospective view of events and it is from this that much of the suspense in the first book is generated. The split between the narrator and focaliser is introduced, explaining the time gap between Richards description of events and his subsequent commentary on them: through once I thought that I had left that ravine forever on an April afternoon long ago, now I am not so sure. (Prologue) When interviewed by Kirsty Wark for the BBC, Tartt explained that she believed she was experimenting with the technique of in medias res by beginning her narrative after the conclusion of events and then using a diachronic narrative structure to build back up to that point once again. Her technique could perhaps be therefore described as in finis res. One way in which Tartt varies the narrative is through the limited use of letters, something that is also evident in Wuthering Heights. In Francis suicide letter to Richard the cultural reference points that Francis employs are evident as being different from those of Richard and this adds depth to his character. This is similar to the way in which Bronte uses the letter from Isabella to Ellen Dean to provide a different perspective on events. Henry is used to a limited extent in the narration as well; when Richard finds out about the events of the bacchanal it is Henry who describes them to him. Henrys aloof manner and detachment from society is emphasized in this passage. It can be said that the losses inherent with first person narration can be excused because of the benefits that vastly outweigh them. The commercial success of the book indeed points to that fact whilst in a literary sphere the intra-diegetic narrative technique gives the reader a much deeper insight into Richards emotions. The reader feels almost implicated in the actions of the group themselves as a result of this. However in contrast to this, the appeal of the book is limited by the need for readers to identify with the protagonist, Richard, and this in turn reduced Tartts scope for exploring in greater depth the psyche of other characters. As such it appears that first person narration gave the book much of its success and the author indeed gained more than she lost. It has been argued by many critics that The Secret History is largely autobiographical. When the content of the novel is compared to Donna Tartts life then there are indeed a number of similarities, but they are spread amongst the main characters rather than being embodied entirely by one. No one character follows the pattern of her life; therefore the novel cannot be strictly regarded as being autobiographical. Despite this, the way in which elements of her life are evident amongst most of the main characters does lend the novel certain autobiographical qualities; Tartt is relating experiences that actually happened to her, although it can be argued that by including elements of her own experiences within all the major characters she limits her scope for deeper characterization and more varied personalities. When Tartts life is compared to that of Richard then a number of similarities become apparent. She moved from Mississippi University to Bennington, a move that is replicated in Richards own from a small college in my home town to Hampden College. Although strenuously denied by Tartt in interviews, there are a vast number of similarities between Bennington and Hampden and it is accepted by many critics that Bennington was in fact used as a model for the setting of The Secret History. At Bennington Tartt was a member of a similar Classics clique around a tutor called Claude Fredericks who, in remarkable similarity to Julian, taught Greek and admitted very few students to his classes. A good friend of Tartts at Bennington was Paul McGloin who bears resemblance to Henry intellectually, sartorially and physically. In another similarity to Richard, Tartt used her own past as a disposable resource, creating a new existence for herself at college. Tartt makes this trait of Richards very clear to the reader: My years [in Plano] created for me an expendable past, disposable as a plastic cup. Which I suppose was a very great gift, in a way. (Chapter 1) Beyond these bare facts the similarities with Richard end and any further details emerge from analysis of the other leading characters and events. Tartt was the only female in the clique, drawing similarities with Camilla, and the eccentric and incongruous figure she cut at Mississippi is reminiscent of Richards impression of Henry. In her childhood Tartt spent much of her time bed-bound through illness, a time in which she claims to have increased her literary awareness through reading, again in much the same manner as Henry does. Events that replicate themselves in the narrative are evident in her past too, the drugged experience at the funeral may be in reference to her own long, drugged afternoons in bed whilst her family background of abnormal relationship structures as a result of absent parents is evident in the past of Charles and Camilla. Her sense of being left behind by her aloof mother is replicated by Henry and Francis. The use of a first person narrative does not lend credibility to the autobiographical nature of the novel because if this was the case then her life would be embodied by the experiences of Richard. Whilst there may be passing similarities it would be difficult to say that Richard is representative of her path through college, and as already discussed her experiences also manifest themselves in the other characters. The autobiographical elements are also evident in the setting of the novel. It would have been as easy for Tartt to explore these issues using a third person narrative and it can be argued that this would have enabled her to explore aspects of her past, such as being the only female in the clique as Camilla is, with greater ease. What Tartt gains in emotional detail with relation to Richards character could be autobiographical but due to her secretive nature and reluctance to reveal details about her own past then this cannot be proven. Indeed, her own Secret History is what makes the book so interesting because of the tantalizing glimpses into her past which the reader flatters themselves into believing that they are seeing. Autobiographies are in their very essence first person narratives and Tartts use of this technique does lend that implication to the plot but her previously stated reticence to divulge information on how her life related to The Secret History makes further discussion on the point little more than fatuitous speculation. In conclusion The Secret History is a modern literary classic at least in part as a result of the depth and intensity that comes as a result of the first person narrative. Tartt employs this technique to such an effect as to draw the reader into the text to such an extent that they themselves feel implicated in the crimes that occur. It is true that this intra-diegetic narrative limits the scope for characterization and leads to a lack of variety in the novel, something which drew criticism from some parties, but the losses incurred as a result of this do not outweigh the aforementioned gains. It is difficult to say that the use of a first person narrative lends much credibility to the autobiographical argument because of the manner in which such details are distributed amongst the main characters as opposed to being embodied in Richard. Whilst certain aspects of her life that bear similarity to Richards could have given her a deeper insight into his emotional state, not only are the instances too diverse to represent such a trend, but the lack of information divulged by Tartt makes further investigation almost impossible.

Definition and Examples of Parataxis in Rhetoric

Definition and Examples of Parataxis in Rhetoric Definition Parataxis is a grammatical and  rhetorical term for phrases or clauses arranged independently- a coordinate, rather than a subordinate, construction. Adjective: paratactic.  Contrast with  hypotaxis. Parataxis (also known as the additive style) is sometimes used as a synonym for asyndeton- that is, the coordination of phrases and clauses without coordinating conjunctions. However, as Richard Lanham demonstrates in Analyzing Prose, a sentence style may be both paratactic and polysyndetic (held together with numerous conjunctions). See Examples and Observations below. Also see: Clausal Coordination and Phrasal Coordination Compound SentenceCoordinate ClauseJuxtapositionLangston Hughes on Harlem in the 1920sListParataxis in Steinbecks Paradox and DreamRunning StyleSimple SentenceWalt Whitmans Street YarnWendell Berrys A Few Words for Motherhood What Is the Running Style? EtymologyFrom the Greek, placing side by side Examples and Observations I came; I saw; I conquered.(Julius Caesar)Dogs, undistinguishable in mire. Horses, scarcely better- splashed to their very blinkers. Foot passengers, jostling one anothers umbrellas, in a general infection of ill-temper, and losing their foothold at street corners.(Charles Dickens, Bleak House, 1852-1853)In the bed of the river there were pebbles and boulders, dry and white in the sun, and the water was clear and swiftly moving and blue in the channels.(Ernest Hemingway, A Farewell to Arms, 1929)I needed a drink, I needed a lot of life insurance, I needed a vacation, I needed a home in the country. What I had was a coat, a hat and a gun.(Raymond Chandler, Farewell, My Lovely, 1940) Joan Didions Paratactic StyleI remember walking across 62nd Street one twilight that first spring, or the second spring, they were all alike for a while. I was late to meet someone but I stopped at Lexington Avenue and bought a peach and stood on the corner eating it and knew that I had come out of the Wes t and reached the mirage. I could taste the peach and feel the soft air blowing from a subway grating on my legs and I could smell lilac and garbage and expensive perfume and I knew that it would cost something sooner or later . . ..(Joan Didion, Goodbye to All That. Slouching Towards Bethlehem, 1968) Toni Morrisons Use of ParataxisTwenty-two years old, weak, hot, frightened, not daring to acknowledge the fact that he didnt know who or what he was . . . with no past, no language, no tribe, no source, no address book, no comb, no pencil, no clock, no pocket handkerchief, no rug, no bed, no can opener, no faded postcard, no soap, no key, no tobacco pouch, no soiled underwear and nothing nothing nothing to do . . . he was sure of one thing only: the unchecked monstrosity of his hands.(Toni Morrison, Sula, 1973) Natalie Kuszs Use of ParataxisI packed some books and a portable typewriter, drove to Homer on the coast, and rented a cabin near the beach. Something about the place, or its fishy air, or my aloneness in the middle of it, worked somehow, and I breathed bigger there in my chest and wrote more clearly on the page. I had forgotten about tides and about the kelp and dried crabs that came in with them, and every morning I shivered into a sweater, put combs in my hair, and walked out to wade and to fill my pockets with what I found. I liked it best when the wind was blowing and the sky was gray, and the sounds of seagulls and my own breathing were carried out with the water.(Natalie Kusz, Vital Signs. The Threepenny Review, 1989) Walt Whitmans Paratactic StyleNothing is ever really lost, or can be lost,No birth, identity, form- no object of the world.Nor life, nor force, nor any visible thing;Appearance must not foil, nor shifted sphere confuse thy brain.Ample are time and spaceample the fields of Nature.The body, sluggish, aged, cold- the embers left from earlier fires,The light in the eye grown dim, shall duly flame again;The sun now low in the west rises for mornings and for noons continual;To frozen clods ever the springs invisible law returns,With grass and flowers and summer fruits and corn.(Walt Whitman, Continuities) Characteristics of Paratactic Prose- In paratactic prose, clauses are loosely connected, creating a lopping discourse of heres another thing and another thing and another thing. . . . Paratactic prose occurs more frequently in narrative and explanation, and hypotactic prose more frequently in explicit arguments.(Jeanne Fahnestock, Rhetorical Style: The Uses of Language in Persuasion. Oxf ord University Press, 2011)- When clauses are linked in a relationship of equality, we say that the relationship is paratactic. Parataxis is the relationship between units of equal status. . . . Paratactic linking is often treated as equivalent to coordination . . .; more exactly, coordination is one type of parataxis, others being juxtaposition and linking by conjunctions such as so and yet.(Angela Downing and Philip Locke, A University Course in English Grammar. Prentice Hall, 1992)- A series of short phrases or clauses equalized by parataxis seems almost to invite these repetitive openings [anaphora]. We are reminded, on the one hand, of Scriptures ritual iterations- a list of Thou shalt nots or begats. On the other hand, the humble laundry list comes to mind. When you think of it, ordinary workaday prose is often taken up with lists. They represent parataxis par excellence. . . .But parataxis can be a contrived, patterned, self-conscious style, one whose syntax can carry . . . a n allegorical meaning of its own. It is easy to write a laundry list, but not so easy to write like Hemingway without falling into parody. Try it.(Richard A. Lanham, Analyzing Prose, 2nd ed. Continuum, 2003)- Parataxis allows for the coherence of a narratives themes to be independent of the sequential organization of the story elements. Use of paratactic ordering is common in folksongs and even myths where the rearrangement of story elements in their order of presentation does not damage or confuse the story. For example, switching verses three and five of a seven-verse paratactic song would not alter the theme or tale presented, since linear progression is not an essential component of these works.(Richard Neupert, The End: Narration and Closure in the Cinema. Wayne State University Press, 1995) A Difficult Style to MasterAlthough it might seem as if writing in the additive style is just a matter of putting one thing after another in no particular order (how can that be hard?), it is in fact the far more difficult style to master; for the relative absence of formal constraints means that there are no rules or recipes for what to do because there are no rules or recipes for what not to do.(Stanley Fish, How to Write a Sentence. Harper Collins, 2011) A. Bartlett Giamatti on the Paratactic Style of BaseballHere the oft-told tale that is the game is told again. It is told always in the present tense, in a paratactic style that reflects the games seamless, cumulative character, each event linked to the last and creating the context for the next- a style almost Biblical in its continuity and instinct for typology.(A. Bartlett Giamatti, Take Time for Paradise: Americans and Their Games. Summit Books, 1989) Pronunciation: PAR-a-TAX-iss

Importance of Emotions for Children Assignment Example | Topics and Well Written Essays - 500 words

Importance of Emotions for Children - Assignment Example Most of the people whom I crossed paths with were not smiling at the start of our encounter. They mostly seemed deep in thought and in a hurry to get their kids into school so they could go on with their day. However, when I took the time to smile at them as we passed each other, most of them smiled back at me. They seemed puzzled by my smile and, since I was smiling even at the parents whom I did not know personally, I bet some of them were wondering where we had met before. I would like to think that by smiling at them at the start of their workday, I was able to bring a little brightness into their lives and perhaps influenced them into going about their day in a more positive manner than they started out. On my part, I have to say that I felt very lighthearted and welcoming of the people whom I smiled at. A simple smile on my part was enough to bring a sense of positivism to my day and helped me get through my day without ever feeling cross. That is because each time I would begin to feel weary or irritated, all I had to do was think of the parents whom I exchanged smiles with earlier in the day and everything negative that I felt seemed to melt away. My show of choice for this particular study of nonverbal communication and body gestures was Full House starring Mary Kate and Ashley Olsen, Candace Cameron (Burke), Jodi Sweetin, Lori Loughlin, John Stamos, and Bob Saget. I felt that this show would be perfect for this exercise because the show was part of a genre that everyone enjoyed and could easily be understood even with the sound on the television or laptop turned off, comedy. It turns out that I did not make a mistake with my choice of television shows. What I learned from the show is that the human face can deliver emotions even better than the voice of a person. By simply watching the facial expression on the characters faces, I was able to tell if the scene being played out was lighthearted or serious.  

Morality and Moral Controversies Essay Example | Topics and Well Written Essays - 1250 words

Morality and Moral Controversies - Essay Example In such a situation wherein there is a failure of laws, can we now say that it is not that important? One thing struck my mind as I am trying to answer this particular question. Is law is in itself intrinsically good regardless of its consequence or law is good because of some benefits and goods that we derive out of it? I would like to believe that laws in themselves are good and that we value it not because it serve or fulfill some functions or purposes in the society nor because we gain something out of it. This I hold on the supposition that: first, law is one of the factors that maintains social cohesion, which is necessary in human beings’ social life within the society. Second, law, even if man made and as such not perfect, susceptible to wrongful interpretation and implementation, is in itself good because it is only within the purview of law that human beings enjoy concrete freedom. â€Å"It is concrete freedom because it enables individuals to fulfill their particul ar interests as these interests have developed within the limits allowed by the rights and duties specified in family and civil society and protected by the rule of law.†1 And lastly, laws as mark of human beings’ rational undertakings allow us to move beyond the notion that social life is a â€Å"necessity because it is a favorable condition that enables humanity to continue its existence.†2 2. Universities are supposed to be places where free speech flourishes. Write an essay on the importance and limits of free speech on campus. Is â€Å"political correctness† on campus a form of censorship or merely an attempt to be sure that everybody on campus feels welcome and able to learn? Universities are public arenas wherein human minds are not merely molded and enriched. But, more than that, it is the venue where human beings are holistically realized. Hence, the moment students step out of their university they are not only learned individuals but involved citizens

Business Law Case Study Example | Topics and Well Written Essays - 750 words - 2

Business Law - Case Study Example the police officer handled the arrest in a harsh manner before confirming that he was indeed the ‘scum’ who was being sort after because of killing a cop. Once, Tyrion is taken to the police, and is handed over to Bolton, the supervising sergeant, all the officers at the police station gave him a hostile reception since they were made to understand that he was ‘Rob Stark’. As Bolton, the supervising sergeant allows Tyrion the right to remain silent, and the right to have an attorney, he is moved to the interview room under close check but his right to attorney is denied because the attorney does not appear during his arrest(Ripstein 200). Apparently, due to his condition at the time of arrest, he suddenly passes out and when he regains consciousness in the hospital bed, he has injures in his body, an indication that he might have been tortured at the police cell. The event of Wednesday night as the comic book night had brought friends together. Never the less, after the comic night these friends engaged themselves in various criminal activities that could lead to arrest (Abbott 95). In this case, Amy Farrah Fowler, ex-jilted lover to Cooper has committed criminal offenses because she is in possession of a stun gun, and she has also managed to cause fire to the adjacent building from where she had caused intimidation to Cooper and Hofstadter by ordering them to undress as gun point and further burning their clothes. Similarly, in defence Hofstadter commits a criminal offense by grabbing the knife that was in possession of Cooper and stabs Fowler in the abdomen four times before he and Cooper run way. Previously, Cooper has used the same knife to stab Fowler in the bid to defend himself and Hofstadter from Fowler’s attack (Abbott 95). In regard to Wolowitz, he has committed a criminal offense because he has willingly accepted to take a date from an undercover female police officer who happens to have disguised herself as a prostitute. Due

Salama Insurance Research Paper Example | Topics and Well Written Essays - 1750 words

Salama Insurance - Research Paper Example The company’s vision is the provision of highest standards Shari’ah-compliant Takaful solutions to customers all around the world. Over the past 33 years, the company’s efforts have enabled it in building a solid reputation for the provision of competitive Takaful solutions of various ranges. The strength and accomplishments of the company are achieved by the competitive strategy of putting more focus on major business areas. According to SALAMA (2012), the insurance paid-up capital is about 330 million USD equivalents to AED1.2 billion. The company is listed in Dubai Financial Market which is abbreviated as IAIC. It is also assigned an excellent performance in its financial strength and issuer credit rating. The Tunis-based operation of the company is the largest in the world, and it operates in about 60 countries. The company deals with issues of individual clients and institutional customers through the global network. Currently, there are about six major Taka ful companies providing their solutions to customers. The six direct Takaful companies are located in Saudi Arabia, UAE, Egypt, Algeria, Jordan, and Senegal. The company aims at expanding its product portfolio through the size of offers and geographical coverage. This will help to increase the company’s footprint around the region and promote catering for the increased technologies, customers’ needs and legal environment change. Securing the future. UAE is currently at the point of delivering the best of West and East; over the years it has been the hub which was allowing Salama insurance to nurture giving it the ability to access global workforce that is able to operate under international standards. Takaful is dealing with the shift in Muslim attitudes on religious grounds. UAE, therefore, acts as a Shari’ah-compliant platform in offering Takaful solutions. While the country develops both economically and socially, it is essential to keep track of the changes occurring since the Muslims in UAE are stressing on getting Shari’ah-compliant goods and services. These need to enable the company in delivering the best of their best to the Muslims. As UAE’s specialized Takaful company, Salama also deals with offering comprehensive policies in insurance ranging from general, health and family solutions to individuals, companies and families. The company has got its unique position thanks to its credibility, good reputation for quality products, operating under high standards of service provision, and having access to Takaful’s best insurance practices. It is also the best in the provision of both qualitative and affordable solutions. As the company expands its customer base, its aim is to be the number one for Takaful solutions and its customers. The company has also made various promises to its customers, for example, in the provision of personalized services, improved customer commitment, and improvement in Shari’ah- compliant products. Current financial conditions in the insurance industry that affect the availability and affordability of insurance products. According to Raja (2009), the UAE economic development has given many developing countries an excellent choice for overseas expansion, globalization, and foreign direct investment. This region is one of the wealthiest and fastest in development in the world. China, for example, is becoming an economic leader and manufacturer on the world perspective since it is famous for its cheap labor workers. The UAE has also increased wealth

Mortality Essay Example | Topics and Well Written Essays - 500 words - 1

Mortality - Essay Example Mortality affects humans only when alive and upon losing an acquaintance, partner, or family member. Mortality is the darkest concept a human can contemplate. Humans go to great lengths to avoid their mortality. Countless searches for objects to prolong an individual’s life such as the Fountain of Youth, the Ark of the Covenant, the Holy Grail, and other objects that will allow a human’s immortality. â€Å"Epic of Gilgamesh† tells of Gilgamesh’s effort to stay awake or walking on the bottom of the sea in order to obtain immortality. If Gilgamesh part God is searching for immortality, then mere mortals searching is understandable. Humans are willing to pay for immortality. Twilight, Highlander, and other immortal creatures lose something for their immortality. Vampires must walk in the dark with an undying thirst for blood. The Immortals of Highlander must constantly battle other Immortals and live longer than the humans they loved. Still most humans think they want immortality despite the cost. One of the pros of mortality is a short lifespan. For an example, many individuals want more life. Imagine the possibilities of men like Bill Gates, Martin Luther King, Socrates, Alexander the Great, Abraham Lincoln along with many others if they had lived an immortal life. The possibilities would be endless. The pain at losing individuals like the ones above and other important people is another con of mortality. The hurt of a loved one dying is strong. The heartbroken often want to die in order to be with a loved. The dead are not concerned anymore. A short life and pain during times of death are cons of mortality. Illness and pain are another pro of mortality. Enkidu languished from an illness in pain for awhile before expiring. A cancer patient, mentally ill individual locked away, or anyone else with a painful disease prays for death upon a daily basis. Mortality is an escape from the pain of their failing bodies.

Priority List Essay Example | Topics and Well Written Essays - 250 words

Priority List - Essay Example In the list, Air force Plant 85 appears as number 1 with site identity number by EPA being OH1170090004, Allied Chemical & Ironton Coke appears as number 2 with site identity number by EPA being OH043730217 and Bowers Landfill listed as number 8 with site identity number by EPA being OHD980509616 (EPA, 2012; EPA, 2011; EPA, 2013). Hazardous chemicals listed in the inventory and associated with Allied Chemicals & Ironton Coke include benzene, ammonia, cyanide, naphthalene and Polynuclear Aromatics Hydrocarbons (PAHs) and phenolics (EPA, 2011). The ground water within the site contains all the listed chemicals, which are dangerous to human health. In the inventory list, Air Force Plant 85 characterizes with chemicals that include chlorinated solvents, trichloroethylene, PCBs and hydrocarbons. The site also suffers from contamination with dangerous metals like mercury, chromium and cadmium (EPA, 2012). The groundwater under the site has contaminations of the metals and chemicals, and unhealthy for human consumption. The inventory also features Bowels Landfill site as contaminated with contaminants such as barium, manganese, pesticides, volatile organic chemicals (VOCs), phthalates, lead, polychlorinated biphyenyls (PCBs) and arsenics, which have also infiltrated into the groundwater and making the water unsafe for human consumption (EPA, 2013). The chemicals and metallic substances within the sites infiltrate underground, contaminate and make the underground water unsafe for human consumption. Buying home within the sites can be the least decision considering that residing in the areas is tantamount to deliberate risking of one’s health and life especially if the areas rely on groundwater as primary source of water. However, if municipal authorities connect piped water into the areas surrounding the sites, then one can

Mortality Essay Example | Topics and Well Written Essays - 500 words - 1

Mortality - Essay Example Mortality affects humans only when alive and upon losing an acquaintance, partner, or family member. Mortality is the darkest concept a human can contemplate. Humans go to great lengths to avoid their mortality. Countless searches for objects to prolong an individual’s life such as the Fountain of Youth, the Ark of the Covenant, the Holy Grail, and other objects that will allow a human’s immortality. â€Å"Epic of Gilgamesh† tells of Gilgamesh’s effort to stay awake or walking on the bottom of the sea in order to obtain immortality. If Gilgamesh part God is searching for immortality, then mere mortals searching is understandable. Humans are willing to pay for immortality. Twilight, Highlander, and other immortal creatures lose something for their immortality. Vampires must walk in the dark with an undying thirst for blood. The Immortals of Highlander must constantly battle other Immortals and live longer than the humans they loved. Still most humans think they want immortality despite the cost. One of the pros of mortality is a short lifespan. For an example, many individuals want more life. Imagine the possibilities of men like Bill Gates, Martin Luther King, Socrates, Alexander the Great, Abraham Lincoln along with many others if they had lived an immortal life. The possibilities would be endless. The pain at losing individuals like the ones above and other important people is another con of mortality. The hurt of a loved one dying is strong. The heartbroken often want to die in order to be with a loved. The dead are not concerned anymore. A short life and pain during times of death are cons of mortality. Illness and pain are another pro of mortality. Enkidu languished from an illness in pain for awhile before expiring. A cancer patient, mentally ill individual locked away, or anyone else with a painful disease prays for death upon a daily basis. Mortality is an escape from the pain of their failing bodies.

Market structure of Oligopoly Assignment Example | Topics and Well Written Essays - 500 words

Market structure of Oligopoly - Assignment Example Ford’s supply chain also involves a complex pattern including the manufacturing, accessorizing and assembly lines apart from the distribution channel (Ford Motor Company, 2013). The application of game theory for pricing strategy in the automotive industry is quite significant. In this regard, the Nash equilibrium has a vital role in depicting the pricing strategy of the automotive industry. In Nash equilibrium concept, there are two players mainly column and row, where each player is aware of the equilibrium strategies of the other player. In such equilibrium situation, both the players must change their strategies simultaneously assuming that the change of the strategy by one player will not deliver positive results to the other. This is applied in the automotive industry where pricing can only be developed or changed effectively when all the players agree on the same proposal (Myerson, 2013). The hypothetical profit matrix below will provide a clearer idea to the concept. As illustrated in the above hypothetical profit matrix, when player 1 tends to adopt strategy A and fix the per product price to 5 units, player 2 also compromises its profit margin by pricing 5 units per product and vice-versa. Again, when player 1 decides to fix its price per unit to 4, player 2 decides to lower its price to 1 and vice-versa, which imposes a strong impact on the profit margin of both the companies. This depicts that in Nash equilibrium situation, the strategies adopted by one player are known to the other player who accordingly makes changes in pricing strategy; thus, leading to a change in the profit margin (Myerson, 2013). Since there are several firms in the market to sell similar sort of products, low price strategy or high price strategy cannot be implemented for competition in the long run. Therefore, at most of the instances, Ford, being a major player in the oligopolistic market structure, emphasizes

Masters of the universe Essay Example for Free

Masters of the universe Essay 1.Statement of the problem The issue in the formation of Jupiter is how each company will treat their investment in the company. This paper will perform a consolidation analysis that follows the guidelines of the VIE model laid out in ASC 810-10. I will determine whether Jupiter is a Variable Interest Entity and who is the primary beneficiary. 2.Relevant Facts †¢Saturn and Venus, two unrelated parties, formed Jupiter, a joint venture †¢Saturn owns 51% and Venus owns 49%, contributing $561 and $539 (of manufacturing facilities) million respectively †¢The purpose of Jupiter is to own and operate organic clothing design and manufacturing facilities to sell organic clothing to unrelated retailers †¢Both companies received equity and debt securities for Jupiter †¢Board is split between Saturn and Venus (4 and 4) †¢Both companies can nominate individuals for CEO †¢Actions that can be passed with simple majority vote: appointment and removal of CEO, decisions for capital call contributions, admission of new joint venture members, and mergers and acquisitions †¢Saturn controls design, manufacturing, pricing and sales of the clothing †¢Venus controls all decisions regarding distributing clothing in fulfillment of sales negotiated by Saturn †¢Profits and losses are split by ownership percentage †¢Saturn and Venus are not related parties 3.Suggested Solution For the consolidation analysis of Jupiter, we will need to consider statements issued in regards to consolidations, Variable Interest Entities, and Joint Arrangements. The codification provides us first with guidance in Section 810-10 for identifying Variable Interest Entities. The formation is a VIE because it has 1 of the characters described in section 810-10-15-14.  The first of these is if the total equity investment at risk is not sufficient to permit the legal entity to finance its activities without additional subordinate financial support. Part 1 of the section describes this as entities significantly sharing in profits and losses such as in the creation of Jupiter. The agreement would not apply to the second subsection because they have voting rights, absorb losses and benefit from gains. Lastly the agreement would not apply to section 3 because both Saturn and Venus have voting rights proportionate to their obligations. Thus the formation created Jupiter, a Variable Inte rest Entity, and established Saturn and Venus as Variable Interest holders since they share in the obligation and benefits of the returns. In determining the primary beneficiary we turn to FIN 167, which was released in the Accounting Standards Update 2009-17 to update the previous guidance provided in FIN 46(R). The previous guidance was updated to include the concept of power when determining the primary beneficiary. Initially, the absorption of losses and benefit in gains was sufficient. Using this updated guidance we determine whether Saturn or Venus is a primary beneficiary. Statement 167 provides two characteristics they must possess. The first of these is the power to direct activities of a variable interest entity that most significantly impact the entities economic performance. In the case of shared power, there would be no primary beneficiary. The two parties do share power to direct activities; however, since Saturn has the ability to appoint of remove the CEO, make calls for capital contributions, admission of new joint members, and mergers and acquisitions with a majority vote I would argue that they have t he ability to direct activities that most significantly affect the financial performance of Jupiter. Because of this power, Saturn would be determined to have power. The second characteristic of a primary beneficiary is the obligation to absorb losses of the entity that could potentially be significant or to the right to receive benefits that could be significant. Given the 51% interest in the profits and losses of Jupiter, and the initial investment of over $500 million Saturn has potential significant gains or losses. Both Saturn and Venus have an obligation to absorb gains and losses; however, only Saturn has the power to control the activities that significantly impact the entity’s financial performance and as a result is the primary beneficiary. Saturn needs to  consolidate Jupiter into its financial statements. 4.Other Possibilities Following the guidance from Statement 167 can also lead to a different answer regarding the determination of a primary beneficiary. The paragraph regarding shared power allows no recognition of a primary beneficiary if the power to direct activities actually is shared. One could argue that this is the case in the formation of Jupiter since Venus controls all the decisions regarding distributing clothing in fulfillment of sales. This is a significant amount of power that could significantly impact the entity’s economic performance. This power would still be in effect regardless of the majority vote decisions. In the instance of shared power, no primary beneficiary has to be determined and Saturn would not consolidate Jupiter. Instead, according to section 810-10-50 Jupiter would be disclosed in the notes to the financial statements. Since few people look through disclosures and even fewer understand them, this method would allow the company to shield this entity from investors. 5.Discussion Although either method mentioned above could be supported, I believe it makes more sense for Saturn to consolidate. Its powers as a majority-voting shareholder to decide on the appointment of CEOs make capital contribution calls, admit new members, and conduct merger and acquisition activities are extremely important. Although Venus has the power over distribution decisions, they are still affected by the decisions over which it has no control. Looking at this transaction in terms of substance, it appears that Saturn has included these terms to guarantee their control over the Variable Interest Entity. In conclusion, I believe that Saturn should consolidate Jupiter into its financial information into their overall financial statements.

Personal Narrative - Baptism Essay -- Personal Narrative Essays

Personal Narrative - Baptism I took my first step down into the font and thought. Baptisms are funny things. The brightness of it all is profound. It seems as if there is one brilliant mirror reflecting boisterous cheer everywhere. The idea is to pack as much happiness, either real or faked, into one too-hot room in the hope that it will be absorbed into the absolutely petrified soul of the prospective individual about to be baptized. The joy was so thick that it bounced around the walls and the floor searching for something to absorb it, something to hold it in permanently. The beams certainly had many obstructions to navigate around. There were too many fat women with satiated grins made wider still by the application of inordinate amounts of heavy crimson lipstick. Hair that reached ever upward in a maddeningly vertical gyre, as if they were competing with steeples in an effort to be closer to God. Maybe they thought the preponderance of hair would be a better conduit for God. With all the glistening hair spr ay, their hair had to be a conductor for something. Maybe there was a lightning rod tucked inside the cocoon of hair. Indeed, the hair imparted a degree of luminosity to the scene. At just the right angle, the artificial light would hit the summit of hairdom and create an angelic halo around their persons. Perhaps it was one big conspiracy. Perhaps some secret Relief Society tome specifies that women should wear eye-dizzying lipstick and hair spray in proportion to their weight. That made it all so bright. The Spirit, this pure being of truth, was being artificially implanted into the baptismal font through the use of cosmetics and cover-up. The brethren ruined the conspiracy theory, or maybe they just didn't have ... ...ed her head against my chest, tucked it among the folds of my baptismal clothes, seeking the light she radiated, seeking the unproven power I wish I had. It was a power that even my grandma couldn't define, though I knew she had it. The power of tension, the power of electrons, even the power of gravity paled in comparison to the power possessed in this embarrassed but strong old woman standing at my side. I wondered why everyone didn't come to gain this power. But I already knew the answer. The truth behind this power could not be given in equations stitched on the back of a lab coat. It could not even be obtained by simply reading of its source. The power is personal to us all. It is different for everyone. My grandma found her truth and her power, and I found myself clutching frantically for the beams of light that raced joyously out of her still trembling frame.

Primary School Capers :: essays research papers

It seems so long ago now, since the mischievous days of mid-primary school. Since the days I never did homework, and was ever so surreptitious to avoid getting caught – well trying to anyway. And the days when my little ploys of â€Å"forgetting† to have done homework, were discovered in the most humiliating of ways. There was on specific day this happened, I can vividly remember. It was grade 3, half way through primary school, a time I never contemplated high school or my future, a time when the concept of homework was a joke. Like the facetious Hyena, I was in hysterical laughter at peoples’ earnestness toward school. But life is not without karma, as I now understand the importance of homework and schooling. Today school is about â€Å"ENTER† scores and getting â€Å"A+†. Back then it was about staying away from the â€Å"Goodie, Goodies†, who would always have the homework completed for question time the next day. â€Å"Goodie, Goodies† to us little â€Å"blokes†, were usually girls in the class, or a boy we considered to be a girl – a â€Å"pussy†. Why is it that the majority of human beings have a lackadaisical approach to school? All those cliched comments like â€Å"I hate homework† or â€Å"school sucks big time man†, reinforce a wide spread inclination to not do homework. Is that what it is, or is it all about image and ego to us â€Å"blokes† – earnestly trying to avoid the dreaded label: â€Å"Goodie, Goodie†. It is therefore not half-obvious why schools such as Camberwell Grammar experience horrific cases of school bullying. Occupied with maintaining our â€Å"tough† image, we â€Å"little tackers† never took heed to these important issues. Nor did we take heed to doing homework. During grade 3, our Math homework became accustomed to rotting away at the depths of our school bags, along with the mould ridden sandwiches and three-year-old bananas. One day â€Å"judge dread† (the teacher), was going through the homework question by question†¦ â€Å"Math books open at least nights homework† in what sounded like a vultures screech. I opened at some pretend page and stayed low key, whilst the teacher mercilessly pointed her finger around the room. It was terrifying as she always seemed to sense an â€Å"evader† in the room – her eyes a radar, and her finger a laser, ready to embarrass her victim at any moment. All the â€Å"Goodie, Goodies† held their fingers in the air back at the teacher, which seemed like some tribal link between teacher and â€Å"Goodie, Goodie† – it was the â€Å"Kripendorfs Tribe† of St.

Raelism

Aurelian exhibit a very wide v rarity of sexual orientations and preferences such as monogamy and even chastity. Realism o officially describes as an atheist religion. Realism does not demand belief in supernatural beings. Aurelian believe in cloning. In 2002, Aurelian Bishop Brigit Bookseller ran a c many known as Colonial, which made claims that they had succeeded in creating a human CLC nee, named Eve. Aurelian Bishop Brigit Bookseller has refused to allow scientists to examine the child or the technology used to create her. Due to the lack of real evidence, the scientific community consider Eve to be a hoax.Realism seek embassy be created on earth as a neutral space for Leonie. The y prefer this to be created in Israel where the first contacted by the Leonie according to the Aurelian belie fee. They do not wish to force themselves upon humanity. They will fully reveal themselves when ace Pete by humanity. Embassy Realism performs baptisms, known as the transmission of the cellula r plan. Joe inning the Aurelian movement requires denying previous theistic associations before baptizing ca n occur. The ritual communicates new member's DNA makeup to an Leonie extraterrestrial com utter.Realism Holidays Realism celebrate the initiation of new members, which happens four times a year. This is the only known holidays for this religion. 1 . The first Sunday in April: when Aurelian believe the Leonie created Adam a ND Eve. 2. August 6: The date of the Hiroshima bombing, which began the Age of Ap collapse/Revelation. This date is a remembrance and a warning of our own destructive capabilities , rather than as a celebration. This age is also the period in which we become capable of truly u understanding the Leonie rather than erroneously worshipping them as gods. 3.October 7: The date that Real met a variety Of past prophets such as Jesus a ND the Buddha on board an Leonie craft. 4. December 13: The date of first contact between Real and the Leonie. Realism Addressing the problem of Evil Realism resembles traditional religion, they believe in miracles, prayer and life after death but only by cloning. Just as other religions, Aurelian gods are systematically immune to did spoof. They do not force their beliefs upon people and truly believe in Free love. Aurelian are very peace feel people and do not practice evil nor hate towards any living human beings.

Football Factory Blog

Not Just A Sport In the novel â€Å"Football Factory† written by John King, we follow a group of Chelsea hooligans in the present England. I think of this novel as an extremely realistic and kind of frightening novel. Together, we follow the main character’s life as a football hooligan. The life of the main character is filled with violence, alcohol and sex, in which his lovely friends accompany him. Through the novel we are bound to listen to his friends’ nasty thoughts and actions. At some point in the novel the main character and the boys watches the film Clockwork Orange, as they have done so many times before.The Clockwork Orange is basically just a couple of guys giving beatings and rapes women for the fun of it. This makes me think of Football Factory of an updated version of Clockwork orange, just not to the same extent. In the novel we don’t have the â€Å"normal† narrative-style. We don’t see a real plot in the novel as such. Itâ₠¬â„¢s more like a story going on and on about his life without a greater meaning. One thing in particular I liked about this novel was the fight scenes. At these points in the novel, I would enjoy reading it.I would suddenly become interested and I would read at a fast pace due to the great and realistic writing. When there were no fighting I would keep losing track and get distracted. Our main character starts questioning himself and his own actions while he is being formed into a somewhat reasonable man. He starts believing he isn’t on the right path. Personally I wouldn’t recommend this novel to any of my friends, as I don’t think they would be interested, since the narrative style is far from usual. Otherwise, an interesting novel.

Factors That Influence Learning

TASK 18 – Outline the factors that influence learning. Learning is influenced by many factors such as attention, motivation and emotions as well as by learner characteristics like prior knowledge, cognitive and learning styles and intellectual capabilities. The following list shows a number of other factors that may also have a bearing on a pupil’s capability to learn: * Family * Culture * Gender * Impact of peers * Subject content * Teaching style * Learning skills * Recognition of need to learn * Past experiences of learning * Personal learning styles * Range of opportunities Awareness of the learning process * Barriers to learning * Rewards and punishments All these factors have an impact on the quality and quantity of learning for the pupil. For example: * Where cultural background encourages the experience of different learning opportunities then the pupil will have more opportunities of developing effective learning skills. * Not all pupils acknowledge the value o f learning. If a pupil has low-level skills, they may deny the importance of learning as a defence mechanism to prevent exposing themselves or the reason might be a lack of family or peer support for learning. Some pupils might be very much influenced by their peers, either having their own learning experiences enhanced or discouraged by peers. * If a pupil encounters a teaching approach that does not match their own learning style, they may be put at a disadvantage. * A productive and effective learning experience will encourage learning skills, which enables that pupil to successfully learn in other contexts. * Facilitators of learning might not provide effective rewards for learning, such as attention and praise.If the young person relies on rewards such as money or gifts for motivation then they will have difficulty learning in a non-reinforcing environment. Factors that may hinder learning for pupils with special educational needs may be attitudinal, organisational or practical . Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 2 Outline the principles of educational inclusion. Schools and teachers are now required to provide equality of opportunity for all children: * Boys and girls * Children with SEN * Children with disabilities Children from different social and cultural backgrounds * Children from different ethnic groups (including traveller’s, refugees and asylum seekers) * Those from diverse linguistic backgrounds The Government is committed to promoting the inclusion of pupils with special educational needs (SEN) and disabilities into mainstream schools that recognise and celebrate human diversity. Under UK legislation, educational institutions are required to ensure that no learner is prevented from participating fully in education or disadvantage because of factors such as: * Physical, sensory or cognitive impairment Ethnic or social background * Gender Inclusion of children and young people with special educational needs is a key principle of current educational policy and practice. Inclusion is a process by which local education authorities, schools and others develop their cultures, policies and practices to include pupils in mainstream education. Principles of an inclusive education service: * With the right training, strategies and support nearly all children with special educational needs can be successfully included in mainstream education. Schools, LEAs and others should actively seek to remove barriers to learning and participation. * An inclusive education service offers excellence and choice and incorporates the views of parents and children. * The interests of all pupils must be safeguarded. * All children should have access to an appropriate education that gives them the opportunity to achieve their personal potential. * Mainstream education will not always be right for every child all of the time.Equally just because mainstream education may not be right at a particular stage it does not p revent the child from being included successfully at a later stage. The National Curriculum Handbook for primary teachers and the Handbook for secondary teachers in England incorporates a statutory inclusion statement on providing effective learning opportunities for all pupils. It outlines how teachers can modify the National Curriculum programmes of study to provide all pupils with relevant and appropriately challenging work at each KS.It sets out three principles that are essential to developing a more inclusive curriculum: * Setting suitable learning challenges * Responding to pupils diverse learning needs * Overcoming potential barriers to learning and assessment for individuals and groups of pupils. Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 3 Explain the importance of attitudes, skills and resources in the achievement of successful educational inclusion. Sometimes for children with special educational needs and disabilities, obstacles can stand in the way of them getting/achieving the right education and support.Factors that can affect success: * Special education professionals should work in partnership with parents and take into account views of parents in respect of their child’s particular needs * Special educational provision’s should take into account the wishes of the child concerned, taking into account their age and understanding * The culture, practice, management and deployment of resources in school should be designed to ensure all children’s needs are met * Interventions for each child should be reviewed regularly to assess their impact, the child’s progress and the views of the child, their teachers and their parents * LEAs, schools and settings should work together to ensure that any child’s special educational needs are identified early * LEAs, schools and settings should exploit good and best practice when devising interventions * There should be co-operation between all the agencie s and a multi-disciplinary approach to the resolution of issues Depending on the school setting the teaching assistant may play a vital role in supporting the children with SEN. The tasks that a teaching assistant may help with might include helping pupils with reading difficulties, supporting speech therapy programmes and helping pupils to access the curriculum. Explain the importance of encouraging independent learning when promoting educational inclusion.Independent learning concentrates on the creation of experiences and opportunities that help students to become self-reliant, self-motivated and lifelong learners. Independent learning focuses on the individuals need for independence and active participation in their own learning, both in school and in society. Independent learning is important because it is part of an ongoing, lifelong learning process that stimulates deeper thinking and reflection and promotes the continuing growth of students’ abilities and strengths. I ndependent learners develop the attitudes, knowledge and skills needed to make responsible decisions and take actions dealing with their own learning.Teaching staff can help students take responsibility for their learning by providing opportunities and strategies for learning independently and by encouraging pupils to initiate and actively participate in their own learning. Learning is an interactive process among pupils and between teachers and pupils. Pupils engage in learning activities as individuals who are interdependent with other individuals in the classroom and wider society. Students will move towards independence in varying degrees, depending on factors such as age, skill level and ability in a particular subject. Natalie Levy Student no: SH 34604/DLC Assignment no: 6 Page no: 4What support can a teaching assistant provide to a pupil with special educational needs? As a teaching assistant there are three aspects in fostering Independent Learning. They are: * The learning environment created by the staff * The relationship established between teacher and learner * The teaching and modelling of skills needed for independent learning A teaching assistant can play an important role in providing a supportive environment that encourages pupil motivation, self-confidence, interest and desire to learn. It is important that the teaching assistant, in order to promote independent learning, knows their students well and should reflect upon their pupils learning processes.In order to help the students succeed as independent learners, the teaching assistant needs to anticipate difficulties and offer support at crucial intervals. The teaching assistant must develop a good understanding of their students’ strengths and weaknesses (socially, emotionally, intellectually and physically) their exceptionalities, their health and their cultural backgrounds. The relationship between the teaching assistant and learner should foster increasing learner responsibility , meaning that as the student grows in maturity and understanding, they are able to take on greater responsibility for their own learning. An important aspect of the teaching assistant’s role is the teaching and modelling of skills needed for independent learning.The attitudes, skills and knowledge of independent learning will be fostered in students through ways in which the teaching assistant organises the classroom and instructs the student. * Teachers should utilise instructional techniques, strategies and approaches based on collaboration between learner and teacher. This will encourage student participation, both in determining goals and in monitoring the learning process. * Teachers should use approaches that foster student self-confidence and empowers students to take responsibility for their own learning. * Students should be taught activities which facilitate the transition to independence through modelling, demonstration and direct instruction of learning skills.Th ese should then be followed by practice opportunities provided by the teaching assistant, who in turn monitors the students’ progress towards their goals of independent decision making. * The teaching assistant should share with students what is being done and why an activity is useful. The goal is that learners will eventually make their own decisions, connect what they already know with what they are learning, make judgements and inferences, apply new ideas and derive pleasure from learning. The teaching assistant’s role is to be a patient facilitator, showing students how to learn independently, encouraging them, providing feedback and supporting their efforts.These are all crucial factors in providing a learning environment which fosters independent learning and which motivates students to pursue independent learning skills. Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 5 List the stages of the statementing process. Children with SEN who attend mai nstream schools are placed on the SEN list in line with this guidance: * If they require provision which is different from, and additional to, that made for most pupils (â€Å"schools action†) * If the pupils fail to make adequate progress, further provision is to be made (â€Å"schools action plus†) The special educational needs of the majority of children should be met effectively through School Action and School Action Plus. In a small number of cases, where the child is still a ignificant cause for concern after intervention in School Action Plus, the school will ask the LEA for a Statutory Assessment. This involves the LEA, working co-operatively with parents, the child’s school and other agencies, where appropriate. The LEA will seek evidence from the school that strategies and programmes implemented over a period of time have been unsuccessful. The LEA will need information about the child’s progress over time and clear documentation on the childâ €™s SEN and the action taken to deal with these needs. They will then decide whether a statutory statement of the child’s educational needs is necessary. Statutory assessment does not always lead to a Statement of Special Educational Needs.The LEA then looks at the statement request. It may be that a certain child’s needs are very significant and complex, in which case the LEA will carry out a multi-agency assessment and then, if appropriate, provide a Statement of Special Educational Needs. A Statement of Special Educational Needs is a legal document that sums up all the advice gathered during the Statutory Assessment. It sets out what the child’s special educational needs are and the special educational provision required in order to meet them. It names the school where this provision is to be made and any other non-educational needs and provisions affecting arrangements at school.This will be reviewed at least every year but can be more frequent if profes sionals working with the child or the parents identify further concerns. A Statement of Special Educational Needs is split into six parts: 1. Identifies the child or young person and those with parental responsibility. 2. Identifies the needs of the child or young person. 3. Identifies the provision required to meet the needs as described in Part 2. 4. Names the school where the child or young person will be placed. 5. Identifies health needs 6. Determines what provisions are needed to meet those health needs. The provision required will normally be quantified in terms of hours of provision and staffing arrangements in order to meet the changing needs of the child.The school must provide: * Appropriate facilities and equipment, staffing arrangements and curriculum * Any modifications to the application of the National Curriculum * Appropriate exclusions from the application of the National Curriculum and changes needed to maintain a broad and balanced curriculum. Natalie Levy Studen t no: SH34604/DLC Assignment no: 6 Page no: 6 All children with a statement should have short-term targets, set out in an IEP, prepared by the SENCO with the support from the external agencies and the class teacher. Throughout the process, local authority officers work with parents to reach agreement about the content of the statement.Where the LEA declines to provide a statement, the school may request a reassessment after six months. Parents also have the right to appeal against the decision to the SEN tribunal. List and explain the broad content of the SEN code of Practice. The SEN Code of Practice gives practical guidance on the fulfilment of functions under part 4 of the Education Act 1996 to local authorities, the governing bodies of maintained schools, settings in receipt of government funding to provide early education and to those who help them, including the health services and social services. It also provides general practical guidance to such settings about the provisio n of nursery education to children with special educational needs.The Code of Practice provides a framework for developing strong partnerships between parents, schools, LEAs and health and social services. It promotes a consistent approach to meeting children’s special educational needs and places the rights of children at the heart of the process, allowing them to be heard and to take part in the decision making process wherever possible. The focus is on ensuring that SEN are identified as quickly as possible. The code sets out five principles: * That children with SEN should have their needs met * That their needs will normally be met in mainstream schools * That the views of children should be sought and taken into account * That arents have a vital role to play in supporting their children’s education * Those children with SEN should be offered full access to a broad, balanced and relevant curriculum in the foundation stage and later years. The Code sets out guidan ce on policies and procedures aimed at enabling pupils with SEN to reach their full potential, to be included fully in their school communities and make a successful transition to adulthood. It recommends that schools adopt a graduated approach to match provision to children’s SEN so that, where necessary, increasingly available specialist expertise can respond to a child’s individual needs if they do not make adequate progress.The Code also provides advice on carrying out statutory assessment of a child’s SEN and of making and maintaining a statement of SEN for children with severe and complex needs, this would include carrying out annual reviews of statements and planning for young people with SEN when they make the transition to college, training and employment. The Code emphasises the importance of involving children and parents in decision-making and of effective multi-agency, to combine services around the needs of the children and their families. List and explain the broad content of the LEA and school SEN policies. The responsibility of the LEA in respect of SEN is to: Natalie Levy Student no: SH34604/DLC Assignment no: 6Page no: 7 * Plan its overall special educational provision and review it periodically * Assess those pupils whose special needs may require a Statement of SEN * Ensure that the provision specified in the Statement of SEN has been made available * Initiate annual reviews of every Statement of SEN * Monitor the performance of its maintained schools and Support Services * Identify, assess and make provision for all pre-school children who may have special educational needs The LEA also has a duty to consult with schools, Health and Social Services and voluntary organisations over its SEN Policy, which it must publish and keep under review.Regulations require that the LEA must publish information on the arrangements they make for children with SEN in general. The policy covers all pupils and young people between the a ges of 0 – 19 who may/will experience some form of difficulty in their learning which may arise from a variety of factors, including those relating to the pupil or young person themselves, their learning environment and their social environment. The policy model has three key elements: * Philosophy – Relevant basic details. * Principles – Broad guidelines. General statements derived from the beliefs which can be interpreted by policy users to guide. * Procedures – Practical details.Operating routines and actions derived from the principles which cover the most common areas of policy application or critical events. Updating of the policy and evaluation of its implementation will be undertaken through annual review by the LEA’s SEN Management group, with due reference to SEN initiatives contained within the Education Development Plan and associated planning documents. The school SEN policy is a document that gathers together, in one place, all LEA gu idance and information on all aspects of special needs and inclusion. This includes Special Educational Needs and also many other issues to do with the management of inclusion in schools. It is intended as a management tool for senior managers in schools as well as SENCOs.The framework for the Special Educational Needs policy is provided by: * The United Nations convention on the Rights of the Children (Salamanca Statement) * The Children Act 1989 * The 1994 Special Educational Needs Code of Practice (revised 2002) * The Disability Discrimination Act 1995 * The Education Act 1996 * Key DfEE regulations and circulars on the organisation of special educational needs * The Green Paper â€Å"Excellence for All† 1997 and the DfEE Programme of Action 1998 * The Schools Standards and Framework Act 1998 * The Human Rights Act 1998 * The SEN Code of Practice (Draft) 2000 * The â€Å"Quality Protects† Management Action Plan * The SEN and Disability Act 2001 Natalie Levy Student no: SH34604/DLCAssignment no:6 Page no: 8 TASK 19 – Research the responsibilities of all teaching and support staff for learners with special educational needs in a local school to you. Responsibilities and roles of staff/agencies from the school in which I am based. Class teacher: * Should always be aware of any children who are already on the SEN register. * Make sure time is made available for Termly and Annual Reviews. * Attend INSERVICE training. * Attend regular meetings with the SENCO. * Take account of different needs when planning. * Take into account the feelings of, wishes and knowledge of parents. * Maintain a class SEN file which is to be stored securely. Maintains confidentiality at all times. * Seek advice from the SENCO on strategies which might be used to help the pupil. Teaching Assistants/Learning Support Assistants: * Work on a one-to-one basis where necessary. * Allocated time to work with children at School Action and School Action Plus. * Attend INSERVI CE training. * Attend regular meetings with the SENCO. * Have a minimum of 20 hours per week to support children with SEN. SENCO: * Provide professional guidance to staff with the aim of providing high quality teaching. * Has an overview of provisions made for pupils with SEN. * Liaises with teachers, TA’s and multi-agencies when necessary. Ascertains which stage each child is operating at and reviews when appropriate. * Keeps an updated confidential register. * Arranges review meetings with parents/teachers. * Updates teachers on SEN children and explores/discusses current initiatives. * Responds to specific requests from teachers and other multi-agencies * Visit nursery, pre-schools and secondary schools to help with integration when moving in or on from our school. * Store SEN information securely and in an orderly fashion ensuring easy access. * Share information with the Head Teacher/teachers/TA’s where appropriate. Educational Psychologists: * Performs formal psy chological testing. Assess results and determine whether a child has special educational needs. * Give advice to teachers/TA’s in relation to particular pupils (requested through the SENCO) * Runs INSERVICE training on particular needs. * Carries out intervention work such as counselling, behaviour management and student study skills. Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 9 Speech and Language Therapist: * Assesses the extent of the problem. * Makes a diagnosis of the problem. * Liaises with the SENCO/teacher/parent on the best programme of care for the child. School Nurse: * Carries out various hearing/sight tests. * Inform staff in the school setting of any particular health requirements. Trains staff if injections or other medical procedures are required. * Consult/refer to a doctor if they think other professional may be required in the care of the child. Peripatetic Teacher/Support Worker: * Assess and test the child. * Offer advice and guidance to teachers/TA’s. * Advises on specialist equipment when/if needed. In the school setting where I am the school will also contact other settings who offer OUTREACH services if there is a need. Outline the purpose and use of at least two different resources and two pieces of specialist equipment for learners with special educational needs that might be available in schools. Pupils with poor vision may have difficulty in using a normal computer.However there are a number of techniques that can be applied to assist pupils. Touch typing skills often make it possible to use a computer more effectively. They are particularly valuable for partially sighted and blind computer users as they remove the need to constantly look between the keyboard and the screen. Drills are used to practice each key and sequence of keys until the whole alphabet is covered. Large print keyboard stickers will help a pupil identify where the keys are, they are a learning tool rather than something to be re lied upon. These are available in different colours and styles. Many people with no usable vision, may find it useful to operate their computer by voice (known as voice in-voice out).The users speak and the software recognises what was said and types it into the computer. This means that: * Words are correctly spelled. * The user’s flow is not interrupted by having to stop and worry about spelling. * The need to type or hand write is removed – this is also helpful if the user is also dyspraxic. Speech output is also used. This means the user does not need to be able to see the screen to use a computer. Software called a screen-reader can intelligently send all information to a voice synthesiser such as what is being typed, what has been typed and menu options. Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 10Pupils with very poor motor skills will often struggle with normal computers as well. They may find it hard to relate the movement of their hand on the mouse to the movement of the cursor on screen. In these instances it may be that a trackball or joystick is easier to use. A normal keyboard has over 100 keys and can sometimes be very confusing to the user; again key stop stickers could be used. Lowercase keyboards can be used (a standard keyboard but in lower case only) and also overlay keyboards (touch sensitive membranes which slide over the top of a normal keyboard and determine the functions of the keyboard). All of the above are available in the setting where I am and make it easier for the user.They feel confident using computers and can also join in mainstream ICT lessons. Explain the contents and purpose of an individual education plan and explain how a teaching assistant could contribute towards achieving its aim. The Individual Education Plan (IEP) is a planning, teaching and reviewing tool. It should support the process of planning intervention for an individual pupil with SEN. IEPs should be teaching and learning plans setting out â€Å"what, â€Å"how† and â€Å"how often† particular knowledge, understanding and skills should be taught through additional or different activities from those provided for all pupils through the differentiated curriculum.Wherever possible pupils should be involved in setting their own targets for the IEP, in agreeing and implementing appropriate strategies and evaluating the outcomes. IEPs should: * Raise achievement for pupils with SEN * Be seen as working documents * Use a simple format * Detail provision additional to or different from those generally available for all pupils * Detail targets which are extra or different from those for most pupils * Be jargon free * Be comprehensible to all staff and parents * Be distributed to all staff as necessary * Promote effective planning * Help pupils monitor their own progress * Result in good planning and intervention by staff * Result in the achievement of specified learning goals for pupils with SEN IEPs should focus on: Up to three or four key individual targets set to help meet the individual pupil’s needs and particular priorities * Targets should relate to key areas in communication, literacy, mathematics and aspects of behaviour or physical skills * The pupil’s strengths and successes should underpin targets set and the strategies used Though not included in the IEP teachers should always refer back to the pupil’s Individual Pupil Record to get information on their baseline or entry level assessment as well as information about the pupil’s particular needs and current strengths. This profile should also include information regarding the pupils needs in relation to general strategies such as: Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 11 * The short-term targets set for or by the pupil * The teaching strategies to be used * The provision to be put in place * When the plan is to be reviewed * Success and/or exit criteria * Out comes (to be recorded when IEP is reviewed) Success criteria in an IEP means that targets have been achieved and new targets need to be set, whilst exit criteria means that not only have targets been achieved but that an IEP may no longer be required.Teachers should always aim to talk to pupils about their IEPs in a quiet place away from the rest of the class. A teaching assistant can contribute towards achieving the IEP aims by: * Providing a positive caring and learning environment that promotes improved self esteem and confidence * Supporting the child on a one-to-one basis in the area of disability e. g. reading, writing * Providing a quiet place to work * Keeping instructions direct and simple, one at a time. Repeating and rephrasing instructions where necessary * Providing visual cues and peer mentoring * Providing consistent and ongoing clarification * Teaching the child â€Å"strategies† not just facts Reducing working time and expectations initially to ensure the chi ld is successful * Trying to ensure that there is a good partnership between home and the school setting and keeping parents informed as to how they can support their child at home. Describe how you might carry out a case study for a learner with special educational needs and what information it should contain. To carry out a case study for a learner with special educational needs the objective is to portray: * How the learner’s needs are identified * The learning experiences and provisions in place for them * The levels of satisfaction, appropriateness and challenge for the learner * The learning impacts and outcomes for themIn a case study I would need to conduct a range of interviews with: * The individual learner (except in the case of a very young person) * Relatives or friends who might have a perspective on the learners experience and development * Those directly providing the learning opportunities at an operational level (tutors, teachers etc) this would usually incl ude local authority representatives. Questions I may need to ask are: * How are the learner’s needs identified and what learning experiences are in place for them? * Are the learner’s satisfied and challenged? * What are the learning impacts and outcomes for them? Natalie Levy Student no: SH 34604/DLC Assignment no: 6 Page no: 12Where a pupils’ learning has been supported, helped or promoted by local authorities already, my report should identify the nature of the learning experiences, the outcome derived by the individual learner, the factors contributing to the effectiveness of the learning opportunity and key factors that contributed to the success. Alternatively, where a pupil has not been supported, helped or promoted I should include in the report the key factors and barriers affecting achievement. My report should draw out key messages for local authority staff, schools and other organisations and individuals concerned with successful learning. In short a case study should include: * The relevant characteristics of the learner * How his/her learning needs were identified, or the learning opportunities were accessed * Standard of achievement * Quality of access to curriculum * Support available Quality and effectiveness of support * How well providers work in partnership * Barriers that prevent the learner accessing appropriate curriculum and support * Key factors and barriers affecting the achievement in these outcomes * Progress made * Examine and illustrate the distinct role and contribution of the local authority leadership in promoting and ensuring learning * Key issues for action * The next steps or future developments both for the learner and local authority and other providers who may be involved. Design a brief that could be used to advise school staff of the guidelines in confidentiality in an imaginary school. See attached document.