Graduation Essays - Holocaust Literature, Night, 9, DraftZoro 4 Eva

As the suns rays shine through the football field where the ceremony of my graduation took place. Someone above must have known it was my graduation day and blessed me with a beautiful day. I was so excited that the night before the graduation I could not sleep at all. I tossed and turned all night, thinking about the graduation. I waited this moment for four long years in high school. Graduation is one of the memorable days of my life. On my graduation, I was filled with butterfly in my stomach. I was like an ant in the crowd waiting to be crushed. The place filled with students and staffs and conversation was excitedly exchange from one friend to another. I wondered around the place looking for my friends who are already laughing excitedly with each other. After searching through the crowd of people, I finally found them. I sneaked on them and suddenly without warning I tapped on one of my friends shoulder and yelled out ?HEY.? He jumped as if the earthquake has occurred. He turned around and said, ?You scare the hell out of me, man.? We were all laughing and the conversation began once more. ?So what do we do afterward I said. We started to discuss whether we went out to eat later or we go our separate way. My friends Cong asked me, ?what do you think? Where should we go after I turned to my female friend named Phuong and asked, ?Do you have any plan after this? If not, we should go out and celebrate, what do you think She answered me with no words but a shake of a head, and then she nodded for the two questions I asked. ?Then its settle, we will go out and celebrate later.? I yelled ?YEAH.? Suddenly, everyone started to run toward the field like lab mice ran back to its cage. We were like an army of bees brushed out of our hive with the common goal: going the football field where the ceremony started. We then raced to the field where everyone was and went to our seats that already arranged to us. As we sat there with the smell of green grass, and the fresh air under the blue sky, the faculty started to make their speeches and quietly we sat there. Listened to the wise words of the people who already been through life and now they shared their experiences with us. We sat there, gave them undivided attention and those magical words come in one ear and out the other. We did not care much of what they wanted to say, all we care about is celebrating afterward. We were too excited to listen even though those magical words may come handy one day. After long hours of speeches, the ceremony began. As the faculty started to call students? names and hand out the diploma, family and friends started to yell out something that alienated to me. Nevertheless, those screaming made the ceremony more exciting than ever. After many names being called, finally I heard my name. I stood up and started to walk toward the stadium where the diploma gave out. Butterfly started to fill my stomach, and as I walked toward the stadium, the chair caught my leg and I almost fell. I pulled myself together after my mind was shattered like a piece of class broken into millions of pieces. Little embarrassed, my face turned pale and everyone was giggling and whispering with one another. The short distance from the place, where I sat to the stadium seems like million miles away after the incident. I finally made it. One of the faculties hand me the diploma and said to me ?Congratulations, you made it.? as I walked toward and pulled my hand out to accept the reward for the four years of school. The sound of the clapping hands sound like firecrackers on the Chinese New Year. That moment will never leave me, it?s tattooed in my head and it will stay there for as long as I live. After the last person got the diploma, the principle yelled out ?CONGRATULATIONS, class of 1998? he

Large scale study Essay Example

Large scale study Essay Example Large scale study Essay Large scale study Essay They conducted a large scale study involving several thousand children (between the ages of 9-12) who watched a television programme, which was aimed to reduce sex-role stereotypes. They watched this once a week for thirteen weeks. They found substantial reductions in the stereotypical attitudes and beliefs about gender roles after exposure to these programmes. Greenfield (1984) supports this view, who found that Sesame Streets use of ethnic and disabled minorities helped children from minority groups to have a greater sense of cultural pride.Futhermore Mares (1996) examined research into anti-stereotyping and overall found that there was a moderate positive effect that children become less stereotyped in their attitudes and beliefs. However, one problem with the idea of anti-stereotyping is that it assumes there is some better stereotype. People may not agree about desirable stereotypes, but the use of stereotypes presumes that someone can and should make this decision. A further question in relation to anti-stereotypes is whether they work. Pingree (1978) challenged the idea of anti-stereotypes.He found that adolescent boys showed stronger stereotypes after they were shown commercials with women in non-traditional roles. Stimulation Hypothesis This explanation claims that media can have enormous potential for education. This maybe in terms of providing suitable models for children to imitate but may be most effective when individuals are placed in everyday situations and methods of resolution are provided. For example, an individual is shown behaving ant-socially and the television character deals with the situation in a pro-social manner.This explanation has been criticised because there is a danger that children will imitate the anti-social behaviour and disregard the resolution. However, Lovelace and Huston (1983) claimed that the most effective way of communicating a pro-social message may be to present the pro-social message without an anti-social behaviour. But, it has been argued that the conflict resolution strategy can effectively convey pro-social behaviour if there are a variety of models showing pro-social actions, if the pro-social resolution is given enough time and attention and if viewing conditions are sufficient.Further Research Evidence Friedrich and Stein (1973) studied pre-school children who watched episodes of a pro-social television programme. They found that the children remembered much of the pro-social behaviour information contained within the programme, and they behaved in a more helpful way than children who watched neutral or aggressive television. A further finding was that the children became even more helpful if they role-played pro-social events from the programmes.Baran (1979) studied children older children (between 8-10 years old). The children watched an episode of The Waltons, in which there was much emphasis on helping behaviour. The children were found to behave in a more pro-social way than other children who had not seen the programme. This confirms the link between pro-social media and aggression. Research focuses almost exclusively on the effects of television. Mares and Woodard (2001) considered how other media could have important pro-social effects.They claimed that childrens books have traditionally carried pro-social messages (e. g. Snow White who looked after Dwarves and triumphed over evil stepmother) which young children are especially fond of reading over and over again, reinforcing the message. Evaluation Hearold (1986) found that pro-social behaviour has been found to be on average twice as great the adverse effects of television violence on aggressive behaviour. This may be because programme makers try to get across pro-social messages, which is not the case for anti-social behaviours.However, research has been criticised in that a pro-social behaviour is measured immediately after viewing programmes, and there therefore may not be any real, long term effects. This has been shown by Sagotsky et al (1981). He showed children (6 and 8 years old) co-operative behaviour being modelled. He found that children of both ages showed an immediate increase in co-operative behaviour, however only the 8 year olds continued to show an increased co-operation seven weeks later. This suggests that pro-social television programmes has relatively short-term effects on some childrens pro-social behaviour.On the other hand Eisenberg (1983) argued that pro-longed viewing of pro-social programmes can result in substantial increases in childrens pro-social reasoning. Moreover, the link between pro-social media and behaviour has been criticised in that exposure to filmed models has less effect than exposure to real models. Overall, research on pro-social media is somewhat disappointing in terms of the moderate findings and the lack of interest from researchers, particularly when contrasted with the vast number of studies related to the anti-social effects of media on behaviour.Psychologists ought to give pro-social media affects more attention. Media Influences on anti-social behaviour Much emphasis has been put on the role of media in influencing anti-social behaviour. Explanations as to how the media can exert an anti-social influence upon an individuals behaviour have been proposed. Cognitive Priming One reason why media violence may play a part in producing aggressive behaviour is due to Cognitive Priming. The basic idea is that aggressive ideas in violent media activate aggressive thoughts and feelings in the viewers because they are associated in memory.After watching a violent film, the viewer is primed to act violently because a network of memories associated with violence has been activated. Research Evidence Evidence for the importance of cognitive priming has been reported by Josephson (1987). In Condition 1, Canadian boys were shown a television programme involving violence in the form of a gun battle, in which the snipers communicated with each other by the means of walkie-talkies. In Condition 2, the boys watched a non-violent programme about a motocross team.After the boys had watched the television programmes, they all played floor hockey. Before the game started, the referee gave the boys instructions either by a walkie-talkie or a tape recorder. The findings showed that the boys who watched the violent programme and received the instructions by a walkie-talkie were more aggressive during the hockey game than the boys who watched the same programme but received instructions by tape recording. This suggests that the walkie-talkie acted as a cue to aggression. Huesmaan (2001) also supported the cognitive priming explanation of aggression.He stated that the concept is useful in explaining why the observation of aggression in the media is often followed aggressive acts that differ from the original behaviour. Desensitisation Desensitisation provides another explanation of the relationship between anti-social media and aggression. This explanation suggests that frequent viewing of television violence causes viewers to be less anxious and responsive about actual violence, seeing it as normal. In the absence of this anxiety, violence is no longer inhibited and aggressive behaviour portrayed on television may be imitated.Research Evidence The explanation has received research support from Cline et al (1973) who found that boys who watched a steady diet of violent television showed less physiological arousal to new scenes of violence than participants in the control group did. This is supported by Thomas et al (1977) who showed two groups of children a videotape of young children behaving aggressively and recorded their physiological reactions. He found the same results in relation to Cline et als (1973) study.These studies therefore imply that reduced responsiveness may be associated with an increased acceptance of violent behaviour. However, this explanation has been challenged by Cumberbatch (2001) who argued that people might get used to screen violence but this does not mean that they will get used to violence in the real world. He claimed violence is more likely to make children frightened. Social Learning theory An alternative explanation that explains the effect of media on anti-social behaviour is Banduras (1986) Social Learning theory.Bandura argued that television can teach skills that may be useful in committing acts of violence. He suggested that children learn forms of behaviour through observational learning or modelling and this behaviour may be imitated subsequently. This is especially likely if the specific behaviour is reinforced because it increases the likelihood of the child imitating the behaviour. Imitation is also more likely if the observer identifies with the character on television e. g. same age. Research Evidence Banduras Bobo experiment (1961) supports his explanation.He carried out a study where Nursery children watched a film where an adult behaved aggressively or non-aggressively towards a Bobo doll. He found that children in the aggressive condition reproduced the physical and verbal behaviours modelled by the adult. However, children in the non-aggressive condition showed very little aggression towards the dolls. This supports the view that children learn specific acts of aggression and also learn increased aggressiveness through imitating models even when such models are not real.There have also been anecdotal claims of copycat acts of violence. For example the two boys who murdered James Bulgar were said to have been inspired by the video Childs Play. However, there is no real evidence for this and Cumberbatch (2001) reports that no link was ever found. Furthermore, Hearold (1986) provided evidence that pro-social behaviours can also be learned from observing positive role models on television, especially if the models are rewarded for their behaviour.He also stated that it seems that the influence of television on pro-social behaviour is stronger than antisocial behaviour. All of the above explanations provide evidence that media can have an anti-social effect on behaviour. Further Research Evidence Research studies also support the view that media can have an anti-social effect on behaviour. For example Parke et al (1977) showed that aggression in delinquent boys rose if they watched violent films at home. In contrast, no change in aggressive behaviour was observed if they view non-violent films.However, it is hard to evaluate research conducted into the effects of media on anti-social behaviour because many of the studies are limited in scope, focusing only on the short term effects on behaviour of exposure to a single violent pr ogramme. Criticisms of research into the effect of media on anti-social behaviour Researchers have suggested that the media has no effect on aggression. Howitt and Cumberbatch (1974) conducted an analysis of 300 studies, which led to the conclusion that television violence does not influence childrens behaviour.A further criticism of explanations and research into the effect of media on anti-social behaviour is that there may be important individual differences which have to be taken into account. For example, people who are more aggressive may choose to watch anti-social programmes and are more influenced by them. Overall Evaluation Overall, evidence shows that media influences can have anti-social effects on behaviour. However, evidence has also been provided which claims it can also have pro-social effects. This suggests media may have both, depending on the context contained within the programme.

Central African Republic Essay Example | Topics and Well Written Essays - 1000 words

Central African Republic - Essay Example Reports from humanitarian organizations providing assistance to the multitudes of displaced and wounded natives reveal the prevalence of countless human rights violations perpetrated by the conflicting parties. Understanding the etiology of ethnic conflict in the Central African Republic entails analyzing possible factors that instigated upheaval between natives in the region (Bouchard). Ethnic violence in the region predates the recent December 2012 violent attacks beginning in one year after the current President Franà §ois Bozizà ©Ã¢â‚¬â„¢s ascent to power in 2003. Michel Djotodia, leader of the UFDR based in the Northeastern region of the country instigated the Bush War, which involved indiscriminate violent attacks against the central government and its allies. Fighting spanned three years and finally ended in April 2007 after the signing of a peace treaty between rebel forces and the central government in Birao. All involved parties agreed to honor terms stipulated in the tre aty and work towards reconciliation. These included integration of rebel fighters into the central government’s army, a legitimization of UFDR, and provision of amnesty for the rebels affiliated with the UFDR. Amendments to the treaty occurred in 2009 resulting in the formation of a unity government and the setting of precise dates for the preceding local and presidential elections. Initially, both parties honored the terms of the agreement until President Bozizà ©Ã¢â‚¬â„¢s re-election whereby, he returned to his inhumane treatment of the civilian population living in the country’s northern region. Torture, extra-judicial killings, and brutality against women and children propagated by the central government’s army became rampant in the northern region.

Italian Cinema and culture Research Paper Example | Topics and Well Written Essays - 1750 words

Italian Cinema and culture - Research Paper Example The movie bicycle thief is about a struggling head of the family who is trying to fight for his family survival. Looks for a job and when a hope finally arrives and he are offered a job to distribute posters (Samuel & Olive 40). His means of moving to work, his bicycle is stolen by an unfamiliar young man. Antonio, the father hopes that the police would help get the thief, only to learn that they are not interested in the case since Antonio does not have any witnesses to help with the investigations. Opting to literary look for the thief in the streets of Rome Antonio faces many challenges and finally doesn’t succeed. The other film life is beautiful is based on the life of a family that struggles to live a happy life as a unit. They live on a ranch oblivious of the occurrences outside. The war continued (Benigin 200). They are seized by soldiers on the day of their son’s birthday and taken to a common prison. The father, Guido wants to protect his son, Giosue, who is o nly four and a half and very innocent. He gives him a fictional, but almost believable story of how the family has won a trip, and they have to perform some tasks to win the reward. Guido is very convincing with his explanation and uses it to protect the son from the terrifying realities of life in prison especially for a child who is that young and separated from his mother. In the end, Guido is executed but does not want Guisue to witness it, so he tells him to hide as part of the ‘game’. Guisue spots his mother Dora in the crowd of other female prisoners, and that’s how he starts to connect the disappearance of his father and the â€Å"game† and recalls of his statements of him sacrificing for his family (Bullaro 200). These two movies express the struggles of the community members in the post war Italy. The families were trying to remain happy and keeping the hope for a better day to come. Since they are based on partially true experiences of the main characters they are realistic to their lives, which area characterized by; poverty, oppression, injustice and desperation. Poverty In both films, the families are facing financial constrains and means for survival. For instance, in the Bicycle thieves, Antonio had even pawned his bicycle before this job offer came up. They have to give up their dowry bed sheets to the pawnbroker in order to recover it. When the bicycle is then stolen, and they report the case to the police no much concern is shown. Father and son having to walk to the city to look for the thief, they could not afford other means to get there (Samuel & Olive 100). These scenes demonstrate the poverty of the urban Italian community at that time with most of them being unemployed and have to rely on odd job. For instance, Lamberto Maggirani, the character who played Antonio in the movie was a construction worker and the film reflected his actual life and the state of financial lack. The film was shot on location theref ore appearance of the characters on it reflects how they live. The small boy was real son. In life is beautiful, the head of the family could not raise enough money to afford his young family a home the end up being hosted at uncle’s ranch. The son believes the story that they had won a trip because to him the family rarely traveled away from home. This was a new experience (Benigin 200). He even believes that

Ethics of Care and Ethics of Justice Essay Example | Topics and Well Written Essays - 2000 words

Ethics of Care and Ethics of Justice - Essay Example Thereupon, ethical prospects in nursing are at the core in this paper. Ethics of care seems to be taken for granted in nursing by many observers. It accompanies the idea of the Hippocratic Oath. Moreover, it makes the nurse-patient dialogue possible with emphasis on relief and recovery. However, this concept runs into the ethics of justice which can be narrowed down to a set of prescribed steps and norms in following nursing practice. Thus, the question of both ethical theories in their approaches toward contemporary medicine are to be duly analyzed so that to find out the best decision. ETHICS OF CARE Needless to say, current hospitals are full of professionals and those assisting them who can find out the right way in communication with patients. It is all about some psychological and moral obligations every nurse has at her/his disposal. The need for care is viewed to be paramount in hospitals. It makes the overall idea of recovery powerful. It goes without saying that a person can fight his/her illness starting from the inner decisions and inclinations. Believe it or not, such practice is well shared in the world. Moreover, it constitutes the need for care as a predominant impulse toward the inner recovery materializing in the physical healing. Ethics of care is well based on the personal relationships with a patient. It can be interpreted as the consideration of other’s point of view (Ashcroft, Dawson, & Draper, 2007). Care is a stimulus for every patient. Thus, a nurse able to follow up the prescriptions of her/his moral obligations before concrete patients, in particular, and the mankind, on the whole, has to use care every now and then. In other words, care is called to reduce patient’s vulnerability at the moment when it is critically high. Chesnay & Anderson (2011) admit in their study that ethics of care is generally focused on â€Å"attending to and meeting the needs of the particular others for whom we take responsibility† (p. 372). Thus, speaking ethically, the word â€Å"care† is already incorporated in the word â€Å"healthcare† justifying, therefore, the overall goal of the medicine. On the other hand, ethics of care seeks to pinpoint the need for relationship for the sake of striking a balance in gender roles. Definitely, women are more devoted to the caring; and the nursing ethics and ethics of care have become the pivotal virtues in the nursing practice far long ago (Yeo, 2010). To say more, ethical concerns should bear a confident character when applying to serious patients and those getting through some training and educational programs as a part of their recovery process (Klingberg-Allvin et al., 2007). Thus, the ethics of care is one of the first intentions coming on the part of a nurse despite of any circumstances or other impediments on her/his way. Again, relationship-based approach is what each nurse urges for. There is nothing more significant for a good and professionally fit nurse than to think about the need for assuring patients that they will be taken care of. To manage this prospect means to have an idea of where the nursing practice starts from: â€Å"The care ethics perspective cannot be understood in abstract or hypothetical terms, but only in actions stemming from caring relationships between people† (Sellman & Snelling, 2009, p. 60). Thus, any dispute on the nature of the ethics of care can be diminished due to a host of arguments on the importance of the first care aid and continuous care for patients throughout the period of hospitalization. Moreover, ethically grounded attitude of care on the part of a nurse is never a malfeasance. Ethics of justice Most researchers and observers are likely to state that ethics of justice serves a constraint for the

Evaluate Inclusive Practices for Children with Special Needs

Evaluate Inclusive Practices for Children with Special Needs According to Ainscow et al. (1999:1) the Green Paper Excellence for All Children and the follow-up document Meeting Special Educational Needs: A Programme of Action place inclusion at the centre of policy and practice and politicians now emphasise their commitment to social justice and inclusion rather than competition. This new mood has facilitated an increased demand for mainstream schools to include children who would have in the past been sent to special schools (Thomas et al. 1998:1). There are a number of strategies that schools and parents can adopt to enable all children to be accommodated in an inclusive setting and make learning a more enjoyable experience. Inclusive practices adopted in mainstream settings focusing on secondary schools, will be critically evaluated in the following paragraphs using specific case studies to inform the analysis. Obstacles which hinder effective practice and policy will also be examined. History of Inclusion According to Walker (2009:3), during the 1980s and 90s, new special schools were given much investment to meet the needs of those with learning difficulties and physical disabilities. The justification for this approach was that mainstream schools could not provide these children with additional support needed. However, there has been a clear shift in thinking since the beginning of the 21st century with many secondary schools closing or merging with mainstream schools. Champions of this development have asserted that the social element of education is critical to all children and that childrens learning requirements are best met in an inclusive setting. Consequently, mainstream schools have developed a number of strategies to help cope with the requirements of children with special educational needs and they have to demonstrate that they are addressing the educational needs of all their pupils. Additionally, since September 2008, all schools have added a Special Educational Needs Coordinator (SENCO) to their Senior Leadership Team (SLT). Defining Inclusive Education According to Stubbs (1998:1) inclusive education is a strategy contributing towards the ultimate goal of promoting an inclusive society, one which enables allà ¢Ã¢â€š ¬Ã‚ ¦to participate in and contribute to that society. Difference is respected and valuedà ¢Ã¢â€š ¬Ã‚ ¦ Thus, inclusive education is child-centred, acknowledging that children are individuals with different learning requirements. As well as improving schools, inclusive education increases awareness of human rights and reduces discrimination. According to the Centre for Studies on Inclusive Education (CSIE, 1996, cited in Thomas et al. 1998:15) an inclusive school is community based; is not exclusive or rejecting; is barrier-free; is accessible to all members both educationally in terms of curricular and physically in relation to buildings; and promotes collaboration between other schools and all those involved in the childs welfare (Thomas et al. 1998:16). Ainscow (2005:15) asserts that inclusion is characterised by four key elements. The first one defines inclusion as a process. In other words, inclusion is an endless search to find better ways of responding to diversity. Here, differences are viewed as a stimulus for cultivating learning for children. Secondly, inclusion focuses on identifying and removing barriers. This involves collating and analysing information from a range of sources so as to plan for improvements in policy and practice. Thirdly, inclusion is concerned with the participation, presence and achievement of all students. Children must frequently and punctually attend school, their views must be listened to and acted upon and they must be provided with the tools for achievement in learning across the curriculum. Finally, inclusion focuses on those groups of children who may be a risk of exclusion, marginalisation or underachievement. This involves careful monitoring of those statistically most at risk and a commitmen t to ensuring their presence, participation and achievement in mainstream schools. However, Ainscow (2005:14) asserts that there is still confusion about what inclusion actually means which is rooted in central government policy statements. The term social inclusion has been associated primarily with improving attendance and reducing exclusions. The concept of inclusive education on the other hand, has appeared in most national guidance in connection with the rights of individual children identified as having special educational needs to be educated in mainstream schools. More recently, Ofsted has introduced the term educational inclusion, noting that effective schools are inclusive schools. The minor differences between these ideals, contributes to a lack of common understanding amongst stakeholders and leads to subsequent difficulties in implementing educational reform (Fullan, 1991, cited in Ainscow, 2005:14). Defining Special Educational Needs According to DirectGov (2010:1) the term special educational needs refers to children who have learning difficulties or disabilities that make it more difficult for them to learn than most children of the same age. According to Frederickson and Cline (2002:35) a child has a learning difficulty if they have a far greater difficulty in learning than most pupils of a similar age and have a disability which hinders them from being able to make use of school facilities of the kind provided to pupils in schools in the local authority area. According to Topping and Maloney (2005:3) the old system of categorisation of children located the problem within the child, conceiving it is as a deficit in the individual, and applying a medical tool as if learning difficulties were some kind of disease with labels such as educationally subnormal being applied. However, from 1980 onwards political pressure from disability groups had begun to change societal values and pathological models were replaced by social and educational models of disability, which acknowledged that educational difficulties are dependent upon the educational context in which the child is situated, and the of quality teaching they receive. However, although inclusive discourse encompasses ideas that appear to be contrary to the medicalisation of special educational needs, evidence reveals that this is not a message that has been delivered effectively to pupils leading to the discriminatory treatment of children who are not obviously different from so-called normal children. According to Abberley (1987, cited in Florian et al. 2006:38) the medical model sees difference in relation to disease and endeavours to quantify individual impairments in terms of implications for standard treatments. Oliver (1990, cited in Florian, 2006:39) argues that educational assessments have historically identified the particular dysfunctional characteristics of a child in order to prescribe treatment. Inclusion on the other hand, views children with special educational needs as valued members of society who are totally normal people who just happen to have these extra differences. All schools in the UK have a register of pupils with special educational needs which holds details of pupils learning needs and includes information regarding any emotional and behavioural difficulties they are experiencing. This information goes towards the development of an individual education plan (IEP), which outlines learning targets for staff to include in their teaching (Visser, 2000:8). The biggest increase of special educational needs in mainstream school has been for children presenting learning difficulties. However, teachers express most concern about pupils with emotional and behaviour difficulties perhaps because they are viewed as most likely to damage the education of their classmates as well as being most stressful for the teacher. It is also evident that some children who are perceived to have special needs in one classroom are not necessarily seen as having special needs in another. Moreover, teachers tend to perceive learning difficulties more readily in children of South Asian origin (Topping and Maloney, 2005:6). Inclusive Practice in Secondary Schools So far, this paper has outlined the historical development of inclusion and provided a definition of inclusive practices and special educational needs. The following paragraphs will illustrate how inclusive practices can be used effectively in mainstream secondary education, using specific case studies as examples. According to Ainscow et al. (1999:2), as a result of half-day conferences with key stakeholders including parents and pupils, it was concluded that there are a six inter-connecting themes which are critical to the development of more inclusive practices within LEAs, which include policy development; funding strategies; processes and structures; the management of change; external influences and partnerships. There was general support for the view that an LEAs policy for inclusive practice should contain a review of future basic principles; capable of being applied to other policy areas; clear, despite differences of opinion between stakeholders; and supported by central government. Funding was perceived to be a significant factor in creating more inclusive arrangements. Across the LEAs, there was great disparity of funding between the most and least needy schools which influenced the extent to which each school was able to meet the needs of their pupils without external support. Hence, it was felt that LEA funding policies would facilitate progress towards inclusive practice and contribute towards more coherent funding strategies (Ainscow et al. 1999:2). In relation to processes and structures, it was felt that existing arrangements could inhibit inclusive practice and so there was an identified need to set up various interim arrangements to help move things forward. For example, some LEAs viewed the work of classroom assistants as integral to inclusive practice. Others felt that this arrangement led to further segregation within mainstream schools. Some LEAs had set-up training for classroom assistants and for teachers on working with another adult in the classroom (Ainscow et al. 1999:2). The conference revealed a strong feeling that management processes should be reviewed. It was identified that there are frequently dilemmas arising in decision-making amongst officers, advisers, educational psychologists and parents because they all have their own interpretations of what inclusive policies mean. This requires closer scrutiny so that there can be closer agreement between all those involved in the childs welfare (Ainscow et al. 1999:3). There was considerable focus on the importance of partnership working with particular reference to the role that LEA support services can play in cultivating effective partnerships with parents. It was considered crucial for there to be good communication between teachers and parents in order to iron out differences and misunderstandings. This view is supported by Beveridge (2005:95) who adds that in order for reciprocal support to occur, communication must be underpinned by mutual trust and respect if it is to be regarded as a genuine partnership. Appleton and Minchoms (1995, cited in Beveridge, 2005:95) empowerment model, focuses specifically on promoting parental control and highlights the need for professionals to tailor their involvement in ways that are responsive to the needs of individual parents and families. At a classroom level, there are a set of conditions which form the foundation of inclusive education for pupils with learning difficulties. Such conditions include: an opportunity for pupils to participate in the decision-making process; a positive attitude about the learning abilities of all pupils; teacher knowledge about learning difficulties; skilful application of specific instructional techniques; and parent and teacher support (Tilstone et al. 2003:22). However, Tilstone et al. (2003:22) assert that a positive attitude alone is not sufficient to achieve inclusive education. If a teacher is unskilled, regardless of how open-minded they are, they will fail to provide adequate education for pupils with special educational needs if they are unsupported. Similarly, skill in the various teaching methods needs to be supplemented with knowledge of pupils learning difficulties and the belief that such pupils can learn. Ainscow (1999:4) has observed that teachers who appear to be effective do pay attention to certain important aspects of classroom life. They recognise that the initial stages of any lesson are crucial to help pupils to understand the meaning of what is about to occur and they help children to recall previous experiences to which new learning can be related. They also acknowledge that the two most important resources are themselves and the children. Thus, pupils are frequently encouraged to think aloud, either with the class as a whole or as a result of the teachers questioning. However, in order for teaching methods to be truly effective much of it needs to be directed at the whole class. According to Ainscow (1999:5) individualized responses, based on systematic programmes of intervention, are now a thing of the past and the planning frame now needs to be directed at the whole class. When integration efforts rely on importing practices from special education they are likely to lead to new forms of segregation within mainstream settings (Fulcher, 1989, cited in Ainscow, 1999:5). English schools have experienced a significant increase in largely untrained classroom assistants who work with vulnerable children and their individualized programmes in mainstream education. When such support is withdrawn teachers feel they can no longer cope (Ainscow, 1999:5). Another important aspect of inclusive education is to ensure that all pupils have access to the National Curriculum. According to Rose (2003:28) the introduction of entitlement of all pupils to a curriculum which is broad and balanced has enabled a widespread recognition that all pupils have a right to receive a curriculum which contains some common elements. Pressure to apply the national curriculum has meant that a number of schools have addressed the ten subjects in such a way that the importance of the extra curricular elements has been diminished. Therefore, establishing a balance so that those with special educational needs can benefit, may demand that greater emphasis is placed on subjects that lie outside the core curriculum (Rose, 2003:32). In the Dearing Review of the National Curriculum in 1994, Richard Byers wrote pupils personal and social development: the cross curricular skills, themes and dimensions; methodological and practice-related notions like group work and prob lem solving must continue to be seen as of prime importance (Byers, 1994, cited in Rose, 2003:32). Improved formative assessments, according to Black and Williams (2001:3) are another way of ensuring a more inclusive environment for children with special educational needs. Many studies show that improved formative assessment helps low attainers more than the rest, and so reduces the spread of attainment whilst also raising it overall. One investigative study devoted to students with learning difficulties revealed that frequent assessment feedback helps both groups enhance their learning (Fuchs et al. 1997, cited in Black and Wiliams 2001:3). So far, this assignment has focused on the ways in which mainstream schools can successfully implement inclusive education. The following paragraphs provide some examples of the way in which inclusive practice has been introduced in mainstream secondary schools. Elias et al. (2002:1) conducted an in-depth case study of an effective inclusive school in the south west of England. The findings revealed a number of positive results. Respondents expressed positive attitudes towards inclusion to the extent that the general school ethos could be viewed as inclusive. To illustrate: students with special educational needs were not excluded from any activity in their class, there was very little withdrawal from lessons with most support provided in-class, all pupils participated in the mainstream life of the school, and there was a heavy focus on terminology and language with curriculum and learning support being replaced by SEN. Additionally, parents were exceptionally pleased with the communication they received from the teachers and the students with SEN who had been integrated benefitted academically. It was not clear whether they benefitted so much socially although this might have been because they had to take a bus and had less opportunity to b uild friendship out of school hours. School participants were pleased with the way that the physical environment was restructured and professionals felt personal satisfaction in implementing inclusive practice. However they did feel that the policy should be LEA-wide rather than restricted to a few schools. As the deputy head commented because we have a very good reputation for including students with additional needs, we have got the label that the school is good for SEN, and that is not the label that we want because we are losing the brightest of the students locally. Another example of a successful inclusive school is Hillbank, a state Secondary High school that serves a poor area in the North of England.  Ã‚   Reportedly, an estimated quarter of the local population draw some form of welfare assistance there (Ainscow and Kaplan, 2005:1). Ainscow and Kaplan (2005:1) collaborated with a group of sixteen year old students to record their views of the school in the hope that it would bring them deeper insights into what happed in the school.   Generally speaking, the students made a number of positive comments about the school and its inclusive practices, and this was supported by the impressions given by staff who also confirmed that the school had a good reputation in the local community and achieved good grades (Ainscow and Kaplan, 2005:1).   However, they did indicate that there were a number of aspects that made the school a less welcoming place. The students argued that the best and worst students were exempt from certain rules, leaving those in the middle, sometimes feeling unfairly penalized (Ainscow and Kaplan, 2005:1). Students also felt it was difficult to outlive a poor reputation in the school, even when pupils changed their behaviour and improved their academic performance. One student exhibited frustration at feeling that the teachers sometimes picked on the pupils and asserted that if you had a bad reputation one year, the teachers would still hold a grudge against you and make you feel that it was impossible to do anything right the following year (Ainscow and Kaplan, 2005). The above case studies are an illustration of the way that some schools have managed to implement inclusive practices effectively. However, the last case study especially, shows the importance of gaining the perspective of students in examining inclusive schools if one is to go beyond literal interpretations of inclusion. It also has the added benefit of allowing the students to feel that their voice is important (Ainscow and Kaplan, 2005:1). As Ainscow and Kaplan (2005) assert, inquiry based approaches can be a powerful way of stimulating the development of inclusive practices and evidence provided by students can be a powerful lever for change although this does depend on forms of leadership which encourage a willingness to address the challenges that emerge as a result of listening to the voices of young people. Obstacles An analysis of the previous paragraphs shows that there are clearly a number of practices and policies that can be introduced for a school to become sufficiently inclusive. However, there are a number of challenges that schools can face in order to fulfil the criteria needed to become an inclusive school. According to Evans and Lunt (2002) the conflicts in government policy between the standards and the league tables discourse and the inclusive schools discourse make it difficult for schools to become more inclusive. Elias et al. (2002:1) assert that the introduction of performance tables and the pressure to raise standards means that pupils with special educational needs may not be welcome in schools. The authors therefore debate whether education can be separated from the social, cultural and political context in which the school is embedded. Another issue is associated with a lack of resources within schools. Teachers often cite a lack of resources as a barrier to mainstreaming pupils with special needs. Sufficient and appropriate expert practitioner time, appropriate physical space, and the required learning and teaching materials have also been perceived to be lacking in a number of mainstream schools (Topping and Maloney, 2005:11). There is a plethora of research evidence which points to the fact that everyday practice of assessment in classrooms is beset with short-comings. Although teachers have a conscientious approach to marking they frequently fail to provide guidance on how work can be improved. Instead, marking often appears to reinforce underachievement by being too generous or unfocused and inadequate information of the pupil received by the teacher is insufficiently used to inform subsequent work (Black and Wiliams, 2001:3). There are intrinsic dangers associated with using specialist support in inclusive schools and this is evident through Depeller et al. (2005:117) analysis of Australian secondary schools where inclusive education provision relies heavily on specialist support from outside the classroom. Students with special educational needs are taught within the mainstream classroom and additional specialist services such as counselling, special education teaching and psychological assessment are required to support their placement. This type of support usually relies upon a diagnostic- prescriptive viewpoint whereby the specialist plays a central role in shaping practices. This approach can serve to marginalize pupils even further. Thus, the authors suggest that a prospective alternative may be to shift the focus from the students who are different, to the community of learners in the school. This approach uses collaborative practices to support inclusive ideals and grounds improvement efforts in c hanges in teachers knowledge as well as the cultural and organisational conditions of the school. It is important that teachers be aware of the dangers of pathologising educational difficulties as inherent within students, even when those same difficulties are employed effectively to interrogate some aspects of school practice (Ainscow, 2005:13). This is not only relevant to students with disabilities but also of those whose socioeconomic status, language, race, and gender renders them problematic to particular teachers in some schools. In view of this insight, it is necessary to develop the capacity of those within schools so as to challenge deeply ingrained deficit views of difference, which define certain types of students as lacking something (Trent et al. 1998, cited in Ainscow, 2005:13). As Ainscow (2005:14) asserts, even the most advanced teaching methods are likely to prove ineffective in the hands of those who subscribe to a belief system that views some pupils, at best, as disadvantaged and need of fixing, or worse, as deficient, hence, beyond fixing. An analysis of individual types of special educational needs reveals an understanding of how a commitment to inclusive practice can present challenges in mainstream settings. According to Wender (2000:10/11) ADHD is characterised by a range of learning disorders, shortness of attention span and hyperactivity. However, there are a number of external influences that could impact on a normal childs emotional status and behaviour which may result in them displaying behaviours with ADHD. According to the journalist Garner (2008:1) an independent Royal Commission is being called by teachers to examine why a number of children in Britain seem to be so unhappy. One theory proffers that family breakdown and social dysfunction are detrimental to the educational attainment of children and the performance of schools and colleges. Moreover, more and more pupils are resorting to suicide because of academic, social and peer pressure and the Governments obsession with standards, performance targets and testing. The implications of this finding are that if teachers are to be truly inclusive of children with special educational needs they need to try and gain a full understanding of where these needs originate from and not just assume that because children convey a certain set of systems, that it has a specific medicalized cause as the wrong diagnosis can inevitably lead to the wrong treatment and misguided teaching practice. Conclusion In conclusion, a critical evaluation of inclusive practice for children with special educational needs in secondary mainstream schools has revealed that there are a number of strategies that can be employed both at a policy level, and in classroom teaching practice that can contribute towards effective inclusive schooling. These include improved funding mechanisms and management processes; better communication and partnership working with parents and children; a positive attitude and appropriate skills held by teachers; full involvement in curriculum subjects; and improved formal assessments. An analysis of some case studies within secondary schools has also revealed the importance of taking seriously childrens viewpoints in order to inform future inclusive practice. However, there are a number of obstacles that schools face in implementing inclusive practice. The conflicts in government policy between the standards and the league tables discourse and the inclusive schools discourse make it difficult for schools to become more inclusive. There are also complaints from teachers about the lack of resources available and everyday practice of assessment in classrooms is beset with shortcomings. In addition, there is a danger of placing too much emphasis on outside specialist support which could marginalize pupils even more. Nevertheless, the case studies of inclusive practices in secondary mainstream schools do clearly show that inclusive school development is a social process and clarify the importance of engaging with different views on schools practices and policies. Thus, if educational commentators continue to collect these different forms of evidence, this may enable them to analyse barriers to learning and participation and make thoroughly informed recommendations for future inclusive practice.

Constance Backhouses Petticoats and Prejudice :: essays research papers

As students sit in class and look up at their female professors they do not think of all of the women who sacrificed themselves for the opportunity for other women to be seen as societal equals. Each of us should place ourselves in the birthplace of the women’s movement that Constance Backhouse depicted in her book Petticoats and Prejudice. After reading this book all man ought to be ashamed of being part of the heritage that contributed to the hardships that were forced upon women of the 19th century. The misfortunes that Zoà © Mignault, Amelia Hogle, Mary Hunt, Ellen Rogers, Emily Howard Stowe, Euphemia Rabbitt, and Clara Brett had throughout their lives are something that nobody would want to experience themselves.   Ã‚  Ã‚  Ã‚  Ã‚  When looking back at the developing countries of the nineteenth century, it is quite simple to see that Canada was one of the most advance countries in the world. Eventhough this free and democratic country advanced itself in the areas of equality throughout the years; there will forever be inequalities for some, and struggles for many. Petticoats and Prejudice gives clear and precise examples of the hardships women fought through in the 1800s. The primary focus of the book was to give a manifest and latent demonstration of how the biased attitudes of society reflected the legal system, and vice versa. There were several issues that were discussed in the book, including abortion, infanticide, sexual assault, marriage, divorce, separation, child custody, seduction, rape, prostitution and labour legislation. Very early in the book it was made quite evident the struggles that women had encountered in their tough lives. It demonstrated their fight for the rights and privileges that many women of the world so commonly enjoy.   Ã‚  Ã‚  Ã‚  Ã‚  The first chapter in the book dealing with marriage demonstrates a clear and precise attitude towards women and their social standings in society. The Zoà © Mignault case was a perfect example of how the patriarchal system was in affect. The father controlled every aspect of a young girl’s life, including picking a husband for her. The legal system at this time simply encouraged this type of action and supported these types of power imbalances.   Ã‚  Ã‚  Ã‚  Ã‚  The book then flows into the section of seduction. This chapter looks at how women were mistreated by their employers as well as other men. One example it examined would be the difficult times women had in trying to get guys to face up to their actions after pregnancy. Constance Backhouse's Petticoats and Prejudice :: essays research papers As students sit in class and look up at their female professors they do not think of all of the women who sacrificed themselves for the opportunity for other women to be seen as societal equals. Each of us should place ourselves in the birthplace of the women’s movement that Constance Backhouse depicted in her book Petticoats and Prejudice. After reading this book all man ought to be ashamed of being part of the heritage that contributed to the hardships that were forced upon women of the 19th century. The misfortunes that Zoà © Mignault, Amelia Hogle, Mary Hunt, Ellen Rogers, Emily Howard Stowe, Euphemia Rabbitt, and Clara Brett had throughout their lives are something that nobody would want to experience themselves.   Ã‚  Ã‚  Ã‚  Ã‚  When looking back at the developing countries of the nineteenth century, it is quite simple to see that Canada was one of the most advance countries in the world. Eventhough this free and democratic country advanced itself in the areas of equality throughout the years; there will forever be inequalities for some, and struggles for many. Petticoats and Prejudice gives clear and precise examples of the hardships women fought through in the 1800s. The primary focus of the book was to give a manifest and latent demonstration of how the biased attitudes of society reflected the legal system, and vice versa. There were several issues that were discussed in the book, including abortion, infanticide, sexual assault, marriage, divorce, separation, child custody, seduction, rape, prostitution and labour legislation. Very early in the book it was made quite evident the struggles that women had encountered in their tough lives. It demonstrated their fight for the rights and privileges that many women of the world so commonly enjoy.   Ã‚  Ã‚  Ã‚  Ã‚  The first chapter in the book dealing with marriage demonstrates a clear and precise attitude towards women and their social standings in society. The Zoà © Mignault case was a perfect example of how the patriarchal system was in affect. The father controlled every aspect of a young girl’s life, including picking a husband for her. The legal system at this time simply encouraged this type of action and supported these types of power imbalances.   Ã‚  Ã‚  Ã‚  Ã‚  The book then flows into the section of seduction. This chapter looks at how women were mistreated by their employers as well as other men. One example it examined would be the difficult times women had in trying to get guys to face up to their actions after pregnancy.

Frederick Douglass’ Paper Essay

This map portrays a mass exodus into the Northern states as well as Canada. The trip from Louisiana to Indian was an arduous expedition taking several weeks or months to transverse. In this trek African Americans prove their stalwart bravado in the face of danger and prove that their freedom is worth the trail . Frederick Douglass With the idea African American influence in the Civil War, the name of Frederick Douglass is synonymous with freedom, or free blacks. His belief in an unshackled African American race led him to be the spokesman of abolishing slavery. His importance in shaping the fate of the Civil War is found in his being a voice for the freed slave, the oppressed slave, and the sympathizers of abolition. He changed the course of the war simply by speaking out and demanding to be heard, as well as his actions against oppression. His advocacy in abolition changed the tide of not just the war, but also the mentality of many whites to the capabilities of blacks, their intellect, as well as their strength and ingenuity in battle. Douglass was not only a lecturer on anti-slavery but he was a journalist and writer as well. Douglass was invited to join the Anti-Slavery Society and journeyed on a circuit across the Northern states to speak out against slavery by using his own life as a basis for others to become abolitionists. During one of Douglass’ speeches in Pendleton Indiana he is accosted by a mob and has his right hand broken, only a friend and fellow abolitionist stopped the mob from murdering Douglass; in this story and many others, Frederick proves to be a guiding light for other African Americans to unite and be free. Along with these feats of bravery, Frederick Douglass has a magazine entitled Frederick Douglass’ Paper, and subsequently has another paper entitled, Douglass Monthly in which he speaks of the horrendous nature of slavery, its disgrace to humanity and ways in which free blacks are regaining their lives in this country. (Tracy O. 2005). Bordewich describes Frederick Douglass as such, Douglass was one of the most charismatic members of an emerging generation of black intellectuals who were beginning to give African Americans a national voice through antislavery lecturing, journalism, and the ministry. More than anything else, however, it was the steady growth of independent black churches that provided the African American with what John Mercer Langston, the found of the Ohio State Anti-Slavery Society, a black organization called the ‘opportunity to be himself, to test his own powers. ’ (226) The bases of Douglass’ speeches were to encourage abolitionists’ fight in freedom of the African Americans. Many parts of the Northern states were still segregated, especially in areas that could prove to encourage African Americans to learn and be educated. In a Philadelphia, Robert Purvis instituted a black library . In New York, David Ruggles instituted a similar library. Blacks were rising up; they were speaking their minds about suffrage, about oppression, discrimination on public transportation, and schools. Frederick Douglass aided in the movement of a race to define themselves as free to a forming nation, and with the idea of personal liberty laws helping to protect fugitives once they entered the North, this movement quickly became a staple in Douglass’ speeches as well as becoming a changing force in the course of the Civil War. (Bordewich, 226). In striking contrast to white abolitionists, black abolitionists incited their own personal struggles with slavery to get their point across that humans do not belong in bondage. In extreme cases of rebellion groups, some believed in the taking up of arms against their former masters and in the issue of slavery using the events happening on the Amistad d as a vehicle to incite further rebellion and to stoke the fires of freedom and to attest that the supposed supremacy of white slave owners could be overthrown (Bordewich, 227). The antislavery movement, with the help of Frederick Douglass, became one which, though devastated the South’s economy, defined the history of a nation during the Civil War. During his speech with the Anti-Slavery Society, Douglass met with many other like-minded abolitionists, and the lectures proved to be indispensable in allowing the general public to know what abolition was and why it was so integral in the Civil War. As Bordewich describes of Douglass’ life during these lectures. The antislavery movement provided Douglass and a host of his fellow speakers with a forum for their views and life experience that African Americans had never enjoyed before. The stories that they told of floggings, sadistic overseers, shattered families, and prostituted mothers and sisters overwhelmed skeptical Yankees for whom slavery was an unpleasant but abstract national problem, and turned thousands of them into active abolitionists. Douglass soon became one of the movement’s most popular lecturers. ‘All the other speakers seemed tame after Frederick Douglass,’ Elizabeth Cady Stanton wrote, after a convention at Boston’s Faneuil Hall. His immensely popular autobiography, first published n 18445, made his name close to a household word (227) Douglass was so adamant about his views of abolition that once during a train ride where he paid for his first class ticket he refused to leave his seat despite the insistence of the conductor. When his refusal couldn’t be tolerated any longer, the conductor had six men physically lift him from his seat to try and remove him due to the enforcement of Jim Crow laws. (Bordewich, 228). The Anti-Slavery Society offered Douglass the opportunity to lecture in New England in the spring of 1843. The lectures began in Vermont and New Hampshire and they ended in Ohio and Indiana. As Bordewich states of this event, Douglass was selected as one of the corps of traveling speakers who would cross the country. He was thrilled. This was his breakthrough, his opportunity to carry his message to a national audience. ‘I never entered upon any work with more heart and hope,’ Douglass wrote. ‘All that the American people needed, I thought was light. Could they know slavery as I knew it, they would hasten to the work of its extinction. ’ 228. Among some of the other noted lecturers there were Charles L. Remond, Henry Highland Gernet, Amos Beaman, and Charles M. Ray. During this period, Frederick Douglass found within himself the ability to offer to an audience the reality of slavery through his own tale of it, and his eventual fugitive state and then freedom. The Church In times of crises, faith is tested, and through this testing there is a revelation of belief and a growing of churches. During the Civil War, both the enslaved blacks and the freed blacks depended on a source of stability and in no other place was this found more strongly than in the church. The church provided a meetinghouse for abolition events (lectures, etc. ), it gave the black community not only a place in which to worship but also a place in which to become united as a people. Not only were many Northern abolitionists found within the sight of the church and religion but also many blacks found within the church a place of sanctuary. As Bordewich states on the subject of black revival religion. Between 1863 and 1846, African Methodist Episcopal congregations grew from eighty-six to nearly three hundred, and spread from the churche’s orginal base in Philadephia as faw wast as Indiana. Black Baptist churches, meanwile, had grown from just ten in 1830 to thirty-four in 1844. Not surprisingly, black churches were usually outspoken in their denunciation of slavery, and many of them were woeven into the web of the abolitionist underground, like the Bethel AME church in Indianapolis, a key station on the Underground Railroad, and Cincinnati’s Zion Baptist Church, which regularysheltered fugitives in its basement (226). Religion was also a source by which the African Americans could be educated. In this turn of events it is not necessarily the African Americans who were a great influence on the Civil War but the war gave them an opportunity to become educated and this happened mainly through studying the bible and learning to read it and become familiar with its morality. In the South, the general opinion was that education for blacks was not stunted through un-exposure to education, but the North held a very different idea ; being removed from the obstacle of slavery allowed freeman to discover their propensity for learning. It is through religion that this education was made possible, as Glatthaar states, â€Å"The more Southern black soldiers studied the Bible, and the better they learned to read and write, the sooner proper character, represented by morality, thrift, industry, and striving for perfection, would take shape among these new freedmen. In turn, this would help to uplift the entire South† (225). The view taken by the abolitionist movement in regards to religion and education was that in the reconstruction it was essential for African Americans to be able to read, write and do arithmetic. One of the overwhelming sentiments that came out of the Civil War was the engrossment of religion to the newly freed blacks. Their strength now came form a religious source and this source gave them the means by which to discover for themselves the true meaning of freedom and gratitude for that freedom. This can best be described through McPherson’s quoting of Susie King Taylor , There are good friends to the negro. Why, there are still thousands that have not bowed to Baal†¦Man thinks two hundred years is a long time, and it is, too; but it is only as a week to God, and in his own time-I know I shall not live to see the day, but it will come-the South will be like the North, and when it comes it will be prized higher than we prize the North to-day. God is just; when he created man he made him in his image, and never intended on should misuse the other. All men are born free and equal in his sight (314). McPherson goes on to give detail about sentiment in the church, and Rev. J. Sella Martin a former slave became pastor of the Joy Street Baptist Church in Boston and wrote this note to Frederick Douglass, Just think of Dimmick and Slemmer (Union Officers) sending back the fugitives that sought protection of them. They refuse to let white men sell the Southerners food, and yet they return slaves to work on the plantation to raise all the food that the Southerners want. They arrest traitors, and yet make enemies of the colored people, North and South; and if they do force the slave to fight for his master, as the only hope of being benefited by the war, they may thank their own cowardice and prejudice for the revenge of the negro’s aid and the retribution of his bullet while fighting against hem in the Southern States. I received a letter form Mobile, in which the writer states that the returning of those slaves by Slemmer has made the slaves determined to fight for the South, in the hope that their masters may set them free after the war, an when remonstrated with, they say that hey North will not let them fight for them (23). The influence that can be seen today with religion and African Americans is the vastness of churches rising across America, and the gospel hymns inspired by wanting to break free of slavery.

Top 5 Resources For Free Online Learning

Top 5 Resources For Free Online Learning Want to study but short of cash? Here are five of the best online education service providers to check out! If you’re feeling the itch to learn something new, but your financial affairs are encouraging you to calm the hell down, there is some good news coming your way – you can study for free online with many different providers. Great news! To make things easier for you, we’ve collected the top course providers in one place, all of which are affordable. You can track your progress, choose your own schedule, work to your own pace, and basically, enjoy a user-friendly experience which allows you to learn without heavy price tags. So here are our highlights: Coursera Service This particular website is great from the start because it is easy to use. Almost all the courses displayed on the website offer free access, and prices are related to graded work, of which there is financial aid available. The site is aimed towards learners who want to earn a grade but can’t afford to pay the sometimes high fees related to colleges. Advantages Basically, it’s the large number of courses on offer, with over 1200 displayed. There is also the option to head further into your subject if you choose, with the funding option for many people, What subjects are on offer? It’s impossible to list them all, but you can learn about power electronics, genetics and society, as just two examples. If you fancy earning your stripes in data science, you’re catered for, as well as many options for creative writing courses. Website: coursera.org EDX Service The website gets you excited because it highlights the advantages and fun of learning on its front page. The fact that many partners are also on board, such as the University of California, and Harvard University to name just two, is a real confidence booster. There are countless courses to choose from, and you can look at courses which are starting soon, ones currently underway, as well as the ones which are self-paced, e.g. you do it all at your own speed. Advantages We’ve outlined many already, but the big name is probably what sells it. There is also a large range of education levels on offer, including high school and XSeries, which means nobody misses out. This is a very accessible site for all. What subjects are on offer? Again, there are far too many to list, but subjects span across business and management, communication, economics and finance, architecture, arts and culture, to name just a few. English grammar and essay writing is a popular one. Website: edx.org Open University Service Everyone has heard of the Open University, and the big name gives you major confidence boosting, as well as the high level of customer service. Many employers see Open University courses as being as good as, if not better, than college courses, and there are also paid courses on offer, with financial aid options clearly displayed. The free courses are plentiful, with over 800 different subjects. Advantages The big name is probably the best advantage we can give, but the customer service on offer is another one – basically you are never on your own, even though you are studying on a distance basis. What subjects are on offer? Far too many to list yet again. Some of the most popular currently are essay and report writing skills, introduction to cyber security, and introduction to book-keeping and accounting. Website: open.edu Academic Earth Service This company believes that everyone deserves the chance to study and be educated, and was started up in 2009. Many of the world’s top colleges are featured, which again gives you confidence, and there are many courses to suit every possible interest, across many different levels. Advantages There is a large catalogue of providing colleges listed, so you know that what you’re studying has major clout. On top of this, the list of subjects is seemingly endless. What subjects are on offer? Subjects span many different topic areas, including accounting, management, business marketing, education, and psychology. Website: academicearth.org Open Education Database Service Our final choice gives away its service in the title – it is a database, and a great site to head for everything in one place, without having to trawl the internet for other providers. There are over 10,000 free online courses displayed across many large colleges and universities. Advantages Basically the ease of use, because everything is there for you. On top of this, you have confidence in knowing that accreditation is by large scale organisations. What subjects are on offer? As there are 10,000 shown, you will certainly find what you’re looking for. A few to suggest are Advanced Biology, and Advanced Chemistry, to name just two out of countless more in the same niche. Website: oedb.org

Private Sector Participation in Solid Waste

Private Sector Participation in Solid Waste Free Online Research Papers 1.1 Overview of Kathmandu Kathmandu Valley, which provides the physical setting for Kathamndu Metropolitan City (KMC), is situated between the latitudes 270 32’ 13† and 270 49’ 10† north and latitudes 850 11’ 31† and 850 31’ 38† east. It covers an area of about 667 sq. km and its mean elevation is about 1350m. above sea level. The valley is bowl shaped with rivers draining towards the center of the basin. The rivers merge into the Bagmati River, which drains out through the Chovar Gorge located at the southwest corner of the valley. Kathmandu is the capital and commercial hub of the country. It is connected with other countries with only International Airport and two major highways connect with India and China. Since it is the capital of the country all the embassies are concentrate in the Valley, and particularly in Kathmandu City. But in recent years due to development in transportations, major industries have moved to the secondary cities. The Kathmandu Valley politically divided into the three districts of Kathmandu, Lalitpur, and Bhaktapur. In addition to these three cities, there are 110 Village District Committees (VDC) within the Valley. KMC is located in the Kathmandu District and covers an area of about 50.8 sq. km.. Kathmandu Valley the prime city of the country comprising 24.1% of the national urban population and 70.4% of the valley’s total urban population in 1991. KMC’s population grew from 235,160 in 1981 to 421,258 in 1991, registering an annual growth rate of 6%. At present it is estimated that of KMC’s population will be approximately 725,000. Kathmandu is the largest city in Nepal with a population of approximately 725,000, which includes the cities of Lalitpur, Bhaktapur, Thimi, and Kirtipur, as well as several villages, has population of 1.5 million. 1.2 Introduction to KMC Mayor and deputy mayor are elected directly by people every four-year. KMC consisted of 35 wards and each ward elects one-ward chairperson and four members every four year. Mayor, deputy mayor, 35 ward chairpersons, and 140 members form a KMC Board. Please see the attached Organization Structure. Kathmandu Metropolitan City (KMC) consists of twelve departments including Environment Department, which is the largest of all. This department is divided into three sections; Solid Waste Management section, Mechanical Section, and Urban Environment Section. Overall KMC’s Environment Department is responsible for managing the solid waste produced in Kathmandu. Between 1980 and 1993, there existed a major project, funded by the German Government, which was responsible for waste management. KMC has 2,200 staff of which approximately 1400 are engaged in waste management. 1.3 Financial Structure Year Total Exp. Exp. SWM Income (Gov.) Income Others (Int. Donors) Income (SWM services) 2000 App. US$ 6,500,000 App. US$ 2,000,000 App. US$ 3,100,000 App. US$ 3,400,000 App. US$ 72,000 2001 App. US$ 5,200,000 App. US$ 2,000,000 App. US$ 3,100,000 App. US$ 2,100,000 App. US$ 72,000 2. Solid Waste Management in Kathmandu 2.1 Kathmandu’s Garbage A study done in 2000 by Kathmandu Valley Mapping Program (KVMP) concluded that Kathmandu residents produce 1 liter (0.3 kg) of garbage per person per day and average loose density of garbage was found to be 0.225 ton/m3. However, previous studies estimated that the density of garbage varies from 0.25 – 0.48 ton/m3. In this study the density of garbage is kept 0.255 ton/m3 for simplicity. This means that within Kathmandu City, the waste generation is about 650 m3/day. In addition to this, it is also estimated that 30% (approximately 300 m3/day) extra waste is also generated from daytime population, waste from neighboring cities villages and, commercial districts. Generally waste production rate in cities of the developing world is about 0.5 kg per person per day. The neighboring city of Lalitpur generates approximately 130 cubic meters of waste per day. Kathmandu’s waste is mainly organic in nature. Although the organic content may vary depending on the location of waste generation and the season, in general two thirds of the waste is organic. The rest of the waste consists of paper, plastic, glass, inert materials (dirt, bricks, stones etc.) and various other components. The table below presents the results of a recent waste characterization study. S. No. Description % Weight Basis 1 Organic 69.84 2 Paper 8.5 3 Rubber 0.54 4 Leather 0.12 5 Wood 0.73 6 Plastic 9.17 7 Bone 0.23 8 Textile 3.02 9 Ferrous Metal 0.87 10 Aluminum 0.05 11 Glass 2.5 12 Others 4.33 Total 100.00 Source: KMC/KVMP 2000 The main source of waste in Kathmandu is domestic waste. The city has only a few industries and most of the industries recycle their waste. The main industry is the carpet industry. The main source of hazardous waste is medical waste from hospitals and nursing homes. Recent study conducted by Environment Public Health Organization (ENPHO) estimates that there are 2347 beds in government and 1558 beds in private hospitals and nursing homes, which generate about 1189 kg of infectious waste per day. Most of the medical waste is discarded along with normal municipal waste. KMC is in the process of establishing a medical waste management system for Kathmandu. KMC has completed a survey of current practice of waste management in 45 health care institutes and presented its results in a workshop. KMC has also recently drafted medical waste management guidelines and an Environmental Impact Assessment Study of the proposed medical waste management system is under way. In near future, KMC wants to establish all needed infrastructure like treatment plant, management plan, and purchase collection vehicles and it will be contract out to a private party to operate. 2.2 KMC’s Waste Management System Each of the 35 wards in Kathmandu is assigned 20 to 30 sweepers. The sweepers sweep the streets and collect the garbage dumped by residents in certain locations. The garbage is loaded on to a tractor or tipper and brought to a transfer station. Garbage is also collected from 4 and 6 m3 containers, which are placed in different locations and at major sources of waste. At the transfer station the garbage is unloaded on to a platform and some of the recyclable materials in the waste stream is removed. The rest of the garbage is put in compactors and sent to the landfill site. At present, due to lack of proper landfill site, KMC is dumping its collected waste at Bulkhu. KMC, along with the central government, is in the process of searching for a new landfill site. KMC currently collects approximately 600-650 m3 of waste per day. Of this, a small portion is recycled, while most of the waste is landfilled. Summery Information on KMC’s Waste Management System: Average Waste Generation: 1.0 liter/per/day Estimated population of KMC: 725,000 Estimated Waste Generation from KMC: 725 m3/day Street waste generation (assumed 10% of hh): 73 m3/day Commercial waste (assumed 10% of hh): 73 m3/day Waste from neighboring cities village: 73 m3/day Total Waste Generation 944 m3/day Waste Collected by KMC: 650 m3/day Waste Collected (in ton): 200 ton/day Collected Efficiency: 70% Total no. SWM staffs: 1400 Total no. of SWM vehicles: 100 Actual Expenditure (2000): 14,000,000 NRS Table 1. Total Expenditure in SWM SN: Headings Street Sweeping (Ward Level) Rs./Year Street Sweeping (Central) Rs./Year Collection Rs./Year Transfer Station Rs./Year Transportation Rs./Year Landfill Site Rs./Year Total Rs./Year 1 Salary 38,823,600 3,192,000 7,240,800 427,200 643,223 396,000 50,722,823 2 Allowances 10,459,780 857,600 1,884,040 112,160 164,966 102,600 13,581,146 3 Provident Fund 3,882,360 319,200 724,080 42,720 64,322 39,600 5,072,282 4 Overtime 12,811,788 1,053,360 2,812,152 163,008 82,820 160,056 17,083,184 5 Administrative Cost 1,319,551 108,443 652,583 223,298 267,246 94,289 2,665,409 6 Depreciation 1,000,800 57,000 4,967,382 354,880 1,523,848 1,129,880 9,033,789 7 Maintenance Cost 280,000 8,000 4,523,382 354,880 1,523,848 2,259,759 8,949,869 8 Interest 6,785,072 532,320 3,366,083 3,389,639 14,073,115 9 Fuel 3,692,224 705,024 2,190,118 2,410,560 8,997,926 10 Others (Materials) 6,720,000 4,272,000 10,992,000 Total 75,297,879 9,867,603 33,281,714 2,915,490 9,826,474 9,982,382 141,171,542 In US $ 1,107,322 145,112 489,437 42,875 144,507 146,800 2,076,052 % of Total Expenditures 53 7 24 2 7 7 100 3.1 Problems: Following are the major problems faced by KMC in SWM. Inefficient collection system-Multiple handling of Waste Attitude throw forget Daily collection (street Sweeping) Less willing to pay Political Intervention Inappropriate technology Inflexible system Inappropriate collection vehicles Inadequate trained manpower No appropriate laws policies 3.2 Private Sector Participation (PSP): The main goal of KMC is to establish an integrated solid waste management system, which is efficient, cost effective, and environmentally sound by the year 2002 with maximum involvement of local communities as well as the private sector. To address the problems, KMC has been launching Private Sector Participation to achieve following outcomes: ? Efficient collection system ? Efficient transfer and scrap recovery ? Maximum recycling composting ? Sanitary landfilling ? Special waste management ? Appropriate policy and law ? Public education and participation ? Professional management and monitoring Involving the private sector in waste management services usually results in an efficient and professional SWM system. The private sector is usually best at providing efficiency and technical expertise, while the public sector, which is directly responsible to the people, is best at doing the jobs of monitoring and enforcement. Therefore, a suitable combination of the best attributes that the private and the public sector have to offer will be necessary to provide and efficient waste management system. Although efficiency and investment are two of the main causes that are often sited for involving the private sector, the bottom line is that the goal that KMC has set for itself cannot be achieved by KMC alone. Therefore, there is no option but to involve the private sector in SWM. KMC, therefore, is committed to involve the private sector in SWM services to make it more efficient and cost-effective. However, because privatization of waste management is a new, often mis-understood and sometimes controversial process for Nepal, the privatization process has been carefully planned so as to maximize the use of KMC’s existing manpower and equipment, and minimize risks and potentials for failures. Effective private sector participation (PSP) in waste management requires: 1. Political commitment 2. Confidence of all stakeholders 3. Option suited to local conditions 4. Enabling environment 5. KMC capable to plan and monitor the process 6. Fair transparent process In the past, a few attempts to involve the private sector had failed because the process was not well planned and not every body understood it. In 1996, an American company called Americore Environmental Services, and a Canadian firm, IER, had submitted unsolicited proposals for managing Kathmandu’s waste. As solid waste management was a major problem in the city, the municipality readily signed letter of intents with these companies, whereby the companies would manage all of Kathmandu’s waste. However, the municipal sweepers immediately opposed the plan because of the fear of the loss of their jobs. As a result the project could not move ahead and KMC only ended up hiring more sweepers to satisfy the sweeper community. Therefore in 1997, when KMC was formulating its new SWM strategy, the process of PSP was also planned accordingly and the pre-requisites for PSP mentioned above were first addressed. KMC’s strategy for waste management involves the following guiding principles: Plan the process but don’t wait for the perfect plan: In the PSP process, KMC first worked on preparing strategic plan and building the confidence of all stakeholders (KMC Board, KMC administration, KMC’s sweepers, Private companies, and the general public). While planning the process of PSP is important, it was also realized that KMC should not wait for the perfect plan because Nepal has no experience of a municipality working with the private sector in waste management and there is a need to learn by doing. The plan therefore has room for trial and error and improvements as process moves ahead. Phase wise implementation to build confidence: In order to slowly build the confidence of all stakeholders, KMC is implementing PSP in phases, instead of giving all the responsibilities to one company all at once. Incremental involvement of the private sector will allow both the private sector and KMC to slowly learn the process and gain confidence. Try different approaches: There are several ways to involve the private sector in SWM such as contracting, franchise system and management contract. KMC is in the process of trying these different processes and seeing which one fits best for the conditions in Kathmandu. The bottom line is that there is a need to be firm with the vision but flexible with the process. The vision is that by the year 2002, Kathmandu will have an efficient SWM system with maximum participation from the private sector. The process of achieving this will be by building the confidence of all stakeholders as KMC tries different approaches to PSP in a phased manner and continuously builds on the lesson learned from these experiences. The status of some of KMC’s efforts to involve the private sector in waste management in outlined in the sections below. West Sector Project The city of Kathmandu has been divided into five sectors for the purpose of waste management. West sector is located west of the Bishnumati River and consists of recent expansions. The sector mainly consists of residential areas such as Kuleshwor, it is estimated that the sector has an approximately 12,000 households. The West Sector was chosen for introducing door-to-door collection for the following reasons: In November 1998, KMC signed a five-year agreement with Silt Environmental Services to implement door-to-door waste collection in wards 13, 14, and 15. The main objectives of the project were as follows: 1. Introduce private sector participation in waste management to make the system more efficient. 2. Initiate door-to-door collection of waste in order to avoid dumping of waste on the streets. 3. Introduce source separated waste collection system to promote recycling. 4. Introduce alternate day waste collection system to reduce cost. 5. Encourage citizen to participate in Kathmandu’s waste management system and pay for waste management services. 6. Generate revenue to recover part of the cost of waste collection. Silt started its services in mid February 1999. 3.3 SILT KMC This program has been only partially successful because out of 12,000 potential members, only 4,000 have been getting the services and paying the fee. Problem faced by SILT is briefly described below: Regular Street sweeping activity is conducted by KMC. So, people are not interested in paying because every morning streets are swept and cleaned by KMC staffs. There is not major financial benefit for KMC because it carried out regular cleaning activity. Inadequate technical knowledge in waste management (SILT) 3.4 Private Sector Participation (Door to door collection, Sweeping, Transportation) Pilot Project Ward 1 24 In mid 2002, KMC announced that it was interested in contracting out waste management services (door-to-door collection, street sweeping, and waster transfer) of Central Sector (wards 1, 5, 11, 32, 33, 34) to private sector(s). The concept of contracting out of six wards at one time has to be abandoned because of opposition by sweepers. After continuous negotiations with sweepers’ union, instead of privatizing six wards to one private company, only two wards (ward 1 24) have been awarded the contract to two different companies. Following major steps have included in this PSP: After PSP, the sweepers were assured that there would be no layoffs KMC’s sweepers would be assigned to other location or will utilize them as gardeners 30% of total sweepers would remain in the same wards for tasks like cleaning of sewer, for monitoring private sector, and fixing streetlights. Private sector would not get any subside from KMC and fee should be equal or less than KMC’s tariff rate. For six months, KMC would provide a vehicle to collect street waste but the private party would be responsible to transfer waste collected from door to door services. Technical and Management trainings would be provided to private parties Waste would be collected daily not every other day waste separation will not be encouraged for time being. After launching this program, KMC closely monitored the progress made by private sectors. It has been one year now and KMC feels that these two private companies are in profit and willing to continue the services. During the process KMC provided following services to the private sectors: Technical Management trainings were provided to private sectors including NGOs who have been involving in waste management services. Meeting were held to share their views and difficulties among the these groups KMC constantly monitored and assist in planning KMC launched awareness programs to general public in these two wards to build confidences among the people KMC became a mediator between ward representatives and these companies to build confidence stakeholders KMC provided one vehicle to each company to collect waste only from streets for six month. KMC transferred 70% of its staffs to new locations and planning on providing gardening training 3.5 Problem occurred during the PSP way it has been handled Table 1: Problems Way it has been addressed: Problems Addressed Opposition by sweepers Meeting were held among sweepers in the presence of ward representatives and assured that their jobs were secured and would be relocated 30% of sincere sweepers were kept in the same ward as a reward Ward representatives were briefed on its (PSP) importance and requested not to politicalized No confidence among private sectors to start program in the beginning without KMC’s financial assistances Private sectors were briefed on financial cost benefits and profit they can make if carefully launched Assured these private sectors that KMC will contract out all its waste collection services including door to door collection, street sweeping, and waste transportation activities to the private sectors in future. Assured private sectors that they are here to stay and it long term profit No confidence among Stakeholders Public meetings were held and assured that people will get better service and wards will be cleaner than before Assured people ward officials that if they were not satisfied with private sectors’ performance KMC will step in immediately Assured that the fee will be within or below the tariff rate set by KMC ($0.70/hh/mo) Briefed general public regarding KMC’s financial situation and fee they pay will be utilize in improving environment of KMC Inadequate technical information management skill in private sectors Provided technical and management trainings KMC’s technical staffs were made available all the time for them to discuss share Following out comes have been gathered after completing one year: These private companies are willing to continue the activities carried out by them They are showing interest to expand their activities to another wards App. 50% of people surveyed expressed that the service provided by private sectors is better and the ward is cleaner than before The membership increased app. 40% as soon as KMC pulled all resources (waste collection vehicle) out from those wards So far ten applications have filed in KMC by different private companies to contract out new wards Benefits: General public Private Sector KMC They are more concern than before because they paying service fee Good profit Better Katmandu They feel proud because they are doing something for environment Long term profit Less management burden The area is more cleaner than before No major competition Cost saving. KMC spends app. US$25,000 for street sweeping and additional US$7,000 for transportation annually per ward. So total cost saving is app. US$22,000 per year/ward They do not have to worry about waste anymore Fairly small capital investments More efficient and effective services Door to door collection services Good relationship with local representative general public No waste in street 4. Conclusion Recommendations One of the KMC’s goals is to keep Kathmandu Clean. This can only be achieved by involving private sectors and communities in solid waste management services. PSP program launched by KMC is partially successful and heading towards right direction but KMC must continuously build confidence among stakeholders. 4.1 Lesson Learned: After few years of PSP experiences, KMC believes PSP can be effective tool to provide efficient and cost effective waste management services to general public. Following lessons were learned from the program: Confidence in PSP program Careful Planning try different approaches Learning confidence among stakeholders Build confidence among stakeholders Make sure that there is no political interventions Transparent process 4.2 Recommendations: Human Resources Development. KMC’s staffs have to be trained in PSP program Technically and Management trainings should be provided to private sectors on regular basis KMC’s must regularly monitor the process, working system, effectiveness, and gather consent of satisfaction from general public KMC should make sure that there is always competitions among the private sectors so that it will be cost effectives and provide quality services to public This a ongoing process, mistakes will be made but continue the process In future, KMC should change its role from providing services to public to managing PSP International Agencies can train staffs of KMC and private sectors Research Papers on Private Sector Participation in Solid WastePETSTEL analysis of IndiaInfluences of Socio-Economic Status of Married MalesThe Relationship Between Delinquency and Drug UseCanaanite Influence on the Early Israelite Religion19 Century Society: A Deeply Divided EraNever Been Kicked Out of a Place This NiceDefinition of Export QuotasThe Project Managment Office SystemQuebec and CanadaThe Effects of Illegal Immigration

Role of information system in customer relationship management Coursework

Role of information system in customer relationship management - Coursework Example How to ensure strong customer service and satisfaction Customer satisfaction and service are vital components in the survival and progress of any business. it is for this reason that organizations invests heavily in ensuring that customer service reaches a level that will satisfy and woe the customer towards coming for more. Businesses need to maintain customers in a manner that will make them appreciate the brand, products or services being offered by the businesses. This paper looks at ways in which a strong customer service and satisfaction can be maintained in a business. First, know the needs of every customer in the market so as to avoid forced creation of demand where it is none existent. Secondly, it is important to perform tests with a view of building an understanding of the desires of consumers within the market segment. This helps build up innovative ideas useful in identification and solving possible problems that may arise due to customer expectation about the product o r service the business offers. Thirdly, being true to your customers can help the business a greatly. All deliveries of goods to customers should always be done at the right time. Where delivery may not be possible on the agreed schedule, proper communication with the customer is vital. Fourthly, plan well and perform periodic training of the team you work with in order to uphold business reputation and trust. It is also important to train a team that will enhance flexibility and effective communication skills. Fifthly, always appreciate your customers. It is worth sending thank you messages to your loyal customers. This strategy will likely yield positive results that help in positive growth of the business. Moreover, always create loyalty programs among your customers. This can be done through unique gift offers or special promotions targeting long time customers in the business. Always approach issues related to your customers in a mature manner as though you are dealing with a l ong time friend. This can be done by being sincere to them on issues that may arise in the day to day running of the business. It is important to promise what you can achieve other than giving unrealistic expectations. This is because empty promises tend to anger and frustrate customers making them shun any future transaction with the business. It is for this reason that a successful business need to set correct expectations since it helps in retention of customers. Develop a customer philosophy that will direct the way employees interact with clients. The philosophy developed should be able promote respect and constant appreciation of customers. This is a key component in customer satisfaction and retention. Lastly, develop a quick response time whenever there is a blame game in business transactions. Effective communication and admittance of a mistake can really yield marvelous results in the long term. This should be followed with a communication on what you plan to avert similar mistakes in future. Customer Service System Customer service refers to various business practices aimed at providing services to clients during and after a business transaction. These services are aimed at building customer satisfaction and retention. Customer service system refers to blending of procedures, people and technology with a view of serving customer needs in a way that will promote profitability and achievement of business objectives. It is important to note that implementation of an effective client service system may be quite difficult when all the stake holders does not understand its importance. In addition, all the stake holders should be willing to buy into using the system otherwise its contribution to the business may be futile. There are numerous reasons why organizations need