The Benefits of Waking Up Early When Learning a Language

The Benefits of Waking Up Early When Learning a Language Photo by Nomao Saeki It’s 6am and you think you have the whole day to wake up because you don’t have classes or work today. Then is 10 am and you are still in bed†¦ 1 pm and you feel like a zombie craving for food†¦ then is too late go to the grocery store, you haven’t taken a shower yet and voila. Its 6pm and you have lost the light of the day. Welcome to lazy Saturdays! See, it’s fact proved that the brain works better in the mornings and it’s so true that we don’t dare to waste it†¦ we are so overprotecting it that we rather don’t use it (seriously?). When learning a language, you need, you must take advantage of this fact! Take advantage of time! This doesn’t mean that you won’t have a lazy day, but rather to have a productive day. If you wake up early, you will have time for everything and then you can take a nap†¦ and above all, you’ll feel that you have accomplished something more. Have a look of what a productive day is: 6am you wake up, go for a run†¦. 7 am you get into the shower and eat breakfast. 8 am you start preparing your material†¦ by 10 in the morning you already went over two lessons and noticed some new things that you didn’t see the other day in class. By 12:00 you have refreshed your knowledge and now it’s time to eat (you can take a long break-and a 30 minutes nap)†¦ You sit back at 3pm and memorize some new verbs, at four memorize new vocabulary†¦. By 6pm you are ready to watch a movie in the language and you will see how much you actually learned that day. The next day, you can just watch movies or listen to music, as well as trying to read easy books. The Penguin series give you the different options in the different levels. Therefore you have plenty of books to read. Another useful thing would be that you also listen to the radio in the language and watch the news. I remember one of my Italian friends who had a beautiful Italian accent, suddenly she started speaking very British to me. See, she started watching the TV Series Downton Abbey where all the series happen in the 40s (I must say that I love that show and I even recommended it to my students after seeing the results on my friend), so she has had refined her hearing and therefore grasping her pronunciation. I personally think is incredible how nowadays people have so much access to different cultures. Same happened to one of my Belgian friend who was practicing Spanish, kind of learned in a blink of an eye by watching Narcos. The point is that you don’t have excuses, but the most important thing is that if you wake up too late, you will lose the day and probably the week, the month, the year. Be smart and set your alarm early. The earlier you get up the more you will accomplish. Now, waking up early means that you have to go to bed early as well, and this is important because your brain needs to rest enough, so you can actually use it. You don’t want to start day tripping for sure. Do you remember how well you used to memorize when you were a kid? Well, back in the days you probably started classes at 8am or even before right? Then, people started saying it was too early and now the kids go to school at 9am or so†¦ in some countries. The problem with this is that three more hours and the body starts sending signals of hunger and there isn’t any other stronger distraction as this, because eating is part of your health. But if you wake up early, you will always eat on time and be really tired at night. That means that you will really rest and you will have more room the next day for more vocabulary, verbs, grammar rules, etc. Try reading and watching the news will be a good thing, because the vocabulary in such things is what we call a ‘secular’ vocabulary and it’s the daily one you’ll need the most. Also is very high standard. But guess what? The broadcasting is very early in the morning, maybe this can be your alarm. And how do I know this? Because I love learning!

Morals of Euthanasia Essays

Morals of Euthanasia Essays Morals of Euthanasia Essay Morals of Euthanasia Essay Dena Furey Euthanasia March 8, 2013 Euthanasia Euthanasia is the act of purposely making or helping someone die, instead of allowing nature to take its course. Basically, euthanasia means killing in the name of compassion. Often surrounded by heated arguments from both those in favor of and those against the practice, human euthanasia spurs the most conflict within political circles, differing cultural and religious attitudes, and the health care system. I will be defending Tom L. Beauchamp’s theory that euthanasia is ethically moral and sometimes permissible. Beauchamp’s theory states that if voluntary passive euthanasia is sometimes permissible, then voluntary active euthanasia is sometimes permissible. Voluntary passive euthanasia is when a patient refuses treatment, such as a do not resuscitate (DNR) order. Voluntary active euthanasia is when a patient requests treatment, such a lethal dose. Beauchamp has a negative and positive thesis to his theory. They are: * Negative thesis-you cannot condemn physician assisted suicide by merely invoking the position of letting die and killing. Positive thesis-physician assisted suicide is permissible when you’re not only not doing any harm but also have a valid authorization from the patient. The first part of Beauchamp’s thesis deals with the distinction between letting die and killing. Opposers of Beauchamp’s thesis state that voluntary passive euthanasia (DNR) is permissible because you are letting the patient die, whereas voluntary active euthanasia (lethal dose) is killing the patient. Beauchamp thinks there is a problem with the definition of letting die and killing and that we need to make a clear distinction between them. Beauchamp presents a few ways we might be able to make that distinction. They are as follows: * Intentions-an act is a killing if and only if it is an intended death, you can foresee the consequences of your actions. Beauchamp presents a challenge to this. A DNR can be seen as an intended killing because the health care practitioner can foresee the consequences, and it could be interpreted as killing the patient if they do not revive him. Another example could be a drunken driving case. When a person drives drunk they do not intend to kill someone, is that now not considered a killing. So, Beauchamp thinks this definition of killing is wrong. * Wrongfulness-an act is a killing if and only if it is a wrongful death. Beauchamp presents a challenge to this. A DNR is considered not wrongful, but a lethal dose is wrongful, but going against a patient’s wishes could be considered wrongful in the lethal dose case. What is considered wrongful, that is what we are trying to answer. So, our conclusion is in our question, it makes a circular argument. Beauchamp thinks this definition of killing is wrong. Causation-an act is a killing if and only if an agent as opposed to an underlying condition causes death. Beauchamp offers an example to show the problem with the causal theory. A policeman is hurt in the line of duty and placed on life support. A mafia guy who wants the policemen dead comes in and pulls the plug, which in turn causes the policeman to die. In this case, what the mafia guy did was not wrong because the policeman died of natural causes. It was the underl ying condition that caused the policeman’s death, not the mafia guy. Is this acceptable? One opponent to Beauchamp, Bernard Gert, says he wants to hold onto the causal theory. He thinks the mafia guy did wrong because he did not have a valid refusal of treatment from the policeman, such as a DNR. Beauchamp offers an answer to Gert showing how the causal theory is still a wrong definition of killing and letting die. It was not really the letting die of the policeman that was important to Gert; it was the refusal of valid authorization to pull the plug which made it a killing. So, if what Gert thinks is pivotal is what the patient wants, then why is a lethal dose request by the patient considered a killing and not a letting die. Beauchamp thinks the causal theory does not work. The conclusion to all these theories is that even if you can make a distinction between letting die and killing it still will not make a difference morally. The positive part of Beauchamp’s thesis states that physician assisted suicide is permissible when you’re not only not doing any harm but also have a valid authorization from the patient. Let’s establish what a valid authorization is. Beauchamp says a valid authorization is a request from someone with the authority to make a decision and it needs to be done freely and autonomous. I feel as though in the case of a lethal dose a little more needs to be added to the valid authorization. I think it should also include that the diagnosis given be terminal, the decision should not be made at the time of the diagnosis but after thinking everything over and it should be an enduring, voluntary, and competent informed decision, not co-erced in any way. The patient’s suffering should be unbearable, that there is no way of making that suffering bearable that is acceptable to the patient, and the physician’s judgments as to the diagnosis and prognosis were confirmed after consultation with another physician. Beauchamp’s position on the moral ethics of a lethal dose say that 1) we should abandon the letting die and killing distinction, 2) when it is wrong to cause death, what makes it wrong?. 3) The answer to that question is unjustified harm. For instance in the mafia example, the mafia guy did wrong because he did unjustified harm and did not act in the will of the patient. In conclusion, when voluntary active euthanasia would do no harm and there is a valid authorization, it is not wrong. There are, however, some well-known objections to human euthanasia. The oath a health care practitioner takes in one objection. I feel as though the oath needs to be changed to reflect modern society and medical practice. The world has changed since the oath was first written, as have ethical codes of conduct. Another objection is the slippery slope argument. People think that once the government steps in and starts killing its citizens, a dangerous precedent has been set. The concern is that a society that allows voluntary euthanasia will gradually change its attitudes to include non-voluntary euthanasia and involuntary euthanasia. Although this does present the need for more regulation and control of euthanasia, history has clearly demonstrated that any law or system can be abused. Also, what reason is there to believe that someone’s support for voluntary euthanasia be psychologically driven to practice non-voluntary euthanasia. Palliative care has been a favored alternative to euthanasia but thus still presents the issue of quality of life. When choosing palliative care over physician assisted suicide I think it would be important to ask whether life will be enjoyed and not simply tolerable. To get the best palliative care requires trial and error with some suffering in the process. Even high quality palliative care comes with side effects such as nausea, loss of awareness because of drowsiness, and so on. Where voluntary euthanasia is not tolerated, giving large doses of opioids to relieve pain in the knowledge that this will also end life is tolerable. In situations where palliative care can only guarantee a life that is tolerable, I think euthanasia is a legitimate option. Opponents to euthanasia state that everyone has the right to life, liberty, and security of person. Every person has these rights; however, if a person has the right to life, then they should have the right to die. Everyone should have the same control in choosing the way they die as they do in which they live. It is unfair to decide whether one should live with pain and agony, knowing full well that they have a terminal illness from which there is no known recovery. In the past, the doctor was a person who was a friend. Now a doctor is a stranger who combats diseases, but she is not always your friend. What will never change is their struggle against death. However, they’re job is not only to prevent death but to improve they’re patient’s quality of life. Many times there is nothing a doctor can do to prevent a patient from dying if the patient has a terminal disease; all she can do is wait for death to arrive. I think and believe that it is everyone’s right to determine the amount of suffering they can endure in their lifetime. It should not be up to fellow society members to decide what they must endure because of differing viewpoints on who is responsible for their life. I do not tell anyone how to live, so do not tell me how to die. Death could be a choice that you might not make, but a choice that someone else can have. Dena Furey Euthanasia March 8, 2013 Bibliography Page Beauchamp, Tom L. â€Å"Justifying Physician-Assisted Suicide†, Ethics in Practice. 3rd ed. Ed. Hugh LaFollette. Blackwell Publishing Ltd. , 2007. 72-79. Print.

Organisms from the Treasures of BC Coast Coursework

Organisms from the Treasures of BC Coast - Coursework Example The movement of the rockfish points to the fact that it consumes living organisms. This is based on sudden speed bursts followed with moving jaws. Additionally, unlike other types of fish that seem to swim near the surface of the water, rockfish thrives near the bottom and among the rocks. This can be interpreted as a security measure to hide from larger predators (Vancouver Aquarium, n.p). The adapting features of the rockfish according to its build and body structure include the mouth and the gills that help the fish to breathe at very deep ends of a water body. The mouth allows water through while the gills arrest the very least of oxygen available within the water. This points to the enlarged gills and ever open mouth. The British Columbia Corals are branch-like sea organisms that survive by manufacturing their own food with the aid of light. The natural source of light, in this case, is the sun whose rays are converted to potential energy to enable the plant to survive within the water (Vancouver Aquarium, n.p). The adaptation of the corals comprises the numerous branches that enlarge the surface area to absorb as much light as possible. From appearance, it looks like the number of branches determines its stability based on the total consumption of light. If the branches were fewer, most of the light rays would be hitting the surface of the water body rather than the organism. Hence, the abundance of the branches shows that the plant requires as much light as possible to survive the low temperature of sea/waterbody bottom. The red anemone has a confusing look and behavior. The organism appears like multiple cylinders filled with filaments like those of a flower. These filament-like ribbons strike from the cylinders and protrude outside.  

Gardners Art Through The Ages Essay Example | Topics and Well Written Essays - 1000 words

Gardners Art Through The Ages - Essay Example Most of the artistic works in the book try to show that those who requested some artistic works wanted to separate themselves from the poor. In our world today, human beings do everything to separate themselves from the poor and associate themselves with the rich. It is ironical that those who made some of the luxurious art works that cost a lot of money were poor. Those who managed to order artistic works were people who were wealthy. From the building of pope’s palace by pope Paul, it clearly shows that it is all about wealth. This is because he ordered a luxurious palace. Thus, from the beginning, human beings do things in order to separate themselves from the poor. Some even do things not because they like it but because they want to show to the world that they are wealthy. In the current era of civilization, it is also inevitable to talk about wealth and poverty. This is because there is increasing gap between the wealthy and the poor. Rich always do things that separate them from the poor. They will rather buy meal in an expensive hotel than mix with the poor in an ordinary hotel. Expensive cars, expensive mobile phones, expensive jewelry and other expensive materials aim at separating the rich from the poor. In the current civilization, it is evident that the poor have no place. All that people do in the current era of civilization closely relate with money.... He even hired Bramante, a renowned artist and architect, to design it. This portrays the theme of wealth. This is because Pope Julius did not want to portray Rome as poor, but rich, and that is why he aimed at beautifying Rome. He even went further to design his own tomb, which took a lot of artistic work. All this was because of wealth since wealth ensured that artistic works of such caliber went to completion (Gardner and Kleiner 259). Another artistic work is the construction of lavish palace called Palazzo Farnese by Michelangelo. This was after Pope Paul III requested its creation. This was a sophisticated design to match the standard of the pope. Pope wanted to make Rome a splendid place and that is why he sought architectural prowess from recognized artists. The palace was three-dimensional mass just to show how lavish it was. It also constituted overlapping pilasters just to make it lavish and sophisticated. This splendid artwork was the one that set the pace for Italian pala ce. This showed an extent people could go to make earth their heaven. It is evident from the description of this artwork that wealth played a crucial role. Wealth ensured that the beautiful pope palace reached its completion. Thus, this artistic work depicts theme of wealth and poverty. The other artistic work is the building of Villa Rotonda by Palladio. This artistic work involved constructing the building at the top of the hill. This aimed at providing a beautiful view. It contained four identical facades resembling the four compass planes. Each porch provided a different view. It closely resembled the roman ionic temple. This artwork is splendid in that it enables one to have different views of the

Health and Saftey Essay Example | Topics and Well Written Essays - 250 words - 2

Health and Saftey - Essay Example 1910 par.65 (5), p.557; par.58, p.552). The rationale behind the law is that in the event of an emergency the operator may immediately shut the system down. 2. The control for the bridge and trolley cannot be placed on any wall or fixed surface. The law prescribes that it must be located in a way that the operator can readily face the direction of travel ([v] p.557). This would require the creation of a control panel placed directly facing or fronting the work area. This will provide the operating personnel safety from any falling hazards while allowing visibility to perform the operation (Lockheed). Several toggle on and off switches will be used if the team decides to use such a switch. The speed of the bridge and trolley will be divided into two. Thus setting a minimum speed and a maximum speed. This is necessary because when operating the bridge and trolley it is advised to always use the minimum speed only. 3. The control for the hoist may be by pendant push-button, rope control or any mechanism ([v]p.556). There is no restriction as long as the safety of the operator will be of prime consideration. I would recommend the use of Radio Control Systems or a Remote Control Box (Telemotive Engineered SLTX Transmitter). The Operator can work at the safest location without having to use a pendant control. There is also no restriction of a fixed-length pendant cable. Its transmitter has a two step push button which allows easy and precise control (R&M Materials Handling). In hoisting, the toggle on and off controls cannot be used because what is required is several break controls that must be calculated and exact. It requires stops for break, lower and hold. Considerations also as to the weight and speed of lifting is also one factor that makes the toggle on and off switch inappropriate for use. 4. For additional safety, the inclusion of an emergency

The research strategy and the limitations

The research strategy and the limitations 3.1 Introduction Methodology can generally be described as the analysis of, and rationale for, the particular method or methods used in a given study, and in that type of study in general (Jankowicz, 2005). This chapter is initially concerned with identifying the best research philosophy to be adopted, as this contains important assumptions about the way in which the world is viewed by the researcher, and it is these assumptions that underpin the chosen research strategy and its associated methods (Saunders et al 2009). This chapter therefore starts with an explanation of the philosophical approach chosen by the researcher; then the chapter details the research strategy, and this section also explains the limitations of using such methods. Further this section will explains the research design, method data collections, sampling methods and limitations. 3.2 Research Philosophy, axiology and approach 3.2.1 Research Philosophy The Data collection techniques most often used approach basis for this research project is a mix of critical realism and interpretivism. As Johnson and Clark (2006) note, as business and management researchers we need to be aware if the philosophical commitments we make through our choice of research strategy since this has significant impact not only on what we do but we understand what it is we are investigating. The Research Onion Source: Mark Saunders, Philip Lewis and Adrian Thornhill 2008 In selecting the research philosophy and the methodology it is appropriate to access the researchers relationship with the research topic (Fisher, 2004) and attitude towards knowledge and reality. Saunders et al (2009) suggests experiment or survey as appropriate research strategies for research testing hypotheses founded on existing theory. In the above figure the realism and Interpretivism with epistemological approach will suits the research topic. To interpret different account holders in concepts the interpretive approach will helps here and the realism will helps to find the connection between the different variables. 3.2.2 Research Axiology According to (Saunders et al, 2009) research axiology is a branch of philosophy that studies judgements about values. The role that owns values play in all stages of the research process is of great importance if the research results want to be credible (Heron 1996). Research is based on world views, cultural experience and upbringing in realism (Saunders et al, 2009). This is important and relevant to the research topic as it is undertaking in the organization which I worked before doing masters program. This topic has been personally motivated me to go through research question and have firsthand experience in knowing the difficulties facing by human resource in controlling attrition rate in BPO companies. 3.2.3 Research Approach The research approach is aim at the high level management and middle level management employees of BPO companies and it can be done with both deductive and Inductive approach for analyzing the research data. Creswell (2002) suggests a number of particular criteria and perhaps the most important of the research approach are the emphasis of the research and nature of the research topic. According to Robson (2002) lists five sequential stages in deductive approach to progress positive results in quantitative analysis Deducting a hypothesis (a testable proposition about the relationship between two or more concepts or variables) from the theory; (Saunder 2009) Expressing the hypothesis in operational terms (that is, indicating exactly how the concepts or variables are to be measured), which propose a relationship between two specific concepts or variables; (Saunder 2009) Testing this operational hypothesis (this will involve one or more of the strategies) (Saunder 2009) Examining the specific outcome of the inquiry (it will either tend to confirm the theory or indicate the need for its modification); (Saunder 2009) If necessary. Modifying the theory in the light of the feelings. (Saunder 2009) Deductive approach will suits the research topic in conducting the survey questionnaire (Gill and Johnson 2002) to use structured methodology to facilitate replication and this approach is quicker to complete the data collection and it can predict the time schedules accurately and can be done in one take. Inductive approach will help this research to conduct semi-structured interviews with exit managers and supervisors in BPO companies through Skype online video conversation and understand the situation very quickly and instantly. Traditional research can be done with various methods of collecting the data in order to establish different views of phenomena (Easterby-Smith et al. 2008). Easterby-Smith et al. (2008) argues that knowledge of the different research traditions enables to adapt research design and these may be practical, involving, say, limited access to data, or due to lack of subject knowledge. Research topic will be very practical in conducting survey questionnaire with BPO employees and semi-conducted interviews with managers as Hakim (2000) uses an architectural metaphor to illustrate the choice of approach. She introduce the notion of the researchers preferred style, which rather like the architects, may reflect à ¢Ã¢â€š ¬Ã‚ ¦.the architects own preferences and ideasà ¢Ã¢â€š ¬Ã‚ ¦ and the stylistic preferences of those who pay for the work and have to live with the final result. 3.3 Research Strategy The strategy used for this dissertation is a Survey study. (Saunders et al, 2009) the Survey is usually associated with the deductive approach and it is very popular strategy in research and frequently used to answer who, what, where, how much and how many questions. Surveys are popular as they allow the collection of a large amount of data from a sizeable population in a highly economical way (Saunders 2009). Often obtained by using a questionnaire administered to a sample and standardized data to compare easy with the results given by BPO employees. According to Saunders et al, 2009 the survey strategy allows to collect quantitative data which can analyze quantitatively using descriptive and inferential statistics and using the survey strategy give more control over the research process and when the sampling is done with BPO employees and exit managers. 3.4 Research Design India BPO industry is still just in its developing edge except in manufacturing sector, which has already become a leader in Global offshore outsourcing lied to the low cost labor and semi-skilled labor pool. According to the India outsourcing associations report, it is believed that most of BPO projects are contracted by a small number of state- owned companies which accounts for around 70% of all revenue. Therefore, in this study, we only take those service providers with offshore experience into consideration. This research sources mainly based on a pre-structured questionnaire which derived from researcher Terdiman and Berg (2001)s Country Selection Model to collect primary data. Besides it, a limited number of online video interviews were also carried out for better understanding the survey by questionnaire. In order to minimize the bias of information given by responds, the secondary data came from available journals in the field as well as reports from field associations in both countries as the objective of this paper is to analyze the perception of the industry service providers rather than MNCs, BPO practices related to human resource management. The information and data obtained from the questionnaire survey was analyzed using the Country selection model from researcher Terdiman and Berg (2001). It served as basis model to analyzed information from questionnaire survey. The model was chosen because it critically covers the important reasons why human resource facing the problems in controlling attrition rate in BPO companies. Basically, it will test out the attractive factors relatively in BPO companies. The outcome of interview analyzed in line with theoretical models so bias can be minimized. Process of outsourcing model (source: Brown and Wilson, 2005) applied for interview outc ome analysis to identify which part still need to improve in order to have better performance. One approach which begins deductively makes use of data categories and codes that derive from the theoretical frameworks to analyze the collected data (Saunders et al, 2009). The implications of different data give a essential insight and guide for new human resource strategies in controlling the attrition rate and retain best employees. 3.5 Reliability Threats to reliability Reliability refers to the extent to which our data collection techniques or analysis procedures with yield consistent findings. (Easterby-Smith et al. 2008:109). Questionnaire used in this research will aims to find the new strategies in human resource management at BPO companies and the survey data will be more reliable and very confidentially. According to Robson (2002) there is a threat in doing semi structured interviews as we may get different results with different employees and the company will not allow revealing every information regarding HR policies to external media and peoples. 3.6 Research procedures Data collection consisted of a well-structured questionnaire considered as primary data in both BPO companies which I using for this research (Cognizant Technology Solutions Private Limited and Bank of America Continuum Solutions Private Limited) and the research will be done through online application Survey console. The sample needs to be large enough to be statistically significant and broad enough to avoid any limitations of common experiences. This is best satisfied using automated techniques, which also address challenges presented by time zone and availability of busy professionals. As the professionals concerned live out of suitcases but must be effective when travelling away from base locations, it is assumed a web-based survey is appropriate. The survey was built online using a wizard style interface to select question styles and validate responses. Survey Console simplifies building the survey with the inclusion of some common question sets, such as demographics, which can be tailored to the needs of the individual survey (e.g. question 1). Building took place during late July and early August 2010. Testing was conducted initially personally and subsequently by colleagues experienced in creating surveys. Survey Console provides a testing mechanism allowing a preview of the survey to be accessed and completed online, without storing the results. The testing includes the e-mail notification function. Colleagues were able to realistically confirm the time taken to complete the survey is within the intended 10 to 12 minute limit self-imposed during the design. Professional license will be used in this survey for reliable report with all survey results in structured format with graphs, standard deviation and with unlimited questions. And secondary data for this study was drawn from wide resources according to Yin (2003)s suggestion that information obtained from interviewees are often subjective, therefore, secondary data is necessary to be gained from companys published report and others. As author fortunately have some contacts with people who working in this field. It made it possible to have chance for face to face interview with some of relevant persons. Therefore, The research data for this study will be also draw based on qualitative data that can generally be defined as non-numerical data or data that have not been quantified (Saunders et al, 2009). The character of this data is mostly primary data which is defined as material that you have gathered yourself (Jankowicz, 2005). It is always useful to gain information face to face to add bonus to primary data that conducted based on well- structured questionnaire. Requesting gaining access email from BPO company Cognizant Technology Solutions Private Limited. Request email sent to Manager BPO operations in Cognizant Technology Solutions Private Limited. Approval email received from BPO Company for conducting survey Email received from Mr. Hari Krishna (Operations manager) to conduct survey through online tool with their employees. Online survey invitation to BPO employees Survey console can generate automatically an invitation emails to all the BPO employees by sending a link in the email to do the survey and the average time track can be done through online survey. Sampling methods Qualitative enquiry is very often about depth, nuance and complexity, and understanding how these work. Therefore, the act of concussing through sampling is likely to be as strategic as it is practical (Mason.J, 2002). In order to obtain relevant information for the study, 2 companies with offshore BPO have only been carefully selected for a questionnaire survey even though it was random selected based. Besides that, semi-structured interviews will be arranged to obtain an insight HRM in BPO industry. The overall response rate for the questionnaire was 95% through survey console and 5% in semi-structured interviews. 3.7 Limitations to the research The important limitations need to be highlighted in this research. Firstly the research will be taken in online web application Survey console there is a chance to do twice or more times the survey by the same person and Secondly there will be Internet constraint may be some people cant do the survey due to company lock on the private websites in the company and no internet access at their homes. The sample size apparently will be third limitation to the project with a small number of sample selected discredit the accuracy, reliability of the information obtained. 3.6 Ethinical considerations According to (Robson 2002; Sekaran 2003) the key stage of this research is to gain the access from the organizations to conduct the survey. In this research the data which is collected by all BPO employees will be stored with very confidential and do not reveal at any cost to the external clients. And the approach for gaining access and collecting data is very professional manner through online application. 3.7 Summary The philosophical approach to the research is given and the appropriate research methods to reflect this approach have been explained and justified. Equally the rationale for the rejection of inappropriate methods has also been explained. The research design including the procedures, strategy and reliability of the research are also described with ethical considerations when conducting the research survey. Therefore this chapter will laid the options for collecting the data and analyze the research methods in conducting survey, findings and analysis can be described in chapter 4.

John Howard Griffin and Black Like Me :: Black Like Me Essays

John Howard Griffin and Black Like Me John Howard Griffin was a journalist and a specialist on race issues. After publication, he became a leading advocate in the Civil Rights Movement and did much to promote awareness of the racial situations and pass legislature. He was middle aged and living in Mansfield, Texas at the time of publication in 1960. His desire to know if Southern whites were racist against the Negro population of the Deep South, or if they really judged people based on the individual's personality as they said they prompted him to cross the color line and write Black Like Me. Since communication between the white and African American races did not exist, neither race really knew what it was like for the other. Due to this, Griffin felt the only way to know the truth was to become a black man and travel through the South. His trip was financed by the internationally distributed Negro magazine Sepia in exchange for the right to print excerpts from the finished product. After three weeks in the Deep South a s a black man John Howard Griffin produced a 188-page journal covering his transition into the black race, his travels and experiences in the South, the shift back into white society, and the reaction of those he knew prior his experonce the book was published and released. John Howard Griffin began this novel as a white man on October 28, 1959 and became a black man (with the help of a noted dermatologist) on November 7. He entered black society in New Orleans through his contact Sterling, a shoe shine boy that he had met in the days prior to the medication taking full effect. Griffin stayed with Sterling at the shine stand for a few days to become assimilated into the society and to learn more about the attitude and mindset of the common black man. After one week of trying to find work other than menial labor, he left to travel throughout the Southern states of Mississippi, Alabama, and Texas. November 14, the day he decided to leave, was the day after the Mississippi jury refused to indict or consider the evidence in the Mack Parker kidnap-lynch murder case. He decided to go into the heart of Mississippi, the Southern state most feared by blacks of that time, just to see if it really did have the "wonderful relationship" with their John Howard Griffin and Black Like Me :: Black Like Me Essays John Howard Griffin and Black Like Me John Howard Griffin was a journalist and a specialist on race issues. After publication, he became a leading advocate in the Civil Rights Movement and did much to promote awareness of the racial situations and pass legislature. He was middle aged and living in Mansfield, Texas at the time of publication in 1960. His desire to know if Southern whites were racist against the Negro population of the Deep South, or if they really judged people based on the individual's personality as they said they prompted him to cross the color line and write Black Like Me. Since communication between the white and African American races did not exist, neither race really knew what it was like for the other. Due to this, Griffin felt the only way to know the truth was to become a black man and travel through the South. His trip was financed by the internationally distributed Negro magazine Sepia in exchange for the right to print excerpts from the finished product. After three weeks in the Deep South a s a black man John Howard Griffin produced a 188-page journal covering his transition into the black race, his travels and experiences in the South, the shift back into white society, and the reaction of those he knew prior his experonce the book was published and released. John Howard Griffin began this novel as a white man on October 28, 1959 and became a black man (with the help of a noted dermatologist) on November 7. He entered black society in New Orleans through his contact Sterling, a shoe shine boy that he had met in the days prior to the medication taking full effect. Griffin stayed with Sterling at the shine stand for a few days to become assimilated into the society and to learn more about the attitude and mindset of the common black man. After one week of trying to find work other than menial labor, he left to travel throughout the Southern states of Mississippi, Alabama, and Texas. November 14, the day he decided to leave, was the day after the Mississippi jury refused to indict or consider the evidence in the Mack Parker kidnap-lynch murder case. He decided to go into the heart of Mississippi, the Southern state most feared by blacks of that time, just to see if it really did have the "wonderful relationship" with their

Imperial presidency Essay

In the age of the imperial presidency, it is easy to lose sight of the fact that, in the totality of American history, a powerful chief executive has been the exception rather than the rule. Indeed, until the mid-twentieth century, the most powerful person in peacetime American governments was the Speaker of the House of Representatives rather than the president. Prior to World War II, presidential power was ascendant only during wartime. It is no mistake that the three men commonly cited as our greatest presidents also led the nation through its three most important wars. The image of George Washington as president is inseparable from his role in the American Revolution. Abraham Lincoln is remembered for his role in preserving the Union through the Civil War; other aspects of his presidency are largely ignored. Although Franklin Roosevelt accumulated considerable personal power during the 1930’s, he will be remembered for guiding the United States through World War II in the 1940’s. George W. Bush often refers to himself as the â€Å"Commander in Chief† rather than simply the â€Å"President† or the â€Å"Chief Executive†. This reflects President Bush’s acknowledgement of the fact that â€Å"Commander in Chief of the Armed Forces† is the most concentrated and unchecked power that a president is granted under the constitution. Any student of history is aware that a president is far more powerful when he is perceived to be not just a chief executive but a commander in chief. In other words, for a president to be historically powerful, there must be a war on. The watershed moment for the imperial American presidency was the aftermath of World War II. After every prior American war, the nation had demobilized, the president had assumed his traditional, more limited portfolio, and the Congress had reestablished its position as the pivotal branch of the federal government. After World War II, however, and especially after the outbreak of the Korean War in 1950, there was no demobilization. Instead, the executive branch of the federal government underwent an overhaul and reorganization that irreversibly changed the nature of the presidency and of the United States itself. President Truman would mold a policy that was without precedent in American history; this policy would call for large standing armies in peacetime, a radically strengthened and centralized executive, and a willingness to project American force around the world, at times without direct congressional approval. The underlying logic to this revolution in American government was the need to contain the expansionist designs of the Soviet Union. In 1947, the National Security Act created the CIA, the Department of Defense, and the National Security Council. This creation of a spy agency, a permanent standing army, and a radically strengthened executive changed forever the nature of American government. After the National Security Act of 1947, a permanent war footing, or at least a war psychology, settled over Washington, D. C. Although the United States was technically at peace more often than not for the rest of the century, the president’s identity as â€Å"commander in chief† maintained a gravity that simply would have been impossible in prior periods. One mitigating factor in this shift was the logistical realities of modern warfare, embodied most purely and terribly by nuclear weapons. The incomparable damage that such weapons could exact, and the relative speed with which they could be delivered, precluded consultations between the President and the Congress under many feasible scenarios. This inevitably strengthened the latitude and increased the responsibility of the chief executive, who could become the commander in chief, responsible for the physical survival of the United States, at any given moment. The psychological shift was just as important as the revolution in weaponry. For the first time the United States, or at least its leadership, perceived itself to be under siege even in the absence of a hot war. The idea of a global and aggressive Soviet menace led to a willingness in American leaders to interpret local and isolated conflicts as part of a broader communist conspiracy that must be contained by a massive American military machine. Human nature being what it is, the unprecedented size and power of the Pentagon made it far easier for American presidents to order the use of force, which in turn consolidated their power as active â€Å"commanders in chief†. From 1947 through 1991, the United States fought two major wars in Korea and Vietnam, but the overarching Cold War solidified the idea that the president’s primary and permanent role was to serve as commander in chief. This notion would have known no place in America prior to World War II. The nation was founded on a well-reasoned fear of centralized executives and the nation had spent most of its early history avoiding such pitfalls. During the Cold War, it embraced this pitfall as an unfortunate necessity, if not a virtue. At the end of the Cold War, there was talk of a â€Å"peace dividend† which would allow for radically reduced defense spending and, by implication, a more restrained presidency. The Gulf War of 1991 arrived just in time to forestall any radical lurch in that direction. During the Clinton administration, the presidency remained powerful, and the United States carried out several military operations from Haiti to Kosovo. The strength of the presidency was only magnified by the fact that the United States was now the only global superpower. The 9/11 attacks, of course, put America on an indefinite war footing analogous to the Cold War. George W. Bush declared with what looked to some as great excitement that he was a â€Å"war president†. Since the United States has been at war in Afghanistan and Iraq for six years, Bush’s personal power has been established by stressing his identity as commander in chief, identifying the defense of the United States as his most important task. Another issue that has risen out of Bush’s embrace of the imperial presidency is how such power is exercised domestically as opposed to internationally. President Bush and his attorneys have argued that the United States is involved in a war in which all of the Earth, including the United States, is the â€Å"battlefield†. This means, according to their arguments, that the president’s power as commander in chief applies just as much in the United States as anywhere else. This dubious and dangerous idea has led to unwarranted surveillance of American citizens in the United States, indefinite detention without charge or legal representation for anyone identified by the commander in chief as an â€Å"enemy combatant†, and the use of â€Å"enhanced interrogation† on detainees, which any honest person would call torture. These draconian measures are best embodied in the Military Commission Act of 2006, which effectively suspends Habeas Corpus and all subsequent legal rights to any individual declared an enemy on the sole authority of the commander in chief. The domestic and international conditions which prevailed when the founding fathers wrote the constitution are obviously no longer valid. It is a testament to the genius of these men that the American system has lasted as long as it has. While certain changes are necessary and inevitable over the decades and the centuries, I am personally very uncomfortable with the level of power that is concentrated in the modern presidency, especially as manifested by the Bush administration. The current administration is the embodiment of the danger inherent in so much power being vested in a single person. After World War II, new global realities called for a more robust presidency, but the balance that was struck with varying degrees of success throughout the Cold War is absent from the current situation. The Military Commission Act of 2006 allows the President to kidnap an American citizen, hold him in prison without charging him with a crime, letting him see a lawyer or a judge, or telling his family where he is, torture him, and never release him. This is not hyperbole; it is now allowable under American law. Most people with respect for human dignity and for the American constitution can agree that this is not the America we want to live in. â€Å"A democracy cannot wage war. When you go to war, you pass a law giving extraordinary powers to the President. The people of the country assume when the emergency is over, the rights and powers that were temporarily delegated to the Chief Executive will be returned to the states, counties and to the people. † –General Walter Bedell Smith (Weiner 189). Works Cited Lowi, Theodore J. , Benjamin Ginsberg, and Kenneth A. Shepsle. American Government: Power and Purpose. W. W. Norton, 2005. Shafritz, Jay M. and Lee S. Weinberg. Classics in American Government. Wadsworth Publishing, 2005. Weiner, Tim. Legacy of Ashes: The History of the CIA. Doubleday, 2007.

The uk education system for disabled pupils The WritePass Journal

The uk education system for disabled pupils Introduction The uk education system for disabled pupils Introduction The Education System in the UK is presently experiencing a major transform which has not occurred at any time since Butler Education Act in 1944. There are currently an enormous variety of schools with extensively mismatched governance, funding arrangements and legal obligations. All government funded schools students in UK are accountable to follow National Curriculum excluding private school’s students, Northern Ireland and Wales mainly pursue the National Curriculum needs. The United Kingdom independently addresses the needs and rights of pupils and children with disability/special educational requirements (Adams Brown, 2006). The Special Education Needs Disability Act (Stationary office 2001) defends pupils who obtain special education services from being differentiated against, as per the United Kingdom for legal services. Special education has progress a long way since the idea came about in the 1700s. During this time children with disabilities were measured as being discouraged, this was awkwardness to their families and they were therefore abandoned or hidden. Now in the United Kingdom, those who have particular needs are attaining more recognition in society and their human rights as people are being recognised, mainly in education. This has been helped with the approval of significant laws such as the Special Education Needs Disability Act (Stationary office 2001). Special education is a dedicated sector of education that is intended to teach and give chances to pupils with disabilities. Special practitioners offer instruction particularly modified to meet people needs which makes education accessible to pupils who otherwise would have an inadequate right to reach education. Lotter (1999) â€Å"Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages.† Even though regional authorisation special education is comparatively new in the United Kingdom, children with disabilities have been nearby from the very start, in both education and in each community. Children with disabilities became more evident after the development of main stream education. Now more than ever children are being held answerable. Now more than ever children are being held answerable.   When education turns into an objective for all children, educators start monitoring disabilities precise to task and setting. After several years of legislation and research, special education now offer facilities to pupils with all different types of disabilities, comprising emotional disturbance, mental retardation, speech-language disabilities, learning disabilities, impaired hearing and low vision, deafness and autism, blindness, traumatic brain injury, and other heath impairments. (British Journal of special education 2003). Whether in a mainstream or a specialist school, children should be treated as individuals. Every child is equal and has the right to a reasonable beginning in life, with an excellent chance to do well. Presently,   there are around 2 million young people and children in England, who are recognised as acquiring a special educational need (SEN), or who are disabled, who are excessively deprived (Riddell Tinklin, 2006). Disabled children with SEN can experience frustration by the lack of assistance at school or from other areas. Millions of families have disabled children or a child with SEN, and parents have stated that the structure is bewildering, bureaucratic and adversarial and that it does not adequately reproduce the requirements of their family life and their child. (Row, 2005)   Whilst the situation of young people, children and their parent’s differs greatly, from young individual making small modifications in class to children with life-limiting long term situations, families have various mutual and cultural issues. The structure to assist young people and children who are disabled or who have SEN frequently works beside the needs of families. Disabled children’s need for support can be recognised late; families are developing to put up with a culture of little prospects about what their child can attain at school; parents don’t have the right knowledge about what they can and have in way of options about the most excellent schools and care for their child; and families are required to discuss every bit of their support independently with a range of professionals. For the best policies and legislation, United Kingdom studies are rewarded, recognized and respected across the globe. A United Kingdom qualification will give people a concrete foundation for their future. It will improve people’s careers and their possibility to progress more quickly and earn extra money. United Kingdom colleges, universities and schools offer a creative, vibrant and challenging background in which to expand pupil’s prospective. Educational quality standards are in the middle of the most excellent in the globe. The colleges, universities and schools are frequently monitored and checked so that their subjects answer the measures set by the educational system here. Several other regions are now trying to pursue the example of the United Kingdom (Barton Armstrong, 2008). In this world or era people require particular qualities and skills to do well. All companies desire employees who are creative, effective and extremely skilled. This is the great part of United Kingdom institutions that they employ a range of assessment and teaching techniques to encourage pupils to achieve their command over the course.     More than 90 percent of the U.K’s pupils learn at publicly financed Local Authority schools. Around 8.5 million pupils are admitted in one of the 30,000 schools in Wales and England; 830,000 pupils in Scotland are admitted into about 5,000 schools, comprising special education schools and other pre-schools; and 350,000 children sent to 1,300 Local Authority schools in Northern Ireland. (UK National Statistics Publication Hub 12/4/2011) Primary schools frequently comprise both boys and girls as pupils. Secondary schools may be also co-educational or single-gender (Great Britain, 2009). In the UK the education system is separated into four major parts, primary education, secondary education, further education and higher education. In the UK children have to officially be present at secondary and primary education which proceeds from about 5 years old until the children are 16 years old. State schools are funded and administered by the government through authorities of local educations even though various schools now direct their own funds and are recognised as Grant Maintained Schools. No financial assistance for the education of a child is necessary from the parents. Education departments in England, Scotland and Wales finance schools through a Local Education Authority (or Education Authority in Scotland). Schools are basically funded in Northern Ireland, from public finance through five Library and Education Boards. According to the law, all children in Wales and England among ages five and sixteen should obtain a full-time education, while children should start at age 4 in Northern Ireland. For children below age 5, publicly financed pre-schools and nurseries are obtainable for a very low number of hours every week. Pupils can attend 6th form colleges or other additional education associations after the age of 16. Both decisions present common education subjects in order to extra precise applied or vocational subjects. The United Kingdom initiates state schools and National Curriculum in 1992 which are necessary to stick to it until pupils reach age 16 (Florian, 2009). The Education and Skills Act of 2008 rose the necessary age to 18, applied for 17 years old in 2013 and for 18 years old in 2015. (Self-governing schools are not grateful to stick to the National Curriculum.) Core subjects of National Curriculum are: English (Welsh is   a major subject in schools of Welsh-speaking), science, mathematics, technology and design, communication and information technology, geography, history, music, advanced international languages, art and design, citizenship and physical education. In addition to these essential courses are numerous other required subjects, such as education of religion. Associated to Children’s Plan and Every Child Matters, the Childcare Act 2006 takes on several of the major promises from the 10 years strategy of Government for Childcare, introduced in 2004 (House of Commons Join, 2009). The major necessities of the Childcare Act came into effect in September 2008 and comprise a constraint for local authorities to improve the five outcomes of Every Child Matters results for all pre-school pupils and reduce disparity in these results; safe adequate childcare for on-job parents; and offer an enhanced parents information service. The Act has also simplified and reformed regulations of early year and examination arrangements, offering a latest incorporate care and education excellence framework for pre-school pupils and a latest Ofsted Childcare Register. From birth to age 5, to carry out development of child its initiate’s latest foundation stage of early age which is incorporated excellence framework for both care and education. In early 2009, the government introduced 5 years evolution of development plan for children. The government starts the development of an early intervention programme for young children in the United Kingdom. As well holds suggestion to get better sustain plan for friends, parents and relatives who concern with children; and expand the right to demand flexible working to parents of those children who are under aged of 16 and more; to further get better the accessibility of childcare places and free early education; to make sure that, by 2015, everybody working in premature childcare and learning has a pertinent qualification; and get better financial support and information for parents. Modification was announced in autumn 2008 to the structure of National Curriculum assessment and testing in schools. The superficially set and marked tests (in English, science, mathematics) which had formerly adjust at the ending of major stage 3 (age 14) were terminate and, since 2009, pupils in this major stage have been charge through teacher measurement only   (Florian McLaughlin, 2008). Special Education performs a significant role in United Kingdom Education. Parents depend on the schools to incorporate their disabled child into a healthy life, enclosed by those who will educate them. Special education teachers are facing a great deal of stress.(Trendall, 1989) The job level is very different compared to normal pupil’s level. Teachers have to go through particular training to become a special education teacher. There are also different disabilities which teachers need to be aware of to be in special education and how to promote and meet each child’s need. In the pupils the condition of disability differs from a minute learning disability to something as large as mental handicapped. Whatever the disability is, there is all the time student feel pressure of shorten abilities comparatively normal children. Although working with pupils with SEN can be tremendously gratifying, the work as well can be sensitively and physically draining. Numerous teachers of special education are below substantial pressure because of administrative jobs and heavy workloads (Trendall, 1989). It takes a definite personality to be capable to have this job, somebody enduring and who has teaching capability. A small number of special education teachers dealing with pupils with autism or mental retardation, principally educating them basic literacy and life skills. However, the mainstream of the teachers of special education work with pupils with knowledge of reasonable disabilities, employing the common education curriculum, or transform it, to answer the indivi dual needs of every child. The last 50 years have seen important transformations in special education learning requirements for pupils. Approximately 1.7 million pupils in the United Kingdom have special educational needs (SEN), with more than 250,000 having declaration of SEN. Various optimistic progresses have been prepared in educating these pupils, with special needs pupils having more learning opportunities and options (Janzen, 2007). How these chances are existing has been continues source of argument. There are essentially two schools of consideration in special education: one support inclusion and mainstreaming, the other assist segregated special schools. (Janzen, 2007).Educational policy and Legislation have swung back and forth among the two schools, and while there is prolonging conflict on which setting is excellent to serve SEN children. SEN provision was grounds on the 1944 Education Act, entering the 1950s which called on Local Education Authority (LEA) to choose a need of child for special cur e and suitable educational methods.   Children believe â€Å"in-educable’ where being admitted in to special schools. These post-war educational categorisations, while apparently cruel by current standards, â€Å"were taken as an optimistic development† (House of Commons Join, 2009).     By the 1960s, terminology transformed from ‘feeble-minded’ and mentally deficient ‘to’ educationally sub-normal and a focus on mainstreaming SEN pupils into standard public schools developed. â€Å"The Education of Handicapped Children and Young People†, written by Warnock Report, was published in 1978. The document â€Å"offered the basis for innovative transform in consideration about the educational requirements of pupils with special needs†. The analysis sought to emphasis any pupils learning requirements that could not be answered by an instructor in a usual mainstream classroom, and supported inclusion relatively than special schools. Lady Warnock argues in her report that â€Å"we must believe the proposal of including all children in the general educational project of learning, wherever they can greatest learn† (Brantlinger 2006 p 111-118) The definition of SEN widen significantly, and more children were essential to be assess for SEN, most importantly its required stable boost in the ratio of special education pupils all through the next 2 decades. Significantly, the Act stopped every child from being uneducated, despite of impairment, and powerfully sustained inclusion and mainstreaming whenever probable. The Education Act of 1981 needs a proper estimation of all capable SEN children, a provision reserved by ensuing legislation. A ‘Statement of Special Educational Needs’ is formed by educational departments, who are accountable for seating the child’s areas of requirement and recommending educational strategy to serve the child. The SEN Statements are to help pupil’s access mainstream schools, to ensure that the needs of the child can be met, her or his existence does not hinder other pupils from learning, and inclusion is a competent employment of resources. The government policy has come under criticism recently as it has a confused and indifferent definition, which discusses the closure of special schools and ‘forcing’ some children into a mainstream school (House of Commons: Education and skills committee 2006). The Child Convention rights of UN, implemented by the United Kingdom in 1991, sustained the 1981 Education Act’s focus on inclusion. The Convention competed, between other things, that disabled pupils â€Å"must have efficient right of entry and obtain education which persuade the fullest probable social incorporation and personnel development†. Not all LEAs or parents support inclusion, however, and numerous families discuss that they must contribute more to the choices and decisions concerning their child’s education, and that the bureaucratic and complex appeals procedure required transformation. The procedure frequently resulted interruption which was causing frustration to all groups involved The government retort with a latest Education Act in 1993, which recognised the SEN Tribunal.   The Tribunal offer parents rights of rectify, whereby they could confront decisions by the LEA for concerning their child.   Parents’ and later children’s analysis were now necessary to be given equivalent legitimacy in the decision processes and assessment.   A revised Code of Practice in 1994 and 2010 on Special Educational Needs additional supported family participation.   The Code was formed to improve and direct them in general condition for pupils of SEN, and â€Å"charges those accountable with offering the education which is suitable in respect for the children’s special educational need† (Carpenter Egerton, 2007 P 118-126). Significant legislation sustained all through the 1990s. The Education Act of 1996 carries on government focus on inclusion and mainstreaming, offering â€Å"a lawful structure for the development and assessment of special education stipulation for child with special education requirements†. (Education Act 1996). â€Å"In performing their duties and powers under the current order, LEAs should have consider to the common standards, that pupils are to be educated in mainstream schools, except that is unsuited with the desires of the parents and the requirements of the children or the stipulation of competent education for other child† (Education act 1996). Further regulations associated with the Act and executed in 1997 formally require parents to be asked and their suggestions taken into consideration when producing a child’s SEN statement. The Children Act 2000 needs educational and government authorities to create first deliberation for the good interests of the specific child holistically, rather than only support decisions of his or her educational requirements.   The Act as well acknowledges the significance of parent’s decisions, and the right of the child as part of a family unit. (Carers and Disabled Children Act 2000) In sight of legislation one would believe that parents would support inclusion; however, further currently the changes materialised to be changing back in the direction of the continuation of special schools over mainstreaming, at slightest in some arrangements.   For instance, â€Å"the idea of inclusion was ‘the main unfortunate legacy’ of 1978 report,† and presently promote â€Å"an instant reconsideration of SEN provision and a suspension on the closing of special schools†.   (Special educational needs 2006) The 2001 Special Educational Needs Disability Act (SENDA 2001) offers for closing of special schools merely as mainstream schools have designed resources and programs to fulfil SEN pupils’ needs.   This shows the SENDA into disagreement with the pro-inclusion 1996 Education Act (Bursztyn   2007 P 99-103) contends â€Å"We are start to observe an extraordinary development in the conflict and tensions happening from the practical execution of implementing features of the Special Educational Needs and Disability Act 2001 and Education Act 1996† (Adams Brown, 2006). SENDA has â€Å"shaped greater prospect of the possible attainment of disabled pupils and increases knowledge in education contributor of their responsibilities to encourage inclusion and access.† SENDA has â€Å"shaped greater prospect of the possible attainment of disabled pupils and increases knowledge in education contributor of their responsibilities to encourage inclusion and access.†Ã‚   SENDA significantly set up a recent set of Tribunal policy, the Special Educational Needs Tribunal Regulations 2001, which expand the Tribunal to as well wrap appeals prepared on the foundation of discrimination.   This permits groups in the appeals procedure to ask any number of eyewitnesses to attend the appeal and converse on their behalf, and open the discussion to any invited group. Significantly successful initiatives of government in the last few years have also emphasised the provision and opportunity for SEN pupils. The 2001 Careers and Disabled Children Act provide resource and financial allotment, contributing â€Å"latest prospects for individualized and flexible packages of favour through the employment of direct payments†. The broader Special Educational Needs of government and 2002 Disability Regulations have identified the need for provisions to prevent, and addresses the â€Å"discrimination beside disabled humans in their access to education† (Vickerman, 2007 P56) The Special Educational Needs Disability Act 2001 (DfES 2001) made it difficult to expel or suspend pupils with Disabilities Education Act, of learning disabilities because of their manners. As well as being essential and necessary that every learning disabled children have an IEP, Individualized Education Program. An IEP is a plan that should comprise present act of the pupils, the yearly objectives the pupils requirements to attain, special education and associated services the child wants, contribution. If any, with non-disabled pupils, changing essential to take dates of tests and places of when and where special services will be offered and the estimated ratio of the children (Farrow, 2007). The 2001Special Education Needs Disability Act defends students who have taken special education services from being unfairly treated, as per the legislation. The 2001 Special Education Needs Disability Act defends students in academic courses, enrichment programs and work-study. When a disabled child is not receiving care in a justified manner and in an activity or class, the law states that the school and teachers build a suitable, logical modification so that they can obtain the same education as non-disabled students. . This act was effective from September 1, 2002 in the United Kingdom. It was an alteration to the 1995 Disability Discrimination Act where Gary Bunt wrote in his article, â€Å"The Implications for PRS is the Special Needs and Disability Act 2001† The Special Education Needs Disability Act 2001 is focused on settings from 0 to 5, preschools to college. This act enlightens education and associated services, admissions and exclusion. Consequently, if settings are found to be denying admission to pupils who are disabled, this is against the law. The schools might not admit students who are not able to take part in extracurricular conducts which are funded by the school just because of their disability. Those disabled children who have not had the opportunity to take part in normal school life activities of educational and extracurricular are given the opportunity in the 2001 act of Special Education Needs and Disability which gives them the opportunity to obtain similar opportunities as normal students have. For example, a pupil who is visually impaired can ask for materials in large print to have access to the same material as pupils who are not visually impaired (Westwood, 2007). A pupil who is deaf can request that they can be given a set of class notes to read or request to sit up front in class so that she can read the practitioners lips. Because of this act, at institutions educators of higher education must energetically seek to build spaces for children with disabilities. Schools must be positive. Instead of waiting for acceptance for an appeal for amendment, the schools were directed before the Act was given assent. This includes making provisions that will ensure that students with disabilities are handled justifiably. In this case as Bunt discuss in his article, disabilities are analysed by the long-term incapability to do every day works due to disability. If institutions carry out certain practices throughout their departments, all pupils can benefit from the act. For example, creating audio or video of the class to help pupils who are physically impaired, can likewise help non-disabled pupils study for tests if the materials are available to all pupils. Its important to note that the accommodations that are provided by these schools are not meant to provide an unfair advantage, but to give disabled pupils the same opportunity as other pupils. Education has experienced numerous levels of the way a child is educated. The law has prepared a way for those with learning troubles and now there is no impeding them. Pupils with learning disabilities ultimately have an opportunity to surpass in school and this gives them the chance to have a normal life. References Adams, M. Brown, S. (2006). Towards inclusive learning in higher education: developing curricula for disabled students. London: Routledge. Barton, L. Armstrong, F. (2008). Policy, experience and change cross-cultural reflections on inclusive education. Dordrecht, The Netherlands: Springer. British Journal of special education. (2003). London: National Council for Special Education Ltd. Brantlinger, E. A. (2006). Who benefits from special education?: remediating (fixing) other peoples children. Mahwah, N.J: L. Erlbaum Associates. Bursztyn, A. (2007). The Praeger handbook of special education. Westport, Conn.: Praeger Publishers. Carpenter, B. Egerton, J. (2007). New horizons in special education: evidence-based practice in action. Stourbridge: Sunfield Publications. Carers and Disabled Children Act 2000: Chapter 16.. (2000). London: Stationery Office. Department for Education and Skills (DfES). (2001) Special Educational Needs Code of Practice. Nottinghamshire: DfES Publications. Education act 1996: chapter 56. (1997). London: Stationery Office. Florian, L. (2007). The Sage handbook of Special Education. London: Sage Publications. Florian, L., McLaughlin, M. J. (2008). Disability classification in education: issues and perspectives. Thousand Oaks, CA: Corwin Press. Glass, Norman. (1999). Sure Start: the development of an early intervention programme for young children in the United Kingdom. Children Society. 13 (4), 257-264. House of Commons: Education and Skills Committee. (2006) Special Educational Needs. London: The Stationary Office. House of Commons Join. (2009). The Un Convention on the Rights of Persons with Disabilities: First Report of Session 2008-09; Report, Together with Formal Minutes and Oral and Written Evidence. Publisher The Stationery Office. Lotter, K. (1999). Universal Declaration of Human Rights: international print portfolio. Durban: Artists for Human Rights. Reynolds, C. R, Janzen, E. (2007). Encyclopaedia of special education: a reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (3rd ed.). Hoboken, N.J.: John Wiley Sons. Riddell, S. Tinklin, T. Wilson, A. (2006). Disabled students in higher education: perspectives on widening access and changing policy. London: Routledge. Row, S. (2005). Surviving the special educational needs system: how to be a velvet bulldozer. London: J. Kingsley Publishers. Special educational needs. (2006). London: Stationery Office. Special Educational Needs and Disability Act 2001: explanatory notes. (2001).  Ã‚   London: Stationery Office. Schools and Colleges: UK National Statistics Publication Hub . Home: UK National Statistics Publication Hub . N.p., n.d. Web. 12 Apr. 2011. statistics.gov.uk/hub/children-education-skills/school-and-college-education/school-and-colleges. Trendall, Chris. (1989) Stress in teaching and teacher effectiveness: a study of teachers across mainstream and special education, Educational Research, 31: 1, 52 - 58 Vickerman, P. (2007). Teaching physical education to children with special  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   educational needs. London: Routledge. Westwood, P. S. (2007). Commonsense methods for children with special educational needs (5th ed.). London: Routledge. 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How to Write a Literary Term Paper

How to Write a Literary Term Paper A literary term paper is a paper that focuses on analyzing a book, a poem, a short story, a play, or any other piece of writing. Such papers are most commonly necessary for English and literature classes, and they are used to show how much students understand from the literary works that they read during such classes. Literary term papers have varying lengths, tones, depth, and even research. This is why students are urged to obey the instructions as given to them by their teachers. The first step is to write a thesis statement, based on the instructions given by the teacher. The thesis statement should cover the overall idea as will be presented in the paper. It should be written using an argumentative tone. Literary term papers are written from a personal perspective. The thesis statement is not a summary of the story, and should not directly share what the story is all about. The thesis statement can be more than one sentence, but should be as instructed by the teacher. The second step is to write an outline of the paper, which should include an introduction, the main body, and the conclusion. In the introduction section, the writer should give introductory information about the topic that they are addressing. In the body section of the literary term paper, a writer should detail all key points of the topic under discussion. These points should be presented in an argumentative manner and should be backed by information from the article being analyzed. This is the section where a writer can show how much of the article they understand, and their personal views in relation to the article, as the topic requires. The final section is the conclusion where the writer should summarize information detailed in the paper, and make a few clarifications, if necessary. While writing, the writer should cite sources that they have used. Since literary papers are meant to analyze a given article, direct quotes are commonly used. The writer should, however, avoid using long quotes and make sure that the quotes used are properly cited within the text. Sections that the writer have paraphrased and summarized should also be cited, and all of these sources are to be included in the reference list at the end of the paper. Once the writer has finished writing the literary term paper, they should revise it thoroughly and make sure that they correct all grammatical errors and format the paper in accordance with the given instructions. There are formatting styles that are used to make papers more presentable when submitting. The writer should choose a formatting style or simply follow the one that is given in the instructions. Finally, the writer needs a reference list that should be set out in accordance with the required formatting style. If you need a custom literary term paper you can contact our professional term paper writing service which provides students with professional term paper writing assistance.

Why do directors need to have their duties spelled out in statute Essay

Why do directors need to have their duties spelled out in statute - Essay Example directors must promote the success of the company for the benefit of its members rather than benefiting other group’s interests, but in the same way, have to observe the interests of other groups that contribute to the success of the company such as suppliers. Enshrining the regulations as law in spelling the director’s duties, is meant to formulate a favourable corporate legal environment that offer ease of access to the corporate form, minimum interference with the company management and appropriate investor protection for the overall success of the company (Companies Act 2006, Section 170-177). Advantages The codification of directors’ duties provides a clear working ground that promotes a patent definition of their roles in ensuring that the company achieves greater heights of prosperity and growth. Right from management roles and integrating issues within the market under which the company competes the law provides that directors as trustees should act in the interest of the company’s success. They should have regard to all relevant considerations and highlighting areas of particular importance that will steer the company in heights of growth. Integrating and widening the enterprise culture is an increasing major policy that is upcoming in the United Kingdom. This however is enshrined in coming up with suitable legislation that will govern the directors of business companies in their exercise for the duties. This will help in providing a successful platform for initiatives in businesses to elevate the UK business environment into global standards and making it the best place to do business. The modernization of the company law is a significant drive to facilitate and enhance the UK business enterprises to be competitive in the entire Europe and around the world appropriate investor protection and managerial freedom Directors as Managers of the companies in the UK are expected to ensure that the proposed intervention legislation are modelled to

Ethical Dilemmas in the New York Police Department Assignment

Ethical Dilemmas in the New York Police Department - Assignment Example The judgments made by an officer are supposed to be consistent with the police code of ethics and deviation from this makes their act unethical. However, dilemmas arise due to the environment; and the ethics are not as black and white as before. This paper takes an in depth analysis into these dilemmas and focuses on the NYPD, and how they have and should handle such deviations. Introduction The police are the most noticeable section of law enforcement and are tasked with the responsibility of regulating harmful actions by the public and protecting civil rights. The expectation set for the police is high; they are not only expected to enforce the law but to be exemplary in moral conduct, as they are model for the citizens to emulate. When the police deviate from this expectation, the public lose confidence in the system and what the law can accomplish as they who are regarded as the epitome of the law cannot abide by it. This makes police ethics and action dire, both to the public an d other law enforcement agencies (Pollock, 2012). 1. Ethical dilemma Before one becomes an agent of the law, he/she is required to make an oath to abide by the Law enforcement code of ethics. The code states: As a law enforcement officer, my fundamental duty is to serve mankind; to safeguard lives and property; to protect the innocent against deception, the weak against oppression or intimidation, and the peaceful against violence and disorder; and to respect the Constitutional rights of all men to liberty, equality, and justice. †¦.. I will never act officiously or permit personal feelings, prejudices, animosities, or friendships to influence my decision. With no compromise for crime and with relentless prosecution of criminals, I will enforce the law courageously and appropriately without fear or favor, malice, or ill will, never employing unnecessary force or violence, and never accepting gratuities (DPS, 2009). Police officers are expected to adhere by the code and this is enforced in training where the recruits are taught police culture. The NYPD boasts of having an academy that offers training to recruits and integrates character traits and virtues that embody the police force. These include courage, honesty, integrity and loyalty. These traits and virtues are put into question when the officer gets to the field and encounters real life situations, just like the rest of us. The common ethical dilemmas that face the police are on particular crimes and they include the following: Torture/ police brutality: also known as dirty haring, where a police officer tortures a suspect for information, especially when it is organized crime. The information held by the suspect is crucial in bringing down a mob or even syndicate. The officer feels he has the duty to protect the citizen and goes to distant measures to acquire the information, even if it means the use of force (McCarthy R. & McCarthy J, 2011). Illegal search: the law requires that an officer to have a search warrant in order to enter into a private property and make a legal search. However, an officer on the field may find that hard to do as timing is of essence in crime fighting as crime happens in real time. This means if the officer is to keep the law, he will have to go in pursuit of a warrant thereby letting the illegal transaction go through. The police officer is torn in between preserving the law and enforcing the law, antagonistic virtues promoted by the police culture at such moments (Barker, 2011).