Critical Analysis of Avahan †the India AIDS Initiative

Complete level 2 testament youngsters and youthful people’s workforce To finish the level 2 endorsement I have to take a maths, English and ICT test. I additionally should be working in a suitable situation. To assist me with accomplishing this capability I will require the help of my coach. I can likewise use my work partners especially the individuals who are progressively experienced and qualified. I can utilize the web for investigating and furthermore course books for example Heinemann level 2 endorsement youngsters and youthful people’s workforce book. I will likewise need to increase an emergency treatment declaration to finish this capability. Complete level 3 declaration kids and youthful people’s workforce To finish my level 3 testament I will have needed to pass the level 2 capability. To finish this I should utilize the web and books for my exploration. I will again have the help of a mentor to control me through and would have the option to approach work partners for help. This may then give me the chance to an advancement at work on the grounds that as a level 3 I could be a room chief. Establishment degree in early years To have the option to read for an establishment degree in early years with The Open University you have to work in an enlisted early years setting and you should be beyond 18 years old. You need the understanding and backing of your manager before enrolling. You should likewise have the option to work with gatherings of at least 3 youngsters all the time. This degree helps fabricate information on children’s improvement and learning. It additionally encourages handy abilities like arranging, appraisal and collaboration. To finish this degree I would utilize the web for research. I could likewise utilize books for example Early Years levels 4 and 5 and the establishment degree by Francisca Veale. Progress to an administration position in a business To advance to an administration position I would require my level 2 and 3 testaments in youngsters and youthful people’s workforce. It would likewise be useful to have an establishment degree in early years to show that I have a decent understanding and information on the early years. I would likewise require involvement with a working environment and to show great cooperation and relational abilities.

Doctoral Program in Organizational Management Essay Example for Free

Doctoral Program in Organizational Management Essay I accept that training and teaching is a ceaseless information sharing procedure. Each second is a critical point in time to pick up understanding. I have had the chance of learning many key parts of the executives in my graduation. My enthusiasm towards picking up ability in hierarchical administration and initiative expanded in my past scholastics. To learn indepth with more spotlight on my center regions of premium, I want to be with the business and scholastic specialists of notable foundations, who concrete my ideas as well as open these hypothetical thoughts in down to earth methods for execution Hierarchical administration is a one of a kind zone of scholastics and the executives field where we have to instruct upon the pragmatic experience of numerous business cases, all things considered. A doctoral program will open up numerous wakes of measurements which in any case can't be shared. The doctoral program will give personal time, space and ability to investigate the complexities in attracting the greatness the field. Utilizing these assets I might want to examine worthy insightful strategy to address applied and functional issues. My future Scholarly undertakings would address needs distinguished by dangerous conditions in the field; and alternately, would be guided to look into based accepted procedures. College of Phoenix is a pioneer in the board instruction bestowing skill among the administration understudies before ongoing work involvement with business condition. In this manner Phoenix makes sets the belief system of understudies towards driving an association directly from the scholastics. Phoenix offers adaptability in the planning the learning hours and the learning communities at the compass of the understudies which gives adequate chance to learn and use to the profession way.

Argumentative Essay Samples

Argumentative Essay SamplesArgumentative essay samples are necessary in the process of writing persuasive essays. Before you start any writing task, you need to prepare your writing in advance. You need to be able to present an argumentative point in your essay so that it will be easy for the reader to understand and listen to.Writing a great essay requires a lot of practice. This is why you need to prepare different essay writing samples before you actually try to write your essay. The essays that you can consider in this article are great in that they utilize persuasive power as the main theme of the essay. They are also informative, as they provide information on a certain topic in order to gain the interest of the reader.One of the most popular essay samples is the essay on 'The Truth'. In this essay, the writer strives to reach an objective by presenting the facts. While this is the best essay sample for persuasion, it also offers solutions and valuable perspectives about the su bject at hand.There are many different ways that you can use to help yourself and the reader form an opinion about the topics that you want to cover in your essay. Your goal as a writer is to provide a clear picture of the issue at hand. Presenting facts with an objective point of view is a good way to provide clarity.You can also use essay examples to introduce topics and describe the actual situations of your topic. Sometimes, the most effective way to write an essay is to draw on other people's experiences that you have had in the past. This way, you have a whole lot of ideas and insights from different sources. The sample may even contain a summary of your own experiences.Argumentative essay samples also include historical topics. When writing an essay about history, you can utilize the writings of famous individuals or major personalities. You can even incorporate quotations from famous philosophers and scholars. The key is to simply think of a great thing from the past that yo u can apply to the current topic at hand.If you have already begun the writing process for your essay, you may want to consider using some essay examples to help you get your point across in your essay. Remember that the purpose of writing an essay is to create a knowledge base for readers. When you have enough knowledge to present to the reader, it will be easier for them to take your point of view on the topic.Argumentative essay samples can provide you with the information that you need to help you achieve your goal of persuading readers. You need to be able to bring an engaging and compelling argument to the table. The more well-written arguments you can put into your essay, the better you will be able to convince the reader.

The Effects Urbanisation Is Having on Australias...

Today, this briefing note is put to you the National Taskforce on Environmental Science and Sustainable Development in response to Urbanisation and its effects on Australias’ waterways. This is fast becoming a critical environmental issue affecting Australia. It has long been known that plants act as a natural filter of water, removing all the properties that would harm the creatures that ingest it. A key issue facing developers today is an expanding population. With expanding urban sprawl vastly affecting the green space urban development, strategies continue to focus on removing the encroachment of land as a development strategy and going ‘up’. This essay will focus on the eutrophication of waterways within Australia and in†¦show more content†¦Ammonium is the form of nitrogen taken up most readily by phytoplankton because nitrate must first be reduced to ammonia before it is assimilated as amino acids in organisms (Geoscience Australia, 2013). The excessive level of certain nutrients in waterways is often linked to human activities. A comprehensive investigation on how nutrients in waterways were increasing, was undertaken by a body of individual scientists and their findings were as follows; - Run-off from agricultural areas; - Storm water and wastewater; - Turbidity and nutrient levels occur within Australia’s river systems, generally coincide in Australias river systems. A large proportion of the suspended sediment in Australian rivers results from vegetation removal, leading to gully and stream bank erosion and sheetwash. Phosphorus is overwhelmingly associated with such particulate loads (The National Land and Water Resources Audit, 2002). - Dentrification is a major sink for inorganic nitrogen in estuaries. Nitrogen loss due to denitrification can exceed 50% of the total nitrogen input, and is probably the main reason why nitrogen can sometimes be the limiting nutrient in estuaries (Berelson, W.M., Heggie, D., Longmore, A., Kilgore, T., Nickolson, G., Skyring, G. 1998). - Water column phosphorus concentrations have also been shown to increase under anoxic conditions (Webb, K.L. and DElia, C.F. 1980). This is because some of the iron oxyhydroxides that

Attaining Expertise Essay examples - 1204 Words

Attaining Expertise Daphney Walker PSYCH/640 June 2, 2014 Holly Berry Attaining Expertise In every industry experts are needed to teach others certain skills, give advice, and use strategies to solve problems. Individuals can attain expertise by focusing on a particular skill to improve. It is said that â€Å"experts are made and not born,† so expertise is not attained in one day, but takes practice and time and individuals also attain expertise at different rates performance levels. Experts develop cognitive processes that result in their high levels of performance, â€Å"Extensive practice can develop expertise in high level skill (Anderson, 2010). Acquired knowledge and skills are needed to attain expertise. This material will discuss†¦show more content†¦Ericsson and Charness (1994, p. 525), postulated that, â€Å"Recent research has shown that expert performance is predominantly mediated by acquired complex skills and physiological adaptations.† Attaining expertise is achieved through the development of skills and comprise s three stages which are the cognitive, associative, and the autonomous. Cognitive Stage The cognitive development stage of attaining expertise is the first stage in which the individual develops what is call declarative encoding of the skill in which â€Å"a set of facts relevant to the skill is commit to memory† (Anderson, 2010). The learner will rehearse the facts as they perform the skills, for example, a child is learning to ride a bike he or she will rehearse the steps as the skill is perform. So the child will remember where the pedal is, learn how to hold to the handle, learn to balance, and learn to pedal and these steps become the set of problem-solving to ride the bike. Basically the child or learner is trying to figure out what needs to be done and the actions here are usually controlled in a conscious way. Learners also experiment with strategies in order to figure out the ones that work and the ones that does not. This knowledge that is acquired is in the declarative stage because the child’s performance cannot be called skill ed. The child recalls facts about the skill of riding as he or she tries to ride the bike and pay attention in a step-by-step execution of the skillShow MoreRelatedAttaining Expertise1136 Words   |  5 PagesPsych 640 week 3 Individual VISUAL AND VERBAL IMAGERY paper Write  a 500- to 700-word magazine article that discusses visual and verbal imagery. Include the following in your article: A contrast of verbal and visual imagery An argument about which of these you consider most important A justification of your argument with research Include  at least three scholarly peer-reviewed articles, in addition to the course text. Imaginations allow individuals to use information and construct his or her ownRead MoreThe Role Of Occupational Roles Determine Correct Behavior For A Manager And An Employee941 Words   |  4 PagesAttaining Expertise One of the most beneficial solutions to life problems solving is new experiences and skills. There are rules that people are expected to follow. Rules are the conventions of everyday life that make our interactions with other people predictable and orderly. Some rules matter of the law. Occupational roles determine correct behavior for a manager and an employee, a professor and student. Attaining expertise come with experience and training. Change is relatively easyRead MoreHow Will You Influence People to Strive Willingly for Group Objectives in Your Organization (Target Based Industry)? Apply Your Interpersonal Influence Through Communication Process Towards Attaining Your Specialized Goals?1108 Words   |  5 Pages1. Principles and practices of management How will you influence people to strive willingly for group objectives in your organization (Target based industry)? Apply your interpersonal influence through communication process towards attaining your specialized goals? Answer: Group objectives essentially mean that a group of individuals recruited into an organization have the same objectives to achieve in the same time frame. There can be many such groups in an organization having their own groupRead MoreWhy We Need Pmp Certification717 Words   |  3 Pagesbeen made the de-facto industry standard for Project Managers. The PMP certification recognizes your expertise in Project Management: The PMP certification tells your current and potential employers that you have a solid foundation of project management knowledge, which could be readily applied at the workplace. You will be a member of one of the most prestigious professional groups: By attaining the PMP certification, your name will be included in the largest and most prestigious group of certifiedRead MoreThe Process of Metal Fabrication1140 Words   |  4 PagesMetal cutting must be precise in dimensions and measurements. The process of cutting requires patience to achieve perfection using the best method. There are different tools that can aid in the cutting process. Special band saws are useful in the attaining perfect of metal cuttings. Cutting torches are also effective when used in cutting metal during the fabrication process. Torches are automated and computer-controlled devices used in modern shops. Cutting using torches achieves high an accuracy andRead MoreCase Study of Apollo Hospitals, India1310 Words   |  5 Pagesstandard for health care and have inspired evolution. Today, the company itself is looking to expand by opening new hospitals and setting up the basis for the Ind ian Hospitals Corporation, which would provide consulting services to share the companys expertise in hospital management and to license the Apollo name to doctors and entrepreneurs (OConnell, 1995). The company is also interested in creating a hybrid organization to offer both medical insurance, as well as medical services. 2. The ApolloRead MoreThe Roles Of Licensing And Credentialing982 Words   |  4 Pagesoffice walls as evidence of their qualification to provide quality of patient care and/ organizational leadership. State and federal government agencies establish operating standards and, grant licensure to professionals who have attained applicable expertise as required by government mandates (Bowblis Lucas, 2012). Health organizations often encourage members to attain certifications as a prerequisite to licensure or as an alternative. Educational requirements are often a precursor to obtaining certificationRead MoreMy Interest On Financial Management924 Words   |  4 Pagesas a result of my flexibility, problem-solving skills, open-mindedness and desire to learn. I had the opportunity to meet professionals from a broad range of business related areas and managed to uncover the unique essence of their jobs. Towards attaining a sustainable development in Nigeria, I was involved in the National Youth Service Corps. A para-military endeavor of engaging young graduates in an organized activity that would contribute to the local, national and global community. It also affordsRead MoreAnalyzing Organizational and Public Leadership Application1115 Words   |  5 Pagesrole, the practice of leadership exertion has become more complex and it relies on more specific theoretical models and frameworks. At a generic level, leadership is understood as the act of leading people in a specific direction, with the scope of attaining a pre-established objective. At its core, leadership revolves around the creation and spreading of a vision for development and improvement at the level of the community; leadership is motivational and inspirational. Leadership acts are presentRead MorePersonal Statement : Senior Emigration From My Native Iran At The Age Of 171456 Words   |  6 Pagesyour five- to ten-year plan and how you see the Master of Science in Global Supply Chain Management degree helping you achieve your goals. In pursuit of becoming a leading global supply chain manager, I must first become an expert in my field by attaining the highest forms of education. During the process of earning a masters degree, I will begin by analyzing small businesses, which I believe to have exceptional products that can potentially grow exponentially. I will apply to work in such companies

A Psychoanalytic Reading Of Hamlet Essay - 2158 Words

Shamah fatima Prof. Hussain Azam Shakespeare 4 December 2016 A Psychoanalytic Reading of Hamlet William Shakespeare s Hamlet is different from other Elizabethan revenge plays in the sense that the playwright did put much effort in depicting the psychological make-up of his hero Hamlet. The way Shakespeare portrays the psychological complexities of Hamlet, the play has become a lucrative text to the critics to see through the psychoanalytic lens. Analysis of Hamlet using psychoanalytic criticism reveals the inward states of Hamlet’s mind. Among the various aspects of Hamlet’s character, the thing that instantly draws our attention is his relation with his mother Gertrude. It is here the psychoanalytic critics opine that Hamlet has an Oedipus Complex to his mother. Freud developed the theory of Oedipus complex, whereby, says Freud, the male infant conceives the desire of eliminate the father and become the sexual partner of the mother. Hamlet, too, has several symptoms to suffer from Oedipus Complex. Hamlet’s Oedipus Complex: A fundamental basis for all of Freudian psychology resides in the Oedipal feelings which Freud believed are common to all male children. The major psychological distinction between one person and another was said to come from the way the person handled those feelings and the way that handling was represented in everyday life. Freud is categorical about the existence of the Oedipal impulse: â€Å"It is the fate of all of us, perhaps, to direct our first sexualShow MoreRelated Psychoanalytic Analysis of Shakespeare?s Hamlet Essay1291 Words   |  6 Pages If one wants to truly understand the psychological implications of William Shakespeare’s Hamlet, the primary focus should be on the character Hamlet, and how he develops and modifies throughout the play. Using the fundamentals of the psychoanalytic perspective of critical evaluation, one would be able to truly identify and explore the true nature of Hamlet, and the effects that his character has on the situation surrounding him. In order to gain a true understanding of most of the detail that isRead MorePsychoanalytic Analysis of Shakespeares Hamlet1341 Words   |  6 PagesIf one wants to truly understand the psychological implications of William Shakespeares Hamlet, the primary focus should be on the character Hamlet, and how he develops and modifies throughout the play. Using the fundamentals of the psychoa nalytic perspective of critical evaluation, one would be able to truly identify and explore the true nature of Hamlet, and the effects that his character has on the situation surrounding him. In order to gain a true understanding of most of the detail that isRead More The Internal State of the Character Hamlet Essay1869 Words   |  8 PagesThe Internal State of Hamlet   Ã‚   Abstract: This essay uses psychoanalytic, new historicism, and deconstructive methods of criticism to expore the scene in which Hamlet stands before Claudius and Gertrude after he has killed Polonius. The oblective is to provide a better understanding of how Shakespeare uses the events in the play as a means of shaping or changing Hamlets actions or emotions Hamlet is a character with emotions that are so complex and intriguing that we, as readers or viewersRead MoreMind and Hamlet1132 Words   |  5 Pagesadmirable text does not define or exhaust its possibilities†. What possibilities do you see in Shakespeare’s Hamlet? Discuss your ideas with close reference to at least two scenes from Hamlet. Shakespeare’s texts have been re-visited, re-interpreted and re-invented to suit the context and preferences of an evolving audience, and it through this constant recreation it is evident that Hamlet â€Å"does not define or exhaust its possibilities†. Through the creation of a character who emulates a variety ofRead More Hamlets Wit Essay examples939 Words   |  4 PagesHamlets Wit       We remember Shakespeares characters largely because of their enormously complex personalities.   Hamlet, with his inner conflicts, indecision, wit, and passive-aggressive behavior, is one of Shakespeares most memorable characters.   Yet so much attention has been given to Hamlets inner conflict-whether or not he should kill his uncle-that a large piece of his personality is easy to overlook.   Hamlets wit strikes out at the audience in several different scenes throughout theRead MoreLiterary Criticisms of Shakespeare’s Hamlet Essay1234 Words   |  5 Pages This essay will discuss several literary criticisms of Shakespeare’s Hamlet. After skimming through several articles, I ended up with four peer-reviewed journal articles, each a different critical perspectives of the play: feminist, psychoanalytical/freudian, moral, and new historicism. My previous studies of Hamlet, as well as my rereading of the play this semester, has collectively given me a general knowledge of the text. My familiarity of the play made it easier for me to decipherRead MoreA Freudian View of Hamlet1014 Words   |  5 Pagesï » ¿Kenneth Thomson Acting Out May 2, 2012 Freud’s View of Hamlet My paper will use Dr. Sigmund Freud’s psychological outlooks to analyze possibly the most famous characters in English literature. William Shakespeare’s very own Hamlet. Psychology has been studied since the eighteen hundreds and, after reading through many of Freud’s studies on psychoanalytic culture I feel as though Hamlet is the most deserving of further analysis for this paper. I will analyze the two Freudian concepts thatRead More A Freudian Reading of Hamlet and Titus Andronicus Essay2542 Words   |  11 PagesA Freudian Reading of Hamlet and Titus Andronicus  Ã‚     Ã‚   In 1900 the eminent Austrian psychologist Sigmund Freud produced a seminal work entitled The Interpretation of Dreams which contains the idea that dreams allow psychic exploration of the soul, that dreams contain psychological meanings which can be arrived at by interpretation. Freud states that â€Å"every dream will reveal itself as a psychological structure, full of significance, and one which may be assigned to a specific place in the psychicRead MoreCritical Analysis Of Othello1461 Words   |  6 Pagesconversation between Iago and Cassio in another William Shakespeare playwright â€Å"Othello†. In act two, scene three, literary devices such as metaphors and metonymy are used to exaggerate the disappointment Cassio is feeling towards his own actions. When reading one begins to understand exactly what metaphors and metonymy means by Iago s indifferent response. Cassio tells Iago, â€Å"Reputation, reputation, reputation! Oh, I have lost my reputation! I have lo st the immortal part of myself, and what remains isRead More A Darker Side of Our Soul Exposed in Hamlet Essay1477 Words   |  6 PagesA Darker Side of Our Soul Exposed in Hamlet      Ã‚  Ã‚   We live in a curious age of, tabloids, talk shows, and TV sound bites that purvey a shocking type of tawdry news. These sources of scandal make a lucrative business out of outrageous headlines. But this is nothing new.   Mankind has always had burning desire for uncovering secret truths--even in the time of Shakespeare.   For as Polonius said, If circumstances lead me, I will find/Where truth is hid, though it were hid indeed/Within the center

Scared or Greedy free essay sample

Those Africans who participated in the Atlantic slave trade did so under many different influences and motivations. The reasons to partake in the slave trade differed from the particular class, culture, and geographic region of the African traders. Because the African continent is such a large and diverse area one can see how varied these prerogatives may be.Yet, it is a historical fact that African traders contributed to the Atlantic slave trade, at the very least, for their own protection from European firepower, and at the worst-?for personal power and purely economic gains. Yet, it is not a question of either-or between the aforementioned reasons for involvement in the slave trade-?but where most African traders fell concerning the two levels of engagement. Although the research backing this paper is limited to only three resources and the first five weeks of a Development of Modern Africa class, one must argue that mostAfrican traders captured and sold fellow Africans to the Europeans for personal power and a share of the profits from the lucrative slave trade. We will write a custom essay sample on Scared or Greedy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Before determining the angle held by African traders, it is pertinent to address related background information before the Atlantic slave trade, to give the argument context. Long before millions of slaves were shipped across the Atlantic Ocean to work the plantations of the United States, sub Sahara African traders enslaved between five and seven thousand other Africans annually, and sold them to Northern Africans and Arabs in what was now as the Trans-Sahara slave trade (Gilbert/Reynolds 186-7).Also, African elite owned slaves as luxury items with no significant economic dependence on their labor (Gilbert/Reynolds 142). However, according to historian John Thornton, the acquisition of slaves in Africa during the 9th century, was to account for the scarce labor and the abundant land capable of harboring vital crops; if only planted (Gilbert/Reynolds 143). So even before Africans saw the potential threat of European firearms (or any firearms), they participated in selling other Afri cans as property.It is also important to note that once Europeans made contact with sub Sahara Africans, their relationship remained on peaceful terms before the Atlantic Slave trade; so no violent coercion from Europeans influenced African traders to sell slaves (Gilbert/Reynolds 151). The prospect that African traders sold fellow Africans may seem like a heinous occurrence but the contemporary pan-African viewpoint was not shared by Africans during that time period. There was as yet little or no idea obeying African. Rather, inhabitants of Africa identified themselves in arms of local, ethnic, political, or religious groups and saw themselves as more or less distinct from other African populations-?just as European ethnic and national groups were more than capable of defining themselves as distinct from other white or European populations (Gilbert/Reynolds 184). Yet there is still considerable evidence that European firepower instilled fear and perpetuated some unwilling African participation in the slave trade. European trading castles on the Gold Coast were heavily armed and fortified, suggesting their use as an intimidating factor to ensure the involvement of African traders in the slave trade (Gilbert/Reynolds 184). Some historians are convinced of this explanation; among them, accomplished professor and scholar of African history, Lansing Saba. Saba argues that regional African rulers had to comply with gun-toting, slave hungry, Europeans because Africans could not face the onslaught of advanced Western weaponry (Saba 8-9). This would be a more substantial argument fifth African people hadnt been able to prove it wrong.In one particular case, the Ga people overtook a Portuguese castle at Sacra in 1578 (Gilbert/Reynolds 185). If anything, Europeans were Wary of traveling into the African mainland because the African people held an innate advantage over the visiting traders-?their immunity to local diseases. Many Europeans brave enough to venture into Africa died of malaria and yellow fev er (Gilbert/Reynolds 185). So if most of the Africans, who took part in the slave trade, did so on their own accord, what prompted them to do so? Well, the slave trade industry an extremely profitable business.Many slave traders were able to name their price when bargaining with European buyers. Slaves were traded for a variety of things including: cowries, textiles, rum, and guns (Gilbert/Reynolds 187). African elites not only made trades based on economic gain, trades could also be used politically. For example, the Boas of Benign typically stayed out of the slave trade unless they held captive prisoners or enemies Of whom they wanted to dispose of permanently (Gilbert/Reynolds 188). In The Two Princes of Calabash, a similar situation takes place.Little Ephraim Robin John and Anaconda Robin Robin John worked as slave traders in Calabash. They were attacked and made slaves because of the harsh competition they created between a rival slave trading town (Sparks 21 The trading with Europeans brought many valuable items to Africa but one of these foreign imports may have changed previous African traders minds concerning the slave trade. The African traders often gained firearms from the European buyers. Guns in the hands of Africans on a continent where everyone still used spears meant immense power.Those who didnt have guns feared those who did. Some Africans realized the only way to have security would be to own a gun of their own; to do this, they had to bargain for guns with people (Gilbert/Reynolds 189). It has been well established that the incentives surrounding most African traders who took part in the slave business did so out their own personal interest. Yet were these traders aware of the unimaginable suffering that awaited their human goods? Further, if they had been aware, did they abandon their lifestyle f or more ethical ways of self sustained?Saba writes, Unlike the investors, the insurers, the shipbuilders, the dealers, and especially the mariners from abroad, the local African providers had little knowledge of the whole Atlantic system (8). This may true, yet there is an abundance of evidence supporting the fact that African slave traders were very aware of the conditions endured during the middle passage. The better question is, why would this information change the minds of the traders who voluntarily took part in a legitimate and common business venture at the time? It would not. A prime example can be found in The Two Princes of Calabash.Sparks writes how Little Ephraim and Anaconda John finally reach their homeland of Calabash after experiencing seven years as slaves abroad, only for Little Ephraim to continue his previous lifestyle as a slave trader because of the businesss economic importance to Old Town (133-34). Other former slaves escaped or were set free to broadcast their dark experiences to the world with similar results. Overall, according to the sources which helped form this paper, it can be concluded that most African traders who took part in the Atlantic slave trade did so knowing the effects of their actions and for their own personal greed.

Munchausen Syndrome

Is the UK still a two

Is the UK still a two Background The United Kingdom is made up of the Great Britain and Northern Ireland, which form a constitutional monarchy with the Monarch being the head of state, and the prime minister being the head of government. Under this constitutional framework, the regional governments of Scotland and Wales, the executive of Northern Ireland, and the UK government exercise their respective executive powers.Advertising We will write a custom essay sample on Is the UK still a two-party system? specifically for you for only $16.05 $11/page Learn More On the other hand, the UK government exercises the legislative powers in collaboration with the two chambers of the legislature, the House of Lords and the House of Commons. Furthermore, the Northern Ireland, the Scottish, and the Welsh assemblies do also exercise their respective legislative powers. Moreover, the judiciary is independent of the legislature and the executive, and the Supreme Court of the UK forms the highes t court (Ingle 3). Conversely, the UK political party system is made up of several political parties in which two major parties, the Conservative and the Liberal parties, control parliamentary politics and government business. In addition, the Labour party has since replaced the Liberal party as the second major party in the UK. Therefore, over the past few years, the parliamentary politics in the UK show the dominance of the Labour and the Conservative parties in forming either coalition or minority governments. Here, the two major parties have been enlisting the support of other nationalist or third parties to form the working majority (Bartle and Allen 4). As a result, the UK has other parties alongside the two major parties such as the Liberal Democrats, which was born out of the Liberal party joining forces with the Social Democratic Party in 1988. Other nationalist parties in the UK include Plaid Cymru in Wales (1925), the Scottish National Party (1934), the Democratic Unionis t Party (1971) and the Ulster Unionist Party in Northern Ireland (Ingle 5). Therefore, it is arguably correct to describe the British political party system as a two-party system because this has been the case scenario in Britain since the 18th Century through the post-war era (Webb 3). However, since the 1960s, several changes in the history of the British party system are notable, and therefore, the notion that the UK is made up of a two-party system is equally questionable. For instance, in the recent past, most third parties in the UK have shown the willingness to take up more seats during elections, and in some occasions, there has been an obvious change in electoral behavior. Additionally, the regional support for the Labour and Conservative parties is also declining significantly (Webb 4). As a result, this essay presents discussions for and against the notion that the UK is still made up of a two-party system.Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More The classic two-party system in the UK According to Webb (3), a party system is an integral part of the settlement involving the political and institutional aspects of parliamentary politics. Here, the party system is classified relative to the arithmetical criterion such as two-party or multi-party systems. On the other hand, the party system can be classified according to the level of cooperation between different parties in the system. As a result, parties can interact at the legislative, electoral, regional, and executive arenas, and in so doing, the interactions between political parties create several political authorities and jurisdictions (Kelly 7). As a result, the notion that the UK is made up of a two-party democracy depends on the level of political party interaction and the arena upon which the political interaction is based. That said, the original two parties, which constituted a two-party s ystem in the UK were the Conservatives and the Liberals (Bassett 23). In the 19th Century, the Liberals appeared to be the major governing party in the UK before the party begun an extended period of decline especially after the victory of 1906. As a result, the original two-party system underwent dramatic changes particularly through the rise of the Labour party to replace the Liberals as the second major party. Furthermore, the Liberals’ dominance weakened due to the partition of Ireland and the divided support of the Irish people who had to choose between supporting the Labour Party and the Liberals. Consequently, by 1929, the political party system in the UK was made up of three parties (Robins and Jones 34). However, it is correct for one to argue that the political party system in the UK is a classic two-party democracy in the period from 1945 to 1970. During this period, the two major parties in the UK played a central role in the understanding of the political party s ystem in the UK, which is a majoritarian democracy (Denver 588; Webb 8). Here, the existence of other parties in parliamentary politics of the UK is overshadowed by the fact that the two major parties receive most of the votes during elections, and that these parties control the government business in parliament. Additionally, the nature of electoral behavior can be described as disproportionate because the first-past-the-post system of voting that has been in place since 1945 encourages and sustains a two-party democracy in the UK, and thereby making it unlikely for other third parties to be recognized (Blau 431).Advertising We will write a custom essay sample on Is the UK still a two-party system? specifically for you for only $16.05 $11/page Learn More Furthermore, the first-past-the-post electoral system denies the third parties the chance to receive national support, and as a result, these parties enlist the support of regional political jurisdictions, which means that their chances of forming the working majority in parliament depend on other major parties (Clarke et al. 123). Conversely, studies show that the Labour and the Conservative parties favor the first-past-the-post electoral system despite the efforts made by the Liberals to have the UK adopt a three-party system that gives all the three parties the opportunity to form the government relative to the number of seats held by a certain party (Johnston et al. 143). As a result, the first-past-the-post system has given either of the two main parties an added advantage of receiving the majority votes except in 1974 when the Labour Party received a narrow victory. Despite receiving a small majority vote, the Labour Party continued to dominate the UK parliamentary politics through 1977 because the party enlisted the support of other third parties particularly through the Lib-Lab pact that saw the Labour and the Liberal parties forming a coalition government (Sanders 13). Conve rsely, apart from the first-past-the-post electoral system, the likelihood of either the Liberal or the Welsh and Scottish Nationalist parties dismantling the two-party system in the early 1950s was challenged by the lack of enough resources and well known candidates (Field 196). However, in 2001, the Liberal democrats and the nationalists managed to produce candidates for most of the contested seats. As a result, the move by the third parties to produce their own candidates against those of the Conservatives and the Labour Party has had a significant impact on the two-party system in the UK. Here, the supporters of third parties had a choice to make in terms of voting for either of the two main parties or none particularly when the party of their choice failed to produce the preferred candidate in a particular constituency. As a result, the third parties almost doubled their support and votes against the two main parties in the period from 1950 to 1997. However, vote sharing betwee n the third parties and the two main parties in the UK shows a little or no impact at all on the dynamics of the two-party system because the Conservative and Labour Parties still maintain unwavering dominance relative to the overall number of seats held by the two parties in the parliament to date (Whiteley et al. 354). Furthermore, the two-party system in the UK has been linked to certain aspects of electoral behavior and class alignment. Here, the two main parties enjoy political dominance because they represent the working and the middle classes (Mughan 195). Conversely, the Liberal democrats and the nationalists do not enjoy any class representation, and thus they are said to be politically disadvantaged. This electoral phenomenon is known as class alignment.Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More As a result, to control more votes and political power, the Labour party and the Conservatives must enlist the support of the majority of the working class and a considerable percentage of the middle class (Whiteley 581). That said, most studies show that the period from 1950 to 1970 was an era of class alignment whereby the strong link between electoral behavior and class status appears to have denied other third parties the opportunity to make a significant impact in the parliamentary politics (Bassett 45). During this period, the two main parties received the highest percentage of votes from the two main classes because the parties represented class interests and values. Furthermore, the Conservatives and the Labour Party had several strong-holds such as South-East England for the Conservative Party, and the North of Wale and England for the Labour Party (Denver 590). As a result, other unrepresented constituencies played a central role in deciding the electoral outcomes because the degree of support for the two main parties was marginal or more balanced. However, since the 1970s, the connection between the electoral behavior and class status has been weakening but very much intact because of another political phenomenon known as partisan de-alignment. Through partisan de-alignment, the Conservative Party managed to receive the highest support of the working class in the period from 1979 to 1992 especially after the government formed by the Labour Party became consistently incredible (Clarke et al. 126). However, the extra support for the Conservatives begun to decline in 1992 after the Labour Party regained its credibility, and the victories of the Labour Party in 1997 and 2001 can be attributed to the shift of the middle-class support from the Conservatives to the Labour party. Therefore, it is probable that the dominance of the two main parties in the UK is still intact though weak. The rise of the multi-party system in the UK Despite that the two-party system is still intact in British politics to date, the electoral behaviors and voting tactics relative to the support for the two main parties have changed in different aspects. For instance, the notion that the two main parties will take the first or the second positions in most constituencies is no longer feasible. Moreover, the Conservative Party’s popularity in some political jurisdictions such as Scotland is on the decline due to the emergence of the strong support for Liberals and nationalists. Additionally, considering that the Conservative Party was the most famous political party in Scotland, and the second best in Wales until the 1950s, it is probable that the Conservatives have lost the Welsh and Scottish support because the party has failed in many ways to represent the people of Scotland and Wales (Kelly 54). Moreover, the intensified calls for devolution in some political jurisdictions further ruined the dominance of the Conservatives. However, during Margaret Thatcher’s reign as the Prime Minister, the Labour Party survived losing out on majority votes while the Conservatives lost almost all seats in Scotland and Wales. Here, the Welsh and Scottish people supported the Labour Party because the party stood for the devolution agenda in the two regions, and therefore, through the combined support from the Liberal Democrats and other Nationalist Parties, the Labour Party survived the storm, and went ahead to regain power and political dominance at Westminster (Denver 596). On the other hand, the Liberal Democratic Party enjoys the support from most regional political jurisdictions as the second best party in parliamentary politics. In some of these regions such as England, the existence of three competing parties makes it difficult for one to clearly define the political party system that is in place (Webb 15). For instance, in the recent past, there has been evidence of a two-party system in England whereby the electorate chooses bet ween either the Liberal Democrats and Conservatives or the Labour Party and the Liberal Democrats instead of the usual trend of Labour and Conservatives (Sanders 15). Furthermore, in more balanced or marginal political jurisdictions, the battle for majority votes can either be three-way or four-way. For example, in Scotland and Wales, which have their respective regional assemblies, there is evidence of proportional representation of four different parties in parliamentary elections (Johnston et al. 154). Therefore, proportional representation of political parties in some regions of the UK shows that third parties have almost regained the support of different social classes, and as a result, their influence in parliamentary politics cannot be ignored. Furthermore, most Liberal Democrats propose that introducing electoral reforms in the UK will not only end the era of social class-oriented party representation, but it will also rid the UK of unpopular policies by single parties that pretend to represent the interests of the majority of voters (Field 200). In addition, the popularity of a two-party system in the UK has declined significantly due to tactical voting. Here, tactical voting entails the various techniques used by most third parties to challenge the dominance and governance of the two major parties (Robins and Jones 56). As a result, tactical voting has been used to replace unpopular governments and ineffective opposition parties in the UK for many decades now. However, the most spectacular show of tactical voting appears in 1997 whereby the Labour Party enjoyed a clean sweep of majority seats despite the Liberal Democrats claiming a reasonable number of parliamentary seats. In addition, the Conservatives suffered a disastrous blow during the 1997 elections because the party lost almost all the seats in some regions where the tactical voting technique was successfully executed (Sanders 20). Subsequently, the Labour Party was also affected by tactical voting in 2005 whereby most voters failed to support the party because they felt that the Iraq war was unwarranted, and thus the voters were out to punish the political elite. Consequently, other third parties gained from tactical voting with the Liberal Democrats obtaining a historical tally of 62 parliamentary seats in 2005 (Denver 604). Thus, it is probable that the majoritarian system of a two-party democracy is weakening, and it will soon come to an end. Relative to the discussions above, it is arguably correct to state that the UK is still made up of a two-party system despite that the system’s popularity is weakening due to proportional representation of political parties, which threatens to replace the two-party system with a multi-party system. However, in some regions such as Scotland and Wales, the two-party system has been completely replaced by a four-party voting system whereby the Labour Party is still the dominant party, and the Liberal Democrats together with other Nationalist parties assume the second place while the Conservatives are trail in the last position (Bartle and Allen 45). Furthermore, the two main parties in the UK can no longer form the government on a minority vote, and thus, the two parties depend on the first-past-the-post system to form the working majority in parliament. Through the first-past-the-post system, which manipulates the balance the seats held by a particular political party and the total votes cast to favor the dominance of the two main parties, the influence of other third parties in politics at the national level is still overshadowed (Blau 453). Therefore, the first-past-the-post electoral system gives the impression of the existence of a two-party system in the UK to date. For instance, in the period from 2005 to 2010, there is evidence of a return to the traditional voting tactics despite the emergence of new and powerful party leaders. And in the 2010 elections, the Conservatives demonstrated their d ominance in British politics despite the popularity of the Liberal Democratic leader increasing suddenly (Bartle and Allen 65). Furthermore, Scotland shocked many by supporting the Labour Party as opposed to the Liberal Democrats, and in other regions, the support for the two main parties was almost the same as in the past years. Therefore, the probability that a two-party system is still intact in the UK is relatively high despite the electorate expressing concern over the credibility of the two main parties in delivering popular policies relative to the ever changing political and economic environments. Conclusions The essay presents the discussions for and against the notion that the UK is still made up of a two-party system. The foregoing discussions show that the Conservatives and the Labour party have been enjoying political dominance over the years with the period from 1945 to 1970 being characterized by a classic two-party system. Furthermore, the two-party system has been i n place parallel to the existence of other third parties such as the Liberal Democrats and the nationalists, which are at a political disadvantage because they lack enough resources and candidates who can make a national political impact. However, the period from 1970 to date has been marked by the emergence of strong support for third parties against the two main parties. Therefore, despite that the third parties have failed to replace the two-party system with a multi-party system, the parties have made a significant impact in British politics in terms of encouraging proportional representation of most political parties in some political jurisdictions in the UK. However, the first-past-the-post electoral system is still intact and in full support of the two-party system, and thus more needs to be done in terms of encouraging electoral reforms to counter or replace the two-party system in the UK. Bartle, John and Allen Nicholas. Britain at the polls 2010. London: Sage Publications Ltd, 2010. Print. Bassett, Reginald. Essentials of parliamentary democracy. 2nd ed. London: Charles Birchall Sons Ltd, 1964. Print. Blau, Adrian. â€Å"A quadruple whammy for first-past-the-post.† Electoral Studies 23.3 (2004): 431-453. Print. Clarke, Harold, Stewart Marianne, and Zuk Gary. â€Å"Politics, economics and party popularity in Britain, 1979-83.† Electoral Studies 5.2 (1986): 123-141. Print. Denver, David. â€Å"The results: how Britain voted.† Parliamentary Affairs 63.4 (2010): 588 606. Print. Field, William. â€Å"Policy and the British voter: council housing, social change, and party preference in the 1980s.† Electoral Studies 16.2 (1997): 195-202. Print. Ingle, Stephen. The British party system: an introduction. 4th ed. New York: Routledge, 2008. Print. Johnston, Robert, Pattie Claire, and Johnston Lan. â€Å"The impact of constituency spending on the results of the 1987 British general elections.† Electoral Studies 8.2 (1989): 14 3-155. Print. Kelly, Richard. Changing party policy in Britain: an introduction. UK: Blackwell Publishers Ltd, 1999. Print. Mughan, Anthony. â€Å"General election forecasting in Britain: a comparison of three simple models.† Electoral Studies 6.3 (1987): 195-207. Print. Robins, Lynton and Jones, Bill. Half a century of British politics. Manchester: Manchester University Press, 1997. Print. Sanders, David. â€Å"Pre-election polling in Britain, 1950-1997.† Electoral Studies 22.1 (2003): 1-20. Print. Webb, Paul. The British party system. London: Sage Publications Ltd, 2000. Print. Whiteley, Paul, Sanders David, Stewart Marianne, and Clarke Harold. â€Å"Aggregate level forecasting of the 2010 general election in Britain: the seats-votes model.† Electoral Studies 3.1 (2010): 354-361. Print. Whiteley, Paul. â€Å"Evaluating rival forecasting models of the 2005 general election in Britain-An encompassing experiment.† Electoral Studies 27.4 (2008): 581-588. Pr int.

Advantages of Economic Growth Essay Example | Topics and Well Written Essays - 1000 words

Advantages of Economic Growth - Essay Example It, therefore, includes all the goods and services manufactured in the country for sale (McCartney, 2015). Considering the recent economic growth in the UK, the Office for National Statistics (ONS) has shown that the economy of UK grew by 2.6% last year. It is the swift pace since 2007, increasing from 1.7% in 2013. It is also shown that the economy grew by 0.5% in the last three months in 2014. It represented a slow in growth from 0.7% shown in the earlier three months (Office for National Statistics, 2015). Economic growth has shown to have various benefits to a country experiencing it. Countries such as UK, US, and other western countries are currently enjoying the benefits ripped from the high rate of economic growth. Various benefits are seen in countries experiencing economic growth. These benefits include: higher incomes, decreased unemployment, decreased borrowing by the government, improved services to the public, environmental protection and investment. Economic growth is a drive towards high rate of employment. Firms and business producing more outputs usually have the need of bringing more people into their premises. They bring in many people to work thus increasing the population of the employed (Belfield, Cribb, Hood & Joyce, 2014). This kind of benefit has been observed in the UK in the recent years. The unemployment rate in the UK has been shown to have fallen again with the wage growth hitting nearly four-year high as shown by the official figures. The population of peopl e that have been reported to be out of work in February and April reduced by 43,000 to 1.81 million (Lea, 2015). The rate of jobless remained steady at 5.5%, the minimum level as from August. Wage rises have shown to have grown at a faster rate as from August 2011, increasing 2.7% both with and without bonuses.  

Mathicillin Resistant Staphylococcus Aureus Research Paper

Mathicillin Resistant Staphylococcus Aureus - Research Paper Example Methicillin resistant S. aureus is an antibiotic resistant form of S. aureus that has emerged as a significant strain of this bacterium. The first outbreak was reported in 1980 in the region of Detroit and since then MRSA has established itself as a clinically dominant community pathogen. In 2004, a study of adult patients who presented with purulent staphylococcal infections in the emergency, MRSA constituted a 78% of S. aureus infections (Crossley et al 272, 275). The community associated MRSA has been defined on the basis of the criteria provided by the Center for Disease Control and Prevention. According to the criteria, infections are classified as MRSA if (a) MRSA is isolated within 48 hours from a hospitalized patient, (b) the patient presents with a history of hospital admission, dialysis, surgery or long term care facility residence, (c) patient has an indwelling device during the time of culture isolation, (d) previous history of MRSA infection (Crossley et al 272). It is i mportant to differentiate the microbiological characteristics of the MRSA strains from the S. aureus, the disease spectrum and manifestations so that a correct diagnosis and treatment plan can be devised. Fig 1 :Prevalence of MRSA shown in relation to the age of the patients performed by the National Health and Nutrition Examination Survey 2001-2004 (Crossley et al 281). The microbiological characteristics of the staphylococcus aureus are significant in understanding the clinical course of the disease. Staphylococci are included in the Gram positive bacteria which are signified by their catalase-positive and facultative anaerobic properties. Staphylococci measure 0.2-1.5 micro-meters in diameter and produce golden yellow colonies on agar or broth cultures within 12-24 hours at 37 C. The colonies are formed in grape like cluster formation or in the form of pairs, chains or even single bacterium (Weston 128). MRSA is a type of S. aureus that is resistant to a group of antibiotics call ed beta-lactams. This group includes Methicillin and others such as oxacillin, amoxicillin and penicillin (Centers for disease control and prevention n.p.). Fig 2: Representation of the MRSA colonies on the cultures agar observed through microscopic examination (Centers for Disease Control and Prevention n.p.). The epidemiology of MRSA is mostly significant in health-care facilities. MRSA is typically introduced through patients who are transferred from other health care settings. Doctors are also considered as important sources of inter-hospital spread of MRSA infections. Spouses of patients can also act as reservoirs of infections at several times. Colonization occurs rapidly once MRSA is introduced into a hospital. Open wound diseases such as skin diseases including chronic dermatitis, ulcers, burns, surgical wounds and decubitus ulcers predispose the patients to the MRSA colonization. Aged and debilitated patients, patients on poor anti-microbial therapy, intensive-care patients , patients of chronic hemodialysis or long-term hospitalized patients are at higher risks for MRSA infection development (Gantz et al 264,265). Apart from patients in health care facilities, visitors of infected patients are also at high risk. Disease is transmitted through casual contact such as hugging, touching or kissing. Close skin to skin contact or contact of open wounds with contaminated items and surfaces also predisposes to MRSA infections. Crowded living conditions and locations

Group Progression in Society Essay Example for Free

Group Progression in Society Essay The pressures of society force humans into groups, whether to change something, unite, or to feel a sense of belonging. Nonetheless, it can be difficult to find what groups you may fit into and these groups can change as you transform into a more critical thinker. Studs Terkel tells the story a of Ku Klux Klan member turned school board activist, C.P. Ellis, in his essay, â€Å"C.P. Ellis.† Ellis’ struggles and realizations prove what critical thinking and self-examination can do. Mike Rose’s essay, â€Å"I Just Wanna Be Average† also displays the importance of growing through groups and how changing mental habits can help transform one into a more efficient critical thinker, therefore allowing one to surpass the cultural myths placed upon them. Gary Colombo enlightens readers by defining and giving advice on how to transform oneself into a critical thinker in his essay, â€Å"Thinking Critically, Challenging Cultural Myths†. Colombo argues that by thinking critically and challenging the norms of our society we can fight to be the people we truly want to be. Humans form into groups subconsciously as well as consciously. Consequently, these groups we cast ourselves into are the very things that can hold us back from becoming true individuals. By reexamining old ways and becoming active critical thinkers, members of society can participate in groups in a manner which will allow them to grow intellectually and outlast the cultural myths that is society has placed upon them. Groups have a large impact on society since they are constructed to allow humans to do more than they would be able to as mere individuals. However, groups can often hinder the thought process of individuals and may cause people to settle for less than what they are actually capable of. The â€Å"cultural myth† of belonging in society can cause individuals to become immersed in a group’s ideas wholly instead of blending them with their own beliefs. Ellis recalls when his former Klansmen called him after he started working for integration on the school board with Ann Atwater, African American women. â€Å"My old friends would call me at night: ‘C.P, what the hell is wrong with you? You’re selling out the white race.’ This begin to make me have guilt feelin’s. [. . .] My mind was beginnin’ to open up. I was beginnin’ to see what was right and what was wrong. I don’t want the kids to fight forever† (405). Had Ellis remained a narrow-minded member of the Ku Klux Klan his judgments and perceptions would have continued to be overly influenced by the Klan’s extremist beliefs. By expanding his mind Ellis was able to work on non-Klan related issues and overcome his racist tendencies thus transforming him into a more independent thinker. Critical thinking such as this is essential in being able to think independently opposed to being over powered by a group’s point of view and opinions. Colombo defines critical thinking as â€Å"a matter of dialogue and debate – discovering relationships between apparently unrelated ideas, finding parallels between your own experiences and the ideas you read about, exploring points of agreement and conflict between yourself and other people† (9). By applying these skills Ellis talked through the issues on the school board and reexamined his relationship with Ms. Atwater which in turn matured his critical thinking abilities. These critical mental skills will enable one to choose which groups they truly belong to instead of merely becoming a drone in order to fulfill their own senses of belonging. However, not all group enrollment and involvement is by the choice of its members. Some are pieced together by members whose superiors have placed them in said groups. In some cases, placement into these groups can impede on the development of critical and independent thinking. Mike Rose’s unjust placement into his school’s vocational is a prime example of this forced-group hindrance. Colombo states that â€Å"[c]ultural myths become so closely identified with our personal beliefs that rereading them means rereading ourselves, rethinking the way we see the world. Questioning long-held assumptions can be an exhilarating experience, but it can be distressing too† (8). By rethinking the groups’ society places us in we can gain a better understanding of ourselves as well as a better perception of the cultural myths that hold our true identities down. Rose tells about that the defenses mechanisms that he and his classmates built up to deal with the below average, self-image that the vocational track gave them, â€Å"[they] to twist the knife in [their] own grey matter† in order to stand up to the mental wear-and-tear of the vocational schooling process. Rose delves further into this process: You’ll have to shut down, have to reject intellectual stimuli or diffuse them with sarcasm, have to cultivate stupidity, have to convert boredom from a malady into a way of confronting the world. Keep your vocabulary simple, act stoned when you’re not or act more stoned than you are, flaunt ignorance, materialize your dreams. It is a powerful and effective defense – it neutralizes the insult and the frustration of being a vocati onal kid. (Rose 162) Defenses like the ones used in Rose’s essay cause individuals to do the bare minimum and do not allow individuals to grow within the group but rather the opposite; it stunts their identities and makes them complacent rather than questioning the world around causing a lack of internal expansion. By questioning the cultural myths of society and expanding the mind to think more critically individuals will be able to broaden their intellectual and social horizons. Ellis reminiscences at the end of the essay about his person growth by saying that â€Å"our troubles are over with. They say the older you get, the harder it is for you to change. Since I changed, I’ve set down and listened to tapes of Martin Luther King. I listen to it and tears come to my eyes’ cause I know what he’s sayin’ now. I know what’s happenin’† (408). By progressing through groups (the Ku Klux Klan and school board) Ellis was able to become a critical thinker and overcome the many cultural myths of his life. Similarly, Rose progressed to become a critical thinker. By going from vocational track to college prep, Rose was forced to reassess his self in order to become the type of student and person he wanted to be upon entering college prep. â€Å"I’d been mediocre for too long and enjoyed a public redefinition. And I suppose the inner workings of my mind, such as they were, had been private for too long† says Rose on regards to his switch and achievement in college prep (166). Both of these experiences show that by reevaluating the cultural myths in society and growing through different groups individuals can become critical thinkers and redefine themselves as the people they want to be. Society is filled with cultural myths and pre-assigned groups for its members. Only by overcoming these myths and growing intellectually can individuals become who they want to be rather than what society decrees them to. The experiences of Rose and Terkel show what critical thinking and group progression can do to one’s true self. Since Colombo defines critical thinking in his essay, the two experiences of Rose and Terkel allow the idea to be brought to life and put his work into context. Upon building critical thinking skills and experiencing group progression throughout life, individuals will be able to gain a multifaceted understanding of their true selves. This understanding will allow individuals to delve into the critical thinking and lead them to constantly challenge the world and groups around them. Works Citied Colombo, Gary. â€Å"Thinking Challenging Critically, Cultural Myths.† Rereading America: Cultural Contexts for Critical Thinking and Writing. Eds. Colombo, G., Cullen, R., and Lisle, B. Boston: Bedfortd/St. Martin’s, 2010. 1-15. Print. Rose, Mike. â€Å"I Just Wanna Be Average.† Rereading America: Cultural Contexts for Critical Thinking and Writing. Eds. Colombo, G., Cullen, R., and Lisle, B. Boston: Bedfortd/St. Martin’s, 2010. 157-169. Print. Terkel, Studs. â€Å"â€Å"C.P. Ellis.†.† Rereading America: Cultural Contexts for Critical Thinking and Writing. Eds. Colombo, G., Cullen, R., and Lisle, B. Boston: Bedfortd/St. Martin’s,

How Descartes Tries to Extricate Himself from the Skeptical Doubts He H

How Descartes Tries to Extricate Himself from the Skeptical Doubts He Has Raised [All page references and quotations from the Meditations are taken from the 1995 Everyman edition] In the Meditations, Descartes embarks upon what Bernard Williams has called the project of 'Pure Enquiry' to discover certain, indubitable foundations for knowledge. By subjecting everything to doubt Descartes hoped to discover whatever was immune to it. In order to best understand how and why Descartes builds his epistemological system up from his foundations in the way that he does, it is helpful to gain an understanding of the intellectual background of the 17th century that provided the motivation for his work. We can discern three distinct influences on Descartes, three conflicting world-views that fought for prominence in his day. The first was what remained of the mediaeval scholastic philosophy, largely based on Aristotelian science and Christian theology. Descartes had been taught according to this outlook during his time at the Jesuit college La Flech_ and it had an important influence on his work, as we shall see later. The second was the scepticism that had made a sudden impact on the intellectual world, mainly as a reaction to the scholastic outlook. This scepticism was strongly influenced by the work of the Pyrrhonians as handed down from antiquity by Sextus Empiricus, which claimed that, as there is never a reason to believe p that is better than a reason not to believe p, we should forget about trying to discover the nature of reality and live by appearance alone. This attitude was best exemplified in the work of Michel de Montaigne, who mockingly dismissed the attempts of theologians and scientists to understand the nature of God and the universe respectively. Descartes felt the force of sceptical arguments and, while not being sceptically disposed himself, came to believe that scepticism towards knowledge was the best way to discover what is certain: by applying sceptical doubt to all our beliefs, we can discover which of them are indubitable, and thus form an adequate foundation for knowledge. The third world-view resulted largely from the work of the new scientists; Galileo, Copernicus, Bacon et al. Science had finally begun to assert itself and shake off its dated Aristotelian pr... ...dged by us as a failure - the fact that he addressed topics of great and lasting interest, and provided us with a method we can both understand and utilise fruitfully, speaks for itself. Bibliography 1. Descartes, Ren_ A Discourse on Method, Meditations and Principles of Philosophy trans. John Veitch. The Everyman's Library, 1995. Descartes, Ren_ The Philosophical Writings of Descartes volume I and II ed. and trans. John Cottingham, R. Stoothoff and D. Murdoch. Cambridge, 1985. Frankfurt, Harry Demons, Dreamers and Madmen. Bobbs-Merrill, 1970. Curley, Edwin Descartes Against the Skeptics. Oxford, 1978. Vesey, Godfrey Descartes: Father of Modern Philosophy. Open University Press, 1971. Sorrell, Tom Descartes: Reason and Experience. Open University Press, 1982. The Oxford Companion to Philosophy ed. Ted Honderich. Oxford University Press, 1985. Cottingham, John Descartes. Oxford, 1986. Williams, Bernard Descartes: The Project of Pure Enquiry. Harmondsworth, 1978. Russell, Bertrand The History of Western Philosophy. George Allen and Unwin, 1961. 11. Kripke, Saul Naming and Necessity. Oxford 1980. Word Count: 4577

Key Benefits And Challenges Of An Integrated Approach To Working With Children With Additional Needs And Their Families In An Early Years Setting.

Introduction Many families who have children with additional needs often fear sending their children to mainstream schools (Wang 2009). Such parents often fear that their children will not be treated equally in mainstream school, and also worry about how well their specific needs can be met (NCSE 2011). As such they often place them in special settings with low student-pupil ratios and with specialized teaching. However, the effectiveness of special settings has recently been questioned. Placing children with special needs in special settings has been a subject of considerable debate over the past few years (Wall 2011). While the general public view is that special needs students can benefit from individual and small group instruction, there is no compelling evidence to support this claim. In fact, the opposite seems true. According to a study conducted by Casey et al (1998), it was found that special schools with curricula designed specifically for special needs students did not necessarily result in better improvements in children’s cognitive ability or developmental outcomes. A similar study by Bunch & Valeo (1997) came to similar conclusions It was claimed that special placement of children with additional needs has not demonstrated substantive advantages over mainstream classes, despite specialized teaching and lower teacher to pupil ratio. More recent researches by Brown et al (2005) and Allen & Cowdery (2005) have made similar conclusions. In this regard, this paper examines the key benefits and challenges of an integrated approach to working with children with additional needs and their families in an early years setting. Defining the term ‘Additional needs’ Before exploring further, it is worthwhile to first define the term ‘additional needs’. This term is used in reference to certain conditions or circumstances that might lead to children requiring special support (Owens 2009). Children with additional needs are mainly those that have health conditions and needs related to learning and physical development (Roffey 2001). That is, children with additional needs include: those who are physically handicapped, those with developmental delay or intellectual disability, communication disorders and those diagnosed with conditions such as Down syndrome, Autism or Attention Deficit Hyperactivity Disorder (Owens 2009). ‘Inclusion’ Having defined the term ‘additional needs’, it is important to understand the context in which the term ‘inclusion’ is used. As Connor (2006) points out, the concept of inclusion is used to describe placement of children with additional needs in regular settings rather than special facilities. It should be noted that inclusion goes beyond just teaching the child in inclusive classroom settings and includes the quality of the child’s experience of school life and association with other peers. Legislative framework. Key legislations governing provision of services to special needs children include the ‘Education (NI) Order 1996’ and the ‘Special Education Needs and Disability (NI) Order 2005’ (DoE 2009). The former outlines the rights and duties of the following in relation to special needs students: schools, parents, Health and Social Services Boards, Education and Library Boards Department of Education It also sets out a Code of Practice and establishes an arrangement for issuing a statement and assessment of these children’s education needs (Porter 2003). The ‘Special Education Needs and Disability (NI) Order 2005’ resulted from amendments made to the first one to include the right of special needs children to mainstream education and introduction of new disability discrimination responsibilities (DoE 2009). Integrated approach In the UK, these children with special needs are integrated into the mainstream schools provided that there is adequate equipment, enough staff and the right resources to ensure that they achieve their full potential ( Heinemann & Vickerman 2009). However, it is not mandatory for mainstream schools to enroll children with special needs. Rather, it depends on the ability of the school itself to meet their needs. If the mainstream school setting cannot provide for their needs, the child is placed under the local authority which then seeks to provide solutions (Silberfeld 2009). There is a growing recognition of the benefits of including special needs students in mainstream schools as opposed to remedial settings. Now more than ever, there is an increased emphasis on collaborative model and joint working to ensure that children with special needs are included in mainstream education (Duke & Smith 2007). Perhaps this has been driven by the recognition of its benefits and increasing trend in children in need of special attention. The number of children with educational needs in the UK has been on the rise over the past few years. For example, their proportion as a percentage of the total school population increased from 14.6% in 2003 to 17.7% in 2007 (DoE 2009). Benefits There are several benefits for such an integrated approach to working with children with special needs. First, such inclusive programs will help other children to understand them, accept them, appreciate and value their similarities and differences (Sammons et al. 2003). This will enable them to see each person as an individual as opposed to seeing them in terms of their needs. Another benefit to such an integrated approach is the reduction in stigma. There is compelling evidence that shows that placing children with special needs in mainstream schools in the early stages can significantly reduce stigma (Griffin 2008). Inclusion programmes have the potential to facilitate a relationship that can be mutually beneficial for both groups of students. It allows children from both groups to develop awareness and to value their differences, thereby reducing stigmatization and labeling. An integrated approach to learning enhances social integration and reduces stigmatization and prejudice ag ainst children with special needs (Griffin 2008). Inclusion also reflects the acceptance of special needs children in the society. The integrated approach makes children with special needs to feel accepted to the society and by their peers and gives them a sense of belonging (Robinson & Jones-Diaz 2005). Such inclusive programmes can as well be of benefit to the parents. All that parents want is for their children to live typical lives like other students including being accepted by their friends and peers (Owens 2009). Families’ visions of having their children experience typical life like other regular students can come true (Weston 2010)Furthermore, maintaining an inclusive setting can be more economical than running a special setting (Weston 2010). Additionally, the economic outputs can be greater when special needs students are educated in mainstream schools because of the self-sufficiency skills stressed in such settings (Mitchell 2009). Other benefits to such an integr ated approach include: improved academic performance, opportunity to participate in typical experiences of childhood, and gaining confidence to pursue inclusion in other settings such as recreational groups (Jones 2004). Research seems to suggest that special need children perform better when placed together with other peers in the natural setting (Brown et al., 2005). As Allen & Cowdery (2005) points out, special need children who receive services such as occupational therapy, language therapy and special education perform even better when provided with these services in the natural settings with their typically developing peers. Challenges While the arguments in favour of integration are valid, it should also be remembered that integration in itself is a two-way process. In most cases, the benefits of integration have been argued from the side of special needs student. What about the other group of students. Aren’t they going to be affected by the way services are devoted t o special needs students? Such an integrated approach raises several key challenges. One particular challenge relates to the issue of fairness. Given their inclusion in mainstream classrooms, how can fairness be determinedWhat is fair for a typical average studentAnd what is fair for a special needs student (Swartz 2005)It is questionable whether the educational needs of these students can be met in mainstream classes especially given that they requires some sort of specialized services and special attention as well. There is a danger that the attention given to the special needs students will affect the quality of services that the regular students receive (Hoccut 1996). Given the developmental delays that most special needs students experience, the other regular students may rate themselves with these students in terms of academic performance which eventually might lead to the decline in their creativity and critical thinking capabilities (Wang 2009). Can this be termed as fair to either groupThis remains a major challenge to such inclusion programmes. Another challenge relates to the aggressive nature of some of these children. Coping with emotionally and behaviourally disturbed children can be particularly challenging for both the students and teachers (Cohen et al 2004). This can be seen with the recent push by some schools for ‘responsible inclusion’. Some of these children mental health needs are beyond what the mainstream education can deliver and as such can be disruptive to other students. Schools have become de facto mental health providers for children with special needs yet they were not set up for such purposes (Heinneman & Vickerman 2009). Despite these challenges, the focus should be on promoting integration of special needs students into the mainstream education. While there are many arguments in favour of and against integrations, the benefits for such integration are significant. Those in favour of special facilities argue that these facilities are best for children with special needs in that it helps them maintain self-esteem and experience greater success (Cohen et al. 2004). They argue that segregation helps them with self-esteem and protects them from stigmatization. To some extent, they raise a valid argument especially given that the mainstream schools do not have enough human resources and adequate material for catering for the needs of such children (Hocutt 1996). However, such an approach will only further enhance stigmatization and negative labelling. Also, it might lead to social isolation from their peers and a lack of academic press, and higher order thinking among children with special needs. Moreover, placing such students in special facilities conjures up images which render them as failures and this may further reinforce their low-self esteem (Cohen et al 2004). Perhaps this might be the reason why some of these students become physically aggressive or verbally abusive. They end up viewing aggression as the only way to be recognized (Cohen et al 2004). There are several benefits to such an intergrated approach to learning including better social adjustment and stigma reduction. Children with special needs may also benefit from inclusion programs through participating in typical experiences of childhood, gaining an understanding about diversity of people in the community, and gaining the confidence to pursue inclusion in other settings such as recreational groups (Nutbrown & Clough 2010). Other regular students may benefit from the opportunity to meet and share experiences with special needs students, and developing positive attitudes towards students with varied abilities (Weston 2003). There is a need to ensure that these students receive as broad and balanced an entitlement curriculum as possible, similar to that received by the regular students (Cohens et al. 2004). Regardless of their condition or of the developmental delays that children with special needs may e xperience, they should all be allowed to learn and participate in everyday routines just like other children (Weston 2003).It should be remembered that children of all ages have the same intrinsic value and are entitled to the same opportunities for participation in child care. Conclusion Research has shown that special needs students who are mixed with their peers in mainstream classrooms are more likely to achieve better outcomes academically and socially while those in segregated classes fall further behind. There are, however, challenges to such an integrated approach to working with special needs children. Challenges related to coping with emotionally and behaviourally disturbed children and the challenge of ensuring fairness have been highlighted in this paper. Despite these challenges, the paper calls for an integrated approach to working with children with special needs. Unless there is a compelling reason to put special needs children in special settings, they should be placed in the mainstream educational setting. To ensure the success of this integrated approach, it is important that all the professionals involved value and appreciate their individual roles and those of others in order to ensure that these children receive best education, care and support. Families must also show their commitment to the multi-disciplinary partnership approaches. References Allen, K. E., and Cowdery, G. E., 2004. The exceptional child: Inclusion in early childhood. Albany, NY: Delmar. Brown, J.G., Hemmeter, M.L. and Pretti-Frontczak, K., 2005. Blended practices for teaching young children in inclusive settings. Baltimore: Paul H. Brookes Cohen, L., Manion, L. and Morrison, K., 2004. A guide to teaching practice. Psychology press Connor, J. (2006) Redefining inclusion. Every Child. 12(3) Watson ACT: ECA Department of Education (DoE), 2009. The way forward for special educational needs and inclusion. Department of Education Dukes, C. and Smith, M., 2007. Working with parents of children with special educational needs. London: SAGE publications. Griffin, S., 2008. Inclusion, equality and diversity in working with children, Professional Development. Oxford Heinemann, A. and Vickerman, P., 2009. Key issues in special educational needs and inclusion. London: Sage Hocutt, A.M., 1996.’Effectiveness of special education: is placement the critical factor?à ¢â‚¬â„¢ The Future of Children Special Education For Students With Disabilities, Vol.6 (1) Jones, C.A., 2004. Supporting inclusion in the early years. Supporting early learning. McGraw-Hill Mitchell, D. (ed) 2009, Contextualizing inclusive education. London: Routledge National Council for Special Education (NCSE), 2011. Children with special educational needs, National Council for Special Education Nutbrown, C. and Clough, P., 2010. Inclusion in the early years. London: Sage Owens, A., 2009. Including children with additional needs in child care. National Childcare Accreditation Council Inc. Porter, L., 2003. Young children’s behaviour. Practical approaches for caregivers and teachers. 2nd edition. London: Paul Chapman Publishing Robinson, K.H. and Jones-Diaz, C., 2005. Diversity and difference in early childhood education. Issues for Theory and Practice. Maidenhead: Open University Press Roffey, S., 2001. Special needs in the early years London. David Fulton Sammons, P., Tag gart, B., Smees, R., Sylva, K., Melhuish, E., Siraj-Blatchford and Elliot, K., 2003.The early years transition and special educational needs (EyTSEN) project. London: University of Oxford Silberfeld, C. et al., (eds), 2009, UEL early childhood studies reader. London: Sage publications Swartz, S.L., 2005. Working together: a collaborative model for the delivery of special services in general classrooms. Wall, K., 2011. Special needs and the early years. A practictioner guide. 3rd edition. London: Sage publications Wang, H.L., 2009. ‘Should all students with special educational needs (SEN) be included in mainstream education provision– a critical analysis’. International Education Studies, vol. 2(4) Weston, C (ed), 2010. UEL special needs and inclusive education reader. London. Sage publications Weston, C., 2003. ‘Educating all: inclusive classroom practice’. In: Alfrey, C., Understanding Children’s learning. London. David Fulton.

The Sacred Rituals Of Christianity Essay - 1616 Words

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