Cerebral Palsy And Its Effects Health And Social Care Essay

What is intellectual paralysis? It ‘s a neurological upset that can happen before, during or after birth. It causes a aggregation of motor upsets from harm to the encephalon. An illustration of motor upsets is hapless coordination, hapless balance, and/or unnatural motion forms. Along with motor upsets, patients can besides hold other medical jobs. Epilepsy, mental deceleration, larning disablements or Attention Deficit Hyperactivity Disorder ( ADHD ) are sometimes seen in patients with intellectual paralysis. Cerebral paralysis is non a progressive upset, intending symptoms will non come on after clip. Congenital intellectual paralysis, intending bing from birth, is the largest figure of instances in the United States. 5 kids in every 2,000 Borns are diagnosed with intellectual paralysis. Today, 5-10 % are diagnosed with athetoid intellectual paralysis, which is characterized by slow, wrestling nonvoluntary motions. The staying 80-90 % are diagnosed with spastic intellectual paralysis. This type is characterized by rigidness in musculuss which causes stiffness and restricted motion in patient. In the 1880 ‘s, intellectual paralysis was believed to be caused by deficiency of O at birth. It has since been found to be caused by encephalon harm in early fetal development, before the procedure of birth. One possibility is an infection in the amnionic fluid environing the foetus. Infections can be rubella ( German rubeolas ) , toxoplasmosis-an infection caused by a one-celled parasite most normally acquired from contact with cats and their fecal matters. These infections are a hazard to the foetus merely if the female parent contracts the infection for the first clip during the gestation. A shot in a foetus can do neurological harm merely like every bit in an grownup. Birth asphyxia important plenty to do intellectual paralysis is uncommon in developed states, although it can still happen. There are infections that can be passed during birth that are n't passed through the placenta during gestation. An infection that causes a serious unwellness in the neonate can hold the possible to bring forth some neurological harm. Approximately 15 % of intellectual paralysis is due to a encephalon hurt sustained after birth. Infections, such as meningitis and phrenitis may do irreversible harm to the encephalon. Abuse, accidents, near drowning, or asphyxiations may do intellectual paralysis in newborns/children up to age 3. After the age of three, the neurological harm is n't classified as intellectual paralysis. A doctor will name intellectual paralysis in a kid by supervising the kid ‘s mileposts, when they sit up, start catching things and when they start walking. Besides observing musculus rigidness or unnatural leg/arm motion in the kid. Children enduring from intellectual paralysis will besides meet other neurological jobs besides the 1s mentioned and besides orthopaedic jobs. Seizures, epilepsy, ADHD, larning disablements, and mental deceleration are a few of the neurological jobs that can travel along with intellectual paralysis. Scoliosis, disagreement in leg length, contractures of articulations, and hip disruption are some of the orthopaedic jobs associated with intellectual paralysis. This is n't to state that every patient diagnosed with intellectual paralysis will see every one of these symptoms. Since it is a neurological upset, no two patients are traveling to be afflicted in the same manner. There are different types of Cerebral paralysis. Spastic is the inability to loosen up a musculus ( stiffness ) and affects approximately 80 % of those with CP. Athetoid is the inability to command a musculus and it affects about 25 % of those with Cerebral Palsy. Hypotonic is where the musculuss are really floppy due to hapless or low musculus tone and may develop spasticity. Hemiplegia is muscle stiffness in one arm and one leg on the same side of the organic structure and affects approximately 1 in every 1,000 kid born. Hemiplegia does n't ever intend your kid has intellectual paralysis. Diplegia is musculuss stiffness in both legs. Quadriplegia is muscle stiffness in all four appendages including the truck and cervix musculuss. This signifier of intellectual paralysis is caused by an hurt to the spinal cord that sends messages to the organic structure parts that control motion and esthesis. Ataxic affects coordination of musculuss, impacting all four limbs and besides the bole. A patient holding atactic intellectual paralysis will hold hapless or low musculus tone. Ataxic intellectual paralysis affects 5-10 % of those with intellectual paralysis. There are different types of therapy that can be used with intellectual paralysis to decrease or command the grade of musculus job. Physical therapy, medicines, orthotic devices and surgery are some types of therapies or interventions that can be used. Physical therapy can assist with musculus preparation, beef uping the musculuss, balance and mobility. Stretching is one manner to assist decelerate the formation of contractures ( joint scope of gesture restrictions ) . Medicines can cut down shudders, musculus cramps and can besides loosen up tight musculuss. Injected medicines can cut down countries of musculus spasticity. Orthotic devices, besides called braces, can be used to stretch spastic musculuss which can forestall loss of abilities and balance. Surgery can be used to rectify size of leg differences and besides to assist rectify any spine curvatures. Cerebral paralysis is a neurological upset caused by infections during gestation, during birth or after birth, physical injury to the caput and/or spinal column, and besides by deficiency of O although that cause has been decreased as medical progresss are made. If affects a big sum of people and can be rather hard to populate with. Since it is a neurological upset, it affects each patient in a different manner. There is no remedy for intellectual paralysis, but there are ways to minimise the effects it can hold on a patient.

Study Guide, Principles of Marketing

Module Study Guide Taylor’s University Undergraduate Business Programs BUS2304 Principles of Marketing August Semester 2012 BUS2304 PRINCIPLES OF MARKETING Page 1 TUTORIAL 1: INTRODUCTION TO MARKETING CLASS ACTIVITIES: ? ? ? Module Information Booklet will be discussed and explained in detail Form Groups Tutorial exercises – Introducing the basics concepts of marketing LEARNING OUTCOMES ? ? ? Understand key marketing concepts and marketing management philosophies used in marketing planning Understand the importance of marketing in business practices Understand the concept of the marketing experienceDiscussion questions 1. What is the most amazing marketing experience you have ever had? ? Was it an individual employee or a business processes? ? Describe a situation in which you became a â€Å"lost customer†. Was it because of poor product quality, poor service quality or both? Using the concept of â€Å"consumer need† to identify markets: What is National E xpress’s ‘product’? What market (need) does it serve? Who are their direct competitors? What are the potential substitutes? BUS2304 PRINCIPLES OF MARKETING Page 2 What is their ‘product’?What markets do they serve? Who are their competitors? What new markets might they exploit? Journal Article: Theodore Levitt’s Marketing Myopia (1960) Students to understand the concept of ‘marketing myopia’ and the dangers that defining their products and markets too narrowly might pose for an organization. What is Cellular One selling? What marketing management philosophy do you see in evidence? BUS2304 PRINCIPLES OF MARKETING Page 3 Is there anything that can't — or shouldn't — be marketed? BUS2304 PRINCIPLES OF MARKETINGPage 4 TUTORIAL 2: MARKETING ENVIRONMENT CLASS ACTIVITIES: ? ? Group activity Discussion questions LEARNING OUTCOME: ? ? ? Explain how changes in the marketing environment can effect marketing activities Identify the different micro environmental factors Identify the different macro environmental factors TUTORIAL ACTIVITIES Discussion questions 1. What are some of the cultural differences that you have observed when you lived or travelled abroad? ? What were some of the similarities/ differences that you observed? To what extent should cultural differences be considered in international marketing? 2. Imagine a company that is considering changing its product line to become more environmentally friendly, which might increase costs. Use the six major forces of the macroenvironment and list pros and cons that the company should take into consideration before making its final decision. Group Activity In a group – Bring broadsheet newspapers. Mark/highlight articles relating to Macro and Micro environment. Explain. Refer to examples shown by your tutor.BUS2304 PRINCIPLES OF MARKETING Page 5 TUTORIAL 3: CONSUMER BEHAVIOR 1 CLASS ACTIVITIES: ? ? Discussion Questions Group activity LEARNING O UTCOME: ? ? ? ? Identify the different characteristics that influence consumer behavior Differentiate the different types of buying behavior Identify the different stages in a buyer decisions process and apply different marketing strategies to stimulate interest / purchase in these stages Identify the different macro environmental factors TUTORIAL ACTIVITIES Discussion questions Could KFC use this ad outside Asia?BUS2304 PRINCIPLES OF MARKETING Page 6 Group Activity Activity 1 Examine Maslow’s 5 stage Hierarchy of needs model. Go through the advertisements in your national and local newspapers, magazines etc to see if you can identify and collect at least one advertisement which focuses on each of those stages, from physiological (biogenic) through to self actualization (psychogenic). Also consider TV channels and websites. Print out examples if you can. Activity 2 Consider two purchases you have made recently e. g. soft drink (limited problem solving) and a car, holiday, com puter or a degree course. (extended or involved problem solving). Examine in each case how the decision making process model outlined above may have differed. Here you may consider giving particular attention to the evoked set and post cognitive dissonance. Does your experience differ from the accepted theory? If so why do you think this may be? BUS2304 PRINCIPLES OF MARKETING Page 7 TUTORIAL 4: CONSUMER BEHAVIOUR 2 CLASS ACTIVITIES: ? ? Discussion Questions Group activity LEARNING OUTCOME: ? ? ? Identify the different characteristics that influence consumer behavior Differentiate the different types of buying behavior Identify the different stages in a buyer decisions process and apply different marketing strategies to stimulate interest / purchase in these stages Identify the different macro environmental factors TUTORIAL ACTIVITIES Discussion questions 1. Would the marketers at Mercedes be pleased if the coach of a sporting team or the head teacher at a primary school purchased a n A-Class? BUS2304 PRINCIPLES OF MARKETING Page 8Group Activity Social grade classification The UK Office of National Statistics (ONS) produced a new socio-economic classification in 2001. The reason was to provide a more comprehensive and detailed classification to take newer employment patterns into account. Group 1 2 3 4 5 6 7 8 Description Higher Professional and Managerial workers Lower Managerial and Professional workers Intermediate occupations Lower Supervisory and technical Semi Routine Occupations Routine Occupations Long term unemployed A B Grade C1 and C2 C1 and C2 D D E Small Employers and non professional self-employed C1 and C2Many commercial market research programmes have found significant differences in buying behaviour between the various social grades. The Market Research Society argues that this system can be justified as it is easy to research and that the social grade appears to be a reasonably good discriminator in many product markets profiled in MINTEL repo rts. Social grade reflects lifestyle patterns and is used widely by advertisers while profiling consumers. Questions a. To what extent do you think that social class is a helpful concept in improving the marketer’s understanding of consumer behaviour. . What do you the major criticisms to the social grade system are? c. Consider the following occupations and allocate a social grade to them: i. Student ii. Chartered Accountant iii. Bricklayer with City Council iv. A backpacker v. A retired pensioner on state benefits vi. A High Court Judge BUS2304 PRINCIPLES OF MARKETING Page 9 vii. viii. ix. x. xi. xii. A self employed plumber. Teacher aged 23 (qualified) Teacher aged 32 (qualified) Retired employee, company pension Shop Assistant Unemployed farm workerBUS2304 PRINCIPLES OF MARKETING Page 10 TUTORIAL 5: SEGMENTATION, TARGETING AND POSITIONING CLASS ACTIVITIES: ? ? ? Watch the video â€Å"LoReal Percier† Discuss questions Mini case discussion LEARNING OUTCOME: ? ? Ident ify the different bases for segmenting consumers and business markets. Evaluate market segments, select market segments and choose market coverage strategies TUTORIAL ACTIVITIES Discussion questions 1. What is the basic rationale for segmentation? 2. What are some of the common variables used to segment a market? 3.What are the requirements for effective segmentation? 4. What is the difference between segmentation and targeting? Group Discussion Market segmentation is built around identifying differences in needs between different groups of customers. How could a bank segment its consumer market? BUS2304 PRINCIPLES OF MARKETING Page 11 Video: L’Oreal Watch the L’Oreal Percier video a) Who is the target market for the product? b) What bases for segmentation has L’Oreal used? (Consider the importance of geographic, demographic, behavioral and psychographic)Read Tasty Bite: Coming to America (Textbook page 133) Discuss the segmentation, targeting and positioning st eps that Tasty Bite has taken in entering the US market. BUS2304 PRINCIPLES OF MARKETING Page 12 TUTORIAL 6: PRODUCT AND SERVICES STRATEGY 1 CLASS ACTIVITIES: ? ? ? Identifying slogans for brands Group activity Mini case LEARNING OUTCOME: ? ? ? Identify different product / services and their classifications Recognize the importance of branding, packaging and labeling a product Suggest product line and product mix strategies for product / service TUTORIAL ACTIVITIES . Brand Association & Slogans. Identify the brand name for each of the following slogan/phrase. How many slogans/phrases did you identify? 2. Brand 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Slogan Impossible is Nothing The world’s local bank It’s the real thing The world leader in oral care. The most powerful alkaline battery in the world. Take power to the next level. Share moments. Share life. Because I'm worth it. Awaken your senses. Connecting people. The choice of a new generation. There are some things money can’t buy. For everything else, there’s [product name].Don’t leave home without it The ultimate driving machine The happiest place on earth Put a tiger in your tank The power of dreams Page 13 BUS2304 PRINCIPLES OF MARKETING 18 19 20 Melts in your mouth, not in your hands Just do it Give me a break! Read Pepsi Sakes bubble with limited edition soft drinks (Textbook page 334) Read case 11. 2 (Textbook page 334) and answer the discussion questions. BUS2304 PRINCIPLES OF MARKETING Page 14 TUTORIAL 7: PRODUCT AND SERVICES STRATEGY 2 CLASS ACTIVITIES: ? ? Group activity Case Study – New Belgium Brews up strong brand equity LEARNING OUTCOME: ? ? ?Identify different product / services and their classifications Recognize the importance of branding, packaging and labeling a product Suggest product line and product mix strategies for product / service TUTORIAL ACTIVITIES 1. Group Activity – Who am I? a. Select a product category –mobile phones, computers, cars etc. b. Brainstorm and list all competing brands within that category. c. Each group is allocated a brand and brands must be highly differentiated. d. Each group must humanise their brand: Am I female or male? How old am I? What level am I educated to? What colour is my hair?Do I have hair? What is my nationality? What is my occupation? Do I work? What type of clothes do I wear? Where do I go on holidays? What are my hobbies? Am I married or single? Do I have children? What type of car do I drive? Do I have a car? Do I own a house/flat? Where do I live? e. Each group to present their brand personality back to the class. 2. Read case 13. 1 (Textbook page 390) and answer the discussion questions. BUS2304 PRINCIPLES OF MARKETING Page 15 TUTORIAL 8: PRICING STRATEGIES CLASS ACTIVITIES: ? ? ? Case study Discuss questions Presenting and defending pricing decisionsLEARNING OUTCOME: ? ? ? Recognize the importance of importance of considering internal and external factors wh en setting final price for products/services Identify the different pricing strategies Know the format of the examination and have a guide to revising and preparing for the examination. TUTORIAL ACTIVITIES 1. Read the Case study â€Å"Plug & Sons†. 2. In your group discuss your strategy. 3. Each group is to present and defend their strategy and challenge others to draw attention to: ? ? ? The importance of defining the target market and positioning – who’s going to buy this and why?This is a decision that the students will have to make, as no target market has been identified. The tendency of marketers to compete on value rather than price. Marketers usually try and charge as much as possible for products The way theory such as customer price dynamics can be used to structure and analyse and build a coherent argument BUS2304 PRINCIPLES OF MARKETING Page 16 TUTORIAL 9: DISTRIBUTION STRATEGIES CLASS ACTIVITIES: ? ? ? ? Read the case â€Å"Dell Direct and not so D irect† Discussion Questions Discussing FedEx based on www. fedex. comLEARNING OUTCOME: ? ? ? ? Recognize the importance of marketing channels in marketing activities Explain the different levels in a marketing channel Explain the main considerations in a marketing channel Discuss the different ways in managing channel members TUTORIAL ACTIVITIES Activity 1 Visit www. fedex. com Many companies lack their own distribution systems. firms in this situation may rely upon the service provided by companies such as FedEx to handle their distribution. 1. What tools does FedEx provide to make shipping process easier? 2.Other than shipping products, what other services does FedEx provide? 3. Is there information on FedEx website that would help a potential FedEx customer to evaluate FedEx regarding some of the selection criteria shown in Table 14. 3 in the textbook? Activity 2 Dell Direct and not so Direct Read case 14. 2 on page 342 and answer discussion questions 1, 2 and 3. BUS2304 PR INCIPLES OF MARKETING Page 17 TUTORIAL 10: PROMOTION STRATEGIES 1 CLASS ACTIVITIES: ? ? ? Video â€Å"Mercedes Benz† Case study – At Southwesr airlines, â€Å"We Love Your Bags† Discussion Questions LEARNING OUTCOME: ? Recognize the difference between conventional promotional practices and the IMC concept Recognize the growth and importance of the IMC concept TUTORIAL ACTIVITIES Video Mercedes Benz. Watch the two videos on Mercedes Benz. 1. What is the objective that Mercedes is trying to achieve? 2. What appeals have they used in their advertising strategy? 3. Discuss the advantages and disadvantages of using such a strategy. At Southwest Airlines, â€Å"We Love Your Bags† Case 16. 2 , Text book page 500. Answer discussion question 1 to 3. BUS2304 PRINCIPLES OF MARKETING Page 18 TUTORIAL 11: PROMOTION STRATEGIES 2 CLASS ACTIVITIES: ? Watch video â€Å"Earth Hour† Discussion LEARNING OUTCOME: ? ? Recognize the difference between conventional promot ional practices and the IMC concept Recognize the growth and importance of the IMC concept TUTORIAL ACTIVITIES 1. Watch the different videos of Earth Hour. 2. Based on the different videos you have watched, what are the different types of promotion being used for the campaign? 3. Who is one target audience for Earth Hour? Based on the target group you have defined, select one product that caters to this segment that participated in Earth Hour? 4. Do profit and non-profit organizations use the same promotional tools?Give examples. BUS2304 PRINCIPLES OF MARKETING Page 19 TUTORIAL 12: SOCIAL RESPONSIBILITY AND MARKETING ETHICS CLASS ACTIVITIES: ? ? Case â€Å"At Timberland , Doing Well and Doing Good are Laced together† Discuss questions LEARNING OUTCOME: ? ? ? To understand the concept and dimensions of social responsibility To define and describe the importance of marketing ethics To understand the role of social responsibility and ethics in improving marketing performance TUT ORIAL ACTIVITIES 1. What is social responsibility? Why is it important? 2. What are some social responsibility issues? Give an example of each. 3.What is the difference between ethics and social responsibility? 4. Read Strategic Case 8 – At Timberland, Doing Well and Doing Good are Laced Together. Answer questions 1 to 4. BUS2304 PRINCIPLES OF MARKETING Page 20 TUTORIAL 13: ONLINE FORUM AND DISCUSSION – EXAMINATION FORMAT CLASS ACTIVITIES: ? ? Online forum and discussion E-Learning week LEARNING OUTCOME: ? ? Know the format of the examination and have a guide to revising and preparing for the examination. Discuss different techniques for answering examination questions TUTORIAL ACTIVITIES Students’ participate online in a forum and discussion. BUS2304 PRINCIPLES OF MARKETING Page 21

Oral health condition of the Maya community Essay

Oral health condition of the Maya community - Essay Example The results of the study showed that missing teeth correlated significantly with age. Gender, religion, income, and education levels were not related significantly related to missing teeth. The samples used had restored their teeth using amalgamated fillings, bridges, full dentures or crowns. Periodontal diseases occur in four stages; 1. Color change on gums, 2. Gums bleed, 3. Gums become sensitive, 4. Oral lesions appear. 45 % of the respondents showed two or more signs while 10% showed all the signs. 16% of the participants showed five symptoms of temporomandibular joint dysfunction. Most of the respondents did not have access to preventive health. Instead, they used reactionary care that is the extraction of teeth either by themselves or by minimally educated participants. Interviewees had different reactions on tooth extraction. However, a larger percentage preferred tooth extraction since it eliminated acute pain. 54 respondents were aware that failing to brush their teeth was a cause of their teeth problems. The level of healthcare among the respondents was dependent on their income level. The respondents either visited an odontology or a dentist depending on how much money they had. The condition in the two differed in terms of qualification of the doctor, equipment, workspace and even aesthetic appearance of the facility. Some respondents found it expensive to purchase toothbrushes. Moreover, they could not afford dental care and thus waited until their teeth fell off.

Creative Problem Solving Coursework Example | Topics and Well Written Essays - 1500 words

Creative Problem Solving - Coursework Example Peter indicates that he sees the practice as a strong and viable entity within the community. He acknowledges that there are some organizational issues, but he says he feels that much of that is just the nature of doing business. He does see that the business definitely needs to become more updated with accommodations, equipment, and resources. And, although he admits he’s not very technologically savvy, he knows the practice could use an upgrade in this area and doing so would greatly enhance the viability of the business, but with the practice’s current financial status he doesn’t see where the resources will come from to address any of those issues. When Dave interviews Joe and presents the same set of questions, Joe agrees with Peter that the practice could definitely use an atmospheric, equipment, and technological facelift, but unlike Peter, he feels that the company needs to just take whatever hits it incurs over the short run to make the necessary changes to improve the business for the future. When Ros is interviewed she expresses frustration at what she calls the disorganization of the practice and the lack of time and resources to address that issue. When Dave asks her to expound on what she sees as the primary source of the disorganization she says the lack of time she has to properly organize the office’s records and the lack of time available to organize better patient care. ... ewed she expresses frustration at feeling like she never knows what has taken place before she gets involved with an issue and consequently she feels that she and the practice often look unprofessional to clients. When Kath is interviewed she expresses the same frustration as Rukia as it relates to lack of information and training, but she also expresses a concern that the office’s disorganization will eventually result in a treatment and/or accounting mistake and subsequent legal vulnerability for the practice. When Anna is interviewed she expresses a concern about her inability to convince her husband to recognize a lot of the logic in Joe’s thought process for the business, but she also fears Joe’s vision isn’t completely pragmatic enough and if left to his own wishes, the business could be placed in a position of severe financial stress which could threaten to destroy all that she and her husband have worked for. She is very concerned about the family name being ruined if the business were to fail. Once Dave completes all of the interviews he takes time to compile the data into a summarization of his conversations with each staff member. Then he suggests to Peter that instead of giving feedback to just Peter and Joe, since the staff size is small and everyone has relative familiarity with one another, it will be much more productive to discuss the issues and solutions in an all staff meeting because this approach would make every member feel like they are a part of the process to resolve the problems which would make everyone a stakeholder. Peter agrees that this approach will create much more buy-in as opposed to just providing mandates to staff members. Peter arranges to close the office for a four period to have an offsite lunch meeting. Dave prepares a

REFLECTIONS ON YOUR JOURNAL AND THE COURSE Coursework

REFLECTIONS ON YOUR JOURNAL AND THE COURSE - Coursework Example may fall sick at the workplace, either because of overworking or pitiable working conditions, they do not ask for leave because they fear losing their jobs. â€Å"Factors affecting working people today† is also another compelling story (Friedman). It details the economic and social conditions that affect workers in the contemporary society. Top of the list is unworthy working conditions, coupled with other factors such as low pay or underpay, change in technology, insecurity, and cultural and religious differences. The central theme in the stories is unworthy and deplorable working conditions that modern-day workers face in their course of duty. Poor management or negligence in the part of the administration to offer its workers a suitable working environment is a central reason for sickness and work-related injuries. From the journal reading, there are some policies and strategies that employees should adopt to ensure workers do not fall sick. Sickness and absenteeism affects productivity in a workplace, and this is detrimental to the success of an organization. It is essential that employers ensure the safety of their employees at all times through provision of appropriate safety equipment and provision of a healthy work environment. In addition, they should adhere to and enforce necessary labor

Achieving Competitive Advantage through Human Resource Strategy Essay

Achieving Competitive Advantage through Human Resource Strategy - Essay Example According to the research conducted by the Bureau of National Affairs for 2012-2013, seven out of ten (that is 69%) HR offices outsourced one activity, at a minimum, in 2012. The same 69% of the companies reported that an activity, once outsourced, was never returned to the in-house HR team. Therefore, the presented above trends raise a number of questions related to the reasons and results of HR function outsourcing in the organizational context. In today’s very competitive economy the reasons for taking some component of managing a business out of the organization should be very serious because a successful organization is the one that is effective and efficient in all of its business processes. For that reason, the goal of this paper is to research and analyse the concept of outsourcing an HR function and its benefits and barriers. This work will try to give a clear definition of what HR outsourcing is, what types of HR outsourcing there exist, and what particular component s of the HR function should or should not be outsourced. It will review how companies manage HR outsourcing and how beneficial it is for organizations to outsource HR activities in general. In order to fulfil all these tasks, it is important too, first of all, determine the concept of outsourcing itself. According to Norman (2009, p.2), â€Å"outsourcing is an important management practice† that means transferring implementation of some aspect of the business to a third party organization. A company may outsource, for instance, a business function, such as payroll, a manufacturing process or a part of business-supporting tasks, such as cleaning, mailing and so on. A very clear and precise definition of outsourcing is provided by Brown and Wilson (2005), who states that outsourcing is obtaining services from outside of the company.

Challanging Disabilities Essay Example | Topics and Well Written Essays - 2000 words

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Rules versus discretion Essay Example | Topics and Well Written Essays - 750 words

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Anishinaabe Change Maker - Essay Example As an aboriginal, Campbell was born at a time when the native populations were still struggling to live in the highly diversified Canadian society. At the same time, it was a period when women had no place in the society (Mandel, 2005). However, as a focused person, Campbell beat all the odds to accomplish her goals in life. The issue is that she was did not sit back and watch. Instead, after struggling to pursue her education, she dedicated her life to serving the people. She was really concerned about the plights of her people that she did her best to resolve using her writing, filming, broadcasting and advocacy talents. Surely, Campbell must have been so passionate about her people. As already highlighted, Campbell qualifies to be my change maker mainly because of the numerous achievements that she made in the society. The first major achievement was to become a renowned playwright. This was proven when she published a lot of books that later received the approval of the society and become so popular not only in Canada, but also in other countries like France, Italy, Germany, China and USA in which her publications were translated into a number of foreign and local languages. Her other achievement is that she inspired her people when she became the very first film maker in the history of the Aboriginals. This is something that no woman could think of doing during then (Johnston, 2009). Later, she made other achievements when she joined activism to advocate for the rights of the Aboriginals ands the women folk. These are very great achievements that made Campbell to inspire a lot of people who not only admired, but also considered her as a change maker. With all these achievements, Campbell has had a rich legacy. The first legacy for which she will be remembered is that she was the first Aboriginal woman to found and establish an active and fully functioning production company in Canada. This was evidenced when she established

Naiku, ise shine the great japanese joinery architecture Research Paper

Naiku, ise shine the great japanese joinery architecture - Research Paper Example The shrines’ public status has not always been gentle. In the years leading to the World War II, Ise becomes inextricably bound with the imperialistic and nationalism conquest. Even after the war modernists and their allies seized the symbol of the antiquity of Japanese culture as the touchstone for their own design. Close to 120 shrines are contained in the site but the main ones are Geku which is the outer shrine and Naiku which is the inner shrine though Naiku stands out of the rest with its magnificent architectural buildings and religious capacity to the pilgrims (Saka, pp 1). The inner shrine of Naiku that is dedicated to one of the Sun Goddess is one of the Japan most famous architectural and cultural sites bustling with worshippers from the ancient days to present times. Naiku Shrine is at the center of sightseeing in Ise, Mie Prefecture. The locals refer the place to as Jingu meaning the Shrine as an legitimate name, and the Sun Goddess Amaterasu O-mikami is preserved there. Yearly, an overwhelming seven million worshippers flocks the shrine for cultural services. When it comes to Japan’s indigenous religion, Naiku scores the highest as it is the most revered shrine complex of all that exists in Naiku. Established in the 5th century, it was built in honor of the sun of the goddess, Amaterasu-omikami, whose Japanese imperial family is believed to have descended. The grounds are ancient, but there has been a concerted effort to rebuild the structures every twenty years in a process called shikinen sengu that is done ingeniously using the timber and glue. According to Shoki Nihon, close to 2000 years ago the daughter of Emperor Suinin, devine Yamatohime mikoto set out from Mt. Miwa in search for a place to set up a lasting location for the worship of the goddess Amaterasu-omikami (Hardacre & Helen, pp 2). Wondering for twenty years through the region of Mino and Ohmi, her search finally led her to Ise, the

Kings Ghost In Hamlet Essay Example for Free

Kings Ghost In Hamlet Essay During Shakespeares lifetime people were, in general, more religiously devout and more likely to believe in spirits and ghosts. Spirits could be messengers from heaven or evil in nature. This is one reason Hamlet so readily believed his friends when they told him they had seen his fathers ghost; he was also more likely to believe their story because his friend Horatio told it, and he is an intellectual. However, when Hamlet is all too willing to follow his fathers ghost, his friends, Marcellus and Horatio, are very reluctant to follow. Marcellus is reluctant to follow because he is afraid of the ghost. Most people are afraid of the unknown; this would include soldiers, who are used to fighting until the enemy is killed. Marcellus is dealing with a ghost, which he cannot defeat it with his partisan (though he hopelessly offers it), and this scares him. Marcellus is a soldier who is guarding Elsinore, and the ghost is wearing the armor that he wore to defend his land against Fortinbras, the old king of Norway. Another soldier, Bernardo, says, This portentous figure comes armed through our watch like the king that was and is the question of these wars. (Act I, p. 8) When Horatio speaks to the ghost he says, If thou art privy to thy countrys fate, Which, happily, foreknowing may avoid, O, speak! (Act I, p. 9) Marcellus and Bernardo believe it is an ominous sign and that perhaps the ghost has come with a warning about an imminent invasion; one that they would have to defend the castle against. Hamlet also thinks something must be wrong if his fathers ghost is in armor. Marcellus is also afraid of the ghost because it leaves just as the cock crows to signal sunrise. He knows that spirits, including evil ones, cannot bewitch during the day time and he is unsure yet weather the ghosts intentions are good or evil, so he does not want anyone to follow it. Marcellus goes so far as to restrain Hamlet when he tries to follow his fathers ghost. Horatio is also reluctant to follow the ghost because he is unsure of its intentions. He is especially weary because he tried twice to speak with the ghost and it would not answer him, it apparently only wants to speak with Hamlet alone. He warns Hamlet that the ghost might convince him to act  without reason and drive him mad. He tells Hamlet not to follow the ghost because it could lead him off a cliff into the ocean. Despite his friends warnings, Hamlet decides to follow his fathers ghost and receive its message. Though Marcellus and Horatio were reluctant, they eventually follow, catching up to Hamlet after he has spoken with the ghost.

Advantages And Disadvantages Of The Hospitality Industry Tourism Essay

Advantages And Disadvantages Of The Hospitality Industry Tourism Essay The hospitality industry is a huge and famous industry in this world, and there are multiple areas in this industry. This industry is specialized by training. This gigantic sector includes tourism and tour, traditional hospitality industry such as resorts and hotels, motel and a range of other hospitality services. ( Johnston, 2010). Because of this industry is famous so there is several advantages in this industry. But if we look deep through this industry also got some disadvantages also. The advantage of hospitality industry is that, they afford to provide the full service to their customers. For example, many hotels or resorts are around-the-clock, provide 24-hour operations and staffs are required to work varied shifts and extended hours for their customer satisfaction. Its means they provide the services for their clients all the time. Without bothering the time of the clients ask for the service. For example if any of the clients need foods or any other service at midnight means they can provide all the service to them without any further adore. Besides that, this industry also provides other services such as tour and tourism beside provide only the accommodation service. Mostly the resort department will provide this as their service. It is because mostly the resorts will located at beach site waterfall site. So the people those who are go there can enjoy the beach site by staying there for 2 days or more than 2 days. In this situation, the industry helps their client to enjoy the nature by staying at beach site. The resorts also sometimes will build at jungle site. Those who is interest for stay in jungle for get any deferent experience they can go there and stay there and at the same time can enjoy the jungle life. The hospitality industry is famous for accommodation sector. They provide this sector with multiple categories. For example five star hotel, four star hotels, and three star hotels and so on. So those who are afford to pay the high fee they will choose their standard level hotel such as five star or four star hotels and those who are not afford to pay more fees only for the accommodations for a short period time will choose the lower level hotels. So its shows that this industry provide hotels for all the people according to their living standard. Then glamour myth also a advantage of the hospitality industry. Is means the hotel industry offers you the chance to meet rich, famous and interesting people. So we can meet them at the place where go for rest but at the same time it brings benefit to us. Can get meet any famous person or any important person who are in the same carrier with us. For example, if I ¿Ã‚ ½Ã‚ ¿Ã‚ ½m a business person I can get to meet any other business person who is carry on the same business with me, so I can develop my business very well and famous. At the same time they can include scientists attending in-house conferences, foreign tourists, local business people and ordinary everyday citizens. Although you might be able to tell your friends that Hollywoods hottest stars are staying in your hotel, youll probably have to stretch the truth a little to say that you actually talked with them. Celebrities might chat with you like an old friend, out of politeness, only when ordering room service, or not at all. Some may be jovial and even invite you for a drink, while others will treat you with the cool and fun. Furthermore the hospitality industry provides the standard living for their client. They provide services with the standard level such as the rooms that they provide the foods that they provide. They provide the rooms with full furniture and all the equipment. So the client will happily can enjoy all the service of them. So they will satisfy with their service and may be the loyal to the particular hospitality industry. With the advantages of hotel Industry come the disadvantages too. The disadvantage of this industry is long and odd hours. This means that if the client or customer of that particular hotel doesn ¿Ã‚ ½Ã‚ ¿Ã‚ ½t like early starts or late finishes, then the hotel industry may not be help them. They may make late to help the client purposely. Besides that, pressure, high standards and deadlines also a disadvantages of the hospitality industry. Working for demanding clients and management is not the downside of working in hotels for it is what the industry is all about but you may find that the pressure of guest and management expectations are more stressful than you ever imagined. Pressure and deadlines are intrinsic elements of the industry and the best hotel workers thrive on conquering the challenges and obstacles placed in the way of personal and company objectives. Culture problem also consider as a disadvantage of this industry. Most of the hospitality industry provides their service with the western style but it not suitable for all the clients of them. For example we can take the Malay religion, they cannot eat all the food especially pork at all and they can eat only  ¿Ã‚ ½Ã‚ ¿Ã‚ ½halal ¿Ã‚ ½Ã‚ ¿Ã‚ ½ food so they face some problems. Then also must prepare with at least a special hall for their praying. Because Malays must at the correct time and must carry on the prayer at the special venue which is called as  ¿Ã‚ ½Ã‚ ¿Ã‚ ½surau ¿Ã‚ ½Ã‚ ¿Ã‚ ½ if there don ¿Ã‚ ½Ã‚ ¿Ã‚ ½t have mosque. So some of the hotel or hospitality management sometimes never provides or forget to prepare all this things to them. Besides Malays, in our country the Indian are sometimes will carry on the vegetarian. So the hotels must prepare the vegetarian foods for them. But they never provide this sometimes. So the clients need to go out site of the hotel for find the foods for them. This shows that the hospitality industry never give important for their clients. As the conclusion, the hospitality industry provides the good service for their client with their variety service. But still this industry needs to improve their service to archive the target of their industry. if they improve all this the customers will get happy and will enjoy with service. Question 2 2.1: Find out the factors that affecting travel and tourism. Explain in detail? Tourism comprises the activities of persons travelling to and staying in places outsides their usual environment for not more than one consecutive year for leisure, business and other purposes. The word staying suggests that tourists stay at least one night. However must acknowledge that day visitors make a huge contribution to the tourist industry and some regions and organizations choose to include day visitors in statistics. It is acknowledged by the World Tourism Organization that tourism is the fastest growing economic sector, bringing foreign exchange earnings to countries and creating jobs. Jobs are not only created directly in tourism but in related industries, for example in construction. Much tourism development occurs in developing countries, bringing economic opportunities local communities. There are several factors that affecting travel and tourism industry which influence the industry. The first factors that affect this industry are technological factor. Nowadays the technology develops very well. So also develop in travel and tourism. The growth of e-commerce and new transportation affect the travel and tourism industry. Nowadays the travel system develops well for example the buses that use nowadays is full of air-condition service, with video and audio system. Travel and tourism has always been an industry that has made extensive use of new technology equipment. Central reservation system (CRS), the use of computers in travel agencies and sophisticated databases for marketing purposes are now ordinary. Increase in competition within the industry will force organizations to use new technology to the full. New developments in transportation make extensive use of new technology, for example the Channel Tunnel, the advances in aircraft design and opening up new long-hall destinations. Then more develop bus is super VIP bus. This is consisting of all the service to t he passengers. So the passengers can enjoy the traveling period. Furthermore, another factor is, the technology develops until the passengers or the customers can get the information of the travel and tourism industry in internet. The particular agency will update all the information in web so the customers can check easily all the information about their tour and can easily contact to the particular agency. This makes the agency famous among the people because all over the world can access their information and can consider to the particular agency. At the same time also help the customers to get all their information in detail and faster too. Cultural and environmental factors also affect the travel and tourism industry. In the 1980s saw the emergence in Britain of a greater environmental awareness and a society that was beginning to take its health and fitness seriously. These factors are likely to remain important influences on travel and tourism developments in the future with so-called green issues high on the agenda. The political aspect also affects this industry. The security concerns over travel have had a serious impact on the travel and tourism industry. Which are leading to increased business failures in certain situation if the government never invent in this industry. The government must provides all the services to help the industry such as prepare a good road for travel and railway tracks for the rails travel so the travel and tourism industry can easily can safely travel. Then the choice of destination also affects this industry. Most of the customer likes to travel for a famous and enjoyable place. So they must bring out the travel and tourism to a famous popular place, which got a high demand among the people. Then choose of place should be according to the age group. If want to carry on a travel and tourism, must be a place where got a lots of fun and entertainment but if want to carry on for veterans means place should be suitable for them. So they can enjoy the travel with fullest and the affect also will be the positive type. Other than age group category there got other group category also, such as leisure customers, business customers, independent travelers, package holidaymakers. So the travel and tourism must be carrying on according to deferent types customers. Besides that, the rule and regulation also will affect the travel and tourism industry. The travel that ¿Ã‚ ½Ã‚ ¿Ã‚ ½s going to carry should be following the all the rules and regulations that the government stated and the particular place stated. So it will never affect the customers of them. For example, if the tourism place stated that cannot brings camera or video inside means they should tell earlier to their customer so they may follow the rules and will not affect the agency also. If not the agency may affected because did not follow the rules and regulation. While the customers ¿Ã‚ ½Ã‚ ¿Ã‚ ½ also wont respect to the agency. At the end the customers won ¿Ã‚ ½Ã‚ ¿Ã‚ ½t support for the particular industry. The travel and tourism that going to carry on also should be suitable for the season. Because the customers are always like to travel to different destination in a different season. So should carry on the correct travel and tourism event at the correct season. If not it will affect alt the industry. The customer may not will support the agency because they are not giving what they want and they won ¿Ã‚ ½Ã‚ ¿Ã‚ ½t satisfy with them at all. At last the food and beverage also will affect the industry, even is not a big issue and important in a travel and tourism industry. The foods that they provide to the customers should be good foods which is not expired or spoiled. If not the customer may get anger with their service and will get disappointment with their service. So if a travel and tourism industry wants to be success means, they should consider all the element of the travel and tourism. And must prepare earlier for everything with full of good service for their customer ¿Ã‚ ½Ã ‚ ¿Ã‚ ½s satisfaction. Conclusion As the conclusion, we have learnt about the meaning of hospitality and the stages of hospitality industry development from traditional to advanced stage and learnt that hospitality management means how to cater for people in a friendly and cheerful manner to enable the guest appreciate in services. Besides that, we have learnt about the meaning and the importance of housekeeping Department in hotel, motel, guest how we have learn about the interdepartmental co-operations among various departments of the hotel and the importance of hotel industry in our society. Furthermore, we also learnt the meaning and types of non-commercial hospitality management and the type of organization that is available. Lastly we have learnt and understood the meaning of the layout in hospitality industry and the necessary and important factors to consider when plan to establish this industry.

One Language In The World

One Language In The World As countries communicating more and more today and without any doubt to be a larger extent in the future, people often predicate that if the world developed to be united enough and then all people will speak the same language for daily communication. Is it realistic? How long will it take to fulfill such a dream? English, as the acknowledged official language for international communication, has been accepted by more and more people over the world since it can bring benefit for almost all who can speak it. Many countries also make policies to train the young people to become good English speakers. Can English become the only one language in the future and other languages will be eradicated? This essay will give analysis from some perspectives. The essay will start with discussing about what will happen if the prediction of eradication of variation of existing languages came true. In this part, it will also introduce the history of Esperanto which is acknowledged as world language by most people. Following this, it will introduce what are languages related to mainly in five perspectives which are history, culture, social status, profession and worldview. Finally, the essay will focus on whether English has the possibility to become the only one language in the future. It would be Perfect if Variation of Existing Languages could be Eradicated It is true that the world will be operated more harmoniously if all people speak the same language. Generally speaking, as the most important tools for communication among people, language is also considered as the first factor differing human from animals (Lonely Publications, 2007). It is developed as society occurred and developed. People who often speak the same dialect in the same nation can live together with less confliction. Due to the good communication, a nation can bind together as time goes. Finally, the nation become an integrate body, by which the human race developed more and more rapidly and leave the animals behind far away. Therefore, it can be concluded that language homogeneity promote the group developing more. However, language homogeneity does not exist among the whole word due to the long time of separation of people from different continents. As some nations have the ability to travel across seas and reach other continents, communication become source of ther e divisions. Wars then become the consequences of this misunderstanding of languages. To some extent, it is true that language is the divisive force for different groups and areas (Crystal, 2001). In fact, some elites of the old years have given serious thought about whether it was possible for people from different countries and nations can solve the conflicts through promoting implementation of the same language across the world. Hundreds of years before, they started to dream that there was a kind of language which can be called world language could be produced to make the world get united in short time. Actually, in the human history, world language did have been created. Esperanto, a language invented by an eye doctor named Lazaro Ludoviko has been acknowledged as the world language by people. Although after creation of the language more than 50 thousands of works have been published in Esperanto, it finally did not avoid being eliminated by the time (Polinsky Comrie Matthews, 2003). As an ideal trial, the invention of Esperanto reflected the dream that people want to create a completely impartial language to benefit the world. It was failed due to lack of root in any n ations economic and cultural life. The consequence also proved that language had to set root on the nations history and experience. Impossibility of Eradication of Languages Although it can be seen that language homogeneity can produce much benefit for the human race politically and economically, it is impossible for the entire world speak the same language in the foreseeable future. People once predicted that when the worlds economic system come to stable enough and people really believed that only one language is superior to language varieties for their life, the nation and languages differences will go to elimination and will be taken place by language homogeneity (ONeill, 2008). However, how long will this consciousness come to be true in the future? It is obviously that at least in the next 100 years this will not be reached by the human race. Actually, formulation of languages is more complex than people thought. It is at least being affected by the following five factors: Firstly, Language development is an outcome resulted by long history to become the current mature communicative system. From the ancient times, as people invented their native language, it has been continuously improved to be more effective for communication (Putz, Martin Marjolyn, 2000). It can be seen that after being developed through thousands of years modern people can hardly recognize their native languages ancient edition. If they check back their ancient language, they would find it was not so easy to express precisely what they want. For instance, Chinese people have to spend large amount of time to learn the old language since most of their characters have already change their original meanings. Actually, all languages have taken a long period of time to evolve to the current forms, which will be difficult for a new language to achieve in short time. If a world language has been created now, can people have the patience to use it with a lot of confusions? The answer is obv ious. The world would be impossible have such far-sight to benefit their offspring to enjoy the language homogeneity. To some extent, language is spontaneous and can not be created on purpose. An existing language has been tested by its speakers through long period of time. It is naturally produced to meet needs for communication and developed also to meet need for better communication. English is now being learned by people from all over the world and have been impulsively promoted by authorities from many governments for nearly 100 years. Nevertheless it is still not mastered by most people from the countries learning it. A hundred-year time actually is very short for language development process. Therefore, the unification of language is hardly to achieve in one or two generations. Secondly, language is produced due to the need of communication but has developed to a more complex product which is also reflecting the culture of a nation, which also enhances difficulty of people from one nation quitting their current language (Botha . C. Knight, 2009). In other words, language is a kind of art and has been merged into many national feelings. For some people, their native language is not just for communication since they can also enjoy a lot more from appreciating it (Gordon, 005). Many people would have the experience of reading translated article from foreign great writers. Nevertheless it is always difficult to understand the original meaning of the author although the article is translated by the best linguists or translators. English learners usually find it is finally losing the beauty of the original works when reading it in their native language edition. And further, some works is classical not just due to its meaning but also attribute to its rhyme. This will make it impossible to reaching the feeling when it has been translated to other languages. And also, many people are pursuing in other jobs relating to languages such as Chinese calligraphy. A language has evolved to an art which is mainly emphasizing on its look and image. Therefore, the eradication of one language will not just force people dropping their familiar communicative tools but also will ask them to drop a long history of art which may be considered as their national treasure. Thirdly, social status of speakers of one language affects significantly whether it can develop into prosperity or go to extinction. There are thousands of sorts of languages ever being created and spoken by people all over the word in the history. But 90% of the languages can not avoid going to extinction and being forgotten forever by their native speakers, which was caused by the lower social class of the speakers (Skutnabb-Kangas, 2000). It is true that languages also have their social status as their speakers and they have been undergoing fierce competition from the time when created. From some examples this phenomenon can be explained in details. Why English gets some much attention all over the world today? Why many countries choose English as their second language. Its speakers social status may matter a lot to give the reason. After entering the 20th century, English speaking countries has developed to be the most powerful and wealthy areas, which means their dominance in ec onomical and political fields in the international interaction. If the word is perceived as a society, Americans and west Europeans are in the upper class without any doubt. Then English established its advantage in the competition process and now develop to be a language spoken by more than 2 billion speakers. From the example it can be seen that the power of a language is in deep relation to its speakers. Therefore, for a new created world language, its fate of development to some extent decided by whether the upper class have the interest to speak it. If it just can be promoted in a small group of people in lower social class, soon or later it will suffer from the result of those extinctive languages. In the foreseeable future, English is still the first consideration for most countries to communicate in international issues. If word language can come along, it is only can be English for its social status. Fourthly, language difference exists also connecting with the speakers profession. People can always guess what the persons job just through the way of his talk. Politician will always give speech agitatively while scientists speak in a way hard to understand but precise. University students will always talk their slang from which their status can be easy to tell. In addition to their talking style, profession vocabulary is also a decisive factor for language difference. For a non-native speaker, it is almost impossible for him or her to recognize the professional but important words. Therefore, as a mature developed language, it not just contains the daily communication and large amount of professional vocabulary should also be included to fulfill the professional need. Does it possible for a new language to get the complexity in short time? A world language as a good will to the world development may have difficultly to fulfill this requirement unless experiencing long history of e volution. The existence of this problem would lead to it is only possible to choose one widely used language to be the world language in the future. English may be the first consideration while there are also other possibilities such as French and Chinese and other languages that have developed to be a well round system. Fifthly, as a complex system, language is also a reflection of the speakers worldview. There are some explanations about what worldview is. The most direct one is that worldview is the overall perspective from which one sees and interprets the world (Geoffrey, 2002). It has been proved that different nations have different worldview and people are taking a totally different perspective on those basic ontological issues from that in other nations. For some nations, their religious belief which differs from others can be reflected in their own language. But in another language, it may be difficult to find out vocabulary or expression to interpret their religious thought or behavior. However, religious beliefs for all nations are always the very important consideration for them to merge. For some people, religious belief is their motivation to be alive and if they can not find their religious belief in language change things will get seriously. Religious conflicts have led to a lot of w ars to world and this may happen when the languages of the word are forced to be get unified. Therefore, worldview of speakers of different language may be also a disturbing parameter to hinder they merge into each other. Possibility of English Developing into the only one Language of World When the world rolled into the 20th century, English speaking countries established their advantages in political and economical and cultural fields. In the 20th century, countries of the world went to together rapidly due to some transnational events such as the two world wars and communication in scientific and cultural and academic arrears. America became the dominant country of the word and has input much into other areas including technology and culture. Added to English basis left in the colonial countries across the world, English then has been chosen to be the most popular language for many countries (Mithen, 2005). In the 21st century, as globalization continues to evolve into deeper extent, the need of one international language would be more necessary for all the countries and it can be seen that English will continually take this important role. However, can the English become the first language for all the countries in the foreseeable future if it is developing as fast a s countries go to together? The answer is no. To some extent, English is the world language for transnational issues when people from different countries have to communicate for benefit. But no matter how English will be popular, it is still the first choice for non English speaking countries to communicate internationally, not the native language for their daily communication at family or at parties with local friends. As what has been said above, language is related to history, culture, social status, profession and worldview of the speakers. To accept English as the daily language and eradicate their current one, it is still far away from the communication just in official occasions. From the history it can be seen that only colonialism can input language into another countries and force them to forget their original language with high speed. But it will always bring tragic loss for the human race in many other areas. Therefore, English may still be the most popular language of t he world in the next centuries but will have no way to become the only one among the countries in the world. Conclusion In conclusion, the formulation of a language is more complex than people think. It is at least related to five aspects as the essay has discussed, which make it impossible for a new created language to reach the conditions. To become a language accepted and implemented broadly by people across world, the language should experienced long history of evolution to have the cultural basis. And also, it should be accepted by people from the main stream and from various religious groups. In addition, the new language would be possible contain vocabulary in many professional fields. Most of these features of language have to develop through thousands of years of implementation by people who take it. If possible, English may become the only one langue spoken by people all over the word in the future nevertheless it would be unable to realize in the next centuries. Therefore, it is impossible in the foreseeable future that variation within existing languages can be eradicated.

Immigrant short story Essay example -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  It started like any other day up on the hills of Rhein, but that day had the scent of freedom floating in the air. The journey ahead of me had been teasing me for weeks, I was just so anxious to get away and start all over again. I had made certain arrangements before I left, our family dog was not allowed on the ship that we were going to be arriving in America, so I had my parents take care of the dog for us. It was a hard thing to do seeing that the dog had become more than just a pet to the children and I, for we almost would recognize him as a family member. Most of our possessions we were able to keep with us, but we had to keep the load light since it was going to be a tight stay in the steerage. I wasn’t sure of what to expect in America, but my friend Niva had been writing me ever since she had arrived in America; begging me to witness the splendor of freedom given, and the different way of living. I was easy to be convinced into going because it s eemed like nothing was really happening in my life, and I was desperate for a change.   Ã‚  Ã‚  Ã‚  Ã‚  The sea breezes were dancing around me as I waved goodbye to my ma and pa. Tears streamed down my face as I looked at what I was going to be leaving, it was my life and my past. Each of the children were given a photograph of the last time we were all together, including our dog Marcy and my ma and pa. Their small hands drifted in the breeze while waving goodbye to everything they knew in this world, for they had not yet been to another country before, nor had they ever left the world of Rhein. As the ship set sail, it was almost as if we were breaking away from reality. It was a scary thought to start all over but I was willing to put myself through any circumstances to get me away from Rhein. I was tired of the living conditions of Rhein, and I knew America offered better schooling for the children. It was a risky change in my life and the children’s, but I knew as soon as the ropes were untied and we started to drift away, that there was no turning back.   Ã‚  Ã‚  Ã‚  Ã‚  When the shore of Rhein was distant in our path, I thought it was a good time to go to our room on the ship. I kept my children close to me for I was unsure of these strangers that crowed the halls. After going down many stair wells into the bottom the ship, we had arrived at... ...th green shutters beside the windows. With one ring of the door bell, the door shot upon and Niva came running out. Happy tears filled our eyes, for it had been several years since we had last seen each other. She took us up to her apartment space, and there we shared all the great things and not so great things that had occurred in our lives while we were apart. The children swarmed the apartment and were racing around exploring each room, almost as if there was a hidden treasure in each. The rest of the night we all relaxed over a nice meal and listened to Niva’s funny stories of getting lost in the huge city.   Ã‚  Ã‚  Ã‚  Ã‚  For a long time I was unsure of if I wished to stay in New York, or if I wanted to explore more of America and go south or west. But, since Niva had already put in a good word for me at many shops, I decided to stay because I had already so much going for me. From time to time I wrote back to my ma and pa to share with them all of my experiences in America, and I would always leave room for the children to write also. Life was so much better here in America, and each day was another piece to make a difference in my new life, our second chance.

Seeking a Self Satisfying Career Essay -- Teaching Teachers Education

Seeking a Self Satisfying Career Teachers are not normally viewed as being professionals. I do not believe that the teaching profession receives enough respect. I believe that teachers have one of the most important jobs because they have the future of the world in their hands. Before I decided that I wanted to teach, I knew how important being a teacher really is. Some of the most memorable people that have made a difference in my life were teachers. They listened when I had a problem, they taught me how to be a better person and they helped me through many difficult academic subjects. I hope to have a positive impact on the lives of my future students just like the special teachers I had in my own life. In my opinion, this is why the teaching profession is as important as or more important than any other profession. The purpose of an education is to make one self sufficient, responsible and be able to support themselves in the world. I attend college part time and work full time. There are some days that the stress of having so much to do and not enough time to do everything makes me feel like quitting. Then, I remember the goal that I am working toward and it inspires me to continue, because an education is a very important thing to have. The job that I have now is not self satisfying. It does not challenge me to use the knowledge that I have acquired in my classes. Everyday that I am at work, I think to myself â€Å"I will not be here forever†, that if I keep working hard and keep myself motivated to continue on it will be worth it in the end, one day I will be able to teach. When I become a teacher, there are several things I hope to accomplish. The biggest accomplishment is becoming a teach... ... If they work hard and follow their dreams, they can accomplish anything. When I finish at Concord College and receive my degree, I hope to start teaching as soon as possible. I will probably have to do some substitute teaching before I am lucky enough to receive a full time position. After I receive a full time position, I plan to receive a Master’s Degree. If everything goes as I have planned, I will take night classes during the school year and full time during the summer. I know that the more I better myself through school, the more money I will earn. I do not plan of getting rich from teaching that is not the reason I want to teach. I want to be able to live comfortably, but being a teacher is more important that money. People have always told me if I set my mind to something, I can do it. I hope this is true, because I truly hope to become a teacher.

Internal Look into Infidelity and the Outcomes Essay

Infidelity can happen at the blink of an eye, especially if a person is not aware of their current relationship standings with their partner. A partner may display two types of infidelity, emotional and sexual. Each type of infidelity is seen differently by men and women on an opposite scale according to (Buss, Larsen, and Westen, 1996; Buss et al., 1992; Buunk et al., 1996; Trivers, 1972). The causes for infidelity are somewhat the same for men and women; however, there are a few differences that vary between the two groups. When infidelity has happened the decision is ultimately whether a couple will either focus to stay together or dissolve the relationship. Through a deeper look between the two types of infidelity, along with the perception men and women have about its outcomes, a definite understanding is very clear why and how infidelity usually happens in the first place. Although many relationships survive infidelity, â€Å"The trust is gone, completely gone,† says Mic hael Baisden, relationship counselor and author of Never Satisfied: How and Why Men cheat. â€Å"And trust is the most important thing in a relationship.† The decision will vary from person to person on the continuance with a relationship after the other partner cheats. For myself, it depends on who the person is, my standards often change from partner to partner. Infidelity defined is an action or state of being unfaithful to a spouse or another sexual partner. According to the most prevalent study using the framework of evolutionary psychology a study used by Buss, Larsen, Westen, and Semmelroth (1992), individuals where asked whether they would be more upset or jealous, if their partner had sexual intercourse or formed a deep emotional bond with someone else. Men and women were very different in their answers. Emotional infidelity occurs when a partner gets involved with caring deeply for a person that that is not their significant other. An emotional infidelity can hurt just as much to the other person as if they had already had sex with the other person involved. Sexual infidelity is the actual act of having sex outside of a person’s current relationship or marriage. When this action occurs, it is almost certain that the relationship will have troubling times ahead. How these two types of infidelities are seen by both men and women vary greatly on the scale. Men are very likely to become upset and end a relationship if  their girlfriend or wife were to have sexual encounters with another man vs. an emotional connection. The same cannot be said about women. According to (Buss, Larsen, and Westen, 1996; Buss et al., 1992; Buunk et al., 1996; Trivers, 1972), women tend to overlook a sexual infidelity but, are more affected by emotional bonds their boyfriend or husband acquires with another woman. Men tend to have a fear of uncertainty with offspring if a woman commits sexual infidelity that in turn tends to make him more susceptible to leaving a relationship. On the other hand, women are more invested in the emotional stability in her partner which in turn makes the woman more angered and upset over an emotional infidelity. The perceived outcomes for the two different types of infidelity are total opposites between men and women whereas the causes for infidelity is somewhat similar. The causes for infidelity are almost the same for men and women. Jennifer Harman, PhD., a professor of psychology at Colorado State University, stated â€Å"People do not just cheat for no reason. It used to be perceived that men were the bigger cheaters, however, according to the National Opinion Research Center study found that women having affairs rose from 14 percent to nearly 40 percent over the past 20 years. Women are in need of passion from their partner. Even the small things from walks in the park to a wine tasting can fulfill dissatisfaction. Petty arguments that hold insecurities and grudges is common for most women to experience. A need for her partner to understand and talk openly about problems and solutions is key for some women to feel connected. Women are also more attracted to men who are confident and ambitious which can sometimes lead to dissatisfaction with their partner if they are not in a manly position. Men also tend to have the same outlook when cheating comes to mind. If a man succeeded in filling his ego tank up an affair would make him feel powerful and desired. Sometimes men cheat because they are not being understood by their partner. If men were more open in communicating feelings freely, this would not be an issue. When men cheat the difference to theirs actions is a need to escape the reality of home rather than leave their relationship. Women, however, are typically silent in their actions but tend to plan an escape route out of the relationship after they begin cheating. The solution to ending a cheating cycle is to either dissolve the relationship or work on overcoming the struggles infidelity has caused on the relationship. Though people  sometimes choose to work things out, many ultimately work together for dissolving the relationship. Overcoming infidelity is very difficult task. Trust is compromised and very hard to regain on many levels and often takes years to rebuild. Without trust in a relationship, it is almost inevitable for disaster since trust is the viewed as the core for holding a relationship together. To overcome this is sometimes not worth the stress, time and patience, especially if this is just a romantic relationship with no children involved or when a marriage is at stake. On the other hand, long term relationship and married couples will often try to work through these troubling road blocks. When a person has more time invested or other things at stake, the decision is more comfortable to make when working things out. Some of these relationships and marriages last after infidelity but half do not. When a couple comfortably communicates and understand the deepness of how infidelity affects a relationship before, they agree to commit the partnership will be more successful. The most important factor is understanding to what extent infidelity can occur as both male and female have shown different tolerances for emotional and sexual encounters. Just having a deeper look into how differently men and women think help to understand their actions. With the listed information in mind, it is just as important to remember that women enjoy time with their partner, openness with information, and a man that is confident in himself. Men have a larger ego that needs to be stroked often, just saying how good he looks, or less nagging by their partner and more open communication they tend to have their needs met. When infidelity occurs because none of these needs is fulfilled, it is almost certain the relationship will not last. Just by knowing these things should make any male or female want to rethink actions or even the possibility of starting or moving ahead in a relationship.

Discerning Contemporary Approaches towards Effective Education

The pursuit of learning, it must be argued, is an activity that brings into perfection the finest essence of human persons. And the reason for this, as I have mentioned in my previous paper, is quite self-evident: to engage in learning – or any activity analogous to the purposeful acquisition of knowledge – is to nurture the gifts which, at best, summarily render humanity as creatures cut above the rest – i. e. , freewill and rationality (Moore and Bruder 67). Thus, the supreme importance of creating welcome avenues for learning needs to be considered as a task second to none.At the very least, all human persons are, by virtue of their innate superiority, necessitated to constantly strive to create windows of opportunities for higher learning, as well as address ebbs of challenges which, if left unchecked, may end up frustrating the correct methodologies to progressive learning. In view of such felt need, this paper argues for the necessity of framing forward-loo king goals that can best address the contemporary challenges, which otherwise can pose serious threats to the attainment of quality education.To this end, this study deems it appropriate to limit the discussion into unraveling three concrete goals that may be adopted, in the hope of addressing contemporary concerns to education: first, to rethink the model of educational Psychology operative on most learning institution; second, to revolutionize classroom management towards greater inclusion and participation; and third, to re-conceptualize the appreciation of education as that which prepares students for a greater role in the society later on in their otherwise brief lives.It needs to be firstly pointed out however that in itself, education cannot be reduced into these three goals. The human mind, it needs to be argued, is capable of learning many facets of knowledge; and as a consequence, the goals with which each learning facet takes can be taken distinctly from others. For insta nce, if one were to pursue an education in Engineering, the specific goals with which his or her learning process takes must see through the need to develop one’s knowledge of precise mathematical theories on the one hand, and skills relative to concrete application of calculated findings on the other hand.The goal of a person studying Engineering therefore falls more into the acquisition of a knowledge that integrates abstract mathematical theories with concrete skills in fine arts and drawing. One does not compare such goal with, say educating someone who, while mentally impaired, manifests strains of learning nevertheless. The point in contention here lies in the plain recognition that learning can and must always be construed with its varying goals, â€Å"depending on the learner’s frame and chosen field of competence† (Ten Dam and Volman 282).Three Forward-Looking Goals It merits firstly arguing that there is a need to rethink the model of Educational Psych ology operative on many learning institutions nowadays. Herein it would be necessary to cite that there appears to be two major schools of thought being adopted into the conduct of present-day education: the behaviorist and cognitive paradigms. On the one hand, the behaviorist model of education is most often gleaned on learning strategies that take students as ‘passive learners’ – i. e. , as mere reactors to learning stimuli.The stance, as it were, takes on a highly stereotyped understanding of human behavior; it â€Å"takes the mind of a child as a tabula rasa upon which the message of experience is to be written† (Wartofsky 113). On the other hand, the cognitive model of education adopts a paradigm which is exactly the opposite of the behaviorist model. It believes that learning instruction has to promote the mental abilities already intrinsic to human persons, even before they enter their respective learning places – they are mere mental process es that need to be unraveled.When a learner is therefore taken under the acute lenses of cognitive philosophy, the process of developing the unique abilities of abstraction, analysis, cognition, deconstruction, problem solving and self-reflection are the aspects that act as the crux of one’s learning. There is, however, a danger in choosing only one paradigm to adopt. On the one hand, it is certainly unwise to take learners as though they were programmed to uncritically absorb everything that they are being taught.Learning is not entirely about external influences. On the other hand, it is equally self-defeating to regard students as process-induced organisms, without recourse to appreciating their concrete situations. Learning is not completely about internal processes. This is why, it is imperative to rethink the psychological model of Educational. At best, what appears to be a more promising model to adopt is that which seeks to integrate these twin paradigms into a compre hensive model for education.Concretely, this can be achieved by taking learners as â€Å"highly structured organisms, who in their own unique ways, do try to ‘make sense’ of their life experiences in a manner that is not only active but also constructive† (Wartofsky 113). In other words, what Wartofsky correctly notes stems from a keen, if not correct observation that learning is much more than the acquisition of knowledge and the development of innate skills. Learning, instead, brings into fruition one’s knowledge and skills, by charting how one is able to successfully apply these concepts into prolific results.Secondly, the telling need to revolutionize the pedagogies and strategies pertinent to effective classroom instruction represents an unmistakably rapidly-growing concern for most educational institutions. At the very least, the old model of traditional instruction needs to be supplanted with better strategies which are now available in the field. L earning, it needs to be noted, is a delicate process; it must be attended to only by acceptable approaches and inviting programs. For such reason, Kounin believes that classroom management is of the essence in the entire learning process – i.e. , â€Å"good classroom management† must be considered as an indispensable requisite to student’s learning† (qtd. in Emmer and Stough 104). And there are reasons to think the manner by which educators create and design appropriate classroom management styles spells the difference between the welcome promotion of learning and the unfortunate frustration of the same. On the one hand, revolutionizing the contemporary approach to learning necessitates a thorough re-evaluation of the technical aspects of classroom management.This re-evaluation process entails, still according to the suggestions of Kounin, putting a fair amount of effort and energy to apply all the three aspects of classroom management into the learning en vironment: first, to ensure that â€Å"preparations† relative to academic programs and campus regulations are properly articulated and clearly outlined so as to facilitate their effective implementation; second, to determine head-on whether or not the interaction transpiring between the educator and learners during the â€Å"actual† learning process are marked by appropriateness and facility; and third, to determine a program that assesses and monitors how educators are able to â€Å"control† the environment for learning (Vasa 64-66).One may correctly notice that this specific program seeks to guide the learning process before it is undertaken, during its implementation and after the process has been completed. Simply put, the process is comprehensive. And it is with good reasons that a learning institution must adopt such a revolutionary program to guide their respective educational goals and visions into welcome fruition. On the other hand, it has to be likewi se appreciated that any effort to revolutionize classroom management cannot stop at ensuring that the aforesaid technical aspects work effectively in the service of efficiency and facility. With equal or more emphasis, there is a need to revolutionize, in a manner being drastic but progressive, the fundamental concept of the learning process itself.Herein, it is wise to reminded what P. Freire has to say about the matter – i. e. , learning cannot be seen as an asymmetrical process, where teachers dole out incremental nuggets of knowledge and students receive them uncritically as though they were nothing but repositories of data and information. When a learning institution engages in this type of one-way instruction, Freire believes that it adopts an unmistakably restrictive â€Å"banking concept of education†. He believes that under this model, â€Å"knowledge is (considered as) a gift bestowed by those who consider themselves knowledgeable upon those whom they consid er to know nothing† (Friere).Instead, Freire maintains that classroom instructions, as indeed the entire process of education, have to revolutionized so as to cater to the need to â€Å"strive for the emergence of consciousness and critical intervention in reality† (Freire). For only when educators see the supreme importance of promoting the learner’s concrete appropriation of his or her learning can learning environments break free from the traditional spoon-feeding model of instruction that has long plagued the many educational systems. Thirdly, there is a certainly a need to re-orient the goal of education in respect to its duty to prepare the learners in discerning their chosen vocations relative the needs of the society later on. Nowadays, education is often seen as a personal ticket to success; an instrument which yields a higher rate of success to the top.More and more therefore, the call to recover the thrust of education from this highly individualistic frame becomes even more relevant. As indeed, the need to underscore the intricate relations between the goals of education and the needs of the society cannot be under-appreciated. In ways of more than one, learning is really about participating in the network of relationships latched in humanity’s basic sociality. Learning is indeed about â€Å"the increasing ability to participate in the social and culture practices which are considered important in the society† (Ten Dam and Volman 285). And this does not entail seeing the education of students as a precursor their filling up certain stereotyped roles which a society demands.Ten Dam and Volman believes that â€Å"adequate participation† in the society â€Å"does not mean behaving according to a fixed set of norms, but being able to deal flexibly with the differences and other choices and possibilities† (284). Thus, learning is about empowering the students to discover their inner gifts while they are at school so that they can use them for the sake of society’s wellbeing later. In the ultimate analysis, it must be recognized that â€Å"the content of education has† indeed something â€Å"to do with society’s need for people who are prepared for the conditions of life in a civil society† (Daniliuk 13). To briefly conclude, this paper ends with a thought that affirms the abiding necessity of conceiving forward-looking goals to help address the contemporary conduct of education.Time is indeed changing fast; and so is the manner by which the world understands education and human learning. In order to adapt, challenges must be met with equivalent responses and adequate solutions. Three concrete suggestions have been raised in this paper: to re-conceptualize the model of educational Psychology, to revolutionize classroom management approaches, and to recover the role of education in respect to the needs of the society. Surely, there are still a lot more chall enges to hurdle; a lot more Goliaths to slay. For the time being, the world can rest assured that for as long as concrete steps are being framed to address educational issues, there can be little doubt that humanity’s can always strive for constant learning. References Daniliuk, A. â€Å"The Role of Education in the Formation of a Civil Society†. Russian Education   Ã‚   and Society, 50, 5, 2008. Emmer, E. & Stough, L. â€Å"Classroom Management: A Critical Part of Educational   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Psychology,   Ã‚   with Implications for Teacher Education†. Educational Psychologist, 32, 2, 2001. Freire, P. â€Å"The ‘Banking’ Concept of Education†. Ten Dam, G. & Volman M. â€Å"Educating for Adulthood or for Citizenship: Social Competence as   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   an Educational Goal†. European Journal of Education, 42, 2, 2007. Vasa, S. (1984). â€Å"Classroom Management: Selected Overview of Literature†. Teacher Education   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Monograph, 1, pp. 64-74. Wartofsky, M. â€Å"On the Creation and Transformation of Norms of Human Development†.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Leonard Cirillo & Seymour Wapner, editors. Value Presuppositions in Theories of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Human Development. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1986.   

Educational policy Essay

On Tuesday May eleventh, 2010 David Cameron became the British Prime Minister after forming a Conservative and Liberal Democrat coalition. This followed five days of negotiation as the general election had produced a hung parliament. While the Conservatives were the largest party, they held an inadequate number of seats to meet the threshold for majority rule, and so formed a coalition with the Liberal Democrats, (guardian.co.uk, 2010). Even prior to becoming Prime Minister, David Cameron spoke at length on the Conservatives’ education election manifesto by announcing plans to attract the most educated professional teachers into the classroom. Central to his party’s focus on education was his party’s desires to improve the standard of teacher’s education, he said, â€Å"The most important thing that will determine if a child succeeds is not their background, the curricula, the type of school or the amount of funding, it’s the teacher,† (daily mail.co.uk, 2010). This paper intends to examine the evolution of the Academy school system under the current coalition government, make a comparison between the current the education policy under the coalition government and the tripartite system of the 1944 Butler Education Act. It will examine the effects of both systems on the pupils within them, whether in fact pupils will benefit from the Academy and free school systems or is it the case that there are also be some pupils who are disadvantaged by this  system. There will also be an examination of what will happen to pupils who are not educated in either the academy or free school systems and the influence that market forces will have on the establishment and success of schools. Education is the delivery of knowledge, skills and information from teachers to students; the process of becoming an educated person, (Carr & Kemmis, 1986). Education promotes the abilities to perceive accurately, think critically and act effectively to achieve self-sele cted goals and aspirations, (Gelber Cannon, 2011). It allows individuals to map their experiences and provides a variety of reliable routes for individual’s to return to optimal states when they find themselves facing difficult decisions and life events. Crucially in modern era, education itself is seen as a vital resource for global economies, in fact most first world economies are characterised as ‘learning economies’, (Tze-Chang, 2011). It is the acquisition and retention of knowledge that drives global economies which, in previous generations, were based entirely on pure market forces, (Avis, 1996). Consequently an economy based exclusively on market forces would be unable sustain learning and innovation, (Morgan, 1997). For modern economies to flourish they must develop a combination of a ‘learning economy’ with market forces, (Beckett & Hager, 2002). It is for these reasons that successive governments have recognised the essential value of a higher educated population and have improve the way in which the population is taught from school age right throughout life, (Wolf & Evans, 2011). Even Prior to the Coalition Government taking power, there had been a move towards Neoliberal ideology from the previo us two governments. From 1997 New Labour brought about changes within educational policies that Tony Blair stated were part of the ‘Third Way’. This was intended to evolve social democratic ideals into encompassing the Neo-liberalism that had been prevalent for the decade under Thatcher’s Government, (Hill,2001). Neo-liberalism attempts to evolve away from social democratic principles such, redistributive policy, taxing the very wealthy, defending equal opportunities with a strongly proactive sense of achieving more equal outcomes, relying on the high standard qualifications of professional groups (such as teachers) and regulating these professionals in the interests of equal opportunities. Neo-liberalism focuses on the continuation of the national curriculum which has had a strong influence from central government. So for instance, Margaret Thatcher insisted that events of the previous twenty years had not to be included in history lessons, (Thatcher, 1980). Even today many teachers believe the national curriculum prevents them encouraging creativity and innovation, focusing on a narrow curriculum and a strict testing regime, (McCormick & Burn, 2011). Neo-liberalism encourages the competition of schooling through supporting market forces with the spread of selective `specialist schools’, (Hursh, 2005). New Labour called these ‘Modernising’ comprehensive education’ by encouraging ‘selection and diversity’, (Kassem et al, 2006). One important area of neo-liberal ideology is marrying of private organisations with public services such as education; New Labour termed these `creating new partnerships’, (Clarke et al, 2000). These ideologies question of `standards’ achieved in school tests expecting that education focus on achieving good test results and making these a requirement for entry into Higher Education, (Rowden, 2011). There are concerns that neo-liberal education policies increase in inequalities in terms of social class, (Hill, 2003). In many ways the new school systems will create winners, those who attend new inspiring buildings that are full to the brim with facilities and opportunities for the pupils, however there will also be losers, those who continue to attend buildings possibly built in the 1950’s with teachers who are not amongst the highly paid or highly educated, (Griffiths, 2007). Investment by the private sector, (which is prone to the nuances of market forces) and reduction in public spending on education is considered `increased public expenditure’, from a neoliberal approach, (Goodwin, 2011). The Importance of Teaching, The Schools White Paper 2010, was published 24th November 2010, its intention was to improve the standard of education for teachers and allowing head teachers to recruit and set pay for the highest educated teachers. Following this the Coalition formulated their plans for the future of education in the UK. This would in some respects follow on from New Labour’s neo liberalistic approach of including private organisations in the creation of new ‘Academy Schools’, (Gunter & Forrester, 2008). The first academies were introduced under the Labour government in 2002, (Higher Standards, 2005). Academy schools are independent from local  education authorities and are state funded with assistance from external organisations; these can include businesses, charities or other governmental bodies. The idea followed the inception of charter schools in USA, (Budde, 1988). They were also influenced in part by the Swedish School system. Charter schools are American schools which are independent from their ‘public school system’, (Finn et al, 2000). They were intended to allow the schools themselves more freedom to be more innovative, while being accountable to local education boards for improved student achievement. Charter schools were meant to create partnerships between educators, parents and students. Many Charter Schools began in the 1990’s; however there has been widespread criticism of the Charter school system. One criticism is that funding has in fact not followed the schools, which were often built within deprived areas. This in fact has meant that many have actually lost funding and have gone into administration, (Buckley & Schneider, 2007). Kunskapsskolan schools were established in Sweden in 1999, it translates into ‘Knowledge School’s and currently operates 30 secondary schools in Sweden. Kunskapsskolan schools are privately managed, non-selective and non-fee paying, with funding for these schools provided by the Swedish government, (Eiken, 2011). The Kunskapsskolan model in Sweden has produced higher than average results and is currently the model behind a number of the UK academy schools. The Kunskapsskolan model was based on personalised learning with every student following a long-term learning and attainment plan which is formulated between the student and the student’s Personal Tutor and their parents. The learning plan was designed to ensure that every student achieves the very best results that he or she is capable of. Kunskapsskolan students are offered the opportunity to work at their own pace, using their own learning style to achieve their own goals and those set by accrediting bodies. Parents are encouraged to actively engage in their children’s education, participate in setting goals and are able to monitor their child’s progress through online reporting systems, (Ball, 2008). New Labour intended that the establishment of academies would drive up standards by replacing failing schools in struggling education authorities, (Chitty, 2009). Under New Labour’s guidelines the academy schools could be established only if they held a sp onsor and could raise two  million pounds in independent funding. The government would then contribute  £25 million, (Pennell & West, 2007). The academy would then run the school outside of the local education authority’s (LEA) funding control, but still operate within all the national requirements for curriculum and standards, (Griggs ,2010). The Coalition Government has greatly expanded the number of Academy schools. The Secretary of State for Education, Michael Gove, initially asked every head teacher in England if they would be interested in achieving academy status. By 31st August 2010, 170 mainstream schools had made an application to convert to academy status and as of 1st April 2012 there are 1776 academies in the UK, (education.gov.uk, 2012). The Academies Bill opened up the possibility of applying for Academy status to all schools and no longer required these schools to hold sponsorships or raise the initial  £2 million, (Wilson, 2011). All other schools, irrespective of their ‘Ofsted’ rating, were also able to apply to become academies if they are part of a group which includes a high performing school or if they join an existing successful academy trust. For the first time since its inception primary schools are also permitted to apply for Academy school status, (Bassett et al, 2012). Ofsted refers to the acronym used for the Office for Standards in Education. It monitors and is the overall regulatory body for the provision childminding, child day care, children’s centres, children’s social care, state schools, independent schools (including Academy schools) and teacher training providers, colleges and learning and skills providers in England, (ofsted.gov.uk, 2012). It also monitors the work of the Independent Schools Inspectorate. Following this, The Coalition Government introduced The Education Bill into the House of Commons on Wednesday 26th January 2011 and received Royal Assent on 15th November 2011, (legislation.gov.uk, 2011). The Education Act specified that from now on all new maintained schools must be setup as either an academy or ‘free schools’. So in effect there will be no new state schools, (Needham et al, 2006). Prior to this they launched a new initiative to introduce what they termed ‘Free School’s into the education arena. Free schools are proposed and governed by local community groups such as groups of parents, faith groups or other interested parties. They are free at source to parents and are all-ability state-funded schools set up in response by local people to meet the needs of local communities and in order to improve education for children in their community, (Leo et al, 2010). The first Free Schools opened in September 2011. Alongside Academies and Free schools, The Government also proposed other types of secondary educational settings governed by local community groups such as the University Technical Colleges and Studio Schools were launched. The process of creating a free school begins with the Secretary of State entering into an Academy Arrangement with a person, group of people, or an organisation. These arrangements usually take the form of an â€Å"Academy Agreement†. In this agreement, the government agrees to provide funds for the school in exchange for certain undertakings, including that the school provides provision for children with special educational needs and different abilities. that the curriculum is balanced and broadly based, that in the case of secondary schools, they provide an emphasis in a particular subject such as sport, science or the arts, and that the pupils are drawn wholly or mainly from the area in which the school is located, (Gunter, 2011). One concern voiced is the claim that Academy schools will be completely outside of the control of not only education authorities but national overarching governmental control, (Woods, 2011). However even the regular state schools have increasingly less control by local education authorities and it is certainly the case that successive reforms over the past two decades have given all schools much greater autonomy, (Bangs et al, 2010). Most legislation that governs schools is currently derived from national government or national bodies, such as the national curriculum or Standard Assessment Tests, Ofsted, or government legislation on issues such as safeguarding or Every Child Matters, (Field, 2010). Local education authorities, in fact have increasingly less control over individual schools. LEA’s continue to be responsible for the provision of school places, sitting appeals when a child does not gain a place at their chosen school and taking responsibility when a school fails, (Bradley & Taylor, 2010). LEA’s also continue to have responsibility for the provision of educational psychologists and special educational needs support. Nonetheless, Academy schools system does provide an increasing  amount of freedom not only for head teachers and teachers, in what they teach, how they are structured, pay structures, freedom to adapt the national curriculum and the freedom to vary the length of the school day and how the school sets its holidays, (Bassett et al, 2010) They also offer freedom to pupils in the sorts of the subjects they study and even in fact the kinds of examinations they gain, for instance, the English baccalaureate, (Taylor, 2010) When asked by the BBC’s Mike Baker in 2010, â€Å"what exactly makes an academy different?† The Former Schools Commissioner, Sir Bruce Liddington, stated that they are more, â€Å"a state of mind more than anything else†, (bbc.co.uk, 2010). Sir Bruce Liddington is the director-general of E-Act (formerly Edutrust Academies Charitable Trust), which is responsible 14 academies and free schools which aim to target the education of children in Britainâ⠂¬â„¢s most deprived areas. However critics have voiced concerns in regards to E-Act’s expansion plans in that they wish to create a â€Å"super-chain† of 250 academy and free schools within five years. There has also been criticism of how these schools will be run and the way market practices will influence the teaching, such as buying and selling of intellectual property, (guardian.co.uk, 2011). The Education Secretary, Michael Gove has stated that â€Å"outstanding† schools may possibly no longer have to undergo the Ofsted inspection, freeing them to concentrate solely on education and not preparing for audits. He has also made the link between â€Å"outstanding† schools and Academy schools, by allowing all â€Å"outstanding† schools to automatically achieve Academy status. Clearly this equates academies with quality, (Dept. of Education, 2010). New academy schools will not be able to select purely on ability, however Grammar schools which have converted to Academy status c an continue to do so, (Miller, 2011). Nonetheless Academies can and do select according to the behaviour of the child, (Sales et al, 2010). Much available research points to there being an increase in challenging behaviours amongst children and young people who come from deprived backgrounds, (Wickham, 2011). Michael Gove himself stated, in a speech at Durand Academy in London, ‘There is a direct line to deprivation which begins when children are failed in primary because their behaviour is not policed with proper boundaries and they are not taught how to read properly. When these young people arrive in  secondary school they cannot follow the curriculum and cover up their failure with a show of bravado, acting up in class’, (politics.co.uk, 2011). Michael Gove also made the link between children who have no positive male role model in their lives and, ‘the Educational underclass’, who he believed would ultimately continue on to become, ‘NEETS’ (not in education, employment or training), again making the links between behaviour and social and economic deprivation, (Attewell & Newman, 2011). The attempt to bring children out of poverty and encourage participation in education has been a central theme for the Neo-liberalism policies of the Coalition Government and the previous New Labour Government, (Hall, 2011). However it was the Coalition Government alone who expanded on the idea of the Academy Schools to Include ‘Free Schools’ and the thinking behind such proposals as the University Technical Colleges and Studio Schools. Free Schools are a recent concept introduced by the Coalition Government, making it possible for the first time parents, teachers, faith groups, charities and businesses to set up their own schools, (Morris, 2011). They are non-fee paying and supported by government. Free schools are subject to the School Admissions Code of Practice, other than that they are permitted to accept only those children they chose. The government has stated that Free Schools must meet the same admissions criteria as the National Admissions Code, however they will have the flexibility to select based on their own criteria. These types of schools are an extension of the existing Academies Programme. Free schools are expected to offer a broad and balanced curriculum. They are still su bject to Ofsted inspections and are expected to comply with standard performance measures, (education.gov.uk, 2011) The first 24 free schools opened in autumn 2011. They represent the most overtly market-oriented policy as part of the neo-liberal Coalition government’s school reform policies in England. There is some degree controversy, as these schools are led by market forces and again to achieve success will be motivated to accept only children from a particular group (for instance those of a particular faith). This could lead to some democratic discrimination if they are not made to be fully accountable in terms of the application process, the governance of free schools, and their effect on local authorities, (Hatcher, 2011). There are also some concerns that some free schools will be run for profit. So for example, it was reported in The  Guardian Newspaper,(guardian.co.uk, 2012), that the head of News Corporation, Rupert Murdoch; who is currently being investigated on charges of telephone hacking had had secret meetings with The Education Secretary Michael Gove expressed an interest in applying to set up a free school, (guardian.co.uk, 2012). One example of a free school will be the Phoenix Free School in Oldham which was conceived by Tom Burkard, a former teacher and military instructor. The school itself will be run by ex-military staff and will have a focus on discipline. Burkard says the school will teach children between the ages of 11years and 18years, and will encourage high standards of behaviour, literacy and numeracy, (localschoolsnetwork.org.uk, 2012). University Technical Colleges are described as a new concept in education which offers secondary age pupils from age 14years to 19years olds vocational courses at specialist colleges. There initially proposed by New Labour but had cross party support. The former education secretary, Lord Kenneth Baker proposed them as a means to promote the concept prepare younger people for work. He said, â€Å"We want to forge a partnership between vocational education and universities, further education colleges and employers.† Each university technical college (UTC) will be sponsored by a university or college of further education. They will develop their own specialism, usually to reflect the university’s a rea of excellence. The colleges are intended to be small, with numbers no more than 800 students. Funding is intended to come from sponsorship and from government. The university will not be required to provide funds; however, their assistance is needed for curriculum development, teaching support and guiding student’s education progression. These sorts of courses are intended to reflect a normal weekday and the students will embark on high quality vocational courses rather than purely academic ones. However, there is a requirement that the pupils continue have a background in academic study. Following post sixteen education, the pupils can progress onto apprenticeships utilising support from local employers for day placements with the most up to date equipment. This enhances the employment experience of students and is intended to encourage the development of a work ethic. Pupils can progress on to study for diplomas, A-levels other related qualifications, (edge.co.uk, 2012). There have been  some concerns voiced about the UTCs. For instance, John Bangs who is the head of education at the National Union of Teachers, fears this could lead to reintroducing widespread selection at 14, â€Å"Academies and UTCs are predicators of the kind of pessimism that kids are forever destined for one or other route. It sorts the sheep from the goats, which I’m very opposed to†, (guardian.co.uk, 2010). But Professor Alison Halstead, who is heading a UTC sponsored by Aston University, due to open in 2012, says fears are unfounded. â€Å"Nobody wants academic selection. This type of technical institution is not going to be suitable for all youngsters, and, if it’s not, there are 76 other schools in this area to choose from†. However the Department of Education has strict selection criteria which currently allow UTC’s to select only 10% of pupil admissions based on their aptitude and states that all of new the new school types must comply with the School Admissions Code, (Clegg, 2011). The Studio School is a yet another new concept in education, which seeks to address the growing gap between the skills, and knowledge that young people require to succeed, and those that the current education system provides. Studio Schools are designed for 14-19 year olds of all abilities. They are small schools for 300 students; and with year-round opening and a 9-5 working day, the emphasis will be on creating an environment more like a workplace than a school, (Fuller & Unwin, 2011). Working closely with local employers, Studio Schools will offer a range of academic and vocational qualifications including GCSEs in English, Maths and Science, as well as paid work placements linked directly to employment opportunities in the local area. Students will gain a broad range of employability and life skills through the skills framework, and will have the option to go on to university, further training, and into employment. There are also the concerns that these sorts of education facilities, like the free schools could have influence from market forces, (Bonell et al, 2011). Evidence in the past has suggested that this has a negative effect on children’s education and reduces their life choices in later life, (Gorard, 1997). As mentioned previously, many of the Charter Schools in USA have since failed many because they failed to attract the investment of businesses. The reasons for this are diverse, however some commentators highlight that many were developed within deprived inner city areas. Business ventures did initially contribute funding to set these  schools up but ultimately withdrew support as the area’s the schools were built in, were not in positions to sustain market involvement. It appeared that many were unlikely to become self-sustaining without on-going support from philanthropic communities, (Minow, 2000). It is the frailty of involving market forces into education that causes concerns for many. There are also issues as regards future life choice, for example, would a child whose school was funding entirely by a bank and who experienced the full weight of that bank’s marketing focuses, make another choice as regards their banking when they reached adulthood, (Adkins, 1999)? With all these new types of education structures there appears to be central themes of freedom and flexibility for teachers and head teachers with new opportunities for children, however alongside this there are concerns that these schools will create divisions within the education system. Also what of the children who will not get the opportunity to attend one of these new types of schools? Will they ‘suffer’ from attending less prestigious schools? What of teachers who do not hold prestigious qualifications? Although the new schools are not able to select purely on intellect, they can make some selections which state schools cannot, they can also select out children who have behaviou ral problems. As has been discussed earlier, this does tend to discriminate against children from deprived backgrounds and these were part of the criticisms that the ‘tripartite system of education’ was charged with in the 1960’s In 1944 The Butler Act brought about radical changes for the British Education System with the basic aim was to give every pupil an equal opportunity to develop his or her talents and abilities to the full, within a free system of state education, (Dent ,1948). For the first time the structure of Education in England and Wales was divided into three stages; Primary schools which taught children from 5years old up to the age of 11years, secondary from the age of 11years until 15years (This was increased to 16years from 1973) and then finally optional post-16yrs education in either an academic setting and on to Higher education or vocational qualifications via the further education route. The most important aspect of this was that for the first time, free secondary education became compulsory for all. At the time the Butler Education Act received cross party support, (Boyle, 1972). The Butler Act proposed three  different types of schools; grammar schools (which were intended for the most academic of children), secondary technical schools (which were intended for children who were gifted in the arts, technology or crafts) and secondary modern schools (For everyone else). This became known as the tripartite system. The tripartite system did allow for a small number of schools to combine all three types of school into one ‘Comprehensive system’, however in reality this did not happen, (Francis, 1995). Pupils were assessed by a tests called ‘the eleven plus’ which was administered to them at age 11years. This was a once only test after their 11th birthday. The system was intended to allocate pupils to the schools best suited to their â€Å"abilities and aptitudes†. However increasingly there were many criticisms directed at this system. For instance, the once only test decided a child’s future, the late developers, or children who were ill on the day, children with dyslexia or social problems were expected to achieve the same as any other child. It was almost certainly true that the test which was given by more or less exclusively middle class teachers was biased towards middle class children, for example it might ask a question which related to classical composers, something a middle class child would be more likely to answer right than a working class child, (Moore,1996). The intention had been that there would be parity of esteem between the three types of school, with none holding a more prestigious position than the other two. However, there were often only two types of school available in practice, those pupils classed as ‘Technical’ were denied the opportunity to attend Secondary Technical schools as very few were built. As a result Technical children went to Secondary Modern schools, (Elder, 1965). It was official policy to mark down female scores, so girls on the borderline of the academic threshold were denied a Grammar school education just because of their gender which resulted in them going to Secondary Moderns, (Deem, 1981). In effect, these meant that it became a one opportunity to pass or fail the eleven plus. Those who passed were granted the opportunity to attend Grammar schools, those who failed would be forced to attend Secondary Moderns, (Hendrick, 1997). Ultimately the result that vast majority of children went to Seco ndary Modern schools, (around seventy percent), and only about five percent were accepted into Secondary Technical schools. Consequently the majority of children were automatically considered to have  Ã¢â‚¬Ëœfailed’ the eleven plus, (Simon, 1986). Middle class children certainly derived the most benefit out of the tripartite system, and this was directly at the expense of the working class. Children from middle class homes were more likely to be focused to achieve within education, (Tomlinson, 1991). Middle class children were taught and tested by mostly middle class teachers which asked questions about experiences they were familiar with, (Welford, 1968). Working class children, in particular experienced the democratic prejudice that has more recently been a major criticism of the New Academy school system. For instance the eleven plus was seen as culturally biased towards the middle class; questions related to table place settings for example, something a middle class child would be more likely to be aware of than a working class child, (Marwick, 2003). Children attending the Secondary modern schools were not intended to achieve academic success or enter into the professions. Curriculums were developed out of the interests of local employers, such as manufacturers and agriculture and consequently taught subjects with a practical dimension. As there was no external examinations to be taken at the end of the pupil’s education and pupils were not under pressure to achieve, (Heath, 1984). There was a possibility of staying on for a further year and in the 1950s there was a growing tendency to do so. Those who continued into the 5th year could sit the General Certificate of Education (GCE) and a very small number did continue on to Higher education and the professions, (Little & Westergaard 1964). However this system did change things for many school children. It ensured secondary education was free for all and one of the results of the Act was to educate and mobilise women and the working class for the first time ever (Thompson, 2000). The Tripartite System was abolished by the new Labour government of 1974 and The 1976 Education Act finally ended any selection of pupils by ability thus officially ending the Tripartite System, (Aldrich, 2002). Although certainly there are a small number of Grammar schools who continue to operate and continue to select based entirely on ability. This is in part due to The Thatcher government allowing selection once again in 1979, and it was used increasingly by individual schools eager to choose  the best pupils, (Chitty, 1989). In 1986 the first City Technology Colleges were proposed, arguably inspired by the Technical schools. Although currently there have no further attempts made to restore the Tripartite System, the perceived failure of the Comprehensive System gave New Labour and currently the Coalition Government the impetus to propose â€Å"Beacon Schools†, â€Å"Advanced Schools† and an â€Å"escalator† or â€Å"ladder† of schools, (Brighouse, 2003). So will the new school systems create disparity? Certainly for pupils attending Academies do appear to gain much more from their state school counterparts; often built in brand new or newly renovated buildings, with smart new uniforms, lots of facilities and the best, most engaged and most highly paid teachers, (Gewirtz, 2009). As was discussed earlier, there has been a move by the Coalition Government to increase professional standing amongst teachers, by only allowing those with a first class honours degree to even enter the profession, (education.gov.uk, 2012). As a consequence these young teachers will obviously be sought after and will be attracted to the schools that pay the most, (Avis, 2011). Clearly Academy Schools, who can set their own pay scales, are more likely to attract the best educated teachers, (Lupton, 2011). So what of the rest? Michael Gove has often made the link between non-academy schools and ‘failure’. Immediately thrusting these children in a position of being ‘written off’ as ‘no hopers’ and failures; destined to a life of being a NEET or ending up in youth custody, (politics.co.uk, 212). Will these children in the future, become ‘the rest’ who under the tri-partite system ended up in secondary modern schools, those who were never quite good enough to meet the standards for a grammar school education? In April 2012, the National Association of Schoolmasters Union of Women Teachers’ union (NASUWT) meeting for its annual conference voiced concerns that academies will be used to dismantle national teacher’s pay agreements and will attack the stability of existing state schools, (bbc.co.uk, 2012). Michael Gove has also suggested that organisations of individuals who oppose the changes in the school systems are, â€Å"happy with failure†, (bbc.co.uk, 2012). However in fact, the Academy school system itself has not produced the outstanding educational results expected, (Barker,2012 ). Barker (2012) stated that the changes in the school system  were more likely to, ‘provoke a crisis than to sustain the last government’s drive for improved effectiveness’. There have also been other anxieties voiced by individuals, such as the celebrity chef, Jamie Oliver who accused the Government of attempting to make profits from school children by de-regulating school meals and allowing schools to utilise private companies and his biggest worry, fast food outlets to provide meals for school children, (bbc.co.uk, 2010). For British society to compete in the Global market place, it has to continue to educate its young people. The United Kingdom (UK) can no longer rely on its manufacturing base or the products of commonwealth nations. In the future the UK’s most saleable commodity will be its knowledge. Any Government will need to invest in its young people, encouraging in them a desire to learn and stimulate participation. The UK’s current market is dominated by financial services, especially in banking and insurance. For these services to continue to maintain the prestigious place they hold globally they must supported by continued inn ovation from information technology, architecture, science and the arts. However education is vital not just for the contributions the next generation will provide in creating wealth but as a part of human life in of itself. The importance of education to children and to British life is beyond question. It therefore should continue to attract the highest levels of investment from Government. Government’s led by individuals who most understand what it means to teach children; teachers. Teachers should be the ones to set standards, not big businesses. Children should be encouraged to participate because school is a place where they can feel valued and happy. Schools should ensure safety, not just within buildings or against school bullies but free from the influence of market forces. Governments should encourage parity across all schools and not attempt to make links between certain types of school and failure. The tripartite system benefitted one group of children with the exclusion all others. Modern education policies should not continue to do the same, because as Ghandi said, ‘You must be the Change you wish to see in the world’. 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