Distributive justice, position of John Rawls,Robert Nozick, Milton Essay

Distributive justice, position of John Rawls,Robert Nozick, Milton Friedman, James Donaldson(comparing the relationship of state - Essay Example According to Rawls, distributive justice serves to ensure that all is done in a manner that guarantees equality for all; nothing should be done to damage or hurt another person. The principles of the model include that every demographic group should be offered access to the same goods and treatment as all others, where for instance, the poor receive the same healthcare services as the wealthy. Further, the advocates of this model hold that there is a need to change the outlook of our institutions, so as to ensure that they help in improving the lives of the disadvantaged within the community (Lamont, 43). On the other hand, Nozick views that distributive justice would be fair, in the case that it defined three main areas, including the ways that properties not owned by anyone can be acquired; the transfer of goods from one person to the other, and the course of rectifying past injustices – which arose from the violations of acquisition and transfer of goods (Wolff 57). Nozick views that the transfer, acquisition and the rectification of ownership should not necessarily be patterned to anything else. For example, he states that a gift or things acquired by chance can be duly owned and warranted. The distribution of property is fair, as long as it is done according to the rules of acquisition, rectification and transfer. The arguments used by Rawls in supporting his distributive justice include that all goods and liberties should be distributed equally among all people and the opportunities for positions or offices should be advanced in equitable manner (Wolff 57). Thirdly, the more advantaged within the society should contribute towards the betterment of the lives of the disadvantaged. The flaws in Rawls arguments include that he does not regard the entitlement of more goods or opportunities, which may be warranted due to individual traits. Secondly, the arguments do not accommodate for the acquisition of properties that are not claimed by any person, as well as the differences in the views of different people about equitability. Nozick argues that distribution patterns cannot be patterned and can never be representative of all cases requiring the exercise of justice among different individual, which calls for human rationality and differentiated preferences (Wolff 81). Other arguments by Nozik include that the distribution of good within the society arises from the aggregation of decisions about the talents to nurture, the location to live in and what to buy. Unlike in the cases where the model of acquisition or transfer is unjust, according to a theory of justice, the entitlement of property may not be questionable. Some of the ways of acquisition that may be unjust include fraud or stealing. The flaws of Nozick’s model include that the possibility of an unjust central distributor is not ruled out, the injustices of dispersed people are not explored, and the questions about the rights channels of distribution are not explor ed in details. Further, he refutes the paternalistic nature of the justice system, which can be evidenced through the structures of contracts, rights and the taxation structure. 2. The position that best characterizes Friedman’s position is this: B-â€Å"Business and/or corporate decision makers have moral obligations to society in general†. This is the theme behind his arguments; because his libertarian explanation of distributive justice is in favor of an operational free-market where there are

Necessity to study in Japan and future prospects Essay Example for Free

Necessity to study in Japan and future prospects Essay I am a sophomore student at the National University of Mongolia. I would like to study at the †¦. University as an exchange student for following reasons: I started learning Japanese from my second grade of elementary school. Afterwards, I had the great chance of visiting Japan twice, each for the duration of 3 months. It was a great experience for me as it broadened my views of the world and provided an opportunity to meet new people. I was also impressed by the kindness and honesty of the Japanese people and the magnificent development of the Japanese society. †¦. scholarship will give me opportunities to learn about Japanese university life, expand my eyes to campus intercultural diversity and increase my academic knowledge. After my return, I wish to build on my Japanese experience. Armed with both Japanese and Mongolian education and practice, I hope to excel in my field economics. First of all, in †¦. University I will study with International students; meet different people with different cultures, which mean I will expend my knowledge of other culture. I hope it may lead to future cooperation. †¦.. is a prestigious and well known world university. I am sure that my peers will be the most gifted students. So I think I should be hard working and work as a team with such excellent students. East Asian countries have high developed economics. In my opinion, there are many things to learn from Japanese economic system. So, it is very important for our students to study at highly developed country like Japan. I wm willing to take part in development of our country. 2. Study plan in Japan: If awarded this scholarship, I plan to take the following steps. During my time at †¦.. university, I plan to maximize my Japanese experience by taking several classes in Japanese and economics, both subjects which I am interested in. In my first semester I hope to take courses such as â€Å"†¦Ã¢â‚¬ ¦..† and Japan’s â€Å"†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.† to create foundation. On that basis, in my second semester, I hope to take courses such as â€Å"†¦Ã¢â‚¬ ¦.† and â€Å"†¦Ã¢â‚¬ ¦..† to acquire a broader understanding of the subjects. Of course, I hope to contribute my knowledge of economics and novel experiences in class. When I return to Mongolia, I will be able to utilize my leanings and analyze local facts and economic phenomenon deepening my knowledge of economics. To balance my studies and personal experiences, I also plan to be active in social  activities in sports and culture. During my time at high school I started Kendo and enjoyed it very much. I hope to continue this sport and learn from the original masters. Through my active participation I will be able to make many friends who I will in turn invite to Mongolia one day. Such friendship may, in the future, lead to the basis of broader cooperation. Thank you for this opportunity.

prohibition Essays -- essays research papers

Prohibition, which was also known as The Noble Experiment, lasted in America from 1920 until 1933. There are quite a few results of this experiment: innocent people suffered; organized crime grew into an empire; the police, courts, and politicians became increasingly corrupt; disrespect for the law grew; and the per capita consumption of the prohibited substance—alcohol—increased dramatically, year by year. These results increased each of the thirteen years of this Noble Experiment, and they never returned to the levels that existed before 1920. Prohibition did not happen instantly, it settled on the country gradually, community by community, town by town, and eventually state by state for almost a century. The onset of National Prohibition in 1920 was merely the final blow. The first of the laws, such as the one in Virginia in 1619, through New Hampshire's law of 1719 were against drunkenness, not against drinking. The first law that limited liquor sales was implement ed because of the religious beliefs of citizens. This particular law was passed in New York in 1697; it ordered that all public drinking establishments be closed on Sunday because, on the Lord's day, people should be worshiping the Bible not the bottle. In 1735, the religious had a prohibition law enacted for the entire state of Georgia. The law was a complete failure and was abandoned in 1742. For the most part, however, during the 1700s and early 1800s, those opposing liquor on religious grounds used sermons and persuasion rather than politics and laws to make their point. These persuasive efforts were known as the Temperance Movement, and its goal was to get everyone to voluntarily temper use of spirits. Maine went completely dry in 1851 and, by 1855, so had New Hampshire, Vermont, Delaware, Michigan, Indiana, Iowa, Minnesota, Nebraska, Connecticut, Rhode Island, Massachusetts, and New York Alabama passed a Prohibition law in 1907 which became effective on January 1, 1909. Also i n Alabama, the publishing of liquor advertisements and the circulation of other materials containing alcohol and liquor advertisements were prohibited in 1915. By 1920, thirty-three states encompassing 63% of the country had already voted themselves dry (Cherrington 344). The Eighteenth Amendment to the Constitution of the United States of America was ratified by the necessary number of states on January 29, 1919 ... ... 166-169) There were also many people who were harmed financially by Prohibition. The people that were involved in the production and the sale of alcohol. These people either had to completely lose their jobs or literally become criminals. There were also the thousands of people that worked in the various bars, hotels, restaurants and the like that their livelihood depended on the sale of alcohol. â€Å"No beer, no work,† was a slogan that was adopted by the Essex county New Jersey Building Trades Council (Pegram 91-95). Also, from an economic standpoint Prohibition was very expensive. To be able to figure out the exact financial cost to America during this thirteen year period would be almost impossible. The costs to the law enforcement offices, the courts, the operation of the jails and many other factors has been estimated at over a billion dollars. (Fisher 102) Prohibition also had a few good effects on America. Women took an important though small step toward personal freedom, and for a while lawmakers were slightly less likely to prohibit things (Rose 131). Though the effects of this time period were mostly negative Prohibition’s effects on America are still seen today.

Meaning of life †Question Essay

Freud, like Newton and Darwin, did not consider himself to be a philosopher but had an enormous influence over philosophy, he believed that to consider the question: â€Å"what is the meaning of life? † is a waste of time. The question, he thought, is rather meaningless and has no ultimate answer, asking it is being somewhat like asking what the color of time is (Mason). There are serious arguments that can be advanced in support of this point of view, especially if we agree that meaning is not something inherent to events, things, and other processes and so on, but something we ascribe to them (Mason). To think otherwise would involve ascribing them something that is a product of our intellect and consciousness. The meaning of X, whether X is an event, a thing, or a process, is actually the connection or a set of those connections X has with other events, things, and processes and so on, which we choose to consider to be of particularly importance to us (Mason). This is why the same events have different meaning for different people. For a Chinese, be he a Communist or an anti-Communist, the meaning of the war in Korea is that it marks the end of a century of national humiliation and a permanent threat of devastation through a long series of military defeats by foreign powers; for an American, the meaning of that very same war is that it put an end to the attempts to expand by direct military invasion the influence of Chinese Communism (Adams). There are undoubtedly countless amounts of explanations to this riddle, and there are many circumstances that can change one’s perspective towards this problem, but ultimately, there is no right or wrong answer. Paragraph 2: Everything changes radically, of course, if we belong to a Church. Everything is noted under God’s eye For believers, their life long goal is to sustain God’s knowledge and go his way. Go to the right passage and obey his â€Å"laws† Their passage of life consists of saving one’s immortal soul. Duty of life makes up the meaning of life. Paragraph 3: The practical Romans grasped something that over the head of two millennia of Christianity resonates with contemporary pragmatism, and with the life philosophy resumed in the dictum â€Å"the meaning of life is life itself† Meaning of life is life itself Living the life in happiness is the meaning of life. Anything that fits you the best will become your meaning of life. Find out your goals, what you want to achieve life, and that will become your meaning of life ultimately. Limitations will apply. Paragraph 4: Living your life according to this life philosophy, which is the most commonly chosen among the life philosophies derived from the answer â€Å"the meaning of life consists in living life†, is usually not too difficult for a â€Å"normal† person living under â€Å"normal† circumstances. Meaning of life depended on the status of the person. Meaning of life is to live a good life. Do not know what exactly is a good life but a good life will be noted. Everyone has different meanings to life. Paragraph 5 (Conclusion): But be it Confucius, Aristotle or even Kant with his theory of being impossible to achieve moral perfection or any other of the great minds each of whom spent years of their lives trying to provide humanity with an answer to the fatal question, essentially, they trying to tell us what to live for and how to live. Namely, almost all the answers they offered have the same basic flaw: when they are workable at all, they work only for very few exceptional individuals and are way beyond the reach for the rest of us (Shields); us, those weak, silly and prone to sin creatures that make up the vast majority of humankind. Luckily, this vast majority do not worry too much about what great minds have in mind, but just live their lives as they best can according to their own, petty, senseless wishes and notions (Metz): work their gardens, even if they never heard of Voltaire, and whether they know that Freud existed or not, do not waste their humble intellectual potential trying to answer a question that has no answer (Metz). The rest is a senseless waste of time, â€Å"Primum vivere, deindre filosofare†, and if you spend too much time and effort philophizing, you will have no time nor energy to live, which involves earning money to pay the bills. As to the great eternal and fundamental questions, let’s leave them to professional philosophers whom society pays to do this specific job, as it pays plumbers to do the plumbing, scientists to explore nature, nurses to help the sick, the clowns to entertain us.

Palm reading

Personalities through their palms. Specific purpose: By the end of my speech my audience will learn how personality palm reading is dependent on nerves and another 3 major life lines . L. Introduction: A. Attention Getter: (I'm going to say the personality traits of a classmate) , you ask how I know all this about his about him , its all here written in own his hands. Transition: Sometimes our eyes hide what our hands read. Since our palms, hands and fingers are all maps that tell us about our personalities and where were going through our lives. B.Reason to Listen: I bet everyone here has looked to his hands ND wondered what those silly lines meant. Well palm reading provides the answer for all this. C. Thesis Statement: According to Dictionary. Reference. Com palm reading is the practice of interpreting ones character from the lines and configurations of the palm of the hand . D. Credibility Statement: Throughout my life I have always heard bad things about palm reading, since its accuracy has always been questioned because it has always been linked with forecasting and never been proven with any scientific facts to back it up. It is wrap off ! Owe could you believe in such things ! They use you in order to take your money. After deep research I concluded that its not what people actually think it is a simple process based on our biological features and our nervous system. It is an art practiced worldwide and with Indian astrology roots . E. Preview of main points: I will discuss how palm reading is related to the nerves and brain. Body A. In Order to understand how to read a palm we must first understand how does this process work . 1. Our nerves have a long path that begins with the brain and ends at our body extremities : the hands and the feet. . This connection between our nerve endings and our brains is thus what makes our mental thoughts reflect into our hands. Making everything we want, do, behave, love or hate visible. Transition: The first question asked about palm reading is which hand to read? B. The Palm reader usually chooses each person's dominant hand. 1 . The dominant hand is the passive hand the one you usually use the most and write with , it is all the experiences gained through-out your life while the non dominant hand is considered the experiences you will go through in the future . . The next step is determining the shape of the palms , we have 4 shapes unhand : the Earth hands which are square in shape with short fingers. People with Earth hands are practical, stubborn and love outdoors activities. 2. The Second shape is the air hands that are square in shape with long fingers. People with these kind of hands are curious, full of ideas, worry a lot, good communicators, but may have problems with private relationships . 3. The third shape is the fire hands that have a long palm but short fingers.People with fire hands are full of energy, spontaneous, optimistic, active, but have of lack patience . 4. The last shap e is the Water hands that are rectangular in heap with long fingers. People with water hands are very moody yet loving, caring, don't cope well with stress . Transition: Now we move on to the 3 major lines of the palm. C. Each line of the three tells a different story about each individual . 1. Im going to start with the top line in our hands, the heart line. It is the line that determines the sensitivity and the emotional aspects of a person.If the line starts below the index finger, it means that he is happily in a relationship. Whereas if the line starts below the middle finger, it means that an individual is selfish when it comes to love. If it starts in the middle, then it means that an individual falls in love very easily. However, the curvier the line is the more romantic the individual is, and the straighter it is the less romantic a person is. If it touches life line then it means that the individual is easily heartbroken.But when the line is Www then it means that the indi vidual has experienced many relationships and lovers. Finally a circle on the line means that the individual is sad with his life . 2. The Second Line , is the middle one The Head Line . Alt determines how focused or easily distracted a person is. When the line is short, it resembles that an individual is short and direct to the point, whereas the longer it is the more creative and thoughtful an individual is, but the straighter it is, it means that the individual has very clear thoughts.Finally, if the head line is wavy, it means that the individual has a lack of concentration. 3. The curves beside the thumb represent the third major line the life line, the closer they are to the thumb the less enthusiastic and passionate for life the individual is, while the curvier they are it means that an individual has a great eve for life , if it swings out it shows that the individual likes to travel often, but if there are breaks it means that the individual has a weak immune system.Any add itional line means that an individual is surrounded with positive vibes. Ill. Conclusion: A. Review of main points: So Palm reading does not tell you the number of kids your going to have , nor at what age will you die or the name of the pet your going to bring next year. It is a simple art that interprets your personality through the reading of your palms and not a fortune telling myth. B. Closure: Now that you all know everything about palm eating you can each know more about your own personality. True or not.It is an easy, fun unharmed process that takes only a couple of minutes. Palm Reading Palmistry We all wonder what awaits us in the future. We wonder about our health, our careers and of course, our love life. Well the answer to all of these questions may lie quite literally in the palm of your hand. Palmistry, or palm reading, is the practice of predicting the future outcomes through the study of the palm. This study dates back to 3000 BC in ancient Egypt and still being practiced today worldwide. Today we will discuss how our palm lines can tell us about our future and ourselves, as well as learn the basics on how to read a palm.Which will include the four major lines: the heart, head, life and fate line. First of all, how is that our future can be determined through mere palm lines? We all know that our physical health can be affected by stress and psychological negativity. Our mental outlook and attitudes also form our reactions to life’s events. According to the journal, â€Å"English Literature in Transition† by Joan Navarre, the brain, through the high concentration of nerves in the hands, can influence the condition of the palms and the patterns of the lines in them.It’s Also important to know that our palm lines are not fixed and we are not doomed to a future already set in stone. In fact, our palm lines change throughout our lifetime, some more frequently than others. As we mature and change our ways, our palm lines will modify accordingly. They may get deeper, straighter, form new lines, or some may even disappear. In addition to changing lines, as you have probably noticed already, the lines on your left and right hand differ. Your weaker hand, whether it be right or left, represents what we are born with and our private self.The stronger hand represents what we do with our lives, the actions we take and our public self. According to the article, â€Å"A Modern Palmist†, by Ania Blomberg, in the Feb 2011 issue of the â€Å"Torquay Herald Express† Your current palm lines are indicators of the likelih ood something will happen, as well as a window into your past. Our Next step is learning our major palm lines. The first of the major lines we will discuss is the heart line. It begins on the side of the hand, spans across the palm and ends in various places.If it ends under the first finger it signifies an introspective and possibly self-centered person. If under the second finger, you are a giver and always put the needs of others before your own. Ideally, the heart line should end between the first two fingers, signifying a balance between giving and receiving. A straight heart line suggests your head gets involved in matters of the heart. In other words, You don’t let your emotions make your decisions for you. A curved heart line indicates you are a romantic and always wear your heart on your sleeve.For most people the heart line is the deepest and darkest line on the palm. The second line is the head line. It begins on the side of your hand under your first finger spanni ng across the palm ending at various lengths. If your head line is straight you are logical, detail oriented and organized. If your line is curved, you are more creative and artistic. According to the book â€Å"The Hand from A-Z: The essentials of Palmistry† by Judith Hipskind, The length of the head line symbolizes your attention span and ability to concentrate. The longer the head line the more focused you are.Additionally, If there is a fork at the end of the head line, it means you can see both sides of an issue and will love debating. This is sometimes called a lawyers fork. The third of the major lines is the life line. According to humanhand. com, in modern palmistry the life line does not tell you how long you will live but how you will live. It does however represent a timeline of events. The area where it begins, between the thumb and first finger, represents the beginning of your life, then curving down around your thumb and ending at your wrist, which would repre sent old age.Lines crossing the life line signify important events, and where they are located indicates when the events are likely to happen. If your life line sweeps out toward the center of your hand, you will most likely seek independence and travel often. By contrast, If it hugs close to your thumb you are more likely to stay close to home and family. If caught in between, you may struggle between security and the need for independence. Breaks in the life line can indicate times of major illness or stress.If you notice smaller, fainter lines that connect the life and heart line, they indicate strong romantic relationships. Where they are located on the life line represents at what point in life the relationship is likely to happen. In addition, the number of these lines suggests how many of these relationships you are likely to have. Finally we come to the Fate line. This line begins near the heel of the hand and runs through the center towards the middle finger. According to p almistryfree. com, this line is volatile and only found in about 50% of the population.It is tied to your personal life path, including school, career choices, successes and obstacles. If this line is absent, you are unsure of the direction of your life. If your fate line is strong, you have specific goals and direction. If only lightly etched you could easily waver between the two. The beginning and ending of the line also plays a role. When the fate line begins on the wrist, you have always done things your own way and may be a bit of an oddball. If it begins more toward the center of your hand, it took a while for you to figure out who you are and what to want to be.Now that you know how our palm lines come to be and how to examine your own heart, head, life and fate lines, you can predict what sort of future to expect for yourself if you continue down your current path. However, it is ultimately our will that shapes our lives, not our palm. The practice of reading palm lines is not to predict doom, or even happiness. They are instead a guide. The purpose of palmistry is to help you see the way ahead so you can actively plan a successful and prosperous future.

hate crimes essays

hate crimes essays A homosexual male is beaten to death because of the openness of his sexual orientation. A Jewish woman is assaulted while walking to her car in a Jewish temple parking lot. A white supremacy group shoots an African American teenager. Many would say that these people had simply been in the wrong place at the wrong time, and that these crimes were nothing different than what takes place all over the country everyday. However, it is not that simple. These crimes, along with thousands of others, were committed due to a bias on a certain group. There is much more thought that goes into these types of crimes. Offenders do not simply choose their victims randomly, but they choose them based on prejudices or specific characteristics. These crimes are happening everyday all over the world, and it is the goal of many individuals along with specialized organizations to stop the hatred. In order to encourage peace, one must understand the history of these crimes and dig deep into the minds of th e offenders. Innocent people are being hurt or even killed everyday. This must not What are hate crimes? Crimes that are directed toward members of a certain group are called hate crimes. According to the Federal Bureau of Investigation, a hate crime is a criminal offense committed against a person or property that is motivated in whole or in part by the offenders bias against a race, religion, ethnic/national origin group or sexual orientation group (Altschiller 2). Some violent hate crimes result in the most brutal murders (Altschiller 2). But hate crimes do not always result in violence; in fact forty percent of hate crimes are acts of intimidation (Hate in America). A hate crime could be anything from a threatening phone call to an African American because of their race, or a swastika painted on a Jewish cemetery (Altschiller 2). Hate crimes are everywhere and it is amazing to realize what some offenders ha ...

The Neuter Gender in Spanish

The Neuter Gender in Spanish Él and ella. Nosotros and nosotras. El and la. Un and una. El profesor and la profesora. In Spanish, everything is either masculine or feminine, right? Not quite. True, Spanish isnt like German, where in terms of gender nouns fall into three classifications (masculine, feminine, and neuter). Indeed, in Spanish, nouns are either masculine or feminine. But Spanish does have use for the neuter form, which can come in handy when referring to concepts or ideas. The thing to keep in mind about Spanishs neuter form is that it is never used to refer to known objects or people, and there are no neuter nouns or descriptive adjectives. Here, then, are the cases where youll see the neuter used: Lo as the Neuter Definite Article Chances are that youre familiar with el and la, which usually are translated as the in English. Those words are known as definite articles because they refer to definite things or people (el libro, for example, refers to a specific book). Spanish also has a neuter definite article, lo, but you cant use it before a noun like you do el or la because there are no neuter nouns. Instead, lo is used before singular adjectives (and sometimes possessive pronouns) when they function as nouns, usually referring to a concept or category, not to a single concrete object or a person. If youre translating into English, there is no one way in which lo is always translated; youll usually need to supply a noun, the choice of which depends on the context. In most cases, what is is a possible translation for lo. A sample sentence should help make this easier to understand: Lo importante es amar. Here importante is the adjective (generally in the masculine singular when used with lo) functioning as a noun. You could use a variety of English translations: The important thing is to love. What is important is to love. The important aspect is to love. Here are some other sample sentences with possible translations: Lo mejor es el baà ±o. (The best part is the bathroom. The best thing is the bathroom.)Lo nuevo es que estudia. (Whats new is that hes studying. The new thing is that he studies.)Me gusta lo francà ©s. (I like French things. I like what is French.)Le di lo inà ºtil a mi hermana. (I gave the useless stuff to my sister. I gave the useless items to my sister. I gave what was useless to my sister. Note that you couldnt use lo à ºtil for a specific object that has a name. If were referring to a useless spoon, for example, you could say la inà ºtil  because the word for spoon, cuchara, is feminine.  )Puedes pintar lo tuyo. (You can paint whats yours. You can paint your things.) It is also possible to use lo in this way with some adverbs, but this usage isnt as common as the cases above: Me enojà ³ lo tarde que salià ³. (It angered me how late he left. The lateness of his leaving angered me.) Lo as a Neuter Direct Object Lo is used to represent an idea or concept when it is the direct object of a verb. (This may not look like a neuter use, because lo can also be used as a masculine pronoun.) In such usages, lo is usually translated as it. No lo creo. (I dont believe it.)Lo sà ©. (I know it.)No lo comprendo. (I dont understand it.)No puedo creerlo. (I cant believe it.) In these cases, lo/it doesnt refer to an object, but to a statement that has been made earlier or that is understood. Neuter Demonstrative Pronouns Usually, demonstrative pronouns are used to point at an object: à ©ste (this one), à ©se (that one), and aquà ©l (that one over there). The neuter equivalents (esto, eso, and aquello) are all unaccented, end in -o, and have roughly the same meanings, but as is the case with the direct object lo, they usually refer to an idea or concept rather than an object or person. They can also refer to an unknown object. Here are some examples of its use: No olvides esto. (Dont forget this.)No creo eso. (I dont believe that.0 ¿Quà © es aquello? (What is that over there?) ¿Te gustà ³ eso? (Did you like that?)No me importa esto. (This isnt important to me.) Note that the final two sentences must refer to an event, situation, or process rather than an object with a name. For example, if youre walking in a dark jungle and get a creepy feeling about something that might happen, no me gusta esto would be appropriate. But if youre sampling a hamburger and dont care for it, no me gusta à ©sta would be appropriate (à ©sta is used because the word for hamburger, hamburguesa, is feminine). Ello Ello is the neuter equivalent of à ©l and ella. Its use these days is unusual, and only in literature are you likely to find it used as the subject of a sentence. It usually is translated as it or this. Note that in these examples, ello refers to an unnamed situation rather than a specified thing. Hemos aprendido a vivir con ello. (We have learned to live with it.)Por ello no pudo encontrar la trascendencia que hubiera deseado. (Because of it, he couldnt find the transcendence he had wanted.)

How to Write a Memo

How to Write a Memo How to Write a Memo How to Write a Memo By Mark Nichol The memo may seem like a thing of the past, long ago supplanted by the email message. However, its general format can be applied to electronic communications, and the hard-copy memo still has its place in businesses and other organizations, especially when providing context for a print publication or another physical object being distributed among a group of people. Here are guidelines about format and organization of a memo. The full form of memo, memorandum the equally acceptable plural forms are memoranda and memorandums means â€Å"to be remembered,† and though memos often serve as reminders, they may also introduce a resource or call attention to an event, a policy, or an issue. Memos are useful for informing or reminding multiple people about something. The only reason to circulate a printed memo rather than email the intended recipients, however, is to minimize the risk that sensitive information will be distributed outside that limited audience, though hard copy can also be leaked to or otherwise appropriated by outside parties. (In that case, it might be best to avoid documentation altogether and circulate the information in person or by telephone.) Therefore, as stated above, the following recommendations are best suited for electronic transmission or for cases in which a memo accompanies an object. Select the recipients carefully to avoid introducing inefficiency by being too inclusive or inviting resentment by deliberately or inadvertently excluding certain parties. If a superior has requested that you send the memo or will benefit from reading its contents (or simply from knowing that you sent it), be sure to include that person, but take care not to distribute it to upper management unless it is essential information for them; alternatively, you can leave it to your immediate supervisor to decide whether to pass the memo along to his or her superior(s). Keep in mind, too, the nature of the memo and the culture of the business or organization when determining the degree of formality with which you refer to people or how you write the memo in general. Format a memo with single line spaces, justified to the left margin, and use line spaces rather than indented first lines of paragraphs to distinguish small blocks of text. Use clear, concise, direct language, and employ headings and bullet or numbered lists to outline the main points. The first section, the header, should include four components: a â€Å"to† field with recipients’ names and job titles, a â€Å"from† field with the sender’s name and job title, the full date, and a short but specific subject line. Introduce the topic in the first paragraph by providing the memo’s purpose (for example, to explain the reason for distributing a printed document), the context of the topic (the importance to the recipients and the company or organization of the document), and the expected outcome (the recipients should read the document and perhaps be prepared to discuss it at an upcoming meeting). In the sentences (or brief paragraphs) that follow, expand on the context and the task, then elaborate on any points before summarizing the topic and closing with a comment about any follow-up action required or requested (such as asking for recommendations or other responses, or a reference to a scheduled meeting or other event). Headings should be specific (â€Å"Ethics Policy Recommendations,† rather than simply â€Å"Recommendations,† for example), and lists are best restricted to a few phrases or brief statements. Remember, too, that memos (like any other form of writing) should clearly convey the writer’s purpose and associate that purpose with the interests and/or needs of the recipient(s). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Business Writing category, check our popular posts, or choose a related post below:How Many Tenses in English?3 Cases of Complicated Hyphenation5 Ways to Reduce Use of Prepositions

Promoting Emotional Wellbeing in Working with Children and Young Essay - 1

Promoting Emotional Wellbeing in Working with Children and Young People - Essay Example Teenagers who are strong in their emotional foundation are more capable of taking the advantage of the positive opportunities available in the surrounding. However, those teenagers, who belong to disadvantageous backgrounds (HM Government n.d., 1), are not capable of making the most of their youth as they lack support, ability and emotional foundation to utilize the benefits that teenage has to offer. This increases their frustration and drives them to take wrong decisions and indulge in anti-social behavior, drugs and sex (HM Government n.d., 1), which further deteriorate their physical and psychological health. The case study of a teenage girl Carla, which is discussed in this paper, is a good example of how a teenager from disadvantageous background can get in a repetitive destructive behavior pattern and lose all control over life. This paper aims at understanding the core of problems related to young people from disadvantageous background and what can individuals, society and go vernment initiatives can do to improve their lives. It has been found that teenagers who lack the emotional strength and well-being suffer the additional loss as they not only lose on life opportunities but also develop a negative and destructive pattern in life which continues in their adulthood and destroys all the chances of growth, happiness and success in life. Hence, to make the most of life, every teenager should be provided with emotional well being by giving them all the support that is needed in their familial, educational and social environment and more importantly, they should be counseled to develop a strong self-esteem as only a strong self-esteem can drive them to refuse in becoming a victims of negative patterns in life and choose the best that life has to offer. Carla Case Study Carla is 14 years old girl who is going through lots of emotional, psychological and educational problems. She has a history of getting involved in destructive relationships, indulgence in u nsafe sex and abortions. Currently, she is 16 weeks pregnant and it is her fourth pregnancy. Two of the pregnancies were early terminations with the last being at 20 weeks gestation, and they all with different abusive partners. Carla has a chaotic lifestyle and although she claims not to ‘use’ Class A drugs, she is a frequent Cannabis user and heavy drinker which makes it difficult for her to focus on her studies. Sadly, Carla’s mother has been in a succession of abusive relationships since Carla can remember. The insecurity and unstable home environment made Carla to spend two years between the age of 8 and 10 years, under the care of the local authority (her two younger brothers have been placed in care for the foreseeable future). Carla does not know her father and her mother is an alcoholic. Carla’s mother is incapable of giving emotional and financial support to Carla as she herself is fighting addiction, financial insecurity and emotional problems. This has negatively affected Carla’s life. Carla’s attendance at school throughout her younger years has been sporadic with exclusions for assault, theft and arson. She is currently under the supervision of the youth offending team. Carla has difficulty in building healthy relationships so she has no friends to offer support. Carla and her family are known to the local Social Services Department and Safeguarding Board. Analysis of the Case Carla’

The Manson Murders Term Paper Example | Topics and Well Written Essays - 1250 words

The Manson Murders - Term Paper Example He got to know Mary Brunner, a 23-year-old graduate of the University of Wisconsin–Madison, and moved in with her. He made her agree to his bringing other women to her resident and soon they were sharing her residence with 18 other women. Manson established himself as a guru in San Francisco’s Haight-Ashbury which was emerging as the signature hippie locale in 1967’s Summer of Love. He had many followers who travelled with him in an old school bus which they had re-wrought in hippie style. They travelled as far north as Washington state, then southward through Los Angeles, Mexico, and the southwest. They picked up many other proponents of their beliefs who joined their group from all over the places that they had travelled. The group is known as the Manson family. In the late spring of 1968, Dennis Wilson of The Beach Boys picked up two hitch-hiking girls of the Manson Family. This resulted in his meeting with Charles Manson. The two became well acquainted soon a nd Wilson allowed him to stay at his house in Sunset Boulevard, Los Angeles, with his â€Å"family†. Wilson paid $100000 that was accrued to him due to the family. He also paid for Manson’s recording sessions and introduced him to Gregg Jakobson, Terry Melcher, and Rudi Altobelli. Rudi Altobelli owned a house that he soon rented to actress Sharon Tate and her husband, director Roman Polanski. The family was asked to move out of Wilson’s house by his manager and the whole family relocated to Spahn's Movie Ranch not far from Topanga Canyon in August 1968. They did helpful work at the ranch with the women giving sexual pleasure to George Spahn, the 80-year old owner of the ranch. The group was joined by Charles Watson who was a Texan and had moved to California after quitting college. He met Manson while he was hitch-hiking and Watson gave him a ride. Manson had established the family at alternate headquarters in the surroundings of Death Valley during the first da ys of November 1968. They had acquired two more ranches. One of them was Myers which was owned by the grandmother of a new woman in the family. Second was Barker which was owned by an elderly, local woman. The family had represented themselves as musicians to that woman and she agreed to let them stay if they would fix up things. (Sanders, 2002) The Beatles’ â€Å"White Album† had a great impact on the Manson family. Manson thought that the Beatles had given a hidden message to all the whites and the racial tension was going to be intensified in America. He convinced his group that the blacks were soon going to rise in rebellion against the whites. He predicted a disaster and told his group that they were intimated in the album that they were chosen to preserve the worthy in the upcoming catastrophe. In early January 1969, the Family positioned itself to monitor L.A.'s assumed tension by moving to a canary-yellow home in Canoga Park, near the Spahn Ranch. By February 1 969, the family created an album containing songs similar to those of The Beatles’ album. Manson’s vision was thought of as completed and the family had established that the murders of whites by blacks would not be devoid of retaliation by whites. In short, the family was anticipated a riot and was looking to play an active part in the favor of whites. They made plans to cause harm to the rebellious blacks with escape strategies. Manson named the impending apocalypse "Helter-Skelter.† They were told that Terry Melcher was coming to listen to their

HURRICANES IN THE UNITED STATES AND OTHER GEOGRAPHICAL AREAS Research Paper

HURRICANES IN THE UNITED STATES AND OTHER GEOGRAPHICAL AREAS - Research Paper Example Hurricanes are one of the most devastating natural phenomena known to man. They are chactacterised by strong winds, storm surges, and heavy rainfalls, all of which when combined, leads to extensive loss of human life, destruction of property and ecosystems and the alteration of landscapes. Definition of hurricanes and an exploration of their formation process A hurricane is a spiralling and powerful form of a tropical cyclone, which originates from warm sea surface and then moves towards the mainland. In order for hurricanes to be formed, the sea water must have surface warmth of more than 27 degrees. This temperature level results in the release of moisture and heat into the atmosphere. As the sea moisture rises it condenses to form storm clouds. During condensation, heat (latent heat of condensation) is released into the atmosphere. It is this heat which propels the hurricane. The latent heat makes the atmospheric air warm thereby causing the air to rise further. The void left by the risen air becomes occupied by additional moist air from the surface of the ocean in a continuous, cyclical pattern. This results in the formation of a wind pattern which is circular in nature. This is what is known as a hurricane. Provided that a hurricane remains above a sea surface of 27 degrees and higher, it keeps on pulling moisture from the sea, there by becoming larger in size and in momentum. Propelled by the latent heat and wind patterns in the sea, the hurricane may then head towards land where it finally loses its momentum.

Australian Economy Essay Example | Topics and Well Written Essays - 2000 words - 2

Australian Economy - Essay Example The unstable nature of growth however affected the general economic climate in a way. For instance, because the economic wave stability was generally unpredictable, investors could hardly predict what the future held for them in investing in Australia. Specific Governmental and Reserve Bank Economic Policies that were introduced in the last 2 years - Budget The budget has the tendency of deciding the future economic hopes of a country because it serves as the blueprint economic policy implementer. For this reason, the government of Australia took certain important steps by way of their budget that were directed towards ensuring economic growth. One of such policies through the budget was the fact that the government through the budget encouraged the establishment and opening of new small and medium scale businesses by the introduction of Small Business and General Business Tax Break, which was â€Å"expanded to allow a bonus deduction of 50 per cent to small businesses with a turnov er of less than $2 million that acquire an eligible asset between 13 December 2008 and 31 December 2009 and install it ready for use by 31 December 2010† (Australian Regulatory Compliance Review, 2010). Again, the budget was highly focused on human resource and labor in general as the pension age was slightly increased to 67 years. This was aimed at retaining and cheering experience in the labor front and ensuring that the human resource base to man Australia’s economic drive was not depleted. Finally, the government saw a lot of hope in the future of the economy of Australia, planted in the need for the country to be self sufficient as far as production is concerned. For this reason, â€Å"The Federal Government used the Budget to launch a new paper on innovation that powered ideas paper canvasses proposed improvements and incremental changes to the existing National Innovation System† (Australian Parliamentary Library, 2010). - Interest Rates The last two years were years that the world as a global entity was resurrecting from previous years of economic shock, meltdown, crisis or however it may e described to depict an undeserving situation. For this reason, it was very important that the policies by the reserve bank and government would be centered on the people and empowering them to be investment oriented. For this reason, the periods of 2009 and 2010 was one season that the reserve bank maintained most of its lending and interest rates. The reserve bank with consultation with the government also ensured that the interest rate was generally low and affordable for borrowers. In some cases, there were even downward cuts on the interest rates and reasons for these decisions included the need to boost the demand for credit to undertake investment projects as demand for credit rose just 0.6% (Rate Detective, 2011). Again, there was the need to conform to global trend such as China cutting its official interest rate by 1.08% (Rate Detective, 2011). Such a move was necessary to ensure that investors did not opt for countries with lower interest rates but for Australia. - Export Promotion Policy In times of economic recovery, exports have been identified to be more profitable to countries than imports (Koduah, 2008). This is because exports attract a lot of revenue in the form of taxation. Knowing this, the Australian government over the last two years was not blind on putting measures

Close reading a poem and thesis-driven essay Example | Topics and Well Written Essays - 750 words - 1

Close reading a poem and thesis-driven - Essay Example The negative disposition intensified due to the dominance in her life. As such she perceives her problems as resulted to by the parent. Sylvia uses similes, allegories, various types of rhymes as well as enjambment between stanzas in reinforcing the contrasting themes of love and hate. Sylvia uses allegories and similes when she makes references to the Nazi of Germany. In doing this, she directly compares her relationship with her father to the relationship between a Nazi and a Jew. There are many circumstances where the persona or the poet mentions the Nazi of Germany or makes statements that allude to the Nazi regime. The poet says, â€Å"Not God but a Swastika† (46). Swastika was a symbol associated with the Nazi Germany. Through referring to his father as a Swastika, he tends to associate him with the Nazi Germany. Therefore, she indirectly refers to the symbol of the Nazi to depict the weakening bond between her and her fathers as she grows old. Another instance where the author mentions Nazi Germany is when she uses it to refer to the fear that he had for her dad. The narrators’ fear of the father compares to the Jew’s fear of the Nazi in the period of the Holocaust. Even though the Nazi Germany is not mentioned directly, the following lines insinuate that the poet made a direct reference to the Nazi. When the speaker elucidates the relationship between the Nazi-Jew cases she explains, â€Å"I thought every German was you / and the language obscene. Chuffing me off like a Jew The poem also uses nursery rhyme motif significantly to foster her message. In the very beginning, the poet mentions the lines, â€Å"You do not do† twice repeatedly. The verse portrays the seriousness of the narrator. She introduces the difficult or hard time that his father created. Additionally, the poet in describing his father says, â€Å"And your Aryan eye, bright blue† (43-45) The rhyme displays widespread

Australian Economy Essay Example | Topics and Well Written Essays - 2000 words - 2

Australian Economy - Essay Example The unstable nature of growth however affected the general economic climate in a way. For instance, because the economic wave stability was generally unpredictable, investors could hardly predict what the future held for them in investing in Australia. Specific Governmental and Reserve Bank Economic Policies that were introduced in the last 2 years - Budget The budget has the tendency of deciding the future economic hopes of a country because it serves as the blueprint economic policy implementer. For this reason, the government of Australia took certain important steps by way of their budget that were directed towards ensuring economic growth. One of such policies through the budget was the fact that the government through the budget encouraged the establishment and opening of new small and medium scale businesses by the introduction of Small Business and General Business Tax Break, which was â€Å"expanded to allow a bonus deduction of 50 per cent to small businesses with a turnov er of less than $2 million that acquire an eligible asset between 13 December 2008 and 31 December 2009 and install it ready for use by 31 December 2010† (Australian Regulatory Compliance Review, 2010). Again, the budget was highly focused on human resource and labor in general as the pension age was slightly increased to 67 years. This was aimed at retaining and cheering experience in the labor front and ensuring that the human resource base to man Australia’s economic drive was not depleted. Finally, the government saw a lot of hope in the future of the economy of Australia, planted in the need for the country to be self sufficient as far as production is concerned. For this reason, â€Å"The Federal Government used the Budget to launch a new paper on innovation that powered ideas paper canvasses proposed improvements and incremental changes to the existing National Innovation System† (Australian Parliamentary Library, 2010). - Interest Rates The last two years were years that the world as a global entity was resurrecting from previous years of economic shock, meltdown, crisis or however it may e described to depict an undeserving situation. For this reason, it was very important that the policies by the reserve bank and government would be centered on the people and empowering them to be investment oriented. For this reason, the periods of 2009 and 2010 was one season that the reserve bank maintained most of its lending and interest rates. The reserve bank with consultation with the government also ensured that the interest rate was generally low and affordable for borrowers. In some cases, there were even downward cuts on the interest rates and reasons for these decisions included the need to boost the demand for credit to undertake investment projects as demand for credit rose just 0.6% (Rate Detective, 2011). Again, there was the need to conform to global trend such as China cutting its official interest rate by 1.08% (Rate Detective, 2011). Such a move was necessary to ensure that investors did not opt for countries with lower interest rates but for Australia. - Export Promotion Policy In times of economic recovery, exports have been identified to be more profitable to countries than imports (Koduah, 2008). This is because exports attract a lot of revenue in the form of taxation. Knowing this, the Australian government over the last two years was not blind on putting measures

Leadership and Management Essay Example | Topics and Well Written Essays - 1500 words - 2

Leadership and Management - Essay Example Secondly issues of gender equality and gender abuse have taken place in the company which has caused the staff to show their disregard towards the other employees. Along with these cases of racial discrimination has also been reported in the company. Thirdly, the new team leader had been keeping the employees on their toes and the team members are not happy with the way she is ordering the employees at odd hours of the day. Key role players The Key role players in Malin Global are Hugo Friennes, the CEO of the company, Marina Guedeline, the head of the London Operations, Geraldine Highmore, who was newly recruited by Marina for a period of two year for looking after the administrative infrastructure of Marina Global, and Li Piung Ho who has been appointed as the team leader. All of these four people have some significance in the decision making of the company as well as in the day to day activities. Leadership Styles of the key stakeholders In the case of Malin Global the different p eople in the various positions have exhibited different style of leadership. First of all Hugo Friennes has shown a Delegative Leadership style. This is because at the time when he had decided to shift to New York he had entrusted the duty of the London office with the new employee Marina Guedeline. The CEO did not interfere into the activities of the London office when such problems arose. Therefore it is an example of delegation of the duties. On the other hand Marina has exhibited a participative leadership style (Porter and Lawler, 1968, p. 71). The London head, Marina had to handle various adverse situations in which she had always tried to discuss the issues with the concerned employees. Marina has shared the responsibility, control and decision making with the employees with whom she has been working (Bradley and Frederic, 1997, p. 337). She had not imposed any decision on the others and has tried to personally address the problems of the employees. However, Geraldine Highmor e and Li Piung Ho both have demonstrated authoritative behaviour. Geraldine has been looked upon as someone who is extremely outdated and who imposed her decisions on the others. This was the perception of the younger employees. On the other hand Li was perceived as an annoying team leader who would always call up the team members for getting the work done even when the employees would be out of office or on a holiday. This kind of work culture that Li was injecting into the organisation was also not acceptable (Carver and Scheier, 2001, p. 460). The most acceptable style out of these was the participative or the Democratic type of leadership. This is because all the employees could communicate their problems to the participative leader rather than the remaining ones. While the CEO and the Head of London Operations have shown a Transformational style, the Team lead and the Administration manager showed a Transactional style in which the employees had to accept the authority of the l eader. The authoritative attitude was not acceptable to the organisation where mostly the young people work. So a more collaborative attitude towards the employees would be appropriate for handling the different issues arising. The top management has to look into all the issues and not keep it only to one manager to handle it. Marina has shown a supportive style of management getting the employees more involved

Meaning of life Essay Example for Free

Meaning of life Essay Philosophy is â€Å"the study of ideas about knowledge, truth, the nature and meaning of life, etc†¦; a particular set of ideas about knowledge, truth, and meaning of life; and a set of ideas about how to do something or how to live† (Philosophy, 2014, para. 1). Philosophy plays a huge role in all of our lives. Studding of philosophy influences our lives in many ways and has many purposes. Philosophy has five major branches metaphysis, epistemology, ethics, aesthetics, and logic. Each of these branches plays a role with culture to develop thoughts in human beings by wondering, a dynamic  process, the truth, and wisdom. â€Å"Philosophy is an attempt to reason clearly and critically about all areas of experience: science, religion, art, politics, and mortality† (What is Philosophy, Para, 1). The purpose of philosophy is to try to understand and evaluate our most basics, beliefs, values, and to integrate them into a coherent view of each of us and the world around us (What is Philosophy, 2014). Studying philosophy is important because it continues to play an important role in shaping the future of all human existence, Philosophy enhances personal growth,  professional opportunities, improves reading skill, critical thinking, communication, and helps in arguments by showing your philosophical knowledge (What is Philosophy, 2014). There are five major basic branches of philosophy. The branches are the metaphysics, epistemology, ethics, aesthetics, and logic. The metaphysics branch is the study of existence. For example, a few questions one might ask them self would be PHILOSOPHY 3 what else is out there, why I am here, and what is my purpose in life (Important of Philosophy, 2014). Epistemology branch is the study of knowledge. Individuals like to know as much as possible to help their selves understand what is going in life and around then. For example, a question one might ask their selves would be how I know about certain things. In philosophy, knowledge is looked at as factual senses, and not just guesses. People that are epistemology rather use statements and questions in factual form, such as, dogs are mammals (Important of Philosophy, 2014). Ethic branch is the study of actions. This is the branch of philosophy that helps the decision making in what is right and what is wrong; beliefs and values. An example of ethics is your conscious. On one side there is the devil telling you to do the wrong thing, and the angel on the other side telling to do the right thing. Many ethical people try to avoid judgment, but have high moral beliefs in specific things. Ethics also plays a role in religion and faith (Important of Philosophy, 2014). The Aesthetics branch (also known as politics) is the study of action. This is the branch that shoes what actions are permissible. An example, would be how politics work in the world. What laws should be made, and how they should come to be. Politics are the ethics that are applied to people based off what they are told to do or believe (Important of Philosophy, 2014). Finally, the last branch of philosophy is logic or esthetics. This is the study of art. The main question is what can life be like? This is the branch that allows mankind to see the world in an abstract way. According to Importance of Philosophy (2014) PHILOSOPHY 4 Esthetics is important because it delves into the reason why art has always existed, the burning need of mankind through the ages to see the world in a different, clear way it  further evaluates art by the standards of human life, and whether it accomplishes the job of satisfying man’s intellectual needs, or whether it tends to hurt or make worse those needs (Para. 3). Esthetics is bringing the emotion and idea together to make a decision (Important of Philosophy, 2014). Within all the branches there are arguments, these arguments helps in philosophy to create creative thinking and growth. We all have questions, and beliefs to the meaning of life, and we will continue to argue trough ethnic, logic, politics, and beliefs. Each of the five basic philosophy groups have to face basic arguments, These  arguments are structure of arguments, evaluating arguments, types of arguments, and informal fallacies (Chaffee, 2013). The structure of arguments includes: reason, reason, and conclusion. Evaluating arguments include truth of reason, validity of structure, and soundness of argument. There are two types of arguments deductive: conclusion follows necessarily from premises (reasons), and inductive: conclusion supported by premises to some degree. Finally, there are informal fallacies, these are unsound arguments that appeal to emotion and prejudice (Chaffee, 2013). Philosophy and culture interact to develop thought because there are so many different beliefs in the word. Philosophy is love and wisdom, while in culture there is so much hate. The more we talk about our beliefs, and talk out the way we each feel it creates creative thinking, and more open minds. For example, scientist see things one PHILOSOPHY 5 way, but when we are more philosophical it shows us that there are more than one answer to each question. Science believes in evolution, religions believe in god, while the rest of us are still trying to find the meaning of life. When it comes to me, I think ethics represents me the most. I believe in right and wrong, and I have faith. I believe that taking actions against wrong in the world is very important. In our culture, there is so much hate, and I am a very big advocate for equality. I fight for equality for all humans, and I also fight for the rights of animals. Philosophy is â€Å"the study of ideas about knowledge, truth, the nature, and meaning of life (Philosophy, 2014, para. 1). There are five major basic groups, and there will always be questions to create creative thinking, and open minds. Philosophy has  been around from the beginning of time, and will be around until the end of time. We will always want to know the meaning of life and why we exist. PHILOSOPHY 6 References: Chaffee, J. (2013). The philosopher’s way: Thinking Critically about Profound Ideas (1st Ed,). Pearson Education, INC. Importance of Philosophy. (2014). Retrieved from http://www. importanceofphilosophy. com/FiveBranchesMain. html Philosophy. (2014). Retrieved from http://www. merriam- webster. com/dictionary/philosophy What is Philosophy? (2014). Retrieved from http://www. etsu. edu/cas/philosophy/whatis. aspx.

All students with special education needs

All students with special education needs 1.0 Introduction: This paper explores an ongoing debate in the educational field; should all students with Special Educational Needs (SENs) be included in mainstream educational provisions? To fully understand the issues involved, the paper will begin with an introduction to SEN and historical developments that have shaped SEN as we know it today. An investigation into inclusion will follow evaluating current issues that will help to determine whether inclusion for all SEN is possible or not. An analysis of SEN pupils will highlight strategies that may allow teachers along with organisation to implement inclusion along with its limitations. A conclusion will finalise the paper evaluating key findings. 2.0 Special Educational Needs (SEN) An Overview In order to assess whether students with SENs should be included in mainstream educational provisions, one must first understand what SEN means. Under the 1944 Education Act, children with special educational needs were categorised by their disability defined in medical terms. This meant that some children were considered to be uneducable and pupils were labelled into categories such as maladjusted or educationally sub-normal and given special educational treatment in separate schools. The Warnock Report in 1978, followed by the 1981 Educational Act, radically changed the conceptualisation of special educational needs. It introduced the idea of special educational needs (SEN), statement of SEN, and an Integrative which later became known as inclusive an approach based on common educational goals for all children regardless of their ability or disabilities: namely independence, enjoyment and understanding. For purpose of this paper the definition proposed by The Special Educational Needs Code of Practice (2002) is taken into account stating that children have SEN if they have a learning difficulty that calls for special educational provisions to be made for them. However, the difficulty with such definition, and the issue arising from The Warnock Report, was the unforeseen consequence that the term SEN has become to be the name of a single category which has led to some conflicting issues. Quarmby (2006) reiterates that government has been using it as if it is the same problem to include a child in a wheelchair and a child with Aspergers, and this is conspicuously untrue This category within the SEN umbrella help to understand students with special needs, and ascertains the fact that certain students may need different special educational provisions to be made for them. But whose responsibility is it to provide the necessary provisions for students to learn? The paper asks a deliberate straight forward question should all students with SENs be included in mainstream education? If yes, does this mean mainstream schools would be expected to include pupils with Cognitive and Learning Needs; Behaviour, Emotional and Social Development Needs; Communication and Interaction Needs and Sensory and/or physical needs? At what level do we need to include them? Is it just sharing time, socialising, sharing tasks or is it the active participation in-class activities following the same curriculum. This leads to the unenviable task of evaluating inclusion. 3.0 Inclusion Over the last 30 years, policies about integration and subsequently about inclusion have been the subject of much controversy. Much has been written about efforts to include pupils identified as having special educational needs (SEN) in mainstream schools and classrooms. Inclusion reflects the idea that it is not for SEN children to be somehow fitted in or integrated into the mainstream but that education as a whole should be fully inclusive of all children (House of Commons Report, 2006). Until the 1990s the term inclusion was rarely used and instead we referred to integration or mainstreaming meaning the placement of pupils with disabilities or special needs in mainstream schools. Integration was the term first introduced in the 1978 Warnock Report referring to the concept of integrating children with SEN into a common educational framework. There were different integration, from full-time placement in a mainstream classroom (functional integration) to the placement of a pupil in a special class or unit attached to a mainstream school (locational) (Hegarty, 1991). The aim to end segregation was gathering momentum and from a human rights approach, it was certainly a requirement. However, there was often little difference between locational integration and a traditional special school, which can be seen as equally segregating experiences (Jupp, 1992). Indeed, even pupils placed in mainstream class may be isolated from their peers, particularly if they work with a support worker in one-to-one sessions for the majority of each day. Integrated placements, therefore, still leave many pupils segregated (Harrower, 1999). Partly for this reason, the term inclusion came to describe the extent to which a school or community welcomes pupils identified with special educational needs (SEN) as full members of the group and values them for the contribution which they make. Their diversity of interests, ability and attainment should be welcomed and be seen to enrich the life of the school. In this sense, as Ballard (1999) argues, inclusion is about valuing diversity rather than assimilation. This general movement towards inclusion was also (In addition to The Warnock Report) strongly influenced by the Salamanca Statement (UNESCO, 1994) which had a major impact on shaping policy developments in many different countries. In England this is evident in various government initiatives since the late 1990s including, for example, the statuary Inclusion Guidance (DfES, 2001a), the Special Educational Needs and Disability Act (DfES, 2001b) and the Removing Barriers to Achievement strategy (DfES, 2004) each providing a further impetus towards inclusion (Hick et al, 2009). Overall, after an extensive literature review it was evident that three main strands have developed relating to inclusion. One is about equal opportunities and right to education for all. It argues that any form of segregation on the basis of disability or learning difficulty is morally wrong (Jordan and Goodey, 1996; Lindsay, 2003). A second strand is based on a re-conceptualisation of the special needs issue as part of the process of school improvement (Ainscoq, 1999). This idea is based on the argument that it is the structure of schools as organisations rather than differences between individual pupils that creates special educational needs (Tomlinson, 1982). The third strand of literature has been concerned with questions of pedagogy. Though some have focused on the development of inclusive practice from the outset (Forest and Pearpoint, 1992), others have considered whether or not teaching practices and methods can be implemented in mainstream schools and classrooms in order to meet the challenge of inclusive education (Cook and Schrimer, 2003). Inclusive practice is therefore concerned with actions and activities that staffs in schools do that give meaning to the concept of inclusion. These 3 main strands will be used as a framework in deciding whether students with SEN should be included in mainstream education provision. In addition it is essential to understand and apply the SEN Code of Practice principles that support inclusive education as a framework in achieving inclusion. The five fundamental principles that support inclusive can be observed in Table 2: As with any change, the inclusion of all students with SENs in mainstream education provisions may bring both positive and negative impacts within schools and pupils. 3.1 The Good and the Evil Although inclusion is seen as a very positive strategy by some, it is considered idealistic and impractical by others. Some critics have argued that inclusion happens at the expense of good and appropriate education for the other children in the class; in other words, if a student with special needs is taught within a mainstream class, they might need extra attention from the teacher, or may be disruptive or difficult in class, and this could harm other childrens education. On the other hand it can be argued that the other children in the class benefit a great deal from working with students with special educational needs and that inclusive education helps to remove stereotypes and ignorance. It is also argued that children with SEN are better off in segregated classrooms as this enables them to gain social support from others with similar difficulties. It also allows opportunities to concentrate specialist teachers and resources in one place. The objection to this is that the disadvantage of keeping children with certain difficulties together is that it makes it harder for them to integrate fully into society once they leave school. 3.2 Inclusion in Practice The Government recognised the barriers to inclusion that exist in schools in its statement in 2004(DfES, 2004) and set out a proposal about how the barriers should be tackled. OFSTED, in its report in 2004, found that more mainstream schools saw themselves as inclusive, but only a minority met special educational needs very well. Members of the SENCo Forum responded to the Governments Special Need Action Plan by stating that schools would have to provide much higher level of flexibility in the way that learning and teaching take place, if the aims of inclusive education are to be realised (SENCo Forum, 2003). In addition, MacBeath et al (2006) concluded that some of the problems in schools attempting to implement inclusion were that the current education system itself made it difficult to implement inclusion. Gillinson and Green (2008) argue that it is essential to regard children and young people themselves and their parents as normal practice. They conclude that the issue is not about treating everyone as the same- what is important is that everyone should be treated equally. Gross (2001) also comments that what young people most want is the right to belong. Belonging brings along a morale issue with regards to inclusion. It is therefore imperative to understand what characterises these pupils with SEN and understand better what makes them unique. 4.0 Special Educational Needs Pupils At heart of all the discussion are the actual pupils who suffer special needs. In light of the extensive research, proposals by government, frameworks and guideline and committee reports one inevitably raises the question of their effectiveness. Are mainstream schools performing? Are pupils experiencing inclusive education? Are these guidelines and proposals effective? Unfortunately the overall answer may be unsatisfactory. The Audit Commission found that the vast majority of permanent exclusions in the 22 local authorities surveyed related to pupils with SEN: 87% of exclusions in primary schools and 60% of exclusions in secondary. In addition, pupils with attention deficit hyperactivity disorder (ADHD), autism and mental health problems made up significant proportions of these pupils. At this stage one wants to highlight that it is not the purposeful intention to only focus on pupils with Autistic and Social, Emotional, and Behavioural Difficulties but data does demonstrate that with regards to inclusion of sensory and/or physical needs pupils, some success in mainstream education provisions are beginning to develop. The House of Commons Report (2006) cites the Disability Rights Commission (DRC) recognising, there has been major progress in providing disabled children and young people with more equitable educational opportunities and a steady improvement in educational outcomes, which show a faster annual increase in achievement of GCSE grades A-grades, A-C and equivalent over the last six years by disabled people than non-disabled people In addition, the Disability Rights Commission (DRC) highlights that not all disabled pupils and students have learning difficulties. Similarly, pupils and students deemed to have learning difficulties or SEN are not disabled. In light of the above finding, as well as the overwhelming data demonstrating that the majority of the of exclusion in primary and secondary are pupils suffering from ADHD and autism, specific effort has been given to address the inclusion of these in mainstream educational provisions. In addition, the Gibraltar Educational Schooling Structure limits the contact of mainstream teachers with pupils with severe/profound and multiple needs, as well as multi-sensory impairments. These pupils enrol in special school environment. Being exposed to pupils with ADHD and autism (in the organisation) will also aid in supporting some answers with research evidence. Increasing knowledge in these groups will also is beneficial for CPD purposes. 5.0 Behaviour, Emotional and Social Needs and Autism Young people with emotional and social development difficulties and autism are the fastest growing categories of SEN. This is having repercussions for schools, and more so for pupils. In addition as the parent representative group Network 81 describe: the lack of understanding of conduct disorders, behavioural, and emotional needs is quite unbelievable. Many children are labelled as naughty, badly brought up, and defiant by teaching staff who group all bad behaviour together. This serves to highlight a possible issue where pupils are being misunderstood and labelled by those who may impact significantly their future teachers. Furthermore, The House of Commons Report (2006) states it is widely recognised that there is a strong correlation between exclusions and children with SEN-particularly those with social, emotional and behavioural difficulties and autistic behaviour. The Committee finds it unacceptable that such a well known problem continues to occur and quite frankly from a teacher point of view, one can only agree. This indicates that schools need better guidance and staff training, particularly with Autistic and social, emotional, and behavioural difficulties. This leads to the inevitable argument on whether SEBD pupils should be included in mainstream educational provisions. In order not to fall into the generalisation trap, one has focused on the main groups of exclusion at the current moment. These are pupils suffering from ADHD and autism. An evaluation of the 3 strand mentioned prior will determine whether inclusion should be possible or not. 5.1 Attention Deficit Hyperactivity Disorder (ADHD) ADHD has been a topic of heated discussion within the educational world. For some, it is considered to be a medical condition, characterised by inattention, hyperactivity and impulsivity (APA, 2000). However, according to others (e.g. Humphrey, 2009) there has been no biological marker identified that can reliably distinguish between children with and without the condition. Estimates though suggest that between 2% and 6% of students are affected by ADHD (Cooper, 2005) and still growing. From a mainstream school provision, and more so from a teachers perspective, it is generally accepted that students with ADHD are considered among the most difficult to include effectively. Lack of knowledge about disorder end up with teachers frustration towards students (SCOtENS, 2008). It is therefore important to consider what we mean when we say we are helping to include them. Mainstream teachers report a lack of appropriate training as a key barrier to success in this area (West et al, 2005). If inclusion means meeting the childs needs in mainstream schools and settings, have the child views sought and taken into account and having full access to a broad, balanced and relevant education as suggested in The Special Educational Needs Code of Practice (2001), then it must go beyond general questions of the presence of children with SEN in such schools, and as Norwich and Lewis (2005:2) explain, we need to address the question of classroom teaching and curriculum in considering inc lusion and inclusive practices. There is the suggestion that the needs of such learners dictate that they require distinct kinds of teaching in order to learn the same content as those without special needs. If not, pupils with ADHD are more likely than others to experience social isolation, with fewer reported friendships and greater levels of rejection (Bagwell et al, 2001) inevitably leading to disruptive behaviour. Norwich and Lewis (2005) argue that pedagogic needs can be addressed by thinking about the needs that are specific to all; thinking about those needs that are specific to a certain group (such as students with ADHD); and thinking about those needs that are unique to the individual. The strategies are based upon the principle that by creating a better fit between the school environment and the student, we are creating opportunities for pupils to succeed. The question now lies in determining whether these strategies can be implemented in mainstream provisions and whether they will conflict with good an d appropriate educational strategies that other children in the class already experience. Students with ADHD often experience difficulties in mainstream classrooms and schools because the emphasis on meeting common needs mean that their specific group needs are not being addressed (Cooper, 2005). However, these common needs may come about due to the National Curriculum. One of the major concerns about the National Curriculum has been that it does not address the breadth of education necessary to meet childrens and young peoples educational needs. So is the curriculum in its present form a contributory cause of poor behaviour? A further concern about the National Curriculum is the current approach to assessment. Research from the perception of students themselves suggests that many experience confusion, anxiety, blame and guilt (Hughes, 2005) in relation to their education, which is not exactly surprising considering the struggles they need to deal with. However, as a mainstream teacher, one is fully aware that change in the National Curriculum cannot be proposed and overcome easily therefore an alternative strategy must be investigated to create a better fit between school environment and the student. The strategy may lie in pedagogy. In achieving the necessary learner aware pedagogy, the problem for the classroom teacher concerned with the SENs of a pupil lies in identifying the nature of the learning difficulty or disability, and assessing the implication for its consequences (Levine, 2002b). The Special Educational Needs Code of Practice refers to the awareness as the point at which a teacher has a concern about an individual pupil (DfES, 2001). A crucial prerequisite for any teachers subsequent decision for action is a clear understanding of the nature and the consequences. It is important then to recognise that a given learning difficulty or disability may or not prevent or hinder an individual from making use of educational facilities of a kind provided in schools (Education Act, 1999). Once the teacher is aware action may take place to meet their needs. Pedagogy takes an important role as it represents the interaction between the learner and the teacher with respects to curricular aims and objectives. This issue therefore concerns the central operation in education, and, in principle, should specify the optimal circumstances in which successful learning and teaching can take place Research into the typical learning styles of students with ADHD suggests that they learn more effectively when they are able actively to experiment and are presented with concrete examples that are visual in nature (Cooper and Ideus, 1996). In addition, students with ADHD are said to be somewhat verbose, talking at inappropriate times; an aspect that can be exploited by designing lessons that allow increased opportunity for verbal participation. Research also shows that this kind of approach can lead to decreases in disruptive behaviour (Levine, 2002b). This strategy will welcome pupils with SEN as full members of the group and will help to value them for the contribution they make. This will develop their feeling of belonging and their ability to participate in a mainstream school environment. Better staff-student relationships and a positive classroom ethos is also said to be essential when dealing with pupils with ADHD. Such a change may be difficult to achieve but recent research by Ghanizadeh, Bahredar and Moeini (2006) demonstrated that more tolerant and positive attitudes towards students with ADHD are associated with levels of knowledge of ADHD among teachers. This suggests that training to increase teachers knowledge of ADHD may need to be a priority if inclusive practice is to consolidate. Breaking down tasks into small, manageable chunks will also facilitate to accommodate the shorter attention span of such students. In addition by highlighting key information where possible will help students who experience difficulties in selective attention (Levine, 2002a). Over time, students can be taught to practise drawing focus to key information themselves (Humphrey, 2009). These strategies are said to help to create a better fit between the class environment and the students and are things that staffs in school do that give meaning to the concept of inclusion. However, many of the strategies proposed are appropriate and should be an integral part of any lesson regardless whether children with SEN are present or not. Another approach as a tool to promote and achieve inclusive practice is what Humphrey (2009) refers to as Cognitive-behavioural approach. Cognitive-behavioural approaches emphasise the use of reinforcement principles to alter thoughts or cognitions related to ADHD behaviours. Simple examples of the application of such techniques in the classroom include teaching children to use self-testing strategies (e.g. when reading, students are encouraged to stop at key points and ask themselves questions about what they have just read) and use self-reinforcement (such as giving themselves praise for achieving targets, such as staying on task for a period of time). A review of cognitive-behavioural approaches by Ervin, Bankert and DuPaul (1996) concluded that they can be successful in achieving behaviour change, but they are more effective when combined with behavioural contingencies in the natural environment. Startling statistics show that up to 75% of students with ADHD are prescribed stimulant medication, with Ritalin being the most important commonly used drug (Department of Health, 2003). If specialist knowledge and understanding is important in promoting inclusive practice, teachers knowledge with regards to the use of medication within this group is essential. It is crucial for teachers to understand the role it plays in students lives, and the implications it may have for education. Teachers may take an active role here in monitoring the effects of medication observed in the classroom (Cooper and Ideus, 1996). Having an understanding of the effects of stimulant medication will enable the teacher to plan for specific pedagogical strategies in a way that takes these factors into account and allow full access to education. Stimulant medication takes effect very quickly, but its influences may not last throughout the school day. For instance, their effect on behaviour (in terms of activity levels) typically lasts longer than its effects on cognition (in terms of attention). As a result, even though students may not be up and out of their seats or blurting out answers, they may still not be accessing the curriculum because they are struggling to maintain their focus on the material presented. In addition, even though medication may be effective in managing the core difficulties experienced by those with ADHD, it is less useful in alleviating secondary problems such as social isolation and academic underachievement (Dogett, 2004), therefore limiting the active participation of the child in both class and school environment. In addition, inflexible staff and lack of inventiveness in some schools have been reported by OFSTED (2004) as factors affecting the development towards effective inclusion. From a personal perceptive ine can concur with OFSTED;s statement. Within ones organisation, teachers overall consensus is one of frustration and guilt when dealing with pupils with SEN in not being able to help them. An SEN register is distributed to every teacher with pupils name and their areas of need well into the 1st term. This result with the teacher suddenly realising that pupil X and pupil Y might be experiencing a range of difficulties due to their needs not being taken into account, resulting in disruptive behaviour. In addition, an organisation where teachers SEN knowledge and understanding is limited brings in another issue. Teachers find themselves wondering what can be done to help these pupils with limited success. Within the organisation there is a SEN Coordinator position, but in the past, when approached and asked for am expert opinion, the answer was you can look it up in the internet and find out further information. This barrier is significant as Wedell (2008:131) rightly states Consultation with the schools SENCo may be required, and this may extend to the involvement of support services from outside school, as indicated in the successive stages of the Special Educational Needs Code of Practice all in effort to make sure the students actively belongs and participates in mainstream school settings. This is currently non existent within the organisation. Furthermore, learning support classes are timetabled for children with SEN, but these take form more as a homework club rather than a structured learning support session. Teachers have no influence in what get taught in these classes resulting in the possibility of pupils doing something that not necessarily links with what is being taught in mainstream class. The students find themselves in an inclusive mainstream sett ing in curriculum subjects and in a segregated setting with regards to learning support. This may result in confusion and frustration, especially with pupils who are said to benefit from being provided with a clear structure to each day lesson and task. With regards to medication, throughout the 4 year career in teaching, there have been a number of students diagnosed with ADHD. However, up until today, there is no awareness or knowledge whether they were on medication or not. Overall, within the organisation it is clear that it is unrealistic to expect teachers and other members to be able to properly fulfil requirements such as differentiating the curriculum for all children, including those with SEN, without receiving the appropriate support and training to enable them to do so. In some cases as mentioned above, the teacher may require a detailed knowledge of child development psychology to equip them to do so to the greatest effect and of equal importance, to understand why the pupil acts and behaves the way they do. 5.2 Autistic Spectrum Disorders According to Jordan (2008:1) education can be, and perhaps should be, an effective treatment for autistic spectrum disorders (ASD) in the sense that, there is so much that individuals with ASD have to learn that is just intuitively grasped by the non-autistic, learning may best be enhanced through high-quality teaching. But education is more than just another treatment. It is the way that citizens are taught the values, understanding, knowledge and skills that will enable their full participation in their community in a way that welcomes full their values and contributions they make. The first battles for those with ASD were fought for the same purpose as the battles for any special educational need: the right to be included at all. As with SEN there was recognition that degree of autism can occur across the full ability range. ASD inclusion has been based on the entitlement view of education as the only way of becoming a full member of society. The bases of most programmes for inclusion for pupils with ASD were not inclusion at all, but form of integration (Jordan and Powell, 1994). As previous research demonstrates (Ainscoq, 1999) the issue with regards to ASD pupils has been that the content and the teaching approaches of the National Curriculum in mainstream schools were not changed to accommodate children with ASD It was assumed that the content was of equal relevance to all children, requiring modification and breaking down curriculum content into smaller steps (which is often effective for some children with learning difficulties) is not appropriate for ch ildren with ASD, where the development and learning patterns are different. There is even problem with the main purpose of mainstream education, which in terms of inclusion, is surely to gain from co-operative and collaboration with typical peers. Yet many of the supports to enable inclusion of children with ASD serve to make the child more isolated from peers, and support assistance are seldom given training (or a role) in enabling such children to have positive contact with their peers (Jordan, 2008), thus being more an organisational constraint rather than a pupils. Jordan (2008) also state that is a child is different, or has special needs, extra resources are provided to enable the child to have access to other children, even though the success of those resources in bringing that about has never been tested. So is inclusion possible for pupils with ASD? In order to include ASD students there needs to be a flexible education system. Teachers must know about learning and teaching and about the diversity that exists in teaching. If educators teach in a way that attains diversity, then more children with different SEN will be able to manage in mainstream settings becoming full members of the group. This will also benefit disruptive students and those with ADHD, dyslexia and so on. Once again the statement made by OFSTED (2004) that effective inclusion was frustrated by rigid timetabling and inflexible staffing is relevant. Rigid class grouping is associated with high pupil-teacher rations, which clearly make it difficult to give personal attention to individual pupils. In addition, successful learning opportunities in inclusive settings will require radical school reform, changing the existing system and rethinking the entire curriculum of the school to meet the needs of all children (Mittler 1994), what Norwich and Lewis (2005) explain as the curriculum dilemma. In addition, and similar to ADHD, the current approach to assessment needs to be addressed if inclusion is to prosper as the House of Commons Report for Children, Schools and Families (2008:3) reports that: we find that the use of national test results for the purpose of school accountability has resulted in some schools emphasizing the maximization of test results at the expense of a more rounded educational for their pupils Inevitably, one must be aware that there will be some individuals with ASD whose autism is so severe that they will need specialist support, but that does not need to be in a segregated setting if inclusion is desired. Resources based are the best model (Hesmonghalgh and Breakley, 2001), where the child with ASD belongs to his peer group teacher but has support staff with expertise and a haven in which to recover when needed (Jordan, 2008). This is a perfect example on how a child with SENs may have their needs met in a mainstream provision (following point 1 of the SEN Code of Practice) and is not segregated. Pupils with severe ASD will need special support and it is here where there is a role for specialist schools. Special schools should be seen as centres of excellence, pioneering new ways of working with ASD and dealing with the most extre

End-user Training Benefits Essay example -- Technology, Training

Many of our customers vary in skill-sets. Some end-users are knowledgeable working with specific software and different hardware components. Although most customers comprehend the basics, many of them have not received any formal training in basic computer operations. Authors Thomas and Rutter suggest that employees are aware of their lack of skills and would prefer more training. Both state â€Å"†¦. respondents were aware of their skills shortage and clearly highlighted that training †¦.on skills were of greatest need† (292). As customers become more knowledgeable in software and hardware basics, they gain a deeper understanding of how technology and software work collectively. For the customer who didn’t understand that the monitor was powered off, training will provide her with the skill-set to understand how computers function. The fact that she couldn’t see anything on the computer screen should have been an indicator that the monitor’s power was off. If she receives training on basic computer literacy and additional software skills, there is a chance that the call to IS Support would not have been dialed. Furthermore, interruptions in workflow could have been prevented, thus keeping work production continuous. Additional training will not only educate our customers, but will encourage them to learn more. As customers become motivated, Desley believes that they will become more productive and the obtainment of new technical skills will assist them in the development of their careers (2765). If employees begin to understand and develop a desire to learn more, ICT will not only be used to increase performance, but will produce greater job satisfaction and build user confidence. However, if end-users aren’t confident in their abil... ...ng. A third recommendation is to provide in-house training offered by IS Specialists who support the software and accompanying hardware. At CHS, IT Support teams are given specific software applications to support. Because we directly work with the customer, most teams know their customer base and work with them regularly. Furthermore, IT specialists understand the customers’ use of the software and recognize the services that the software helps users achieve. Much like their customers, these IT Support Specialists are in-house employees and the cost to implement training is low or none at all. Additionally, IT Supports pre-established relationship with customers allow a more comfortable and relaxed environment for both the trainer and end-users. Additionally, trainers will have a better understanding of user issues because support has been provided in the past.