Account Supervisor

The print ad was slapstick and only located on their blob, but blew up Like wild fire. People rewetted their post on Twitter, and before I knew It, every social network I had was buzzing with the news. About the consumers that this advertisement targets. Determine how the ad is using these perceived assumptions to evoke a consumer response. In my many years of graphic design and advertising experience, I have learned that sometimes less is more. For this particular business they pride themselves on being different, taking different approaches but staying modest at the same time.Being part of their community as much as possible and supporting local fashion shows, new up and coming underground artists, hosting events at their store. This two-brother management team knows how to stay true to their brand by exposing themselves in subtle ways and building long lasting sincere relationships. The one thing all Pittsburgh people have in common is the fact they are all die hard sports fanatic s. What better way to bring a community together, than by using the symbolic Pittsburgh area code, in the black and gold color way.James Neal is in the public eye on and off the ice but has become an iconic Pittsburgh Penguin hockey player. The collaboration of the hockey player and Superheroes was no gamble for success. The ad was released last year before the playoffs and every sports fan whether or not they were a dedicated consumer, instantly became interested in the little store named Superheroes. â€Å"Consumers are becoming so savvy that tillers simply can't settle for anything less than perfection in all aspects of the business. The onus is on companies to give consumers what they want and deserve.Technology and culture have aligned to create a perfect opportunity for consumers to drive a new era in retail, one in which they have the chance to support brands that they believe in. Companies that have heart can rise to the top. † (Winthrop, fascinations. Com) 3. Determi ne at least one (1) consumer group that the ad excludes, and provide a rationale for why the ad would not appeal to the group(s) that you have identified. Anyone not a Pittsburgh sports fan and/or from the city of Pittsburgh wouldn't know the meaning behind the number on the shirt. Consumer groups often include hundreds or thousands of members, often connected via the Internet, that share common concerns about a marketplace. † (http://smelliness's. Chronic. Com) However, when a successful product is introduced to the sport market, this opens a whole new window of opportunity. Sports Teams and large retailers could eventually buy a small company like itself out, giving everyone in the nation an opportunity to arches a logo tee by placing it in the lime light. 4.Evaluate this advertisement and its relationship with cultural values (I. E. : determine if the ad is designed to emphasize a set of values or if it is designed to change a cultural value in society). The ad is emphasizi ng Pittsburgh cultural values by creatively intertwining two resources that support and represent their city. â€Å"When you communicate across a multicultural work force, it's important to respect each other. You have to be very sensitive to difference and then you will get better exults. I like to talk with images.

Dttls Assignment Essay

Unit 4: Theories and principles for planning and enabling learning In modern day teaching, the onus is shifting further and further away from teacher dictated methods of educational delivery, to methods that ensure the learner is placed at the heart of teaching, and every individual within the classroom is considered and catered for. Advances in technology available to teachers has contributed to a broadening of teaching styles, but this has mainly come about through the need to differentiate teaching more effectively and break down the barriers that exist between teacher and learner. Engaging every learner is a difficult task and requires the teacher to have a plethora of knowledge of teaching methods and theories. Learners may differ in terms of age, gender, ability level, communication skills, confidence, learning styles and many other factors. The job of the teacher is to ensure these factors do not hinder individual learning and that success and achievement within the group is widespread and at a high level. Planning and implementing learning is paramount to this process. To effectively plan and deliver to diverse and varied groups of students, teachers can draw upon a number of teaching theories and principles put forward by educational academics. Theories of teaching and behaviour are themselves, in general, varied and diverse in the way they approach the dissemination of learning and the bringing about of desired responses. Similarly, different theories of communication have been put forward that document methods through which we as teachers can effectively converse with our students. All of these theories can provide a vital insight or tool for teachers to improve their practice and ultimately promote inclusive learning for all students. Many examples of different teaching theories are evident across academic literature. Examples of these include Classical and Operant conditioning, Kolb’s learning cycle, Gagnes 9 events of instruction, Maslow’s Hierarchy of Needs and Knowles’ Pedagogical and Andragogical approaches. An example of a communication theory is Berne’s (1970) transactional analysis. It is concerned with ensuring that control and understanding occurs through ommunication between groups or individuals. Berne believes that transactional analysis represents â€Å"a theory of social intercourse and used it to help people understand and improve their behaviour towards others† (Huddleston & Unwin, 1997, p115). This theory also suggests that communicating effectively will directly impact on success, motivation work rate and b ehaviour through increased understanding of the nature and demands of a task or the content of the message itself that is being communicated. If we also also consider the effectiveness of communication in the classroom and relating theoretical concepts, i. e. ehaviourist and humanistic theories, these have some distinct differences which affect greatly the approaches and techniques adopted by teachers. Behaviourist theories suggest all behaviour is ‘learned’ or that these theories bring about a recognisable ‘change’ in behaviour (Armitage, 2003). Examples of Behavioural theorists include Pavlov (Classical conditioning), Thorndike (Operant conditioning), Skinner and in terms of early behaviourist studies, Watson. These theorists along with others have over the past 100 years put forward a number of different behaviourist theories that are concerned with changing or ‘conditioning’ behaviour. Classical conditioning was pioneered by Pavlov who looked at learning by association. His famous study involved the use of dogs as a medium to facilitate associative learning. Pavlov rang a bell every time a dog was to receive food, the presence of food elicited a saliva response from the dog, which over time it associated with the sound of the bell. After a period of time, the stimulus of food was no longer produced, but the dog continued to salivate at the sound of a bell, as it now ‘associated’ this behaviour with the onset of a meal. Classical conditioning essentially elicits a reflex and an association is formed (Artmitage, 2003; www. learning-theories. com). Operant conditioning is a theory put forward by Thorndike. This theory waits for a desired behaviour to occur and then rewards it. It builds somewhat on the work done by Watson regarding trial and error learning. Perhaps the most prominent or influential behaviourist work is that done by Skinner. Skinner adopted an operant approach to behaviourism and famously conducted experiment using rats in specially designed boxes. Skinner’s ideas revolved around the presence of a reinforcer to cause a desired behaviour to be repeated. This could be in the form of a primary reinforcer (a basic need like food) or a secondary reinforcer (such as money or praise). In the case of his rats, Skinner effectively trained them to pull certain levers to release food. Initially, the release was accidental but after a while, the rats learned to associate the arrival of food with the pressing of a lever. Skinners work revolved heavily around the need for reinforcement, reward, punishment and feedback. The scheduling and delivery of these things was also important to Skinner who suggested the timing of something like a reward was paramount to its success at brining about long term changes in behaviour. Similarly, he suggested giving punishment should occur immediately after the event in question and in a consistent manner. Also, it was skinner who introduced the concept of successive approximations – small steps towards a desired behaviour (Artmitage, 2003; www. learning-theories. com). Humanistic theories of learning are much more concerned with the individual themselves than the behaviour. Maslow identified a Hierarchy of Needs which he believed outlined the basic requirements of all individuals Figure 1 – Maslow’s Hierarchy of Needs (www. talkingtails. files. wordpress. com) Both humanistic and behaviourist theories have a huge application in the delivery of teaching and learning. In the curriculum area of Public Services, evidence of the use of both theories is apparent across different subject areas. Operant conditioning is embedded widely across public service lessons. This occurs on many occasions where praise is used within a fitness session to reinforce good performance. Primary reinforcers are also often used, for example, excellence certificates sometimes act as a tangible reward for students who perform well in strenuous task such as fitness testing. When coaching exercise techniques in the gym, classical conditioning is used to develop the desired response of good form. For example, when learning to perform a squat, the learner must bend their knees to a 90 degree angle. This is taught by putting a bench under the learner so that when they feel their posterior touch the surface of the bench they know to begin the upward phase of the lift. At the point of touch, they will be encouraged to reverse the process. Over time, the bench is removed from the lift but the learner still remembers the motion. Punishment is often used to discourage certain behaviour. For example, at South Devon College if a student is rude in a lesson they are given a set amount of press ups to do. Whilst punishment is deemed less effective than a positive reinforcement strategy, the section have a consistent and department wide policy towards distributing press ups which contributes to making this a more effective way to manipulate behaviour. Humanistic approaches such as Maslow’s Hierarchy of Needs are also evident within the curriculum, looking at developing individuals through agendas such as Every Child Matters and through the departmental tutorial process. The teamwork and overall nature of the course is also a particularly effective medium for learners to progress through the top two stages (esteem and self actualisation) of the hierarchy. Inclusive practice is something that all teachers are ultimately striving for. Within the curriculum, inclusive practice is complicated by the both theoretical and practical element of the subject area. A teacher must look to facilitate learning for those who are academically able, practically gifted and also attempt to integrate the study of theory and practical to enhance learning as a whole. Computer based learning, for example, is common place on all courses, and although often difficult to facilitate in all subjects, such as outdoor activities, the needs of the learner and future employer is paramount. The Uniformed Public Services today use computer systems, including email, online study, and specific service systems such as Wotan, on a regular basis and so it is vital that learners are prepared for this. This also helps out those learners who may struggle with putting pen to paper. Much of what the Public Services do is very practical and so as much as possible I try to embed a practical way of delivering the course specification. For example, team building activities using equipment outdoors. This enables some learners to shine as they are more practically minded. However, an indoor table top scenario does the same job, but gives learners with different learning styles chance to shine. Linking theory to practice is related to another teaching theory put forward by Kolb (1984). Kolb’s Learning Theory Kolb’s theory is ‘based on the assumption that people learn best by doing things then thinking about how they have done them, considering both the thoughts, feelings and perceptions which emerged during the experience’ (Harkin et al. 200, p42). This makes the process of learning more efficient, relevant and enjoyable. It also promotes inclusive practice with all three learning styles (Visual, Auditory and Kinaesthetic) being catered for effectively. The nature of our learners has a significant influence on the techniques and theories we implement in the preparation and delivery of lessons. In my own teaching practice, I have exposure to both adult and child groups. This difference in age groups has a big impact in how I teach and communicate with these groups. This is linked to Knowles’ (1970) theory of Pedagogy and Andragogy. These two states relate to the differences associated with teaching these varying groups. Effective communication is required throughout all levels of teaching. Transactional analysis is strongly linked to communicating and giving feedback and reflects the way we use our voice (in terms of tone, pitch, volume and content) to relay information to our students. The way this is done will affect whether a student understands a task and understands the nature and direction of the feedback. Within pastoral support mechanisms, teachers often undertake one on one tutorial discussions with students. Depending on the situation and the learner, the teacher may adopt one of the 3 ego states (Parent, Adult, and Child) in order to most effectively converse with the student. The ego state may also change over the course of the tutorial process as the teacher gets to know the learner more. Within the classroom, communicating with learners in the form of feedback allow them to understand if they are being successful or not achieving and what they can do to improve. As teachers, it is essential we have the ability to adopt the correct ego status for the situation but also to consciously manipulate the interaction of ego states between teacher and learner. Doing this involves manipulating our own tone of voice and delivery of information and also encouraging certain behaviours and attitudes amongst our students to allow them to best understand what is being said to them. In Public Services, when feeding back to a student on their performance in a practical session, a teacher may look to switch between the adult and parent ego states to best deliver positive and negative comments to a learner. Currently I teach a subject that is well within my comfort zone, particularly as a serving member of Her Majesty’s Forces, where I can relate much of my teaching to my current role. However, I am acutely aware of the need to teach and develop my own core skills in literacy, numeracy, language and ICT. To progress in a career in the Public services, it is vital that these core skills are maximised. As mentioned previously, the ICT is developing in all aspects of our lives and as a teacher, I feel this is an aspect where I maximise my potential. My own literacy and language is adequate for the subject matter that I teach, but would be limited I believe if I were to teach another core subject. My use of voice and body language overcomes many of my shortfalls when addressing learners but may not be appropriate in other subjects. Numeracy is my weakest area and as such my teaching reflects this. As a teaching group we play to our individual strengths and so the subjects that I teach have limited numeracy base. However, this is an area that I am conscious of and it does need to be addressed. As a teacher, I teach across a range of courses from Level 1 to Level 5 and with groups ranging from 15 years old to adult learners. This necessitates that I employ a range of teaching strategies and adopt a range of learning theories to best accommodate for all my students. I feel one of my particular strengths is my adaptability to work effectively with these diverse groups and adopt different ego states through which to control these groups and facilitate their learning. Sub consciously, I feel for a long time I have been utilising many of the learning theories discussed in this assignment, however through recent further study I now feel much more confident and able to take what I perceive to be the most advantageous parts of these learning theories and implement them in my classroom. I believe a further strength of mine is to bring about certain behaviours or encourage those that are most appropriate within the classroom. Using operant conditioning ideology, I am quick to recognise and praise desired behaviour but am careful how and how often I deliver this reinforcement. Although I understand the limitations of punishment, I believe it has a place in the classroom and feel I am fairly competent at being consistent and fair with punishments/press ups. Feedback from learners is clearly an essential medium to assess one own teaching. With my adult learners I widely adopt a andragogical approach, allowing them a lot of freedom to learn in their own way. This is effective but often leads to a lack of feedback from learners in terms of how they are progressing and learning. I feel I could improve by embedding some more formative assessment methods into my andragogical style of teaching to allow for freedom within learning, but also actually more feedback for me from learners. This will ultimately help me see how they are doing, and also how I am doing in terms of teaching. For future development, I believe it is essential for me to continue to develop my use of Kolb’s ideas integrating theory into practice. This is something I believe to be essential, especially given the more practical/kinaesthetic orientation of the learners who study upon the course on which I teach. I also feel that I could benefit from more in depth investigation into the Skinner’s schedule of reinforcement linked to operant conditioning. I feel I am good at giving constructive praise but could improve by really analysing how I give feedback, especially in terms of frequency.

Fishermen occupational hazard Research Paper Example | Topics and Well Written Essays - 1750 words

Fishermen occupational hazard - Research Paper Example One does not have to be in the army alone to withstand bullets and scars but other jobs like fishing can also be hazardous to the person’s physical and mental health. This thesis revolves around the fishing industry and its hazards on the men who work in it, either privately or commercially. Fishing has been around mankind since it first caved the sharp tool out of stone. Hunting on the ground and on the water was one of the first sources of food for humans that walked the earth in the early days of mankind. Fishing has now evolved into a science, a very well organized business, having a hefty share in the global market. The report, keeping in mind the advantages, focuses on the side effects on the personnel which hold the flags of this very occupation called fishing. This occupation provides bread and butter to about 500 million people world wide (FAC, 2009). Fishing The term â€Å"fishing† relates to catching fish, or more appropriately put, catching aquatic animals. It has become a complete industry now, bagging a per capita of 21.8 Kgs (FAO, 2005). This occupation involves various kinds of fishing. The most common type of fishing done by fishermen to collect fish, as an occupation is done by use of a net, called netting. A huge net is used in catching fish. This occupation also involves storing the fish, packing it and shipping it to the markets or companies which in turn sell them to the common consumer. Every occupation has a set of tools required to complete or process the task at hand. Similarly there are some basic requirements for the fishing profession. Different people use different tools depending on the finances at hand. For example, third world countries still use the traditional methods of fish farming where as the developed countries have mechanized this profession just like they have brought machines in all aspects of life in the post industrial revolution era. The more the methods are of old school, the more danger it brings to the lives of the fishers, a point that will be time and again mentioned in this report. Primary Hazards for a Fisher People working this occupation have extremely high rate of fatality rate, especially for young persons under the age of 18. This is the foremost hazard of this occupation as nothing can be more brutal to a fisherman, than to lose his life while on the job. Fishers work in a very wild and unpredictable work environment and face-off with an alarming number of dangers on their jobs. One reason for this high rate is the weather of the seas. This is such a problem, which cannot be negated with the right training as the weather is an uncontrolled factor, especially when you’re on a vessel in the sea. There are no safe doors out of the storms, hence causing a lot of life lost in this profession. (NIOSH, 2001) In the time period of 6 years, 1992 to 1997, CFOI has claimed that 440 US fishers have lost their lives (NIOSH 2001). The fatality rate in these 6 years have bee n calculated to be 161.6/1000 workers. This accounts to the highest fatality rate among all occupation in the world in those 6 years (Fosbroke et al, 1997). Not only have the fishers at risk, the ship captains also had a certain high death rate compared to the captains that sail other kinds of shipping in the seas. Secondary Hazards for a Fisher Various factors are involved in forming the primary and secondary hazards in the fishing industry. Some of the factors are economic pressure in stiff fishing season, fatigue, lag in rescue

Is There a Hispanic Challenge to American Nationalism Essay

Is There a Hispanic Challenge to American Nationalism - Essay Example However lately it has been seen that the influx of Hispanics has increased in the region and this has ignited a debate between the multiculturalists and American nationalists. It is at this point that the nationalists argue that their culture and identity is being changed from what it was before when the protestants formed it. On the other hand the multiculturalists believe that the Hispanics are a part of the American culture and they are not harming the integrity of the American nationalism. In my view Hispanics are only giving a platform to the American identity through which they can flourish in a bilingual country. Their language and culture is being assimilated such into the nationalism that the original roots are still being revived. This essay would further revolve around the issue of Hispanic challenge to the American nationalism (Huntington 2004; Strum et al 2004). According to Huntington the culture of America was formed by the protestants and whites whereas with the large influx of Hispanics into the region this culture is seriously being challenged. He believes that the Americans do not ponder much on the issue of Hispanic immigration in the region but rather focus on the economic benefits that the Hispanic immigrants are providing the nation with. Huntington further argues that this can bring a challenge to the identity of America by forming two different cultures with two different languages. He argues that if the immigration of Latin Americans is stopped the wages of the U.S citizens itself can improve along with the original identity of the American nationals. Stopping them would not only allow to improve the policies of immigration but would also help the authorities to assimilate these immigrants into the American culture as it was previously. The Hispanic immigrants have increased so much in the south-western region that some schools in Los Angeles are slowly becoming Mexican as put by Huntington. Moreover with the rapid influx of these immi grants it is also seen that within no time the Hispanics would not have any incentive in learning the English Language. This can create differences between the American citizens and the immigrants and thus all these factors are put forward when discussing the challenge that the Hispanics pose to the American nationalism (Huntington 2004; Lowenthal 2004). On the other hand the proponents of Hispanic immigration have totally different views about the challenge that it poses to American nationalism. According to the proponents no such challenge is posed by the Hispanic population on to the American nationalism. According to consensus it has been seen that the Hispanic population has been largely dispersing into the assimilated neighbourhoods where they can easily get used to the new language and culture (Skerry 2005). The argument that the Hispanics don’t tend to learn English is denied by the proponents as they put forward the 2000 consensus in which it was found that the 50% o f the Mexican born immigrants only talked in English or knew how to speak in English very well. Similarly immigrants from Mexico have lived in America for years and it has been found that the coming generations are talking frequently in English. This clearly shows that the Hispanics are not affecting the language culture formed in the United States (Citrin et al 2007). The 2002 Pew National Hispanic Survey

Civil Legislation and the Law Essay Example | Topics and Well Written Essays - 2250 words

Civil Legislation and the Law - Essay Example se inner contents cannot be visibly from the outside, and there are no ways and means by which it is possibly for consumers to ascertain the contents of the bottle by viewing it externally. The facts of this case revolved on the perceived lack of care, or tort of negligence, displayed by the manufacture of ginger beer, in that its contents could hold toxic or health hazards, emanating due to issues arising due to lack of care and ordinary diligence, which had resulted in such situations. In this case, the ginger beer drunk by the plaintiff contained the remnants of a decomposed snail, which precipitated distress and illness in the applicant, Mrs. Donoghue and caused her significant health issues which necessitated medical treatment. Subsequently she brought action on the grounds that the manufacture had been liable for â€Å"damage caused by such neglect†¦Ã¢â‚¬  (Donoghue (or M’ Alister) v Stevenson: House of Lords [1932] All ER Rep 1). The area of Tort of Negligence could be invoked in this case. She could bring up a suit for damages for injury caused to her due to consumption of contaminated ginger beer, due to apparent negligence on the part of the manufacturer to ensure that the consumable articles are free from harmful ingredients. Lord Atkins, in his rule on the Donoghue case rules This was what she claimed as damages for tort negligence not amounting to Fraud. This is because the case does not invoke any aspect of fraud or misrepresentation. The manufacturers, Stevenson, did not intentionally cause the snail to be placed in the bottle. It is believed that the place where the cleaning of bottles and refilling was conducted, hosted snails and other reptiles. It is quite possible that a snail may have lodged itself in the bottle. Subsequently, the bottle was filled and sealed by agents of the defendant, without inspecting whether the bottle was clean and contained any thing or not. Thus, basic negligence could be attributed to defendants, and his

Position review Essay Example | Topics and Well Written Essays - 250 words

Position review - Essay Example lly by (a) providing reasons and evidence that the audience will see as persuasive, (b) anticipating and responding to objections or questions the audience is likely to raise, and (c) making appropriate appeals? The paper could be more persuasive in the 4th paragraph where the writer was trying to convince the reader that the cost of having an on call interpreter for every language in the hospital is a necessary evil. This could have been done by presenting actual statistics relating to the effective treatment of patients in hospitals that do have easily accessible interpreters. The writer has created a clear voice that speaks for the non-English speakers who need hospital care. The voice used is clearly appropriate for use throughout the whole paper. However, his ethos is hampered by the lack of citations in the paper that would have added credibility to his arguments. 7. What did you learn from the conclusion that you didnt already know after reading the introduction and the body? What information does the writer want you to take away from the argument? Does the writer attempt to change your attitude, action or opinion? I learned that the changing ethnic landscape of America has also changed the way we treat patients in the hospitals. We need to make sure that the hospital policies follow suit in order to be able to provide ample healthcare to all concerned. The writer wants the reader to come away from the argument realizing that universal healthcare should also speak international languages in order to be highly effective in treating their patients. The writer however, does not attempt to make the reader change his attitude, action, or opinion. Instead, he presents all of the factual data that he can muster and then allows the reader to come to his own

Ryanair Industry Analysis and Strategy for the Future Essay

Ryanair Industry Analysis and Strategy for the Future - Essay Example The heÐ °rt of RyÐ °nÐ °ir’s strÐ °tegy is bÐ °sed on providing Ð ° no frills service with low fÐ °res designed to stimulÐ °te demÐ °nd, pÐ °rticulÐ °rly from budget conscious leisure Ð °nd business trÐ °vellers who might otherwise hÐ °ve used Ð °lternÐ °tive forms of trÐ °nsportÐ °tion or who might not trÐ °velled Ð °t Ð °ll. Following on from this I looked Ð °t the externÐ °l environment thÐ °t Ð °ffects RyÐ °nÐ °ir, to get Ð ° brief ideÐ ° of the possible opportunities Ð °nd threÐ °ts. IncreÐ °sed TrÐ °de-union Pressure: with the Ð °cuisition of Buzz Ð °irline in 2003, RyÐ °nÐ °ir hÐ °s undergone some mÐ °jor chÐ °nges in the mÐ °nÐ °gement structure Ð °s well Ð °s in its stÐ °ff polici. From 400 till 600 employess were dismismissed due to the RyÐ °nÐ °ir’s policy to dispose of the redundÐ °nd stÐ °ff. RyÐ °nÐ °ir mÐ °nÐ °gement Ð °rgued thÐ °t the productivity of Buzz Ð °t 3,000 pÐ °ssengers per employee wÐ °s unÐ °cceptÐ °ble compÐ °red with 10,000 pÐ °ssengers per employee Ð °t RyÐ °nÐ °ir. RyÐ °nÐ °ir wÐ °s Ð °ccused by trÐ °de unions of telling stÐ °ff to â€Å"Ð °ccept the cuts or else †¦Ã¢â‚¬ . EU ExpÐ °nsion: Before the Ð °cquisition, RyÐ °nÐ °ir wÐ °s the biggest user of StÐ °nsted, occupying 45% of lÐ °nding slots while eÐ °syjet/Go hÐ °d 26% Ð °nd Buzz hÐ °d 12%.xiv The merger thus sÐ °feguÐ °rded RyÐ °nÐ °ir’s position Ð °t StÐ °nsted. Moreover, it gÐ °ve RyÐ °nÐ °ir Ð ° UK Ð ir OperÐ °ting CertificÐ °te, which Ð °llowed the compÐ °ny to fly from BritÐ °in to destinÐ °tions outside the EU. Big leÐ °p towÐ °rds †open skies†: The US hÐ °d signed open bilÐ °terÐ °l Ð °greements with EuropeÐ °n countries individuÐ °lly, deÐ °ls which were seen Ð °s Ð ° big leÐ °p towÐ °rd â€Å"open-skies†. Ð ll cÐ °rriers in the two countries concerned were given unlimited rights to operÐ °te trÐ °nsÐ °tlÐ °ntic routes between Ð °ny two destinÐ °tions, with no frequency, cÐ °pÐ °city or tÐ °riff control. In Ð °ddition, unlimited Fifth Freedom rights were grÐ °nted, which Ð °llowed Ð °irlines to cÐ °rry trÐ °ffic between two foreign

Financial Analysis of Carrefour S A Case Study Example | Topics and Well Written Essays - 1000 words

Financial Analysis of Carrefour S A - Case Study Example Sikhumbuzo Bhengu, junior financial analyst ordered a  report which was demanded by Carrefour S.A.’s CFO Barry Strydom. The request of this report is to identify the cost-effective currency in which the issuing of the bond from the firm to that currency denominated, and it turns that foreign currency is effective than the hedging strategy required to hedge exchange rate risk. Nevertheless, investing in the British pound had several reasons why it was a good idea. Due to the high inflation rate in U.K, the real interest rate became lower while the nominal interest rate of the Swiss franc got lower than that of the British pound. The data information provided by Carrefour S.A. was used to solve the report which was not being expanded beyond the scope of the information given. The position of Carrefour in the market was not conducted by research provided by the internet. The information provided by the case study is assumed to be true and accurate. This report has been conducted by the use of interest rate parity which is the main underlying theory in this case. Carrefour S.A. was seeking to contribute EURO 750million debt financing by issuing a bond at a lower cost either by the use of domestic currency or foreign currency denomination bond in the Eurobond market in the summer of 2002. Carrefour S.A.’s investment banks (Morgan Stanley and UBS Warburg) not only suggested the provision of funds at the lowest cost but also anticipated that the Carrefour 10-year bonds can be dispensed at 5.25% in Euros, 5.375% in British pounds, 3.625% in Swiss francs, and 5.5% in U.S. dollars in August 2002. The assumption was that the bonds were to be issued at par. The action plan which was taken was based on the sales, profits, and sources of profits in various currencies.  

Critical Research Paper (Mark Twain) Essay Example | Topics and Well Written Essays - 1500 words

Critical Research Paper (Mark Twain) - Essay Example Her alo tarted hi career a a journalit by writing for the Hannibal Journal. Later Twain worked a a licened Miiippi river-boat pilot (1857-61). Hi famou penname Twain adopted from the call ('Mark twain!' - meaning by the mark of two fathom) ued when ounding river hallow. But thi in't the full tory: he had alo atirized an older writer, Iaiah eller, who called himelf Mark Twain. In 1861 Twain erved briefly a a confederate irregular. The Civil War put an end to the teamboat traffic, and during a period when Twain wa out of work, he lived in a primitive cabin on Jacka Hill and tried hi luck a a gold-miner. "I would have been more or le than human if I had not gone mad like the ret," he confeed. Twain moved to Virginia City, where he edited two year Territorial Enterprie. On February 3, 1863, 'Mark Twain' wa born when he igned a humorou travel account with that peudonym. In 1864 Twain left for California, where worked in an Francico a a reporter. After hearing a tory about a frog, Twain made an entry in hi notebook: "Coleman with hi jumping frog - bet a tranger $50. - tranger had no frog and C. got him one: - In the meantime tranger filled C' frog full of hot and he couldn't jump. The tranger' frog won." From thee line he developed 'Jim miley and hi Jumping Frog' which wa publihed in The aturday Pre of New York on the 18th of November in 1865. It wa reprinted all over the country and became the foundation tone of THE CELEBRATED JUMPING FROG OF CALAVERA COUNTY, AND OTHER KETCHE (1867). Thi work marked the beginning of Twain' literary career. In 1866 Twain viited Hawaii a a correpondent for The acramento Union, publihing letter on hi trip. He then et out world tour, travelling in France and Italy. Hi experience Twain recorded in THE INNOCENT ABROAD (1869). The work, which gained him wide popularity, poked fun at both American and European prejudice and manner. Throughout hi life, Twain frequently returned to travel writing - many of hi finet novel, uch a THE ADVENTURE OF TOM AWYER (1876), dealt with journey and ecape into freedom. The ucce of The Innocent Abroad gave Twain enough financial ecurity to marry Olivia Langdon in 1870, after writing about 189 love letter during hi courthip. William Dean Howell praied the author in The Atlantic Monthly, and Twain thanked him by aying: "When I read that review of your, I felt like the woman who wa o glad her baby had come white." Olivia, Twain' beloved Livy, erved and protected her huband devotedly. They moved to Hartford, where the family remained, with occaional trip abroad, until 1891. Twain continued to lecture in the United tate and England. Between 1876 and 1884 he publihed everal materpiece. Tom awyer wa originally intended for adult. Twain had abandoned the work in 1874, but returned to it in the following ummer and even then wa undecided if he were writing a book for adult or for young reader. Eventually he declared that it wa "profeedly and confeedly a boy' and girl' book". THE PRINCE AND THE PAUPER (1881) wa about Edward VI of England and a little pauper who change place. The book wa dedicated "to thoe good-mannered and

History of education Essay Example for Free

History of education Essay Before the invention of reading and writing, people lived in an environment in which they struggled to survive against natural forces, animals, and other humans. To survive, preliterate people developed skills that grew into cultural and educational patterns. For a particular group’s culture to continue into the future, people had to transmit it, or pass it on, from adults to children. The earliest educational processes involved sharing information about gathering food and providing shelter; making weapons and other tools; learning language; and acquiring the values, behavior, and religious rites or practices of a given culture. Through direct, informal education, parents, elders, and priests taught children the skills and roles they would need as adults. These lessons eventually formed the moral codes that governed behavior. Since they lived before the invention of writing, preliterate people used an oral tradition, or story telling, to pass on their culture and history from one generation to the next. By using language, people learned to create and use symbols, words, or signs to express their ideas. When these symbols grew into pictographs and letters, human beings created a written language and made the great cultural leap to literacy. IIIEDUCATION IN ANCIENT AFRICA AND ASIA In ancient Egypt, which flourished from about 3000 BC to about 500 BC, priests in temple schools taught not only religion but also the principles of writing, the sciences, mathematics, and architecture. Similarly in India, priests conducted most of the formal education. Beginning in about 1200 BC Indian priests taught the principles of the Veda, the sacred texts of Hinduism, as well as science, grammar, and philosophy. Formal education in China dates to about 2000 BC, though it thrived particularly during the Eastern Zhou Dynasty, from 770 to 256 BC (see China: The Eastern Zhou). The curriculum stressed philosophy, poetry, and religion, in accord with the teachings of Confucius, Laozi (Lao-tzu), and other philosophers. IVEDUCATION IN ANCIENT GREECE Historians have looked to ancient Greece as one of the origins of Western formal education. The Iliad and the Odyssey, epic poems attributed to Homer and written sometime in the 8th century BC, created a cultural tradition that gave the Greeks a sense of group identity. In their dramatic account of Greek struggles, Homer’s epics served important educational purposes. The legendary Greek warriors depicted in Homer’s work, such as Agamemnon, Odysseus, and Achilles, were heroes who served as models for the young Greeks. Ancient Greece was divided into small and often competing city-states, or poleis, such as Athens, Sparta, and Thebes. Athens emphasized a humane and democratic society and education, but only about one-third of the people in Athens were free citizens. Slaves and residents from other countries or city-states made up the rest of the population. Only the sons of free citizens attended school. The Athenians believed a free man should have a liberal education in order to perform his civic duties and for his own personal development. The education of women depended upon the customs of the particular Greek city-state. In Athens, where women had no legal or economic rights, most women did not attend school. Some girls, however, were educated at home by tutors. Slaves and other noncitizens had either no formal education or very little. Sparta, the chief political enemy of Athens, was a dictatorship that used education for military training and drill. In contrast to Athens, Spartan girls received more schooling but it was almost exclusively athletic training to prepare them to be healthy mothers of future Spartan soldiers. In the 400s BC, the Sophists, a group of wandering teachers, began to teach in Athens. The Sophists claimed that they could teach any subject or skill to anyone who wished to learn it. They specialized in teaching grammar, logic, and rhetoric, subjects that eventually formed the core of the liberal arts. The Sophists were more interested in preparing their students to argue persuasively and win  arguments than in teaching principles of truth and morality. Unlike the Sophists, the Greek philosopher Socrates sought to discover and teach universal principles of truth, beauty, and goodness. Socrates, who died in 399 BC, claimed that true knowledge existed within everyone and needed to be brought to consciousness. His educational method, called the Socratic method, consisted of asking probing questions that forced his students to think deeply about the meaning of life, truth, and justice. In 387 BC Plato, who had studied under Socrates, established a school in Athens called the Academy. Plato believed in an unchanging world of perfect ideas or universal concepts. He asserted that since true knowledge is the same in every place at every time, education, like truth, should be unchanging. Plato described his educational ideal in the Republic, one of the most notable works of Western philosophy. Plato’s Republic describes a model society, or republic, ruled by highly intelligent philosopher-kings. Warriors make up the republic’s second class of people. The lowest class, the workers, provide food and the other products for all the people of the republic. In Plato’s ideal educational system, each class would receive a different kind of instruction to prepare for their various roles in society. In 335 BC Plato’s student, Aristotle, founded his own school in Athens called the Lyceum. Believing that human beings are essentially rational, Aristotle thought people could discover natural laws that governed the universe and then follow these laws in their lives. He also concluded that educated people who used reason to make decisions would lead a life of moderation in which they avoided dangerous extremes. In the 4th century BC Greek orator Isocrates developed a method of education designed to prepare students to be competent orators who could serve as government officials. Isocrates’s students studied rhetoric, politics, ethics, and history. They examined model orations and practiced public speaking. Isocrates’s methods of education directly influenced such Roman educational theorists as Cicero and Quintilian. VEDUCATION IN ANCIENT ROME While the Greeks were developing their civilization in the areas surrounding the eastern Mediterranean Sea, the Romans were gaining control of the Italian peninsula and areas of the western Mediterranean. The Greeks’ education focused on the study of philosophy. The Romans, on the other hand, were preoccupied with war, conquest, politics, and civil administration. As in Greece, only a minority of Romans attended school. Schooling was for those who had the money to pay tuition and the time to attend classes. While girls from wealthy families occasionally learned to read and write at home, boys attended a primary school, called aludus. In secondary schools boys studied Latin and Greek grammar taught by Greek slaves, called pedagogues. After primary and secondary school, wealthy young men often attended schools of rhetoric or oratory that prepared them to be leaders in government and administration. Cicero, a 1st century BC Roman senator, combined Greek and Roman ideas on how to educate orators in his book De Oratore. Like Isocrates, Cicero believed orators should be educated in liberal arts subjects such as grammar, rhetoric, logic, mathematics, and astronomy. He also asserted that they should study ethics, military science, natural science, geography, history, and law. Quintilian, an influential Roman educator who lived in the 1st century AD, wrote that education should be based on the stages of individual development from childhood to adulthood. Quintilian devised specific lessons for each stage. He also advised teachers to make their lessons suited to the student’s readiness and ability to learn new material. He urged teachers to motivate students by making learning interesting and attractive. VIANCIENT JEWISH EDUCATION Education among the Jewish people also had a profound influence on Western learning. The ancient Jews had great respect for the printed word and believed that God revealed truth to them in the Bible. Most information on ancient Jewish goals and methods of education comes from the Bible and the Talmud, a book of religious and civil law. Jewish religious leaders, known as rabbis, advised parents to teach their children religious beliefs, law, ethical practices, and vocational skills. Both boys and girls were introduced to religion by studying the Torah, the most sacred document of Judaism. Rabbis taught in schools within synagogues, places of worship and religious study. VIIMEDIEVAL EDUCATION. During the Middle Ages, or the medieval period, which lasted roughly from the 5th to the 15th century, Western society and education were heavily shaped by Christianity, particularly the Roman Catholic Church. The Church operated parish, chapel, and monastery schools at the elementary level. Schools in monasteries and cathedrals offered secondary education. Much of the teaching in these schools was directed at learning Latin, the old Roman language used by the church in its ceremonies and teachings. The church provided some limited opportunities for the education of women in religious communities or convents. Convents had libraries and schools to help prepare nuns to follow the religious rules of their communities. Merchant and craft guilds also maintained some schools that provided basic education and training in specific crafts. Knights received training in military tactics and the code of chivalry. As in the Greek and Roman eras, only a minority of people went to school during the medieval period. Schools were attended primarily by persons planning to enter religious life such as priests, monks, or nuns. The vast majority of people were serfs who served as agricultural workers on the estates of feudal lords. The serfs, who did not attend school, were generally illiterate (see Serfdom). In the 10th and early 11th centuries, Arabic learning had a pronounced influence on Western education. From contact with Arab scholars in North Africa and Spain, Western educators learned new ways of thinking about mathematics, natural science, medicine, and philosophy. The Arabic number system was especially important, and became the foundation of Western arithmetic. Arab scholars also preserved and translated into Arabic the works of such influential Greek scholars as Aristotle, Euclid, Galen, and Ptolemy. Because many of these works had disappeared from Europe by the Middle Ages, they might have been lost forever if Arab scholars such as Avicenna and Averroes had not preserved them. In the 11th century medieval scholars developed Scholasticism, a philosophical and educational movement that used both human reason and revelations from the Bible. Upon encountering the works of Aristotle and other Greek philosophers from Arab scholars, the Scholastics attempted to reconcile Christian theology with Greek philosophy. Scholasticism reached its high point in the Summa Theologiae of Saint Thomas Aquinas, a 13th century Dominican theologian who taught at the University of Paris. Aquinas reconciled the authority of religious faith, represented by the Scriptures, with Greek reason, represented by Aristotle. Aquinas described the teacher’s vocation as one that combines faith, love, and learning. The work of Aquinas and other Scholastics took place in the medieval institutions of higher education, the universities. The famous European universities of Paris, Salerno, Bologna, Oxford, Cambridge, and Padua grew out of the Scholastics-led intellectual revival of the 12th and 13th centuries. The name university comes from the Latin word universitas, or associations, in reference to the associations that students and teachers organized to discuss academic issues. Medieval universities offered degrees in the liberal arts and in professional studies such as theology, law, and medicine. VIIIEDUCATION DURING THE RENAISSANCE The Renaissance, or rebirth of learning, began in Europe in the 14th century and reached its height in the 15th century. Scholars became more interested in the humanist features—that is, the secular or worldly rather than the religious aspects—of the Greek and Latin classics. Humanist educators found their models of literary style in the classics. The Renaissance was a particularly powerful force in Italy, most notably in art, literature, and architecture. In literature, the works of such Italian writers as Dante Aleghieri, Petrarch, and Giovanni Boccaccio became especially important. Humanist educators designed teaching methods to prepare well-rounded, liberally educated persons. Dutch humanist Desiderius Erasmus was particularly influential. Erasmus believed that understanding and conversing about the meaning of literature was more important than memorizing it, as had been required at many of the medieval religious schools. He advised teachers to study such fields as archaeology, astronomy, mythology, history, and Scripture. The invention of the printing press in the mid-15th century made books more widely available and increased literacy rates (see Printing). But school attendance did not increase greatly during the Renaissance. Elementary schools educated middle-class children while lower-class children received little, if any, formal schooling. Children of the nobility and upper classes attended humanist secondary schools. Educational opportunities for women improved slightly during the Renaissance, especially for the upper classes. Some girls from wealthy families attended schools of the royal court or received private lessons at home. The curriculum studied by young women was still based on the belief that only certain subjects, such as art, music, needlework, dancing, and poetry, were suited for females. For working-class girls, especially rural peasants, education was still limited to training in household duties such as cooking and sewing. IXEDUCATION DURING THE PROTESTANT REFORMATION The religious Reformation of the 16th century marked a decline in the authority of the Catholic Church and contributed to the emergence of the middle classes in Europe. Protestant religious reformers, such as John Calvin, Martin Luther, and Huldreich Zwingli, rejected the authority of the Catholic pope and created reformed Christian, or Protestant, churches. In their ardent determination to instruct followers to read the Bible in their native language, reformers extended literacy to the masses. They established vernacular primary schools that offered a basic curriculum of reading, writing, arithmetic, and religion for children in their own language. Vernacular schools in England, for example, used English to teach their pupils. As they argued with each other and with the Roman Catholics on religious matters, Protestant educators wrote catechisms—primary books that summarized their religious doctrine—in a question and answer format. While the vernacular schools educated both boys and girls at the primary level, upper-class boys attended preparatory and secondary schools that continued to emphasize Latin and Greek. The gymnasium in Germany, the Latin grammar school in England, and the lycee in France were preparatory schools that taught young men the classical languages of Latin and Greek required to enter universities. Martin Luther believed the state, family, and school, along with the church, were leaders of the Reformation. Since the family shaped children’s character, Luther encouraged parents to teach their children reading and religion. Each family should pray together, read the Bible, study the catechism, and practice a useful trade. Luther believed that government should assist schools in educating literate, productive, and religious citizens. One of Luther’s colleagues, German religious reformer Melanchthon, wrote the school code for the German region of Wurttemberg, which became a model for other regions of Germany and influenced education throughout Europe. According to this code, the government was responsible for supervising schools and licensing teachers. The Protestant reformers retained the dual-class school system that had developed in the Renaissance. Vernacular schools provided primary instruction for the lower classes, and the various classical humanist and Latin grammar schools prepared upper-class males for higher education. XEDUCATIONAL THEORY IN THE 17TH CENTURY Educators of the 17th century developed new ways of thinking about education. Czech education reformer Jan Komensky, known as Comenius, was particularly influential. A bishop of the Moravian Church, Comenius escaped religious persecution by taking refuge in Poland, Hungary, Sweden, and The Netherlands. He created a new educational philosophy called Pansophism, or universal knowledge, designed to bring about worldwide understanding and peace. Comenius advised teachers to use children’s senses rather than memorization in instruction. To make learning interesting for children, he wrote The Gate of Tongues Unlocked (1631), a book for teaching Latin in the student’s own language. He also wrote Orbis Sensualium Pictus (1658; The Visible World in Pictures, 1659) consisting of illustrations that labeled objects in both their Latin and vernacular names. It was one of the first illustrated books written especially for children. The work of English philosopher John Locke influenced education in Britain and North America. Locke examined how people acquire ideas in An Essay Concerning Human Understanding (1690). He asserted that at birth the human mind is a blank slate, or tabula rasa, and empty of ideas. We acquire knowledge, he argued, from the information about the objects in the world that our senses bring to us. We begin with simple ideas and then combine them into more complex ones. Locke believed that individuals acquire knowledge most easily when they first consider simple ideas and then gradually combine them into more complex ones. In Some Thoughts Concerning Education (1697), Locke recommended practical learning to prepare people to manage their social, economic, and political affairs efficiently. He believed that a sound education began in early childhood and insisted that the teaching of reading, writing, and arithmetic be gradual and cumulative. Locke’s curriculum included conversational learning of foreign languages, especially French, mathematics, history, physical education, and games. XIEDUCATION DURING THE ENLIGHTENMENT The Age of Enlightenment in the 18th century produced important changes in education and educational theory. During the Enlightenment, also called the Age of Reason, educators believed people could improve their lives and society by using their reason, their powers of critical thinking. The Enlightenment’s ideas had a significant impact on the American Revolution (1775-1783) and early educational policy in the United States. In particular, American philosopher and scientist Benjamin Franklin emphasized the value of utilitarian and scientific education in American schools. Thomas Jefferson, the third president of the United States, stressed the importance of civic education to the citizens of a democratic nation. The Enlightenment principles that considered education as an instrument of social reform and improvement remain fundamental characteristics of American education policy. XIIEDUCATION IN THE 19TH CENTURY The foundations of modern education were established in the 19th century. Swiss educator Johann Heinrich Pestalozzi, inspired by the work of French philosopher Jean Jacques Rousseau, developed an educational method based on the natural world and the senses. Pestalozzi established schools in Switzerland and Germany to educate children and train teachers. He affirmed that schools should resemble secure and loving homes. Like Locke and Rousseau, Pestalozzi believed that thought began with sensation and that teaching should use the senses. Holding that children should study the objects in their natural environment, Pestalozzi developed a so-called â€Å"object lesson† that involved exercises in learning form, number, and language. Pupils determined and traced an object’s form, counted objects, and named them. Students progressed from these lessons to exercises in drawing, writing, adding, subtracting, multiplying, dividing, and reading. Pestalozzi employed the following principles in teaching: (1) begin with the concrete object before introducing abstract concepts; (2) begin with the immediate environment before dealing with what is distant and remote; (3) begin with easy exercises before introducing complex ones; and (4) always proceed gradually, cumulatively, and slowly. American educator Henry Barnard, the first U. S. Commissioner of Education, introduced Pestalozzi’s ideas to the United States in the late 19th century. Barnard also worked for the establishment of free public high schools for students of all classes of American society. German philosopher Johann Herbart emphasized moral education and designed a highly structured teaching technique. Maintaining that education’s primary goal is moral development, Herbart claimed good character rested on knowledge while misconduct resulted from an inadequate education. Knowledge, he said, should create an â€Å"apperceptive mass†Ã¢â‚¬â€a network of ideas—in a person’s mind to which new ideas can be added. He wanted to include history, geography, and literature in the school curriculum as well as reading, writing, and arithmetic. Based on his work, Herbart’s followers designed a five-step teaching method: (1) prepare the pupils to be ready for the new lesson, (2) present the new lesson, (3) associate the new lesson with ideas studied earlier, (4) use examples to illustrate the lesson’s major points, and (5) test pupils to ensure they had learned the new lesson. AKindergarten German educator Friedrich Froebel created the earliest kindergarten, a form of preschool education that literally means â€Å"child’s garden† in German. Froebel, who had an unhappy childhood, urged teachers to think back to their own childhoods to find insights they could use in their teaching. Froebel studied at Pestalozzi’s institute in Yverdon, Switzerland, from 1808 to 1810. While agreeing with Pestalozzi’s emphasis on the natural world, a kindly school atmosphere, and the object lesson, Froebel felt that Pestalozzi’s method was not philosophical enough. Froebel believed that every child’s inner self contained a spiritual essence—a spark of divine energy—that enabled a child to learn independently. In 1837 Froebel opened a kindergarten in Blankenburg with a curriculum that featured songs, stories, games, gifts, and occupations. The songs and stories stimulated the imaginations of children and introduced them to folk heroes and cultural values. Games developed children’s social and physical skills. By playing with each other, children learned to participate in a group. Froebel’s gifts, including such objects as spheres, cubes, and cylinders, were designed to enable the child to understand the concept that the object represented. Occupations consisted of materials children could use in building activities. For example, clay, sand, cardboard, and sticks could be used to build castles, cities, and mountains. Immigrants from Germany brought the kindergarten concept to the United States, where it became part of the American school system. Margarethe Meyer Schurz opened a German-language kindergarten in Watertown, Wisconsin, in 1855. Elizabeth Peabody established an English-language kindergarten and a training school for kindergarten teachers in Boston, Massachusetts, in 1860. William Torrey Harris, superintendent of schools in St. Louis, Missouri, and later a U. S. commissioner of education, made the kindergarten part of the American public school system. BSocial Darwinism British sociologist Herbert Spencer strongly influenced education in the mid-19th century with social theories based on the theory of evolution developed by British naturalist Charles Darwin. Spencer revised Darwin’s biological theory into social Darwinism, a body of ideas that applied the theory of evolution to society, politics, the economy, and education. Spencer maintained that in modern industrialized societies, as in earlier simpler societies, the â€Å"fittest† individuals of each generation survived because they were intelligent and adaptable. Competition caused the brightest and strongest individuals to climb to the top of the society. Urging unlimited competition, Spencer wanted government to restrict its activities to the bare minimum. He opposed public schools, claiming that they would create a monopoly for mediocrity by catering to students of low ability. He wanted private schools to compete against each other in trying to attract the brightest students and most capable teachers. Spencer’s social Darwinism became very popular in the last half of the 19th century when industrialization was changing American and Western European societies. Spencer believed that people in industrialized society needed scientific rather than classical education. Emphasizing education in practical skills, he advocated a curriculum featuring lessons in five basic human activities: (1) those needed for self-preservation such as health, diet, and exercise; (2) those needed to perform one’s occupation so that a person can earn a living, including the basic skills of reading, writing, computation, and knowledge of the sciences; (3) those needed for parenting, to raise children properly; (4) those needed to participate in society and politics; and (5) those needed for leisure and recreation. Spencer’s ideas on education were eagerly accepted in the United States. In 1918 the Cardinal Principles of Secondary Education, a report issued by the National Education Association, used Spencer’s list of activities in its recommendations for American education. XIIINATIONAL SYSTEMS OF EDUCATION In the 19th century, governments in the United Kingdom, Germany, France, Italy, and other European countries organized national systems of public education. The United States, Canada, Argentina, Uruguay, and other countries in North and South America also established national education systems based largely on European models. In the United Kingdom The Church of England and other churches often operated primary schools in the United Kingdom, where students paid a small fee to study the Bible, catechism, reading, writing, and arithmetic. In 1833 the British Parliament passed a law that gave some government funds to these schools. In 1862 the United Kingdom established a school grant system, called payment by results, in which schools received funds based on their students’ performance on reading, writing, and arithmetic tests. The Education Act of 1870, called the Forster Act, authorized local government boards to establish public board schools. The United Kingdom then had two schools systems: board schools operated by the government and voluntary schools conducted by the churches and other private organizations. In 1878 the United Kingdom passed laws that limited child labor in factories and made it possible for more children to attend school. To make schooling available to working-class children, many schools with limited public and private funds used monitorial methods of instruction. Monitorial education, developed by British educators Joseph Lancaster and Andrew Bell, used student monitors to conduct lessons. It offered the fledgling public education system the advantage of allowing schools to hire fewer teachers to instruct the large number of new students. Schools featuring monitorial education used older boys, called monitors, who were more advanced in their studies, to teach younger children. Monitorial education concentrated on basic skills—reading, writing, and arithmetic—that were broken down into small parts or units. After a monitor had learned a unit—such as spelling words of two or three letters that began with the letter A—he would, under the master teacher’s supervision, teach this unit to a group of students. By the end of the 19th century, the monitorial system was abandoned in British schools because it provided a very limited education. BIn Russia Russian tsar Alexander II initiated education reforms leading to the Education Statute of 1864. This law created zemstvos, local government units, which operated primary schools. In addition to zemstvo schools, the Russian Orthodox Church conducted parish schools. While the number of children attending school slowly increased, most of Russia’s population remained illiterate. Peasants often refused to send their children to school so that they could work on the farms. More boys attended school than girls since many peasant parents considered female education unnecessary. Fearing that too much education would make people discontented with their lives, the tsar’s government provided only limited schooling to instill political loyalty and religious piety. CIn the United States Before the 19th century elementary and secondary education in the United States was organized on a local or regional level. Nearly all schools operated on private funds exclusively. However, beginning in the 1830s and 1840s, American educators such as Henry Barnard and Horace Mann argued for the creation of a school system operated by individual states that would provide an equal education for all American children. In 1852 Massachusetts passed the first laws calling for free public education, and by 1918 all U. S. states had passed compulsory school attendance laws. See Public Education in the United States. XIVEDUCATION IN THE TWENTIETH CENTURY At the beginning of the 20th century, the writings of Swedish feminist and educator Ellen Key influenced education around the world. Key’s book Barnets arhundrade (1900; The Century of the Child,1909) was translated into many languages and inspired so-called progressive educators in various countries. Progressive education was a system of teaching that emphasized the needs and potentials of the child, rather than the needs of society or the principles of religion. Among the influential progressive educators were Hermann Lietz and Georg Michael Kerschensteiner of Germany, Bertrand Russell of England, and Maria Montessori of Italy. AMontessori. Montessori’s methods of early childhood education have become internationally popular. Trained in medicine, Montessori worked with developmentally disabled children early in her career. The results of her work were so effective that she believed her teaching methods could be used to educate all children. In 1907 Montessori established a children’s school, the Casa dei Bambini (Children’s House), for poor children from the San Lorenzo district of Rome. Here she developed a specially prepared environment that featured materials and activities based on her observations of children. She found that children enjoy mastering specific skills, prefer work to play, and can sustain concentration. She also believed that children have a power to learn independently if provided a properly stimulating environment. Montessori’s curriculum emphasized three major classes of activity: (1) practical, (2) sensory, and (3) formal skills and studies. It introduced children to such practical activities as setting the table, serving a meal, washing dishes, tying and buttoning clothing, and practicing basic social manners. Repetitive exercises developed sensory and muscular coordination. Formal skills and subjects included reading, writing, and arithmetic. Montessori designed special teaching materials to develop these skills, including laces, buttons, weights, and materials identifiable by their sound or smell. Instructors provided the materials for the children and demonstrated the lessons but allowed each child to independently learn the particular skill or behavior. In 1913 Montessori lectured in the United States on her educational method. American educators established many Montessori schools after these lectures, but they declined in popularity in the 1930s as American educators stressed greater authority and control in the classroom. A revival of Montessori education in the United States began in the 1950s, coinciding with a growing emphasis on early childhood education. BDewey The work of American philosopher and educator John Dewey was especially influential in the U. S. and other countries in the 20th century.

Capital Punishment | Should Capital Punishment be Abolished?

Capital Punishment | Should Capital Punishment be Abolished? Death sentence being one of the harshest punishments known to man has taken a gradual humanized change over the years. Being a mode of punishment prominently followed in most parts of the world has now been abolished in many countries because of a wave of abolishment initiated a few decades back. India seems to be stuck between the global trend to end death penalty and the nations that is still follow. It has taken a very safe ground by giving a minimal provision and leaving it to the discretion of the judiciary to award the punishment in special circumstances. The aim of this paper is to analyze whether capital punishment should be banned or not? While considering the historical as well as present scenario of capital punishment and comparing with other countries where it has been abolished. Introduction Capital punishment is the practice of executing someone as punishment for a specific crime after a proper legal trial. It is usually only used as a punishment for particularly serious types of murder, but in some countries treason, types of fraud, adultery and rape are capital crimes.  [1]  In Indian the traditional way of awarding this punishment is handing by the neck till the death of the criminal. In other countries, shooting, electric chair, etc,are the various devices used for the purpose. The term capital originates from capitalis, literally regarding the head (Latin caput). Hence, a capital crime was originally one punished by the severing of the head.  [2]   Amongst democratic countries today, it is rare to find capital punishment being practiced. In fact, Japan, South Korea, Taiwan, and the U.S. are the only ones who still have the death penalty. However, it is mainly found in poor, undemocratic and authoritarian states that the death penalty is still being used, and usually as a means of political oppression. The European Union and the Council of Europe refuses its member states to practice the death penalty, or at least desire them to show that they no longer actively practice it (i.e. a moratorium). Although the United States had suspended executions in 1973, they resumed them in 1977. However, not all the states perform capital punishment, with at least 12 of them having banned it at the time of writing? Most of the countries except China, a few countries in South Africa and Belarus in Europe, have moved towards abolishing death penalty  [3]  . Though being a member of the International Covenant on Civil and Political Rights which is adopted by the United Nations and stands to bring countries to abolish death penalty, India has not taken this important step to abolish such a grave punishment. Capital punishment is nothing but judicial murder, it is said, especially when an innocent life is destroyed. Besides this, capital punishment, as is generally supposed, is not deterrent. Murders and other heinous crimes have continued unabated, in spite of it. The result of such views has been that in recent years there has been an increasing tendency in western countries to award life imprisonment instead of capital punishment. Muslims countries, to be more serve in this respect. Despite frequent demands from all society Indian has not so far abolished capital punishment. But even in India there has been a decline in the frequency of such punishment. It is now awarded only in cases of hardened criminals and only when it is established that the murder was not the result of a momentary impulse, the result of serious provocation, but well-planned and cold-blooded. In such cases, it is felt that nothing else than capital punishment would be executed for that crime. Those who indulge in anti-social and sternest possible measures should be taken against them, specially when they are habitual offenders. India has not so far abolished capital punishment but used it more judiciously. Sociologists are of the view that capital punishment serves no useful purpose. By sending the criminals to gallows, we in no way help or provide relief to the family of the murdered. The sociologists, therefore, suggest that the murderer should be sentenced for life to work and support the family of murdered person as well as his own. In this way, innocent women and children would be saved from much suffering, hunger and starvation.  [4]   Philosophers view on capital punishment According, to Kants view no state can exist if there is no law and if there is no law then there is no society and no state. Therefore legislation of law is necessary. Therefore by Kants view if a person has violated such laws by doing a crime then a person who has violated such law must be punished. According to Kant punishment is a legal act that definitely has a certain basis. This basis is a crime. If there is no crime there must be no punishment. Punishment of innocent people is a result of a worthless legislation; this means that the legal system is unable to establish guilt and make a differentiation between innocent people and criminals.  [5]  Kants opinion towards death penalty is justified only if there is a murder. According to him if there is a murder then he must die. Theory of punishment:- by both H.L.A Hart and (1959) in England and John Rawls (1955) in the United States. Defining the concept of punishment must be kept distinct from justifying punishment. A definition of punishment is, or ought to be, value-neutral, at least to the extent of not incorporating any norms or principles that surreptitiously tend to justify whatever falls under the definition itself. To put this another way, punishment is not supposed to be justified, or even partly justified, by packing its definition in a manner that virtually guarantees that whatever counts as punishment is automatically justified. (Conversely, its definition ought not to preclude its justification.)  [6]   Historical Background Capital punishment is regarded as one of the severest form of punishment in the history of mankind. During the medieval era, capital punishment was sentenced even for extremely trivial and inconsequential matter or in other words we can say that they were executed for minor crimes such as stealing, cheating or even trespassing. Also, the methods of administering death penalty were immensely harsh and gruesome. Most historical records and various primitive tribal practices indicate that the death penalty was a part of their justice system. This was the only method for them to provide justice for every crime done by a person. However, during medieval times the capital punishment was rather insensitive. The punishment which was given to the accused cant be compare to the act which has been done by accused. One of the oldest methods of practicing capital punishment was hanging. This method was originated from Persia and was restricted only for male criminals. The method was considered to be comparatively less harsh as it was relatively simpler with no involvement of blood. This form of punishment is prevalent to date in countries such as Singapore, Japan, India, Pakistan and three states in US.  [7]   In the earlier time death penalty laws can be found in the Code of King Hammaurabi of Babylon (18th century BCE), in which death penalty was given for different crimes. But in the Draconian Code of Athens (7th century BCE), times where every crime was punishable by death and was the most extreme capital systems in ancient times. Later on under Roman law in the 5th century BCE, a person could even be sentenced to death for simply writing an insulting song  [8]  . The Romans also used it for a wide range of offenses, though citizens were exempted for a short time during the republic. It also has been sanctioned at one time or another by most of the worlds major religions. In medieval and early modern Europe the death penalty was largely used as a generalized form of punishment, and often accompanied by torture. Similarly, in medieval and early modern Europe, before the development of modern prison systems, the death penalty was also used as a generalised form of punishment. For example, in 1700s Britain there were 222 crimes which were punishable by death, including crimes such as cutting down a tree or stealing an animal.  [9]  Thanks to the notorious Bloody Code, 18th century (and early 19th century) Britain was a hazardous place to live. For example, Michael Hammond and his sister, Ann, whose ages were given as 7 and 11, were reportedly hanged at Kings Lynn on Wednesday, September 28, 1708 for theft. The local press did not, however, consider the executions of two children newsworthy.  [10]   Present scenario But the time has changed now, the judiciary in most countries has adopted a more civilized attitude towards this punishment and death penalty is reserved for extremely heinous crimes. Three quarters of executions worldwide occur in Asia. 95% of Asians live in jurisdictions that carry out capital punishment. China alone accounts for 90% of all executions in Asia. The country executed approximately 5000 people in 2008. Thats a rate per capita dozens of times higher than in the U.S., and yet its a steep drop for the numbers of some decades earlier. India is also retentionist (meaning the opposite of abolitionist) but only executed one person in the first decade of the new millennium. Singapore used to kill a similar proportion of its citizens as China, but the rate has dropped recently. Japan, on the contrary, is executing more and more people. Saudi Arabia is known for its particularly gruesome methods  [11]   We can see from the above graph there is lot of change in figures earlier only death penalty was sentenced as compared to medieval times. Pakistan , U.S. and China are at the highest peak. Pakistan and china are the main contributors in increasing the percentage of death penalty in Asia. The most recent executions in South Korea took place in December 1997, when 23 people were executed at short notice on the same day. Similarly, nineteen executions occurred in 1995 and 15 in 1994, in each instance occurring all on the same day. No executions have occurred since 1998, but this de facto suspension has not been reinforced by law. Since 1999, lawmakers have thrice endorsed a bill favoring life imprisonment without parole in place of the death penalty, but each time the proposal has stalled and failed to move forward. The need remains to develop a culturally appropriate pro-abolition argument that could persuade the Korean public that the death penalty is unworkable and wrong. On 21 January 2007, in the Inhyeokdang case, the Korean Court acquitted 8 persons who had been executed 32 years earlier. The hope is that, in light of strong arguments based on the risk to innocent persons and the irreversibility of capital punishment, Korea will effectively transition from de fact o to formal abolition. Capital Punishment should be banned or not? Most of the people now feel that punishment for crimes like murders should not be death but some re formative or deterrent sentence. Death sentence cannot reform a criminal since once dead he cannot be reformed. The governments, which have abolished death sentence, find that there is no increase in the number of murders in the countries after the abolition. Some social reformers still feel that life imprisonment is a more severe kind of punishment. However, capital punishment puts an end to the criminals life, life imprisonment forces him to spend his whole life within the boundaries of a prison. Over 37 countries have already abolished the death sentence and the after-effects of it have not been harmful. India, which is the birthplace of great luminaries, should also abolish death sentence and replace it with some other kind of punishment, which aims to abolish crime, not merely kill criminals.  [12]   In India, capital punishment is granted for different crimes, counting murder, initiating a childs suicide, instigating war against the government, acts of terrorism, or a second evidence for drug trafficking. Death penalty is officially permitted though it should be used in the rarest of rare cases as per the judgement of Supreme Court of India. Amongst the retentionist countries around the world, India has the lowest execution rate with just 55 people executed since independence in 1947.  [13]   In the case of Bachan Singh v State of Punjab  [14]  , wherein a Constitutional Bench with a 4:1 majority upheld the constitutional validity of death penalty and the scope of the provision which enabled the imposition of death penalty. Justice Bhagwati took a dissenting opinion and held that the death sentence is unconstitutional and violative of Articles 14 and 21 of the Constitution of India. laws which are to be used to avoid and prevent people from committing such offences and not to take the life a person using the same laws. The State has no right to take the life of a person. India according to me should abolish death sentence. Article 14 and 21 of the Indian Constitution provides for Right to equality before law and protection of life and personal liberty respectively. Article 14 states, The state shall not deny to any person equality before the law or the equal protection of the laws within the territory of India  [15]  . And Article 21 states, No person shall be deprived of his life or personal liberty except according to procedure established by law  [16]  . If a procedure of law itself takes a life of a person, who is to be blamed, and who should be punished for it? Is it fair to kill a person? If not, what is the difference between a murderer and the society who takes the life of a murderer by sentencing him to death? In a landmark case of Bachan Singh vs. State of Punjab  [17]  , a panel of four judges of the Supreme Court upheld the constitutional validity of death penalty but Justice Bhagwati differed in his opinion. The four judge panel led by Chief Justice Y.V. Chandrachud suggested a set of guidelines for determining the aggravating circumstances which would warrant the imposition of death penalty and other mitigating circumstances for awarding the lesser punishment of imprisonment for life. Further, the Supreme Court held that the aggravating circumstances which result in special reasons as per the Criminal Procedure Code must be considered to be sentenced to death. And finally held that death sentence should be imposed only in Rarest of Rare cases. The death sentence as a punishment can also have a deterrent effect against the potential murderers. But J. Bhagwati argues that death sentence will have a greater deterrent effect as opposed to the life sentence. J. Bhagwati enriches the court with various scholars over the world who would agree with his opinion and this very opinion has favored the abolition of death penalty in their countries. He says it is not a rational conviction but merely an unreasoned belief which is entertained by some people including a few penologists, judges, jurists and legislators that death penalty has a uniquely deterrent effect  [18]  . Reference was also made to the Fifty Fourth Law Commission report  [19]  which also took a view that death sentence acts as a deterrent. It says that every human being dreads death suggesting that death sentence had a greater deterrent effect than other punishments. As the punishment is more deterrent than others it becomes arbitrary and unreasonable and viol ates article 14 ad 21 of the Constitution. Therefore it should be not be completely abolished. Hence, it should be executed only in rarest of rare cases. Conclusion Death penalty is the harshest of punishments provided in the IPC, which involves the judicial killing or taking the life of the accused as a form of punishment  [20]  . It is a mode of punishment which extinguishes the life of an accused. In India, death sentence has gone through a number of changes but still remains as the harshest punishment. It is the punishment for murdering another human being. It is true that killing someone is cruel, but it is also not reasonable for a society to kill someone. The only difference between these is that the accused in a murder case is punished by the society but there is no one to punish the society. The rule of law is set up to protect and regulate both the society as well as the people in the society. In conclusion, I feel that death penalty should be completely abolished. Though I am also morally against death penalty this analysis has made my views even stronger. But it should be executed only in the rarest of rare case like there is nothing else left instead of capital punishment for giving justice to someone. The views suggested by philosophers also suggest the same meaning that it should be executed only in the case of murder or we can say that in the rarest of rare cases.

Interracial America :: Racial Relations, People of Color, Asians

Lakshmi Chaundhry is a senior editor of AlterNet, an independent, alternative online news magazine. He thinks that people of different races falling in love, is a â€Å"luxury we can’t afford.†(158) Meanwhile, Andrew Sullivan a contributing writer for New York Times Magazine and senior editor of the New Republic thinks that interracial marriages break barriers and make people happier which in turn makes them more successful. Sullivan thinks, â€Å"If the rate of inter-racial marriages increases, the next generation may well not identify as ‘black’ or ‘white’ at all.†(158) â€Å"To avoid frustration, self-loathing, and anger, people of color should be discouraged from entering interracial romantic relationships,† claims Chaundry.(158) Chaundry suggests that people should stay away from interracial relationships. One of his main reasons is because not everyone will have someone. He feels that everyone picks and chooses. Chaundry states that it’s a â€Å"racial hierarchy.† â€Å"Anglos squarely are at the top.†(159) The Anglos determine who is hot and who is not. One of his arguments is about Asians. â€Å"Asians just don’t cut the list,† states Chaundry. (159) There will be no women for the Asian guy. â€Å"’We’re at the bottom of the pile, right along with black women.’†(159) Even Hollywood shows this. â€Å"In ‘Shanghai Knights,’ actress Fann Wong is matched with Owen Wilson instead of Jackie Chan, who is conveniently cast as her brother.†(159) Hollywood is send ing the message that Asian men are not wanted. â€Å"No women for the Asian guy.†(159) This affects the life of people. Henry says, â€Å"’It means a lot of loneliness, a lot of Friday nights without a date.’†(159) Being lonely leads these men to have â€Å"’an obsession with pornography.’† (160) Not having anyone for them affects the lives of these Asian men. On the contrary, â€Å"Asian women have a better shot at getting some white booty.†(160) This is called a â€Å"cultural leverage.†(160). A cultural leverage is when one sex isn’t really accepted culturally but the other sex can get anyone they desire. The Asian woman has more sexual options. The Asian man is limited to very few choices. â€Å"The men in my community want the right to do the same.†(160) This is a problem that the Asian man faces according to Chaudhry and her resources. â€Å"I spent my teen years falling in and out of love with a number of seriously cute Indian boys.†(161) She grew up in Indian where she refers to it as â€Å"[having] harsher realities of race.†(161) When she moved back to America she was judged by a white person for her marriage.

Essay --

It is important for people to imitate others before they can become original and creative. Imitation can be looked down upon by society; however, it is not as bad as it is chalked up to be. Imitation allows people to establish themselves. People have role models and admire them. A person aspires to achieve as much as their idol has done. Imitating a role model is necessary to be original and creative because mimicking allows one to be put in a position to influence others and to build upon qualities of the role model. Athletes are an everyday example of imitation. Athletes have role models that they look up to while growing up. For example, superstar athlete LeBron James has stated in numerous interviews that he aspired to be like Michael Jordan while growing up. He was influenced by someone who was successful and is considered the greatest of all time. Mimicking Michael Jordan’s game, LeBron has been put into a position where he is an idol for others. He can now show off his creativity, which others can look up to. LeBron James has established himself to the point that others will ...

The Sun Essay -- Sun Solar Power Solar System Essays

The Sun   Ã‚  Ã‚  Ã‚  Ã‚  The sun is the largest object in the solar system. It is a middle-sized star and there are many other stars out in the universe just like it. Even though it is only a middle-sized star it is large enough to hold over 1 million Earth’s inside if it were hollow. The temperature on the sun is far too much for any living thing to bear. On the surface it is 10,000 degrees Fahrenheit and the core is a stunning 27,000,000 degrees Fahrenheit. But don’t worry we are over 90,000 million miles away, the sun could never reach us, at least not yet. The sun is a still a middle aged star and later in its life it will become a Red Giant. In this stage it will get bigger, and closer to us causing a temperature increase and most likely the end of the world as we know it, but this will not take place for quite some time.   Ã‚  Ã‚  Ã‚  Ã‚  But the sun is not our enemy, if it weren’t for that big ball of burning gas there would be no life on this planet at all. We need its heat, its light, and its energy. Without these our planet would be frozen over like a big ice cube and there would be no signs or traces of life ever. In total amount the sun provides about 2 pounds of energy to us every day. Yes, that’s right only 2 pounds. The sun evaporates water from the earth’s lakes, streams, and rivers. It also heats the earth and cools the earth at the same time. Without the Earth’s atmosphere to protect us from the sun’s ultraviolet rays we would be toast. This is kind of how the greenhouse effect takes place. The greenhouse effect is when the atmosphere of the earth traps heat from the sun and lets sunlight heat plants, yet prevents much of the heat from getting out. In a similar way, the atmosphere lets sunlight through to the surface of the earth. The sunlight warms th e earth, but the heat that created cannot easily pass back through the atmosphere into space.   Ã‚  Ã‚  Ã‚  Ã‚  Now what is going on in the sun? When we look up we just see a bright object that makes us warm, sometimes gives us sunburn and gives us light, on the contrary. The sun is a mass of incandescent gas, a gigantic nuclear furnace where hydrogen is built into helium at a temperature of millions of degrees. The sun is so hot that everything on it is a gas. About 75% of the sun is made up of hydrogen, about 23% is helium and the remaining percent consist of iron, copper, aluminum, and about 70 more elements that are comm... ... as Stonehenge, to see the suns shadow and tell the time of day. Ancient people also used the sun to tell directions, they knew that it rose in the east and set in the west everyday, and that one whole day was the time it took the sun to get from one edge of the horizon to the other. Ancient calendars were based on the phases of the moon. The phases occur because sunlight reflected by the moon is seen from different angles as the moon circles the earth. Even today the sun has an important role in surveying and navigating people. Surveyors can use the sun to calculate their own position and other positions on the earth.   Ã‚  Ã‚  Ã‚  Ã‚  Well, that about does it as a summary for the sun. Even though this essay may have brought out some true facts about the sun there is still much more to know about the sun. Some stuff we don’t even know about the sun and may never know, but what we do know is good. We know that it is the largest object in the solar system, it is the size of 1 million earth’s and it hotter than 27,000,000 in the core, now that’s cooking.   Ã‚  Ã‚  Ã‚  Ã‚   Bibliography 1.  Ã‚  Ã‚  Ã‚  Ã‚  The World Book Encyclopedia, â€Å"sun† Robert W. Noyes 2.  Ã‚  Ã‚  Ã‚  Ã‚  Why the sun shines 3.  Ã‚  Ã‚  Ã‚  Ã‚  Science Book

Discriminatory Practice in Health and Social Care Essay

Unfortunately bullying is becoming more and more common amongst children, workmates, elderly and people with disabilities. There are three different types of bullying these are verbal bullying, social bullying and physical bullying. Verbal bullying is when you write or say bad things on people for example teasing or threatening. Social bullying is when you hurt someone’s feelings for example embarrassing someone publicly and leaving someone behind but on purpose. The last one physical bullying is when you hurt someone’s body such as hitting and pushing. So basically bullying is when someone use force, threat and intimidation on someone to dominate that person. An example of bullying is a careworker is using verbal bullying on a disabled person she keeps saying that he has no good to society, he’s waste of space etc. Abuse: Many people abuse others to maintain and gain power on other people so they can control them, often these people find the vulnerable so they will be afraid of them and will not report or talk to someone else. Abuse varies a lot some example of these are sexual abuse, physical abuse, neglect, financial abuse, verbal, emotional etc. Sexual abuse is when someone takes action and forces someone to do something sexually although they still don’t want to. Physical abuse is when you use physical force with the aim to hurt someone. Neglect is when your basic needs are not being given such as food, medicines, clean clothes and many more. The last one is emotional abuse this is a non-physical behavior words only are being used such as insulting and treats. For example a careworker who is catholic there is an elderly who is muslim who unfortunately he cannot speak so she neglected him she doesn’t give him clean clothes, sometimes she even doesn’t give the patient to eat etc because she knows he cannot saying anything. Prejudice: Prejudice is unsupported which usually it is a negative attitude to other people this may include bad feeling, stereotyped beliefs and it can also lead to discrimination. Basically it is prejudgments which usually they are negative about members of a society. There are many types of prejudice some of them are racism, sexism, classicism, nationalism, homophobia, agism and religious. So in a few words prejudice is when you form an opinion on someone before becoming aware of the important fact of the person based on their race, sexism, age, disability, religion and many more. An example of prejudice there is a patient in this home which he is a disabled person, he’s family doesn’t come visiting him and he doesn’t have many clothes so the careworker doesn’t value him like the others because he’s less than them because he looks poor. P3: Describe at least FOUR potential effects of discriminatory practices mentioned in Task 1 on the service users residing in this care home. When someone is being discriminated this will probably lead to many problems such as the person can be marginalization, having low self-esteem, disempowerment, restricted opportunities and many more. Marginalization: Marginalization is a process of a person or sometimes even whole communities that can be denied access to various rights, resources and opportunities  that normally are given to other people. Someone who is being marginalized, is being excluded from participating and belonging. Social exclusion often is based on an individual education status, social class, living standards, race, homelessness and even child hood relationships. This discrimination can occur with anyone such as people with disability, drug users, young people, adults, elderly. For example in this home we have two particular individuals who uses a wheelchair, once in a month a bingo is organized unfortunately the door to this hall is to thin and a wheelchair cannot pass, so these people cannot go. The careworkers knows that they can organized it in other rooms where a wheelchair can pass but they won’t because there is more light in this room. Disempowerment: Disempowerment is when a person or even sometimes a whole group is being discriminated against by other persons so this will lead for a person to feel disempowered. Some people that will be discriminated will have the courage to fight back and many times they will success at the other hand there will be individuals who will not fight against discrimination. So in a few words disempowerment is to make someone feel lower than you, everyone can be disempowered from young children to elderly so you need to fight it. As a result of disempowerment negatives emotions might occur such as becoming more depressed, self-obsessed, withdrawn, excluded, helpless, outsider, low self-worth and many more. An example of disempowerment is when an elderly is being told that she is not useful to society anymore by her carer this is making the patient feel useless, excluded and many more so the patient is being disempowerment. Low self-esteem: Low self-esteem is someone’s overall emotional and how they value themselves, it is an evaluation for her or his own worth. Self-esteem is a judgement on yourself in this case low self-esteem is when someone feels that s/he is not worth nothing they feel useless to society. Unfortunately a person could never had low self-esteem but s/he is being bullied from someone else’s and s/he starts feeling useless if it is not treated immediately this can lead to low self-esteem. Low self-esteem can leads to problem in relationships, bad choices on work and in life, low self-esteem doesn’t let you to choose the right decisions you need to make. For example in this house there is a  particular elderly who before he entered this house he didn’t have low self-esteem now he is being bullied by his carer he slaps him if he doesn’t want to eat any more resulting to this he now have low self-esteem that he doesn’t want to talk to anyone about it. Negative behavior: Negative behavior can happen to anyone it can be naturally the way how you respond to things is negative but others can occur negative behavior on previous experiences such as bullying. Many times when a person is being discriminated s/he becomes frustrated because of the unfair treatment that is been given to the individual. In health and social care we have to recognize a person and even respect everyone choices and identities. For a person who is being discriminated, to reduce the feeling of powerlessness many times this grief is expressed in aggression or sometimes even criminality. An example in our home a particular patient a disabled person as he arrived he was calm and happy unfortunately now he is so angry he keeps pushing things, yelling and saying bad things to people. After some time we saw from where this was coming a particular care worker used to bully him saying bad things about him, stealing his things and slapping him. M1: Assess the effects on those using the service of three different discriminatory practices in health and social care. First case is about prejudice about two older gay people, although last July the law became same sex can marry there are still people who cannot understand this. In this case these two gay people had gone through so much some of them were they faced themselves with carers praying for them because they were gay even some careres didn’t want to wash them or feed or care them because of their sexuality. At the end these two people felt disgraceful they didn’t know what else they’ve should done so someone will understand them so at the end they went to a new home separately so they won’t be more prejudiced. In this case the victim who are being discriminated are two old gay men, they were discriminated by their carers. The main base that they were being discriminated was because of their sexuality. Prejudice is when someone form an opinion about someone but before even knowing the relevant facts of the patient many times these are judged on age, disability, sexuality, race, language and more. The effect of this discrimination made the two people who  were being prejudiced awful they felt that they were doing something wrong they didn’t know what else they can do, so these old gay man decided they cannot be more prejudiced for both their safety and health they decided to separate ways and try living a normal life as society want them to be. The second case is about neglect a hospital who received suspended sentence when receiving suspended sentence for neglecting and abusing of patients. These patients most of them pensioners were left starving or in agony because nurses claim they are too busy to help. Some of examples of neglect to the patients were nurses taking minutes to respond the emergency buzzer, patients who were told by the nurse to soil his clothes because s /he was too busy to take the patient. A patient left without pillows or blankets, a patient that dropped hot soup on herself and left there without any help and many more. At the end the hospital had to pay a big fine and these nurses and carers were fired. In this case the victim are the patients in the hospital, they were neglected and abused by some of the nurses and carers. They were mostly discriminated on their age and race, neglect is a form of abuse where there is someone supposed to be responsible for the individual because s/he cannot take care of himself but this is not performed. For example the patient as indicated in the case no clean clothes were given, left starving etc so basically neglect is when a person’s basic needs are not given. The discriminatory practice that was on these patients was neglect and abuse the effect that was left on the patients they were scared to talk, they weren’t happy at the end although these staff were fired still the patients couldn’t feel safe in that hospital anymore. The last case who is still going on is about bullying, this case happened in Saint Catherine hospital a hospital which treat vulnerable adults with disabilities such as autism, dementia, learning difficu lties and many more. These adults were bullied by three health workers they punched, slapped, threatened and even sometimes they used to drag the patient by their hair and thrown into a ball pool. Most of the patients cannot speak and other staff members were too scared to report this abuse. They used to lock someone in a cupboard and stopped the patient from getting out by putting another patient with a wheelchair against the cupboard also they used to throw pillows to a patient that had learning difficulties. After a staff member had the courage to report, the case is now being processed. In this case the victims are  disabled patients with most of them with learning difficulties in a hospital where they were supposed to be given treatment. They were bullied by three staff these were care assistants Ms.S.Murphy, Ms.J.Burge and a physiotherapist Mr.M.Barnard. They were mostly discriminated about their disability and they knew that they couldn’t talk. The type of discriminatory in this case is bullying is when someone threat, use force or abuse others to feel more dominate. The effects of bullying on these patients made them feel more and more powerless and that they cannot let anyone near them because they are going to hurt them. I would like to see justice with these people and get what they deserve. References: Answers.com, (2015). What is disempowerment in health and social care. [online] Available at: http://www.answers.com/Q/What_is_disempowerment_in_health_and_social_care [Accessed 16 Mar. 2015]. Ask.com, (2015). What does overt discrimination mean? | Ask.com. [online] Available at: http://www.ask.com/world-view/overt-discrimination-mean-75fe5216daacda68 [Accessed 16 Mar. 2015]. BusinessDictionary.com, (2015). What is marginalization? definition and meaning. [online] Available at: http://www.businessdictionary.com/definition/marginalization.html [Accessed 16 Mar. 2015]. Changesuk.net, (2015). How it feels to be disempowered – Changes | Changes. [online] Available at: http://changesuk.net/2013/05/29/how-it-feels-to-be-disempowered/ [Accessed 16 Mar. 2015]. Cherry, K. (2015). What Is the Psychology Behind People’s Prejudices?. [online] About.com Education. Available at: http://psychology.about.com/od/pindex/g/prejudice.htm [Accessed 16 Mar. 2015]. Encyclopedia.com, (2015). M arginalization Facts, information, pictures | Encyclopedia.com articles about Marginalization. [online] Available at: http://www.encyclopedia.com/topic/Marginalization.aspx [Accessed 16 Mar. 2015]. health, O. (2007). Overt and subtle racial discrimination and mental health. [online] News-Medical.net. Available at: http://www.news-medical.net/news/2007/06/01/25896.aspx [Accessed 16 Mar. 2015]. Helpguide.org, (2015). Child Abuse & Neglect: Recognizing, Preventing, & Reporting Child Abuse. [online] Available at: http://www.helpguide.org/articles/abuse/child-abuse-and-neglect.htm [Accessed 16 Mar. 2015]. http://www.apa.org, (2015). Bullying. [online] Available at: http://www.apa.org/topics/bullying/ [Accessed 16 Mar. 2015]. Journals.rcni.com, (2015). [online] Available at: http://journals.rcni.com/doi/pdfplus/10.7748/nop2001.07.13.5.18.c2183 [Accessed 16 Mar. 2015]. Leadership Freak, (2013). Overcoming the Disempowerment of HR. [online] Available at: https://leadershipfreak.wordpress.com/2013/06/25/overcoming-the-disempowerment-of-hr/ [Accessed 16 Mar. 2015]. Slideshare.net, (2008). EMPOWERMENT POWERPOINT. [online] Available at: http://www.slideshare.net/readysetpresent/empowerment-powerpoint-content-presentation?next_slideshow=1 [Accessed 16 Mar. 2015]. Stopbullying.gov, (2015). Bullying Definiti on | StopBullying.gov. [online] Available at: http://www.stopbullying.gov/what-is-bullying/definition/index.html [Accessed 16 Mar. 2015]. Taormina-Weiss, W. and Disabilities, T. (2015). The Costs of Marginalizing People with Disabilities. [online] Disabled World. Available at: http://www.disabled-world.com/editorials/marginalizing.php [Accessed 16 Mar. 2015]. the Guardian, (2013). Winterbourne View: have lessons been learned?. [online] Available at: http://www.theguardian.com/social-care-network/2013/oct/10/winterbourne-view-bbc-panorama [Accessed 16 Mar. 2015]. Wikipedia, (2015). Bullying. [online] Available at: http://en.wikipedia.org/wiki/Bullying [Accessed 16 Mar. 2015]. Wikipedia, (2015). Prejudice. [online] Available at: http://en.wikipedia.org/wiki/Prejudice [Accessed 16 Mar. 2015]. Wikipedia, (2015). Self-esteem. [online] Available at: http://en.wikipedia.org/wiki/Self-esteem [Accessed 16 Mar. 2015]. Wordnik.com, (2015). Wordnik. [online] Available at: https://www.wordnik.co m/words/disempowerment [Accessed 16 Mar. 2015]. www.loveisrespect.org, (2015). What is Sexual Abuse?. [online] Available at: http://www.loveisrespect.org/is-this-abuse/types-of-abuse/what-is-sexual-abuse [Accessed 16 Mar. 2015]. Marsden, S. (2013). NHS staff ‘threw cushions at disabled patient as target practice’. [online] Telegraph.co.uk. Available