K.Marx selected writting Essay Example | Topics and Well Written Essays - 500 words

K.Marx selected writting - Essay Example â€Å"†¦most people today would probably say that Marxism’s day is over, that Marx’s ideas have been proven empirically false and morally bankrupt, and that it is time to sweep away the remnants of Marx’s influence into the â€Å"dustbin of history.†(Introduction, ix) So, the ardent supporters of the cause of the labor had to revise their strategies, though lip-service continues to be paid to the ideology from different platforms even now. For Marx, labor is a commodity and needs to be evaluated thus. When Marx wrote about the alienation of labor, it was the most miserable commodity. Marx categorized the entire society into two classes: those with property and the one without property, who labor. In the Manuscripts titled â€Å"Alienated Labor† Marx deals with the basic causes of alienation. It takes place within the economic system of capitalism. â€Å"We now have to grasp the essential connection among private property, greed, division of labor, capital and landownership, and the connection of exchange with competition, of value with the devaluation of men, of monopoly with competition, etc., and of this whole alienation with the money-system,"(59) writes Karl Marx. The contention of Marx is political economy gives no proper explanation about the foundation of the division between labor and capital and also between capital and land. Interest of the capitalist assumes supreme importance. Another important aspect that eventually hurts the labor is competition. This is a mesmerizing tool with the capitalist that is important in successfully running the business. The other aspect of competition is greed and in the capitalist system it is the war of the greedy and aggrandizement of wealth. Labor, the â€Å"eternal natural necessity which mediates the metabolism between man and nature†, (223) is transformed into an alienated commodity to be bought and sold. With the advancement of the capitalist structure, the labor is denied most of the necessary objects,

Blood Spatter in Crime Scene Investigation Essay Example for Free

Blood Spatter in Crime Scene Investigation Essay Checking all aspects of a crime scene is a crucial part of investigating a crime. The thorough sampling of all suspicious items in a crime scene, like footsteps, hair strands, and even the changes that took place in the pieces of furniture may help in leading the authorities to the doer of the crime. Oftentimes, even the way the blood splattered from the victim to the walls and floors of the crime scene can help pave the way to the solution of the crime. Blood may be like any other piece of evidence in a crime scene. It is what everyone else immediately sees. It does not talk, yet it can tell so much information. Through analysis of blood splatter, an investigator can tell how the person was killed and from what angle it was done. It can also tell whether the act done fast or as slowly as possible. Blood splatter can greatly help in crime investigation through the analysis of it. Human Blood Normally, the human blood comprises seven to eight percent of the body weight. It carries the essential functions of carrying oxygen and nutrients to the body cells. It also rids the body of carbon dioxide, ammonia, and other body wastes. The blood also serves an important role in the body’s immune system and in maintenance of the body temperature. It is a specialized tissue that has various components. It is a four to six quarts tissue with many components being pumped throughout the body. It circulates constantly in the body, making everything function normally. This is the reason why, when this circulation is disrupted by any action, it spatters (O ‘Neil, 2008). There are various ways that can greatly disrupt the circulation of the blood. Definitely, the most disturbing are violent confrontations like, bullet-shot trauma, blunt force trauma, or knife trauma. The effects of these acts on the blood may vary into two. It can either spill or the blood may spurt out of the body into scattered drops. These differences in the effects of action to blood can help tell the forensic experts of what truly happened in the crime and to the victim (Castillo, 2009). Blood Spatters and the Crime Scene The positions of the blood stains or the patterns of the blood can greatly help in the solving of crimes. As was mentioned, there are numerous ways in which blood may come out from the body once a violent act is done to disturb the circulation. Through these various effects on the blood spatters, forensic scientist are able to conclude what really took place in the scene. Blood spatter normally tell the experts five important and oftentimes incriminating pieces of information about the crime. The positions of the blood spatters tell first, the activity at the scene. Second is the number of blows the victim received from the suspect or suspects. Third is the position of the victim and the assailant within the crime scene. Fourth is whether the death of victim was immediate or delayed. The fifth and last things that blood spatters tell are the characteristics of the weapon utilized by the assailant in attacking the victim (Waldrip, 2008). There a number of ways to analyze a blood spatter pattern. Given a room where blood is all over the wall, a person may conclude that the traumatic attack have been done all over the room. However, carefully following the rules on blood spatter analysis, forensics will definitely disagree. One way of knowing this fact is through the string convergence analysis. The string analysis is a common means of analyzing blood spatters. It utilizes strings that are attached to the points where blood has dropped. For instance, on a wall filled with blood droplets, an end of a string is pasted while the other end is pasted on another wall with a droplet. This is done with each remaining blood droplet all over the crime scene. If looked at by ordinary people, the pattern that will be formed by this activity may mean nothing. It will only look like a web created from a ball of yarn of string. However, for forensic experts, doing this will immediately tell them what they need to know (Carter, 2009). The pattern that was formed from the strings may look like a cobweb in the eyes of ordinary people, but to forensic experts, it already told the position where the victim was attacked. If observed carefully, the strings which were connected always meet in one area. The intersection or convergence point of all strings is the exact position of the victim when the attack occurred. From this, any lie or alibi given in relation to the position of the body will immediately be dismissed. The blood spatters unlike men, can not lie. As such, it is commonly believed more by judges and jurors (Carter, 2009). After the position of the victim is found, another form of blood analysis is done. The distance of the blood from victim is then measured. The measurement that is acquired from the distance always corresponds to a certain spatter velocity. This velocity also corresponds to a certain type of attack done to the victim (Waldrip, 2008). Low velocity blood spatter is typically indicated by five feet per second and three millimeter diameter and is usually dripping. Medium velocity blood spatter is on the other hand, indicated by five to twenty-five feet per second with less than three millimeter diameter. This type of velocity is commonly caused by blunt force trauma or sharp pr knife trauma. The third type of velocity is the high velocity spatter, which is more than one hundred feet per second with a spatter of less than one millimeter. This is indicative of gunshot trauma, power tools, and objects striking with extreme velocity or an explosion (Waldrip, 2008). Through the analysis of these different velocities of blood spatter, forensic investigators easily learn what the weapon of attack was used (Waldrip, 2008). This helps in identifying the weapon even if the suspect has disguised it, hid it, or completely eliminated it. This may incriminate the suspect or point the true criminal during litigation. Another use of blood spatter is in telling the angle of the impact of attack. This will point the position of the attacker from the victim and from where his arms began the movement for the attack. The tail of blood spatter is the most important aspect in this analytic strategy (Waldrip, 2008). In this analysis the most important things to look at are the positions of the drops. Drops that are circular are always from vertical positions. This means that the attack and position of the victim is above. This drop is commonly on the floor. If the blood droplets are on the wall, its elongation should be checked. As the angle increases, the drops usually elongate. This points that there is an existing distance between the attacker and the victim. If the angle is decreased, this may point that the attack was done point blank or in shorter distance from the victim (Waldrip, 2008). Other than these strategies, there still remaining other ways in blood analysis. Sometimes, when the blood flowed freely on the floor of the crime scene, forensics can easily tell that there are objects removed from the crime scene, perhaps by the criminal or accomplices. When the blood flowed freely on the floor of the scene, the area where there is no blood indicates that there had been an object in that place during the time of attack. The shape that was left by the object may help in locating this object which may be used as evidence against the criminal (Waldrip, 2008). Given these strategies or ways in analyzing blood spatters, it may be said that blood spatters or patterns of blood spills is a crucial part of a crime scene investigation. The many ways in which the blood patterns in a crime scene may be analyzed helps in deciphering certain information that other pieces of evidence may not be able to tell. Even though blood spatters are hard to look at, looking closely at it may actually help in incriminating the suspect of a crime. Criminals should keep in mind that even though the victims died the blood they leave behind will point out what really took place, where it was done, how exactly it was done and more importantly, who had done it. References Carter, F. (2009). â€Å"Blood Spatter Analysis†. Iprimus. com. Retrieved May 3, 2009 from http://home. iprimus. com. au/ararapaj/craigslea_testbed/Forensic%20Web%20Test%20 Site/blood_spatter_analysis. htm Castillo, F. (2009). â€Å"Forensic Blood Spatter Analysis- Stains and Spatter from Blood†. Ezinearticles. com. Retrieved May 3, 2009 from http://ezinearticles. com/? Forensic-Blood-Spatter-AnalysisStains-And-Spatter- From-Bloodid=934816 O ‘Neil, D. (2008). â€Å"Blood Components†. Palomar. edu. Retrieved May 3, 2009 From http://anthro. palomar. edu/blood/default. htm Waldrip, E. (2008). â€Å"Blood Spatter Analysis†. Basepairlibrary. com Retrieved May 3, 2009 From http://72. 14. 235. 132/search? q=cache:SqqvCngUOhAJ:basepair. library. umc. edu/FBL M/BASE%2520PAIR%2520LABS/CSI%2520UMMC/H%2520- %2520Blood%2520Spatter%2520Analysis. ppt+blood+splatter+analysiscd=8hl=tl ct=clnkgl=ph Abstract The blood spatters in a crime scene greatly help in identifying the truths in a crime. There are ways to analyze the blood spatters in a scene. The spatters can tell the acts that were done in the scene. It can also tell the area in the scene where the act was done. It can also tell the weapon that was used. Through this, the criminal who did the act may easily be incriminated and the judge and juror may easily give a decision.

Children in Malouf Essay -- essays research papers

Children take center stage in a lot of maloufs stories, but the memory of childhood is a deeper, more resonant thread throughout this collection. Pre – adolescence, particularly the ages of nine or ten, carries enormous weight in the writer’s imagination. The light from his Brisbane childhood often illuminates his narrative, and the remembered landscape often illuminates his narrative, and the remembered landscape fills in the background, but it is the child’s worldview that is the dominant concern. Malouf has talked about â€Å" the kind of fluidity of your perceptions at that time which are mostly un-judgmental†, although he acknowledges the incredible strength with which convictions are held. Most of the important questions about relationships and their foundations have begun to surface, yet the child is banished from the adult world at the same time, instilling in them a sense of mystery about the milieu of grown-ups and an awareness of the boundary t hat exists between childhood and adolescence. Maloufs younger characters exhibit many of these qualities, while the adults try to recapture the untrammeled joy of discovery they remember from their youth. â€Å"Closer† and â€Å"Blacksoil Country† are both told from the child’s point of view. Although Jordan, the ‘child’ in the latter story, is discovered to be a 150 –year-old ghost, he shares Amy’s fierce loyalty to her family, despite any objections they may have their elders’ behavior. Both children are driven to heal familial wounds: ...

Analysis of Hawk Roosting

Analysis of â€Å"Hawk Roosting† Hawk Roosting is a poem written by Ted Hughes (1930-1998). Hughes was a British poet who often described the destructive aspects of animal life, survival instincts and the brutality of nature. His poem Hawk Roosting deals with the themes evil, power and human nature told from the point of view of a hawk. This poem therefore coheres with Hughes’ other work. In my analysis I will be focusing on a characterization of the first person and what this hawk symbolizes.I will also be mentioning the message of the poem and end the analysis with a contextualization, where I also will be answering and commenting on the two following questions; â€Å"Is man fundamentally evil or good or do we all posses both elements? † and â€Å"What triggers evil? What prevents it from surfacing? † I would like to start my analysis with a characterization of the main character and the symbol of that character. This poem is told in first person through the eyes of a hawk.We are not told directly in the text that it is a hawk but we know this partially because of the title of the poem â€Å"Hawk Roosting† and somewhat because of the description we are given of the main character (the I). We are informed in stanza 1 that the main character is sitting on the top of the wood[1], which could indicate a bird or a rodent (i. e. squirrel or chipmunk) of some sort. The main character also has a hooked head and feet, which still could insinuate both bird and rodent. The reader is however convinced that it is a bird by use of the sentence;†The air’s buoyancy†¦Ã¢â‚¬  which tells us that it can fly thus it is a bird.If not for the title one could still assume it was a bird of prey as we are told that it kills[2]. Hughes uses the simple present tense to describe what the hawk is doing; â€Å"I sit, I kill†[3] with the effect that we understand that this is what the hawk does every day and that it is not an unor dinary circumstance but a regular situation. A hawk is a bird of prey, a predator, a majestic bird and it is at the top of its food chain. It has the power â€Å"I kill where I please because it is all mine†[4], and it sees itself as perfect because it is the final product of evolution â€Å"It took the whole of creation to produce my foot, my each feather†[5].The hawk is nature at its purest intent because there are no lies or arguments in this poem there is simply the truth about the nature of the hawk. Hughes points this out firstly by using the sentence â€Å"No falsifying dream†[6] and secondly by the sentence â€Å"There is no sophistry in my body†[7]. When people dream it is often of a consorted reality where anything can happen, because it is your imagination. A dream is often something you desire or can’t face in the real life, so one lives it through in a dream. A dream therefore consorts your reality or falsifies it.This Hawk does not dr eam of things that are not real. It only dreams about specific things that are a part of its reality. Sophistry is false reasoning intending to deceive. The hawk therefore only tells the truth and explains reality and how things are, no arguments just facts. The hawk knows what it is and is content with that. I believe that the hawk represents the truth behind human nature. How humans deep down are instinctive creatures and that there is a primitive evil in all of us. I believe this because the hawk is like us at the top of the food chain, the ultimate creation and it is driven by power.The only difference really is that the hawk is excused of committing evil deeds because it is its nature and it is therefore acceptable. Humans on the other hand have morals, ethics and a society which holds these norms in place and an act of evil is therefore unforgivable and non relatable. In stanza 6, line 2 the hawk also states that nothing has changed. I think this is referring to the true natur e of humanity, which is to a certain extent evil, and how it has always been a part of the human kind and it will always be a part of us. Even though humanity has become better over time (e. the Middle Ages) it is only due to societies with norms, rules and values which without, one would quicker descend into evil. I believe the message of this poem is that the nature of humankind never changes and evil is a part of us, just waiting below the surface, where if pressured, we will show our true nature. I would like to end off my analysis with a contextualization and a comment to the mentioned questions. I thing this poem has a lot in common with the article â€Å"Bad or Mad†. In â€Å"Bad or Mad† it is discussed what defines evil where they distinguish between natural and moral evil. Moral evil is defined as the evil humans do, by hoice, knowing that they are doing wrong; and natural evil is the bad things that just happen such as natural catastrophes. I would like to wi den the term natural evil to comprehend the evil acts of animals as well. The hawk is an animal and kills because it must to survive and it would therefore belong to the natural evil. However, the hawk is a symbol of the natural/instinctive evil that is in all mankind, which is harder to define. If man commits evil acts we see it as moral evil, because they have chosen to do so out of lust, fascination or even for fun in some cases. On some level the humans are exactly like the hawk.If you took away society and said every man/woman for themselves, you would have chaos and people would do whatever it took to survive. I have thereby already answered the question; â€Å"What triggers evil? What prevents it from surfacing? † I agree with Hughes’ opinion that we all have evil inside of us but it would be defined as natural evil or the will to survive which one would not necessarily depict as evil but simply the human nature. To point it out I believe that this so called evi l is triggered if you are threatened or as a result of the fear of losing your life or a loved one etc. This answer is one side of it.Another thing that has been seen to trigger a certain level of evil is power. The hawk as mentioned also symbolizes exactly that. The Zimbardo experiment is an example of power taking over and of course the lack of a society with norms which I believe is one of the main reasons that why evil does not normally surface. In murder cases where the plaintive committed the act out of grief or rage (emotions) they are penalized less because most people can relate to it and you are not fundamentally evil as for a planned murder where you could get into a more black and white conversation about good and evil.As for the question; â€Å"Is man fundamentally evil or good or do we all posses both elements? † I have to some extent discussed this but I will lay it out further. I believe that everyone has the capacity to commit evil acts if they are pushed to their furthest limits and boundaries but I would not like to think of myself as a cynic and say that man is fundamentally evil. I believe that we posses both elements and that we are capable of both.I think that is one of the main differences when one talks about evil in for example animals and humans. The fact that we understand evil because we understand compassion, love and are capable of empathy whereas animals act on pure instinct. You can therefore not define evil or claim that something is evil if it does not have the capability of righteousness and goodness. Your language is very convuluted in places and sometimes thus also a bit difficult to follow see orange sentence.Do not use contractions. 12. ———————– [1] Stanza 1, line 1; â€Å"I sit in the top of the wood . . . â€Å" [2] Stanza 1, line 4;†Or in sleep rehearse perfect kills and eat† and stanza 3, line 2; â€Å"I kill where I please†. [3] Stan za 1, line 1; â€Å"I sit in the top of the wood† and stanza 4, line 2; â€Å"I kill where I please† [4] Stanza 4, line 2. [5] Stanza 3, line 2-3. [6] Stanza 1, line 2. [7] Stanza 4, line 3.

Inclusive teaching and learning Essay

Organisations working within the learning and skills sector face increasing challenges as the UK becomes more diverse and multicultural. Differences are an asset and a diverse learner body and workforce enrich an organisation. However, misunderstandings, negative attitudes, or a lack of awareness, understanding and effective communication can all lead to segregation and underachievement. The aim of this CPD builder is to raise awareness of the inclusion challenges in organisations, and provide ways of meeting those challenges. You might like to use the Small steps – big difference tool to help you identify the challenges most relevant to you. In this CPD builder you will find a wide range of information and guidance on inclusion in the form of research, checklists, case studies, good practice advice, videos and activities. There are suggestions of how you can use each resource for CPD to ensure that inclusivity is embedded into all activities and goes further than a ‘tick box’ approach, alongside prompts to help you reflect on your current practice. The resources use a variety of pedagogy approaches but those most frequently referred to include using e-learning and technology, differentiation and assessment for learning. The learner voice is a crucial aspect in promoting inclusivity as it requires listening to learners’ opinions and involvi ng them in planning – you should consider how the resources can help you do this. Exploring these resources and using and adapting the ideas they suggest will help you to: ensure no learners are isolated or marginalised through language, culture or any other difference that may influence thoughts and actions or form a barrier; work towards eliminating discrimination and harassment;  recognise and accommodate learners’ individual needs;  ensure that all learners have equal access to the curriculum; explore how the 10 pedagogy approaches can promote understanding about inclusion and inclusive practices. Please note: The term ‘inclusion’ has been used in most instances, however ‘diversity’ has also been used when describing actual individual and group differences, particularly relating to cultural diversity. Objectives After using this CPD builder, you should: be able to relate the ideas to your own experiences and inclusion challenges in your organisation; be able to recognise how different pedagogy approaches can spread awareness and accommodate learners needs; and be able to evaluate the usefulness of the resources to your own practice and CPD. Skills I will need to ensure my practice is inclusive The ability to work with colleagues to review the inclusion challenges in my own organisation. The ability to plan sessions that promote active learning and provide assessment opportunities that are accessible to all learners. The ability to develop materials and resources that are accessible to all learners and accommodate their needs. The ability to identify the varying needs of learners and to provide the support or adjustments necessary. Knowledge I will need to ensure my practice is inclusive An understanding of the range of inclusion challenges for teachers, managers and learners. An understanding of the strategies, tools and pedagogy approaches that support a whole organisation approach to inclusivity. An understanding of the materials and resources that enable equal access to learning and assessment and how to adapt them. An understanding of how learners can take responsibility for their own learning. Activities Support for your CPD You can work through the ideas in the CPD builder on your own but you are likely to find it more enjoyable and challenging if you seek the support and involvement of colleagues. There are also lots of sources of further information and guidance you can draw on to help you make the most of the experience. Explore some of the options in the list above. SLC or ALC, E-Guide or e-CPD Professional Development Adviser Your Subject Learning Coach (SLC) or Advanced Learning Coach, E-Guide or e-CPD Professional Development Adviser, or staff with a similar role within your organisation, can support your professional development. They can help you to identify the right CPD builder for you, work your way through the activities you select, and reflect on what you have learned. If e-learning is an area where you particularly want to develop your practice, make  contact with your E-Guide or e-CPD Professional Development Adviser. They have a specific remit for supporting colleagues in their use of technology. It may be that your organisation shares one of these roles with a neighbouring provider. You can also work informally with colleagues in your team. Look out for face to face or virtual networks of colleagues with similar interests to your own.  Learners can contribute to your professional development. Involve them as you plan, try out and evaluate new approaches. They are the experts on their learning and insight into what works well can help them as well as you. Supporting your CPD Look at the activities and tools in the Supporting your CPD area of the website. You can use the CPD activity: Small steps – big difference to review your current practice and identify areas for development. As you reflect on your professional development needs and experiences, refer to the reflective tool: Putting CPD into action. This can help you put together your CPD plan and consider the evidence you might look for. Documents in the CPD library can help you as you try out and evaluate new ideas that you have discovered through CPD builder and record the outcomes for your CPD portfolio. You could: devise a Supported experiment using the downloadable guidance notes and form find out more about Action research and how it can contribute to your professional development investigate Peer observation or Teaching squares as ways of working with colleagues to develop your practice. Institute for Learning website For more information about your CPD and the professional registration requirements for teachers in the learning and skills sector, visit the Institute for Learning website at www.ifl.ac.uk You may also want to explore: the different types of CPD activities you could undertake and how the CPD builder can contribute to your professional development plan  how you can use the Institute for Learning tool REfLECT to record your activities and reflections in your personal learning space. Support from LSIS’s Teaching and Learning Programme Subject Learning Coaches (SLCs) and Advanced Learning Coaches (ALCs) supporting coaching activities play a central role in LSIS’s Teaching and Learning Programme. They support individuals, teams and organisations to release their potential. Find out who the SLCs and ALCs are in your organisation and ask how they can help. Coaching has been shown to have a positive and lasting impact on practice. Find out more about the Professional Training Programme (PTP) for SLCs at www.subjectlearningcoach.net Coaches participate in regional Subject Coaching Networks and other peer and community activity such as virtual networks and action research projects to collaborate, bring and exchange ideas and resources developed within their organisations. Any teacher can attend a Subject Coaching Network so ask your SLC for details of the next network in your subject area or visit the website at www.subjectlearningcoach.net/events.aspx Managers’ Engagement and Support Programme The support of senior managers is vital to the successful deployment of SLCs in your organisation. Find out more about the Managers’ Engagement Support Programme (MESP) at www.subjectlearningcoach.net/managers_area/index.aspx If you are a SLC or ALC with a management role, you may want to take part in the MESP and exchange ideas on what you can do to support CPD across your organisation. Effective teaching and learning Teaching effectively and facilitating effective learning requires the use of a range of different but mutually supportive pedagogy approaches. The resources in this topic will take you through the pedagogy approaches and how they can support inclusive teaching and learning, prompting you to reflect on your own practice. These resources can be used individually or within a group CPD session to explore in depth the approaches you might use with learners and to understand more about why and how they work. To develop your skills and understanding in the use of technology to enhance learning, join the eCPD programme and explore the online learning space were you will find teachers sharing their ideas and experiences. Through using inclusive teaching and learning approaches you can support learners in overcoming barriers and achieving their full potential. By listening to learners and encouraging them to take greater control of their own learning you can support progression and help them become expert learners. This topic also provides information about using case studies effectively, which can be a useful tool in promoting inclusivity. These activities can contribute to meeting the Institute for Learning (IfL) 30 hours (or pro rata) continuing professional development (CPD) requirements and can be related to the personalised elements in the professional formation framework to provide supporting evidence of self-evaluation, teaching and learning and subject currency. Developing the expert learner This flexible, generic resource uses a range of learner settings, including prison and work-based learning, to illustrate different aspects of Developing the expert learner under three key strands of: Learner voice; Learning how to learn; and Assessment for learning. The video clips included in the resource provide examples directly relevant to aspects of inclusive teaching and learning, such as age and faith. Becoming ‘expert learners’ enables learners to take greater control of and responsibility for their own learning. Set up a group CPD session using the ‘learner journey’ resource in the ‘Getting started’ section. Try out the two activities in small groups. In what way might inclusion issues have an impact on the development of expert learner characteristics? How can you promote the development of these characteristics? Can you imagine any scenarios where expert learner characteristics might help to break down barriers to learning? Use the information you have gained from using this resource to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress. Using pedagogy to promote inclusive learning These three resources focus on how different pedagogy approaches relate to inclusion and can help promote an inclusive learning environment. Through using these alone or with colleagues you can review how well inclusion is embedded into your practice, and how your organisation can embrace inclusion more fully. The resources will also give you ideas for enabling learners to extend and take responsibility for their own learning. The resources Introducing the 10 pedagogy approaches and Talking teaching, training and learning explore each of the pedagogy approaches and how they can be used. You can also download a set of cards that go into detail about each approach and include suggestions for using the cards individually and with colleagues. The Equality and diversity quick start guide shows how the approaches can be used to promote inclusion. Explore each pedagogy approach and reflect on your own practice. What new approaches could you adopt? How could you use co-operative learning to help prepare learners for job-based team working? How thoroughly do you plan your lessons and how much do you involve learners in planning their own learning? In a CPD activity with colleagues share ideas for setting ground rules or modelling acceptable behaviours to promote inclusivity. Use the information you have gained from using these resources to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress. Effective teaching and learning toolkits The Effective teaching and learning area of LSIS’s Excellence Gateway contains a number of toolkits that can support your practice. The Planning toolkit will help you to understand how to plan sessions and courses effectively with both colleagues and learners. It also explores how to support learners’ planning skills and ways in which you can help them to develop expert learner characteristics. This toolkit will support your use of the resources in the ‘Session and course planning’ topic. The Case study toolkit will help you explore how and when to use case studies to promote inclusive teaching and learning. Case studies help learners engage with real issues and can promote positive attitudes and behaviours. The Effective questioning toolkit focuses on ideas to help you develop your own questioning strategies to identify learners’ needs and use different assessment techniques. The toolkit will also help you support learners in developing their own questioning strategies. These three resources include videos, questions and activities and will help you to understand: why planning is an essential part of successful course delivery and how it can promote individual and whole organisation approaches to inclusive teaching and learning; what is mean by ‘case studies’, the positive impact of using them and how to design effective case studies; why, when and how to ask questions to promote learning and support inclusivity. Explore the resources on your own or with colleagues and consider how you could these approaches in lessons or assessments to promote inclusive teaching and learning. Discuss how effective planning can impact inclusivity. How can you ensure case studies meet the needs of different learners? What pedagogy approaches do you think using case studies and a range of questioning strategies support? How can you work with colleagues and learners to plan inclusive activities and sessions? Use the information you have gained from using this resource to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflection on progress. An introduction to inclusive teaching and learning The challenges in ensuring that teaching and learning is inclusive relate largely to the complexity and the number of issues that teachers, managers and organisations need to be aware of in order to meet the needs of all learners. The resources in this topic include specific guidance on disability, learning difficulties, ethnic, cultural, religious and social diversity, gender, age and sexual orientation issues. They also provide guidance on using the 10 pedagogy approaches to promote inclusion, and putting organisation-wide policies into practice. The varied nature of the resources provides a wide range of material to stimulate your thinking and enable you to benefit from others’ experience. Videos show teachers, managers and learners explaining their own inclusion challenges and how they are resolving them, giving you an opportunity for  modelling. Case studies explain how good management and teaching practice aids inclusion in other organisations, and provide ideas you can adapt to suit your own circumstances. Research reports, checklists and detailed guidance offer a menu of suggestions for you to adopt. Using the CPD model of analysis, action and reflection, explore individually or with colleagues those resources which relate to the inclusion issues that currently exist in your organisation. Putting these ideas into action with your learners or colleagues through a structured Action Plan and Reflective Log can contribute to your 30 hours (or pro rata) CPD requirement and can be related to the personalised elements in the professional framework to provide supporting evidence of self-evaluation, professional development and reflective practice. Promoting equality and diversity The Promoting equality and diversity resource offers tools to help you review how well you and your organisation promote equality and inclusion. They will enable you to find new activities and encourage your organisation to fully embrace an inclusive approach to teaching and learning. Individually, use the Equality and diversity pro forma to examine your own practice and your organisation’s approach to inclusion. Next, set up a group CPD session with colleagues to discuss these issues and share ideas about approaches to help improve your practice. In small groups use the prompts in the Help sheet to stimulate discussion. The Help sheet is divided into: what you should know about your learners; the difference between differentiation and inclusion; strategies for teachers, managers and whole organisation approaches; and terms and definitions relating to inclusion. What strategies could you adopt? How can you ensure that you are promoting inclusivity rather than just differentiating between learners? In a CPD activity with colleagues, share ideas for inclusion-based ground rules or ways of modelling acceptable behaviours. Use the resources as a discussion prompt to learn from each other and to agree organisation-wide improvements. Use the information you have gained from using this resource to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress. Encouraging inclusive teaching This seven-page OFSTED document shows how inspectors assess the impact of a school on community cohesion. The General Teaching Council (GTC) website presents research and case studies on inclusion of learners from different religious, ethnic and social backgrounds, plus further ideas for self-reflection and classroom activities around increasing inclusion. These resources will give you valuable background information on experiences in schools in multi-ethnic and multicultural communities, show you what to aim for, and prompt ideas for ways of enhancing inclusion in your organisation. Whilst these resources are school based, they include useful lessons for the learning and skills sector. Discuss with colleagues what is meant by ‘Community cohesion’, remembering that effective community cohesion embraces all strands of equality and diversity. Consider carrying out a survey of cultural diversity within your organisation and the local community, creating a plan for using this data to promote inclusivity. Consider what impact your organisation is making on the community. How could you use co-operative and experiential learning approaches to enable learners to share personal experiences of cultural, faith and race diversity and social exclusion? How can you ensure all learners are included in all activities? How could you  promote inclusion by embedding language, literacy and numeracy? Use the information you have gained from using these resources to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress. Exploring diversity in the classroom This collection of three resources gives you tools and techniques to explore inclusion in the classroom and ensure learners’ needs are accommodated, plus suggestions for your CPD. The QCA Inclusion resource contains guidance and case studies about diversity and inclusion within the curriculum, under headings such as ‘Race, ethnicity and English as an additional language’ and ‘Gifted and talented’. There is also a ‘Respect for All’ audit tool. The Teaching, learning and assessment resource provides a number of downloadable documents including checklists and good practice guides. There is a specific section on ‘Disclosure, Confidentiality and Passing on Information’ which supports dealing with disclosure in a sensitive and effective way. The Making SENse of CPD resource shows how schools are using CPD to meet the needs of all learners including those with special educational needs. Use these resources to audit your practice. Develop curriculum-based activities with colleagues to address inclusion issues relevant to your organisation following the guidance to help you put ideas into practice. Reflect on how well you provide differentiated support, adjustments, access to the curriculum and assessment for learners. What barriers to learning might your learners encounter? How can you use experiential learning to help learners share cultural, religious and other experiences? Use the information you have gained from using these resources to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress.

Overview of High School Chemistry Topics

Overview of High School Chemistry Topics Are you confused by all the topics in high school chem class? Here is an overview of what is studied in high school chem, with links to essential chem resources and worked chem problems. Introduction to Chemistry To study high school chem, its a good idea to know what chem is.What Is Chem?What Is the Scientific Method? Math Basics Math is used in all the sciences, including high school chem class. To learn chem, you need to understand algebra, geometry, and some trig, as well as be able to work in scientific notation and perform unit conversions.Accuracy and  PrecisionSignificant FiguresScientific NotationPhysical ConstantsMetric Base UnitsDerived Metric UnitsMetric PrefixesHow to Cancel UnitsTemperature ConversionsCalculate Experimental Error Atoms and Molecules Atoms are the basic building blocks of matter. Atoms join together to form compounds and molecules.Atom BasicsAtomic Mass and  Atomic Mass NumberTypes of Chemical BondsIonic and Covalent BondsOxidation NumbersLewis Structures or  Electron Dot ModelsMolecular GeometryWhat Is a Mole?More About Molecules and  MolesLaw of Multiple Proportions Stoichiometry Stoichiometry describes the proportions between atoms in molecules and reactants/products in chemical reactions. You can use this information to balance chemical equations.Types of Chemical ReactionsBalance EquationsBalance Redox ReactionsGram to Mole ConversionsLimiting Reactant  and Theoretical YieldMole Relations in Balanced EquationsMass Relations in Balanced Equations States of Matter The states of matter are defined by the structure of matter as well as whether it has a fixed shape and volume. Learn about the different states and how matter transforms itself from one state to another.States of MatterPhase Diagrams Chemical Reactions There are several types of chemical reactions that can occur.Reactions in WaterTypes of Inorganic Chemical Reactions Periodic Trends The properties of the elements exhibit trends based on the structure of their electrons. The trends or periodicity can be used to make predictions about elements.Periodic Properties and  TrendsElement Groups Solutions Its important to understand how mixtures behave.Solutions, Suspensions, Colloids, DispersionsCalculating Concentration Gases Gases exhibit special properties.Ideal GasesIdeal Gas Law ProblemsBoyles LawCharles LawDaltons Law of Partial Pressures Acids and Bases Acids and bases are concerned with the actions of hydrogen ions or protons in aqueous solutions.Acid and  Base DefinitionsCommon Acids and BasesStrength of Acids and  BasesCalculating pHBuffersSalt FormationHenderson-Hasselbalch EquationTitration BasicsTitration Curves Thermochemistry and  Physical Chem Learn about the relationships between matter and energy.Laws of ThermochemistryStandard State ConditionsCalorimetry, Heat Flow, and EnthalphyBond Energy and  Enthalpy ChangeEndothermic and  Exothermic ReactionsWhat Is Absolute Zero? Kinetics Matter is always in motion.  Learn about the motion of atoms and molecules, or kinetics.Factors That Affect Reaction RateChemical Reaction Order Atomic and  Electronic Structure Much of the chem that you learn is associated with electronic structure, since electrons can move around much more easily than protons or neutrons.Valences of the ElementsAufbau Principle and Electronic StructureElectron Configuration of the ElementsQuantum Numbers and  Electron OrbitalsHow Magnets Work Nuclear Chem Nuclear chemistry is concerned with the behavior of protons and neutrons in the atomic nucleus.Radiation  and  RadioactivityIsotopes and  Nuclear SymbolsRate of Radioactive DecayAtomic Mass and Atomic AbundanceCarbon-14 Dating Chem Practice Problems Index of Worked Chem ProblemsPrintable Chem Worksheets Chem Quizzes How to Take a Chem TestAtom Basics QuizAtomic Structure QuizAcids and  Bases QuizChemical Bonds QuizChanges in State QuizCompound Naming QuizElement Number QuizElement Picture QuizUnits of Measurement Quiz General Chem Tools Periodic Table.  Use the periodic table to make predictions about element properties. Click on any element symbol to get facts about the element.Chem Glossary.  Look up the definitions of unfamiliar chem terms.Chemical Structures.  Find the structures for molecules, compounds, and functional groups.

Shermans March to the Sea essays

Shermans March to the Sea essays On November 15th, 1864 Major-General William Tecumseh Sherman, commander of the Grand Army of the West, embarked on a raid which would become known as the march to the sea designed to cut a 60 mile wide swath from Atlanta to Savannah. Once in Savannah he would turn north through South and North Carolina and on into Virginia to help Grant defeat Lee at Richmond. As Shermans soldiers were leaving Atlanta, now in flames, they went forward with the intent of shortening the Civil War. Shermans troops accomplished this with a brand of warfare seen only sporadically in the previous four years of battle. Sherman decided to turn his attention on destroying the enemys war economy (Oates, 1998, p.594), going after the infrastructure of the South. Along the way his troops burned, pillaged, stole personal belongings, and confiscate possessions and property of the civilian population. Did the end justify the means and was this a just course of action? By November 1864, the Civil War had seen gruesome days to be sure. By the end of the war the total number of soldiers killed in combat and by disease and other non-combat related causes for both the North and South were 623, 026 (Foote, 1974). The total wounded for both sides were 471,427 (Foote, 1974). These numbers are staggering in that only 2,750,000 soldiers participated in the war. The battles of Manassas, Fredericksburg, Chancellorsville, Gettysburg, and Antietem to name a few, were some of the most bloody of the war. The Union Army had changed commanders many times, among them Meade, Hooker, McClellan twice, Burnside, and Grant. Ulysses S. Grant was there to stay. Grants best subordinate officer was General Sherman. Sherman had taken command of the Western Theater and pushed Joseph Johnston off Lookout Mountain outside of Chattanooga, then maneuvered him out of position after position until Johnston fell back upon Atlanta, where Joe Johnston was reliev...

Improving Student Behavior With Behavior Contracts

Improving Student Behavior With Behavior Contracts Behavior contracts that describe appropriate replacement behavior consequences and rewards can really help students succeed, eliminate problem behavior and build a positive relationship with the students teachers. Contracts can eliminate the never-ending battle of wits that begins when a student engages the teacher and the teacher gets hooked. Contracts can focus the student and teacher on the good behavior rather than on the problems. A behavior contract can be a positive intervention to avoid the need to write a Behavior Intervention Plan. If a childs behavior merits a check in the Special Considerations section of the IEP, federal law requires that you conduct a Functional Behavioral Analysis and write a Behavior Intervention Plan.  If another intervention can prevent the behavior from getting out of control, you can avoid a lot of work as well as possibly needing to call an additional IEP team meeting. What Is a Behavior Contract? A behavior contract is an agreement between a student, their parent and the teacher. It spells out the expected behavior, the unacceptable behavior, the benefits (or rewards) for improving behavior and the consequence for failing to improve behavior. This contract should be worked out with the parent and the child and is most effective if the parent reinforces the appropriate behavior, rather than the teacher. Accountability is an important part of the success of a behavior contract. The components: Participants: Parent, Teacher, and Student. If both parents participate in the conference, more power to them! It is clearly an indication that they will support your effort. If you are in a middle school and other teachers besides the special educator will be enforcing the plan, they all need to sign off on the contract. Finally, the student should be consulted, especially about the rewards. What is a fitting reward for proving that they can improve their school behavior?The Behavior: Describing the behavior negatively (stop hitting, stop speaking out of turn, stop swearing) will focus on the behavior that you want to extinguish. You need to be sure that you are describing the replacement behavior, the behavior you want to see in its place. You want to be rewarding the student for the behavior that you want to see, rather than punishing the behavior you do not want to see. Research has proven conclusively that punishment doesnt work: it makes a behavior disappear temporarily, but th e minute the punisher leaves, the behavior will reappear. It is important that the replacement behavior serves the same function as the behavior you with to eliminate. Raising your hand doesnt replace calling out if the function of calling out is to get attention from peers. You need to find a behavior that will also provide appropriate attention. Data collection: How will you record when wanted or unwanted behavior has occurred? You may have a student self-monitoring protocol, or even a teacher checklist or teacher record sheet. Often it can be as simple as a three by five-inch note card taped to the desk, where the teacher can place a star or a check for appropriate behavior.The Reward: You need to be sure that you establish both the reward and the threshold for getting the reward. How many inappropriate behaviors are allowed and yet the student can still earn the reward? How long does the student need to exhibit the behavior before the student earns the reward? What if the student backslides? Does he or she still get to keep credit for the success that preceded it?Consequences: If the behavior you are targeting is problematic and can potentially inhibit the success not only of the student in question, but for the whole class, it needs to have consequences. The consequences also need to kick in when a certain threshold is me t. In most cases, the success of exhibiting the replacement behavior, along with the praise and positive emphasis that should accompany the success, it shouldnt need to be instituted. Still, if a behavior disrupts the classroom and puts other children at risk, the consequence needs to be one that returns peace to the classroom and makes the other children safe. It may be to remove the child from the room, or move the child to the quiet corner. Signatures: Get everyones signature. Make a big deal about it, and be sure that you keep a copy of the contract handy, so you can refer to it when you want to either motivate or redirect the student. Instituting Your Contract Be sure that everything is in place before you begin the contract. How will the parents be informed and how often? Daily? Weekly? How will parents be informed of a bad day? How will you know for sure that the report has been seen? What is the consequence if the reporting form is not returned? A call to Mom? Celebrate Success! Be sure to let the student know when you are pleased when they are having success with their contract. I find that often the first few days are very successful, and it usually takes a few days before the there is any backsliding. Success feeds success. So be sure to let your student how happy you are when they do succeed.

L5 Leadership and Management in Care Services Assignment

L5 Leadership and Management in Care Services - Assignment Example There are no expectations for individual holding a L4 credentials do any extra units in order to meet the regulated or requirements of registration (Apple Learning 2012). To achieve a complete award, one must complete a total of seven units which includes four units that are mandatory and three units, which are optional. Just like all NVQ’s, the qualification is based on competence. As such, it is linked to ability of an individual to perform different tasks related to their work completely. A program of assessment and development must be planned by the candidate together with his assessor. Further, an evidence portfolio must be compiled in order to justify that they are competent and have adequate knowledge in their roles (Apple Learning 2012). Professionals in health as well as social care centers need excellent skills in the way they communicate. Good communication enhances relationships, which are positive in nature, and sharing information with those assessing the facilit ies and the practitioner’s services. Still, it is necessary that these individuals should be able to communicate effectively with the families of other people as well as their carers. Further, they must communicate well considering their own colleagues and also in regards to other professionals involved in other fields. As such, for a person considering an entry into a career associated with social care and health, it is important that he should attain the understanding, knowledge as well as the practical skills essential in development of interpersonal skills that are effective. In order to support effective communication, which is within a person’s own job role, it necessitates an individual or the profession to work together with his colleagues in an effort to monitor his work quality as well as maintain the safety of those individuals who have been put under his or her care. In the same context, it is necessary that, that professional approach his colleagues and co nsult them. As such, he should seek advice from them whenever it is appropriate (Tutor Care 2012). The professional, while communicating to the patients, should use body languages. As such, people tend to communicate more using body languages just like they do using words. Body language comprises of facial expressions, hand movements and even eye contacts. The professional working in these facilities must be continuously kept in mind that, different body languages could infer different meanings especially to those who come to seek their services. Again, he should make use of a dialogue in which, much will be said as compared to situations where he does not incorporate dialogue. More over, the practitioner must be able to express anger and also learn how to receive it. Old people are mostly subjected to anger not withstanding the nature of circumstances. As such, they tend to become embarrassed by petty things and if the professional dealing with them does not understand this, then h e will be faced with a hard task in inferring or taking care of them (Tutor Care 2012).

Transportation Essay Example | Topics and Well Written Essays - 250 words - 6

Transportation - Essay Example Both public and private types of road transport are available for students and the public in Abu Dhabi. The government has also improved usability of both means through reduced traffic and low cost of rail transport (The Oxford Business Group 185). One can use a private car, taxi, a bus, or other types of transport. In addition to received value from a type of transport, which can be convenience, efficiency, or effectiveness, cost is a factor to selection and opinion over types of transport. The study aims at understanding usage of different types of transport systems by students of Abu Dhabi University. Focus will be made on type of transport that students use and amount that students spend on transport. Other variables of interest are age, number of vehicles owned, and kind of car owned by students. Questionnaires have been distributed to 40 students and stratified random sampling was used to ensure age and social status

Develop marketing strategie Coursework Example | Topics and Well Written Essays - 500 words

Develop marketing strategie - Coursework Example Is the process of creating products to exist into the mind of the consumers with reference to the competitors? We will create the most comprehensive offering that meets our customers demand and carry out an advertisement to differentiate ourselves from competitors. The company will also create unique brands that influence consumers. This is a marketing strategy that tries to analyze the intended market, nature of the target consumers and how much profit will be generated by the product. The company will offer high quality products relative to the competitors so that consumer’s satisfaction is met. The products will reduce obese among the older generation by minimizing their weights. As a result these ventures would increase revenues for the company (Kaufmann, & Panni, 2013). The company will also establish a direct contact between customers and staffs so that they can air their grievances incase of dissatisfaction and corrective measures taken. Through face to face relationship, consumers are also made to understand the product best that increases their purchasing power hence high profits to the company. The company uses various ways to determine how much will be charged for products as it is one of the key components to the success of our organization. Our products are of high quality than our competitors, having the unique brands in the industry and packaging will be into sizes that suits our consumer’s capabilities. Thus our prices will be relatively affordable to the customers and can compete with the rivals. However, in the long-run the company would maximize its output so that we can enjoy the economies of scale (Kaufmann, & Panni, 2013). This reduces our prices by a bigger percentage and improving our qualities. We will thus have a chance to be the market leaders due to increased revenues. The company offers

Colombia's International Trade Research Paper Example | Topics and Well Written Essays - 4000 words

Colombia's International Trade - Research Paper Example Additionally, there are other factors responsible for the growth of the economic conditions, which include reduction of public debt, rigid government budgets, increased export activities and increased commodity prices. Contextually, improvements relating to security of business affairs and trade policies have been accountable for attracting greater Foreign Direct Investment (FDI) within its national markets, which is further expected to yield greater benefits to the economy in the long run through enriched international collaborations (Beittel, â€Å"Colombia: Background, U.S. Relations, and Congressional Interest†). Contextually, trade operations are determined to play an effective role in developing the economy on the continuous basis over the long run rather than focusing merely on short-run benefits. In this regard, the government has adopted important measures of performing international trade activities with other countries. Moreover, the government has also entered into free trade agreements with the US. Subsequently, the growth of trade operations is quite likely to facilitate in enhancing import along with export operations to a considerable extent. The country is also identified to acquire energy along with mineral resources in abundance to support its developmental needs in the near future (LTBS, â€Å"Focus on Colombia†). Prior to assessing Colombia’s economic indicators, it is essential to note that the country has been engaged in conflicts and dispute situations for a period of five decades in the recent past till the present scenario between Colombian government, the ‘National Liberation Army’ (ELN) and the ‘Revolutionary Armed Forces of Colombia’ (FARC) during the 1950s (Lopez 6-20).

Establishing an existing Australian Organisation to Myanmar Essay

Establishing an existing Australian Organisation to Myanmar - Essay Example VVRS is a manufacture, Trading Company, distributor and wholesaler; most of their products go through manufacturing before selling. Some products are packed and sold for processing in their destined markets, for example, wheat sold to Myanmar packaged into containers or sacks before exportation. Some wheat exports are in pasta form. VVRS Australia commits itself to providing quality service to its customers. The company’s priority is the customers. Ensuring that they enjoy the services provided by the company. The company also values time that their products take in order to reach customers. This report will cover try and cover all Australia as a business spot for both foreign and local investors. It will cover the political environment legal environment economic environment socio-cultural environment technology; lastly, we shall look at a SWOT analysis. The report aims analysing Australia as a potential investing country. The Myanmar government major focus is maintaining of economic and political stability, according to the Myanmar times in 2011 the Myanmar government had undergone some changes. The process of Initiating reforms was already in operation. The determination of this government to adopt a new political system is evident. This was the report in a U.N meeting in May (staff Writers, political will, 16-22). The Myanmar government was under the rule of a military regime until recently in October 2010 when it carried out its first election in 20years.the commencement of parliament in 2011 saw the election of Gen. Thein Sein as their prime minister. The government provides laws that govern the foreign relations, trade defence. The Myanmar government has good economic relations with its neighbours. In order to attract serious foreign investments’ a significant improvement in economic governance, business climate, and political

WHAT IS NOT PHILOSOPHY Coursework Example | Topics and Well Written Essays - 250 words

WHAT IS NOT PHILOSOPHY - Coursework Example However, philosophy does not seek such knowledge as a way of making man a better believer of God. Philosophy is not a quest for the supernatural (Vaughan, n.d.). It primarily deals with the search of knowledge for a better understanding and self-satisfaction. If it were a quest for supernatural, philosophy could focus on mystical issues such as magic, witchcraft, or even UFO sightings as a way of strengthening human believe in them. If a philosopher studies a mystical issue such as witchcraft, he does it primarily to answer whether witchcraft exists, how it feels to be bewitched, the power of bewitching, and what it takes to bewitch. However, the philosopher does not seek such knowledge as a way of doing witchcraft better or even proving that it exists. Philosophy is not a search for the meaning of life (Vaughan, n.d.). It does not attempt to explain why creatures live or their purpose in life. Philosophy tries to explain what life entails and how it differs from death. Philosophy tries to explain life in terms of existence, what it takes to exist, and how existence is ordered. Thus, philosophy does not attempt to provide the ultimate purpose of

Establishing an existing Australian Organisation to Myanmar Essay

Establishing an existing Australian Organisation to Myanmar - Essay Example VVRS is a manufacture, Trading Company, distributor and wholesaler; most of their products go through manufacturing before selling. Some products are packed and sold for processing in their destined markets, for example, wheat sold to Myanmar packaged into containers or sacks before exportation. Some wheat exports are in pasta form. VVRS Australia commits itself to providing quality service to its customers. The company’s priority is the customers. Ensuring that they enjoy the services provided by the company. The company also values time that their products take in order to reach customers. This report will cover try and cover all Australia as a business spot for both foreign and local investors. It will cover the political environment legal environment economic environment socio-cultural environment technology; lastly, we shall look at a SWOT analysis. The report aims analysing Australia as a potential investing country. The Myanmar government major focus is maintaining of economic and political stability, according to the Myanmar times in 2011 the Myanmar government had undergone some changes. The process of Initiating reforms was already in operation. The determination of this government to adopt a new political system is evident. This was the report in a U.N meeting in May (staff Writers, political will, 16-22). The Myanmar government was under the rule of a military regime until recently in October 2010 when it carried out its first election in 20years.the commencement of parliament in 2011 saw the election of Gen. Thein Sein as their prime minister. The government provides laws that govern the foreign relations, trade defence. The Myanmar government has good economic relations with its neighbours. In order to attract serious foreign investments’ a significant improvement in economic governance, business climate, and political

Discuss the extent to which the Youth Justice system addresses the Essay

Discuss the extent to which the Youth Justice system addresses the problem of Youth Crime - Essay Example In US, property crimes are the most frequently committed crimes (Mungatana, 2001). Violent crimes happen when an individual threatens to harm, conspire to harm or attempts to harm someone (Finkelhor and Ormrod, 2001). Violent crimes involve the threat of force and include homicide, robbery or rape. The differences between crime and deviance are (a) crime is a violation of laws pertaining the land whereas deviance is a breach of social norms, (b) agents that control crime are judiciary and police whereas agents controlling deviance are fear of God and societal pressure, (c) society lack coercive power to control deviance while crime is checked using instruments of governments, (d) crime is criminal in nature while deviance can be non criminal or criminal, (e), most behaviors that initially were crimes are currently deviant behaviors, (f) infringement of law makes deviance behavior a crime and (d) deviance is not regarded as serious as a crime. Criminological theories that explain crime and deviance include psychological, biological and sociological perspectives. Biological perspective is a key approach when conducting psychological research and focuses on the notion that behaviors have a biological basis (wise GEEK. 2013). Sociological perspective is abroad way of viewing phenomena. The sociological perspective helps in understanding the individual’s behavior and provides insights about the surrounding world. Psychological perspective postulates that human behavior is the result of an individual’s experiences and ideas. This paper is a discussion on the extent to, which the youth justice system addresses the problem of youth crime. To aid in examination of the issues, various criminological perspective theories will be used and an in-depth evaluation of the historical process of youth justice system. The paper sides with biological perspective, which states that children are born criminals. Historically,

Prose Study Coursework Essay Example for Free

Prose Study Coursework Essay In chapters 13 and 14 of the novel Treasure Island, through use of different literary techniques such as animal imagery, similes, metaphors, assonance and many more, Stevenson achieves a sense of foreboding as to what will happen later in the novel, dropping hints here and there. These chapters are important because the crew of the Hispaniola, including Lon John Silver and Jim Hawkins, have just landed on the island, and are about to set off in search off the buried treasure. We can even get a sense of foreboding from the island itself as it is seen to be gloomy and mysterious, and this does not bode well for the adventure ahead. We can find foreboding through the authors use of similes and metaphors in the chapters. Spires of naked rock, is a way of saying the rocks are very tall and imposing, as well as exposed. This is scary as just reading the exerpt creates a dark atmosphere, and it paves the way for the future of the novel. This is achieved by use of dark colours, and naked implies that after Jim has escaped there is nowhere that he can hide, because everyone can see everything. This creates the effect on the reader of sadness, as they really feel for Jim, as he is trapped on the island with those monsters. Jim also gives away hints towards the future events of Treasure Island when he says my heart sank when he realises what he has done in sneaking ashore with the pirates away from people he knows he can trust and this shows his disappointment. Jims downbeat mood portrays a bad effect to the reader, and they start to feel for Jim, as bad things obviously loom later in the novel, for instance, the planned mutiny of Long John Silver, and how if successful, Jim and his comrades will be doomed, and Jims capture by the pirates. The quotation hung over the anchorage is used to create a bad air and produce fearful images in your mind. Foreboding is shown because there is obviously a bad atmosphere on board, symbolising the planned mutiny of Long John Silver, and the good hands on board are of course fretting over what to do. Clouds of birds conveys to the reader the image of a deep mass of birds, and when there is a lot of something, especially animals that are making lots of noise, can strike fear in to people. This can give us an insight into what may happen later because birds are good at sensing danger, and quickly fly away if anything unsettles them. If they are very disturbed and are hanging over the ship, then surely the mutiny must be destined to happen, and the crew must have to face the wrath of Long John Silver. Through animal imagery we can get a sense of fear such as crawling on all fours when Jim is near Long John Silver and he is crouching when he has run away from Silver and does not want to be seen. This shows us what may happen later in the novel because it shows Jim is scared of Long John Silver and Silver is not really a very good person, and is planning bad things later in the novel. Agile as a monkey when used to describe Silver is showing him in a bad light, because he is deceiving everyone by hobbling around everywhere with his wooden leg, however, when he is out of view of the captain he is very quick and has lots of agility, which shows appearances can be deceptive and this confirms to us that he is planning a mutiny and other evil activities on the return leg of the journey, behind the other crew members backs. We can also get a sense of foreboding by one of the good mens reactions when he is faced with Silver and does not to be involved in the mutiny. Like a horse at the spur shows the unconverted crew member faced with Long John is very startled by the scream, and he immediately suspects Long John Silver and wants to get away because he knows Long John is starting the process of whittling down the numbers of good men on board to make the future mutiny much easier. Through the quotation crouching trees, when Jim is lost in the woods, we get a sense that Jim is trapped and is enclosed by the trees which seem alive, which is a good example of personification. This creates a sense of what may happen in the future as everything so far has had a bad feeling about it, and it can only be a matter of time before something happens. Would not the first of them who saw me wring my neck like a snipes? Fear is created by the rhetorical question and the use of animal imagery, and we feel a sense of sorrow for Jims dire situation. It gives us a premonition that later in the novel if the pirates catch Jim he will be killed straight away. We can decipher what will happen in the immediate future of the novel when Stevenson says Silverwas watching his companion like a snake about to spring. This shows Silver is a conniving, cunning creature, which will do anything to get the treasure, even kill one of his own. As well as this, in the bible, snakes are seen as evil, such as in the Garden of Eden, and people were very religious back then. Also, we now know that Tom will be killed sooner rather than later because snakes dont waste time, and once they have their target, they rarely fail, so this is a clever way of Robert Louis Stevenson building up to Long John Silver committing the murder. Fear imagery can be created using powerful adjectives and can also give us a strong sense of foreboding, through colours used, and words commonly associated with fear. In grey melancholy woods, and wild stone spires, the words grey and melancholy are commonly associated with apprehension, and we get a view to future events because the island in the readers mind is terrifying and forbidding, and Jim has to endure this to escape capture, however, bad images are everywhere, provoking the reader to imagine terrible things happening to Jim on the isle, such as his eventual capture by the pirates, and his life threatening encounter with Israel Hands, in which, he is just successful. Through the citation the outline of the Spy-glass trembled through the haze, we get fear from trembled, because not only is it an imposing land mass, it also is surrounded by a mist, and appears to move. Jim knows he must pass close to this monster of a mountain if he is to succeed on his quest, and it means he has the evil, obsessed pirates on one side, and a sinister peak in front, he is certain to encounter them on his travels, and the chances are, face the consequences. Then one horrid, long-drawn scream is an example of fear imagery because you can imagine a high pitched scream, and the reader sees him or herself in Jims position, alone on a desert island, and is also scared. The assonance of the oo and a slows down the action and gets us to feel and imagine the scream. This shows foreboding because the allies of Jims and his alliance are being whittled down, and in the future there will be only a few remaining. The novel can also show us the imminent events through the use of assonance and consonance. Assonance (the repetition of vowels) is given in should I dare to go down to the boats among those fiends, still smoking from their crime? The way the o sound is repeated many times, and how the sentence flows off the tongue, gives a constant reminder throughout the sentence of the fear that Jim faces, and the decisions he is required to make. In the future, does Jim return to the pirates in hope of a return to the ship, but face Silvers wrath, or does he journey on into the centre of the island in hope of survival, and we know that in the end, the hero Jim ends up in both of these positions, but the reader does not know this and is left guessing. To demonstrate the use of assonance, the sentence what if I returned to the boats and the fiends, still shadowed by their crimes is nowhere near as effective, and creates only a pinch of the fear found in Stevensons actual work. Assonance is also fou nd in a very obvious place. The o sound is repeated in Long John, which is terrifying, as we know he is a main character who is also very evil, and it will be a constant reminder through the future of the novel as to his plans and his traits and the threat he poses. Consonance (the repetition of consonants) can also be found frequently in chapters 13 and 14 and can show us foreboding. In only the rustle of the redescending birds and the boom of the distant surges disturbed the languor of the afternoon, the repetition of r gives the section of text a fear effect along with the good adjectives, because overall, it is speeded up, and creates more of a fast paced action. Also, the atmosphere is affected by the use of onomatopoeia in rustle and boom. Again, an insight is achieved as through the use of effective adjectives and consonance, we see that not all is well on Skeleton Island. Skeleton Island itself suggests fear, as skeletons are a symbol of death and forbidding, and you would be wise to stay away from them. Combining fear adjectives with consonance is also found in a smell ofrotting tree trunks. The use of an ellipsis shows that Jim is thinking and he must recognise the smell from somewhere before. The repetition of r along with rotting creates a sense of fear of the trees, and this is also alliteration, and Jim and the reader begin to think that the island and everything on it must be similar to the experiences here. Through repetition, Stevenson achieves fear, and allows the reader to generate a better image in their mind, as well as emphasising his point further. Of all the gloomy features of that gloomy afternoon, is an example of this. When the author/Jim repeats gloomy, it repeats the fact that the place is gloomy, which is an adjective commonly associated with darkness and fear, so it is stressing that everything is not going well. There is also time left in the day, and other bad things may happen, for instance, Jim running into a trap set by Long John Silver, or the good side being forced out of the stockade by the pirates, and this could just be the beginning. As well as all these things, the repetitions also create a sense of dà ¯Ã‚ ¿Ã‚ ½jà ¯Ã‚ ¿Ã‚ ½ vu, and that people are going round in circles and they are lost, and all for the treasure, which is the main focus of the novel. Another literary technique that the author uses is alliteration. The sun still shining mercilessly. This is personification, and the consecutive letter s at the start of each word, along with an adjective that is connected with fear and evil created the illustration of the sun being evil, all seeing, and it seems to have deserted the good side, and just seems to be causing more heartache, as they lose the stockade, and the pirates get on the trail of the buried treasure. The overall theme of the chapters generates a sense of foreboding just by itself, because they are to do with pirates and a treasure hunt, and everyone knows that this kind of story is almost certain to have twists and turns later. I also think Jim how Jim goes off by himself into the forest shows he is developing from a boy into a brave young man. Through the use of colours in his writing, Stevenson also creates both a sense of fear and foreboding. Long John Silver is an example of this because Silver is a shade of grey, which is a colour associated with grim things and fear, and it shows foreboding because, if a person is named like this, he must be a character that is planning, or will partake in evil things at some point in the novel. The author also uses black I black conscience to describe Lon g John, as he can kill all these people, and not have them on his mind for the rest of his life, and not feel guilty. In conclusion, I think that the literary techniques used in chapters 13 and 14, are very effective in showing how, or giving hints as to how events may unfold in the latter stages of the novel, as they get closer to the treasure and the race hots up. As I have shown earlier I in my essay, Robert Louis Stevenson uses a great variety of different methods to get his points across, and he is very clever in using some techniques and how they foreshadow events easy to find, however, some you have to search for, and rack your brain to understand how they show foreboding, such as the use of assonance and alliteration. Example, should I dare to go down to the boats among those fiends, still smoking from their crime? Yes, the excellent adjectives help create fear which in turn introduces foreboding, but I had to search for it. My final verdict is that Robert Louis Stevenson is an immensely clever writer, and the way he gets the reader to think is amazing, and through close language analysis, we can see that chapters 13 and 14 are very clear in predicting character development and how events will pan out in the novel.

Effective Leadership And Successful Leaders

Effective Leadership And Successful Leaders A view of leadership as it pertains to equality in education for all students regardless of gender, race, or socioeconomic status will be reviewed during this 2010 Go Global experience in South Africa. In preparation for this trip, different articles and books were reviewed for insight on management and leadership. Included in these readings were suggestions on how best to lead, as well as direction for handling toxic relationships. Toxic relationships can be defined as those relationships that are shadowed with negativity and tend to be reactive and judgment based in nature. Creating a sense of team building and acceptance were found to be key roles for those in leadership positions. Leaders should have a sense of direction, not misuse their power, and should be able to inspire others. A leader should also be humble in attitude and encourage all team members to brain storm and contribute to the task. Whether leading personally or professionally, in a business or in a school, a leader should recognize the dynamics of the group under their direction and be able to modify accordingly. While great leaders should be flexible, they must retain their convictions and focus toward attaining the goal or vision. It has been through a conviction that great leaders have inspired others to desire and create change. These leaders have intelligently led by example, never condemning anothers beliefs, but instead inspiring in others the desire to change. It is through charisma and intuitiveness that leaders are able to begin movements that create change. Movements for change are not limited to only political greats, they are also found in our own school systems. Assuming the role of the leader in a school must be carefully considered. It should be a role that one assumes with the understanding that they will both directly and indirectly affect, either positively or negatively, many that will follow their lead. Staff and students alike will be affected by the type of leadership roles they have in their school systems, so it must be remembered that school leadership is not limited to the parameters of the school, it affects generations that in turn will affect futures. Life is an echo what you send out comes back. Chinese Proverb There have been many great leaders throughout history, including Nelson Mandela, Mahatma Gandhi, Martin Luther King, and even Elizabeth Cady Stanton. Each person was seeking to right a perceived injustice during a particular time in our history. Through history we have seen leaders who would initiate ideas that others would continue, some who would make contributions small, yet impactful, and others who would change the course of history. No matter the result, one thing was consistent, all great leaders throughout time possessed similar leadership qualities. Reading Response to Vaclav Havel, former president of the Czech Republicà ¢Ã¢â€š ¬Ã‚ ¦ Bohemian Rhapsody www.opinionjournal.com/editorial/feature.html?id=110010218 Living Responsibly: Vaclav Havels View www.acton.org/publciations/randl/rl_article_284.ph?/view=print Vaclav Havel, former president of Czechoslovakia, has been compared to Nelson Mandela, being considered a saint in the West. Havel, a playwright who put his career on hold to lead a group against communist totalitarianism, a man who would be imprisoned, and a leader who would later become president, is a man of conviction. Speaking and responding to the global force for freedom and the long struggle between conscience and tyranny, Havel is the author of the essay on the Power of the Powerless which deals with the indifference seen in our Western cultures. It would be suicide for the world -the indifference to the freedom of others ultimately becoming indifference to freedom for ourselves. Vaclav Havel The idea that if we assume apathy for circumstances that do not directly affect us, we will ultimately become indifferent to our own freedoms has much significance. It sends a message that we must work as a community in order to continue to move forward. Leaders play a crucial role in focusing their team. Their qualities must include the ability to persuade a group to work together for a common goal, and dissuade, without insult, those ideas that serve only a selected group. As future leaders, we must recognize that our beliefs should not be subjective, nor are they limited. Our goals should always serve the good of all. The salvation of this human world lies nowhere else than in the human heart. Mr. Havel to the United States Congress Our ability to recognize ourselves as part of a greater good is central to becoming a great leader. Our leadership should have focus, yet be humble. Our ability to see others through ourselves, and lead others as we would like to be lead, creates such a salvation. Leadership must maintain a global view, with the leader part of the view and not the puppeteer of the view. I have read and reviewed leaders that possessed many of the characteristics of great leadership (Adolf Hitler and Charles Manson), but whose leadership qualities were outweighed by their self-centered separation of themselves from the human world. I see that leading with your heart can be subjective, but I do not believe that is what Havel meant. I feel as if he stated that compassion, respect and understanding for all members within a particular dynamic, business, academic or otherwise, will create a stronger vision. A vision shared by many is not limited, but grows exponentially. Setting an example is not the main means of influencing another, it is the only means. Albert Einstein Reading Response to Charles Manson as a charismatic transformational leader Leadership Style No Easy  Choice http://www.smartentrepreneur.net/charismatic-leadership.html Leadership needs enthusiastic involvement, by leaders who are not jaded by personal agendas. Charles Manson, one such charismatic leader, chose to use his gift of leadership for less than honorable reasons. Manson would be defined as a transformational leader using passion and energy to transform an organization. He sensed what his followers perceived they needed and then created a vision to fill that gap. Charismatic leaders create visions that seem to improve ones present circumstance by finding the missing link between what one is getting and what one desires. This type of leader is persistent and even willing to make personal sacrifices to attain the vision which has been set. Unfortunately, a negative charismatic leader manipulates their audience for their own good even seeking out audiences that are emotionally wounded. Ones ability to discern between the honorable and dishonorable leader is just as important as ones ability to lead and be part of a productive team. Courage is what it takes to stand up and speak; courage is also what it takes to sit down and listen Sir Winston Churchill Reading response to Viktor E. Frankl, psychiatrist and Nazi death camp survivorà ¢Ã¢â€š ¬Ã‚ ¦ Mans Search for Meaning, Beacon Press, 2006 Forces beyond your control can take away everything you possess except one thing, your freedom to choose how you will respond to the situation. You cannot control what happens to you in life, but you can always control what you will feel and do about what happens to you. Viktor E. Frankl This book was chosen not necessarily because of Frankls leadership, but because of his responses to the effects of negative leadership during the persecution of Jews at Auschwitz. Frankl shares an honest view of the persecutions that occurred, while sending a message of ones ability to control their responses. He talks about not being one of the most muscled up men and that he was looked upon as one who would not make it (survive) long. Frankl had a choice, find himself condemned before his fight began, or choose to be positive and believe that this persecution would soon end. Leaders must understand, as Frankl had to understand, we have no control of others. It can not be forced upon another my vision for change and growth, it can only be exampled. Leadership is not a series of demands, but commands. It is a cooperative effort in which all parties feel valued and respected. While Adolf Hitler possessed many qualities of the great leadership, he did not possess value and respect for all of mankind. This self-serving type of leadership serves a limited time; it can not be maintained or carried on because there is no collaboration and no shared vision. As a leader, one will really have little to no control of anything except ones own responses. We have the ability to choose our response and through modeling teach this strategy to those among us. If I choose humbleness, invite feedback, and remain positive, my leadership will influence others to do the same. This communication strategy invites all members to take part, or have ownership, in the goals at hand. With members feeling valued and sharing ownership, leaders are able to maximize the strengths of a team. It will be the choice of all members, including the leader, to do this even when there is friction within the group. It is easy to respond negatively to internal and/or external negativity, but that response leaves unmet goals and does not promote growth. Reading response to Nelson Mandela, seeker of a multi-racial democratic society and ex-president of South Africaà ¢Ã¢â€š ¬Ã‚ ¦ Nelson Mandela Long Walk to Freedom: The Autobiography of Nelson Mandela, Nelson Rolihlahla Mandela, 1994 Invictus, (2009) http://www.mandelainstitute.org.za/ If you want to make peace with your enemy, you have to work with your enemy. Then he becomes your partner. Nelson Mandela Nelson Mandela, 1993 Nobel Peace Prize winner, exemplifies a man of true conviction. He articulated a vision and led by example. At a time when Mandela could have been full of anger and revenge, he chose a much different voice, a voice of dedication to an end of racism. In his speech to the court that convicted him, Mandela said Whatever sentence Your Worship sees fit to impose upon me for the crime for which I have been convicted before this court, may it rest assured that when my sentence has been completed I will still be moved, as men are always moved, by their consciences; I will still be moved by my dislike of the race discrimination against my people when I come out from serving my sentence, to take up again, as best I can, the struggle for the removal of those injustices until they are finally abolished once and for all. Mandela, a man of honor, sought for the end of racial discrimination in South Africa, and even through imprisonment maintained his desire to attain this goal . He did not seek race domination; he desired a multi-racial democratic country. Mandela understood the importance of communication and role-modeling in order to attain the desired outcome of his vision and committed himself to a non-violent resistance against the apartheid*, following the role model of Mahatma Gandhi. Apartheid a social policy or racial segregation involving political and economic and legal discrimination against people who are not Whites; the former official policy in South Africa wordnetweb.princeton.edu/perl/webwn Although Mandela voiced non-violent resistance, he soon saw a need to change the approach. He commented to this change from non-violent resistance at the Rivonia trial when he stated that after long and anxious assessment of the South African situation, I and some colleagues came to the conclusion that as violence in this country was inevitable, it would be wrong and unrealistic for African leaders to continue preaching peace and non-violence at a time when the government met our peaceful demands with force. It was only when all else had failed, when all channels of peaceful protest had been barred to us, that the decision was made to embark on violent forms of political struggle, and to form Umkhonto we Sizwethe Government had left us no other choice. The task of leadership is not to put greatness into humanity, but to elicit it, for the greatness is already there. John Buchan Leaders must be able to maintain a vision when circumstances and the world around them seem to stand in the way. Mandela exhibited this quality unlike no other, no matter how provoked he never answered racism with racism and he stood solid in his dedication to democracy. He recognized the greatness in humanity and strived to help others find it as well. Mandela understood the need to make peace with the enemy. He knew that it was not the person who was the enemy, but the actions of the person that becomes the enemy. In other words, he recognized that the answer for change was in the people themselves. Being a leader is not about what you make others do. Its about who you are, what you know, and what you do. You are a reflection of the people who follow you. An effective leader is not a one-man show or do-it-all-yourself hero. Effective leadership is about recognizing and taking advantage of the skills and talents from different people to form a cohesive unit. All of the great leaders have had one characteristic in common: it was the willingness to confront unequivocally the major anxiety of their people in their time. This, and not much else, is the essence of leadership. John Kenneth Galbraith Mandela recognized that in order to create change that he too must confrontà ¢Ã¢â€š ¬Ã‚ ¦ [his] anxiety. He knew that he would have to forge a partnership with all of South Africa (black and white alike); he would have to stand for a united country and put in the past his memories of racial discrimination. Mandela would have to learn from his past, modeling himself as a man of acceptance of all men, both black and white. Like many other black South Africans, Mandelas disapproval of government discrimination was shown in many ways. One such non-violent means to show disapproval was to cheer for any team opposing the white Springbok Rugby team. In the movie, Invictus, Mandela, then president, is questioned by the media about his new found support of the Springbok Rugby team. Without waiver, Mandela replies how can I expect others to change if I, myself, am unwilling to do the same. Realizing the need to mediate difference respectfully and setting an example to others of own willingness to change is crucial to dynamic leadership. If we create an environment that invites open and positive communication along with respect, the overall health of an organization or in this particular circumstance for Mandela, a country, will be positively impacted. Education is the most powerful weapon which you can use to change the world. Nelson Mandela Mandela was driven not only by his belief in equality for all people politically; he was also an advocate for other non-political issues affecting his country as well. Mandela would address, problem-solve, and advocate for the AIDS epidemic, poverty, and education. Mandela was also instrumental in having South Africa house the 2010 Soccer World Cup. http://www.mandelainstitute.org.za/about/mandate_and_vision/ University of the Western Cape meeting with staff and students (oral interviews) Mandela, an educated man himself, saw education as a tool in the fight against the apartheid. When South Africa won its fight and Mandela became President, he remained focused on the benefits of quality education for all children in South Africa. He would continue to strive for quality education even after his presidency. In 2007, the Nelson Mandela Institute (a partnership between the Nelson Mandela Foundation, the Department of Education, and the University of Fort Hair) would be founded to continue his work in education. There can be no contentment for any of us when there are children, millions of children, who do not receive an education that provides them with dignity and honor and allows them to live their lives to the full. Nelson Mandela, 2006 A man among men, Mandela believes that in order to create a sustainable future South Africa must invest in the education of the countrys youth. The statistics for children of poverty who matriculate is devastatingly low. The education system had not been meeting the needs of the majority of children in the nation (the poor black child). Matriculation (graduation) of the rural working-class has been as low as 1% with a child needing to score well on this exit exam in order to enroll in a university. Of those who do manage to matriculate, they still struggle to read and write at a level of success for the university because of inadequate academic preparation. To change these statistics and recreate an educational system that can provide education success for all children, resources in addition to a focused and strong leadership are a must. Mandela advocates change in education, and brings others together to share the same vision. The Nelson Mandela Institute mandates to work globally t o achieve Mr. Mandelas visions for education and rural development and is inspired by a common future shaped by the minds and creativity of all children. It is not beyond our power to create a world in which all children have access to quality education.   Those who do not believe this have small imaginations. Nelson Mandela, 07 http://www.ncrel.org/policy/pubs/html/leadersh/goodschl.htm http://www.newhorizons.org/trans/gardner.htm Whether the leader of a country like Nelson Mandela or the leader of a school system, one must be able to communicate the vision of the organization. School systems, like countries, need dynamic leadership by individuals that realize the potential of the young people following their guide. School leaders have a responsibility to their public; they should both influence and inspire the students and the staff. They should act less like a boss making commands and more like an artist creating unbounded imaginations. They must be able to develop a clear sense of purpose as it is important for people to see where they are going. In addition to direction, effective school leaders should elicit from their staff and students both trust and respect. It is important to remember that both trust and respect are earned by the leader through their actions and are not a guarantee. The task of the leader is to get his people from where they are to where they have not been. Henry Kissinger http://www.bgsu.edu/departments/acs/1890s/plessy/plessy.html http://brownvboard.org/summary/ American schools, not unlike the South African schools, have seen many struggles. It has been because of dynamic people (principals, teachers, and students) that our systems have evolved to where they are. Like South Africa, racial discrimination is not a stranger to the American school systems. It was the voice and dedication of a few that allowed our school systems to change and grow. A little over sixty years ago the states overturned Plessy v. Ferguson. Plessy v. Ferguson was an 1896 Supreme Court ruling most remembered as the separate but equal ruling. It was a decision that served as justification for racial discrimination until Oliver Brown and others brought complaint against the school systems. In Topeka, Kansas Linda Brown, an African-American student, lived right across from a school, but because of the color of her skin could not attend this white school. Under the counsel of Thurgood Marshall this discriminatory practices were being challenged. The ruling in Brown v. Board of Education not only affected the educational system, it ended legal racial discrimination. Discriminatory practices can damage the good of the whole, but strong leadership can build bridges and fill gaps. Good schools, like good societies and good families, celebrate and cherish diversity. Deborah Meier School leaders create exponential change simply by caring for people and giving them a chance to succeed. When inspiring the minds of children in a school setting it can be thought that success is never final. Our behavior and our beliefs are carried on through the minds and actions of many. That is a great responsibility knowing that as an academic leader we can affect so greatly, so many. This undertaking has to be done with openness of ones mind and willingness to celebrate others successes and not our own. Imagine yourself as the principal of one of those white schools when the Supreme Court ruled in Brown v. Board of Education. Imagine the strength and character needed to moderate such a change. During world change, it takes great character to evaluate how your personal ideals fit into the role that you must serve. Leading is not limited to times of progression when everyone is inviting openly whatever circumstances may be needed for the change. The test of a great leader comes during times like that 1954 ruling when faced with legal obligation and social conflict. An academic leader must be able to separate oneself from who they are right now and look into the future to where they have dedicated themselves to lead others. A leader must be willing to deal with conflict head on, not with aggression, but with insight and intuitiveness. All leaders, especially academic leaders, must always err on the side of action. They must not just clean up a mistake, they must problem solve and elimi nate it. It is especially important that a school leader view problems as an opportunity for growth. Not all visions will be met without conflict, and if we perceive as an opportunity to grow, then we maximize the effects of our leadership. The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. William Arthur School leadership is not limited to only those in administration, teachers play a huge role in influencing and changing lives. A teachers full charge is to enable students to become independent citizens of society. It is more than math or english, it is one of the most influential roles in our communities. Teachers not only provide academic knowledge, in combination with administration and the community, they provide clean, safe and healthy environments for the students to learn. All school leaders, administration and teachers, must possess and be proficient in instructional leadership, management, community building, and communication. http://cecp.air.org/download/MCMonographFINAL.pdf He writes, A leader is an individual (or, rarely, a set of individuals) who significantly affects the thoughts, feelings, and/or behaviors of a significant number of individuals. Most acknowledged leaders are direct. They address their public face-to-face. But I have called attention to an unrecognized phenomenon: indirect leadership. In this variety of leading, individuals exert impact through the works that they create. Whether direct or indirect, leaders fashion stories: principally stories of identity. It is important that a leader be a good storyteller, but equally crucial that the leader embody that story in his or her life. When a leader tells stories to experts, the stories can be quite sophisticated; but when the leader is dealing with a diverse, heterogeneous group, the story must be sufficiently elemental to be understood by the untutored, or unschooled, mind. Daily Journal of Observations of team members, and leadership roles within these dynamics. Sunday, 11, Julyà ¢Ã¢â€š ¬Ã‚ ¦ Meeting at the airport getting ready to depart for a two week trip away from family and not knowing anyone you are traveling with can heighten anxiety in even the best of travelers. GoGlobal trips allow many observations of group members, but it also allows one to observe the practices and strategies of the school sponsors in their real-life leadership role. As I am waiting at the airport, as I always do, I spend a great deal of time looking at not what is being said, but at all the non-verbal communication that is also being seen. Understanding a little of those I will be traveling with is very important. My opinion through my various experiences and readings is that there is a high correlation between a leaders intuitiveness and their effectiveness. While not asked, I would assume that there would be a degree of this used when interviewing the prospects of such trips.