The Power Of One By Ernest Hemmingway free essay sample

Essay, Research Paper Throughout the universe, there are many diverse civilizations, each of these distinguishable civilizations have different backgrounds, rites and patterns. These civilizations have a profound consequence on the heads of their dwellers. It # 8217 ; s a individual # 8217 ; s civilization which effects their ideas, beliefs and their mentality upon life. It doesn # 8217 ; t affair where you are from or where you go to, you ever have a piece of your civilization with you wherever you are. It is your cultural heritage # 8217 ; s and background which molds your head, and your ideas of how you perceive the universe around you. In every civilization different facets of the society are viewed otherwise. Some civilizations portion similarities with other civilizations about how they view things. In many civilizations athleticss plays a cardinal function in the society, and many times the whole community is based around the athleticss. No affair where you are from, athleticss will ever play a function in the society. We will write a custom essay sample on The Power Of One By Ernest Hemmingway or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Many times in literature you can state where the scene is or where the writer is from by the manner the community or society in the literature position athleticss. If you look at the literature that writers produce and where they are from, you will detect a common tendency in all of their work. The cultural heritage of the author affects the position in which they write from or about. The cultural heritage affects the authors perspective in many different ways, among them are stereotypes and the scene of the narrative and the mundane activities that the character go through. Two premier illustrations of how an writers cultural heritage affects the position that they write from is the South African writer Bryce Courtenay and the American writer Ernest Hemingway.Bryce Courtenay was born and raised in South Africa and received his early instruction at that place. He spend the bulk of his adolescent life in South Africa and in his concluding twelvemonth in Africa he spent it in the Cu m ines of Central Africa, before he moved to England to finish his education.1 Courtenay spent his early life in Africa, and the African civilization had a profound affect him. His clip in the Cu mines besides had a acute consequence on him and it is seeable in his authorship, when he wrote about the mines in Africa. In the book The Power of One, Courtenay writes form the position of a immature British male child in South Africa which shows how cultural heritages affects the authors perspective.It is evident that the biass had a amazing affect on Courtenay, particularly with the hate between the Boers, Blacks and the British. Because of the hatred traveling on in South Africa at the clip of his turning up and even today, you can feel a tone of racism in his authorship. # 8220 ; Please, Meneer, he hates great millets ( inkinesss ) merely like you. # 8221 ; 2 Frequently in the book the black are referred to great millets and other derogatory footings. Through the old ages, because of wars and other dissensions the Afrikaners have come to detest the British, and frailty versa and the Blacks in southern Africa have ever been hated of all time since the white Europeans arrived.This hatred started between the British and the Afrikaners when the British first came to Africa during the slave trade. The Boers from Europe, had migrated to Africa for freedom, freedom of faith and of the biass that they faced in Europe. There was peace between the British and the Boers until the Boer democracies were found to be rich in diamonds and gold. Fortune huntsmans, largely British, poured in to interest claims,3 which belonged to the Boers. That is when the tenseness increased. Soon after was the Boer War, and since so there has been a great sum of tenseness and hatred between the British and the Boers. # 8220 ; # 8230 ; he stopped midway down the back street and shouted in Afrikaans, # 8216 ; I # 8217 ; ll acquire you back for this, you rooinek ( cracker, a derogative term f or the English ) bastard. # 8217 ; # 8221 ; 4 Time and clip once more in the book you can experience the tenseness and hatred between each of the groups in South Africa. Another country of his civilization that is present in the book The Power Of One is that of athleticss. There all athleticss all over this book and in his Hagiographas. In the African civilization athleticss are really large. The athleticss which are the biggest in Africa are rugby and pugilism. Both rugger and pugilism are cardinal parts of the African civilization in the book. Boxing is the cardinal focal point of this book as it is immense throughout all of southern Africa and particularly in South Africa where the narrative takes topographic point. It is Courtenay # 8217 ; s turning up in Africa where pugilism is a immense athletics that affected his writing.In many civilizations athleticss is a cardinal portion of their mundane life. This is besides true in South Africa. It # 8217 ; s the athleticss that gi ves them a beginning of amusement. In South Africa at the clip of this narrative, which is during and after World War II, athleticss were one of the biggest signifiers of amusement, the whole society was shaped around the yearss featuring events. For many of the poorer people, like the inkinesss who were enduring from apartheid, athleticss were one of the lone beginnings of amusement. As it is mentioned in the narrative, some inkinesss traveled many of stat mis merely to see Peekay, the chief character of the narrative, fight.You besides see the cultural differences in the book. There seems to be different athleticss for different civilizations. One of the athleticss that is perceived more civilised in the book is rugby. It is played by both the British and the Boers, but non the inkinesss. It is apparent at the clip that the British thought that they were better than the Boers and the inkinesss. The Boers thought that they were better than the inkinesss, and equal to the British. And the inkinesss seemed to cognize their topographic point as the low adult male on the totem pole. So when it came to certain athleticss, non all of those groups were allowed to take part or would participate.When it came to packaging in South Africa, it was reserved to the Boers and the Blacks. And was said that it wasn’t proper for the British to package, but many still did. And when it came to packaging the British and the Boers didn’t even what to contend the inkinesss. Courtenay’s experience in South Africa and their civilization is shown in great item in the story.It is apparent, through this narrative and that of Courtenay’s experience turning up in South Africa and being exposed to their cultural, and everything that comes along it, has affected his authorship. So in fact his cultural herita ge affected his composing position. His cultural heritage being that of South Africa’s. Ernest Hemingway was born in the United States in Illinois, his life-time spanned 63 old ages, and among those old ages he experienced a twosome of wars and a great depression. Hemingway started composing at an early age, after he finished high school Hemingway got a occupation as a newsman on the Kansas City Star. During World War I Hemingway tried to enlist in the armed forces but was rejected because of an old oculus hurt. So he so volunteered as an ambulance driver on the Italian forepart, and in 1918 he was severely wounded. After the war he settled in Paris, France, where he began to compose fiction. Later in life Hemingway was a war letter writer in Spain, China, and Europe during World War II.5 It was during those old ages in the United States and the other states where Hemingway developed his authorship manner. In his travel to those foreign states Hemingway picked up pieces of th eir civilization and their heritage with him. He took their civilization and heritage added to what he had from place. Even thought he traveled a great extent of his life, he still kept his civilization from place with him. It was these cultural experiences that he wrote the most about. Almost all of his different cultural heritage’s affected his composing position. They appeared in virtually everything that he wrote. Bing in these civilizations many times Hemingway had a first manus experience in their patterns. In Hemingway’s instance the facet of a civilization that stuck with him the most was athleticss. Hemingway wrote the most about many athleticss including, hunting, fishing, bullfighting and packaging. All of these athleticss were brought to him by the civilizations that he was sing, and by witnessing these events his composing position was molded.The short narrative by Hemingway entitled â€Å"Fifty Grand† , is about packaging and the patterns that go o n in the American civilization. In the narrative the over-aged welterweight packaging title-holder is set to contend a turn in which he knows he is traveling to lose to the immature challenger.6 So the champ stakes 50 thousand dollars against himself, and in the concluding unit of ammunition of the lucifer, he has the chance to win, but opts to lose and take the 50 expansive. As the Brennan the former title-holder said at the terminal of the narrative, â€Å"It’s amusing how fast you can believe when it means that much money.†7 As in the South African civilization pugilism was really large in the United States, and it is still large today. That narrative reflected the American civilization that was brought up Hemingway. The factor of the American civilization that affected his authorship is the thought of making everything you can for a vaulting horse, no affair what it takes. As it is shown here, the cultural heritage’s in the United States affected Hemingway v astly. No affair where a author is from or where they go to, it seems that they pick up a piece of a civilization. This piece of civilization that they pick up besides seems to work its manner into their authorship, sometimes it merely spots and pieces of the civilization, other times it is on a much larger magnitude. But this piece of cultural heritage ends up impacting the position of the author. Many times it merely a little thing that the author picks up, and sometimes it is more, but no affair how great or how infinitesimal it is, it affects the writer and their authorship. Baker, Carlos. Hemingway The Writer as an Artist. New Jersey: Princeton Publishing, 1952. Compton # 8217 ; s Synergistic Encyclopedia. New York: Compton # 8217 ; s NewMedia, Inc. , 1995. Courtenay, Bryce. The Power of One. New York: Random House, 1989. Hemingway, Ernest. The Snows of Kilimanjaro and other narratives. New York: Scribner, 1961. Magill, Frank N. Cyclopedia of World Authors. New York: Harper A ; Row, Publishing, Incorporated, 1958. Rouit, Earl. Ernest Hemingway 41. New York: Couple Publishers, Inc. , 1963. Young, Philip. Ernest Hemingway a Reconsideration. Pennsylvania: Pennsylvania State Publishing, 1960. 1 Bryce Courtenay, The Power of One ( New York: Random House, 1989 ) 519. 2 Bryce Courtenay 107. 3 Compton # 8217 ; s Synergistic Encyclopedia. ( New York: Compton # 8217 ; s NewMedia, Inc. , 1995 ) . 4 Courtenay 222. 5 Compton # 8217 ; s Synergistic Encyclopedia. 6 Earl Rouit, Ernest Hemingway 41 ( New York: Couple Publishers, Inc. , 1963 ) 61. 7 Ernest Hemingway, The Snows of Kilimanjaro and other narratives ( New York: Scribner, 1961 ) 87.

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Wave Power essays Visual Impact - Depending on where the conversion facility is placed the visual impact can range from high impact close to the shoreline to a much smaller impact when the facility is placed further from the shoreline. Hydrodynamics - effects on wave climates due to conversion facilities may lead to changes in the shore and shallow sub-tidal areas, and subsequently the plants and animals living in the area. Navigation - the facilities may present navigation hazards to shipping Noise - there is likely to be a noise impact from conversion facilities. This will be more significant for shoreline devices than those situated offshore. Installation Construction - construction of wave energy conversion facilities could lead to the loss of species on the seabed. However, this is not likely to be a long-term impact. Whilst tidal power generation can offer some advantages, including improved transportation due to the development of traffic or rail bridges across estuaries and reduced greenhouse gas emissions by utilising non polluting tidal power in place of fossil fuels, there are also some significant environmental disadvantages which make tidal power less attractive. The construction of a tidal barrage in an estuary will change the tidal level in the basin. This change is difficult to predict, and can result in a lowering or raising of the tidal level. This change will also have a marked effect on the sedimentation and turbidity of the water within the basin. In addition, navigation and recreation can be affected as a result of a sea depth change due to increased sedimentation within the basin. A raising of the tidal level could result in the flooding of the shoreline, which could have an effect on the local marine food chain. The construction of a tidal barrage in an estuary will change the tidal level in the basin. This change is difficult to predict, and can result in a lo ...

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Should All Children be Included in Mainstream Schools?

Should All Children be Included in Mainstream Schools? The following paper shall discuss the educational provisions available for students with profound and complex needs. Such individuals have severe cognitive and neurological dysfunctions, which at times are also accompanied by sensory impairments. Their intellectual level cannot be thoroughly assessed. They form a vulnerable group of persons who are in need of constant assistance, even to perform the most basic needs of feeding and personal hygiene (Arthur-Kelly et. al., 2008). So what should be taught to the members of this group? Is it meaningful to follow the national curriculum? Or should it be modified? What teaching approaches should be used in order to maximise their learning and awareness? Can these approaches be used in ordinary classes? And if so, will it impact negatively on the other non-disabled students? Should they be included in mainstream schools? These are some of the pungent and yet delicate arguments which shall be tackled in the following paragraphs. Section A A1. What is Inclusive Education? Article 26, of the Universal Declaration of Human Rights, states that education is a fundamental right of every human being (United Nations, 1948). The right to education is embraced by all since it opens the gates for employment opportunities; enhances the quality of life; gives empowerment to the individual; and promotes equity in society (Peters, 2007). All children should have access to an appropriate education that affords them the opportunity to achieve their personal potential (DfES 2001b:2) Inclusive education refers to the education of special education needs (SEN) students together with their non-disabled peers in mainstream education schools. It values the right of all students to receive quality education with equal opportunities; whereby they can participate in meaningful learning and hence develop their full potential (Peters, 2007:99). Such schools shift their focus from the concept of disability and work to remove barriers of participation for all students (Barton Armstrong, 2001 as cited in Ypinazar Pagliano, 2004). The goal of inclusion is not to erase differences, but to enable all students to belong within an educational community that validates and values their individuality (Stainback et. al., 1994) A primary document which, identified that the way forward to reach education for all is through inclusive education, was the Salamanca Statement in 1994. It declares that every child is diverse in his or her abilities and is therefore unique. It goes on to say that primarily: Every child has a fundamental right to education, and must be given the opportunity to achieve and maintain an acceptable level of learning .. Those with special educational needs must have access to regular schools which should accommodate them within a child-centred pedagogy capable of meeting these needs (UNESCO, 1994, para 2 pp: viii) The philosophy of the Salamanca Statement is underpinned by the social model of disability; whereby learning difficulties are not considered as the problem to educational exclusion, but rather that the general education system needs to be responsive to the needs of all students (Peters, 2007). A2. Historical Overview in the UK Gone are the days when children with physical and intellectual impairment were labelled as being ineducable, idiots, or defective; and hence segregated away into asylums for imbeciles (Pickles, 2004). The situation started to take a better turn with the 1944 Education Act. It stated that disabled children had the right to receive an education tailored according to their needs, however, this had to be done in special settings; segregated away from their families and the rest of the community (Pickles, 2004). The Warnock Report in 1978 coined the term special education needs (SEN); a term which included all those children who had some type of intellectual and/or physical disabilities. The report was a key point in the history of inclusive education. The 1981 Education Act followed it. Both reports introduced a multi-disciplinary approach; whereby representatives from the Education, Health and Social Services sectors, teamed up in order to draw an accurate profile of the child, such that whenever possible the child was included in mainstream classes. The Act also empowered the parents or guardians in deciding on the type of education provision for their children. This legislation brought about a change in the composition of special schools. More children with mild to moderate needs started to attend mainstream schools, leaving their peers with profound and complex needs segregated in special schools (Pickles, 2004). Another two reports followed in 1992, in order to review the objectives of the 1981 Education Act. However, the Green paper, Excellence for All Children (DfEE, 1997) and subsequently the White Paper Program for Action (DfEE, 1998) were decisive, for these brought about the movement of the majority of SEN students into mainstream schools. The papers also addressed the financial resources of schools; and hence saw to the improved standards in all schools. A3. Inclusive Education at the turn of the 21st century The Special Educational Needs and Disability Act in 2001, together with The Special Educational Needs Code of Practice (DfES, 2001) were introduced, and emphasised the importance that local education authorities (LEAs) should conform to the parents choice of schooling provision, except when the school: . is unsuitable to the childs age, ability, aptitude or special educational needs, or the placement would be incompatible with the efficient education of the other children with whom the child would be educated, or with the efficient use of resources (DfES, 2001:107) The SEN Code of practice coined the idea of Special Educational Needs Co-ordinators (SENCO), in order to work closely with teachers and parents to the best possible educational outcome for the SEN student and drawing up and Individual Educational Plan (IEP). Removing Barriers to Achievements (DfES, 2004) followed, strengthening inclusive approaches in schools and promoting early intervention programmes. It states that: All teachers should expect to teach children with SEN and all schools should play their part in educating children from their local community, whatever their background or ability (DfES, 2004:5) The policy promotes further use of assessment tools; where at the age of five the child is assessed in order to move on to formal schooling. The assessment is based on the Early Learning Goals. However these 13 goals are not classified enough to include the progress made by those children with profound and complex needs, who may also have additional sensory impairment. Therefore its inclusive nature is very much contested (University of Manchester, 20009). In 2006, the Report of the Teaching and Learning in 2020 Review Group stressed the importance of personalised learning as the way forward. Personalised learning means: Taking a more structured and responsive approach to each childs learning, so that all pupils are able to progress, achieve and participate. (DfES, 2006:41) This approach is important for the progress of all student; especially those with SEN and in particular those with profound and complex needs. Section BB1. Special and Mainstream Schools Should they join forces? The perceived divergence between special and mainstream schools should be reduced such that inclusion becomes a shared concept, and eventually the policies practiced in ordinary schools are adapted as to provide for the collective interests and educational needs of all students (Zelaieta in Armstrong Moore, 2004:33). At the turn of the century, the government has assigned a new role for special schools; whereby these have to be: outward looking centres of excellence working with their mainstream partners and other special schools to support the development of inclusion. (DfES, 2001:23) Mittler (2000, as cited in Rose Howley, 2007) believes that the role of special schools in providing educational services for those students with profound and complex needs has been and still is, of extreme importance. Yet, today, it is widely accepted that pupils are referred to special schools only when mainstream schooling does not cater for their educational needs. Improved cooperation between mainstream schools and special schools, has led to partnerships being established in order to help the transition of students from special schools to ordinary schools (Rose Coles, 2002 as cited in Rose Howley, 2007). Such collaboration is to the advantage of those teachers in mainstream schools who are willing to learn from the expertise of those who work with students with special educational needs (McLeod, 2001 as cited in Rose Howley, 2007). As they work closely together there will be more sharing of ideas and resources, ultimately to the benefit of all the students. The DfES Report of the Special Schools Working Group states that: Special schools have a vast wealth of knowledge, skills and experience which, if harnessed, unlocked and effectively utilised by mainstream schools, can help ensure that inclusion is a success. (DfES 2003b: 6 as cited in Cheminais, 2003:4) As Cheminais puts it, one size will never fit all (2003:5). She believes that as long as there is diversity of needs, special schools cannot be all closed down. She looks at inclusion from a realistic point of view; one which backs the notion that a small minority of students, usually those with severe and complex disabilities, will always necessitate special educational provisions in particular settings. B2. To be included, or not to be? Advocates of inclusion affirm that: the special education system is a key element in the creation and perpetuation of the social oppression of disabled people (Barnes, Mercer Shakespeare 1999:104) Butterfield and Arthur (1995, as cited in Arthur-Kelly et. al., 2008) stressed the importance that students with profound and complex needs should experience meaningful communication experiences both from their peers and teachers. Such communicative interactions could only be achieved in inclusive settings, whereby non-disabled peers could connect with them. An inclusive classroom could set the grounds for meaningful communication, and it is the best social forum for experiences such as turn-taking, requesting and greeting (Arthur-Kelly et. al., 2008:163). In fact, in his study, Foreman et. al., (2004, as cited in Arthur-Kelly et. al., 2008) concluded that inclusive settings further increase peer interaction and engagements for students with PCLD when compared to those students attending special schools. Moreover, Ypinazar and Pagliano (2004) retain that the segregation of SEN students in special schools accentuates their disability identity and hence the stigma of labelling. However, Knight (1999) argues that stigmatisation will not vanish just by placing a student with PCLD in a regular classroom. Peers need to be taught how to accept their difference and move beyond. Inclusion is far more than just about the location of a childs school placement (DfES, 2004 as cited in Runswick-Cole, 2008:174) MacKay (2002, as cited in Armstrong and Moore, 2004) believes that there might be cases where inclusion is not always appropriate; especially in the case of those students with severe and complex learning difficulties. When the mainstream school does not meet the needs of the SEN pupil, it would be highly irresponsible to allow the child attend such a school; such a situation leads to the build up of pressure both on the pupil and teachers alike. John MacBeath, a Professor at the University of Cambridge, recently declared that mainstream classes can be a form of abuse (BBC News, 2006). He affirms that: Physically sitting in a classroom is not inclusion. Children can be excluded by sitting in a classroom that is not meeting their needs. (BBC News, 2006) And in fact Peters (2007) argues that inclusion is more than just the physical presence; it means flexible curriculum for some students; teachers who are willing and prepared to welcome an array of abilities; and a welcoming school community. In 2002, Hanafin and her colleagues concluded that mainstream education does not fulfil the concept of inclusion. They feel that mainstream education is set up on a flawed notion of intelligence and is crippling the learning process of many students (Hanafin, Shevlin Flynn, 2002:410). Giving that the national curriculum is primarily based on linguistic and mathematical skills, those students who are not as proficient in these areas are going to find extremely difficult to cope. Whereas, if the formal curriculum had to give further importance to other subjects which do not require such skills, such as art, music and drama; then all learners would benefit. Moreover, learning and assessment depend on the ability to read and write; those students with severe disabilities, whose abilities are undeveloped if not completely absent, are at a disadvantage. As Camiletti (1996) puts it, SEN students constantly have to rely for learning on their weakest resources (as cited in Hanafin et. al., 2 002:417). Young people with severe/profound intellectual disabilities are often excluded from meaningful participation in mainstream education. As a result they rarely have an opportunity to interact with their non-disabled peers. and remain an isolated and marginalised group. (Shevlin OMoore, 2000, as cited in Gibson et. al., 2005:23) Norwich goes on to say that this issue of student placement and location of provisions is a huge dilemma, especially in the case of students with profound and complex disabilities. If these children are educated in mainstream schools it is very likely that they will not have access to appropriate resources and facilities; if on the other hand they receive their education at special schools it is likely that they will not have meaningful interactions and thus feel excluded by their peers (Norwich 2007a as cited in Norwich 2008). From his study (2007), Norwich concludes that inclusion can have its negative aspects as well. The study revealed that sometimes severely disabled students are made to feel unwelcome as their peers do not accept them as their friends, with the result that they feel excluded in their own class. Moreover their learning process can also be compromised by lack of teacher training and appropriate resources, as well as poor attitudes from the teachers side. B3. Has inclusion gone too far? The extent to which inclusion can be implemented still remains debatable. Baroness Warnock (2005) criticised the government for putting children with special educational needs in one scale. There isnt a single group of children with SEN; every child is an individual with his or her unique learning difficulty, and it is wrong to categorise children with SEN and those without. The term SEN covers a broad spectrum of learning difficulties and needs, which need to be addressed on an individual basis when planning the Individual Educational Programme. The needs of a child with cerebral palsy who is wheelchair bound differ widely from those of a child with Aspergers syndrome. Mercer (1997, as cited in Knight, 1999) argues that students with profound and complex disabilities may not benefit from inclusive classrooms, since their need of highly specialised services, such as physiotherapy or speech therapy will not be catered for in regular classes. The lack of such provisions will negatively affect the learning potential of these students. In fact there are situations where inclusion has a counter effect; that of exclusion, since the needs of the child are not being met while in the regular classroom (Knight, 1999). These views are also reflected by some teachers, who when interviewed said: I dont think it [inclusion] is realistic because a mainstream school doesnt have facilities to meet their needs and the variety of different things they need like physio, speech and medical needs (Simmons Bayliss, 2007:22) Baroness Warnock, who coined the idea of inclusive education more than three decades ago, has now criticised the extent to which inclusion policy has been carried. In her report Special Educational Needs: a new look, she criticises the fact that special schools are closing down with the result that students have no choice but to attend a mainstream schools, which fails to meet their needs. She goes on to say that special schools should still play an important and ongoing role in the lives of those students who need special provisions (House of Commons Education and Skills Committee, 2005/6). Baroness Warnock adds that the concept of inclusion has gone too far. She rejects the idea that for effective inclusion all students need to be under the same roof at all times. She believes that students with special educational needs should be included in the common educational enterprise of learning, wherever they learn best (Warnock, 2005 as cited in Norwich 2008:137). This idea is further reinforced by the Centre for the Study of Inclusive Education (CSIE) who accepts the notion that SEN students can spend part of their time outside the regular classroom, as long as it is for a limited period of time and the student is engaged in meaningful learning sessions. Time spent out of the ordinary classroom for appropriate individual or group work on a part time basis is not segregation . provided it is time limited for a specified purpose. (Thomas Vaughn, 2004:137 as cited in Norwich 2008:137) Moreover, despite the increasing numbers of SEN students attending mainstream schools and actually doing good progress; in 2004, the Office for Standard in Education (OFSTED) reported that schools in England and Wales still lack the required preparation, skills and resources in order to cater effectively for the needs of SEN students (Rix et.al., 2009). In fact statistics show that while in 1974, 1.3 per cent of the school population attended special schools; in 2004 there was just a slight change in the amount, with 1.1 per cent of the school population still attending special schools (DfES 2006 as cited in Runswick-Cole, 2008). This hints that maybe mainstream schools still leave much to be desired! B3. Teacher training The issue of lack of teacher training has been addressed by several scholars. According to Forlin (2001, as cited in Florian, 2008) it is one of the principal barriers to inclusion. Cook and Schirmer tried to identify what is special about special education (2003 as cited in Florian, 2008:204). In their study they explained that the same teaching methods used with SEN students are as effective when used with students who have no learning difficulties. Hence, Lewis and Norwich (2005 as cited in Florian, 2008) proposed the idea that teaching approaches should be designed in a ladder-like spectrum from high to low levels, so as to reach all, from the most gifted to the least; rather than designed according to one particular type of learning disability. Moreover, Florian is confident that most of the teachers, irrespective whether they teach in mainstream or special schools, have enough knowledge and skills to teach all children; all they need to do is to have the courage to put their expertise into practice (Florian, 2008). Florian (2008) looked in depth at the role of teachers as an influential factor in the success of inclusion. Teachers have to be aware that not all students are the same, and therefore it is in their responsibility to ensure that every student is participating in classroom activities. It is very worrying that OFSTED Reports in 2004 showed that teachers are still reluctant to perform the necessary adaptations to the national curriculum to include all learners (as cited in Runswick-Cole, 2008). School observations in mainstream classes conducted by Simmons and Bayliss (2007) confirmed that various teachers struggled to meet the needs of those children with profound and complex disabilities. One teacher clearly stated that: if staff want to learn more, then its up to them personally to join a course off their own back though we dont have time to do that at the moment (Simmons Bayliss, 2007:21) In my opinion it all burns down to attitude; teachers need to focus on the potential of children with PMLD rather than on their impairment (Peters, 2007). A study conducted by Higgins and colleagues (2009) showed how one primary school principal felt about her school: there is a family type environment here. weve got the buddy system up and running. I do something on values at assembly each week. the big children also learn [to be inclusive] from the school staff. thats how we are here (Higgins et. al., 2009:482) This proves that if the teachers attitudes are positive then inclusion is possible. As Hart et. al., (2004) put it: things can change, and change for the better on the basis of what teachers do in the present (Hart et. al., 2004 as cited in Florian, 2008:203) B4. The Role of Parents Parents usually have the arduous task of having to choose the type of educational provision for their child. Those parents who value socialisation tend to choose mainstream schooling (Duhaney Salend 2000, as cited in Flewitt Nindt, 2007); while those who prioritise on academic performance tend to opt for a continuum of services (Palmer et. al., 1998 as cited in Flewitt Nindt, 2007). However, a recent study by Flewitt and Nindt (2007) showed that nowadays the prevalence of parents opting to combine both inclusive and special education is increasing steadily. It seems that in the majority of the cases this combination worked very well for the children; and the parents were happy that their child is enjoying healthy peer interaction in the inclusive classroom while at the same time benefit from adequate resources at the special school. One parent said we had no hesitation about combined placement it just evolved (Flewitt Nind, 2007:434). Yet, some of the parents in the study were concerned about the possibility that this combination would ultimately cause confusion since the child would be attending two different settings. The choice of combining two educational provisions clearly shows that parents are looking for an ideal situation, and this ideal cannot be found in either one of the provisions alone. In their study Flewitt and Nind (2007) found that a common reasoning expressed by parents was: The child would get the best of both worlds. Copying healthy children and mixing with them socially, but also getting pyhsio, and physical support and exercise they needed to improve (Flewitt Nind, 2007:436) This point is further examined by Zelaieta, where she points out that since ordinary schools are not yet equipped to provide for the needs of all students; some SEN students have to attend two different schools, unlike the rest of the population. She proposes that special schools should change their approach, and instead of operating as individual bodies, start working towards an inclusive policy; since, she believes, ultimately these will fade out and mainstream schools [shall] transform themselves into communities for all learners (Zelaieta in Armstrong Moore, 2004:41). Richard a father to a severely disabled child relates his story: At this stage, we were frightfully keen, realising he was different and so, still trying to include him in the local community but he was being sort of parked in a corridor and he was actually being quite literally excluded because he was at the [local] primary school. So we started looking at special. (As cited in Runswick-Cole, 2008:178) It is a pity that the reason that drives parents to opt for special schools is one of a sense of exclusion and uncertainty from regular schools. In his study, Runswick-Cole (2008) observed that some parents had to abandon their original premise of sending their children in mainstream schools, due to attitudinal barriers present in the regular educational settings. Parents looked for a welcoming environment where their children could feel fully included, and for some special schools provided such safe and friendly environment. Conclusion Setting up educational provisions capable of supporting all learners, including those with disabilities is not an easy task. Educators are expected to respond to student diversity, through a range of educational approaches. New teaching approaches, such as the use of Augmentative and Alternative Communication devices, enabled the effective participation and learning of those students who previously were unable to access the curriculum (Rose Howley, 2007). By right every child should have access to mainstream schooling. Choosing whether the child shall attend mainstream or special schools depends on the parents preferences and the childs needs. Students with mild and moderate learning disabilities are increasingly being educated in mainstream schools. Special schools with their supported environment are most often seen as the best option for those with profound and complex needs. There are parents who choose to combine both provisions in order to find the ideal educational setting for their child. James, a boy with cerebral palsy attends a combined setting. He says: If I was born 20 years ago I might not have had the opportunity to go to a mainstream school. I wouldnt have had the friends Ive got now, so things have got a lot better, but we have got a long way to go. (House of Commons Education and Skills Committee, 2006:37) Inclusion develops a greater sense of diversity, and helps society in general to learn that despite such differences all individuals have equal rights (Millar Morton, 2007). . regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities , building an inclusive society and achieving education for all. (UNESCO, 1994, para 2 pp: ix) ReferencesArmstrong F., Moore M., (2004) Action Research for Inclusive Education: changing places, changing practice, changing minds. RoutledgeFalmer, London Arthur-Kelly M, Foreman P., Bennett D., Pascoe S., (2008) Interaction, Inclusion and students with profound and multiple disabilities: towards an agenda for research and practice. Journal of Research in Special Educational Needs. Vol. 8 issue 3:161-166 Barnes C., Mercer G., Shakespeare T., (1999) Exploring Disability: a sociological introduction. Polity Press, Cambridge Department for Education and Employment (DfEE) (1997) Excellence for All Children: meeting special educational needs. DfEE Publications Department for Education and Employment (DfEE) (1998) Meeting Special Educational Needs: A Programme for Action. DfEE Publications Department for Education and Skills (DfES). (2001). Special Educational needs and Disability Act 2001. DfES Publications Department for Education and Skills (DfES). (2001b) Special Educational Needs Code of Practice. DfES Publications Department for Education and Skills (DfES). (2004b) Removing Barriers to Achievement The Governments Strategy for Special Educational Needs. DfES Publications. Department for Education and Skills (DfES). (2006)Teaching and Learning in 2020 Review. DfES Publications Flewitt R., Nind M., (2007) Parents choosing to combine special and inclusive early years settings: the best of both worlds? European Journal of Special Needs Education, Vol. 22, Issue 4:425-441 Florian L., (2008) Special and inclusive education: future trends. British Journal of Special Education Needs, Vol. 35, Issue 4:202-208 Gibson S., Blandford S., (2005) Managing Special Educational Needs: a practical guide for primary and secondary schools. Sage Publications, London Hanafin J., Shevlin M., Flynn M., (2002) Responding to student diversity: lessons from the margin. Pedagogy, Culture and Society, Vol. 10, Issue 3:409-423 Higgins N., MacArthur J., Kelly B., (2009) Including disabled children at school: is it really simple as a, c, d.? International Journal of Inclusive Education, Vol. 13 Issue 5:471-487 House of Commons Education and Skills Committee (2006) Special Educational Needs, Third Report of Session, Vol. 1, House of Commons, London Knight B. A., (1999) Towards inclusion of students with special educational needs in the regular classroom. Support for Learning Vol. 14 issue 1:3-7 Millar R., Morton M., (2007) Bridging two worlds: special education and curriculum policy. International Journal of Inclusive Education, Vol. 11, Issue 2:163-176 Norwich B., (2008) What future for special schools and inclusion? Conceptual and professional perspectives. British Journal of Special Education, Vol. 35, Issue 3:136-143 Peters S., (2007) Education for All? : A historical analysis of international inclusive education policy and individuals with disability. Journal of Disability Policy Studies, Vol. 18 Issue 2:98-108 Rose R., Howley M., (2007) The Practical Guide to Special Educational Needs in Inclusive Primary Classrooms. Sage Publications, London UK Runswick-Cole K., (2008) Between a rock and a hard place: parents attitudes to the inclusion of children with special educational needs in mainstream and special schools. British Journal of Special Education. Vol. 35 Issue 3:173-180 Simmons B., Bayliss P., (2007) The role of special schools for children with profound and multtple learning difficulties: is segregation always best? British Journal of Special Education. Vol. 34 issue 1:19-24 United Nations Educational, Scientific and Cultural Organisation (UNESCO) (1994) The Salamanca Statement and framework for action on special needs education. Paris: Author University of Manchester (2009) Profound and Complex Learning Disability: Education Child and Adult Issues, Sections 6 to 9. Unpublished course unit resource for PCLD programmes. Manchester: University of Manchester Warnock, M. (1978) Special Educational Needs. Report of the Committee of Enquiry into the Education of Handicapped Children and Young People. Department of Education and Science. London: Her Majestys Stationery Office Ypinazar V., Pagliano P., (2004) Seeking inclusive education: disrupting boundaries of special and regular education. International Journal of Inclusive Education, Vol. 8 Issue 4:423-442 Zelaieta P., (2004) From confusion to collaboration: can special schools contribute to developing inclusive practices in mainstream schools? In: Armstrong F., Moore M., (Eds) Action Research for inclusive education: changing places, changing practices, changing minds. London, Routledge Falmer.

Essay --

This part discusses the key findings found in the previous chapter and relates in to the literature review section of this research. All of the research objectives were met and research questions had definite conclusive answers. The information gotten from the questionnaires appears in a flow linking all research objectives together and answering all research questions which will be discussed and analysed below one after the other. Objective 1 To understand innovation and how its absence leads to the failure of businesses Innovation is a change in technology, source of organizational renewal & growth and the primary source of competitive advantage (Porter 1990). Question 10 & 11 gives us some understanding of innovation and Question 7 & 8 gives leads on how lack of innovation can lead to business failure. Questions 10 required respondents to say the propose direction they think innovation should be directed to. 17 respondents were of the opinion that innovation should be inspired from employees and those at the bottom of the organisational hierarchy because they are in constant discussion with customers. Those at the bottom like employees at the customer service know a lot more about customer’s needs, wants and complains compared to the knowledge top management has about customers. 3 of the respondents were of the opinion that management has more experience, exposure and business knowledge as compared to lower level employees and so should influence innovation and then get employees execute it. This approach is usually not the best because management are not in direct contact with customers and so influencing innovation will be like dictation what employees should offer customers. 26 respondents said management should influenc... ...they want to innovate because the goods and/or services they want to produce are for the customers. If management innovates without customers consent, they may manufacture something customers don’t want and they product and/or service will not be accepted which will mean wasted resources producing them. Despite the important role customers play in innovation, famous leaders like Steve Jobs of Apple and Henry Ford of Ford don’t see the importance of taking customer’s opinion into consideration when innovating. Question 9 asked whether customers should be taken into consideration when an organisation wants to innovate. 72% of respondents strongly agreed that customers should be considered, 26% agreed, 2% disagreed and no one was neutral or strongly disagreed. This study proves that customers are a vital part of an organisation especially when innovation is concerned.

Global Analysis

Globalization has been impacting and changing countries' economies, cultures, and politics. In this research, we Just focus on the impacts of globalization on the economies of countries over the world. In term of economy, there are not borders between countries. Laborers and goods are exchanged between countries, which leads to not only the competitions between corporations of countries, but also the competitions between laborers.Countries around the world gain a lot of opportunities as well as challenges when applying globalization strategy. There are a lot of ways to define the terminology globalization. According to the book named International Management edition 8th (The McGraw-Hill Companies, Inc, 2012- p. 6), globalization can be defined as the process of social, political, economic, cultural, and technological integration among countries around the world. Globalization is also defined as the process of international integration arising from the interchange of world views, prod ucts, ideas, and other aspects of culture.The appearance of globalization creates many chances and challenges for many countries around the world. To clarify the importance of globalization as well as its impacts on the economies of countries around the world, we need to response and analyze the following questions: 1 . How has globalization changed competition in businesses? 2. How has globalization changed the work environment within companies? 3. How has globalization changed career opportunities for the current generation? 4. How can you take advantage of globalization in your career plans?To answer completely those questions and to analyze profoundly the results of globalization can help us clarify the impact of globalization on the countries' economies and their laborers. How has globalization changed competition in businesses? A business with local laborers or with domestic technologies only creates local products and low revenues. The appearance of the globalization in a bus iness makes the laborers in that business become variable, and leads to the using of foreign and modern technologies in operating that business.The using of foreign laborers will decrease the cost of producing. Therefore, the cost of a complete product will completely decrease. As we see, corporations not only compete by paying high salary for employees, but also compete in finding new and cheap laborer markets which are Asian markets, especially India, China, Bangladesh, Vietnam, etc. The proof of competing in business by exploiting foreign labor is the hiring China's workers of manufacturing Apple's devices. Apple Inc. Gains competitiveness over other corporations by making use of China laborers.The laborers in China are very cheap and crowded. Therefore, Apple Inc. Can produce tons of its devices at very cheap prices. Another example is related to textile industry. Many big and famous fashion brands such as Tommy, Nautical, Nikkei, or Aids make use of foreign textile corporations in India, Bangladesh or Vietnam. The using of foreign laborers of those famous brands also creates the competitiveness between hired textile corporations. That is the competitiveness of the salary, work condition, and insurance policies for employees between hired textile corporations.Globalization also creates the technological competitiveness between corporations. Nowadays, consumers are interested in online shopping because it is comfortable, cheap, and fast. Therefore, online retailers or sale corporations always improve their technologies to satisfy the demands of consumers. The development of technologies leads to the development of the consumers' demands. More and more consumers around the world desire to shop internationally, and therefore multinational retailers also develop their information systems to provide their customers with qualified products in timely manner.According to a consumer survey, ninety six percent of responders say they shop online for convenience. Eigh ty percent of them shop online for price, and eighty nine percent of them think that shopping online is easier than shopping in person. As we see, the demand of shopping online is so huge, therefore the competitiveness between domestic or overseas retailers is really stressful. As we know, there are any organizations related to globalization, such as World Trade Organization (WTFO), Europe Union (ELI). The countries in those organizations are freely tariff to exchange products.Therefore corporations in those countries also compete to survive in the market. They create a new competitiveness, local corporations against foreign corporations. How has globalization changed the work environment within companies? Along with the change of competitive in businesses, globalization changes the work environment within companies. Globalization brings companies employees who come from many countries around the world. Those employees have different cultures, life styles and ethics. In multinationa l companies employees and managers have to find the common characters to work with each other.Managers will feel a little difficult to announce a policy, or employees feel weird when they corporate with their colleagues. Those are challenges which managers and employees have to deal with while working in a multinational companies. Globalization also improves the condition of working in companies which locate in developing countries. For example, when some famous fashion corporations want to have textile corporations in Vietnam recess their clothes, those famous corporations always require textile corporations in Vietnam that the employees have to work in a cool place, or clean air.Employees have to be bought insurance, or employees have to be completely protected when disasters occur. As we can see, globalization partly develops the working place within companies. In addition, globalization changes some common behaviors of someone in companies. In multinational companies, there are employees coming from different backgrounds. Therefore, employees have to learn the difference of cultures f the other to have accurate behaviors, and to exclude discrimination or racist. There are a lot of things changed in workplace when globalization appears.They are the changes of work conditions, salaries, and behaviors of employees. How has globalization changed career opportunities for the current generation? When globalization appears, there are many challenges as well as opportunities for the current generation. Current generation will have many choices for their careers because there are a lot of companies around the world waiting for them. People who come from the U. S or Europe will easily get the Job from international companies cause they are well educated and really active.In Asia, current generation also has a great chance to pick their Jobs themselves because there are a lot of foreign companies investing in this continent. Especially in China, Vietnam, India, or In donesia, young laborers have great opportunities to be admitted in multinational companies. Young laborers in Asia are patient, hard-working, and they often admit the low salary standard compared to the salary of laborers in the U. S. Therefore, multinational companies really like to hire Asian laborers. Because of that situation, some other young local laborers will be in trouble.They will be unemployed because of other cheap, good, and patient laborers. In short, globalization brings huge opportunities career for those who are active, quickly adopted, and qualified. It also makes some trouble for laborers who are not updated and well trained. How can you take advantage of globalization in your career plans? To be an international student, I think I am a quickly adopted person. Therefore globalization helps me have more chances to be admitted in multinational companies. I intend to work for an American company. I think they need someone productive, and active like me.In addition, t here are many U. S companies in Vietnam, and I believe that they need someone who has the experience in the U. S working styles and has the Asian background to adopt in Vietnam workplace. I think that globalization brings me a chance to work in multinational companies which locate in my country. I intend to work for a multinational company, and I really want to proceed it in my country. In my opinion, globalization helps me to proceed it. As we can see globalization has a great impact on the economy. It changes the competitive in business, the work environment, and impacts on current generation.Globalization is the good chance for developing countries to integrate in the world, and it is also the challenge for develop countries to compete against emerging markets of developing countries.

Free Essays on Eye Care

Eye Care â€Å"Daddy, we had eye exams at school today, and we both need glasses,† claimed the youngest. â€Å"Well, I guess we’ll just have to get some then, won’t we?† â€Å"I don’t want glasses, dad,† replied the oldest. â€Å"They’ll make me look goofy.† Mom interjects, â€Å"Don’t worry kids, I’ve had to have glasses my whole life. They’re not that bad. You just have to go to an eye care facility and let them check you out. It’s all standard procedure, and it’s very easy to find something you’ll like and look good in. You just have to wait for a short period for them to order your lenses or contacts.† Sound familiar. It should because this incident is a perfect example of standardization in America today. Haven’t you noticed how their seems to be a proper procedure for just about anything these days. The next thing you know, you’ll find yourself being taught how to pick your nose properly! The purpose of most of the procedures is to save time. The standardization of America is explained well by George Ritzer in his book titled The McDonaldization of Society. In the book, he uses examples, such as McDonald’s, to explain how the world revolves around predictability, efficiency, calculability, and control by nonhuman technology. You must agree that McDonald’s is a successful business and that it is an icon for our culture. What you probably didn’t know is that McDonald’s is a prime example to other profitable businesses of how to succeed in the business world (Ritzer 5). The business of vision correction, along with about every oth er kind of business, has been standardized. Think about it. From the moment you pick up the phone and make an appointment with an optometrist, you are playing your part in McDonaldization. The process of getting an eye exam is predictable, efficient, calculable, and controlled by nonhuman technology. You will find that almost everything about making an ... Free Essays on Eye Care Free Essays on Eye Care Eye Care â€Å"Daddy, we had eye exams at school today, and we both need glasses,† claimed the youngest. â€Å"Well, I guess we’ll just have to get some then, won’t we?† â€Å"I don’t want glasses, dad,† replied the oldest. â€Å"They’ll make me look goofy.† Mom interjects, â€Å"Don’t worry kids, I’ve had to have glasses my whole life. They’re not that bad. You just have to go to an eye care facility and let them check you out. It’s all standard procedure, and it’s very easy to find something you’ll like and look good in. You just have to wait for a short period for them to order your lenses or contacts.† Sound familiar. It should because this incident is a perfect example of standardization in America today. Haven’t you noticed how their seems to be a proper procedure for just about anything these days. The next thing you know, you’ll find yourself being taught how to pick your nose properly! The purpose of most of the procedures is to save time. The standardization of America is explained well by George Ritzer in his book titled The McDonaldization of Society. In the book, he uses examples, such as McDonald’s, to explain how the world revolves around predictability, efficiency, calculability, and control by nonhuman technology. You must agree that McDonald’s is a successful business and that it is an icon for our culture. What you probably didn’t know is that McDonald’s is a prime example to other profitable businesses of how to succeed in the business world (Ritzer 5). The business of vision correction, along with about every oth er kind of business, has been standardized. Think about it. From the moment you pick up the phone and make an appointment with an optometrist, you are playing your part in McDonaldization. The process of getting an eye exam is predictable, efficient, calculable, and controlled by nonhuman technology. You will find that almost everything about making an ...

Working with Addicts Essays

Working with Addicts Essays Working with Addicts Essay Working with Addicts Essay Addiction social worker The Canadian government has realized the effect drug abuse has on the young population and has taken an initiative to employ social workers who assist in the rehabilitation process of the people struggling with substance abuse. The process has cost the taxpayers over $22.8 billion annually (Pearson, Janz Ali, 2013). Social workers need to be informed about the broad and varying context that surrounds the lives of people and forms the social work practice. Their work has five contexts which include that their work should be done within set boundaries in a nation, region or state. Also, the political system of the area governs how they carry out their activities, the beliefs, and culture of the individuals as well the socio-economic which involves education, health facilities and the livelihood of the people. The spiritual context is based on the human or social work practice that focuses on the ethics, philosophies, and ideals of the people the workers work with (Wilson Kolander, 2011). A structural perspective on social work refers to social workers making efforts to connect the duality of the social and personal, community and the individual and enable the social workers to have an understanding of the wide range of populations on social processes and reproduce or support social problems (Payne, 2014). Structural social work, therefore, acknowledges the function of social structures in maintaining and producing personal hardship and inequality. Structural social work externally affects the micro and macro issues, and it argues that structural forces in society such as criminal justice systems, government, and education systems are to blame for peoples problems. However, it is not correct in relation to alcohol and drug usage because most drug abusers engage in the act without influenc e from structural forces and their recovery is majorly a personal choice. Social workers deal with different groups of people as named above. One cannot, therefore, expect them to be experts in handling all groups and the task is left to the workers depending on who feel best to deal with the situation at hand best. Their major roles include motivating people to divert their problematic substance use behavior by supporting them, their carers and families and directing their behavior (Romach, Schoedel Sellers, 2014). They engage in discussions of substance abuse as part of their role in supporting the users of their services, their dependents, and families. Additionally, they support people in their attempts to maintain and make changes in the use of drugs. Role of social workers in substance abuse Discussions of the topic of substance abuse are important in social work practice. No person starts taking drugs with the intention of developing the habit that leads to addiction and affects their health. The substance users have however faced exclusion and discrimination from people in society. Working against the negativity and social injustice these people face is the role of the social workers as it is among their ethical and commitment requirements (Wilson Kolander, 2011). Social workers are skilled at building relationships and being willing to listen and not judging the individuals struggling with substance abuse. They draw on their strengths and offer them care. A social worker needs to focus on asking questions about substance use routinely to monitor the drug users progress during the treatment period. One also prepares to engage children, carers and family members to discuss how the family will offer support to the drug users (Vaughn Perron, 2014). One identifies the ra nge of effects the drugs may have on the substance abusers or people around him such as the dependents and children and find ways to explain to the drug user the problem the use of drugs is bringing to the family. The social worker on the other hand learns and fills the gaps in knowledge of substance use and the skills using continuing professional development. The social worker needs to take advanced training in particular frameworks of working with substance use to know how to handle the matters that he or she may encounter during work. They also take the initiative of working collaboratively with substance use services which include exchanging mutual knowledge on confidentiality, boundaries of care, and service models. They recognize stigma in the drug users and offer a non-judgemental practice that includes inclusionary approach and positive language (Goodman, 2013). They advanced social workers encourage the staff to reflect on the ethics of acre, risks, and attitudes relating to substance abuse and the individuals with the addiction. The experienced and advanced workers support and encourage less experienced colleagues in the engagement of handling drug abuse as part of their role. They have also shown commitment to the discussion of drug abuse and raising the issue in management and supervision roles to ensure each person taking part in social work plays his or her role to make everyones efforts successful. There are various problems that social workers encounter related to drug abuse. They encounter occasional issues linked with substance use. A drug user may not be taking alcohol or drugs every day but they occasionally indulge them, and it leads to issues in their lives. Their regular indulgent may seem normal to the users, but it eventually causes harm to them. The users have daily or frequent problems linked with substance use. It occurs when one is undergoing a range of issues linked to drug abuse and it negatively affects ones mental of physical health, their parenting ability, employment or financial status and relationship problems (Kuhar, 2012). The drug user may have also been involved in criminal acts. The other kinds of problems they may have encountered are previous issues but are not occurring currently. The person may have had an account of past issues but due to abstinence no longer encounters them. Social workers motivate the drug users to change the problematic drug a buse they face. The change model is a five-step process on how people think about an issue and later change their behavior. The first stage is pre-contemplation where no one thinks about behavior change. In the contemplation stage, the person struggling with substance abuse thinks about the issues but takes no action on the problem (Nasr Phillips, 2014). In the preparation stage, one begins to plan how he or she can make changes. In the action phase, the drug user does something to make changes. For instance, one can decide to talk to someone on the drug and alcohol use. Finally, there is the maintenance stage where the person maintains the non-problematic level of use. The social workers enable the people struggling with substance abuse identify the motivation for social change and look for strategies to sustain it (Leyton, 2016). The support and motivation involve the discussion of the people struggling with substance abuse about their addiction and continuation of post-intervention support which involves being supportive to the families affected by their loved ones addiction to substance use. The social worker assesses and identifies the use of substance including the risk to others and oneself, giving advice, onward referral and brief intervention to specialists and receiving and providing informed leadership and supervision.

Women and Migration Essay Example | Topics and Well Written Essays - 500 words - 2

Women and Migration - Essay Example Women migrants have less access to legal protection and social services and are victimized by abuses and harsh working conditions. Female migrants usually are forced to work as domestic and sex workers and are succumbed to torture and cruel treatments. Women who migrate from poor Asian countries are also faced with racism and bias from host countries. Women also are exposed to psychological and physical pressure when travelling to camps in different host countries. Sexual exploitation of women and trafficking is a part of the life of female migrants. Many a time female women who migrate to different countries are compelled to work in unhealthy working condition without safety and security. There are no guidelines to safeguard their human rights and security and some are subjected to violence and exploitation. Even in case of remuneration, women are paid very insignificantly when compared to men. Women are at a loss on migration if they are not employed in a reputed job. Women at many times have to stay away from husband and children in order to earn for their family and in long run, their relationship is negatively affected. They cannot care for their children in the right manner which can hamper the physical and mental development of the children. They have to face lack of health care, poor living conditions, low paying jobs in host countries which are a matter of great concern. Many women undergo depression and mental health issue due to the pressure they have from work surroundings. Gender discrimination is one aspect largely encountered by female migrants in host countries and they are mostly forced to do work s which is less skilled and paid for. Women migrants who work under challenging condition should be protected from abuses on the part of human right laws. Human rights standards should be more strong and consistent pertaining to women migrant workers and should protect them from all visible exploitations and abuses.  Ã‚  

Environmental Issues Essay Example | Topics and Well Written Essays - 1250 words - 3

Environmental Issues - Essay Example Taking for instance, Donald Mitchell argument on a supporting statement from World Bank report (2008). He insists that as much as several factors contributing to the increase in food prices from January 2002 to June 2008, the senior most contributing factor is attributed to large increase in bio-fuels productions from oilseeds and grains in the U.S and E.U that has increased the demand of these products while reducing supplies of wheat and crops that compete with food commodities used as bio-fuels. This has lead to land use changes in wheat and maize exporting countries shifting towards plantation of oilseeds for bio-fuel production resulting to shrunk wheat and maize production hence witnessing rise in wheat and maize prices. Donald also supports his claims from (FAPRI, 2008) that food prices have also increased due to expansion of bio-diesel production and higher costs of bio-fuel production. On the contrary, Keith sharply disagrees by arguing that the impact of bio-fuel production is much less than alarmist claim (2009). Keith K. et al rather claims that there would be greater impact if bio-fuels development focused on converting bio-waste, fast growing trees and grass into fuel. According to him, increased food prices arise out of increased demands in emerging economies, drought in food exporting countries, global warming, and market-distorting subsidies. In fact a supporting report from U.S department of agriculture (USDA) calculated that bio-fuel production only contributed to 5% of the 45% increase in global food prices. Additionally, bio-fuel crops provide alternative diversities that boost rural perennial incomes therefore reducing international burning that contributes to global warming. It hence addresses efficient production and utilization of bio-fuels, global mismanagement of land, stabilization of land cover, protection of biodiversity and improving water quality. From my point of view I would agree to the fact that bio-fuels indeed contribute to increasing food prices and other environmental drawbacks. Supporting arguments, according to Robin Maynard, when food and fuel compete for farmland, food prices will rise drastically and the poor will suffer as well as rainforests (2007). Additionally, Renton emphasizes that when forests are cleared, to create space for bio-fuel crops, they no longer serve as â€Å"carbon sinks† therefore leading to global warming as it takes longer for the benefits of bio-fuel crops to be noticeable (2007). The bio-fuel crops also displace natural ecosystems and destroy habitat for several species. Bio-fuels hence will maintain as a contributive factor to increasing food prices. Issue 12 - Nuclear Power The debate over use of nuclear power sparked out of its negative connotations in the past that threatened the survival and future of the world during the world war, nuclear disasters and links to chronic fatal diseases. Discussion have also arisen out of the proponents that nuclear power can be economical, safe and a clean form of energy. From these proponents there are disagreements amongst scholars on the question of nuclear energy. Lain Murray for instance has a positive position on use of nuclear power. He argues that the worlds experience shows it to be both safe and reliable. Supporting documents such as the Congregation Budget Office