Business Research Essay Example | Topics and Well Written Essays - 3500 words

Leadership in business management Research Paper

Initiative in business the board - Research Paper Example He resembles a skipper of the boat. The person welcomes all colleagues on a legitimate track of their goals. The productive pioneers are required in each association for achieving both little scope and enormous scope objectives. While depicting the significance of the administration, Marlene Caroselli, in her book, â€Å"Leadership Skills for Managers, says, â€Å"It is anything but difficult to bring in cash. Be that as it may, pioneers endeavor to have any kind of effect. They are eager to make penances and to motivate others to do the same.† [1] According to Peter Northouse, authority is â€Å"a procedure of whereby an impacts a gathering of people to accomplish a typical goal.†[2] Qualities of a perfect chief: There are five significant attributes or characteristics of a perfect head. Genuineness Visionary Competent Inspiring Intelligent The extraordinary political dissident of India and the dad of India Mahatma Gandhi was an ideal chief who had all the previously mentioned characteristics in him. So he has consistently been the wellspring of motivation for the Indians as well as from the individuals everywhere throughout the world. The uniqueness of his initiative lay in his extraordinary regulation of peacefulness which was later received by Martin Luther King and numerous different pioneers from everywhere throughout the world. Administration has the various styles like absolutist authority, law based initiative and free rein administration. Also, the prominence of the pioneers lies upon what technique he utilizes in various conditions. Napoleon was one of the most renowned pioneers on the planet. He was a man of incredible vision and he would win the fight based on this vision. Both Mahatma Gandhi and Napoleon comprehended the significance of winning individuals. Qualities of good and terrible administration The accomplishment of any foundation or any association relies on the authority of that establishment. Great initiative can shape th e future while awful administration can make catastrophe. Models are two inverse pioneers Mahatma Gandhi and Hitler. With an uncommon special and perfect authority Mahatma Gandhi won the war of opportunity. He battled the war with the irregular weapon of peacefulness thus his war is the main war which is known as a bloodless war. Then again Adolph Hitler’s administration absolutely tends towards autocracy, viciousness and carnage which drove the individuals of Germany into political agitation and weakening. The pioneer chooses the fate of his organization. Terrible Leadership : Major Attributes Bad authority is related with the inadequacy of the pioneer. While discussing the inadequacy of the initiative, Dr. Martin Luther King Jr, in his discourse says, â€Å"Incompetent pioneers are not really bumbling in each perspective. Also, there are numerous methods of being awkward. A few chiefs need reasonable, scholarly, or enthusiastic intelligence.† Rigid authority likewise is a case of terrible administration. The inflexible pioneer isn't prepared to acknowledge the changes. The progressions are unavoidable and they should be acknowledged and in like manner the pioneers ought to adjust them. Versatility implies tolerating the progressions and modifies ourselves as per the changing method of conditions. However, in the event that the administration is inflexible and decline to acknowledge the changes, the association can't get by in the cutting edge world which will in general change reliably. Unnecessary initiative is additionally unsafe for the association. At the point when the pioneer totally misfortunes his control and is supported by his devotees then he is not any more equipped for driving the individuals. Barbara Kellerman in her book â€Å"Bad Leadership,†

Inside Subprime News

Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News Inside Subprime News

The Novel American Pastoral By Philip Roth - 1679 Words

A novelist incorporates three crucial elements when writing a novel. The first element is the ability for the author to draw from his or her own experiences. A novelist will paint an issue, usually political or social, on the canvas of the pages in the book. He or she draw from experiences, what they remember from the event taking place, locations, dates, and use a splash of fiction to blend the perfect color for the novel. The author will mainly stick to the color-coated facts to give the reader an authentic feel for the story, but gracefully integrates fiction to in essence portray the spin to the truth they desire. A novel is also driven by the desire to understand others, often in a sympathetic light. And last, but not least,†¦show more content†¦Roth uses Nathan to reincarnate the protagonist in the novel, Seymour â€Å"Swede† Levov, as Swede’s life is retold through the accounts of Zuckerman. The story of Swede’s life in the novel is translucent. It is only semi-clear in nature as the narrator gathers the preponderance of information second-hand through the tales from characters that knew Swede. Much of the minutiae of Swede’s life were a reconstruction of the character through the imagination of how it would have occurred in Zuckerman’s head. Nathan Zuckerman had an indescribable fascination for Swede from the very conception of the novel. He was his hero, idol, and a hometown legend. Nathan grew up in the Jewish community with Swede in Newark, New Jersey. Swede was someone to look up to for Nathan and many others. He was referred to as Swede because even though he was Jewish, he was graced with superior athletic ability and physical attributes, being tall, with blonde hair and blue eyes. â€Å"The Unjewish Jew.† He escaped the â€Å"bind† of the Jewish community with these attributes, and was admired by Nathan for it. Nathan had more exposure to his hero through befriending his brother, Jerry Levov. Jerry was radically different than the Swede as Nathan recounts. He had a fiery side, unlike his cool, calm, and collected brother. Nathan was one if not the only friend to Jerry in high school. â€Å"I would have not otherwise have played in Jerry Levov’s basement. If it weren’t for th e opportunity to tell

Reaction Paper On The Aids Epidemic - 918 Words

Module 2, Activity 1: Reaction Paper After reading the five given articles carefully there are critical points that I would like to articulate in my reaction paper. These articles provoked me to think that we are blessed to have health professional that were able to discover HIV/AIDS and the causes of Kaposi s Sarcoma and Pneumocystis pneumonia of homosexual men in July 1981, following the report of these cases of PCP and cases of other rare life-threatening opportunistic infections and cancers in America we began to recognize the importance of being aware of HIV/AIDS. These articles outlined major events in the AIDS epidemic. The thing that stood out to me is the information on Kaposi s sarcoma. This cancer was so rear that it may be missed and not diagnosed even by dermatologist during the 80’s (Altman). Not being able to diagnose this rare and rapidly fatal form of cancer was a concern of the physician’s right at the beginning (Altman). There are multiple forms of Kaposi s sarcoma from the classic Mediterranean Kaposi s Sarcoma, Endemic (African) Kaposi sarcoma (mentioned in the article), iatrogenic (transplant-related) Kaposi sarcoma and epidemic (AIDS-related) Kaposi sarcoma which is the most common type of KS in the United States (American Cancer Society). The virus can be present in the body for a long time, often many years, before causing major illness (American Cancer Society). When HIV damages the immune system, people who also are infected with aShow MoreRelatedThe Prevention Of Hiv / Aids Essay984 Words   |  4 Page sthat I would like to articulate in my reaction paper. These articles provoked me to think that we are blessed to have health professional that were able to discover HIV/AIDS and the causes of Kaposi s Sarcoma and Pneumocystis pneumonia of homosexual men in July 1981, following the report of these cases of PCP and cases of other rare life-threatening opportunistic infections and cancers in America we began to recognize the importance of being aware of HIV/AIDS (Altman). Maybe not need These articlesRead MoreThe Reagan Administration, The U.s. Government1498 Words   |  6 PagesThe Reagan administration, the U.S. government, and newspapers remained complete silence when the situation had already gone out of control. President Reagan and the government cut the research budget for AIDS when scientists and doctors desperately needed it. Before Reagan’s election to office, the Carter administration had held a tight line on health spending. However, President Reagan’s plan for the Centers for Disease Control worsened the situation. The executive Office of Management and BudgetRead MorePreventing AIDS1541 Words   |  7 PagesAIDS Essay Today many people around the world are infected with a serious disease called AIDS. Unfortunately, the disease has led to many deaths worldwide and yet it still remains untreatable. Many Public Health Departments are now taking the lead in publicizing education about AIDS. Public awareness and prevention programs are possible solutions to the spread of AIDS. The issue of this paper is on AIDS Prevention Programs that target women. One outlook is that prevention programs that target womenRead MoreEssay on Whole Foods Markets Tipping Point1223 Words   |  5 PagesIn his book, The Tipping Point: How little things can make a big difference (2000), Malcolm Gladwell highlights the power of intelligent action and the potential of little changes for starting epidemics. Concepts such as the law of few, the stickiness factor, and the power of context arouse epidemics both in macro-level and in micro-level. In detail, the law of few affirms the influence on communication. Connectors, mavens, and salesmen each has abilities to conjoin, collect, and cajole; they distributeRead MoreMovie Reaction Paper: And the Band Played On889 Words   |  3 Pagesï » ¿Movie Reaction Paper: And the Band Played On This is not a political issue. This is a health issue. This is not a gay issue. This is a human issue. And I do not intend to be defeated by it. I came here today in the hope that my epitaph would not read that I died of red tape. This striking line said by a character in the movie And the Band Played On, which I later found out to be the actual words of Roger Gail Lyon in Congress1, depicts how a society so caught up with discrimination and stereotypesRead MoreVaccinations and Children1531 Words   |  7 Pagesmost serious adverse reactions, out of all that are in use. There is approximately 1,000 infants die each year as a direct result of the DTP vaccine. Approximately 35,000 acute neurological reactions occur within 48 hours of the shot. (www.tuberose.com). Doctors, FDA, and CDC are all telling us the vaccines are safe, but are they really. I visited a site called the Tragedy of Vaccinations and in this site it had pictures and a list of names of children who had a severe reaction to vaccinations, firstRead MoreHIV/AIDS Research Paper1253 Words   |  6 PagesHIV/AIDS Throughout history, few illnesses have carried as much significance as Acquired Immune Deficiency Syndrome or AIDS. Similar human catastrophes have presented in our history such as, bubonic plague, leprosy and tuberculosis. All of these dreaded sicknesses have caused pain and suffering across cultures. Pain is associated with the physical distress of the patient, suffering is culturally distinctive, it describes the affliction of the human spirit and how community members cope with it.Read MoreRisk Communication and Risk Management1750 Words   |  7 Pagesï » ¿Risk Communication Abstract In this paper, I have discussed risk communication and risk management. In the first part of the paper, I have identified and explained the risk communication management and its significance. Later, I have discussed the importance of risk communication for security managers in any organization. Risk communication can be simply described as an interactive process of exchange of information and opinion among individuals, groups, and institutions; often involves multipleRead MoreDoctor And Patient : Analysis Of The Care Of The Terminally Ill1615 Words   |  7 PagesDoctor and Patient: Analysis of the Care of the Terminally Ill in Mario Bellatà ­n’s Beauty Salon The protagonist of Mario Bellatà ­n’s Beauty Salon accommodates his guests in his former beauty salon in a way that elicits both positive and negative reactions. While the back cover of the book describes the protagonist’s actions as an â€Å"almost saintly dedication as his ‘guests’ continue to arrive and die,† others disagree about the selfless nature of his motives. Because of the strict set of rules and theRead MoreThe Nutritional Principles Of Nursing Course Essay1667 Words   |  7 Pages Nutrition and HIV Tiffany Schenck Rasmussen College Author Note This paper is being submitted on December 9, 2016, for Virginia Aulik’s Nutritional Principles of Nursing course. â€Æ' Nutrition and HIV It s been 30 years since the HIV/AIDS epidemic shook the world. What is the current status of the virus globally? Are you at risk? Is there a cure? HIV does not make someone dangerous to know. You can shake their hand and give them a hug without becoming infected. In America, 8% of

One Flew over the Cuckoos Nest Free Essays

In Ken Kesey’s novel One Flew Over The Cuckoo’s Nest, society consideres the patients as insane individuals with only the hopes of being treated. Dale Harding, one of the acutes, stated â€Å"Never before did I realiz that mental illness could have the aspect of power, power. Think of it: perhaps the more insane a man is, the more powerful he could become†, by this Harding realizes that mental illness has the power to bring fear, and the power to manipulate people. We will write a custom essay sample on One Flew over the Cuckoos Nest or any similar topic only for you Order Now Due to their mental illnesses, both characters, Chief Bromden and Billy Bibbit, appear to be weak and powerless. However both have the aspect of true power, and with that their potential for freedom is greater. Chief Bromden uses the power of silence to his advantage. Everyone on the ward thinks that he is deaf and dumb, however, their perception on the Cheif is wrong, because of what happenes in the novel’s end. Chief Bromden is a very large man who unfortunetly thinks of himself as being miniscule. His silece provides positive effects; he is able to hear everything that goes on in the meetings where the doctors and nurses discuss the future of the patients. The doctors and nurses don’t think that Chief Bromden can hear what they are saying, so therefor they don’t hesitate to say anything in front of him. â€Å"They don’t bother not talking out loud about their hate secrets when I’m nearby because they think I’m deaf and dumb†(10). This is very beneficial because Chief Bromden knows what takes place in the ward, and knows what it takes to survive. Although he appears powerless, he actually has a lot of power because of all the knowledge he’s gained through observation and listening in on conversations. Chief states that the world is like a great big machine, Combine, and everybody is just part of that machine. The parts that are broken are sent to this hospital to be â€Å"fixed† again – to be wired back into this machine. He doesn’t want to be part of it, and hides in the fog. He resists it and part of the resistance is pretending to be deaf and speechless. He describes the Big Nurse in machine, â€Å"she blows up bigger and bigger, big as a tractor, so big I can smell the machinery inside the way you smell a motor pulling too big a load†¦. her gestures are] precise, automatic [and] her face is smooth, calculated, and precision-made. † (p. 5). Eventually, Chief shows that he can speak and hear perfectly. He tries to protect McMurphy by explaining how the system works based on what he has observed. He tells McMurphy that the nurse will go to prevent McMurphy from gaining power. But, McMurphy is too confident. Chief tries to protect McMurphy again wh en he gets into a fight with the black boys. And he tries to protect McMurphy again when they go to the disturbed ward and are subjected to electroshock therapy; the only ways of keeping the asylum patients controlled. When McMurphy finally returns to the ward as a vegetable, Chief frees him from the physical pain of his body and sofocates him with a pillow. Because of McMurphy, Chief finally has the true power and courage to break free from the hospital through a window after breaking it the way McMurphy trained him to do so. Ironically, the Cheif’s insanity allowed him to attain a power beyond his limits; a power that gave him freedom and allowed him to escape the crazy world in the hospital. How to cite One Flew over the Cuckoos Nest, Papers One flew over the cuckoos nest Free Essays One Flew over the Cuckoo’s Nest, the director refers to the many struggles people individually face in life. Through the conflict between Nurse Ratchet and McCarthy, the movie explores the themes of individuality and rebellion against conformity. With these themes, Forman makes various points which help us understand which situations of repression can lead an individual to insanity. We will write a custom essay sample on One flew over the cuckoos nest or any similar topic only for you Order Now These points include: different situations patients overcome, human dignity, and the pressures we face from society to conform. Through these points, Forman encourages the viewer to consider that people react differently in the face of repression, and makes the viewer realize the value of alternative states of perception, rather than simply writing them off as â€Å"crazy. † Nurse Ratchet Is notorious for her desire to exercise complete control over the men who are under her Jurisdiction on the psych ward, both as patients and as employees. In doing so, Nurse Ratchet becomes a metaphor for the entire mental institution, the government, society at large or any and every powerful institution that exists to regulate, control, and categorize groups of people. The institutions of One Flew Over the Cuckoo’s Nest claim that they categorize the patients as insane in order to â€Å"treat† and â€Å"rehabilitate† them. But it quickly becomes clear in the novel that this rehabilitation is more controlling than it is helpful for any mental ailment: the shock treatment table, the red pills that cause memory loss, the daily meetings that pit men against each other, and the list on Nurse Ratchet’s desk to record and reward the men for betraying each other’s secrets are all ways to force people to obey, not to sake them well. There Is no recreation outdoors. There Is little exposure to the outside world. All stateless and therapy sessions are scheduled with precision, and to deviate from that schedule is to be a nuisance to Nurse Ratchet. This is exactly as Nurse Ratchet prefers it to be, because she can strip the humanity of her patients in order to be in complete control and run her ward like a machine. The hospital, Just like society, suppresses the individuality of the patients by gaining control of their lives and forcing them to conform. In the movie, the mental hospital is metaphor for the oppression Forman sees in modern society. Through Chief, we see how his way of interpreting the world emphasizes the oppressive social pressure to conform. He sees modern society as a machinelike, oppressive force and the hospital as a repair shop from the people who do not fit Into their role as cogs in the machine. Those who do not conform to society’s rules and conventions are considered defective products and are labeled mentally Ill and sent for treatment. In the movie, the hospital is portrayed as a dangerous place. The patients Charlie Seasick, Chief, gettable. He sees Nurse Ratchet as a â€Å"watchful robot, mechanically controlling the ward†. The hospital is not about healing, but about dehumidifying and manipulating the patients until they are weak and willing to conform. Another way in which this is done is through the nurses’ need to keep the patients medicated. McCarthy, the protagonist, battles against letting the oppressive society make him into a machinelike drone. He manages to maintain his individuality until his ultimate objective- bringing his individuality to others- is complete. However, when his oldness is provoked one too many times by Nurse Ratchet, he ends up being destroyed by modern society’s machines of oppression. Through the points Forman is making in the movie, we begin to see the different situations in which the patients struggle to overcome. Whether insane or not, the hospital is undeniably in control of the fates of its patients. Through the points Forman is making in the movie about the hospital’s ways of gaining control of the patients, we see how this parallels with the ways in which society gains control over individuals. Musher’s character is essential to the novel because he battles against the oppressive society, and holds characteristics that clash with ward- representing sexuality, freedom, and self-determination. Throughout the movie, the sane actions of men collides with the insane actions of the institution. Through Chief, the movie establishes that McCarthy is not, in fact, crazy, but rather that he is trying to manipulate the system to his advantage. Musher’s trajectory through the novel is the opposite of Chief’s: he starts out sane and powerful but ends up a helpless vegetable, having sacrificed himself for the benefit of all the patients. Even though Bromide’s comparisons of the hospital with machinery may seem â€Å"crazy† to readers at the beginning of the movie, they actually reveal his insight into the hospital’s large power over the patients. In Mills Formant’s One Flew over the Cuckoo’s NestÃ'› the movie explores the themes of individuality and rebellion against conformity. Forman makes various points which help us understand which situations of repression can lead an individual to insanity. These points again are these different situations patients overcome, human dignity, and the pressures we face from society to conform. The director notes that Nurse is eke a â€Å"motor pulling too big a load,† hinting at the fact that society cannot contain all of its hidden secrets. Any attempt would overload the system with the amount of people known as â€Å"unstable† and would cause this motor to explode under the pressure. But the point remains that modern society needs no such thing. Instead, individuality and diversity should be embraced, since globalization and the melting pots that cities have become threaten the variety of people that was once so common. People can only learn from diversity and allow the society prospers with fair opportunity for all. How to cite One flew over the cuckoos nest, Papers One Flew over the Cuckoos Nest Free Essays Cellissa Hernandez Mr. Ansaldo CSU ERWC Period 2 30 November 2012 Wrongful Doing One Flew Over the Cuckoos Nest by Ken Kesey is a book in which the patients of an insane asylum rebel and try to â€Å"break† their leader, Nurse Ratched. Nurse Ratched is basically the form of government in the institution and the patients do not like how she is controlling them so they find ways to make her crack. We will write a custom essay sample on One Flew over the Cuckoos Nest or any similar topic only for you Order Now Kesey shows similarities between the Declaration of Independence and what is going on in the book, McMurphy and the other patients are trying to replace the authority in the ward just as the people have America have the right to do with the government. McMurphy tries to get Nurse Ratched to crack and show her weakness. He tries anything and everything to make her explode so people see she isn’t as strong as she looks. Big Nurse finds ways to gain control over the patients in the ward but doesn’t always succeed as Ken Kesey explains when he says, â€Å"The Big Nurse’s eyes swelled out white as he got close†¦This was supposed to establish her rule once and for all† (201). The Big Nurse â€Å"Nurse Ratched† isn’t able to control McMurphy which means she isn’t in complete control of all the men on the ward and this angers her. If she can’t control this one man she doesn’t have complete control which helps McMurphy and the other men get one step closer to replacing her. There are times when Nurse Ratched under estimates what she is dealing with, such as other colleagues being on the side of the men in the ward. Not all of the workers are afraid of Big Nurse nor do they obey her every command. The doctor for example, disregards what she says and does what he feels is necessary. When Nurse Ratched says they can’t go on the fishing trip, the doctor replies by saying, â€Å"Good deal of paperwork I can get done on the boat† (234). The doctor disregards the Nurse’s authority and doesn’t give her a chance to respond to what he had told her, therefore stripping away more of her power. The doctor not listening to the Nurse’s wishes makes her powerless and a powerless leader is not a leader at all. The Nurse now has to find other means of gaining control of the ward. When trying to gain control, Big Nurse is continually stopped by McMurphy so she begins to find ways around him in order to gain the control she desires. No matter how many tactics she tries it seems as though she will not succeed at gaining control. Nurse Ratched feels as though attending a meeting and voicing her opinion will give her an advantage, the situation is described as, â€Å"Big Nurse tried to make her play in the group meeting†¦ McMurphy was there at the meeting and he beat before she got good and started† (263). By not being able to give her input, Nurse Ratched slowly loses more power over the men on the ward. McMurphy is slowly but surely stripping the Nurse of the power she has over the ward. It seems as though McMurphy has succeeded in taking power away from Big Nurse but this might not be as true as it seems. The Nurse begins to gain back some of her control over the ward by defeating her only opponent, McMurphy. To defeat someone there isn’t always a call for hostility, at times it might help to â€Å"kill them with kindness† in other words, be nice to them until they crack. Kesey shows an example of this when he writes, â€Å"The Big Nurse talks to McMurphy soft and patient about the irresponsible thing he did†¦Ã¢â‚¬  (280). Nurse Ratched is trying to convince McMurphy that he has indeed done something bad. By making him look bad she gains more control over the ward especially over those who look up to him for â€Å"defeating† her. The people have the choice to replace there â€Å"government† or control system if it is not leading them the way they believe the leader should. In order to replace the leader there has to be enough people to help with getting rid of them and the person have to have done something that is completely wrong. They can try to replace the leader but might not always succeed. How to cite One Flew over the Cuckoos Nest, Papers

Terrorism And The International Court Of Justice Essays - Terrorism

Terrorism and the International Court of Justice Michelle Rose Gowka 04/26/01 PL SC 14H S. Bremer Terrorism and the International Court of Justice I.History of International Terrorism II.State Sponsored Terrorism A.Iran B.Sudan III.Benefits Derived From Terrorism A.Inexpensive and ability to advance ideologies B.Fear C.Publicity D.Minimal risk E.Lack of public defeat IV.Aspects of Terrorism A.Technological advances B.Weapons of mass destruction C.Cyber terrorism D.Suicide bombing V.Islamic Terrorist Organizations A.Islamic Jihad B.Al-Gama'a ai-Islamiyyah C.Hamas D.Hizballah E.Usamah Bin-Laden 1.Status of Bin-Laden 2.Applicability of International Law 3.International Court of Justice Ruling 4.Discussion of Ruling VI.United States' Terrorism Policy A.Make no deals B.Must be held accountable in a court of law C.Isolate and apply pressure to states that sponsor terrorism VII.Conclusion Terrorism, as defined by Title 22 of the United States code, section 2656f(d), is the "pre-meditated, politically motivated violence perpetrated against noncombatant targets by sub-national groups or clandestine agents, usually intended to influence and audience." Islamic terrorism is a serious problem for the United States because of the threat to national security, innocent civilians, and the foundations of democratic societies throughout the world (1997 Global Terrorism: NP). International terrorism has changed in structure and design over the centuries. Jewish zealots conducted campaigns against the Romans in the first century AD, and the Hashshashin, a Shi'ah Muslim group who gave us the word assassin, systematically murdered those in positions and leadership during the 19th century (CSIS, July 1999). The modern age of terrorism began in the 1960's. International terrorism in its current form began in 1968. As the 1970's passed by, the explosion of extremist groups and related incidents sparked a new awareness of the dangers of terrorism. In the 1980's, Canada was the victim of several terrorist attacks carried out by Armenian and Sikh extremists, including a bombing of an Air India flight originating in Toronto, which exploded off the coast of Ireland, killing 329 people (CSIS, July 1999). The 1995 Sarin gas attack by the Aum Shinrikyo Cult in a Tokyo subway marked a new threshold in international terrorism. For the first time, people began to realize that similar groups could use weapons of mass destruction or plan attacks to inflict maximum casualties. The long-term effects of exposure are yet to be determined, but preliminary tests of eighteen victims conducted in January 1998 showed that their sense of balance was affected by the nerve gas (ACOEM, January 1998). Most of the Islamic world view the West, especially the United States, as the foremost corrupting influence on the Islamic world today. The Hizballah, an Iranian terrorist group, have labeled the United States as "the Great Satan" (Sinha. "Pakistan-The Chief Patron-Promoter of Islamic Militancy and Terrorism": NP). This growing animosity that Islamic nations feel toward the Western world has been continually demonstrated by the increase in international terrorism. However, Muslims view their actions as acts of self-defense and religious duty and not as terrorism. The Islamic radical movements main success has been their ability to gain legitimacy from the general public (Paz 1998: NP). During the past two decades, they have had enormous success with their ability to present themselves to the Arab and Muslim world as the true bearers of Islam. They appeal to the lower class due to the shared resentment of wealthy westerners while the middle class and intellectuals are drawn toward th ese radical groups in order to expel imported ideologies and forms of government (State Department. "Anti-US Attacks" 1997: NP). Radical Islamic organizations have declared a holy war, Jihad, in order to bring the Arab world together and take their place as a world power. In order to accomplish these goals, Islamic radicals have mainly used terrorism as their main instrument of persuasion. The largest and most active terrorist organizations are those which are state funded. These organizations act as both an overt and covert way of spreading the sponsor countries ideologies. The U.S. Secretary of State has designated seven governments as state sponsors of terrorism: Cuba, Iran, Iraq, Libya, North Korea, Sudan, and Syria (State Department. "Over of State-Sponsored Terrrorism" 1997: NP). These governments support international terrorism either by engaging in terrorist activity themselves or by providing arms, training, safe haven, diplomatic facilities, financial backing, logistic and/or support to terrorists ("Over of State-Sponsored Terrorism" 1997: NP). Iran is one of the most active state sponsors of terrorism, involving themselves in the planning and execution of terrorist acts by its own agents and by surrogates such as the Hizballah.

Study of Thomas Paine essays

Study of Thomas Paine essays For many years Thomas Paine was the epitome of American histories greatest drawback. In American history there is always that one detail that doesnt make it into popular curriculum. Whether it be the point of view from the loosing side of a war, to the secret dalliances of a popular politician, to the truth of a times social opinion- the American student is taught only so much. The most proper, popular material makes it in; along with any major facts too commonly known to ignore. Anything else is liable to fall to the wayside without enough support from historians or academia. There is always room for the improvement of materials taught; so said, it would seem there is much more to know about Thomas Paine then is currently taught. Within the last twenty years there has been a resurgence of interest in both Thomas Paine and his work. The new social consciousness is more in tune with his writings, and his underdog status appeals to many. His blunt style of speech has earned him admiration in many corners; in fact one of President Ronald Regans more clever speech writers took to adding exerpts from Paines writings into the Presidents major addresses. Paine has lately been heralded as Americas first modern intellectual, and is the subject of numerous books which have come out within the last four years. Common knowledge of Paine includes his birth in 1737 in Thetford, England, his writing of the Common Sense pamphlet in 1776, and his involvement in the American Revolution. Less common knowledge is his other writings: The Crisis, Rights of War and The Age of Reason; along with his role in the French Revolution. Even further down the path into the obscure is his brief French citizenship, his time in a French prison, and the short period of fourteen months which elapsed between his arrival in the Americas, and the publication of Common Sense. Paine is nothing if not the son of both...

Chemistry Laboratory Safety Rules

Chemistry Laboratory Safety Rules Some rules are not made to be broken- especially in the chemistry lab. The following rules exist for your safety and should always be followed. Always Follow the Instructions ​Your instructor and lab manuals are your best resources when setting up. Always listen and read carefully. Dont start a lab until you know all of the steps, from start to finish. If you have questions about any part of a procedure, get the answer before starting. Do Not Pipette by Mouth - Ever​ You say, But its only water. Even if it is, how clean do you think that glassware really is? Using disposable pipettes? Lots of people only rinse them and put them back! Learn to use the pipette bulb or automated pipetter. Dont pipette by mouth at home, either. Gasoline and kerosene should be obvious, but people get hospitalized or die every year. You might be tempted to use your mouth to start the suction on a waterbed to drain it. Do you know what they put in some waterbed additives? Carbon-14. Mmmm...radiation. The lesson is that even seemingly harmless substances may be dangerous! Read the Chemical Safety Information ​​A Material Safety Data Sheet (MSDS) should be available for every chemical you use in the  lab. Read  and follow the recommendations for safe use and disposal of every material. Dress Appropriately (For Chemistry Lab, Not Fashion or the Weather)​ No sandals, no clothes you love more than life, no contact lenses, and, to keep your legs safe, long pants are preferable to shorts or short skirts. Tie long hair back. Wear safety goggles and a lab coat. Even if you arent clumsy, someone else in the lab probably is. If you take even a few chemistry courses you will probably see people set themselves on fire, spill acid on themselves, others, or notes, splash themselves in the eye, etc. Dont be the bad example to others. Identify the Safety Equipment Learn your  safety equipment  and how to use it! Given that some people (possibly you) will need them, know the locations of the fire blanket, extinguishers, eyewash, and shower. Ask for equipment demonstrations! If the eyewash hasnt been used in a while, the discoloration of the water is usually sufficient to inspire the  use of safety glasses. Dont Taste or Sniff Chemicals For many chemicals, if you can smell them, you are exposing yourself to a dose that can harm you! If the safety information says that a chemical should only be used inside a fume hood, then dont use it anywhere else. This isnt cooking classdont taste your experiments! Dont Casually Dispose of Chemicals Some chemicals can be washed down the drain, while others require a different method of disposal. If a chemical can go in the sink, be sure to wash it away rather than risk an unexpected reaction between chemical leftovers later. Dont Eat or Drink in Lab Its tempting, but oh so dangerous. Just dont do it! Dont Play Mad Scientist Dont haphazardly mix chemicals! Pay attention to the order in which chemicals are to be added to each other and do not deviate from the instructions. Even chemicals that mix to produce seemingly safe products should be handled carefully. For example, hydrochloric acid and sodium hydroxide will give you salt water, but the reaction could break your glassware or splash the reactants onto you if you arent careful! Take Data During Lab ​​​Always record information during a lab and not after labon the assumption that it will be neater. Put data directly in your lab book rather than transcribing from another source (i.e.:  notebook or ​lab partner). There are lots of reasons for this, but the practical one is that it is much harder for the data to get lost in your lab book. For some experiments, it may be helpful to take data before  lab. Were not telling you to dry-lab or cheat, but being able to project likely data will help you catch bad lab procedure before you are three hours or so into a project. Know what to expect. You should always read the experiment in advance.

History_of_middle_East Essay Example | Topics and Well Written Essays - 3250 words

History_of_middle_East - Essay Example The modern Afghanistan owes its beginning at the hands of a Pashtun king, Ahmad Shah Duranni who started ruling the region from 1747. Afghanistan is a country constituted of multiple ethnic and linguistic groups. Pashtun tribes contributing to 42 percent mainly cover the region. The Tajiks who contribute to 27 percent follow the Pashtuns. Following the Tajiks are the Hazaras and Ujbek tribes contributing to 9 percent respectively. The study of Afghanistan’s history has a strong linkage to the Soviet invasion over the region. Russia’s interference over the region of Afghanistan has its inception from the treaty of bilateral friendship made in December 1978. However, the ruler of Afghanistan during 1978, Hafizullah Amin reiterated against on Russia’s growing interference over their political matters, which led to the tarnishing of the relationships between Afghanistan and Russia. Subsequently as an act of revenge, Russia sent troops by air, which invaded Kabul on D ecember 24, 1979. The invasion started with the assassination of Hafizullah Amin and the rise of Babrak Karmal, an exiled Parcham leader. However, Russia’s intention of establishing a Communist government in Afghanistan started facing serious threats from the Afghan communities. The Mujahideens or the Afghan fighters started making life miserable for the Russians, as they were restricted only to the urban centers. These, Afghan fighters backed by American support started gaining grounds to combat the invading Russian troops. By the end of 1985, the Mujahideens formed a guerilla outfit to launch full-blown war against the Russian army. Finally, in May 1986 the Soviet troops were ousted with the fall of Babrak Karmal. The end of the Karmal regime gave rise to the chief of Afghanistan’s secret police, Muhammad Najibullah to become the next Afghan leader. (Background Note: Afghanistan, 2010). The Mujahideen or the Afghan fighters had

About animal extinction Research Paper Example | Topics and Well Written Essays - 1250 words

About animal extinction - Research Paper Example Presently, most of the species that are endangered such as the Black Rhino and the South China Tiger can blame the humans for their situation (World Wildlife Fund). This is because climate change, which has been affecting most species, was caused by humans. Currently, the planet is at the stage of mass extinction where many species are dying off. According to scientists, the planet is currently losing the largest number of species since the time of the dinosaurs, which is 65 years ago. In addition, between 30 and 50 species might become extinct by mid-century (The Extinction Crisis). When taking the issue of extinction into consideration, the dying-off of one species leads to other species also becoming extinct. This is because of the ecosystem balance, which changes when a certain species is wiped out of the system as species depend on each other for survival. Therefore, extinction of one species leads to another’s extinction. Generally, when a species cannot survive in its original inhabitant and cannot re-locate or adapt in the conditions of a new environment, it dies off. According to statistical data, the average lifespan of a species is approximately 10 million years (The Extinction Crisis). Extinction may occur suddenly e specially when another species that facilitated its existence becomes extinct or gradually over a long period. This can be referred to as the extinction debt where a species becomes extinct a very long time after an event that put its extinction process in motion. Within the previous 500 years, extinction of approximately 1,000 species has been experienced (The Extinction Crisis). However, this this does not account for the many species that have gone extinct even before scientists and researchers got the chance to fully understand and describe them. Specifically, not even the scientists have the exact figure of species that have gone extinct or those that are endangered. As estimation data

Earthquakes Essay -- Natural Science

Earthquakes Throughout history, man has made many advancements. These advancements have been made to make life easier. The one thing man can't do is to control Mother Nature. Mother Nature can cause many things such as earthquakes. The causes of earthquakes have been theorized in many ways. According to the book Predicting Earthquakes by Gregory Vogt, the Greeks, "blamed the earthquakes on Poseidon, god of the sea"(25). The Hindu believed that "the earth was a platform that rested on the back of eight great elephants. When one of the elephants grew weary, it lowered and shook its head causing the ground above to tremble"(Vogt 25). Margaret Poynter writes "many primitive people thought that the earth rested upon the back of some sort of animal. When that animal became restless, great cracks appeared in the ground, and tall trees swayed and fell. In South America, the animal was a whale. In Japan, it was a great black spider or giant catfish. One ancient tribe thought that four bulls supported the earth on their horns. To amuse themselves, they sometimes tossed it from one to another"(6). In the same book, Poynter says "The Chinese believed that monsters lived in the caves inside the earth. When the creatures fought, the surface of the earth trembled (6)." "In Greece, it was not an animal, but a titan named Atlas who was condemned to support the world upon his shoulders. Later, about the third century B.C., a Greek philosopher, Aristotle, had a more scientific explanation. He thought that earthquakes occurred only when hot air masses tried to escape from the center of the earth. Two centuries later, Lucretius, a Roman, wrote that underground landslides caused the earth's surface to move"(Poynter 7).2 Today, scientists have found a more logical reason to earthquakes. Scientists say almost 600 million years ago, all the continents were connected to form a huge super continent called Pangaea. At about 220 million years ago, Pangaea began to break up into sub-blocks. According to the book Volcanoes, Earthquakes, and the Formation of Continents, these sub-blocks were called "Gondwana (which corresponds approximately to the continents of the present southern hemisphere) and Laurasia (the northern hemisphere)" (Kohler 15). According to Pierre Kohler, "The earth's surface is divided into 13 plates: seven large ones (the largest corresponding to the Pa... ...te long-term predictions of where earthquakes will occur. They know, for example, that about 80 percent of the world's major earthquakes happen along a belt encircling the Pacific Ocean. This belt is sometimes called the Ring of Fire because it has many volcanoes, earthquakes, and other geologic activity" (Earthquakes; Karen C. McNally 38). WORKS CITED Aylesworth, Thomas G. Geological Disasters "Franklin Watts" 1979: 14-15. The New Grolier Multimedia Encyclopedia "Grolier Electronic Publishing Inc." 1993: No Johnson, Thomas P. When Nature Runs Wild "Creative Education Press" 1986: 12-14. Kohler, Pierre Volcanoes Earthquakes and the Formation of Continents "Barron's Educational Series, Inc." 1987: 14-22. Marcus, Rebecca B. The First Book of Volcanoes & Earthquakes "Franklin Watts, Inc." 1972: 62-64. Poynter, Margaret Earthquakes "Enslow Publishers, Inc." 1990: 6-7. Putnam, William C. Geology "Oxford University Press" 1964: 439-450. Vogt, Gregory Predicting Earthquakes "Franklin Watts" 1989: 24-25. Walker, Bryce Earthquakes "Time Life Books" 1982: 94-100. Karen C. McNally Earthquakes World Book Encyclopedia "World Book Inc." 1994: 38-39.

Individualized Education Program Essay

All children and young people have rights. Most references to rights are about what is recieved to children from others, particularly from their parents and the goverenment and its agencies. Children and young people with special educational needs have a unique knowledge of their own needs and circumstances and their own views about what sort of help they would like to help them make the most of their education. They should, where possible, participate in all the decision-making processes in education including the setting of learning targets and contributing to IEPs, discussions about choice of schools, contributing to the assessment of their needs and to the annual review and transition processes They should feel confident that they will be listened to and that their views are valued. Most schools now have written policies and parts of their mission statements specifically made for the inclusion and equality of SEN children. They must be in written form and should also be posted on the website for access to all who require it. There should also be policies which show the rights and responsibilities of those within the environment. The policies may be a number of separate ones or combined in one policy covering all the relevant areas. The policies should show how the school relates to the main policies affecting the special educational needs. These include:- * Disability and access * Gifted and talented pupils * Race and cultural diversity. * Special educational needs * Inclusion and equality of opportunity * Safeguarding and bullying â€Å"Special Needs† is such a massive topic that has different areas to make it complete. Children with special needs may have mild learning disabilities or profound impairment; food allergies or terminal illness; developmental delays that catch up quickly, occasional panic attacks or serious psychiatric problems. The designation is useful for getting needed services, setting appropriate goals, and gaining understanding for a child and stressed family. Children with special needs are children with a variety of different disabilities, health and mental health conditions that require special intervention, services, or support. Parenting a child with special needs can be particularly challenging. Fortunately, children with special needs and their families may be eligible for services to address their unique needs, many of which are free. Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they: a) have a significantly greater difficulty in learning than the majority of children of the same age b) have a disability which prevents them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority c) are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them. The overall aim is that children and young people with special educational needs and disabilities will have improved health, independence and wellbeing so that they will enjoy childhood, achieve their potential and make a positive contribution in their lives by having timely access to local support and local schools which meet their needs. Special educational provision means: a) for children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the local education authority, other than special schools, in the area. b) for children under two, educational provision of any kind. Some children may be able to catch up with their peers with extra help in the form of short term targeted interventions or a differentiated curriculum, but may not have a special educational need. It is when this support does not help a pupil to progress that he or she will need to be assessed further and support planned, in liaison with parents, carers and other professionals. The child should have a voice in this process. There is a graduated approach to identifying and providing support to meet these needs. The law says the child has special needs if their learning difficulties are caused by physcially disabilites mental emotional and behaviour problems difficulties in reading, writing maths etc†¦ speech diffiulities About 1 in 5 children have learning difficuties at the same time in thie school likfe. Most of these children end up going to a mainsteam school. Children with statement aften atten mainstram school. The Role of the SENCO Early education settings, except specialist SEN provision, will need to identify a memberof staff to act as the special educational needs coordinator (SENCO). In the case of accredited childminders who are part of an approved network, the SENCO role may be shared between individual childminders and the coordinator of the network. The SENCO should have responsibility for: ? ensuring liaison with parents and other professionals in respect of children with special educational needs ? advising and supporting other practitioners in the setting ? ensuring that appropriate Individual Education Plans are in place ? ensuring that relevant background information about individual children with special educational needs is collected, recorded and updated. The SENCO should take the lead in further assessment of the child’s particular strengths and weaknesses; in planning future support for the child in discussion with colleagues and in monitoring and reviewing the action taken. The SENCO should also amke sure that appropriate records are kept including a record of children at school Action A and School Action Plus and those with statements. They usually responsible for the child should remain responsible for working with the child on a daily basis and for planning and delivering an individualised programme. Parents should always be consulted and kept informed of the action taken to help the child, and of the outcome of this action. STATEMENT A statement of special edcuaution needs is a legal document, it decsribes all the needs of the child. Also the special help they require. It takes into account the advice from speech therapist, gp, nurses, teacher councilors etc†¦. The law sasy that all state schhols must do their best, provide full proper education and give the best posible learning for them including inclusion. The law has dealt with special education needs 1993 ducation Act  which replaces the 1981 Act. The 1993 Act states and issues the â€Å"code of practice†. This was issues by the secreatary state and is still being used today. CODE OF PRACTICE Code of practice gives quidence and how to identfy and access special educational needs. In 1978 the warnock committee looked at the needs of the child and not at the handicap. In 1982 the educatio Act encouraged the intigration of the needs and the handicap, This resulted in the statementing process. The Code of Practice suggest 5 stages of action: 1. the class teachers, assistant identify the child SEN needs and takes ential action 2.the school SEN co ordinator takes the lead responsibility. 3. the school is supported by outside specialist 4. the lEA decides whesather a satuortory assessment is nesseccary 5. the LEA considers whether a statement is considered. SEN SPECIAL NEEDS STATEMENTING CODE OF PRACTICE IMPACT OF SEN ON SIBLING AND FAMILY SUPPORT FOR DISABILITY HEARING IMPAIRMENT AUTISM ADHD DOWN SYNDROME DYSLEXIA When a child is identified with a need they are places on a SEN registor withing the schools. Teachers, TA offer support through differenciation. They also support through planning IEPs in place with specific subject and cross cirrcular TARGETS. Targets need to be realistic short term, measurables, smart, achievable, time bound. When targets are set Smart language has to be used. example of smart language which can be easurale : MAKE CREATE WRITE DESIGN and words that are not considered as smart: UNDERSTAND KNOW SHOW Targets set in the IEP should be â€Å"SMART†, which stands for: S specific, so that it is clear what the child should be working towards Mmeasurable, so that it is clear when the target has been achieved Aachievable, for the individual child. Rrelevant, to the child’s needs and circumstances Ttime-bound, so that the targets are to be achieved by a specified time Class and subject teachers and TA support IEPs implementation. SENCO is responsibily for planning, monitoring, and reviewing the SEN provision and the student progress. Termly reviews of the progress are advisaby those on going minireviews are also very important. 1st step for children who have some special needs – SCHOOL ACTION A †¢ School action: the school is able to meet the pupil’s needs with in house interventions, staff and resources. Students can move off the school action A IEPs if sufficient progress is achieved. SCHOOL ACTION PLUS †¢ School action plus: the school is able to meet the pupil’s needs with in house resources but has support from outside agencies, for example, the local authority’s educational psychologist. It is a school responsibility to get support from external agencies. The students is placed on a SEN registor for school action plus. A new IEP is divised in conjuction with the external agencies. Class teachers and TA support the new IEP or implement it in the class or on a one to one basis. SENCO takes the lead monitoring reviewing, co ordinating. If there is progress made the pupil goes back into school action A. If there is progress in school action A then they will be taken off the SEN registor. However if after 2 school action plus reviews, progress is not statutory or has gone worse, the schoolnegoiates with the parent, request the ivolvement of the LEA, asking them to make an assessment. The assessment statutory : parents and school, the LEA to undertake a statutory on a child identifying with SEN. The LEA can take up to 6 weeks to consider whether to approve the application. Then the LEA will take 10 weeks to undertake a essay for the SEN child. Lea will request reports, evaluation, assessments from head teachers, teacher, nurses, gp, SENCO, parents and cares. Following the outcome of statutory assessment the LEA takes 2 weeks to notify to the parenst of their intentions whether they will issues a SA or suggest approriate. The statement of SEN is issued by the LEA only when the mainstream school are unable to meet the needs of a child with it exsisting resources and equipment. Parents then recieve a draft statement, then 8 weeks are given to be finanlized. A statementt is a legal document, procedures are put into place to monitor, review, evaluate the childs progress in a school that is fit for the child or purpose. They also support with transport need, dietery needs, aid needs. The statement LEA is then reviewed annually at which point it can be amended or seized according to the child progress. Statement of special educational needs: the pupil’s needs are severe or complex enough to require additional funding and resources to supplement the school’s support. Referrals for statutory assessment can be made by the child’s school or setting, a parent, or an agency such as a health is The Language of Disability Using the correct termonilogy when discussing the term DISABILITY is important, as use of bad language re enforces stereo types and influnences people attitude. Perhaps the best use of language is â€Å"deaf and dumb†. These words are extermly negative and makes acrossition between deaf and stupidity or having lack of inteligence. It also unlikely that the person is totally deaf. In the context of seacking most deaf people have some degree of speech, although this may be limited because of their inability to learn to say words which they can not hear. So they are not dumb. Eg: victim of †¦Ã¢â‚¬ ¦. person who has†¦. crippled by †¦.. person who has†¦. invilid †¦. person with†¦.. mental†¦.. person with†¦. disabled†¦ disabled person†¦ handicaped.. disabled person†¦ deaf and dumb.. person with hearing visual or speech mongoloid†¦. person with down symdrome abnormal†¦. different†¦Ã¢â‚¬ ¦ Disability, is a impairment that has a long term and substantial effect on a child’s ability may amount to a disability. This may include sensory impairments, such as those affecting sight or hearing, or hidden impairments such as dyslexia, autism, speech and language impairments, and attention deficit hyperactivity disorder. The Disability Discrimination Act 2005 builds on the 1995 Act by requiring all schools to produce a Disability Equality Scheme (DES). The DES must set out ways that schools promote equality of opportunity and promote positive attitudes towards pupils, sta? and others with disabilities. In addition there must also be an Access Plan. This plan must identify how discriminatory barriers are removed. For example: ?an improvement to the physical environment, such as ramps, room layout, lighting ? providing information in di? erent ways for children with a disability, such as audio, pictorial, larger print. Children or young people with medical needs such as diabetes or epilepsy would also be considered to have impairment and therefore be disabled if he or she: a) relies on medical treatment or aid in order to able to be able to carry out normal day to day activities (except needing to wear glasses or contact lenses). b) has a progressive condition (such as cancer, multiple sclerosis, muscular dystrophy or infection) or  c) has a severe disfigurement which affects normal day to day activities. Legal entitlements Disability Discrimination Act 1995 Protects the rights of all those with disabilities. It also places a duty on schools (and other organisations) to eliminate barriers to ensure that individuals can gain equal access to services. Disability Discrimination Act 2005 Places a duty for schools to produce a Disability Equality Scheme (DES) and an Access Plan. Schools must encourage participation in all aspects of school life and eliminate harassment and unlawful discrimination. The rights of children and young people with special educational needs and disability are set out in the Disability Discrimination Act 1995 . This includes the right to have their needs met without having to wait for a diagnosis. Equally a diagnosis alone does not mean that a child is covered by the act. It is the effect on a child’s ability to carry out day to day activities that has to be considered. Special Educational Needs and Disability Act 2001 Makes it unlawful for educational providers to discriminate against pupils with a special educational need or a disability. The Special Educational Needs and Disability Act (2001)11 strengthened the right of children and young people with special educational needs to equality of access to education, and in particular, to a mainstream school. A statutory duty on local authorities and schools: †¢ not to treat disabled pupils less favourably for a reason related to their disability. †¢ to make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage to those who are not disabled. †¢ to plan strategically and make progress in improving accessibility for disabled pupils over time, by: – increasing access to the curriculum – making improvements to the physical environment of the school to increase access to education and associated services – making written information accessible in a range of different ways for disabled pupils, where it is provided in writing for non-disabled pupils. Race Relations Act 2000 Outlines the duty of organisations to promote good relationships between people from different races. Human Rights Act 1998 Sets out rights of all individuals and allows them to take action against authorities when their rights have been affected. Children Act 1989 Sets out the duty of local authorities (including schools) to provide services according to the needs of children and to ensure their safety and welfare Children Act 2004 Sets out the duty to provide effective and accessible services for all children and underpins the fi ve Every Child Matters outcomes Education Act 1996 Sets out the school’s responsibilities towards children with special educational needs. The Act also requires schools to provide additional resources, equipment and additional support to meet their needs Equality Act 2010. Sets out the legal responsibilities of public bodies, including schools, to provide equality of opportunity for all citizens. This brings together nine equality laws The Special Educational Needs Code of Practice 2001 This outlines the statutory guidance for policy and the procedures and responsibilities towards children with special educational needs. It includes the levels of support which should be provided to children, depending upon their individual need. Local authorities and schools are required to develop accessibility strategies and plans to demonstrate this. Children and young people with special educational needs and disability also have a right to have their disability equality positively promoted. Local authorities, schools and educational settings have a duty to ‘take a more proactive approach to promoting disability equality and eliminating discrimination. With this came the requirement to publish disability equality schemes and measure their impact, engage disabled stakeholders, and audit the needs of disabled children and adults within the community. Children with disabilities have poorer outcomes across a range of indicators. These include lower educational attainment, poorer health, more difficult transitions to adulthood and poorer employment outcomes. Families of disabled children are less likely to have one or both parents in work, and are more likely to suffer family break up. Siblings of disabled children may be more likely to suffer from emotional and behavioural problems. WITHIN THE SCHOOL 6. The school must appoint a SEN co ordinator to run a special needs policy 7. By observing, reporting, target, work being set, the SEN co ordinator must keep records and reports of all the children with needs 8. SEN co ordinator has taken lead responsibilty to draw up plans for indiviual childrenthey have to be reviewed each term 9. From sept 1994 all schools were obligied to publish their special need policy. For all the above to work the following conditions within the school environment must exsist. 10. A strong management of head and staff that are committed to speial needs. 11. They need to have good commnication and all â€Å"need to know basis† nformation is showed. 12. A whole school approach with everyone following same procedures 13. Inservice training, SEN is esstenial (current legisalation, current issues, everything updated) 14. Provision of adaquates, children persecfic resources to support the childs needs, specific to their ability 15. High profile educational needs, teachers should be an important part of their school life However school must be careful not to discriminate against pupils with SEN or disablity. There is a difference between SEN and disability. Not all children with disability will have a special edcuatonal need or visa versa. SEN is a relative term and the need is some what dependant on the learning environment. The effectiveness of teaching and the task to be done. Early recognition and intervention Early intervention has lasting benefits, providing a sound foundation for future learning and development. It enables some children to catch up with their class mates and for those who need support on a continuing basis it means thatbhelp is available as early as possible, reducing the risk of long-term under achievement. However, there are a number of factors that get in the way, including poor co-ordination between education, health and social care leading to gaps in support, shortfalls in the availability of childcare for disabled children, dif?culties in refocusing funding to support earlier intervention: Improving support for children with special needs from birth. Children develop and learn from the moment they are born. The ? rst few years are a crucial developmental phase, which do much to shape a child’s life chances. The role of parents in supporting their child’s learning in the early years, more than any other phase, is absolutely critical. Improving childcare for children with SEN and disabilities. Parents of children with SEN and disabilities have more dif? culty than others in ?nding suitable childcare. Key points include: 16. promoting a co-ordinated approach to early education and childcare 17. improving information on the availability of suitable childcare locally through Children’s Information Services and Childcare Link, and through 18. helping families to meet the additional costs Improving SEN advice and support to early years settings Raising the skills and awareness of staff in early years settings Removing barriers to learning Inclusion is about much more than the type of school that children attend. It is about the quality of their experience; how they are helped to learn, achieve and participate fully in the life of the school. But we know that the reality does not always match this. Schools and early years settings still vary enormously in their experience in working with children with SEN, and in the specialist expertise and resources available to them from other schools, local authority education and social services, health, and voluntary organisations. Schools should have the con? dence to innovate and with the skills and specialist support they need to meet the needs of all pupils successfully. How do school complete this with the help of local authority, parents, teacher and other specialist is by many ways: †¢ special schools providing education for children with the most severe and complex needs and sharing their specialist skills and knowledge to support inclusion in mainstream schools †¢ schools working together to support the inclusion of all children from their local community, backed up by good quality specialist advice from the local authority and health services, working in multi-disciplinary teams †¢ parents with con?dence, that, in choosing a local mainstream school, their child will receive a good education and be a valued member of the school community. †¢ help schools to develop effective inclusive practice through a Inclusion Programme bringing together education, health, social care and the voluntary sector †¢ provide practical tools and materials for schools and local authorities to improve access for disabled pupils †¢ clarify the future role for special schools, giving a strong focus to high standards and partnership working with mainstream schools and encouragement to participation in full †¢ take steps to improve the quality of education for children with more severe behavioural, emotional and social dif? culties †¢ work with the SEN to improve planning †¢ develop practical guidance on reducing reliance on high cost placements in residential special schools †¢ set minimum standards for SEN advisory and support services, to achieve greater consistency in quality, availability and cost effectiveness. Widening opportunities in mainstream education is very important when removing barriers. Dif? culties in learning often comes from an unsuitable environment or inappropriate grouping of pupils, in? exible teaching styles, or inaccessible curriculum materials – as much as from individual children’s physical, sensory or cognitive impairments. Children’s emotional and mental health needs may also have a signi? cant impact on their ability to make the most of the opportunities in school. Schools are committed to removing the barriers to learning that many children encounter in school. The National Curriculum contains a statutory statement, Inclusion – providing effective learning opportunities for all pupils. All OFSTED inspections reports implementing this requirement. Schools need to become more effective at responding to the needs of individual pupils through a Inclusion Development Programme. The programme will support partnership projects involving education, health and social care, voluntary organisations, higher education institutions, special and mainstream schools, and early years settings to develop. The aim is to develop evidence base about what works and build about how to implement good practice most effectively. Focusing initially on: †¢ autistic spectrum disorder (ASD) †¢ behavioural, emotional and social dif? culties (BESD) †¢ speech, language and communication needs (SLCN) and dyslexia †¢ moderate learning dif? culties (MLD). The Inclusion Development Programme will support schools and early years settings through: †¢ teaching and learning resources for teachers and early years practitioners †¢ training materials for, and advice on, effective deployment of learning support assistants †¢ guidance on effective classroom strategies †¢ models of good practice for working in multi-disciplinary teams †¢ information about where to go for more specialist advice and support Another great way when trying to remove barries is sharing expertise between special and mainstream schools. Breaking down the divide between mainstream and special schools to create a uni? ed system where all schools and their pupils are included within the wider community of schools. Educating children with the most severe and complex needs can be harder. However having strengthened parents that choose a mainstream place for their child, at the same time we recognise thatsome children have such severe and complex needs that they require more specialist provision than is currently available in most mainstream schools. Providing transport for children with SEN helps cutting back to cost, which enables children to be included and not at a disadvantage. Improving specialist advice and support for schools, parents, children and staff. Schools need access to specialist SEN advice and support to help them identify and meet children’s needs and to provide back-up when children’s needs suddenly change or crises occur. Raising expectations and achievement Schools provides education that brings out the best in every child, that builds on their strengths, enables them to develop a love of learning and helps them to grow into con? dent and independent. You can see great progress in the achievement of pupils in primary and secondary schools in recent years. But we need to do much more to help all children, including those with SEN to achieve as well as they can, not least if we are to reach the challenging national targets expected of all schools. All teachers should have the skills and con?dence – and access to specialist advicewhere and when necessary – to help children with SEN to reach their potential improved data giving parents and teachers a clearer picture of how well children working below age-related expectations are progressing young people able to follow courses which build on their interests and aptitudes and lead to recognised quali? cations young people with SEN actively involved in decisions about their education and options to have real opportunities for progression, training and work. Schools will: put children with SEN at the heart of personalised learning, helping schools to vary the pace and approach to learning to meet individual children’s needs deliver practical teaching and learning resources to raise the achievement of children with SEN strengthen the focus in Key Stage 3 on young people with SEN who are falling behind their peers Personalising learning for children with SEN embraces every aspect of school life including teaching and learning strategies, ICT, curriculum choice,organisation and timetabling, assessment arrangements and relationships with the local community. Supporting improvements in the quality of special school will help: †¢ promote leadership and management training for special school head teachers and managers †¢ increase access to diversity programmes in the special school sector to improve the curriculum †¢ develop tools to help local authorities to identify potentially failing special schools Its very imortant that schools Improve training and professional development opportunitie. Every teacher should expect to teach children with SEN and must ensure that they are equipped with the skills to do so effectively. This will require action at three levels of skills. Delivering improvements in partnership Schools are more consistency between local authorities in their strategic management of SEN, particularly in their use of statements, the level of delegated funding to schools. †¢ schools regularly reviewing the effectiveness of their SEN , with LEAs providing support and challenge where concerns are raised †¢ parents with greater con? Dence that their child’s SEN will be met in school, whether or not they have a statement †¢ greater integration of education, health and social care to meet the needs of children and families in line with the proposals set out Schools will promote more consistent practice through a team of expert, working closely with the Department for Education, who will provide support and challenge on key SEN issues including the use of statements, management of SEN resources, identifying and sharing good practice and tackling underperformance. The networking and collaboration facilitated by the SEN will support this work. They will make SEN Regional Partnerships directly accountable to the Department for Education and Skills for their work on the implementation of this strategy. Ensure that schools make inclusion an integral part of self-evaluation. Role of teaching assistants who work with children with SEN Teaching assistants who work with children with SEN and disabilities, often referred to as Learning Support Assistants (LSAs), play a valuable role, providing one-to-one support to children with SEN as well as wider support in the classroom. However, research suggests that individual support from an LSA can in some cases lead to less involvement by the teacher, leaving the LSA to deliver most of the curriculum. It is important that teachers and LSAs play complementary roles, avoiding over-dependence on the LSA and depriving the child of teacher attention. Similarly, whilst making due allowance for special needs, it is important that children do not rely excessively on the LSA or solely on one-to-one help. If they are supported to learn within peer groups, they will be better able to develop social and collaborative skills enabling them to move towards increasingly independent learning. Many schools have a mission statement which sets out the commitment of the school which focuses on inclusion and equality of opportunity. They are easily avaliable on their websites or can be asked for. There must also be written policies, designed to re? ect the rights and responsibilities of those within the school environment. Policies should also provide guidance for sta? and visitors to the school on ways to ensure inclusive practice. Schools have to conduct policies for many thing which leads to having many many policies. There may be a number of separate policies or they may be combined. Policies must include ways that schools work in relation to: ? race/cultural diversity ? equality of opportunity/inclusive practice ? safeguarding/bullying ? gi ed and talented pupils ? special educational needs ? disability and access. Policies are developed in response to legislation, codes of practice and statutory frameworks. The di? erent ways in which schools promote the rights and equality of opportunity for children and young people must be included in the policies. There is now a greater focus on the outcomes that is, the di? erence that legislation has made to individuals and groups within the school. Schools must monitor the strengths and any weaknesses in policy as they do with each indiviual student and staff. During school inspections, Ofsted also make judgements about the school’s inclusiveness. Legislation is frequently amended and changed in response to outcomes, so it is important that staff are familiar with up-to-date policies and procedures within your own setting. This help protect not only the pupils but staff and head of the school. The development of legislation, policies and practice should be seen as a cycle. The cycle goes like this: Legislation†¦. †¦. Practice and pr.

The Effects Of Global Warming On The Climate Change

Global warming, also referred to as climate change, has become a major political topic within recent years. Essentially, a controversial debate exists regarding the causes and subsequent impacts of global warming. Nevertheless, the current consensus by most experts is that evidence unequivocally supports the measurable impacts of global warming, such as increased temperatures, melting ice, etc. A literature review will be conducted in order to present scientific evidence that illustrates the impacts of global warming. The purpose of the literature review is to provide a comprehensive analysis by identifying research articles that investigate significant aspects of global warming. Relevant statistics, causes, and effects of global warming†¦show more content†¦1929). These results were observed for simulations that analyzed warmer temperatures for seven distinct environments. Furthermore, the researchers determined that anthropogenic forcing impacts have resulted in longer per iods between extreme cold temperatures for the observed 20 years (Christidis et al. 1929). When examining global temperature changes, the impacts of major greenhouse gases must be considered. A study conducted by Kaufman et al. investigated the effects of greenhouse gases on forced and natural anthropogenic factors (11790). The authors utilized a statistical model technique for the investigation. Additionally, the study included the reported greenhouse gasses in the model. The simulation model was applied for temperatures during years 1999 – 2008. Ultimately, the results of the study revealed that human activity, i.e. increases in greenhouse gas emissions, had a significant effect on the warmer temperature observed for the time period (Kaufman et al. 11792). Moreover, the authors determined natural factors that influence cooling experienced a declining effect for the time period. The study also indicated that the stratospheric layer has substantially changed in recent years (Kaufman et al. 11792). These findings are significant as they allow researchers to quantify natural factors and forced impacts. Therefore, the accuracy of