Womens Lib Essays - Lecturers, American Quakers,

Womens Lib Throughout the years, women have been seen as someone to have children, someone to cook, someone to clean, and someone who does not deserve rights. Because two women, Elizabeth Stanton and Susan B. Anthony, fought for equal rights, women today have an equality that was once thought impossible. They began by educating women on the rights they should have, then forming the National Woman's Suffrage Association, and finally, together, Elizabeth Cady Stanton, and Susan B. Anthony would change the way that the United States viewed women, they would give them the right to vote. Elizabeth Cady Stanton started the fight for women's rights at a convention in Seneca Falls, New York 1848. She spoke out on the so-called equal rights that women had, saying ?It is the duty of the women of this country to secure to themselves their sacred right to the elective franchise.? With that great statement Elizabeth Cady Stanton showed that women do have an opinion and they want to voice it. As her speech progressed she spoke about the ?inalienable rights? that the constitution granted to all Americans; and how these rights were not given equally to women. Her radical new ideas sparked a controversial battle that would last well into the next century. Elizabeth Cady Stanton was one of the first women to wear bloomers and not a dress around her town and home, causing her husband (a judge) much ridicule and embarrassment. In 1851 at another convention in Seneca Falls, she met Susan B. Anthony, a woman as passionate about the fight for women to vote as she was; oddly enough, they met while Stanton was wearing bloomers. The women immediately became friends, and started full force to gain equal rights for women. Elizabeth Cady Stanton wrote most of the speeches delivered by Susan B. Anthony. Elizabeth Cady Stanton became the woman behind the scenes, and as the years progressed so did their fight. Susan B. Anthony helped start the movement for women's rights in 1851 when she met Elizabeth Cady Stanton. Between the two of them, these women started in New York and slowly worked across the country educating women on what rights they should have and why they did not have them. The two were strongly fighting for a woman's right to vote. At the time the only people allowed to vote were white males over the age of 21, no slaves, no colored people, and no women. From 1854 to 1860 Susan B. Anthony and Elizabeth Cady Stanton worked in New York to change all laws discriminating against women. Anthony began organizing women all over the state to help with this fight. In 1869 Susan B. Anthony, Elizabeth Cady Stanton Lucy Stone and Henry Beecher joined forces to organize the National Woman Suffrage Association. This group would work to get a constitutional amendment that would grant women the right to vote (the idea was sparked by the 15th amendment which stated that the newly freed slaves had the right to vote). To make their statement more dramatic Susan B. Anthony and 12 other women cast their votes in the 1872 presidential election. These votes were one of many dramatic steps in gaining voting rights for women. Anthony was arrested, convicted, fined $100, and then set free for this, she soon became an icon in history. In 1920 the fight for a women's right to vote was soon over as the 19th amendment to the constitution was passed allowing this right. The fight that Elizabeth Cady Stanton, and Susan B. Anthony had so nobly battled ended in victory. This also allowed women to become more outgoing and true to their own beliefs. This was just the beginning in the battle for women to become men's equals. Not only did these two wonderful women help to gain other women the right to vote, it gave strength to the many other minorities to fight for equality. Social Issues Essays

12 Things You Should Never Say At Work

12 Things You Should Never Say At Work At work, we sometimes speak without thinking especially when feeling stressed or overwhelmed. The words being said can be taken out of context and can get you on bad terms with both your employer and co-workers. Here are 12 things you should never  say at work and the alternative of what you should  say instead.Source [ Headway Capital ]

SUNY Albany Admissions Data and Acceptance Rate

SUNY Albany Admissions Data and Acceptance Rate With an acceptance rate of 54 percent in 2016, SUNY Albany is a moderately selective public university. Most students who are admitted have both grades and standardized test scores that are at least a little above average. Since Albany practices holistic admissions, the university also looks for students with meaningful extracurricular activities, volunteer experience, and strong writing skills. The school accepts both SAT and ACT scores, with the majority of students submitting scores from the SAT. To see how you measure up at SUNY Albany, you can  calculate your chances of getting in with this free tool from Cappex. Admissions Data (2016) SUNY Albany Acceptance Rate: 54  percentGPA, SAT and ACT graph for SUNY AlbanyTest Scores 25th / 75th PercentileSAT Critical Reading: 490 / 580SAT Math: 500 / 590What these SAT numbers meanAmerica East Conference SAT score comparisonSUNY SAT score comparison chartACT Composite: 22 / 26What these ACT numbers meanAmerica East Conference ACT score comparisonSUNY ACT score comparison chart SUNY Albany Description Located in the capital of New York State and founded in 1844, SUNY Albany has a rich history and strategic location. It is also one of the top research universities in the states system of higher education. The university offers over 100 majors and minors, and over 300 study abroad programs through the SUNY network. For its strengths in the liberal arts and sciences, SUNY Albany was awarded a chapter of  Phi Beta Kappa. The universitys academic programs are supported by an 18 to 1 student / faculty ratio.  In athletics, most SUNY Albany teams compete in the NCAA Division I  America East Conference. Football competes in the Division I Football Championship Subdivision Northeast Conference. Enrollment (2016) Total Enrollment: 17,373  (13,139 undergraduates)Gender Breakdown: 51 percent male / 49 percent female95 percent full-time Costs (2016-17) Tuition and Fees: $9,223  (in-state); $24,303 (out-of-state)Books: $1,200 (why so much?)Room and Board: $12,942Other Expenses: $1,745Total Cost: $25,110  (in-state); $40,190 (out-of-state) SUNY Albany Financial Aid (2015 -16) Percentage of New Students Receiving Aid: 81  percentPercentage of New Students Receiving Types of AidGrants: 64  percentLoans: 63  percentAverage Amount of AidGrants: $9,147Loans: $7,289 Academic Programs Most Popular Majors:  Accounting, Biology, Business Administration, Economics, English Language, History, Interdisciplinary Studies, Political Science, Psychology, Sociology, Speech and Rhetorical StudiesWhat major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Graduation, Retention and Transfer Rates First Year Student Retention (full-time students): 84  percentTransfer Out Rate: 27  percent4-Year Graduation Rate: 56  percent6-Year Graduation Rate: 66  percent Learn About Other SUNY Campuses: Albany | Alfred State |  Binghamton | Brockport | Buffalo | Buffalo State | Cobleskill |  Cortland | Env. Science/Forestry | Farmingdale | FIT |  Fredonia | Geneseo | Maritime | Morrisville |  New Paltz | Old Westbury | Oneonta | Oswego | Plattsburgh | Polytechnic |  Potsdam | Purchase | Stony Brook Intercollegiate Athletic Programs Mens Sports:  Football, Track and Field, Cross Country, Baseball, Basketball, Soccer, LacrosseWomens Sports:  Soccer, Tennis, Volleyball, Golf, Field Hockey, Basketball, Softball, Lacrosse SUNY Albany and the Common Application SUNY Albany uses the Common Application. These articles can help guide you: Common Application essay tips and samplesShort answer tips and samples Data Source: National Center for Educational Statistics

Biomedical engineering and IT coordination Essay

Biomedical engineering and IT coordination - Essay Example However, there was confusion on how to manage these devices. This is why Cabrai and Stankiewicz the head of NEHS clinical engineering group decided to give a new approach to the CE-IT overlap. They called for a summit that gave birth to the agreement that today acts as the model for VA hospitals across the United States. This change led to reduced support costs and brought forward a consistent level of skills and leadership in clinical engineering across all hospitals. It also led to the creation of a unified team that works efficiently with other programs in the VA. The MOU signed by IT, network directors and CE executives provided a framework for the establishment of a cooperative and productive working relationship between the two departments. Cabrai says that the review board was created because they wouldn’t include everything in the MOU. Stankiewicz on his part says that the MOU is reviewed annually during the summits in order to make the necessary changes so that it remains relevant. The operations within the medical centers have been made easier because of this agreement as it offers the guidelines on how to handle different

Lake Havasu Assignment Example | Topics and Well Written Essays - 1250 words

Lake Havasu - Assignment Example Boating and fishing form an inherent part of Lake Havasu as most people go there in order to catch bass fish, however it is said that a large number of these fish died due to the construction of the dam and their movements along the water body. Despite this, some 3.5 million people visit Lake Havasu a year for not only its floral beauty but also the fauna in the form of fish. The waters are very clear and provide for great amount of fun while fishing and scouring for basses especially with other friends and family members. Small boats may be hired by people for the purpose of carrying out the activity privately, or people may even make groups with others and venture into the waters in larger ships. The world famous London bridge has been constructed on Lake Havasu as well which proved to be one of the main tourist attractions. The bridge is beautifully constructed with a number of arches for ships and boats to sail through. During the time of our visit, a number of fishing tournament s were also underway on the waters, making the atmosphere even more exciting. Most people were quite amazed at the sight of the splendour of the lake, not imagining it to be as wondrous as it actually was. The waters at Lake Havasu are crystal blue and the weather is quite breezy and nice all year round as well. The environment is very serene and calm and had a very cooling and positive effect on everyone present there. There are a number of activities that one can take up and do in this portion of Arizona, including outdoor excursions, planning camping trips, biking or hiking, doing a jeep tour of the entire area. Most people are also attracted by hot air balloon rides over the damn and Lake which are even more overwhelming than looking at the fresh waters of the water body from afar or the from the London Bridge. A large number of water sports including scuba diving, as well as aero sports like parasailing and sky diving are some of the other main attractions that have slowly come up in order to attract more tourism to this beautiful area. Most people are not aware about the awe inspiring view of Lake Havasu and thus have not ventured out, however once there; the impact of the cleanliness and purity within the environment and atmosphere that surrounds the entire place is enough to get the better of everyone. In modern culture, Lake Havasu is quite connected to the American roots. The London Bridge on Lake Havasu was purchased by an American entrepreneur by the name of Robert Paxton McCulloch, who literally founded the city of Lake Havasu and moved the bridge there in the 20th century. Thus, in actuality, the entire city around Lake Havasu that has begun to develop over the last few decades is because of the brainchild of this very entrepreneur and his big American dream of providing a pleasing scenic view to other people around the country. In the year 2007, this area around Havasu was also one of the top hundred places to live in, if one were residing in Am erica. This is because of the kind of beauty the place possesses, and in comparison, no other region has the kind of varied climate like it does. The Lake Havasu City is almost arid with a breezy spell throughout the year, setting it apart from the dam and lake area which is full of a chill in the air around it. On travelling around the city, most people enjoyed the climate and surroundings thoroughly because it is a kind of place almost all kinds of people can enjoy. Mostly, it is filled by

Parenting skill Essay Example for Free

Parenting skill Essay 1.How can parents avoid temper tantrums? It having a plan to calm your self down every time you have for example by going to your happy place,relax,and by staying calm at all time 2.What are the A, B, Cs? -A is for the attributes you want your child to have ⠁Æ'B is for the behavior you want to go along with those attributes. ⠁Æ'C is for the consequence that will be given, positive or negative 3. Do you think using consequences and following the ABC process will help shape a child’s behavior? Why or why not? Yes, I think using consequences and following the ABC process will help shape a child’s behavior because it gives the child a set of expectations you want from them and because naturally humans are born to please they are going to try their hardest to live by those expectations you have provided them. 1.What are some of the reasons why people may not talk to babies as much today as they used to? We don’t really know the exact reason why people are not talking to their babies as much some may say it is due to the busy life style we have or that everyone is isolated within the house 2. Why do you think developing language skills is important for a child? Developing language skills as a child is important because when children are younger it is easier for them to learn and develop and they should learn to be good communicators 3.What are some of the ways that parents can encourage the development of language skills? One way parents can help encourage development of language skills is by giving them their undivided attention and contently talking to them because most of their learning is through imitation.

Babettes Feast Essay -- essays papers

Babettes Feast I believe that everything happens for a reason. Happen, and happen at certain times for a reason also. The movie, Babette’s Feast, helped confirm my beliefs. This movie started out focused on Martina and Phillipa with their father, the pastor. The movie quickly shows his silent dominance over his two daughters. He keeps them under his wings until the day he dies, and then even after that they continue to live in his shadow. Everything he preached is believed and followed by them and members of their community. The father taught them that â€Å"the only thing which we may take with us from our life on earth are those things which we have given away.† Because of their father, the two devoted their lives to carrying on his preaching and his kindness towards the other followers. So instead of marrying, they decided to devote their lives to God and to their late father. By doing this they would take away from earth exactly what they gave while on earth. Their dedication to their father and the church made them underestimate the power of love and marriage. It’s not like these women did not have chances to marry, or take different courses in their lives. Martina was extremely beautiful and caught the eye of every young man, but the sternness of her father, and her own aloofness kept them from pursuing her. A prime example would be, Lorens Loewenhielm, the officer who met her via his rich older aunt. Martina was very interested in him, but never gave him any encouragement. Phillipa was blessed with â€Å"the voice of an angel,† while singing in church she caught the eye/ear of world renowned French tenor Achille Papin. Not only does he fall in love with her, he wanted to make her into a star in France. Yet again, a suitor is rebuffed by the daughters. In both cases the daughters did not openly reject their suitors, instead they were aloof and acted uninterested. In the case of Phillipa she asked her father to inform Papin that she no longer wanted to take music lessons from him. There is no clear reason why they turned down all their suitors. Though there are many possible reasons. The girls may not have found the men attractive and suitable to settle down with, maybe they just weren’t interested in men, perhaps their true calling was God and helping others, though it could possibly be because their father had told them never to marry. He ... ...a seductive love affair that no one who tasted the food was immune to its powers. They all became part of the food. There was so much power in the food it healed rifts in the community that had been there for years. Though it may have seemed random that Babette showed up on the sisters doorstep on a stormy night, armed with a letter from Phillipa’s old beau. It really wasn’t, Babette was a necessary part of their lives. Because everything happens for a reason, Babette came to live with the sisters for a reason. During the time Babette came to Jutland the community was in shambles. After the loss of the pastor faith had begun to dwindle. Though Babette was often a silent attribute she in fact was very powerful in all their lives. She may not have verbally preached to the community, but her food had a message that connected them all. Babette came to Jutland to escape from the war in France. but her presence was much more important than just a housemaid, she also helped the sisters with their charity work. More importantly, she came there to help reunite the community. That was her role in life. To create beautiful meals, and help that poor community in rural Denmark.

Citizenship of Organization, Nation and Planet-Rights and Responsibilities Essay

It has been rightly said by someone-â€Å"The price of freedom is eternal vigilance.† Eternal vigilance for the citizen must take many forms. There are many varied definitions for Citizen, but in this context it can be said that Citizen is the person who represents the country-legally and Citizenship describes the status of belonging somewhere and it implies both rights and responsibilities (Graham, 1991). When a Citizen get the power to enforce his rights and responsibilities, then it can be said that â€Å"With Great Power Comes Great Responsibility†. A Citizen needs to take full responsibility towards Organization, Nation as well as Planet-main three forms towards which the Citizen should be eternally vigilant. Many Management literates have investigated the notion of Citizenship from three perspective-an Organizational Citizenship (where the efforts are undertaken by the employees to behave as good citizens within their organization); from a social perspective with the notion of Corporate Citizenship (where initiatives are undertaken by businesses to act responsibly in society in particular and the Nation in general) and last but not the least from the planet perspective with the notion of Environment Citizenship (where efforts should be undertaken by Individuals/entity to be responsible towards environmental protection). Organization Citizens are employees in organizations who may or may not act as good corporate citizens. Organizational citizens behave in a manner that is helpful to the organization. In this case, the Company is always the main winner while the beneficiaries of Corporate Citizenship are mainly the Organizational Stakeholders. (Clarkson, 1995; Maignan, Ferrell and Hult, 1999). In as much as Corporate Citizenship may be desirable for society as a whole, it is unlikely to be embraced by a large number of organizations unless it is associated with concrete benefits. On the basis of managerial survey, Maignan, Ferrell and Hult (1999) have extended research to the potential effects of Corporate Citizenship on employees. They show a positive relationship between proactive Corporate Citizenship and Employee’s Commitment. Organizational citizenship is a concept that all companies wish to have but very few can actually achieve. It is rooted in individual employees’ view of the c ompany and how they associate themselves with it. Some of the examples of Organizational Citizenship are as follows: Assisting coworkers: An employee can take time from their work to help another to get their job done, as they know it’s important to the company and to the other employee. We have all potentially had situations where others pitched in to get a job done that had nothing to do with their specific job, outside of wanting to help the company and a fellow worker. Working for the future: So many employees look at what they are going to get right now and do not look far into the future. Those who practice organizational citizenship believe there will be rewards down the road and do not focus on the short-term; rather, they focus on the long-term. This viewpoint also makes them long-term employees, which are desirable to any company. Being a company representative: When some employees leave for the day, the company they represent stays behind them in the office. An organizational citizen represents their company 24/7 a nd has no problem talking to others about how their company might help them. Thus, it can be said that organizational citizenship is the perspective that employees have whereby they extend their behaviors beyond the normal duties of their position. It is an extremely desirable goal for any company, and if we think about it, it shows how much a company cares about their employees. Corporate citizenship refers to an organizations responsibility to create business value by caring for the well-being of all stakeholders including the environment (Glavas & Piderit, 2009). Due to its voluntary nature, organizations engage in many different types of corporate citizenship from making philanthropic donations to establishing volunteer programs with non-profit organizations to preserving environmental resources to using core competencies to create products or services that help solve social issues. It can be said the citizenship towards the environment forms the subset of the Corporate Citizenship. In fact there have been studies which show that the Corporate Citizenship impacts the Organizational Citizenship via Employee Engagement. Research has found that engagement boosts operating income, increases employee productivity, lowers turnover risk, provides a greater ability to attract top talent and leads to higher total returns (Irvine, 2009). There is also confirmation that employees with favorable opinions of their organization’s socially responsible activities are more engaged, confident and likely to state an intention to stay with the organization (Kenexa, 2010). Accordingly, some organizations are making long-term commitments to corporate citizenship as part of their pledge to increase employee engagement. More corporations will support their communities via employee volunteer programs instead of just writing checks during tough economic times (McPherson, 2012). Corporate citizenship opportunities often begin with someone who has an idea and puts it into action. An employee may decide that too many plastic cups are discarded daily and take it upon him/herself to put a sign on the water cooler asking co-workers to bring in reusable glasses. Another employee may decide that printing single sided is an inefficient use of resources and speak with the operations department about changing the printer default setting around the office to double sided. The possibilities are unlimited. And as a Good Citizen we need to explore the possibilities-so as to make a difference. Does the following instances ring any bell: A bird-watcher walking in the woods sees chemical waste flowing through a stream, traces the source to a neighbouring factory, and alerts government agencies to the factory’s violation of its emissions discharge permit. A local citizen group in a small town near a coal mine suggests to a state mining agency practical ways, based on the citizens’ own observations of the mine in operation, of making environmental standards for mines easier to administer and enforce. A city resident notices that municipal buses are emitting noxious fumes, sues the bus company, and wins a court order requiring the company to place pollution control devices in the bus exhaust systems. These are just a few examples of the many and varied influences citizens can have on the process of environmental enforcement. In a hierarchy of rights associated with national citizenship, ordinarily the right to participate in governance (the right to vote and the right to hold office) is ranked at the top. The right to move internally within a country, the right to Protection also forms a crucial part of citizenship towards nation. In fact there is another way of understanding the rights and responsibilities towards the nation and i.e. by educating the nation. The political history of India has no dearth of examples to show how the importance of providing education has evolved over the period of time. Even the Constitution of India requires that the nature of education in the country be maintained as secular. In fact, Coal India is celebrating â€Å"Shiksha Diwas†this year. Thus, the goal should be to balance environmental, economic and societal concerns. The ‘five capitals framework’ offers a way of thinking about these concerns so that action plans can be developed (Porritt, 2006). Resources required for human progress can be divided into five forms of capital from which we gain benefits: †¢ Manufactured capital – all things made by humans, e.g. buildings, roads, machines etc †¢ Social capital – all systems by which people live and work together, e.g. families, businesses, communities, parties, voluntary groups etc †¢ Human capital – people’s knowledge skills, health, motivation etc †¢ Natural capital – this consists of natural resources (both renewable and non-renewable) and services such as the powerful natural waste processing cycles †¢ Financial capital – money and other financial assets that enable other types of capital to be owned and traded. In this model, investme nt in all five forms of capital is necessary for a sustainable society. The above instances clearly requires the paradigm shift from Consumer to Citizens, People to Policies, Government to Governance, Charity to Justice and By-Chance to Choice to be able to form a Global Platform for balancing the act of a Citizenship towards Organization, Nation and Environment.

Children learn Essay

The Guidance for the Foundation Stage Curriculum (2001) suggests that an appropriate curriculum for young children is a play-based curriculum, offering children a choice of play based activities and experiences. Siraj-Blatchford and Clarke (2000) agree that play has been well documented as a means by which young children learn.  Ã¢â‚¬Å"Play is highly valued in the Early Years for its ability to stimulate and integrate a wide range of children’s intellectual, physical, cultural, social and creative abilities.† (Siraj-Blatchford and Clarke 2000, p.76) However, unstructured play, in its’ purest sense, may cause a number of problems when providing suitable provision for children demonstrating hyperactive, impulsive or inattentive behaviour due to lack of structure and continual distraction. Kewley (1999,p.151) would agree when stating,  Ã¢â‚¬  Unstructured situations such as playtime often cause problems for children with ADHD†¦because of the over-reaction to the stimulus and their impulsive behaviour.† Ballard (1997) defines an inclusive setting as one where â€Å"differentness† is an ordinary part of human experience. Indeed, differentiation is the key to effective teaching and learning. However, problems arise when the whole structure of the curriculum is inappropriate for the needs of a particular child. Cooper (1999) would agree that it is invaluable for the practitioner to be aware of the specific circumstances in which individual children perform best in order to plan for the learning needs of these children and suggests that some aspects of an Early Years curriculum may aggravate symptoms of ADHD when stating, â€Å"Children with ADHD can become overwhelmed by the massive over stimulation they experience in a group situation and through free-play activity.† (Cooper 1999, p.144)  In addition,  Barrow (in: Merton 1998) and Toothhill and Spalding (in: Sefton 2000) also found that children with ADHD responded better in highly structured lessons than less organised ones.  Ã¢â‚¬Å"Children with ADHD are often hypersensitive to distraction. It is important, therefore, to ensure that they are seated in a place that is relatively free from distraction.† (Cooper 1999, p.146) Thus, making the task of suitable inclusive provision difficult for practitioners in Early Years settings. However, many opportunities for structured, adult-directed play do exist within the Early Years. (Siraj-Blatchford and Clarke 2000) Games such as those with rules, card games, matching games, and outdoor games with balls all provide opportunities for adult-directed play and provide the child with instructions and guidance for playing the game, rules of turn taking and developing new information. In addition a play-based curriculum offers opportunities for high levels of adult support and encouragement and a kinaesthetic based approach to learning, which is a preferred style of learning for many children with ADHD. Kewley (1999,p.146) concurs, stating, â€Å"Children with ADHD tend to be intuitive and need a practical approach to learning rather than a highly theoretical approach.†Ã‚  Research suggests however, that a high number of children with ADHD are not acknowledged as having SEN and instead their inappropriate behaviour highlighted as unsuitable candidates for mainstream settings. Hayden (1997) suggests that this attitude does not improve as the children enter formal education. Hayden researched children who had been excluded from primary school and found that children with ADHD are more likely that most to be excluded from school for behavioural reasons. This does appear at first glance to be surprising, when considering the evidence to suggest that a structured environment is more appropriate for a child with ADHD. Cooper (2005) offers an explanation for this however, and suggests that when considering the constructions of ADHD that, it is influenced by both biology and the social environment. Cooper infers that â€Å"school† plays a major part in the process of social constructions and indicates that children with ADHD are expected to conform to an unsuitable and ridged social framework and inappropriate curriculum when stating, â€Å"Pupils from an early age are expected to internalise and behave in accordance with a set of rules that derive from constraints imposed by a teacher-centred, curriculum-focused method of teaching pupils in age related groups.† (Cooper 2005,p.128)  Cooper also suggests that inappropriate teacher/child ratios may create social disorder problems that are met by a set of lineal rules, designed to regulate peer interaction and movement around school. Concluding that the majority of problems arise from an externally imposed age determined curricula as apposed to a negotiated curriculum. These findings are alarming when considering recent developments, legislation and guidance relating to children with SEN and may indicate that the behaviour aspect of children with ADHD is being used as a scapegoat strategy for settings who are not meeting the needs of these children.  When examining the issues surrounding ADHD it is clear that successful inclusion both in the Early Years and Primary school settings is problematic. On the one hand a play-based curriculum is the most suitable form of learning for the majority of young children and is endorsed in Early Years Settings, whilst on the other the symptoms that children with ADHD display suggest that such a curriculum would exasperate these symptoms. However, as previously discussed, some aspects of a play-based curriculum are preferable to the more formal approach of primary school. The PLA (2001) suggest once children have been admitted to the setting, an environment that is created should be one that encourages all children to flourish. Furthermore, Kewley (2001, p6) states the inclusion of children with ADHD is a â€Å"moral imperative†, however, Farrell and Polat (2003) argue that the inclusion of children with EBD has the potential to cause barriers to the government implementation of their policy of social inclusion. This would suggest that although differing levels of ability can be quiet easily catered for, behavioural and emotional differences are not as easily accommodated in educational settings. Visser and Stokes (2003) found that many people agreed with the inclusion of children with SEN, however when it came to children with EBD they were often denied inclusion due to their SEN. This supports the research undertaken by Hayden (mentioned previously) that children with ADHD are excluded from primary school due to behavioural reasons. The DfES (2006, p.1) suggest that children with ADHD can have an overwhelming affect in the setting when stating, â€Å"pupils with ADHD present challenges for teachers, both in effective behaviour management and in keeping them focused on the task in hand.† [online]  Teachers may feel threatened by having to deal with a child with ADHD, particularly if they have no training in the area and lack confidence, in addition to having to give instruction to a further 30 children or more. The parents of other children may feel that the attention has been drawn away from their children as more time needs to be spent dealing with disruptive outbursts and one to one tuition. All these factors effect the successful inclusion of children with ADHD. Swinson, Wolf and Meling however, disagree that these children’s needs would be addressed more effectively in special schools and conclude that there is much evidence of mainstream schools successfully including children with EBD and there was no evidence to suggest children with EBD benefit from special school. Rose (2002) found that teachers felt they could successfully include children with EBD, but only with additional classroom support. This may suggest a lack of confidence in their ability to meet the needs of children with ADHD in their care. Swinson, Wolf and Meling (2002) suggest that this view is not uncommon, they found that many teachers felt they were not sufficiently trained to meet the needs of inclusion. Another reason that teachers insist on additional classroom support may be due to the time and attention children with ADHD need. Newelle (2001) agree that children with EBD take up a lot of time and resources. All of the barriers above are not isolated to ADHD or indeed EBD they are general inclusion issues that have been successfully addressed throughout a majority of mainstream settings, particularly Early years settings. Albeit ADHD may manifest itself in differing ways and appear to centre around continuous, disruptive behaviour, for some leading to exclusion, however, all children with SEN should have their needs met and advice given by the DfES (2000) should apply to all children when stating,  Ã¢â‚¬Å"Children with special educational needs all have learning difficulties that make it harder for them to learn than most children at the same age. These children may need extra or different help from that given to children of the same age† [online] According to the National Institute of Mental Health (NIMH) [online], ADHD can have long term effects on the child’s ability to make friends and over time these children may develop emotional problems such as poor self-esteem and depression if the child’s needs are not met. McEwan (1998) identifies emotional reactivity and conduct problems, which include symptoms such as a shot fuse due to getting easily frustrated, overreacting to things that happen, defiant behaviour, verbal hostility and angry outbursts. Fletcher-Campbell (2001) looks at the problems of children with EBD and suggests that these children alienate themselves from their peers, due to their behaviour. Thus, â€Å"Some manifestations of the disorder tend to isolate children with ADHD from their peers, who will sometimes react with hostility to impulsive and hyperactive behaviour. This can result in long term difficulties in relation to other individuals and developing and sustaining relationships – and the emotional problems that follow often exacerbate the struggle to learn.† (Question Publishing 2003) [online] Effects of inattention and impulsivity causes children problems with turn taking and this suggests they often interrupt when others are talking or playing. (Cooper and O’Regan (2001) In addition McEwan (1998) argues that children with ADHD can often be selfish and self-centred, which means they are likely to find it hard to make friends and build relationships. They are often unaware of social cues and do not worry about the consequences of their behaviour.

Converse Essays

Converse Essays Converse Essay Converse Essay oduced and distributed Just as the nation was recovering from the effects of the Great Depression, with the economy somewhat stabilized following Roosevelts New Deal, and with the looming 2nd world war, Capras Mr. Smith Goes to Washington (1939) is an important document not only in terms of the state of affairs as it was at the time of its production, but also in terms of what led up to it and what was about to follow. To better understand how the film accomplishes this, one must first examine the idea of freedom and its changing meaning in the period leading up to Mr. Smith Goes to Washington. Following that, the ways in which this idea is used in Mr. Smith Goes to Washington and to what end, will be explored. Finally, the films role as an active agent in the reality that is to ensue with the outbreak of the 2nd World War, as relating to the past/present reality of the time and Capras manipulation of this reality, shall be considered. During the depression and its aftermath, the idea of freedom took several meanings as different issues were at the forefront of the American socioeconomic reality. Foner xplores depression-era ideas of freedom, concluding that the socioeconomic freedom (to work and be able to earn ones living) became of greater importance than the political freedom (as expressed in the constitution). [l] But this idea soon came to change as the conditions improved following Roosevelts New Deal. Following the labour union disputes and the more militant activism of organizations like the CIO and the Popular Front on the side of the workers, civil liberties and the freedom of speech took an increasingly central role as the decade was nearing its end[2]. The creation of the Department of Justices Civil Liberties Unit in 1939, established civil liberties as an issue with a central place in the New Deal understanding of freedom [3]. It is exactly this idea of freedom that Mr. Smith Goes to Washington builds on to convey Capras message. While Capras film conveyed the nations self image as it was at the time (perhaps more than one has any right to expect according to Bergman[4]), it also used this self image in order to make its message heard by his listeners. Qualifying Capras way of manipulating images as genius and referring to the way that he understood enough of what people wanted to help create a consciousness, and to build himself into the renders the work not only as one of a reactive nature, but also as an active protagonist. As Muscio notes, Capra was not simply a witness or narrator, but rather a key protagonist in the relationship between communications and politics[6]. As Capra explains: For two hours youve got em. Hitler cant keep em that long. You eventually reach more people than Roosevelt does on the radio[7]. freedom of speech, employing such rhetoric as: Libertys too precious a thing to be buried in books Men should hold it up in front of them every single day of their lives and say: Im free to think and to speak[8] or Fighting for something better than Just jungle law, fghting sos he can stand on his own two feet, free and But while such a fight was being fought at home by the CIO and protected by the Civil Liberties Unit, Capra points to the looming fght to keep these liberties overseas with his mention of Hitler

Chaucer's General Prologue

Chaucers General Prologue Essay Compare and contrast the presentation of three pilgrims from Chaucers General Prologue and show how their descriptions add to our understanding of his society  The Canterbury Tales is a group of tales written by Geoffrey Chaucer in about 1387. Chaucer planned to write 24 tales but died before he could complete them, so, The Canterbury Tales consist of 22 verse tales and two long prose tales. The General Prologue gives a brief but vivid description of each pilgrim journeying to Canterbury before the pilgrims actually begin telling their tales. Most literature written in the medieval period was written in either French or Latin, especially poems or Holy Scriptures, so when Chaucer wrote The Canterbury Tales in Middle English he was making a statement. Chaucer wanted to promote the vernacular language of England and so wrote The Canterbury Tales in Middle English. Three of the best portraits of the pilgrims in the General Prologue are of the Knight, the Wife of Bath and the Monk who all tell us a great deal about Chaucers society. The Knight is a verray, parfit, gentil knyght, who earns his living by fighting for his faith and his king. He has high status in the feudal system and Ful worthy was he in his lordes werre. He is as meeke as a mayde, and he is also worthy and humble.  The way in which Chaucer writes The Knight and the language he uses reinforces the point that the Knight is virtuous. The alliteration in he were worthy, he was wys draws attention to the praise that Chaucer is giving him. Also triple negatives are used to reinforce the point that he has no vices; he nevere yet no vileynye ne sayde. The Knight is humble and not materialistic where the text reads;  His hors were goode, but he was nat gay  Of fustian he wered a gypon  Al bismotered with his habergeon  There is also an ironic simile in the verse about the Knight where the text says, as meeke as a mayde this describes him as calm and gentle whereas we expect a Knight to be violent and proud of himself. Finally, the rhyming couplets at the end of each line draw even more attention to his good qualities for example  . prys  . wys  He does not care what people think of him, he uses his horse for its function, and he does not decorate it elaborately but just uses it for fighting. The clothes that he wears also tell the reader that he is not materialistic because he, wered a gypon/Al bismotered with his habergeon. The Wife of Bath lives biside Bathe and likes to weave, she has been married five times and gives advice to people in love. Thries hadde she been at Jerusalem, which suggests that she is a holy woman who has been on a lot of pilgrimages. However she only wants to be seen as religious and holy person. Chaucer only pretends to give evidence of her devotion whereas he is really saying that she is not concerned about religion, but that she is more concerned with her reputation and how she looks to other people; Nobody to the offrynge before hire sholde goon. Although she had been on a number of pilgrimages, especially to Jerusalem, Chaucer writes that she is often found wandrynge by the weye on them, passing many a strange strem. The alliteration here draws our attention to these details. Chaucers ambiguity towards some pilgrims motives for being on the pilgrimage is shown in this verse as he could be implying that the Wife of Bath strayed from the religious purpose of the trip.  Chaucer uses euphemisms to hint at the Wife of Baths promiscuity; gat-tothed, reed stockings, five husbands and oother compaigne in her youth are all quotes to support this point. The five husbands could suggest that the Wife of Bath was an early feminist because she uses men to her own advantage and in her tale she claims womens superiority over men. READ: First Confession Analysis EssayChaucer gently mocks the gregarious Wife of Bath by telling the reader in an exaggerated manner that on Sunday at Church the wimple that she wore weyeden ten pound, this also hints at her materialistic and vain nature, which is completely opposite to the Knight. The Wife of Bath had clothes such as;  hosen of fyn scarlet reed  Ful streite yteyd and shoes ful moyste and new  That show that she is vain and materialistic because she has bought new shoes for a pilgrimage and red stockings which would be very expensive because to dye clothes bright colours was very expensive in those days.  The Knight, however, Of fustian he wered a gypon/Al bismotered with his habergeon which is completely the opposite. The Monk is a lord ful fat and in good poynt; he is indulgent; the fact that The Monk likes to eat swan also suggests that he is indulgent, not what a monk should be. The sleves purfiled at the hond /with grys, and that the fyneste of a lond. This suggests that he is extravagant and doesnt really care about religious vows. The simile that says the Monks head shoon as any glas, could also suggest that he is vain. Like The Pardoner, The Monk is not a true clergyman; The Pardoner sells fake relics such as white sheets and says they are the Virgin Marys veil and The Monk goes on pilgrimages to get out of the monastery. The Knight has many pastimes, but most are associated with war, such as training the Squire, his son, taking part in jousts, defending the faith, travelling abroad to battles. This suggests that in Chaucers society there were many wars and that in the feudal system; knights were expected to fight to defend their faith and country.  The Wife of Bath, however, enjoys weaving which would be expected because Bath was famous for fine cloths. Of remedies of love she knew per chaunce, this means she helps people with love, which is ironic considering that she Housbondes at chirche dore she hadde fyve. She went on a lot of pilgrimages like the Knight, but she koude muchel of wandrynge by the weye, which could mean that she diverted from the religious purpose of the trip. Apart from this, though she has a lot of leisure time to enjoy her other pastimes. But unlike the Knight, the Wife of Bath enjoys things that will fulfil her needs and wants, whereas the Knights interests and pastimes dire ctly benefit other people such as the Squire, his country or his King The Monk enjoys hunting, which could imply that he doesnt care about Gods creatures as a Monk should. The Monk and The Pardoner are both corrupt, which reinforces the popular view that the Church at the time was rich and corrupt; The Parson is the only good clergyman on the pilgrimage. The Friar knew a lot of the taverns in the country which suggests he has a lot of time for social time which a monk should not have.  Christians go to Canterbury to worship the shrine of St Thomas Beckett who was murdered at Canterbury. In the General Prologue, the characters met up at the Tabard Inn and decided to tell their stories. The supposed reason these pilgrims are going to Canterbury is to seek St. Thomas, holy martyr blessed, but some have other ulterior motives for going there. The Knight, I think, is on the pilgrimage to give thanks to God and St. Thomas Beckett for bringing him back alive and well from battle. The Wife of Bath likes to show off about being holy since nobody to the offrynge before hire sholde goon. She could be going to Canterbury for a holiday, to travel more, to find another husband, to show off how rich she is; compared with The Knight she is on the pilgrimage for materialistic reasons whereas the Knight, like the Parson, is on the pilgrimage for authentic religious reasons. The Monk could be on the pilgrimage to socialise or it could be a reason to get out of the cloistered of the monastery; neither of which are holy reasons. READ: Play It Again Rita EssayIn conclusion I believe that the Knight is the only person, along with the Parson, who is on the pilgrimage for the right reasons. The Knight is on the pilgrimage to give thanks to God and he dedicates his time to those who are in need. On the other hand The Monk is on the pilgrimage for one of two reasons, either to socialise with other people or just to get out of the monastery. This reflects the view at the time that the Church was corrupt and rich. The Wife of Bath is on the pilgrimage for vain and materialistic reasons the most likely reasons are either to show off her wealth or to find another husband. This reflects the position of women because could not go out and live on their own they needed the support of a husband or a father.

Explaining religious terrorism Research Paper Example | Topics and Well Written Essays - 3750 words

Explaining religious terrorism - Research Paper Example The number of terrorist organizations and individuals involved and those willing to be involved in it have been on the rise. Various studies and observations have shown that terrorism is highly linked to religion. This explains why religious terrorism is considered to be the leading aspect of terrorism (Burke 40). Particularly, Islam has been associated with terrorism to a greater extent compared to other religions. This can be attributed to the argument that many of terrorism groups are comprised of people who subscribe to the Islamic religion, as well as led by leaders who subscribe to Islamic doctrine. There is a perception which was inspired by terrorist leaders such as Osama bin Laden that the entire Muslim world is international terrorism victim (Combs 65). In the modern world, terrorism in the name of religion has become the political violence’s predominant model (Perry and Howard 18). While this is the case, it should be noted that there are other models for political violence including ideology and nationalism which remain as potent catalysts for political violence and extremist behaviors. Nonetheless, religious extremism is predominantly the main issue for the global community in respect to terrorism and political violence (Martin 130). It has increased in frequency, global reach, and scale of violence in the modern era. This situation is simultaneous with the decline in secular terrorism. The vigorous and new infusion of religious extremism and sectarian ideologies has challenged the old ideologies of anti-colonial liberation, secular nationalism, and class conflict that were the basis for political violence. Extremist support in the grassroots level for religious support has been the most widespread particularly among popu lations living in repressive societies that do not allow expression of dissent or demand for reforms (Stern 94). Religious terrorism can be defined as a form of