Violence in Schools Essay - 1527 Words

As teachers, parents, and students prepare and begin this new school year, hopefully fears of school violence such as the bullying, slapping, punching, weapon use, and rape will not be their major concern. To top it all, what is School Violence? As defined in the Oxford Dictionary, School Violence is a subset of students or teachers violence, physical force exerted for the purpose of violating, damaging, or abusing, the act or an instance of violent action or behavior at school, abuse or injury to meaning, content, or intent, vehemence of feeling or expression. What is sad is that school violence needs to be a concern at all. The fact is; violence of one sort or another is part of many schools today. Fortunately, this usually†¦show more content†¦To start with, seeing in most schools today, there are many students that have difficulties with their aptitude to learn and to study because it is affected by the violence occurring at school. Students lose their interest in studyi ng due to the physical and emotional abusing that both teachers and students use at school, making it more complicated for them to attend classes or even trying to understand the courses that they are involved with in their studies. Looking at most schools here in Tonga, some of the students that has less capabilities in studying and doing school works; some of the teachers pick on them, thus that is emotional abusing. It makes those students feel more insecure about themselves drawing to the point making it harder for them trying to learn. Seeing that the reason for them to come to school is to learn but turns out that the teachers are the first ones that point out their disabilities therefore allowing most of the other students to do the same. Not only that we take this emotional abusing as violence, but also the physical abusing at schools, for some teachers that abuse their students does not only affect the students being abused but can also affect other students in the school. Students lose interest in attending the class of those teachers are in, leaving them struggling throughout theShow MoreRelatedSchool Violence And Schools Violence2781 Words   |  12 PagesSchool violence has become a topic that many people are engaged in a debate about. It is difficult to make a definitive definition of school violence, because there are so very many components to it. For one thing, we can be sure that school violence and bullying is something that only takes place amongst peers; this type of violence typically does not involve adults, and happens as a result of interactions from school or within the peer group. This part of the definition seems obvious. However,Read MoreSchool Violence2444 Words   |  10 PagesSchool Violence Victoria Griffin Fayetteville State University The Importance to Be Aware Of School Violence in Education Today By Victoria Griffin December 1, 2014 Abstract: The importance of knowing about school violence, the cause of school violence, forms of school violence and they ways teacher can prevent school violence was observed. A recent act of school violence is announced and the content of why it is important for teachers to be aware of school violence. School violenceRead MoreSchool Violence2187 Words   |  9 PagesSchool Violence Violence in schools has spread widely throughout the nation. School violence is a big problem we are facing now. This has caused many problems among students, families’ faculty of schools and residents of the community. School violence includes gang activity, locker thefts, bullying and intimidation, gun use, assault, and drugs. In my paper I will discuss the reasons why violence in schools exists, describeRead MoreSchool Violence Essay1154 Words   |  5 PagesPreventing school violence has been an issue in our society for so long it has almost become commonplace. According to an article on www.infoplease.com, since the year 2000, there have been a recorded 64 shooting related incidents that involved publicly occupied areas. That is an occurrence of almost five per year. Of those 64, 94% of these incidents were school related shootings. The violence goes from elementary schools all the way up to college universities. The statistics are not pretty by anyRead MoreEssay o n Violence in Schools1490 Words   |  6 PagesViolence in schools is a problem that Americans have had to face at an ever increasing rate. Instead of fistfights, the issues are fatal, like school shootings. Violence is nationally defined as a physical force used to injure, damage or destroy (Guralnik, D., 1997, P.1490). In the past decade, students are using more than physical force. They are using deadly weapons to injure or kill their peers and authority figures, and to destroy school property. Safety is considered to be the freedom fromRead MoreThe Violence Of Public Schools871 Words   |  4 PagesIn recent times, several mass shootings have occurred in several places. Sadly, public schools in America have been venues for these mass shootings. How do we reduce these shootings? How do we ensure that the lives of our kids are safe? These are the questions parents all over America are asking. A lot of suggestions have been made to the government concerning the issue of mas s shootings. Some say government have to ban the purchase of guns, others say there should be background checks, while othersRead MorePreventing School Violence608 Words   |  2 Pagesor experienced some form of school violence is growing at an alarming rate. School violence has been increasing rapidly but there are ways to prevent it. School violence is defined as anything that jeopardizes a schools educational mission. This includes bullying, fights, assault, harassment, and even shootings. Over the years, there has been an increase in cases. But, there are ways to slow the increase of school violence. School violence is posing harm to schools across the United States. PreventionRead MoreShould School Violence Be Banned?901 Words   |  4 PagesPrabhdip Kang Mr. Shurrie Did you guys hear? About that shooting at the school? Most of you guys, thought about something different. This just goes to show you how many different shootings have happened recently. I’m not sure where to begin, but according to The Star Newspaper, there were more than 1,100 incidents of school violence in just 4 years, that’s a lot. If you were to google â€Å"school shooting† right now, you would find numerous incidents that happened just this week that happened in CanadaRead More Violence in Our Schools Essay1257 Words   |  6 Pages Violence in our Schools Children today are growing up in an increasingly violent atmosphere, both in society in general and in their schools. While there is no easy answer as to how to end this violence once and for all, we can look at some of the causes and take steps to contain that which we can. The main contributing factor in all recent school shootings has been the shooters’ feelings that they were bullied by and alienated from the rest of the children and were made to feel that they wereRead MoreThe Fight Against School Violence Essay1901 Words   |  8 Pagesthat at least ten percent of the schools in the entire United States of America are faced with problems associated with violence and in these schools there is at least one serious case of crime other than thefts and physical attacks†(School Violence...). The article, School Violence-a Survey, on the School Violence, Weapons, Crime, and Bullying website clearly states a rising problem within the US. It seems as if the news has a co nstant flow of new school violence cases, and there is no indication

The Great American Literature Free Essays

Both, Samuel Clemens, widely known as Mark Twain, and F. Scott Fitzgerald, the premier writer of the twentieth century’s Roaring Twenties, focus their writing on American society. They both masterfully handle their novel The Adventures of Huckleberry Finn and The Great Gatsby, exploring the major societal issues, such as the stratification of classes, concept of American identity to contemporary ethics. We will write a custom essay sample on The Great American Literature or any similar topic only for you Order Now The Adventures of Huckleberry Finn is frequently referred to as a social commentary–Clemens’s sardonic view of society guised as an innocent adventure novel. Through careful observation Twain gained insight into the heart of humanity and then regurgitated this knowledge into a wry attack on the immorality he saw in society. That society was intrinsically wrong, Twain had little doubt. Atrocities were committed every day, and not just by the ‘white trash’ of the South. The well-to-do Grangerfords and Shepherdsons, the ‘respectable’ Sherburn, and the powerful middle class all have sullied pasts. Huckleberry Finn also focuses on the indifferent attitude the citizens have toward their crooked deeds, not just the deeds themselves. â€Å"You didn’t want to come. The average man don’t like trouble and danger. You don’t like trouble and danger. But if only half a man†¦ shouts ‘Lynch him, lynch him! ‘ you’re afraid to back down–afraid you’ll be found out to be what you are–cowards–and so you raise a yell†¦ and come raging up here. † (Clemens 118) This speech can be applied to more than that particular instance; however, Clemens uses it to expose the protection society provides through sheer numbers. When everyone else is doing it, even if everyone else is wrong, the easier route is to follow along. The majority rules, and the actions of the many set the precedent, amending ethics and demanding conformity. The deliberate callousness of the hard-hearted invades the novel through other characters as well, namely the Duke and the Dauphin. Ironically, the American families described see nothing wrong in the killings (even ‘amen-ing’ a sermon on brotherly love), indicative of the moral break-down in society. As Clemens conjectures in the Adventures of Huckleberry Finn, unscrupulous scruples have become normalized by a culture swiftly headed down the river. Fitzgerald’s characters display similar corruptness in The Great Gatsby. Each character symbolizes a different cultural category, from the lower orders to the nouveau riche to the old-moneyed class. Fitzgerald exposes the faults inherent in each group, and forces readers to become aware of their own imperfections. Just as the characters in Huck Finn drift through Huck’s life as he drifts along the river, so the characters in The Great Gatsby drift aimlessly through life, their restless hearts never satisfied or content. Due to the characters apparent disconnectedness from American society, they feel no remorse for immoral actions. In a culture so ethically depraved, right and wrong drown in a sea of relativity (Clarke, 2004, p. 135). The upper class’s bored indifference towards life is exemplified in Daisy’s comment, â€Å"You see I think everything’s terrible anyhow†¦ And I know. I’ve been everywhere and seen everything and done everything† (Fitzgerald 22). Fitzgerald takes the Buchanans and applies them to the whole Upper Class, the stratified social club that writes society’s rules and then duplicitously violates them behind closed doors. The Great Gatsby alludes to the fact that money corrupts, questioning â€Å"whether dramatic inequalities in wealth [constitutes] a moral issue† (McAdams, 2005, p. 116). The Buchanan’s treacherous affairs and subsequent lack of repentance parallel the Grangerford’s and Shepherdson’s shameless feud. The characters not only commit atrocious acts but see nothing wrong with their actions. In a society that demands conformity and shrouds iniquitous deeds in piety, authors such as Twain and Fitzgerald penetrate America’s fabricated lie and wave the banner of morality and individualism. Undoubtedly, both Mark Twain’s The Adventures of Huckleberry Finn and Scott Fitzgerald’s The Great Gatsby could be called the great American novels, both are very symbolic. Nevertheless, I believe that The Great Gatsby is the novel that not only describes but also teaches a lot. In particular, I believe that the American Dream is simply that; a dream and F. Scott Fitzgerald is the best in proving it. Through the tragedy of Gatsby, Fitzgerald shows us what happens when fantasy and reality are brought together. Despite seemingly having everything, Gatsby has nothing. His material wealth cannot compensate for what he lacks emotionally. Like Jay Gatsby, the American Dream will always fail when it is shattered by reality. References Clarke, Richard A. (2004). Against All Enemies: Inside America’s War on Terror. Free Press. Fitzgerald, F. Scott. (1993). The Great Gatsby, Wordsworth Editions Limited, McAdams, Dan P. (2005). The Redemptive Self : Stories Americans Live By. Oxford University Press, USA. Twain, Mark. (2001). Adventures of Huckleberry Finn. University of California Press. How to cite The Great American Literature, Papers

Franz Kafka affects them on a psychological level Essay Example For Students

Franz Kafka affects them on a psychological level Essay In the Albert Camuss The Stranger and Franz Kafkas The Metamorphosis, the protagonists Meursault and Gregor Samsa feature contrasting personalities that can yet somehow be linked to one another. Over the course of the novels, both Meursault and Gregor face physical confinement and the outcome of this confinement on their personalities is sometimes similar yet sometimes extremely different. These effects on their psyche, to a large extent, are the reasons behind the endings of both books. An exploration of these psychological effects shall bring out important aspects of the characterisation of Meursault and Gregor and of the overall plots and philosophies behind the novels and prove that the key to escaping the confinement for both of them was acceptance of the futility of life and the inevitability of death. Accepting these facts would be considered foolish in the real world and the fact these two people accept these facts and the manner in which the people around them react displays, as the writers intended, how unprepared man is to face anything that upsets the balance and order he creates for himself. Social isolation is a key theme in both of these books. Meursault is, on a psychological level, isolated and detached from society which is made evident from the first line of the book by his lack of emotion when discussing his mothers death. Although we are not initially informed of Gregors life before his metamorphosis and subsequent confinement, we slowly uncover details that reveal that he fits into the system and works hard as an average salesman only to support his family and make his sister happy while he is, on a social level, isolated from the world outside his household. Meursault is usually an outsider to most deep emotions such as true happiness, love or sorrow. He is driven by desires for physical pleasures such as sex, smoking, lying in the sun and drinking coffee. It can be said that before his incarceration, Meursault simply unthinkingly drifted from moment to moment, lacking the motivation or ability to examine his life as a narrative with a past, present, and future. Gregor, before his metamorphosis, took into consideration the debts of his family and so gave up the same physical stimulants that fuel Meursaults life and drove on with his irritating work which involved constant travelling and irregular meals. It was said that his family was happy as long as he brought in money to pay off their debts and that he saved up his money to send his sister to the conservatory. However, it is also said that his family were upset that he never went out of the house except to go to work. All of this shows that before their physical confinements Gregor and Meursault were contrasting in the manner in which they faced life, Gregor had people depending on him and worked to protect them while Meursault sent his mother, who depended on him, off to a home for the elderly. Gregor gave up the physical pleasures in life while Meursault actively resisted any course of action he could take that would deny him any of these pleasures. Another notable contrast is how Meursault is isolated from society because it seems that he simply doesnt know how to engage people in conversation or relationships, this can be seen when he is unsure what to do when asking his boss for a holiday in order to attend his mothers funeral, and starts to say its not my fault. It can also be seen in his relationship with Marie when she asks if he loves her and he states that he told her I didnt think it meant anything but I probably didnt. On the other hand, Gregors isolation from society is caused by his work as a travelling salesman and constant need to please his family which leaves him with little time to satisfy his own desires. .uf55ed76a54cec8f79ca7557801010c2b , .uf55ed76a54cec8f79ca7557801010c2b .postImageUrl , .uf55ed76a54cec8f79ca7557801010c2b .centered-text-area { min-height: 80px; position: relative; } .uf55ed76a54cec8f79ca7557801010c2b , .uf55ed76a54cec8f79ca7557801010c2b:hover , .uf55ed76a54cec8f79ca7557801010c2b:visited , .uf55ed76a54cec8f79ca7557801010c2b:active { border:0!important; } .uf55ed76a54cec8f79ca7557801010c2b .clearfix:after { content: ""; display: table; clear: both; } .uf55ed76a54cec8f79ca7557801010c2b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf55ed76a54cec8f79ca7557801010c2b:active , .uf55ed76a54cec8f79ca7557801010c2b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf55ed76a54cec8f79ca7557801010c2b .centered-text-area { width: 100%; position: relative ; } .uf55ed76a54cec8f79ca7557801010c2b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf55ed76a54cec8f79ca7557801010c2b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf55ed76a54cec8f79ca7557801010c2b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf55ed76a54cec8f79ca7557801010c2b:hover .ctaButton { background-color: #34495E!important; } .uf55ed76a54cec8f79ca7557801010c2b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf55ed76a54cec8f79ca7557801010c2b .uf55ed76a54cec8f79ca7557801010c2b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf55ed76a54cec8f79ca7557801010c2b:after { content: ""; display: block; clear: both; } READ: Sex Education EssayIt strikes the reader that although Gregor worked hard to fit into society and cared deeply for other people, he did not have a say in the events that led to this confinement while Meursault who did not feel true emotions for anyone, not even his mother, and did not bother to try and fit into society, had the option of not having to endure physical confinement (by not killing the Arab) or escaping his physical confinement (by showing that he repented his crime and convincing the jury he did not deserve to be imprisoned or killed), yet still accepted his fate and gave in to the inevitability of his confinement and eventual death. While Gregor simply awoke one morning to find that the event that would lead to his physical confinement had occurred (his metamorphosis into the insect), Meursault took a conscious decision to trigger the event that led to his physical confinement (killing the Arab). Although Gregors metamorphosis was the event that led to his physical confinement, it can be said that the moment that marked the beginning of this confinement was when his father, seeing that Gregor had scared away the manager and was starting the scare his mother, drove him back into his room with aid of a cane and a newspaper, ignored the fact that Gregor injured himself, and locked the door. Meursaults physical confinement began from the moment he was locked up in jail, but he only started to notice it after a few days when he realized he could no longer go to the beach, spend time with Marie or smoke, and therefore he could no longer engage in satisfying the physical desires that usually took up every minute of his time. It can be said that in the both books the psychological effects hit the protagonists in three waves. In The Stranger, these waves are marked by Meursaults first night in jail and his encounter with his lawyer and the magistrate, the nights after the court hearing and the encounter with the priest before the execution. In The Metamorphosis, three events can be used as dividers between these waves. These events are when Gregors father drives him into his room with a cane and newspaper, the incident when the apple gets lodged in Gregors back, and the time when he scares the boarders and his sister locks him in the room and says finally. The immediate psychological effects of physical confinement (the first wave) on Gregor and Meursault are that Gregor starts to learn how to use his new physical features and begins the slow process of detachment from humanity the latter of which can be seen where he is able to observe his family as an outsider, what a quiet life the family has been leading and where he finds that he is now repulsed by milk, which used to be his favourite drink. Another notable change is that in order to emphasize the fact that Gregor is becoming more insect-like, Kafka changes the words he uses to describe Gregors movements. In the beginning of the first chapter , it said that Gregor lugged and threw himself around which sound much more human than insect-like when compared to the words crawling and scuttled which are used to describe his movements in chapter 2. The immediate effects on Meursault however are that he is deprived of all his usual physical pleasures and he initially longs for them but then calms down and accepts that he can no longer satisfy those needs. He does not notice much until the first night or two until he starts to realize that he is being deprived of the physical stimulants he lives upon when thinking about how his cigarettes were taken away and even though Marie came to visit him, he was separated from her by the bars and the gap between the prisoners room and visitors room and therefore could not touch her despite his urge to be near her and squeeze her shoulders which is another example of how an emotional connection with her was not enough for him and he instead wanted a physical connection instead. .u3c6e7753d67a9843ab92222ba8faf56b , .u3c6e7753d67a9843ab92222ba8faf56b .postImageUrl , .u3c6e7753d67a9843ab92222ba8faf56b .centered-text-area { min-height: 80px; position: relative; } .u3c6e7753d67a9843ab92222ba8faf56b , .u3c6e7753d67a9843ab92222ba8faf56b:hover , .u3c6e7753d67a9843ab92222ba8faf56b:visited , .u3c6e7753d67a9843ab92222ba8faf56b:active { border:0!important; } .u3c6e7753d67a9843ab92222ba8faf56b .clearfix:after { content: ""; display: table; clear: both; } .u3c6e7753d67a9843ab92222ba8faf56b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3c6e7753d67a9843ab92222ba8faf56b:active , .u3c6e7753d67a9843ab92222ba8faf56b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3c6e7753d67a9843ab92222ba8faf56b .centered-text-area { width: 100%; position: relative ; } .u3c6e7753d67a9843ab92222ba8faf56b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3c6e7753d67a9843ab92222ba8faf56b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3c6e7753d67a9843ab92222ba8faf56b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3c6e7753d67a9843ab92222ba8faf56b:hover .ctaButton { background-color: #34495E!important; } .u3c6e7753d67a9843ab92222ba8faf56b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3c6e7753d67a9843ab92222ba8faf56b .u3c6e7753d67a9843ab92222ba8faf56b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3c6e7753d67a9843ab92222ba8faf56b:after { content: ""; display: block; clear: both; } READ: Volunteerism1 EssayHe then also starts to long to go to the beach and swim in the sea. His desire for sex is also brought out when he says he needs a woman and starts to think about women. The fact that he actually states that he thought about women but not Marie in particular shows that she meant nothing to him on an emotional level but was simply a way for him to satisfy his physical need for sex.

Use of performance enhancing drugs

Thesis In this paper, I am going to discuss performance enhancing drugs and its ethical implications to the spirit of sportsmanship.Advertising We will write a custom essay sample on Use of performance enhancing drugs specifically for you for only $16.05 $11/page Learn More Introduction Performance enhancing drugs are chemical substances used by sportsmen to boost their performance in the field. For many years, theseclasses of drugs have always been related to anabolic steroids but the global anti doping agency has a broad classification of these drugs which include mass builders, stimulants, painkillers, sedatives and diuretics. Body Purpose of sport In my view, the use of performance enhancing drugs is equivalent to cheating and does not add value to the spirit of fair competition in sport. The essence of participating in a sport is to maintain originality. People participate in sports to appreciate their human nature, soul and mental capabilities. In order to achieve these, sport has to contain the following features to attain these desired values: high degree of fairness should be characterized with fun and happiness, cooperation and hard work. To this effect, the use of performance enhancing drugs violates these values and enables the users to have unfair advantage over their colleagues. When athletes compete, their ultimate goal is to get a win after having a genuine and well fought struggle. It is the spirit of human nature to get a genuine win which shows that using performance enhancing drugs renders it irrelevant because using these drugs is equivalent to cheating and is therefore, contrary to the intention of sport. The intention of sport is to compete fairly using your human ability to achieve excellence. Approaches against enhancement drugs Performance enhancing drugs also referred to as a doping, is considered unethical. As it has been discussed earlier, it goes against the spirit of sporting and is dangerous to the positive impact of sport in the community. Getting rid of this practice calls for participation of all ethical practitioners in sport and advocating for the spirit of fairness in sports. There is need for consistent rules that prohibit participants found engaging in use of these drugs. When dispensing educative information to sportsmen, emphasis should be placed on promoting the spirit of sport which could be brought down by drug enhancers(Fletcher, 98).Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More The spirit of sport is not only limited in major competitions like Olympics and commonwealth games but with every movement of a single athlete that chases a football, runs or rides a bicycle. One of the pleasant things that come with sport is the ability to use peoples’ natural talents through practice and training to attain admirable results. For me to climb a nearby mountain in my neig hborhood, I can do it very fast when I use EPO, one of the drug enhancers. The other means that I can use to reach the peak even faster is by using a motorbike. On the contrary, the question is whether satisfaction is attained. Use of these alternatives does not reflect human nature. Therefore, with regard to sport, consideration should be given to human brilliance, talent and hard work and not artificial means that undermine human nature. Conclusion According to me, I consider athletes who use drug enhancers as cheaters and should not be given an opportunity to compete with the natural athletes who have worked hard to attain their fitness. As argued in the text, doping contradicts the spirit of sport, denies human satisfaction and discourages genuine athletes from exposing their talent. Some of the drugs used also have devastating side effects and should be eliminated. Work Cited Fletcher, Bennett. Drug Abuse Treatment: The Implementation of Innovative Approaches, California: Green wood Press, 1994. This essay on Use of performance enhancing drugs was written and submitted by user Deven Gilmore to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

democracy-ethnic conflict essays

democracy-ethnic conflict essays Does Democracy encourage ethnic conflict? Examples from Sri Lanka and Canada: This essay explores the connections between democracy and ethnic conflict in two cases of recent history Sri Lanka and Canada. The experience of both countries with varied degree of conflicts shows that democratic institutions are not sufficient to prevent conflict and in sharply divided societies may even foment it. The case of Sri Lanka suggests that redesigning democratic institutions in order to reduce conflict may actually accentuate it. Looking at the Canada from the consociational perspective helps us to understand how the democracy in Canada works successfully, why it works in a particularly elitist way, and which problems Canadian political institutions have in managing ethnic conflict. Sri Lanka has seen intractable and brutal civil war between the majority Sinhalese and the minority Tamils. Post-independence shifts in the political leadership of the Sinhalese elite from a secular, liberal attitude towards a more chauvinistic, nationalistic one led to changes favoring the Sinhalese in linguistic, economic, and political spheres. The consequent alienation of the Tamils grew, until in 1976, the main political representative of the Tamil population began advocating a separate state in the Northern and Eastern Provinces. Rising militancy of the Tamil movement, Sinhalese insecurities, and unsatisfactory progress in devolution discussions have contributed to the more or less sustained violence between the two communities during the past 16 years. Therefore, Sri Lanka has had democratic institutions, yet still has longstanding conflict. As Robert Rotberg, in his book Creating peace in Sri Lanka, argues the idea of sharing political power, particularly among the ethnic grou...

Understanding and Using the Simple Present Tense

Understanding and Using the Simple Present Tense The present simple tense is typically one of the first verb tenses that new English students learn. It is used to describe action that takes place on a regular basis. The present simple also can be used to express feelings, facts, opinion, and time-based events. Dont confuse the present simple tense with the present continuous tense, which is used to describe something that is currently taking place. For example: Present simple tense: I catch the bus at 8:50 a.m. to go to work. Present continuous tense: I am riding the bus to work. Want to know more about verb tenses? Check out this illustrated verb  timeline, then use these learning strategies to improve your English skills. Practicing the Present Simple Tense One good way to improve your English speaking skills is to use role-playing exercises. With a classmate or a friend, try using the following dialogue to practice the present simple tense. Mark: Hello, Can I ask you some questions for an interview? Jennifer: Yes, I can answer some questions. Mark: Thank you for taking the time. Now, first question: What do you do? Jennifer: I work in a library. Im a librarian. Mark: Are you married? Jennifer: Yes, I am. Mark: What does your husband do? Jennifer: He works as a policeman. Mark: Do you usually have dinner together? Jennifer: Yes, we do. Mark: How often does your husband exercise? Jennifer: He sometimes exercises four times a week. But, he usually exercises only twice a week. Mark: Where do you like to go on holiday? Jennifer: We rarely go on holiday. However, we like to go to the mountains if we can. Mark: What type of books do you read? Jennifer: I often read horror stories. Mark: Thank you very much for answering my questions. Jennifer: Youre welcome! When To Use Notice from the above dialogue and following chart that the present simple is often used to describe what we do every day. We use verbs of frequency (always, sometimes, usually, etc.) which indicate a habit. Other instances that call for the present simple tense include: Permanent or long-lasting situations Where do you work? The store opens at 9 a.m. She lives in New York. Regular habits and daily routines I usually get up at 7 a.m. She doesnt often go to the cinema. When do they usually have lunch? Facts The earth revolves around the sun. What does strange mean? Water doesnt boil at 20 degrees. Feelings I love walking around late at night during the summer. She hates flying! I dont want to live in Texas. Opinions and states of mind He doesnt agree with you. I think he is a wonderful student. What do you consider your best accomplishment? Timetables and schedules The plane leaves at 4 p.m. When do courses begin this semester? The train doesnt arrive until 10.35 a.m. Verb Conjugation The present simple tense can be expressed in three ways: positive, negative, or as a question. Conjugating the positive form is easy for the first- and second-person references such as I or you. Just use the root form of the verb. For third-person references, add an s to the verb. For example: I eat lunch at noon. You play tennis at noon. He walks to school every day. She watches TV in the evening. It sleeps under the couch. We study English at school They eat lunch at noon. The negative form uses the  helping verb  do for first- and second-person references and does for the third-person. You can also express the negative form as a contraction. For example: I do not leave work early on Mondays. You don’t like to watch TV. He does not understand the question. She doesn’t ride a bike. We do not have any money. They dont leave at noon. If the present simple tense is expressed in the form of a question, use do or does, followed by the subject, and the  verb in questions. For example: Do I work in this company? Do you get up early? Do we often drive to work? Do they understand French? Does he like to watch TV? Does she believe in ghosts? Does it leave at noon?

Management Science Essay Example | Topics and Well Written Essays - 1500 words

Management Science - Essay Example It could be used to test various possibilities without any major risks regarding the inventory levels, leftovers, lost or theft, etc. As mentioned earlier, the main advantage of models is that they allow tremendous flexibility in terms of making changes, experimentation, etc. Various models exist such as budgeting models, debt analysis models, etc. Although there is a lot of comfort that comes with the usage of business models; however, most people who form those models do not follow a particular framework of model development. The basic problem arises when people start working at the top left hand corner and start moving and copying cells and introducing variables in a haphazard manner. It is also a wrong approach to develop formulae when you need them. We might end up developing a model, the quality of the model development process and the developed model suffers (Spreadsheet model for managers, 2010). All business related curriculums teach their students about spreadsheet model and how to model problems faced by businesses, however, very few focus on teaching a particular framework that can be utilized for building a proper high quality model. There are several problems that one may encounter while modeling business models in spreadsheets. The few very common problems are: One major problem that one might encounter while modeling on spreadsheets is that they do not have a proper structure for designing or laying out the model. We can quickly jump on model formulation, however, we would realize while developing the model that we need to bring in a proper structure or some sort of rules as the model stretches to more than one sheet. Models spread on more than one sheet could get pretty complex, and difficult to extend or edit if in case the requirements or the basis change. Another problem with spreadsheet modeling is that there could be several mistakes while copying formulae. The formulae

Case Study For Health and Addictive Behaviour Psychology Essay

Case Study For Health and Addictive Behaviour Psychology - Essay Example It is estimated that about 2.6million people suffer from this condition in the UK (Diabetes UK, 2010). There are basically 2 types of diabetes mellitus and they are type-1 and type-2. In type-1 DM, the onset is in young age like childhood, adolescence or even early adulthood. It occurs due to absolute deficiency of insulin as a result of destruction of the beta-cells in the pancreas. On the other hand, type-2 DM occurs mainly in adults, especially in older people and is mainly predisposed by several factors including sedentary lifestyle and obesity. Type-2 accounts for more than 85 percent cases of diabetes (Diabetes UK, 2010). Hereditary factors play an important role in this type of diabetes, either due to genetic predisposition or due to similar behavioral patterns in the families like sedentary lifestyle and eating habits. DM-2 occurs due to a combination of decreased secretion of beta cells in the pancreas and increased peripheral resistance to insulin at tissue-receptor level ( Votey, 2005). DM-2 is the most common type of diabetes. It is managed by pharmacotherapy and appropriate diet and exercise. Diet and exercise have a major role to play in the treatment of diabetes-2. Adam was diagnosed with diabetes type-2 9 months ago. He has been advised to control his blood sugar levels with appropriate diet and exercise, rather than initiating antidiabetic medications. Antihypoglycemic therapy is initiated only when it is not possible to control diabetes through diet and exercise (Diabetes UK, 2010). It is very important to treat and control diabetes because of the notorious complications associated with it. Adam is obese and has been advised to reduce his weight. The main defect in diabetes type-2 is the inability of the tissues to respond to insulin. There is also decreased production of insulin by pancreas. Both these amount to increased glucose levels in the blood, known as hyperglycemia. An important causative factor is obesity. This is more so when obesity is more around the waist, known as central obesity (Votey, 2005). Obesity leads to decreased resistance of tissues to insulin. The fatty acid and triglyceride levels are high and these further interfere with insulin signaling. Another important aspect in obesity which influences the development of diabetes is dysregulation of the secretion of adipokine which is a hormone that causes peripheral resistance to insulin and contributes to the development of diabetes. Thus, obesity has a major role to play in the development of the most common form of diabetes, type-2 diabetes. 1.2 Complications of Diabetes Diabetes leads to increased catabolism and decreased anabolism. After reaching the renal threshold level of 180mg per dl, glucosuria occurs. This contributes to polyuria and polydipsia. Decreased levels of glucose in the cells contributes to delay in the healing of the wounds and also development of recurrent infections. it also causes lipolysis for generation of energy. Lipolysis cau ses an increase in the free fatty acid levels whih are taken up by the liver. Metabolism of free fatty acids in the liver yields ketone bodies, hydroxybutyric acid and acetoacetic acid. As the production of ketone bodies increases, metabolic acidosis ensues, resulting in dehydration. Infact, in many cases, diabetic ketoacidosis is the first presentation and it can turn fata due to development of cerebral edema. Increased lipolysis can

Poisonwood Bible Character Analysis Essay Example for Free

Poisonwood Bible Character Analysis Essay In the book The Poisonwood Bible by Barbara Kingsolver, the narration is done by five of the main characters: Orleanna, Rachel, Leah, Adah, and Ruth May Price. When analyzing the narrative led by Leah Price, a 14-year old tomboy, the reader may notice her progression from a young girl who idolizes her father and loves him more than anyone else, into a rebellious young woman who despises her father. Some of Leah’s more prominent characteristics are her compassion and devotion. These characteristics are portrayed from the very beginning when Leah follows her father around even saying that, â€Å"I know he must find me tiresome, yet I still like spending time with my father very much more than I like doing anything else† (Kingsolver 36). In that context, Leah is still a young girl, who basically worships her father and does everything he does, loves everything he loves, but he does not give her anywhere near that much love in return. This is also evident on pages 41-42; she goes on about how awesome her father is and how admirable he is, almost justifying her idolizing him. Also, Leah states that â€Å"His devotion to its progress, like his devotion to the church, was the anchoring force in my life throughout this past summer† (64). These things are very important because it shows just how much Leah’s persona is affected by her father, also how influential he is on her beliefs (with emphasis on religion). After one has read the book The Poisonwood Bible and begins analyzing the text, one may notice that in the first part, there are events between the females of the Price family, and the father. In Book One, Genesis, in Leah’s narrative, starting on page 64, she describes a situation where her and her sisters were accused of teaching Methuselah (their parrot) a bad word. Going on to page 68, it appears that the girls were not actually responsible, but the emotionally jarring part is in the second paragraph of that page when she says, â€Å"Once in a great while we just have to protect her,† and Leah goes on to explain how her mother is chastised by her father, for â€Å"sins of womanhood.† Consequently, it seems as though these happenings were just the flint and steel of a fire in the making, most apparently in Leah. The first notion of rebellion starts on page 101, Leah’s narrative, but the strike is on page 115 when she announces, â€Å"For the first time ever I felt a stirring of anger against my father for making me a white preacher’s child from Georgia.† This strike failed to start a sustainable fire, as obviously when she goes with her father to Leopoldville, and actually says upfront, that she and her father â€Å"have patched things up.† Also when she explains to Mrs. Underdown how her father knows what’s best â€Å"in the sight of the Lord,† and that they were all â€Å"privileged to serve.† In this case, it is two steps forward, away from her father, but one step back. Leah’s next big step forward comes in Book Three, The Judges, when she begins to truly doubt her father: If his decision to keep us here in the Congo wasn’t right, then what else might he be wrong about? It has opened up in my heart a sickening world of doubts and possibilities, where before I had only faith in my father and love for the Lord. Without that rock of certainty underfoot, the Congo is a fearsome place to have to sink or swim. (244) Kingsolver uses imagery, so the reader might begin to see what Leah is seeing, and relate to her statements; her doubtful mind of her father could be very easy for readers to understand, maybe not all are able, but those who are may create an attachment to this character. People might say that the world is a place full of lies, deceit, and pain. Others might say that truth, justice, and happiness are just as common, or need to be. Leah has a strong sense of justice, and she believes that her father provides just that, but then she starts asking, â€Å"What if he’s wrong?† and that opens her mind to imagine her father, who was everything she believed was good and right in the world, her idol, as someone who isn’t so great after all; he made a mistake. As a result of this, she rebels, and starts turning away from her father. â€Å"Leah is the cause of all our problems†¦Leah would rare up and talk back to Father straight to his face†¦Leah always had the uppermost respect for Father, but after†¦ they voted Father out, she just plumb stopped being polite† (335). That quote is from Rachel’s narrative in Book Four, Bel and the Serpent; she continues to explain how Leah’s rebellion against their father began when she tried to go hunting with the men. Eventually, Leah’s contempt toward her father caused her to leave behind everything she loved because he loved it, mainly her religion. She continued was always very intelligent, and she grew up and became a teacher, but she was still a tomboy at heart, and she was still devoted, not to her father, but to her husband instead. Leah Price, a 14-year old tomboy who once idolized her father completely, became a woman married to a man of Kilanga, who opposed her father; she no longer believed in the God of her father, she live d among the people of Africa and married an African man. She was no longer a duckling to her father, but her own complete person who had her own opinion and beliefs and independence.

human genome project :: essays research papers fc

What would you do if you were given the power to change your genetic code from brown hair to blond?. Man has had this ability through natural selection for some time without knowing it, but in the near future scientist will be able to speed the process of natural selection by changing a persons genes. Scientists have identified what constitutes human DNA located in the nucleus of a cell. The Human Genome Project was established to identify the genes that make us who we are and is now an international organization. The massive task of identifying the numerous gene combinations has created a problem. In the nucleus are 22 genomes, plus two sex chromosomes which have already been identified. In the 22 genomes there are approximately 3 billion base pairs of DNA, which contain 50,000 to 100,000 genes, a basic unit of heredity. The identification of these base pairs is the goal of the Human Genome Project, which started in 1990 and whose job it is to identify the letters or chromosomes in DNA. These letters represent nucleotides called adenine, guanine, thymine, and cytosine (or A, C, T, G). ('92 BSCS pg. 1) The Human Genome Project idea originated in the mid 1980's and was discussed in the scientific community and media through the latter part of that decade. In the United States the combined effort of the Department of Energy and the National Institute of Health were involved in the project planning. (The National Center For Genetic Research) The Human Genome Project has several goals including identifying the genes of a human assessing the genes and comparing human DNA to that of bacteria, yeasts, the fruit fly, mice, and the Arabidopis thaliana, a small genome plant that grows rapidly. A major purpose is to determine how evolution proceeds from lower organisms to humans, and discover why the smaller genomes of animals have less junk or unneeded DNA. Geneticists use two types of maps to characterize the genes they discover--a genetic linkage map and a physical map. A genetic map registers the distance between the fragments of DNA we know according to the frequency with which they are inherited. The physical map measures the actual physical distance between two markers. Scientists want to map and develop technology for rapid genotyping, plus develop markers that are easy to use as well as generate new mapping techniques. (Instrumentation) Scientists can map genes but it is still expensive.

Inclusion and Diversity Essay

The professional role of the class teacher is continually changing. It has long been expected that teachers should effectively accommodate all children regardless of their needs, with strategies and practice differing within and between settings to ensure that all children learn. However, recently more specific and detailed guidance has emerged that focuses on understanding the range of children’s needs (Hanko 2003). Instead of expecting children to ‘come up to standard’ or otherwise be segregated, an emphasis is now on schools to adapt and be flexible in order to accommodate, fully integrate and include every child (Tassoni 2003). Every Child Matters (ECM) details how it is the legal responsibility of the class teacher to ensure its five outcomes ensure inclusive pratice for all pupils. Evidence of this is apparent within the Early Years Foundation stage (EYFS), where meeting and understanding the diverse needs of children is highlighted. Based on the Childcare Act (2006), the EYFS aims to provide every child with the best possible start in life and with support to fulfil their potential (DCSF 2008b). The statutory guidance states: ‘Providers have a responsibility to ensure positive attitudes to diversity and difference – not only so that every child is included and not disadvantaged, but also so that they learn from the earliest age to value diversity in others and grow up making a positive contribution to society’ (DCSF 2008:9). Having such an understanding enabled me during my placement experience, to be particularly objective and critical with regards to how well the class teacher raised attainment and met the classes’ diverse needs. During the experience particular attention was played to the teaching strategies’ and practice in place within the setting, the learning environment and how the class teacher personalised learning. For the benefit of this assignment many of these observations regarding the inclusion of diverse needs were focused on two specific children, one of whom was identified as having a Special Education Need (SEN). A child has a special educational need if he has a learning difficulty which calls for special educational provision to be made for him (Education Act 1996). This is the case for the observed child as his disability hinders him from making use of educational facilities that are generally beneficial to children of the same age (Appendix 1). Whilst the second child was learning English as an Additional Language (EAL) as he came from an Eastern European background and had recently moved to the country and school. Like the child with SEN he required additional support to ensure understanding during the school day as well as making him and his peers aware of cultural diversity and how this was valuable to society (Appendix 2). This critical review will begin by reflecting on inclusive teaching practices and strategies to meet diverse needs. As the observed class was a foundation stage class, a significant strategy seen to be effectively used was that of ‘play’ and its various multifaceted and multifunctional forms. It could be seen through observation that all barriers of communication between children were removed, as they played freely and interactively together. Both the child with EAL and the observed child with SEN had developed ways of communicating with other children in the class to ensure that they were fully included, the majority of which time was without the aid or support of the class teacher or teaching assistant. Interestingly this idea of play is deep routed in historical theory, with the observed practice relating significantly to the beliefs of Vygotsky. He emphasised how play creates a zone of proximal development, where children behave beyond their age and above their daily behaviour (Vygotsky 1978). He believed that play makes children become more confident enabling them to experiment with language and their bodies in ways that perhaps they would not have done, had they not been engaged in play. Such an understanding significantly relates to observations of both observed children (Appendix 3). Perhaps these observations are not surprising, as play has more recently been recognised as being vital to children’s all-round health and wellbeing. It provides opportunities for first-hand experiences that underpin their understanding of and engagement with the world; it facilitates social development and cultivates creativity, imagination and emotional resilience (Daily Telegraph 2007). It is therefore not surprising that it significantly underpins the Early Years framework with the EYFS highlighting its importance to all areas of development (DCSF 2008:7). Within play, the class teacher had also effectively selected and chosen toys, resources and materials that were culturally diverse in the hope that children would appreciate and accept this as the norm (Appendix 4). Such practice has been researched by theorist Lindon, who highlights the importance of children seeing themselves and their family reflected in play resources, visual images and books (Lindon 2001). She also believed that good practice included reviewing the messages given by all your resources and the experiences offered as it is part of the class teachers’ role to extend young children’s understanding beyond their own backgrounds (Lindon 2001). Practice within the setting reflected her beliefs as the class teacher gave the Eastern European child, chances to share with the class things that they did in their family. As his English was not advanced he often showed pictures and brought in things that he had received from church. Not only does such practice support the beliefs on Lindon, but it also helps the class teacher meet inclusion guidelines from the National Inclusion statement which highlights the importance of teachers being aware of the different experiences, interests and strengths pupils bring with them to school and how they should plan their approaches to teaching and learning so that pupils can take part in lessons fully and effectively (DfE 2008). As the observed child was being encouraged to share his experiences one is able to see how this guidance is being achieved. This leads one to explore other strategies that encourage diversity. In particular a model of best practice put in place a different approach to teaching children from diverse backgrounds due to the particularly high numbers of children learning EAL (Appendix 5). In this setting, professionals encouraged cultural diversity by allowing, when necessary, children to use their home languages. Support for this belief has been seen within the Plowden Report which also embraces the child centred philosophy (Bourne 2001). Similarly research by the United Nations Educational, Scientific, and Cultural Organisation (UNESCO 1953) supports this view, reporting that the home language is the best medium for instruction and for literacy development and should be used for as long as feasible. An explanation for this would be that because the home language facilitates subject learning and literacy development it is the means through which ‘a child absorbs the cultural environment’ (UNESCO 1953:47). It is through using this language that the school believed its children were going to learn most, as they have a greater understanding of what they are being taught. However, the placement setting chose to meet children’s diverse needs differently. Instead they did not separate the child with EAL but instead often supported him by differentiation, much of which involved informal methods of recording and learning. Particular provision which supported his Eastern European culture was a whole class ‘Ourselves’ topic that was covered for a whole term. During this time he was encouraged to bring in objects or photographs of things from his culture to share with his peers (Appendix 6). Legislation which supports this practice can be found within the Every Child Matters framework, which recognises the importance of preparing all children to live in a diverse, multi-ethnic society (DfES 2004). One could argue that the observed setting achieves this by recognising every child’s differences and their individual contributions to the class. Similar support also emerges for within the National Curriculum framework, which also highlights the importance of responding to pupils’ diverse needs, in particular the document details how teachers need to be aware of the different experiences, interests and strengths pupils bring from their range of diverse backgrounds (DfEE 1999). Having observed the very differing practice in two settings, one is able to make a judgement as to which appears to be most effectively catering for the diverse needs of its pupils. One would be inclined to argue that teaching children from an Eastern European background in their home language, isolates them and does not create an inclusive environment, and instead draws attention to their differences. It could also be argued that their social development is likely to suffer, as interaction with peers is likely to be limited to those who were able to speak their home language. As a trainee teacher one would be inclined to believe that the most effective way would be to recognise pupils differences and value their contributions, whether that be through discussion and by recognising difference, through demonstrations and visitor or the showing of differences and traditions. It could therefore be concluded that the provision within the placement setting effectively achieved this. Having explored and evaluated the effectiveness of a variety of inclusive teaching strategies, one becomes interested in analysing other ways that the class teacher is able to meet pupil’s diverse needs. This leads one to explore how the learning environment can be used to enhance such practice. In becoming familiar with the Early Years statutory framework it becomes apparent that the learning environment plays an important role, and as a result has been made one its main principles, known as ‘Enabling Environments’. The government document highlights how ‘The environment plays a key role in supporting and extending children’s development and learning’ (DCSF 2008). To put it simply the document encourages class teachers to use the learning environment to meet the diverse needs of all children. At the placement setting the arrangement of the physical environment was particularly important, especially for the focus child with SEN whose physical impairments needed catering for. Had the classroom not been arranged effectively, his level of involvement and interaction with adults and children would have been affected (NAEYC 1991:43). During my time at the setting I observed numerous adaptions to the environment to suit his individual needs, these adaptions included the use of a chair for him during whole class sessions, large spaces between tables so he could walk around the classroom with ease and as the he was smaller than the majority of children in the class all equipment and resources were checked at the start of the term to ensure that they were accessible to him (Appendix 7). Such adaptions as those described warrant support from researchers Salisbury & Smith (1993) who encourage spatial accommodations that make it possible for children with special educational needs to participate in the classroom (Salisbury & Smith 1993). Similar support can also be found within the SEN code of practice, which describes how schools may need to use specialist equipment, approaches and adapted activities for some children to ensure that they are fully included (DfES 2001). As well as these adaptions made for the child with SEN, similar adaptions were put in place to include and meet the diverse needs of the Eastern European child who could speak very little English. Perhaps the most noticeable of these was the classroom’s printed resources which reflected the Polish language spoken by the focus child as well as the English language and a picture that could be universally understood by all. Such practice not only satisfies recommendations within the SEN code of practice, in similar ways to adaptions made for the focus child with cerebral palsy, but it also meets guidance set out within the more recent document Removing Barriers to Achievement: The government’s strategy for SEN (2004). It details how teachers must make provision that enables individuals to participate effectively in the curriculum and assessment activities (DfE 2004). One could argue that the described practice reflects this as the hild is being encouraged to learn by being given the same opportunities as the rest of the class as oppose to being disadvantaged by his inability to understand labels and displays around the room. Having said this, models of best practice take this inclusion one step further and highlight areas where the observed setting could be more thorough and significantly improve their practice. Provision in place at these settings included extensive bilingual websites, parent classes and translated letters (Appendix 8). Such practice finds support from researcher Cummings (1991) who believes extensive adaptions and changes to a learning environment are necessary if settings are to be inclusive. Having said this, it could be argued that the smaller adaptions that the placement setting had made, were also going some way to meeting his beliefs, despite them not being to the extent of the models of best practice. To further strengthen this argument is the practicality of implementing adaptions such as translated letters and bilingual websites as they require bilingual skills, time and money that many schools do not have access to. As a result one would be inclined to believe the observed placement settings attempts to be diverse and inclusive met current legislation sufficiently without placing unnecessary pressures on the class teacher’s role. As well as the physical learning environment being important when supporting children with diverse needs so is the emotional learning environment, which involves ensuring that children enjoy and want to achieve at school. Such beliefs are reflected within the Every Child Matters document, with one of its desired outcomes, being that of ‘enjoy and achieve’ (HMSO 2004). In order that children are motivated to learn it is important that the work is set at a level that is suitable for them, that it is achievable, but also a challenge. According to NASP, Children are naturally curious; they want to explore and discover. If their explorations bring pleasure or success, they will want to learn more (NASP 2003). To relate this to attainment, if children experience success and achievement in their work they want to take this further and are motivated to learn. This is where the use of differentiation is particularly effective, as work can be set at more achievable levels so that all children are able to experience success (Appendix 9). The importance of this has been highlighted by government, claiming that differentiation ‘helps the school to meet the learning needs of all pupils’ (DFE 1994). This has also been reinforced within the National Curriculum and within the EYFS which both indicate that meeting the individual needs of all children is central to their beliefs (DCSF 2008; DfEE 1999). Similarly the study of differentiation by Westwood (1997) recognises its benefits particularly when catering for those who have a barrier to learning. During my placement experience it was evident that both the child with EAL and the child with SEN were having their needs met using differentiation on a daily basis (Appendix 10). Despite seeing both focus children react positively to the differentiation in place, on a couple of occasions; comments were made towards them about their work being easier. Such observations support the belief that when differentiation is not done effectively, it can create segregation within the classroom (Hart 1992). By meeting one set of National Curriculum and Early Years inclusion guidelines, obstacles may be put in place, preventing the reaching of others. For example in meeting the diverse needs of all through obvious differentiation they may actually point out the differences between children and make certain children feel excluded (DCSF 2008; DfEE 1999). As a trainee teacher, one could attempt to build on the observations made, taking the positive strategies that were seen, such as the different methods of recording pupils work and build on this so that the more negative aspects could be minimised. In particular segregation and exclusion could be reduced by changing the differentiated groups regularly, according to pupil progress and between subjects. This would potentially make it more difficult for children to understand that they are grouped and being given work according to ability. This leads one to analyse how assessment can be used to help class teachers cater for children’s diverse needs. As the range of needs within a class is evident, even from just focusing on two pupils with additional needs, the importance of individual assessment is obvious if these individual needs are going to be catered for. This importance has been recognised within the Primary National Strategy which details how assessment for learning is the process of seeking and interpreting evidence for use by teachers to decide where the learners are in their learning, where they need to go and how best to get there (DfES 2004a: 13). The placement setting managed to achieve this through observation, which appeared to be particularly successful for the children with SEN and with EAL, as they had difficulty with communicating their ideas and responses (Appendix 11). This use of observation for assessment is support by theorist†¦ who believes that†¦. Using this theory and the observed practice during placement, as a trainee one would want to implement similar practice so that all children’s needs are catered for and this is not just limited to those that have the ability to communicate their ideas. When focusing on the personalisation of learning, the focus child with cerebral palsy had a number of additional measures in place for him that ensured his inclusion in the mainstream classroom. Unlike all children with SEN, his disability meant that he had been given a statement of Special Educational Needs and as a result he benefitted from a one-to-one teaching assistant for a number of hours a week. Not only does this form of support cater for his specific needs but it also put him at the centre of this learning. An idea initially detailed within the Plowden Report (1967). The report put forward ideas originally investigated by Piaget, recommending child-centred education and discovery learning to be used to integrate children following Piaget’s belief that all children learn at different rates and was in favour of waiting until they were ready to move onto a further stage or schema (Piaget 1965). One would therefore argue that it is from research such as this; that the quality of teaching and learning has improved for many children they are now encouraged to develop at their own rate and pace. Having said this, the argument is not one sided, with some researchers believing that Piaget’s theory of school readiness was impractical in practice. For example in a class with thirty children, is it realistic for the teacher, to know the exact state of readiness for every child, and to set individual work? On a practical level, this is not possible; suggesting Piaget’s theory is unrealistic. It is not feasible for the child with SEN to always have work set at his own individual level; however during the few hours that he is given one-to-one support more challenging work and activities that he would not be capable of tackling alone are addressed, Physical Education being one of these areas (Appendix 12). Such practice meets recommendation within the Strategy for Special Educational Needs (2004) which details that successful inclusion is determined by the quality of their experience; how they are helped to learn, achieve, and participate fully in the life of the school (DfE 2004:25). One could argue the way that the extra support is used within the setting improves the quality of children’s experiences. Support within literature comes from Vygotsky (1978) believing adults not only support children but also encourage progression through ‘scaffolding’. In his view it is not only important to focus on what children can do unaided and within their capacity but also what they can do with adult support (Gindis 1998). Development is dependent on learning and through learning they develop. Learning should be matched to the child’s level of development but should also take them beyond it’ (Duffy 1998:92). Though formal and informal observations completed by the one-to-one assistant and the class teacher, they are able to see what the child is capable of without support and then build on this during his one-to-one time. This personalisation of learning for the child with SEN is also met through his Individual Education Plan (IEP) which is used to support his individual learning needs (Appendix 13). Support for such practice was not only seen from the parents of the focus child and the class teacher (Appendix 13) but can also be seen within government legislation, both within the Education Act (1996) and the SEN Code of Practice (2001), which highlight the importance of identification and assessment of pupils with special educational needs (DfES 2001). Putting in place an IEP is one way of achieving recommendations within the SEN Code of Practice which details how schools should match provision to children’s SEN in response of their individual needs (DfES 2001). The implementation of his IEP demonstrates inclusion as the class teacher uses his targets to direct his learning and set him goals to achieve, in a similar way that his peers are achieving their early learning goals. Despite the placement setting appearing to use IEPs successfully some research exists to dispute them, particularly regarding their involvement of parents. According to Rock (2000) in some cases parents feel that educational programs have already been determined before they are involved in their child’s IEP meetings and therefore they may not agree with the progress and the direction of the development being encouraged. Such a claim, disputes initial reasoning for such practice being put in place as legislation emphasised integrated practice with parents so that they had an opportunity to plan the most appropriate program for their children alongside the professionals (Friend 2005; Goldstein & Turnbull 1982; Martin et al 2004). However if this research is to be used to form an argument against the success of IEPs, its validity most be investigated. One could argue that Rock (2000) appears to be bias as she is an SEN teacher whom appears to have lost faith in the education system. She appears to be putting into question the effectiveness of the IEP program because of individual cases that were not successful, rather than judging each case individually. In addition to this her research appears to be based on only a very small number of cases, leaving one to question whether her research is to generalising and judgemental. Having taken both of these points into consideration research one would be inclined to dismiss this research on the grounds that it is not valid enough to create an argument against IEPs. Instead one would be better to judge the success of IEPs based on the practice seen on placement. Having gained an understanding of how parents can support class teachers in meeting the diverse needs of children, attention is turned to other outside support that my also aid teachers in providing effective provision. In particular is the support available to cater for the diverse needs of pupils, like the focus child with EAL. The Ethnic Minority Achievement Grant (EMAG) is a government scheme ran via the Department for Children Schools and Families (DCFS) allocated on a need based formula to all Local Authorities (NALDIC 2010) (Appendix 13). Support of this kind was investigated during the placement however it was made clear because they did not have high numbers of children learning EAL that they were unable to access this support. One could argue that no matter how many children the school have to cater for that have EAL, they still need provision to meet children’s diverse needs and for this reason they should all have access to this government support. Research conducted by Sure Start supports this, as they believe, there is a lack of access to expert support for developing good practice in equal opportunities and cultural awareness (Sure Start 2004). In the case of the EMAG expertise is available however for work to be carried out more widely additional funding needs to be allocated (Sure Start 2004). Using Lincolnshire as an example, research from Sure Start shows how only a small number of settings have had access to this grant, meaning those benefiting from Government support is very limited. However one could assume that if settings are lucky enough to have access to this type of support, it would enable class teachers to provide even better provision than that seen during the placement experience. Having analysed research, legislation, literature and my placement experience throughout this assignment, one begins to conclude what provision most successfully allows class teachers to inclusively meet the diverse needs of pupils. Play is a particularly valuable strategy which can effectively cater for a diverse range of needs. Resources, toys and book can also be incorporate into play to encourage children’s acceptance of diversity. The physical and emotional learning environment also plays a vital role, as it motivates learners and helps removes barriers to children’s learning. The learning environment was analysed in depth when focusing on the needs of two children within the placement setting. Provision showed how the class teacher met the needs of the child with a physical impairment by arranging resources at a lower level, by giving him a chair to sit on as oppose to the carpet and create more free space around the room for his of access. Similarly classroom displays and labels reflected the home language of an Eastern European child so that he had equal opportunities to understand and access these resources as his peers. Other suggested strategies as seen in models of best practice included bilingual websites, parent classes and translated letters so families of EAL children can actively support the setting in meeting children’s diverse needs. Other strategies that class teachers may use to personalise leaning include differentiation, one-to-one teaching and IEPs, however all of these have faced an element of dispute, whether that be on the grounds that they are based on traditional theories or that modern researchers have proven more updated theories.

Act 3 Scene 5 dramatic in romeo and juliet Essay

The play Romeo and Juliet is set in Verona, Italy, in the 1600s. During this time violence and rivalry had been common around rival families; fighting and feuding because of their differences. Discipline was an issue in a household. Rules and regulations were to be obeyed and if one chose to break the authority, their sins would have to be confessed to the church. Religion was very important to a catholic family. Going to church and praying was an obligation. Parents had a strict conduct at the time. Weddings were arranged usually by the father of the household; mainly choosing a wealthy man to suit his daughter. Most children from rich and influential families were cared for by a Wet Nurse; normally a lady who had lost a child previously so she would care for another child as if it were her own. As Juliet grew up her wet nurse became a very important figure in her life. William Shakespeare creates tension when Capulet sends Lady Capulet to Juliet’s room to tell her of the marriage they have planned for her. The audience knows that Romeo and Juliet are married and actually in bed together. The audience wonders if the lovers will get caught. As Romeo and Juliet are lying together in Juliet’s chamber they discuss whether it is morning or night. †It is not yet near day: it was the nightingale, and not the lark†. Juliet is pretending that it is not morning, all the while Lady Capulet is on the way to her room. Juliet’s nurse breaks the atmosphere of tension when she warns that Lady Capulet is approaching the room. †Your lady mother is coming to your chamber, the day is broke, be wary, look about†. Romeo escaped out through the window just in time. †Farewell farewell, one kiss and I’ll descend† When Lady Capulet enters Shakespeare uses dramatic irony to cause confusion and misunderstanding between Juliet and her mother. †Indeed I shall never be satisfied with Romeo, till I behold him- dead†. Lady Capulet believes Juliet wants Romeo dead, however the audience is aware of the truth; Juliet’s heart is dead without Romeo. When Capulet enters he speaks kindly to Juliet at first but becomes insulting and violent. Shakespeare is the master of the Elizabethan insult. This makes the scene extremely dramatic for the audience. Capulet threatens Juliet †hang thee young baggage, disobedient wretch, I tell thee what, get thee to church a’ Thursday, or never after look me in the face†. Juliet’s father is confused at how his daughter isn’t thankful for the marriage arrangement he has made for her and takes it personally which makes him react unsympathetically. Lady Capulet stands back and watches, not wanting to help her daughter from unrestrained fathers anger. Juliet pleads with her mother to call the wedding off but she refuses to interfere. †Talk not to me for I’ll not speak a word, do as thou wilt, for I have done with thee†. The audience would feel pity for Juliet, as a parent deserting their child is a very dramatic statement. The nurse is aware of Juliet’s grief and hopelessness and she suggests that Juliet marries Paris even though this will be bigamy. †I think it best you married with the county, o he’s a lovely gentlemen†. Juliet is discomforted at her nurse’s proposal so she goes to see Friar Laurence to see if there is anything he could do to stop herself from marrying Paris. Juliet then states that if this fails she will kill herself. †Ill to friar to know his remedy, if all else fail, myself have power to die† this is a self-fulfilling prophecy, which the audience will understand because it was mentioned in the prologue. The fact that the audience knows that the ‘star-crossed lovers’ will die creates a dramatic atmosphere. Shakespeare makes act 3 scene 5 dramatic through the use of many techniques viz: dramatic irony; the creation of suspense; the use of insults and the prophetic prologue. All of this would have ensured that an Elizabethan theatre audience were sat on the edge of their seats throughout the dramatic and exciting performance. Of this, Shakespeare’s most famous tragedy.

Big fish essays

Big fish essays Big Fish is a movie about a father and son who arent very close. The son, William Bloom, is angry with his father because the father is always telling stories, or tall tales. The father, Edward Bloom, starts out in the movie telling the story about catching the fish at Williams wedding reception. William is really upset with his dad for telling the stories and storms out of his own reception. This ultimately leads to the fallout, or not talking, between the father and son. William gets a call from his mother, and she tells him his father is ill and that William needs to come home. When William returns home, he finds his father ill and weak, in bed. William wants to find out from his father the truth about Edward's life. All William has known is the stories, but William knows the stories are not true. The movie strays away from reality and goes into the stories behind the fathers life. When Edward was a kid, he and some friends went to an old witchs house, where he was dared to steal her magical eye. Edward gained the courage to go up to the witches door and she shows him something. The witch shows Edward how he and his friends were going to die. Coincidentally the witch was also the character that played Jenny Beaman. Growing up, Edward became the towns pride. He conquered many things in the town of Ashton. Edward volunteered to conquer the giant that was terrorizing the town, the giant known as Karl ends up becoming friends with Edward. Edward convinces Karl the town is just too small and they decide to leave the town together. They encounter many things on their way. Edward strays away from Karl and takes a shortcut, which he ends up in the town of Spectre. He meets people such as the little girl, Jenny Beaman, and Norther Winslow. Edward decides that Spectre isnt the place for him, yet. When Edward finally gets to the point that he meets Karl on the road, they go to the ...

Process Writing for ESL and EFL

Process Writing for ESL and EFL Process writing is an approach to incorporating writing skills from the very beginning of the English learning process. It was developed by Gail Heald-Taylor in her book Whole Language Strategies for ESL Students. Process writing focuses on allowing students- especially young learners- to write with plenty of room left for error. Standard correction begins slowly, and children are encouraged to communicate through writing, despite limited understanding of structure. Process writing can also be used in an adult ESL/EFL setting to encourage learners to start working on their writing skills from a beginning level. If you are teaching adults, the first thing learners need to understand is that their writing skills will be well below their native language writing skills. This seems rather obvious, but adults are often hesitant to produce written or spoken work that is not up to the same level as their native language skills. By easing your students fears about producing sub-par written work, you can help encourage them to improve their writing abilities. Only mistakes made in grammar and vocabulary that has been covered up to the current point in time should be corrected. Process writing is all about the process of writing. Students are striving to come to terms with writing in English by writing in English. Allowing for mistakes and refining based on materials covered in class- instead of perfect English- will help students incorporate skills at a natural pace, and improve their understanding of materials discussed in class in a natural progression. Here is a short overview of how you can incorporate process writing into your students learning routine. Aim: Improve writing skills from beginning levels of EnglishActivity: Process writing - journalsLevel: Beginning to advancedMaterials Needed: Notebook for each student Outline Encourage learners to write in their journal at least a few times a week. Explain the idea of process writing, and how mistakes arent important at this stage. If you are teaching higher levels, you can vary this by stating that mistakes in grammar and syntax on material not yet covered arent important  and that this will be a great way to review material covered in past levels. Students should write on the front side of each page only. Teachers will provide notes on the writing on the back. Remember to focus only on material covered in class when correctly student work. Start this activity by modeling the first journal entry as a class. Ask students to come up with various themes that could be covered in a journal (hobbies, work-related themes, observations of family and friends, etc.). Write these themes on the board. Ask each student to choose a theme and write a short journal entry based on this theme. If students do not know a particular vocabulary item, they should be encouraged to describe this item (for example, the thing which turns on the TV)  or draw the item. Collect the journals the first time in class and do a quick, superficial correction of each students journal. Ask students to rewrite their work based on your comments. After this first session, collect students workbooks once a week and correct only one piece of their writing. Ask students to rewrite this piece.

Commercial Marketing of Aloe Vera Assignment Example | Topics and Well Written Essays - 3250 words

Commercial Marketing of Aloe Vera - Assignment Example [internet]). The two hundred plus phytonutrients are found in the gel inside the leaf. (Adams, Mike. How to Harvest Fresh Aloe Vera Gel. NaturalNews.com. [internet]). It is said that the hair can generally benefit from Aloe Vera. The plant cures the scalp from whatever it suffers by balancing the level of acidity, getting rid the pores of unclean elements and stops too much loss of hair, among others. Most of all, Aloe Vera reduces seborrhea. The rejuvenating and regenerating characteristics of Aloe Vera help make the skin constantly moist and hydrated. (Aloe Vera Plant History Uses and Benefits. DISABLED WORLD. [internet]). These are the elements which are likely the ones enhancing hair growth and rehabilitation. In an article, it is suggested that aloe juice be applied and massaged into the scalp for its good health every day before going to sleep. This must be done for a month and the application of the gel should be direct from the stem leaving the aloe on through the night. It m ay then be rinsed the next morning during shower. (Ni, Maoshing. Natural Tips for Gray Hair, Hair Loss, and Dandruff. Ask Dr. Mao. Dec 08, 2009. Yahoo! Health. [internet]). The observations seem to imply that the use of Aloe Vera as a healing medium should be in its fresh stage. This may be so because it is claimed that laboratory findings show that the ingredients of the plant no longer have beneficial effects after being processed. (Aloe Vera. Aloe Vera Guide. [internet]). It is also necessary to state here that there have been so many testimonials about the use of Aloe Vera having succeeded in re-growing hair but there is no scientific basis for this yet. (Aloe Vera. herbs at a glance. National Center for Complementary and Alternative Medicine. National Institutes of Health. [internet]). One account says that a grandmother told stories of Aloe Vera being used to treat split ends, dandruff and falling hair. (Aloe Vera Express.com. [internet]). Another article straightforwardly say s that it prevents hair loss. (Berry, Yulia. The Benefits of Aloe Vera and How to Use. Aloe Your Miracle Doctor. Aloe Vera and Handy Herbs. [internet].). There are theories that Aloe Vera helps hair growth because of what nature has provided for its contents. Aloe Vera gel naturally gives moisture and nutrients to the scalp healing it or making it healthier. The gel can be applied direct from the leaves or in commercial forms duly preserved. (Bradley, Charlie. Does Aloe Vera Help Hair to Grow Again. eHow. [internet]) The proposal in this feasibility study is the commercial marketing of Aloe Vera gel for hair care, restoration or rehabilitation. It is thus necessary that the fundamentals of the planned project are premised above. Presumptions This project feasibility study will cover the whole process from cultivating to selling. A farm of five hundred hectares for Aloe Vera will be established in the Philippines, a country in Southeast Asia and which has sufficient historical proof that Aloe Vera has been a native in the land as evidenced by folklores. (History of Aloe Vera. 21st Century Aloe Vera. [internet]). The place is chosen firstly because of its reasonable labour cost and land rentals. The second reason is its proximity to Hong Kong which will become the jump-off point for the delivery of the finished product to the United Kingdom, the final destination for marketing. Gathering

Simulation Analysis Essay Example | Topics and Well Written Essays - 1000 words

Simulation Analysis - Essay Example Since Quasar is the sole participant in the marketplace they have just created for themselves a monopoly market structure. The first three rounds of the simulation discuss strategic decision during the first three years of operation. In 2003 the company needs to determine the optimum price for the product. As the CEO of the company I have a team of executive that is going to help me along in the process. My team is composed of four members in three functional areas: marketing, finance, technology, and outside marketing consultant. Keeping the lines of communication open among a team of businesspeople is essential in order to manage an operation in an efficient manner (Kotler, 2002). The decision I made was to set the price of the Neutron computer at $2,550. At this price the volume of sales was 5.3 million units and the net profit of the company is $1.29 billion. If I increase the price from the optimum price point volume decreases as well as profits. On the hand if I decrease the price from my optimum price point of $2,550 volume increases a bit but profit go down. My primary objective was to find the best mix that optimizes the profitability of the company. The second round of the simulation takes me to year 2004. The company I’m running is a monopoly player. In a monopoly the firm has control price, but it is not immune to the law of supply and demand (Varian, 2003). The demand curve is downward sloping which means at higher prices the demand of the product decreases. Two of my executive Robert (marketing vice-president) and Janet (Finance vice-president) have different perspective on how to achieve greater growth. The issue was the marketing budget and whether an increase or decrease from the 2003 $400 million budget would affect the demand for the product. Janet suggested a low figure of $100- 200 million in marketing expenses. It seemed as if she was thinking like an accountant or

Reconstruction Essay Example | Topics and Well Written Essays - 1500 words

Reconstruction - Essay Example The rise was initiated by various factors that included social, economic, legal, and political. The big business era was a source of wealth and capitalization for many Americans most of who were involved in various national corporations that controlled markets (Wilson 214). Sufficient resources such as oil, coal, and iron were foundations for the building of the states after the war. Adequate iron led to the production of iron and steel that were part of inputs in the big businesses. Steel was used to make railroads and cars that were used in the transportation of various products ranging from coal, ores, and agricultural produce from a state to another (Symonds). Oil was a precious good after its discovery, which was used in homes and to power machinery in some of the industries. Coal powered factories were efficient compared to water-powered; hence, the discovery of coal-fueled the increase of steel mills in the U.S. There was a rise in the number of immigrants to Southern States that provided a foundation for investors, investors, and labor. The immigrants worked in the big businesses and agricultural sector; hence, providing cheap labor. The high population required enhanced transportation methods leading to the increase in railroad networks. The increased demand led to a change in the social life of some of the citizens due to enhanced wealth sources. The banks offered loans that were sources of investment capital. Investors in the big businesses would seek assistance from banks to set up steel mills and railroads as part of the reconstruction. Stock markets were used by trusts such as Rockefeller’s to trade shares and purchase other corporations. The Federal Government did not regulate the operations and establishment of businesses. They were free to pool and set cartels that would increase competition opportunities. However, this factor led to the growth of monopolies in the

Functions of Management Accounting in an Organisation

Functions of Management Accounting in an Organisation â€Å"One of the functions of Management Accounting is to provide information for control purposes within an organisation.† The importance of control within an organisation The ways in which management accounting information can be used for control. The factors which may influence the effectiveness of control information. Introduction In simple terms, management accounting is the amalgamation of the two important functions ‘management’ and ‘accounting’. Thus when the principles of management and accounting are married to achieve corporate objectives the process is deemed to provide tangible results. Accounting has been defined by the American Accounting Association as, â€Å"the process of identifying, measuring and communicating economic information to permit informed judgements and decisions by users of information.† On the other hand, Management according to Drucker (1974) consists of the performance of functions like planning, controlling, organising, communicating and motivating. The following paper will analyse the key functions performed by management accounting. This paper will also attempt to highlight the contribution of management accounting in achieving control in the organisation. Besides, the paper will also provide a descriptive analysis of how effective control can be implemented within an organisational context. According to Johnson and Kaplan (1987) management accounting emerged since the early nineteenth century with the emergence of managed and hierarchical enterprises. The industrial revolution and in particular the rapid growth of railways led to an even faster growth of management accounting systems. Hence according to Johnson and Kaplan (1987) management accounting systems evolved to motivate and evaluate efficiency of internal processes and not to measure the overall profit of the organisation. Information is a powerful tool for every organisation. In today’s competitive and volatile business environment, information is one of the important tools which provides organisation with a competitive edge. In an organisation, managers would require information that will help them in making decisions and controlling activities. As highlighted by Drury (1998:3), information is needed to estimate selling prices, costs, demand, competitive position and profitability of various products that are made by the organisation. Accounting information provides the managers the power to assess the credit worthiness of a potential borrower. It can be said that management accounting is that branch of accounting which is concerned with the provision of information to people within the organisation to help them make better decisions. Organisations perform tasks to achieve organisational objectives, which are derived from the mission statements and which are then broken down into long and/or short term objectives. The successful achievement of these objectives depends on effective management processes. The processes will yield desirable results only when efficient performance management and measurement systems are in place. This further highlights the importance of having a system of control and review in the organisation. Control therefore involves a comparison of actual performance with plans so that deviations from plans can be identified and corrective action can be taken (Drury, 1998: 13). Importance of Control Control is not very different from monitoring. >From a human resource management perspective, it is essential to control/monitor the performance of individuals, as it in turn has an impact on the overall organisational performance. Various benchmarks and performance indicators are decided, which vary from one organisation to other and from one industry to other, which accurately measures how well a company is doing in relation to its past performance and how well is it performing on an industry wide basis. Performance can be measured in both qualitative and quantitative terms. Quantitative measures are easier to measure and interpret, thus accounting ratios, turnover, profit levels etc, provide a sound basis of measurement for performance. Control, therefore, serves the purpose of ensuring that the gap between actual and target performance is minimised. The control process enables management to assess whether or not the objectives included in the long-term objectives are likely to be achieved or not. An effective control system would highlight potential problems and provide warning signals if the likelihood of meeting the long-term objectives was bleak. The importance of having control mechanisms can only be understood in light of explaining the consequences of lack of having one. Lack of any kind of control in the organisation would mean that individuals would be doing whatever they wish to do. There would be no clear aims and objective towards which the individual would be working. This would lead to ultimately the organisation losing a sense of direction as well as prolonging the achievement of strategic objectives and to a great extent slowing down the growth of the company. Lack of appropriate control mechanisms would mean that employees in the organisation would not be appraised accurately. The scenario where the manager has the data and statistics relating to the actual performance against the required performance would mean he would be providing a more objective appraisal and feedback and thereby giving the employee more tangible targets to work towards; comparing that to a scenario where the manager does not have any such information would only mean that the appraisal is subjective, biased and flawed. This could ultimately have an effect on the motivation and morale of the employee. Control mechanism would avoid the occurrence of any such scenario, as the benchmarks would already be set against which the employee would be measured. A control system is a communication network that monitors activities within the organisation and provides corrective action in the future. Emmanuel et.al (1990) states that four conditions must be met before any process can said to be controlled: Objectives for the process being controlled must exist. The output of the process must be measurable. In other words, a mechanism must be in place for ascertaining whether the process is attaining its objectives A predictive model of the process being controlled is required so that causes for non-attainment can be identified and proposed corrective actions evaluated. There must be capability for taking action so that deviations from objectives can be reduced. It must be noted, that for any control mechanism or system to work efficiently, it must be supported by efficient communication systems. Any activity in the firm, which will have an impact on its development and profitability, will only work when it is communicated at all levels of the organisation. Thus, control measures supported by a positive communication system are imperative for the control structure to provide beneficial results. Management Accounting and Control From management accounting perspective, budgeting is an important variable to ensure effective control. Budgeting provides managers with the tool to ascertain which costs do not conform to the original plan and enables them to operate ‘management by exception’ system. This would help the managers to identify inefficiencies which might arise from the purchase of inferior quality materials. It is important to note that it would be misleading to compare actual costs at one level of activity with budgeted costs at another level of activity. Thus it is important that the original budget must be adjusted to the actual level of activity. In addition, management accounting also provides scope to prepare performance reports which would indicate whether the scheduled production of x number units has been achieved or not. The reasons could vary from inefficiency of the manager in managing or in failing to meet the budgeted sales demand or drafting of an incorrect sales budget; whatever the cause performance report indicates how efficient the manager has been in controlling the costs by comparing actual against total. Management accounting also presents information about performance, which is done by comparing budgeted outputs and costs with actual outputs and costs. This can be achieved by preparing management audits. According to Drury (1998), management audits in that sense investigates the entire management control system and focuses on the following aspects of organisational performance: The nature and functioning of the organisation’s managerial systems and procedures. The economy and efficiency with which the organisation’s services are provided. The effectiveness of the organisation’s performance in achieving its objectives. While producing management audit, the control aspect within it would involve exploring questions on the ways of comparing objectives with the needs of the population, methods of identifying activities that are not meeting objectives, the use of investment appraisal techniques and the methods of monitoring projects against the initial appraisal. Besides management audit, performance reports also provide measures to monitor activities. Drury suggests that performance reports must not be used as a tool to blame the employees. Instead it should be used to monitor activities and identify those items which do not proceed according to plan and the report must take into account the variability in costs. The rationale is that some costs vary with changes in the level of activity; hence it is important to consider the variability. In the preceding paragraphs communication was identified as an important tool in effective control implementation. Besides communication several other factors like filtering ‘noise’ from the data is important. Inaccurate information can distort the very purpose of control. Therefore an effective control system should ensure that data and information must be relevant. From an accounting perspective it is imperative that relevant and irrelevant costs are accurately distinguished and so that the possibility of inaccurate budgets is minimised. This can only happen when resource analysis and management audits are performed on a regular basis. Moreover, the analysis must use factors which make the analysis more objective rather than subjective. Conclusion From the preceding paragraphs it can be concluded that having a control system is imperative for an organisation to meet its long terms strategic goals and objectives. Control system provides a tool for the managers not only to assess the performance of their staff but also it helps to asses their own performance in terms of identifying inefficient practices. It provides them with the opportunity to review and reassess the working methods so that unnecessary costs can be minimised, organisational performance can improve and the organisation stays with budget. Management accounting provides various options like budgets, management audits, and a performance report structure which helps the managers achieve the objective of effectively managing their function. However, control systems can provide best results only when accompanied with an equally efficient communication structure. For any system to work efficiently it is imperative that the benefits, rationale and method of the system a re communicated to all staff members at all levels. Thus in conclusion it can be said that the information provided by management accounting aides in maintaining control in the organisation and one of the core purposes of management accounting is to provide information for control and monitoring purpose in the organisation. BIBLIOGRAPHY Atrill, Peter and McLaney, Eddie, Management Accounting for Decision-Makers, (2004), FT Prentice Hall Black, Geoff, Introduction to Accounting and Finance, (2005), FT Prentice Hall Drucker, P. Management: Tasks, Responsibilities, Practices, (1974) Heinemann Drury, Colin, Management and Cost Accounting, (1998), 4th edition, Thomson Business Press. Emmanuel, C.R., Otley, D.T., and Merchant, K., (1990), Accounting by Management Control, Chapman and Hall Johnson, H.T., Kaplan, R.S., Professors, customers and value: bringing a global perspective to management accounting education, in Performance Excellence in Manufacturing and Services Organisation., American Accounting Association Garrison, Ray, Noreen, Eric, Seal, Willie, Management Accounting: European Edition (2002), McGraw Hill Higher Education Horngren, Charles, Stratton, William O., Sundem, Gary L., Introduction to Management Accounting, (2004), FT Prentice Hall.