Early Childhood Education Of Children - 1122 Words

â€Å"Early roots of play as a best practice for early learning was documented by Plato, a Greek philosopher, who insisted that play is considered a natural activity of childhood.†(Ingrid Crowther, 2011, Pg. 2) Early Childhood Education is a term that refers to educational programs that are devoted to children from birth to the age of eight. â€Å"Children of this age learn by exploring and investigating; therefore, their environment should support and encourage this process.†(Rebecca Isbell and Betty Exelby, 2001, Pg. 11) Early childhood environments should be attractive and exciting. These environments should allow children to work and play using proper resources, materials, and tools. Early childhood education often focuses on learning through play or a center-based approach to learning. Jean Piaget was a philosopher who placed great importance on the education of young children. Piaget believed that learning comes from within and that children construct their own knowledge of the world through experience. â€Å"The research and theory of Jean Piaget concludes that play meets the physical, intellectual, language, emotional and social needs of children.† (wikipedia.org) Center-based learning means that teachers group materials for one type of focus together. There are a variety of centers involved in an early childhood classroom including science, math, blocks, dramatic play, music, literacy, reading, and technology. Each of these centers focuses and improves different skills andShow MoreRelatedEarly Education For Children : Early Childhood Educator1408 Words   |  6 PagesEarly education for children is very crucial as it helps shape up the foundation of their knowledge and behavior development process. Children begin to develop the sense of curiosity from the age of two. And from age 2-8, children go through a very crucial period of mental development, which shapes up their future mindset (Grayson, 2016). Early children education (ECE) has been listed as the number one priority of the National Association of Education. The teachers or educators at nursery and primaryRead MoreEducating Children At Early Childhood Education1421 Words   |  6 Pa gesâ€Å"It is easier to build strong children than to repair broken men.† These are the words of Frederick Douglass, and they are as true today as they ever were. As the focus on educating children at early ages has become more prevalent, the amount of research on what best practice is for early childhood education has grown. Out of the findings has sprouted programs like Reggio Emilia that attempt to reach children at a developmental level instead of an academic one. Because of the diverse nature ofRead MoreThe Effects Of Computers On Children s Early Childhood Education Essay1737 Words   |  7 Pageswhy would early childhood education be any different? From the beginning stages, there has always been a debate of whether computers have a positive or negative impact on children, young children especially. As computers have intergraded themselves into many children’s lives and their education, the debate is even more prominent. Supporters of computer use in early c hildhood education believe that with proper monitoring and the right software, computers can be only beneficial to children. If usedRead MoreEarly Childhood Education : Children s Understanding And Development Essay826 Words   |  4 PagesEarly childhood education typically pertains to the education of children who range in age from babies to kindergarten age. This does not start and end inside the class room. Early childhood training is debatably the most crucial phase of educational development as it is from this cornerstone that future development and learning happen. High quality programs need to incorporate teaching in reading capabilities, motor skills, vocabulary and communication abilities. This will create substantial benefitsRead MoreChildren s Learning Within Early Childhood Education1559 Words   |  7 PagesPlay in early childhood education is of great importance in the holistic development of children. Play is hard to define, due to its various presenting means. It must be regarded as an indispensable component of an individual’s development (Saracho, Olivia, Spodek Bernard,1998). Through play, the child interacts with their peers as they explore and participate in different activities. The role of the early childhood teachers is crucial in encouraging and stimulating children’s interest in playRead MoreEarly Childhood Education For Children From Low Income Households Essay1493 Words   |  6 Pages Early Childhood Education Early Childhood Educators work in the subset of education that focuses on the infant through preschool age group. Early Childhood Education creates a significant difference in a child development and learning abilities. There is a variety of avenues one can explore for their child’s pre-education. These specific programs are known by several different names, two of which are preschool and pre-K. Educators can work in many different programs with in churches, public schoolsRead MoreAboriginal Children And Early Childhood Education And Care : A Uncrc Approach3348 Words   |  14 Pages Restoring and strengthening the identities of First Nations, Mà ©tis and Inuit Children through Early Childhood Education and Care: A UNCRC approach Annotated Bibliography Children’s Rights Professor Rachel Caplan Brooke Groombridge- McLeod Ryerson University Introduction In Canada today, many Aboriginal children are facing a greater deal of challenges among the much larger national landscape. Often experiencing higher rates of poverty, crime, substance abuse, and child welfare, many AboriginalRead MoreWhy Should We Have Mandated Early Intervention And Early Childhood Education For Children With Disabilities2494 Words   |  10 PagesAlexis Smith Professor Lehr SE 504 25 October 2016 Final Exam Why should we have mandated early intervention and early childhood education for children with disabilities and their families? Provide a rationale for each. 8 pts. The benefits of early intervention (EI) and early childhood education (ECE) are very clear. They help improve children’s skills, knowledge, and way of navigating the world while having some form of a disability. EI is usually provided in the child’s home, giving their familyRead MoreEarly Childhood Education Is Supplying The Children s Marketplace During Identity Development858 Words   |  4 PagesWhen an educator enters a classroom they do so with tools aimed towards giving students an education. Along with a degree is a copy of the Australian Curriculum ([AC], 2015) and the Early Years Learning Framework ([EYLF], 2015); however, what is important for the educator to perceive is that an important part of early childhood education is supplying the children’s ‘marketplace’ during identity development. According to Siraj-Blatchford and Clarke (2004, p. 23) the effects of gender, culture andRead MoreProfessional Development in Early Childhood Educat ion Essay1320 Words   |  6 Pagestheir early childhood development are teacher professionals who have a passion and a genuine desire to help them learn, grow and succeed in their education. These are just a few roles that early childhood educators plays in the field of early childhood education for working with young children in their early childhood years of life, which the requirements, most of the time, are to have both a formal education and passing teacher-certification score. The National Association for Education of Young

Rural Poverty Alleviation in Nigeria - 10400 Words

RURAL POVERTY ALLEVIATION IN Nigeria In addressing this topic; Rural Poverty Alleviation, it is necessary to define each of the words in this phrase. Efforts will therefore be made to clearly describe/define the following words; Rural, Poverty, and Alleviation. WHAT IS RURAL? To define what is rural is daunting task, because the word rural is an inexact term that can mean different thing to different people. For example, what is considered rural in a place like United States of America and United Kingdom may not resemble what is considered rural in a place like Nigeria and other West Africa countries. However, for the purpose of this paper efforts will be made to describe the word Rural and the general Characteristics of rural areas. Rural†¦show more content†¦While advances are made in the area of communications and information technology and substantial growth recorded in this sector, but sadly no parallel investment was made by both the government and the private investors on poverty alleviation. The aforementioned and those outlined below are some of the factors contributing to the rural poverty in Nigeria. Neglect of agriculture: Before the discovery of oil in Nigeria, agriculture used to be the main sources of revenue and foreign exchange earning for government but regrettably this has been neglected. And since this is the major occupation of the rural people, their income has been the decline ever since. Neglect of infrastructure: There has been a deliberate neglect of infrastructure facilities in the rural areas. Basic amenities such as road network, piped water, primarily health care centers, electricity, schools etc are all contributing factors to the rural poverty. Lack of poverty programme coordination: Various levels of government are claiming to be doing one thing or the other to reduce the suffering of the rural dwellers; the Federal, the State, and the Local government, but lack of proper coordination of their programmes make the impact not be felt by the rural community. Lack of government commitment: No serious commitment on the part of the government to the ruralShow MoreRelatedChronic Poverty in Nigeria Essay1864 Words   |  8 PagesINTRODUCTION In the global economy, issues of poverty has for some time been at the centre of developmental goal of nations. The poor nations are eager to come out of poverty; the rich nations are evolving welfare strategies to improve the quality of life of their people. Poverty has been defined in many ways by several scholars, but what seems to be a general consensus is that poverty is a multidimensional phenomenon. According to (Narayan and Petesch 2002) Poverty is regarded as lack of financial capabilityRead MoreAn Appraisal of Information and Communication Technology (Ict) Resources for Sustainable Poverty Eradication and Development in Nigeria5476 Words   |  22 PagesINFORMATION AND COMMUNICATION TECHNOLOGY (ICT) RESOURCES FOR SUSTAINABLE POVERTY ERADICATION AND DEVELOPMENT IN NIGERIA BY OJEBISI, A. OLUGBENGA Department Of Curriculum and Instruction Studies, Federal College of Education (Sp.), Oyo. E-mail: ojebisi_olugbenga@yahoo.com +234-0-8035624949 An Appraisal of Information and Communication Technology (ICT) Resources for Sustainable Poverty Eradication and Development in Nigeria Abstract This paper presents an appraisal of the use of informationRead MoreSub Saharan Afric Developing The World With Its Most Formidable Essay1167 Words   |  5 Pageschange, inclusion and equality.Adult Education and Community Development compliments each other in the bid toameliorate and alleviate the living conditions of people. In developing countries where manypeople are living in rural communities, they are veritable instruments par excellence fortackling illiteracy, ignorance and diseases. To this end, the collaboration of governmentagencies, non-government organizations, communities and community-basedRead MoreThe Impact of National Poverty Eradication Programme (Napep) on Economic Development of Nigeria13910 Words   |  56 PagesTHE IMPACT OF NATIONAL POVERTY ERADICATION PROGRAMME (NAPEP) ON ECONOMIC DEVELOPMENT OF NIGERIA (A CASE STUDY OF BWARI MUNICIPAL AREA COUNCIL, FCT, ABUJA) AYOOLA ISAIAH OLUFEMI REG NO. 51026 A RESEARCH PROJECT SUBMITTED TO CHARTERED INSTITUTE OF ADMINISTRATION IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF DIPLOMA IN BUSINESS STUDIES (DBS) JULY 2010 DECLARATION I declare that this research project work was carried out by me through extensive study and readings and that the relevantRead MoreRole of Voluntary Organizations in Community Development in Nigeria3804 Words   |  16 PagesRole of Voluntary Organizations in Community development in Nigeria Submitted by Ekweruo Chigozie Kenneth. Bsc. Pub.Administration L.G Studies University Of Nigeria Nsukka ABSTRACT Community development entails the provision of infrastructural facilities to the people. The provision of these social amenities can be attained through a number of ways and/or organizations which includes, the government, community development associations, Voluntary Organizations. A Voluntary Organization or VolunteersRead MoreA Growing Number Of Studies Essay938 Words   |  4 Pageseconomic status (Heltberg, 2005; Kowsari and Zerriffi, 2011; O. Masera et al., 2000; Pachauri and Spreng, 2004). O. R. Masera et al. (2000) empirically evaluate the applicability of the energy ladder model as a basis for proper policy tool in the rural part of Mexico. Their findings support an energy stacking model where choices of improved cooking technologies do not simply follow a linear progression in the income-energy quadrant. Rather household fuel choice decisions are non-linear processesRead MoreProblems of Manpower Development in Nigeria.2371 Words   |  10 PagesTHE PROBLEMS AND SOLUTIONS OF MANPOWER DEVELOPMENT IN NIGERIA. Omotosho Fatimah Olamide Department of Economics, University of Lagos INTRODUCTION The development of indigenous manpower to serve as the propelling force for national growth and development is no doubt a key to Nigeria’s socioeconomic and political development. Manpower utilization could be defined as â€Å"the existence of skilledRead MoreGrowing Number Of Studies ( Ã… ¸Ãƒ   ) Essay940 Words   |  4 Pagesimproved economic status (Heltberg, 2005; Kowsari and Zerriffi, 2011; O. Masera et al., 2000; Pachauri and Spreng, 2004). O. R. Masera et al. (2000) empirically evaluate the applicability of energy ladder model as a basis for proper policy tool in the rural part of Mexico. Their findings support an energy stacking model where choices of improved cooking technologies do not simply follow a linear progression in the income-energy quadrant. Rather household fuel choice decisions are non-linear processesRead MoreHistory of Agricultural Extension3609 Words   |  15 PagesA TERM PAPER ON THE HISTORY OF AGRICULTURAL EXTENSION IN NIGERIA AND ONDO STATE BY ALE, A.B (AEE/09/8837) SUBMITTED TO PROFESSOR EWUOLA AEE 835 COURSE LECTURER JUNE, 2010 Introduction The history of a particular subject, people, profession or any phenomenon provides a record of events which took place in the past to enable us to appreciate the status, strengths and weaknesses of the events which took place in the past. This serves as a guide to others so as not to fall intoRead MoreAnalysis Of Small And Medium Sized Firms5763 Words   |  24 Pagesof the existing ones. Entrepreneurs are commonly known as risk takers because of their ability to break frontiers without agitation or fear of loss. The failure and problems of large scale enterprises in achieving the desired industrialization for Nigeria (as a case study) despite the large protection they enjoyed over the years have further boosted the need to encourage and support Small and Medium sized firms. SMES are assumed to be in the better position to boost employment and generate a more even

Indian tribal music Essay Example For Students

Indian tribal music Essay Tribal Music Indian tribal music is considered to be a version of house music. The music is mostly accompanied by drum-beats, with no presence of specific melody. During an ongoing performance, there exists no prolonged synch sound in such music. Due to the Indian variation being of much rugged origin, the instruments utilized are not as refined as the ones used in classical music. Tribal musical instruments are generally manufactured by the musicians themselves, making use of materials like coconut shells, animal skin, etc. The musical beats are based on sophisticated and synchronized drum patterns, establishing a rhythm. Into a wholesome Indian tribal musical session, there can be a mixture of drum sounds in a particular track. Other instruments utilized include horse hair violin, duck, bamboo flutes, senator, sitar etc. The strict definition of tribal music in India is pretty formless, since tracks are acknowledged as ruggedly tribal because of their booming sound. However, present times witness much of lyrical chanting and traditional sounds, comprising anthropometry musical variations. The aboriginal, ethnic tribal music is reproduced live with drums, in accompaniment with other musical instruments. Tribal music in India is not taught the same way as classical music is. There are no finishing schools that instruct tribal music. It has a hereditary process of learning. The music is passed down from generations to generations. However, as times and tastes have changed, variations in the current form are foreseeable. Included in the present-day tribal variation, tribal house music is the end-product of digitalis instrumentation. Senator, Indian Tribal Music Indian tribal music with its closed-group form of ethnicity, is remarkable in the sense that it can never be studied in isolation from the social and ritual contexts of the people concerned. Tribal music possesses a well- built community basis. The fact can be comprehended in the domains of musical- solicitation, kinds of ownership, levels of participation and nature of specialization. Learning music in a typical tribal society forms a cardinal part of the entire process of association of its members. It is learnt together with the umpteen customs and practices conforming to the standards reckoned apt by the society. Any given tribal community as a whole initiated its children in learning music, I. E. , singing, drumming or dancing, from an early age. Children from the Sonatas tribal society are initially supplied with the Katie mural (small sized flutes) of five to six inches in length with three to four envoys to blow and the drums of smaller size to beat. As with any other tribal society, Indian tribal music scenario also possesses its property of its individual members, but of the community as a whole. For this very reason, tribal music even if framed by individual composers remain anonymous. For instance, none of the Sonatas songs can be seen to contain the names of individual Sonatas composers. Modernization has however completely overhauled this tradition. Individualism is keenly looked after. Indian tribal music possesses numerous modulations that have been inimitable in its traditions.

Lone Parents Poverty And Unemployment Social Work Essay Essay Example

Lone Parents Poverty And Unemployment Social Work Essay Essay In a recent survey, Rafferty and Wiggan 2011 province, in the yesteryear, lone parents with kids below 16 old ages of age had the right to seek paid work or non, without hazard of countenance. The recommendations of the Freud Review ( 2007 ) of Welfare-to-Work proviso and the 2007 Green Paper on Welfare Reform, In Work Better Off, marked a critical stage in policy, suggesting a new societal understanding that reinforced lone parents duty to seek paid work ( Department for Work and Pensions ( DWP ) , 2007 ) . Since October 2008, lone parents whose youngest dependent kid is above 12 old ages of age are no longer eligible for Income Support ( IS ) on the evidences of being a lone parent. From 2010, this was extended to lone parents whose youngest dependent kid was above seven old ages old and this was further extended in the Budget 2010 to those whose who s youngest dependent kid being i ¬?ve or over ( Great Britain, Parliament, Her Majesty s Treasury, 2010 ) . We will write a custom essay sample on Lone Parents Poverty And Unemployment Social Work Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Lone Parents Poverty And Unemployment Social Work Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Lone Parents Poverty And Unemployment Social Work Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This paper will analyze the deductions of the Government s policy aims and their vision that it is right to anticipate people to do every attempt to acquire themselves ready for work, every bit good as raising outlooks. The authorities purpose is that those who find work benefit from higher income and improved well-being. There are besides financial benefits, with a lower benefit burden the authorities estimates that this policy alteration will impact about 100,000 individual parents in 2011and make nest eggs of ?380m between 2011 and 2015 ( Tickle, 2010 ) there is besides broad societal additions with decreased grownup and kid poorness through increased employment ( DWP, 2008 ) . Lone parents feel that their concerns have been disregarded ; that being a parent is a full clip occupation and there are deficient flexible, family friendly occupations available ( Woods, 2010 ) . Gordon ( 2002 ) stated that uncertainness about how to acquire benefits reinstated rapidly if the occupation did non work out has placed another barrier in the manner of seeking employment every bit good as the loss of Housing Benefit and alterations in their Working Tax Credit. This is reinforced by the Policy Studies Institute ( 1996 ) which found that many out of work lone parents say they are unable to take paid occupations, even if they could happen low-cost child care and the biggest ground given was that their kids were excessively immature and needed their female parent at place. Channel 4 News ( 2011 ) broadcast that as the new public assistance reforms for individual parents come into force, lone parents are being set up to neglect ( Gingerbread, 2011 ) . Gordon, ( 2002 ) besides stated that policies pursued by consecutive Conservative authoritiess throughout the 1980s and 1990s led to a monolithic addition in the figure of low-income families and households. New Labour changed way and had policies on doing work wage by making a livable minimal pay and a public assistance political orientation, which emphasised the importance of maternal attention. One of the anchors of New Labour s scheme to cut down public assistance dependence was making work wage , a scheme that was particularly directed at lone parents through increased financially supported child care and a specific New Deal which started after the 1997 election. This targeted lone parents amongst other vulnerable groups. The programme was voluntary and offered a mixture of occupation hunt support, preparation and practical support for the passage to work. There were merely limited chances for preparation, with the chief focal point being on acquiring lone parents back into wo rk. Gregg, Harkness and Smith ( 2007 ) province that Government policies to assist lone parents back into work and cut down degrees of poorness, could had a profoundA difference and alter the quality of life for solitary parent households. The UKs committedness to a personalised, bespoke, support is limited because of the deficiency of resources and preparation. Cunningham A ; Cunningham ( 2008 ) stated that Social Workers ( SW ) should be cognizant of lone parents and their battle with poorness and employability because poorness is a cardinal and defining characteristic in the lives of many Service Users ( SUs ) . They go on to province that sociology in Social Work is an of import accomplishment for Social Workers to convey into pattern to assist underpin the General Social Care Council ( GSCC ) Codes of Practice ( COP ) . The GSCC COP province SW s must hold appropriate cognition and accomplishments to supply societal attention and maintain those accomplishments and knowledge up to day of the month. Harmonizing to Knijn, Martin and Millar, ( 2007 ) cut downing public assistance dependence for lone parents could ensue in decreased public assistance outgo and maximised employment rates along with improved socio-political impact for adult females. The fiscal inducements for work had to be substantial and sustainable to cut down the hazard o f in-work poorness. Gregg, Harkness and Smith, ( 2007 ) stated that as portion of its public assistance reform and kid poorness scheme, the incoming New Labour authorities initiated a series of policies aimed at cut downing child poorness in 1997 and a cardinal component of this was to increase employment rates amongst households with kids, particularly solitary parents. Finch et Al ( 2004 ) suggested that a deficiency of good child care is one of the important barriers to the authoritiess target to increase the solitary parent employment rate to 70 % by 2010. The Welfare Reform Green Paper ( 2007 ) provinces work is at the bosom of our Welfare Reform Programme . Allan ( 1997 ) stated that benefit ordinances were changed in an attempt to promote lone female parents into work and greater force per unit area was put on non-resident male parents to do sufficient fiscal parts to their kids s demands. In its Green Paper ( 1998 ) Supporting Families, New Labour s stance on lone parents was clear about the be nefits of matrimony ( Cunningham and Cunningham, 2010 ) and besides stated paid work is the best path out of poorness ( Department of Social Security ( DSS ) ( 1998 ) . Lone parents were one of their cardinal mark groups. At this phase parents could still take between remaining at place and being a parent or traveling out to work. In the Budget 2010 reference, Mr Osborne, Chancellor of the Exchequer, stated that the authorities expects lone parents to look for work when their youngest kid goes to school. The changesA were implemented on 25 October 2010 and affected lone parents claiming IS.A Job Seekers Allowance ( JSA ) Regulations ( 2010 ) changed the policy excessively, one time kids are of full clip school age, parents who are able to work and are claiming benefits should be expected to look for paid work to back up themselves and their household. Ahrends, J ( 2010 ) stated that Gingerbread, a charity for individual parents, is still naming on the Coalition Government toA implement programs to enable all employees to use for flexible working, to guarantee all occupations in the populace sector are offered on a part- clip or flexible footing andA introduce a right to paid parental leave to assist parents cover with clip off when kids are sick. David Cameron, Gordon Brown and Nick Clegg wholly pledged to dispute bias against individual parents in 2010 ( Ahrends, 2010 ) and the freshly elected Coalition Government ( 2010 ) further stated that it was committed to presenting flexible working for all and launched a taskforce on kids and households, unluckily 9 months subsequently this same authorities has scraped ordinances which came into force April 2011 as portion of a bundle of steps to cut down bureaucratism for concerns. Stratton and Wintour ( 2011 ) wrote in The Guardian, Vince Cable, the Business Secretary, will relieve houses with fewer than 10 employees from all new ruddy tape for three old ages as it subjects 21,000 pieces of ordinance to an audit by the populace. This will see a shelving of the right to bespeak flexible working for parents with kids under 17 which will use to all houses, non merely little 1s. It will besides trash the right to bespeak clip for preparation and instruction toward Continuous Professi onal Development ( CPD ) . Freegard, ( 2010 ) co-founder of NetMums, commented on the benefit alterations and suggested many lone parents would be experiencing really dying. She besides noted individual parents frequently want to work, but happening occupations to suit around the school twenty-four hours is really hard ; as is happening and paying for suited good quality child care before and after the school twenty-four hours. Woods D ( 2010 ) stated that family-friendly occupations are still far excessively rare despite the Government necessitating 100,000 individual parents to seek work in 2011. Harmonizing to Gingerbread the huge deficiency of occupations with flexibleness could endanger programs to hold more individual parents in work. A national study of individual parent members and users of NetMums web site found that members had seen few occupations advertised that they could use few for with portion clip hours, within school hours or as a occupation portion or flexible in some other manner. Establishing a Gingerbread Briefing on flexible working, main executive of the charity Weir ( 2011 ) called on the Government to travel faster on programs for flexible working: She stated that the concern instance for flexible working has been proven with most employers holding that people work best when they have a work/life balance. Giullari, ( 2009 ) provinces in footings of poorness obliteration at that place has been an betterment. Single parents employment rate has surely risen, from 40 % in the early 1980s to 56.6 % in 2009. The Freud Report, ( 2007 ) states it is an progressively common outlook that one time kids reach school age so reception of benefits should be conditional on looking for a occupation. JSA is the chief benefit for people who are out of work, to have it you must be available for and actively looking for work. JSA is merely given to bona fide jobseekers, anyone who refuses an interview, re-start interview or fails to maintain the occupation hunt diary faces instant surcease of their esthesis benefits ; this is non suited for all. Lone parents still have the right toA limit their hours and non be expected to work outside normal school hours. For the authoritiess policy to work, there has to be sustainable, flexible work for lone parents to be employed in. Under this public assistance ideology one of the cardinal premises is that all grownups should be in work even if it means unstable employment ( Lewis and Giullari 2005 ) . This public assistance political orientation accents and promo tes active societal policies and needs full employment to accomplish this ( Knijn et al, 2007 ) . The Coalition Work and Pensions ( DWP ) Minister, Maria Miller stated, We know that work is the best path out of poorness . Now with individualized intercessions the most successful are when the intercession meets the SU demands, wants and capacities ( Van Berkel and Valkenburg 2006 ) . Ahrends, ( 2011 ) debates although consecutive authoritiess have promoted work as the path out of poorness and that many individual parents are better off in paid work this is non ever the instance: 21 % of kids whose individual parent is in full clip work still fall below the poorness line, as do 29 % of kids whose individual parent is working portion clip. Ahrends ( 2010 ) further provinces 4 out of 10 kids populating in poorness are in a individual parent family, and 9 out of 10 of them are female parents. More than 20 % of adult females have persistently low incomes, assisting, instead than coerci ng, these adult females is the reply. Finch et Al ( 2004 ) discusses that legion surveies have suggested that Britain s parents are neglecting, kids are suffering and have hapless moral, societal and rational upbringing. Paton, ( 2011 ) writes kids from individual parent households are worse behaved , kids raised by individual female parents are twice every bit likely to misconduct as those born into traditional two-parent households, harmonizing to the Daily Telegraph. Headlines like this addition lone parents believing that the authorities believes rearing can be doneA alongside of portion clip work are counterproductive. When a lone parent starts work, there are many alterations to day-to-day life. and the lives of their households and other household members may hold to be more involved in kid attention. All of this including the societal, work, carer and school scenes are cardinal elements to work sustainability ; this has non yet been consistently explored in research ( Millar and Ridge, 2009 ) . The Freud Review ( 2007 ) fails to reply hard inquiries of how seting force per unit area on the most vulnerable will assist the authorities to run into their kid poorness marks and enable the best start for all kids. Single parents want to work, for assorted grounds ; increased income and fiscal independency are cardinal incentives along with personal independency, the chance for societal interaction with other grownups, and to put a good illustration to their kids. Harmonizing to Ahrends, ( 2010 ) 42 % of individual parents say that holding about any occupation is better than being unemployed on benefits. Throughout Britain, a high proportion of individual parent households are already in state of affairss of terrible fiscal exposure. The cost of life in Britain is ?13,400 ( Bradshaw et al. 2008, P. 32 ) . Figures produced for the DWP ( See annex A ) reveal that over 50 % of people populating in individual parent households fall into the low-income bracket, which is defined as below 60 % of the national average income after subtracting lodging costs ( about ?195 per hebdomad for a individual parent with kids ) . In contrast, less than 5 % of two parent households fall into this class ( DWP, 2010 ) . Finch et Al ( 2010 ) province individual parent households will endure disproportionately, non merely under cuts to public services but besides under revenue enhancement additions and benefit alterations. It is clear that individual parent households, particularly those headed by adult females, are at hazard of going even more vulnerable to poorness. Jenkins, ( 2011 ) states that as most kids populating in terrible poorness are in workless families, precedence should be given to taking barriers to employment for parents populating in poorness. Key measures to battle child poorness include aid with child care costs for low income families and more support for parents who work in parttime occupations ; this could be done by raising the earned income degree at which lone parents can claim full benefits, supplying more training chances for parents who need and want to hike their accomplishments and an additions in the minimal pay. The London School of Economics and Political Science province the Misery Index is a simple economic construct, which puts together the ailments of rising prices and unemployment together into a individual sum of our fiscal despondence ( Rainford, 2011 ) . February 2011 saw it hit the highest degree since October 1992. The Fawcett Society, a charity that campaigns for equality between adult females and work forces, points out, unemployment among adult females is already at its highest for the last 20 old ages. Womans are the biggest also-rans under the public sector cuts. Womans are besides most likely to be affected by the authorities s programs to reexamine ordinances that load concern. The Fawcett Society ( 2011 ) province that the budget was a good chance missed, to show a believable growing program and had some consideration of how to enable adult females to take up new occupations in the private sector. These steps were put in topographic point to undertake the private secto r wage spread and advance family-friendly occupations, which reflect the demands of a modern work force. Lone parents are confronting a altering environment of societal protection because of decrease in services and monies available because of the cardinal authorities cuts. With the Coalition Government there has been a displacement off from back uping lone parents being full clip carers at place to an employment-based maternal theoretical account. There is a rhetoric focal point and way towards back uping employment and now the move to compulsory work-related demands. Lone parents with kids five old ages or over are treated the same as any other unemployed claimant ( Woods, 2011 ) . Lone parents are non now seen as holding caring duties but as a wider portion of a hidden unemployed. DWP ( 2008 ) province the authorities s scheme is to increase employment and lessening poorness among solitary parents but there are many obstructions still to be overcome. Gloster, et Al. ( 2010 ) province that some of this is the mutual exclusiveness between low paid, parttime untypical occupations and t he primary lovingness duties of lone parents there is besides no systematic proviso for particular paid or unpaid leave, good quality low-cost child care is hard to happen and there are few developing programmes that fit into the lives of lone parents. Without the security of a 2nd pay, child revenue enhancement credits are paid irrespective of the work position and the working revenue enhancement recognition is specifically intended as a addendum for low rewards all contribute to this mutual exclusiveness. Family-friendly employment with a work/life balance are non now portion of the authorities s policies and without action from both the Government and employers, many individual parents will stay in the poorness trap. ( Woods, 2011 ) ( Word Count 2730 )

Virginia Woolf To the Lighthouse

Virginia Woolf To the Lighthouse Virginia Woolf’s â€Å"To the lighthouse† is a thoughtful novel that focuses on childhood emotions and adult relationships in a typical contemporary family. This is portrayed by different behaviors exhibited by characters of this novel.Advertising We will write a custom essay sample on Virginia Woolf: To the Lighthouse specifically for you for only $16.05 $11/page Learn More This paper seeks to analyze the characters of this book and show the relationship that is shared among the characters. The paper will also describe the symbolism that ties the characters together and finally it will show their development at the end of the story. Mrs. Ramsey is one of the main characters in this novel, and takes the lead role of bringing all the other characters together (Woolf 2). The writer describes her as a strong woman who acts as a mother not only to her family but also to other people surrounding her. This is shown by the roles she plays in the novel which makes her image come out as caring, loving, and a wise woman. Her figure is seen as a house where others can find shelter. Mrs. Ramsey depiction is symbolic in that she is seen as a source of light for the house where people can gather hope. Woolf uses this character to employ the technique of symbolism. She explains the need for marriage between men and women saying that marriage was a must, even though her marriage was not perfect. She tries to soften the attitude that her husband posses due to his ego. She manages to change the attitude of her husband from the action of labor sharing at the end of part one (Woolf 117). Mrs. Ramsey has the power to attract people with her beautiful looks and her passionate interaction. However, she has been criticized for damaging other people lives through her efforts to bring her family together. She tries to make people change to what she wants them to become (Woolf 43).Advertising Looking for essay on british literature? Let's s ee if we can help you! Get your first paper with 15% OFF Learn More Her daughters, Prue, Nancy, and Rose disagree with her on various occasions. As a result of this disagreement, her daughters decide to take different paths in life. Mrs. Ramsey tries to show her womanhood through her activities like holding parties for dinner and raising her eight children. She displays herself as a â€Å"superwoman† who is even capable of taking men’s responsibilities. She is not satisfied with her husband’s responsibilities as a husband and as a father (Woolf 50). Mrs. Ramsey tries to expose her husband’s failure through her actions and it worries her that her husband cannot realize her efforts. The author depicts Mrs. Ramsey as a person who was able to care for all classes of people, including the rich and the poor. In addition, she cared for those people with disabilities by showing them compassion and by fighting discrimination and gender inequality. Her gender roles are shown by the soft response she gives to her husband, who is depicted as rude. She is seen as role model by other people; this is shown by mourning of her death by her family and other people (Woolf 78). Mr. Ramsey is initially seen as a brutal man who displays selfishness from the way he speaks and the words he uses to address people. After reading the novel, the reader realizes that he was suffering from his pride. He deeply interested in his achievements and his line of work. His pride wanes when he realizes he was emotionally disturbed and is forced to seek help from his wife. This is also evident in part three when he begs for sympathy from lily in absence of his wife. Mr. Ramsey exhibits dictatorial moods when in stress; these are the times when he is rescued by his wife. He struggles between being a scholar and fulfilling his domestic duties. However, with his big family, he found it difficult to concentrate on his work (Woolf 22).Advertising We wi ll write a custom essay sample on Virginia Woolf: To the Lighthouse specifically for you for only $16.05 $11/page Learn More James Ramsey is one of the sons of Mr. and Mrs. Ramsey. At the beginning of the novel he is seen as a child of six years who had a passion for going to the lighthouse. His father does not give him a chance to go to the lighthouse in part one; this is however different in part three when his father is forcing him to go to the light house. Woolf uses the lighthouse symbolically to depict the relationship that existed between James and his father. The motherly relationship that existed between James and his mother was so strong that he wished that she was his dad. James even has a fantasy of stabbing his father so as to replace him with his mother (Woolf 45). James is described as a normal person without any mental illness. His attitude towards his father shows how much he hated him. The return to the lighthouse is used to show the change of cha racters that was realized after the death of Mrs. Ramsey. James is seen in a reconciling mood with his father, a person he hated when his mother was alive. Lily Briscoe is an artist who keeps on painting everything that she comes around. By painting, she tries to bring out the characters of people through imagery. The relationship that exists between Lily and Mrs. Ramsey is full of criticism. Lily criticizes the idea of Mrs. Ramsey making decisions for others and not being supportive to other people’s choices. At the end of the story, Lily admired Mrs. Ramsey and wanted to be like her. The relationship that exists between lily and men is much complicated in that she does not want to be married; instead she considers marriage as personal incapability to maintain creativity. Like Mr. Ramsey, lily is faced with a dilemma of trying to define her life. Nevertheless, she uses her paintings to come up with the answers. At some instance, she makes a painting of Mrs. Ramsey, a figure she profoundly admired and a figure she wanted to emulate (Woolf 48).Advertising Looking for essay on british literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Charles Tansley is a guest to Mr. Ramsey and also his student. His role in the novel is to show a boundary between different classes of people. The relationship that exists between him and Mrs. William Bankes is also invited to the summer house as a friend of Mr. Ramsey. He is widower who befriends lily. He adores Mrs. Ramsey but due to his friendship with Mr. Ramsey, he is forced to keep it down. His role in the novel is to bring out the characters of lily and Mrs. Ramsey, their stand on marriage, and the way they perceive men (Woolf 58). Augustus Carmichael is depicted as person with his own unique lifestyle. He has his own principles which he maintains throughout the story. He is the only person who is resistant to the tricky traits of Mrs. Ramsey. He is used in the novel to bring down the dominance of some characters and to neutralize the tension in the story. Through this character, the reader is able to see the human nature of Mrs. Ramsey. Symbolism has been shown by use of ce rtain words like lighthouse to show solidarity and transformation in the novel. Lighthouse as a form of solidarity has been used by the Ramsey family as way of showing their togetherness. This structure remains even after ten years showing the stability that was initiated and left by Mrs. Ramsey. The light of the house gives way to allow the family to move on even when the dark falls. Lighthouse has been used to show the source of power for the family as they gain control over the house. Waves have been used symbolically to show the obstacles faced by the characters in life. These challenges are constructive in that they make characters to be strong enough to move on, and in some occasions, they discourage the characters making them to give up. These waves reveal themselves through the behaviors adopted by some characters, like bravely or ignorance. Waves are also not permanent; they come and go meaning they do not take away what is permanent like the light in the house (Woolf 102). The window also has been used symbolically to give lily a chance to observe clearly what to paint. The paintings are her efforts to find answers about life. The window clearly portrays Mrs. Ramsey as the center stage of the whole family over which everyone can look through. Lily looks through this window when painting Mrs. Ramsey in order to see her clearly, to understand her, and to enumerate her in life (Woolf 116). Towards the end of the story, the skull has been used as a symbol of death for different characters. This happens towards the end of the novel like the death of Mrs. Ramsey. The basket that was filled with fruits shows unity, even Carmichael refuses to disturb it so as not to break that unity. The idea of Mrs. Ramsey arranging them on the table shows her as the pillar to distribute and maintain this unity (Woolf 118). In conclusion, â€Å"To the Lighthouse† is a symbolic title that is realized at the end of the story. The author chooses this to represent the fa mily unity that becomes even more concrete at the end of the book. The death of Mrs. Ramsey is painful but serves as an eye opener to her entire family. This is evident at the moment they go to the light house for the last time. It also serves to show that the family’s hope was not taken away by the demise of one of its leader. â€Å"To the Lighthouse† is Woolf’s masterpiece that brings out a story of a huge family, the relationship between the members, their disagreements, and their common grounds. Woolf, Virginia. To The Lighthouse. Oxford, UK: Oxford University Press, 2006. Print.

Académie Française, the Moderator of the French Language

Acadà ©mie Franà §aise, the Moderator of the French Language The Acadà ©mie Franà §aise, often shortened and simply called  lAcadà ©mie, is an organization which moderates the French language. The primary role of the Acadà ©mie Franà §aise is to regulate the French language by determining standards of acceptable grammar and vocabulary, as well as adapting to linguistic change by adding new words and updating the meanings of existing ones. Due to the status of English in the world, the Acadà ©mies task tends to be focused on lessening the influx of English terms into French by choosing or inventing French equivalents. The Primary Function of the Acadà ©mie Officially, the Article 24 outlines that The primary function of the Acadà ©mie will be to work, with all possible care and diligence, to give our language definite rules and to make it pure, eloquent, and capable of dealing with art and science. Maintaining a Common Linguistic Heritage The Acadà ©mie fulfills this mission by publishing an official dictionary and by working with French terminological committees and other specialized organizations. Strangely, the dictionary is not sold to the general public, so the Acadà ©mies work must be incorporated into society by the creation of laws and regulations by the above-mentioned organizations. Perhaps the most notorious example of this occurred when the Acadà ©mie chose the official translation of email. Obviously, this is all done with the expectation that French speakers will take these new regulations into consideration, and in this way, a common linguistic heritage can theoretically be maintained among French speakers around the world. In reality, this is not always the case. Created by Cardinal Richelieu in 1635 The Acadà ©mie Franà §aise was created by Cardinal Richelieu under Louis XIII in 1635, and the first Dictionnaire de lAcadà ©mie ranà §aise was published in 1694 with 18,000 terms. The most recent complete edition, the 8th, was finished in 1935 and contains 35,000 words. The next edition is currently underway. Volumes I and II were published in 1992 and 2000, respectively, and between them cover A to Mappemonde. When complete, the 9th edition of the Acadà ©mies dictionary will include approximately 60,000 words. Its important to note that this is not a definitive dictionary, as it generally excludes archaic, offensive, slang, specialized and regional vocabulary. Linguistic and Literary Patronage The secondary mission of the Acadà ©mie Franà §aise is that of linguistic and literary patronage. This was not part of the original purpose of lAcadà ©mie, but thanks to grants and bequests, the Acadà ©mie now offers about 70 literary prizes per year. It also awards scholarships and subsidies to literary and scientific societies, charities, large families, widows, underprivileged persons and those who have distinguished themselves by courageous acts. Peer-Elected Members Essentially a linguistic jury, the Acadà ©mie franà §aise is a group of 40 peer-elected members, commonly known as Les Immortels  or  Les Quarante. Being chosen as an Immortel is considered a supreme honor and, except in extreme cases, is a life-long commitment.Since the creation of lAcadà ©mie Franà §aise, there have been more than 700 Immortels who were  chosen for their creativity, talent, intelligence and, of course, particular linguistic adeptness. This range of authors, poets, theater people, philosophers, doctors, scientists, ethnologists, art critics, soldiers, statesmen and churchmen assembles at lAcadà ©mie into a unique group of people who make decisions on how French words should be used by analyzing how they actually are, creating new terms, and determining the beneficiaries of the various awards, scholarships, and subsidies.In October 2011, the Acadà ©mie launched an interactive feature called Dire, Ne pas dire on their website in the hopes of bringing pure French to the cyber masses.

Human Wisdom and Advertisements Essay Example | Topics and Well Written Essays - 750 words

Human Wisdom and Advertisements - Essay Example Advertisers are sophists. In any given advertisement, the main aim is to convince the buyer that the product is perfect in order for the buyer to buy it. Instead of most advertisers to advertise a product on the basis of the truth, most of them use persuasive tactics. Sophistic advertisements include power point presentations on TV, Web sites content which contain three-dimensional photographs of the products. Advertisements are sophistic since they aim at appealing to the target consumers. Unsophistic advertisements showroom presentations of products and newsletter advertisements (Craig 289). Lesson four Similarities between Stoics & AquinasTop of Form Bottom of Form . The development of natural law has been attributed to Stoic. Stoicism arose in Hellenistic period. Both Stoics and Aquinas believe human beings have a soul which is capable of perception.  Both philosophies agree that human beings have the capacity to assent or resent to presentations made (Craig 28). Both identify God with nature where nature hold cosmos together and cause terrestrial things. Both philosophies consider ethical goals as the kind of life which is consistent with cosmos. Both Stoics and Aquinas recognize that humans have intellectual capabilities which guide them in their moral choices. According to the two philosophies, society wellbeing includes acts which promote co-existence and human wellbeing (Craig 39). Lesson five Aquinas moral philosophy has strengthened my thoughts on personal philosophy. It has supported my thoughts on morality and ethics. According to my thinking, we cannot achieve total happiness in the world since happiness is supernatural and consists of union with God. In order to achieve happiness in life, we must have certain moral virtues which guide us in seeking it in a consistent way. Living things also comprise of matter and substantial form and seek their own perfection (Craig 90). According to my experience, members of the same species have different deg ree of maturity and ability. For instance, adults have more developed cognitive capabilities than a child who is in line with Aquinas philosophy. According to Aquinas, human wellbeing consists of doing acts that are in accordance to human nature and intellectual limitations may prevent us from doing what in good. For instance, mad men commit murder due to their intellectual limitation. Aquinas philosophy emphasis on need of prudence in judgments which is wisdom in human affairs and the reason for the actions. Lesson six Thought experiments are mental hypothesis which are used by philosophers to illuminate dense ideas (Craig 326). Most of them communicate in narrative form or in diagrams. Their role is to increase the man’s understanding of nature. The prisoner’s dilemma is one of the thought experiences I have used before. It analyzes who two individuals may refuse to cooperate when it is in the best interest of them to do so. In this thought experience, two men are ar rested by a police officer without enough evidence to convict them. The police officer separates them and offers them a good deal whereby one should testify against them other. If one betrays the other and the other remains silent, the betrayer is set free while the co-operator is jailed for one year. If both remain silent, they are jailed for

Virtual communities Article Example | Topics and Well Written Essays - 500 words

Virtual communities - Article Example t block or the other side of planet of any individual who is a part of a computer-mediated social group, as well as the potential benefits for personal or societal wellbeing of belonging to such communities. From virtual discussion blogs, networking communities and play-station networks to virtual shops, jobs, and even virtual classrooms, this widespread medium is phenomenal for bringing about such a greater sense of community. This concept/term has become so pervasive in its use that there is a propensity to blend all social activity into a sole concept and disregard the diversity of virtual frameworks (Renninger 2002, p.293). The World Wide Web has made it simpler for individuals to form virtual communities. Geographically dispersed, these communities are used for multiple social and professional groups to hold discussions, share activities, and build strong ties among members; they have become central to motivating people to get wired. There are many examples of virtual communities that serve different purposes and target different segments. For instance, for independent contractors and consultants, About.com is a key example of a virtual community that can be utilized to assist a distributed workforce. This community provides discussion platforms, online training, and other resource areas for assistance. Moreover, another example of a virtual community is BlackPlanet.com, which specifically caters to the African American society. It allows the Black minority to interact, by offering email, free personal pages, chat rooms, forums, news, instant messaging, and Internet telephony, as well as online events and special promotions. Furthermore, this community features online channels which cover a variety of topics, like career, health, money, politics, news, music, beauty, love, sex, and spirituality etc.; it also has a ‘Black Expressions’ book club (McKay 2000, p.157). Virtual communities go far and beyond to cover all segments, for example, for gaming and

Working arrangements at Richer Sounds Essay Example for Free

Working arrangements at Richer Sounds Essay The majority of the people Richer Sounds employ are employed on a permanent basis. All these people are issued with a written contract of employment. Permanent workers are given a 20 day paid holiday each year, this increase after six years by 1 day extra holiday per year, so if they work for 10 years they can get up to 25 days paid holiday a year. They are also entitled to sick pay, where they will be paid their normal wage for the first 10 days, then half of the wage for the next 20 days and after 30 days they will need to claim for government statutory sick pay. People who come to work on a temporary basis wouldnt be issued with a written contract of employment. Temporary employment is mainly done during busy periods such as Christmas, where colleges will be employed for a short time and their work will end as soon as the sale period is over.  Most colleagues in Richer Sounds work full time although their hours vary, because not all stores have taken the new working arrangement, which is to work from 12 noon to 7pm. A normal working week will be a total of 42.5 hours per week and for the stores who have changed to the new working arrangement it will be less. Contract of employment The contract is a written legally binding document provided by the employer for employee, the contract states in detail of what the employees terms and conditions are.  The terms of employment for colleagues in Richer Sounds are that they obey the rules of employment and codes of conduct; these are the two main and most important terms in Richer Sounds. The rules of employment are split into two sections. Section A are rules that Richer Sounds have decided for the company and section B are rules for the colleagues of Richer Sounds. Richer Sounds Advertise for new colleagues by advertising their vacancies within every edition of the in-store catalogue and website. Usually these vacancies are for needs of new sales person or need of new employees to work in the departments. This generates ongoing applications (CVs) from many interested people. If there are no vacancies at the time, then the company keeps a record of all the people who have applied for Richer Sounds, for a max of six months. These adverts saves the company major amounts of money, because if they were to publish it on the newspaper then they would have to pay a certain amount of money to the newspaper company, therefore the idea of publishing vacancy adverts on their catalogues and website is a really good way to save money. If the company doesnt receive any phone calls or reply from any people regarding an interest in the job, then the company will have to publish the ad in the newspapers, this way a wider range of people would be able to view it. Colleagues in Richer Sounds are also advised to introduce his/her friends or relatives to the business; however these applicants must also follow the same rules of the application process as all others do. Richer Sounds Advertise for new colleagues by advertising their vacancies within every edition of the in-store catalogue and website. Usually these vacancies are for needs of new sales person or need of new employees to work in the departments. This generates ongoing applications (CVs) from many interested people. If there are no vacancies at the time, then the company keeps a record of all the people who have applied for Richer Sounds, for a max of six months. These adverts saves the company major amounts of money, because if they were to publish it on the newspaper then they would have to pay a certain amount of money to the newspaper company, therefore the idea of publishing vacancy adverts on their catalogues and website is a really good way to save money. If the company doesnt receive any phone calls or reply from any people regarding an interest in the job, then the company will have to publish the ad in the newspapers, this way a wider range of people would be able to view it.  Colleagues in Richer Sounds are also advised to introduce his/her friends or relatives to the business; however these applicants must also follow the same rules of the application process as all others do.

Glitches :: essays research papers

How to glitch Halo 2   Ã‚  Ã‚  Ã‚  Ã‚  What is a glitch? What is Halo 2? Halo 2 is a video game that is played on the XBOX gaming console. It is a first-person shooter with beautiful landscapes and environments. In every environment there are limits and boundaries as to what you can do and where you can go. A glitch is when you find a way around these limits and boundaries. There are many glitches in Halo 2, but the one we will learn is how to get out of the environment called â€Å"Burial Mounds.†   Ã‚  Ã‚  Ã‚  Ã‚  In Halo 2 there are walls around every environment. To build these walls, programmers make a boundary that you cannot pass through and then they assign it a color and/or texture to make it look like a real wall. The obvious solution to getting out of an environment would be to simply find a way over these walls. That was the case in the prequel to Halo 2 called Halo, but in Halo 2 the programmers did not want gamers to get out of the environments so they built invisible walls above the visible ones so that it looks like there is just one wall, but really there are two walls stacked on top of each other. To make these invisible walls they simply make a boundary and do not assign a color to it. These invisible walls worked very well, but there was one problem with them; they did not make a complete circle around the environment. The invisible walls have two ends that meet together somewhere in the environment and leave a small â€Å"hole† between each end. Fi nding this hole and getting through it is how we will glitch Burial Mounds.   Ã‚  Ã‚  Ã‚  Ã‚  Step one is to setup the proper game. Turn your XBOX on with Halo 2 inside. When the main menu appears select the â€Å"Settings† option. A submenu will appear and you will need to select the â€Å"Game Variants† option. Once you have done this a list of game options will appear and you will scroll down the list and change these options as such: Level – Burial Mounds Game Type – Juggernaut Over shields – On Once you have done this press the back button until you are at the main menu again. Now choose the option â€Å"Multiplayer.† When you get to the multiplayer submenu you will need a partner to join the game with you because this glitch requires two players. Glitches :: essays research papers How to glitch Halo 2   Ã‚  Ã‚  Ã‚  Ã‚  What is a glitch? What is Halo 2? Halo 2 is a video game that is played on the XBOX gaming console. It is a first-person shooter with beautiful landscapes and environments. In every environment there are limits and boundaries as to what you can do and where you can go. A glitch is when you find a way around these limits and boundaries. There are many glitches in Halo 2, but the one we will learn is how to get out of the environment called â€Å"Burial Mounds.†   Ã‚  Ã‚  Ã‚  Ã‚  In Halo 2 there are walls around every environment. To build these walls, programmers make a boundary that you cannot pass through and then they assign it a color and/or texture to make it look like a real wall. The obvious solution to getting out of an environment would be to simply find a way over these walls. That was the case in the prequel to Halo 2 called Halo, but in Halo 2 the programmers did not want gamers to get out of the environments so they built invisible walls above the visible ones so that it looks like there is just one wall, but really there are two walls stacked on top of each other. To make these invisible walls they simply make a boundary and do not assign a color to it. These invisible walls worked very well, but there was one problem with them; they did not make a complete circle around the environment. The invisible walls have two ends that meet together somewhere in the environment and leave a small â€Å"hole† between each end. Fi nding this hole and getting through it is how we will glitch Burial Mounds.   Ã‚  Ã‚  Ã‚  Ã‚  Step one is to setup the proper game. Turn your XBOX on with Halo 2 inside. When the main menu appears select the â€Å"Settings† option. A submenu will appear and you will need to select the â€Å"Game Variants† option. Once you have done this a list of game options will appear and you will scroll down the list and change these options as such: Level – Burial Mounds Game Type – Juggernaut Over shields – On Once you have done this press the back button until you are at the main menu again. Now choose the option â€Å"Multiplayer.† When you get to the multiplayer submenu you will need a partner to join the game with you because this glitch requires two players.

Managing diverse workforce Essay

Workforce diversity includes the obvious differences we see when we look around: race, gender, national origin, sexual orientation, age, religion and ethnicity. But it’s also the less obvious traits, the subtle differences that often register with us unconsciously, such as socioeconomic status, marital status, educational background, language, accent and appearance. We all have something that makes us unique, some special talent or ability that we bring to the table that differentiates us from our colleagues. That’s diversity at its best. Sourcing and managing people from a diverse background have become a critical part of an employment and management strategy. Workers who vary in age, gender, ability, sexual orientation, socioeconomic background or culture, ethnicity and language, make a positive contribution to an organization’s workforce — they’re an asset to organization culture and the bottom line as companies and managers are realizing every day that passes. There is a common belief that a diverse workforce brings innovative and creative solutions to an organization from ‘outside the box’. An effective corporate diversity program is a powerful way to gain a competitive advantage and stand apart from competition. It can’t be overstated that diverse workforce brings real bottom-line value to any organization. Diverse workforce allows organizations to break barriers, attract new customers and build customer-base and help form strategic alliances with partners across the globe by having better knowledge of the target markets and establishing better communication capabilities and having ability to communicate in a variety of languages including understanding of cultural differences. Just over half of the employers polled in Canada said they anticipate a shortage of quali? ed workers in the next ? ve years and approximately 67% believe they currently have a more diverse workforce than 5 years ago. These forward-thinking companies are not only placing an emphasis on making a positive contribution to their workforce – but on their bottom line. Source:Randstad Despite Workforce diversity is becoming common phenomenon across Canada, managers of today are increasingly facing the challenges of handling a diverse workforce and being sensitive to this diversity (Tjosvold, 1985). The rationale behind this research is to understand challenges organizations are facing as a result of managing diverse workforce. Additionally the research would try to look into various ways managers can overcome these challenges and make managing diverse workforce a real success. The concept of managing diversity originated in America following the growing need to manage cross-cultural and individual differences in an increasingly diverse demographic workforce (Cox & Blake, 1991). In Canada, immigration and large numbers of women entering the workforce promoted diversity management efforts since the 1990s, although the workplace composition differs from that in the USA (Miller & A. Rowney, 1999). Experts (Fernandez, 1993; Rice, 1994; Carnevale and Stone, 1994) indicate that business owners and managers who hope to create and manage an effective, harmonious multicultural workforce should remember the importance of the following: Setting a good example: This basic tool can be particularly valuable for small business owners who hope to establish a healthy environment for people of different cultural backgrounds. This is because they are generally able to wield significant control over the business basic outlook and atmosphere. The leaders must exhibit strong commitment to addressing issues like myths, stereotypes, and real cultural differences, as well as organizational barriers that interfere with the full contribution of all employees. Communicate in Writing: Organization policies that explicitly forbid prejudice and discriminatory behavior should be included in employee manual, mission statement and other written communications. Diversity should be a super-ordinate goal instead of a goal assigned to individual group. Training Programs: Awareness and skill building training programs provides information on cultural norms of different groups and how they may affect work behavior. New employee orientation programs are ideal for introducing workers to organization’s expectation regarding treatment of fellow workers irrespective of their cultural or ethnic background. Recognize individual differences: There are number of dimensions around human relationships. These include but not limited to: acceptance of power equality, desire for orderliness and structure; the need to belong to a wider group etc. Difference should not be assumed to be cultural. Other sources are personality, aptitude or competence ( Goffee, 1997). Actively seek input from Minority workers: Seeking opinions of minority groups and their involvement on important matters is beneficial not only because of the contributions they can make but also as it sends a message that they are valued by the organization. Revamp reward system: An organizations performance appraisal and reward system should encourage and reinforce effective diversity management. Flexible Work environment: Cox (1994) indicated that flexible work environment could be highly beneficial for and to people of non-traditional cultural background because their approaches to problems are more likely to be different from past norms. Continuous Monitoring: Experts recommend that business owners and managers establish and maintain systems and routines that can continually monitor the organization’s policies and practices to ensure that it continues to be a good environment for all employees. Periodic surveys should be conducted by management to understand employee’s needs (Jorgensen, 1993). Impact of Diversity on Organizational Culture: Hill and Jones defined organizational culture as those set of norms, values, and attitude that defined the way the employees of an organization behaved and interacted with each other and with others outside their organization (Hill and Jones, 2001). Organizational culture has been seen as instrumental in impacting individual employees in an organization. A positive organizational culture promotes diversity by taking advantage of diverse talent pool as well as intellectual capital whereas a negative organizational culture will stifle and discriminate against diversity and thus affect the work environment and consequently the employee productivity (Chatman and Spataro, 2005). Thomas identified that organizational culture is responsible for the systematic and planned way in which a diverse workforce is managed in an organization and their skill sets are put to use for the benefit of the business (Thomas, 1992). With dramatic adoption of diversity as a value-add across number of organizations, it’s become important to make sure organizational culture promotes workplace diversity. It means extensively analyzing a organization’s current culture and changing those parts that limit cultural diversity. Also, it means recruiting new employees for the skills they can bring to the organization rather than their cultural homogeneity. Lastly, it means working with a management team to help them understand that cultural diversity is a business issue, and their own careers will benefit from enabling their employees to reach their full potential (â€Å"Managing Diversity†, 1999). Diversity management contains three (3) components: 1. Equal Employment Opportunity/Affirmative Action programs direct attention to laws that guide recruitment and promotion. 2. Valuing differences centers on interpersonal qualities that shape management’s relationships with their employees. 3. Managing diversity focuses on the diverse quality of employees’ work-life needs such as childcare, family leave, and flexible holiday schedules. It requires setting policies and procedures that empowers managers to meet employees’ needs (Galagan, 1999; Jenner, 1994; Wilkinson, 1999). â€Å"Managing diversity is managing human resource needs,† says Ben Harrison. ( Jenner, 1994). Human resource personnel alone can’t do the work of managing diversity. All levels of managers should implement programs designed to heighten awareness of cultural differences, foster appreciation for these differences, and identify the commonalties among the various ethnic groups. Managing diversity is an effort that will involve all members of the organization In order to reap the fruits of diversity. The process should start by including managing diversity into the overall strategy, this will promote cultural synergy and effectively integrating the better elements associated with multiple cultures. This tactic will help in aiding of identifying and implementing of new practices in companies with diverse units. Steps to be taken to begin managing diversity are: 1. Assess your organization’s needs by conducting an organizational audit to determine which diversity problems exist. The audit should consist of surveys, interviews, focus groups, or a combination of these. 2. One should learn all s(he) can by exposing him/herself to different types of people, for this can reduce Stereotyping. 3. Strengthen top management’s  commitment level. White males control the resources and feel most of the fear; therefore, they should be informed of the importance of their involvement, for this can reduce if not eliminate their fear. 4. Develop new selection criteria that include personality characteristics. Promote cultural synergy by effectively integrating the better elements associated with multiple cultures. 5. Invest in communication training to reduce prejudice and develop 6. Choose solutions that balance strategy to achieve the organization’s goals. 7. Build diversity into your leadership team: You must plan for the development and promotion of your employees. 8. Look for ways to adjust your organization to your workers. This means the organization’s culture should be employee oriented. Instituting flexible management systems to accommodate diverse workers can do this. This includes job sharing, flextime, and separate reward and benefit systems. (â€Å"Managing Diversity†, 1999,Galagan, 1999;Nelton, 2000) Conclusion At the end of the day appreciating diversity in people means recognizing, accepting, and supporting their differences. In addition, properly managing diversity means creating an environment that takes advantage of the different characteristics of everyone, which is in the best interest of the organization and the employee. The concept of managing diversity was developed as a result of the changing demographics of workforces, imperfections of Affirmative Action programs, and discrimination laws. Managing diversity involves consumption of all program and resources to building systems and a culture that unite different people in a common pursuit without undermining their diversity. It differs from solely using from Affirmative Action programs or other of its kind, because it creates an environment where all individuals can contribute to their maximum potential. Attaining support from top management is the most important implementing step in the process, which is necessary to ensure success. Additionally, it reduces the fears of the dominant group. Through the use of all valuing diversity, managing diversity and affirmative action companies create a qualified, diverse work force that appropriately reflects the demographics of its communities.

Nonsampling or Systematic Errors

Nonsampling errors can occur both in a sample survey and in a census. Such errors occur because of human mistakes and not chance. The errors that occur in the collection, recording, and tabulation of data are called nonsampling errors. Nonsampling errors occur because of human mistakes and not chance. Nonsampling errors can be minimized if questions are prepared carefully and data are handled cautiously. Many types of systematic errors or biases can occur in a survey, including selection error, nonresponse error, response error, and voluntary response error.The following chart shows the types of errors. (i) Selection Error: When we need to select a sample, we use a list of elements from which we draw a sample, and this list usually does not include many members of the target population. Usually it is not feasible to include every member of the target population in this list. This list of members of the population that is used to select a sample is called the sampling frame. Thus, the sampling frame that is used to select a sample may not be representative of the population. This may cause the sample results to be different from the population results.The error that occurs because the sampling frame is not representative of the population is called the selection error. If a sample is nonrandom (and, hence, non representative), the sample results may be quite different from the census results. (ii) Nonresponse Error: Even if our sampling frame and, consequently, the sample are representative of the population, nonresponse error may occur because many of the people included in the sample did not respond to the survey. This type of error occurs especially when a survey is conducted by mail.A lot of people do not return the questionnaires. It has been observed that families with low and high incomes do not respond to surveys by mail. Consequently, such surveys over represent middle-income families. This kind of error may also occur in a telephone survey. Many people may not be home when the interviewer calls. This may distort the results. To avoid the nonresponse error, every effort should be made to contact all people included in the survey. (iii) Response Error: The response error occurs when the answer given by a person included in the survey is not correct.This may happen for many reasons. One reason is that the respondent may not have understood the question. Thus, the wording of the question may have caused the respondent to answer incorrectly. It has been observed that when the same question is worded differently, many people do not respond the same way. The answers given by respondents may differ depending on the race of the interviewer. (iv) Voluntary Response Error: Another source of systematic error is a survey based on a voluntary response sample.The polls conducted based on samples of readers of magazines and newspapers suffer from voluntary response error or bias. Usually only those readers who have very strong opinions about the issues involved respond to such surveys. Surveys in which the respondents are required to call some telephone numbers also suffer from this type of error. Here, to participate, many times a respondent have to pay for the call and many people do not want to bear this cost. Consequently, the sample is usually neither random nor representative of the target population because participation is voluntary.

How the Meiji Restoration Ended Shogunal Rule in Japan

How the Meiji Restoration Ended Shogunal Rule in Japan The Meiji Restoration was a political and social revolution in Japan from 1866 to 1869 that ended the power of the Tokugawa shogun and returned the Emperor to a central position in Japanese politics and culture. It is named for Mutsuhito, the Meiji Emperor, who served as the figurehead for the movement. Background to the Meiji Restoration When Commodore Matthew Perry of the U.S. steamed into Edo Bay (Tokyo Bay) in 1853 and demanded that Tokugawa Japan allow foreign powers access to trade, he unwittingly started a chain of events that led to Japans rise as a modern imperial power. Japans political elites realized that the U.S. and other countries were ahead in terms of military technology, and (quite rightly) felt threatened by western imperialism. After all, mighty Qing China had been brought to its knees by Britain fourteen years earlier in the First Opium War, and would soon lose the Second Opium War as well. Rather than suffer a similar fate, some of Japans elites sought to close the doors even tighter against foreign influence, but the more foresighted began to plan a modernization drive. They felt that it was important to have a strong Emperor at the center of Japans political organization to project Japanese power and fend off Western imperialism. The Satsuma/Choshu Alliance In 1866, the daimyo of two southern Japanese domains- Hisamitsu of Satsuma Domain and Kido Takayoshi of Choshu Domain- formed an alliance against the Tokugawa Shogunate that had ruled from Tokyo in the Emperors name since 1603. The Satsuma and Choshu leaders sought to overthrow the Tokugawa shogun and place the Emperor Komei into a position of real power. Through him, they felt that they could more effectively meet the foreign threat. However, Komei died in January 1867, and his teenaged son Mutsuhito ascended to the throne as the Meiji Emperor on Feb. 3, 1867. On Nov. 19, 1867, Tokugawa Yoshinobu resigned his post as the fifteenth Tokugawa shogun. His resignation officially transferred power to the young emperor, but the shogun wouldnt give up actual control of Japan so easily. When Meiji (coached by the Satsuma and Choshu lords) issued an imperial decree dissolving the house of Tokugawa, the shogun had no choice but to resort to arms. He sent his samurai army toward the imperial city of Kyoto, intending to capture or depose the emperor. The Boshin War On Jan. 27, 1868, Yoshinobus troops clashed with samurai from the Satsuma/Choshu alliance; the four-day long Battle of Toba-Fushimi ended in a serious defeat for the bakufu and touched off the Boshin War (literally, the Year of the Dragon War). The war lasted until May of 1869, but the emperors, troops with their more modern weaponry and tactics, had the upper hand from the start. Tokugawa Yoshinobu surrendered to Saigo Takamori of Satsuma and handed over Edo Castle on April 11, 1869. Some of the more committed samurai and daimyo fought on for another month from strongholds in the far north of the country, but it was clear that the Meiji Restoration was unstoppable. Radical Changes of the Meiji Era Once his power was secure, the Meiji Emperor (or more precisely, his advisors among the former daimyo and the oligarchs) set about refashioning Japan into a powerful modern nation. They: Abolished the four-tiered class structureEstablished a modern conscript army that used Western-style uniforms, weapons, and tactics in place of the samuraiOrdered universal elementary education for boys and girlsSet out to improve manufacturing in Japan, which had been based on textiles and other such goods, shifting instead to heavy machinery and weapons manufacturing. In 1889, the emperor issued the Meiji Constitution, which made Japan into a constitutional monarchy modeled on Prussia. Over the course of just a few decades, these changes took Japan from being a semi-isolated island nation threatened by foreign imperialism, to being an imperial power in its own right. Japan seized control of Korea, defeated Qing China in the Sino-Japanese War of 1894 to 95, and shocked the world by defeating the Tsars navy and army in the Russo-Japanese War of 1904 to 05. Blending Ancient and Modern to Build Anew The Meiji Restoration is sometimes characterized as a coup detat or revolution ending the shogunal system for modern Western governmental and military methods. Historian Mark Ravina has suggested that the leaders who created the events of 1866–69 did not do so only to emulate Western practices but also to restore and revive older Japanese institutions. Rather than a clash between modern and traditional methods, or between Western and Japanese practices, says Ravina, it was the result of a struggle to bridge those dichotomies and create new institutions that could evoke both Japanese uniqueness and Western progress.   And it didnt happen in a vacuum. At the time a global political transformation was underway, involving the rise of nationalism and nation-states. The long-established multi-ethnic empires- Ottoman, Qinq, Romanov, and Hapsburg- were all deteriorating, to be replaced by nation states who asserted a specific cultural entity. A Japanese nation-state was seen as vital as a defense against foreign predation. Although the Meiji Restoration caused a lot of trauma and social dislocation in Japan, it also enabled the country to join the ranks of world powers in the early 20th century. Japan would go on to ever greater power in East Asia until the tides turned against it in World War II. Today, however, Japan remains the third largest economy in the world, and a leader in innovation and technology- thanks in large part to the reforms of the Meiji Restoration. Resources and Further Reading Beasley, W.G. The Meiji Restoration. Stanford University, 2019.Craig, Albert M. Choshu in the Meiji Restoration. Lexington, 2000.Ravina, Mark. To Stand With the Nations of the World: Japans Meiji Restoration in World History. Oxford University, 2017.Wilson, George M. â€Å"Plots and Motives in Japans Meiji Restoration.† Comparative Studies in Society and History, vol. 25, no. 3, July 1983, pp. 407-427.

2 Easy Ways to Coach Yourself into Happiness and Success

2 Easy Ways to Coach Yourself into Happiness and Success A lot of people nowadays are hiring life coaches to provide them with accountability and structure in creating a fulfilling life. It’s easy to get complacent, and we are often not our own best coaches. But not everyone can afford a life coach, and even those who can might get coaching for a year then go back to being â€Å"self-coached.† In this month’s Success Magazine, an inspiring article about self-coaching (Be Your Own Life Coach) offered two exercises that will help you coach yourself- if you put them into action, of course. Both options were suggested by coach Marshall Goldsmith, Ph.D. Option #1: Did I do my best to†¦ Here’s the first exercise: Ask yourself each day: Did I do my best to†¦ Set clear goals? Make progress toward goal achievement? Be happy? Find meaning? Build positive relationships? Be fully engaged? When I read this list, I liked it so much that I put it on my calendar to complete at 9pm every night. I am on day 3 and grateful for the ritual! I have shared the exercise with friends as well, and they have enjoyed going through the list for themselves at the end of a day. I encourage you to join me and try answering these questions every day for two weeks. At the end of those two weeks, ask yourself in how many areas you are seeing improvement. I’d love to hear a report! Option #2: Daily Question Process With this exercise, your first project is to come up with 20 to 30 questions relating to your goals and who you want to be. The questions must have either yes/no or number answers. Keep them short and easily answered. And spin them toward the positive! For instance, â€Å"How much do I weigh?† â€Å"How many minutes did I meditate today?† â€Å"Did I treat my employees well?† â€Å"Did I make time to spend with my family?† (You would not write questions like, â€Å"Did I eat too much today?† â€Å"Was I stressed out?† Notice how much your energy dropped just reading those questions!) Put your positively-framed questions in the first column of a spreadsheet, then write the days of the week in the next 6 columns. Although not specified in the description offered, I would put a final column for a rating of your quality of life for the week, with a scale from 1 to 10 (I can’t bring myself to suggest a 0 as another person suggested in describing a self-coaching journal!) Once you create your spreadsheet for the week, you will have a scorecard that will reveal, over time, what activities lead you toward fulfillment and the life you want. Of course you can change your questions over time as you meet certain goals and have others change. Here’s the rub†¦ If you were hoping there would be a self-coaching technique that would not require your thinking or writing about something every day, I’m afraid you’re out of luck. As much as I wish I could have a single thought and change my life, I must accept that it’s daily check-ins and accountability that truly create change. Since human beings are notoriously unaccountable to ourselves, I suggest putting a system into place and having someone to whom you report on your daily self-coaching activities. I put my â€Å"Did I do my best to†¦Ã¢â‚¬  exercise on my calendar, and I have a friend I talk to at least once/week about how I’m doing. Consider creating a dinner-time ritual with your family to discuss how you’re doing, or even a check-in at the office! You can create a life-coaching group for yourself! There are many possibilities of how to stay honest as you take on self-coaching. What are your ideas of how to do this? Will you take on one of the exercises offered here? Please share below!

Chemical Industry Safety Essay Example | Topics and Well Written Essays - 1500 words

Chemical Industry Safety - Essay Example After review of the availed data, safety parameters in a chemical industry was reached at as the main project goal. Analysis of these parameters was divided into four categories. These are risks the chemicals impose on human lives, measures necessary to avoid chemical risks, fire and explosion prevention and general safety within the factories. The recommendation from the study was a challenge to the Saudi government to ensure relevant industrial laws are enforced. It is important to note that Saudi Arabia has made significant growth economic wise, an important aspect which can be attributed to the firm industrial base. Saudi Arabia has emerged to be among the few countries in the region that are in full support of their industrial sector. One of the beneficiaries of this support are the chemical industries which have significantly grown throughout the years courtesy of a supportive Saudi government. In spite of all these, the chemical industries have posed to be among the most delicate industries in terms of safety due to the various hazardous chemicals dealt with. A part from this being a major concern, research has proven that accidents in industries are being caused by: human errors, working environment and poor management in terms of safety. It is conclusive to say that productivity of various industries is largely dependent on the safety of employees. Safety is therefore paramount and should be handled above any other thing.

Recruitment of Employees in the Field of Property Market of Hong Kong Research Proposal

Recruitment of Employees in the Field of Property Market of Hong Kong - Research Proposal Example The growth in the world economy has created opportunities for many people around the world thus reducing the gap between higher and middle class. Increase in earning capabilities gave rise to spending capabilities resulting in the real estate boom which was also the cause of latest economic recession during 2008. The boom in real estate was seen all over the world which pumped the stock market prices of many companies involved and manufacturing products required for construction. The strengthening economic relations with the Mainland have maintained Hong Kong’s status as an international financial center and a regional business hub. The overall residential property market staged a strong rebound in 2009 and is continuing in 2010 (Hong Kong Property Market Report 2010). In view of the economic strengthening of Hong Kong, it is necessary that human resource is managed effectively. It is evident from the report that property market is booming once again after the looming recessio n and the boom also creates employment opportunities. Human resource management is important in property market because efficient employees need to be recruited and appointed in a suitable position so as to gain the competitive edge over the rivals and at the same time it is also necessary to retain the employees by implementing various promotional schemes. The 2007 credit crisis engulfed the whole world into its ambit badly affecting the real estate boom. However, the recent report by Global Property Guide (1) in its Mid-2010 Property Recommendation mentioned that the world’s property markets are recovering slowly and steadily. According to the Global Property Guide’s survey, it is revealed from the official housing price statistics that 19 out of 36 countries experienced house price increase during the year to end Q1 2010.  Ã‚  

Aristotle on akrasia Essay Example | Topics and Well Written Essays - 1500 words

Aristotle on akrasia - Essay Example Therefore, making a study or close analysis of the position taken by the great master of philosophy on reasoning and understanding by a novice in the deep and vast ocean of philosophy would be particularly remarkable. In such an endeavour, in this study, a judicious presumption of the position of Aristotle on the question of akresia is arrived at in this paper through a scrupulous discussion of the possible conclusions of the Greek master. Therefore, asked about his position on akresia, provided with two statements, â€Å"akrasia is a familiar everyday phenomenon† and â€Å"akrasia is impossible - whenever we act we are doing what we think best in the circumstances, all things considered; doing what we personally think best, deep down, as distinct from what other people preach at us or nag us about,† Aristotle would hold the estimation that both the statements are true of fact. It is mainly because of the great master’s concern to maintain the firm denial of akre sia with common sense’s affirmation of its possibility and regularity as practiced by Socrates. To go beyond these possible conclusions of Aristotle, it may be maintained that an exploration of the question why people act wrongly even when they know they should not be, which is a relevant topic for discussion even in the current period, makes it clear that the account of Aristotle, at some moment when dealing with the idea of incontinence, is obscure. It is mainly due to the fact that the teachings of Aristotle are not preserved well enough, rather than in Spartan lecture notes. An example of such an inconsistency may be examined as follows. It can be safely stated that the position of akrasia gaudily exhibits what happens if an amalgamation of moral education is not accomplished. The match between appetite and correct behaviour, in an incontinent person, has not been

Strategies to Integrate Children with Dyspraxia

Strategies to Integrate Children with Dyspraxia Dyspraxia is a learning disability that comes in three forms verbal, motor and oral whereby the child may have average or above average intelligence but the brain works in a different manner it is hard for the child to demonstrate their knowledge, i.e. reading comprehension may be affected because the processing of the information is different, as with verbal and/or written/symbolic comprehension. The problem with such a learning difficulty makes it hard for teachers to evaluate the progress and intelligence of the child and normal learning assignments and exams may prove an impossible form of evaluation. Therefore it is essential that the teacher works with the child to understand the learning processes of the child, attempting to provide methods that will either enable the child to take part in normal forms of evaluation or endeavor to produce an alternative form, but equivalent to the mainstream evaluation. Dyspraxia can be remedied in part by retraining and advancing the child’s method of expressing their comprehension and evaluation. This is a pertinent role of the teacher, because to separate the child may have adverse effects as the child can comprehend internally the information only it expression is less advanced. Therefore this discussion will explore some theories of teaching methods comparing and contrasting the benefits of one-on-one teaching to that of mainstream teaching at the foundation level. It will also highlight the strategies of the teacher in order to integrate children with Dyspraxia at the foundation level. Chapter 2 – Review of Literature: Teaching Strategies: It is at the foundation levels that children with Dyspraxia have most learning difficulties because their comprehension is average but there level of expression of this comprehension is limited. Therefore it is at this stage that these children have to be trained to express and advance their expression. In short it would be necessary for there to be accommodations to be made in the education system to ensure that the teaching of these children is sufficient. The arguments to creating teaching methods into the mainstream education system at the foundation level are very similar to the arguments of employing disabled persons in the workplace. The first argument will follow the arguments for integration into the workforce and then will consider specific teaching methods. The first main argument is whether there should be differential treatment for the children with Dyspraxia. To understand the extent that the current disability rights are effective one must understand there is a difference between a mere legal right and an inherent (also known as substantive) right. Hohfeld has been the most significant jurisprudential thinker to discuss the difference between the varying types of rights. The focus of Hohfeld’s analysis of rights is from an analytical perspective; the main aim of Hohfeld’s work was to clarify exactly what rights are. Hohfeld’s analysis of rights is split into four different categories which are; claim-right; privilege; power and immunity. These rights have been put together into a grid of entitlements  which enables one to understand the nature and content of rights; which the individual has in varying degrees. It is this clear and precise method that makes Hohfeld’s analysis fundamental to rights interpretation within legal arenas. This exploration is going to argue that this exposition of rights is essential to jurisprudence and understanding the nature of rights. Under English law Hohfeld’s analysis clearly expresses how varying degrees of rights are contained under the Human Rights Act 1998 and do not conflict with parliamentary sovereignty. As Helen Fenwick discusses: â€Å"Under Hohfeld’s view†¦ it becomes clear that, traditionally, most freedoms in the UK were merely liberties; one did no wrong to exercise them, but there was no positive duty on any organ of the state to facilitate them†¦ When the Human Rights Act 1998 came fully into force†¦ many Hohfeldian liberties became rights in Hofeldian terms since†¦ public authorities have been laid under a positive duty to respect them† . Hohfeld’s analysis is that the confusion over the nature of rights has been effectively eliminated. In contrast to the controversies in theorists such as Dworkin , Kymlicka , Kant  and MacKinnon , it does not get trapped into confusing the nature of rights with the justification of rights. If one applies this to problems concerning gender; discrimination; animal; and environmental rights one could actually apply a type of right in order to rectify the legal and moral inequities. Legal and political philosophers have gotten too tied up in justifying rights, that they have confused the meaning of right. Hohfeld has provided an interesting tool in order to level the playing field, because the question concerning the equality of rights is no longer an issue. Instead Hohfeld’s analysis allows for different right-elements to be applied in different situations. Therefore Hohfeld’s analysis can be applied to both legal analysis and moral quandaries, which means that one in addition to clarifying rights can use this analysis as a tool to justifying rights. Hohfeld was very humble in his aims for his analysis of rights, because it has provided more than a tool to clarify rights. For example if one applied this problem to media law where there are conflicts in the right to privacy and the freedom of press, these rights possibly fall into the categories of immunity; claim-right; and privilege. The problem is that they are competing rights and if one applies the level of right, also to the specific facts then the confusion that has happened between courts  would be a lot less likely. In short Hohfeld’s analysis has taken out all the moral quandaries in the nature of rights; and has provided an analytical method to apply to both moral quandaries and the justification of rights. This will become more apparent in the following chapters.   In relation to absolute human rights or substantive rights then these are immunities which the government cannot interfere with; however a mere legal right is a privilege whereby the government has provided disability rights, but there is no need to provide these rights and may be taken away if in the government’s interest. Therefore this illustrates the importance of making disability rights substantive rights but not only in the workplace but also in schools. This means if integration is the best form because it makes such a disability socially acceptable then this should be the method taken. In order to do this there must be specialized teaching methods which the teachers use and have a duty to provide in much the same way that employers have to provide special adaptations for disabled adults. The Learning Disabilities Association of America argues that the student from an early age should be subject to a curriculum that mirrors that of the child without disability, only with â€Å"some accommodations and modifications may be necessary†.  They argue that these modifications should take the form of an Individual Education Programme whereby for students with reading difficulties or expression of comprehension through reading should have a mixture of one-on-one reading with a teacher and should also be provided with texts that are on tape so that they can follow along with the reading material. If the problem is of the memory or the inability to take down information, i.e. motor problems the teacher should provide a taped lesson for the child, teacher and parents to review at a speed whereby the child can than express their comprehension. If the motor skill impede too much then a special software programme through voice should be used. Also children with Dyspraxia at the foundation level may find expression easier by using other forms of expression, i.e. songs, rhymes, dances, tapes etc. Also along the same line to help expression of comprehension and teach how to express properly then using the other senses such as touch should be considered. These are teaching techniques that all children can use therefore this will not impede the other learners at the foundation level; as well as letting the teacher be more innovative and creative as well as building the blocks for the Individual Education Programme of the Dyspraxic child. The Australian Dyspraxic Support Group also advances techniques to help the child express their comprehension of the educative material. This group does not seem to indicate that there should be either specialized teaching or integration into the mainstream education system at the foundational levels. The aim seems to be to help the child and ensure that their intelligence is not impeded by stereotypes with putting the right teaching techniques with child. Therefore if it is motor based Dyspraxia it is to specialize teaching in developing the organization and capability of the planned expression of comprehension in the ways that the child can. If it is verbal Dyspraxia then development of the speech processes and other forms of communication should be developed and finally if it is oral Dyspraxia then written forms of communication should be used and also attempts to develop speech skills should be introduced. Therefore the use of sensory and taped materials would will really benefit the development of the child at the foundation level. Also to have integration will expose the child to mimic and use ways of communication that isolation would be unable to do so.  Therefore one can infer that mainstream integration at the foundation levels would be the best approach. Belinda Hill advances in her article and research for the Dyspraxia Association of Ireland that technological aides can be used to integrate children with verbal and oral Dyspraxia. These aides include speaking computers, machines that enhance speech, machines that have a set response when a specific button is pushed, communication through symbols. These aides will help a child integrate and not feel lost in a world of communication. This would provide confidence and social development of a child which isolated education could not provide.   The Dyspraxia Association of New Zealand advances a lesser advanced strategy but focuses on the necessity of the child be integrated into the mainstream educational system from the foundation level as their research shows that the best development of a child with this disability is to base the education as every other child’s education the classroom teacher. The teacher would have to use a slightly different technique but evaluation and development should be on similar lines as other children. In their guidelines in what the teacher can do is as follows: Figure One – What the Teacher can do: Make allowances, lower expectations in spite of child seeming bright enough. Allow more time. Adjust quantity of work. Give gentle reminders. Good teaching practices win every time. Listen to parent, who knows this child better than anyone ever will. Break tasks down into more manageable parts simplify! Dont assume the child has understood. Give single instructions rather than a string because If you treat the child the same as the others, his failure rate will be immeasurably higher than it needs to be. He knows that he is not the same; a higher failure rate means a very much lower self esteem, etc., etc. The key factor that this table shows is the child should not be segregated as it may reduce the self-esteem of the child and cause an inferiority complex. This will be interesting to contrast with the view of those who advance home schooling who believe that main stream education is disadvantaging children of all developmental elements. This will be the focus of the discussion, with a brief review of the literature in the following section. Yet the teaching techniques point to integration is possible maybe even favorable to that of specialized teaching. The key point is that integration should include an Individual Education Programme and understanding of the disability much in the same way that adaptations and understanding are essential to adaptations in the disability workplace as the following legal cases will illustrate. Therefore such a duty should be imposed on teachers for modifications if employers have a duty to their disabled employees; otherwise the arguments about the degradation of mainstream education will succeed. The issue of inequality in the workplace has long been established, along with the disabled because neither has been seen to be fully human in the same way as a man, because women may become pregnant and want maternity needs and the disabled person may need special needs or possibly fall ill. In reality able-bodied men may need paternity needs or fall ill, however this is not seen as likely for them and they provide the marker for how all other persons should be treated, even if disabled . This seems to be irrational thinking, but still a major concern with employers today, especially in relation to promotions and redundancies , yet the EAT has ruled that redundancies cannot occur due to disability, the question of reasonable adaptations have to be taken into account . The extent of reasonable adaptations was questioned in Kenny v Hampshire Constabulary  where it was determined that they are only reasonable in the doing of the job and easily adaptable but not to personal needs. In addition the employer has a defence of justification  against reasonable adaptation which makes the notion of reasonable adaptation pointless and returns to the objective marker as being the able bodied man , because the reasonable adaptation cases are too contradictory. This was recognized in Heinz v Kendrick  were it made a positive move forward in ensuring disability rights. . In 2001 this seems to have been tightened with the Cosgrove Case  where it was held that â€Å"an employer who fails to consider making adjustments as required by DDA 1995 s.6 cannot escape liability for that failure simply on the basis that the disabled employee was unable to suggest an appropriate adjustment.† It has also been question what stipulates disabled, one test is the evidence of medical experts and not the opinion of the employer and tribunal; hence iterating an objective medical test . In Goodwin v Patent Office  it was held that: The Tribunal was wrong to focus on the fact that Mr Goodwin could cope unaided at home, and to assume from this that he therefore fell outside the definition of disability in the Act. The evidence was that Mr Goodwin was unable to hold a normal conversation, behaved strangely at times and had significantly impaired concentration. All this clearly pointed, on a broad and purposive interpretation of the Act, to his being disabled under the law. In Cruickshank v VAW Motorcars  a test was created to include various forms of disability, in addition to include the subjectivity of the individual as different disabilities or illness affect individuals in different manner; so the effect of the individual as well as the disability at the time of discrimination is taken into account. These cases should be taken into the education system to ensure along the same vein that teachers are endeavoring to integrate Dyspraxic children into the foundational levels of the education system, rather than leaving them on the side. This is key to the self-esteem and the development of a child who is of average or above intelligence but has problems in expression. In order to do this the child needs to be afforded substantive rights to appropriate education, much in the same way that the argument from home schoolers bases their argument; however as the discussion will illustrate the home-schooling or specialized education may be the only route if the appropriate attention and development of the education system is not attended to. The following section will consider some of the ethical literature with the problem of integration, if appropriate teaching methods and educational standard is not being afforded to children at the foundation levels (and beyond).   Problems with Integration: The results may prove that it is not impossible for children with Dyspraxia to be integrated into the mainstream education system. Yet as the results also suggest although it is possible to integrate children with Dyspraxia into the mainstream education system it may not be in the best interests of the child. Also the other children in the system and the teacher have to be considered because if the teacher is not properly educated in teaching children with disabilities this means that the child will not receive the benefits of the integration, also either this child or the rest of the children will be deprived of the teacher’s attention. Also this may also add further stresses on the teacher’s resources and may impose too many duties on the teacher. As Aquinas points out the most important aspect about learning and education is self-development the attainment of the individual’s perfection. This cannot always be dictated by mainstream education; therefore this di scussion will introduce this angle into the conversation, which will be focused on the discussion. The union of soul and body is no chastisement of the soul but a salutary bond through which the human soul will reach its full perfection. This is not a theory forged expressly for the particular case of the soul. Rather, it is the case which is necessarily governed according to metaphysical principles, and their scope is universal. The less perfect is ordered toward the more perfect as toward its end; it is for it; not against it†¦ Each creature exists for its own act and its own perfection†¦. Individuals exist for the perfection of the universe†¦ The reason for the existence of a determined substance or determined mode of existence is never to be found in an evil but in a good. This analysis of the human, as represented by Aquinas, as argued by Gilson portrays a notion of a higher purpose for each individual. This purpose links to the soul and is an integral part of God’s creation. Aquinas’ theory is entrenched in religious thought from the Catholic Church of the 13th Century; where science, theology, philosophy and politics where within the church’s domain and the central belief is that man was created for God’s purpose and life and death was His domain. The following exploration will consider the theological and philosophical concerns of Aquinas in relation to the individual and the idea of the body and life and attaining knowledge through education. The theological concern of Aquinas’ theory is the attainment of perfection, because in the nature of being each is at a different level of perfection with God as the Supreme Being. This is a very important part of Aquinas’ five ways, the basis of his cosmological and teleological arguments. Therefore this provides a modicum of self-determination at the hands of God; however humanity unlike the rest of God’s creations has been given freewill in order to attain a higher level of understanding and development to become further within the image of God, such as the occurrence within the Garden of Eden and the eating of the apple. In short Aquinas’ theory demonstrates that humanity was given freewill and the ability to attain knowledge in order to achieve the determined level of knowledge, perfection and understanding akin to the level of God; it is this that creates man in God’s image and it is such understanding which allows for the furtherance of scientific discovery; however there are problems when humanity intervenes into the sanctity of life and the determination of life and death; which is the domain of the Necessary Being, the Creator. Therefore how does this apply to schooling and education? The answer is specialized and integrated schooling is the best method for attaining this self-perfection, if non-integrated schooling is better then the arguments surrounding the notion of social development is null and void. As this chapter of the discussion will illustrate the method that is better method for children to retain knowledge and attain the goal of perfection. This discussion will aim to introduce the validity of integrating into mainstream education at the foundation level, because if is the method that the government wishes to take it should take into consideration not only if the teaching methods are available but whether this is in the best interests of the child especially when there are so many social problems in school; if this is going to hinder the child’s development, especially one with a learning difficulty as Dyspraxia. So considering the arguments of cultural relativists will hopefully put the problem of mainstream integration into context because it takes away the specific needs of the culture; however this can be applied in the context where culture can be replaced by the society/community of children with Dyspraxia. The arguments from cultural relativists are the main set of criticisms of universal human rights, i.e. all laws and human development is focused on the rules and traditions of each culture and society. The first and most basic of rights – freedom and autonomy in a secular state – is criticized as very Eurocentric and fails to allow for cultural differences.  The main part of universal human rights theory is based upon morality and the cultural relativist would argue that morality is subject to the culture, history and religious founding of each society.  Therefore ‘there are no human rights absolutes, that the principles which we may use for judging behaviour are relative to the society in which we are raised, that there is infinite cultural variability and that all cultures are morally equal or valid’.   This argument undermines the basis of all human rights theory because they all stem from the basis that there is a universal morality.  Also it would view non-citizens as an area that each culture would deal with its own cultural norms.  The main argument against universality in the 20th and 21st Centuries comes from the resistance to Western Economic Imperialism. Shestack  illustrates Claude Levi-Strauss argument in the following manner – all cultures and their differences need to be respected as equally moral to that of the West and that the Universality angle is just another attempt of the West imposing its morality on other cultures, which he believed must be stopped as other cultures should be allowed to develop and evolve naturally.   Most would agree that the West should not impose its views, governance and culture upon other cultures.  Human rights theorists are arguing that morality is outside and transcends these human constructions and is common to all persons, and not part of the development of a society, as cultural relativists would argue.  Is it fair that in the name of cultural identity that repression should be allowed causing ‘an obligatory homogeneity and diminishing the place of the individual in the calculus of identity politics’?  The most common answer would be no, no-one is saying that cultural identity should be obliterated instead that it is not part of the transcendental nature of the morality of basic human rights and freedoms.  These rights and freedoms are not there to suppress culture but should be the logical ends for a culture to aspire to.  As Shestack  argues that violations of individual’s rights are not affirmed in any valid culture and in fact the rel igions and culture basis itself on acting for the good of its people and ‘most confirmed relativist scholars are repulsed at practises which are highly coercive and abusive and accept that at least some human rights values are absolute’.   However, on the whole, the rights and development of each individual from a child is based upon the cultural norms, i.e. development is relative. The main attack on Universalism is the argument of cultural relativism; it has been argued that there are no universals and all rights are from the construction of society and culture.  Therefore if women are treated inferior to their male counterparts, this is the construction of that society and the Western ideals have no right to interfere, as long as the women consent. This begs the question because there is no consent if a system has been biased against your identity for generations. The cultural relativist argument is so bound in the fact that basic universality comes from the Western Liberal tradition, that it has not taken time out to look at Eastern cultures and what they say are basic to the human being, although that discourse may not be based on autonomy or individuality, certain key ideas come through. Although not all cultures speak in the discourse of autonomy, arguably they do have the concept of equality and respect that indicates there are rights outside the culture and afforded to people on the essence of being human. Therefore if one assumes that culture equates to the community of Dyspraxic children then it is entirely possible that their needs will not be met in mainstream education. The discussion will further this and aim to show that this is not always the case with respect to the rights of the child and the rights of the teacher in mind. Chapter 3 – Design of Study: This study is considering the approaches as well as the justification of integrating children with Dyspraxia in to the mainstream education system as the foundation level, as opposed to giving specialized teaching and integrating at a later stage. In order to do this is will discuss the practical adaptation to include children at the foundation level by considering a range of sources throughout the world that have provided teaching methods for children with Dyspraxia. These sources are internet based as the internet gives the widest range and up to date information on the teaching of children with Dyspraxia. This study has also considered the benefits of fitting children in the mainstream education system and asking the question whether this is in the best interests of the child, especially with the amount of literature suggesting that other forms of schooling, such as home schooling is a better option especially in a world where morals are degrading. This information is primarily from North America as a lot more home schooling is undertaken, in addition when considering the best interests of the child it is important to consider their rights and choices; as well as the parents, i.e. is it right to impose integration into the foundation system if it is not in the best interests of the child? Therefore an ethical, legal and social perspective has been considered. The rest of this study will now consider whether the aforementioned literature provides a system to whether the teaching methods of integrating children with Dyspraxia would be successful and even so would it be in the best inter ests of the child.   Chapter 4 – Methodology: This discussion will be from a theoretical level comparing and contrasting the different avenues presented to the state on the question whether to impose teaching methods to include children Dyspraxia into mainstream foundation curriculum or to provide specialized teaching. This discussion has assumed that this routine questioning necessarily imposes such a duty therefore the discussion surrounds the legal and ethical consequences of such a duty. This discussion is from a theoretical perspective and has not dealt with quantitative data; rather it deals with a qualitative approach considering the human rights, ethical and legal questions that arise from imposing teaching strategies to integrate children with Dyspraxia at the foundation level. It presupposes that such teaching methods if beneficial to the child will be imposed by the state. It excludes the possibility that the state will not impose these teaching even if it is the most beneficial course of action to the child. Also it does not include a quantitative and statistical approach to the question. The search for studies and appropriate research material is done via identifying four types of discussion area; the teaching methods that are available to the teacher; the impacts of the child’s rights of imposing integration v the child rights if the child experiences specialized teaching; the legal implications of imposing new teaching methods and integration; and ethical considerations. The method of enquiry is as follows examining the problems and benefits of mainstream integration for all children, which may be exacerbated if the child is suffering from Dyspraxia. Then it considers the teaching methods that mainstream integration may utilize. Finally it will consider some of the legal, ethical and social problems of such integration; whereby a duty is imposed by the state to use teaching methods to integrate children into mainstream education at the foundation level curriculum. One also must consider the effects of these teaching methods on the children without the learning disability and the effects and possible additional stress on the teacher. This leads to considerations and consequences in the areas of human rights, the law and ethics will be the focus of the discussion. Chapter 5 – Statement of Results: The results point to that as long as the appropriate teaching methods are being applied then integration is the best solution. Yet if the education system is degrading as the following proponents of home schooling advance then it is not in the best interests of the child to integrate at the foundation level because this essential to the whole of the child’s educational future. The methods range from the simple, i.e. more attention, patience to aiding with reading and other methods of expression to the more technological, i.e. special computers, tape recordings and machines. The problem lies in whether the teacher can get these specialized technologies or has the time to spend extra time with a specific child. This may have a detrimental effect on the other children in the class; however if this special attention is not given then the child will be restricted and hindered and the most foundational years and methods of learning have been lost. This would then lead to the support of specialized teaching that home schoolers purport. The following discussion will explore this further.   Chapter 6 – Discussion: Integrating the child in the foundation level of education may or may not be beneficial to the child as it may hinder the long-term education of the child. Therefore prior to exploring the teaching strategies necessary to integrate children with Dyspraxia in the foundation level of the national curriculum, because if these teaching methods hinder the child’s development then the teaching strategies have failed. In order to do this the literature surrounding the benefits of mainstream education, over specialized or home-schooling will be explored in the following discussion. Benefits v Disadvantages of Integration: Human beings have been sharing information and skills, and passing along to children whatever they knew, for about a thousand years now. Along the way they have built some very complicated and highly skilled societies. During all those years there were very few teachers in the sense of people whose only work was teaching others what they knew. And until very recently there were no people at all who were trained in teaching as such. People always understood, sensibly enough, that before you could teach something you had to know it yourself. But only very recently did human beings get the extraordinary notion that in order to be able to teach what you knew; you had to spend years being taught how to teach . Holt is an ardent believer in home schooling and proposes it has no effect on social development; rather it is a better method because it teaches children the reality of life, i.e. the juggling lifestyle with work and learning. In fact Holt proposes that it is the void of institutionalism of education th Strategies to Integrate Children with Dyspraxia Strategies to Integrate Children with Dyspraxia Dyspraxia is a learning disability that comes in three forms verbal, motor and oral whereby the child may have average or above average intelligence but the brain works in a different manner it is hard for the child to demonstrate their knowledge, i.e. reading comprehension may be affected because the processing of the information is different, as with verbal and/or written/symbolic comprehension. The problem with such a learning difficulty makes it hard for teachers to evaluate the progress and intelligence of the child and normal learning assignments and exams may prove an impossible form of evaluation. Therefore it is essential that the teacher works with the child to understand the learning processes of the child, attempting to provide methods that will either enable the child to take part in normal forms of evaluation or endeavor to produce an alternative form, but equivalent to the mainstream evaluation. Dyspraxia can be remedied in part by retraining and advancing the child’s method of expressing their comprehension and evaluation. This is a pertinent role of the teacher, because to separate the child may have adverse effects as the child can comprehend internally the information only it expression is less advanced. Therefore this discussion will explore some theories of teaching methods comparing and contrasting the benefits of one-on-one teaching to that of mainstream teaching at the foundation level. It will also highlight the strategies of the teacher in order to integrate children with Dyspraxia at the foundation level. Chapter 2 – Review of Literature: Teaching Strategies: It is at the foundation levels that children with Dyspraxia have most learning difficulties because their comprehension is average but there level of expression of this comprehension is limited. Therefore it is at this stage that these children have to be trained to express and advance their expression. In short it would be necessary for there to be accommodations to be made in the education system to ensure that the teaching of these children is sufficient. The arguments to creating teaching methods into the mainstream education system at the foundation level are very similar to the arguments of employing disabled persons in the workplace. The first argument will follow the arguments for integration into the workforce and then will consider specific teaching methods. The first main argument is whether there should be differential treatment for the children with Dyspraxia. To understand the extent that the current disability rights are effective one must understand there is a difference between a mere legal right and an inherent (also known as substantive) right. Hohfeld has been the most significant jurisprudential thinker to discuss the difference between the varying types of rights. The focus of Hohfeld’s analysis of rights is from an analytical perspective; the main aim of Hohfeld’s work was to clarify exactly what rights are. Hohfeld’s analysis of rights is split into four different categories which are; claim-right; privilege; power and immunity. These rights have been put together into a grid of entitlements  which enables one to understand the nature and content of rights; which the individual has in varying degrees. It is this clear and precise method that makes Hohfeld’s analysis fundamental to rights interpretation within legal arenas. This exploration is going to argue that this exposition of rights is essential to jurisprudence and understanding the nature of rights. Under English law Hohfeld’s analysis clearly expresses how varying degrees of rights are contained under the Human Rights Act 1998 and do not conflict with parliamentary sovereignty. As Helen Fenwick discusses: â€Å"Under Hohfeld’s view†¦ it becomes clear that, traditionally, most freedoms in the UK were merely liberties; one did no wrong to exercise them, but there was no positive duty on any organ of the state to facilitate them†¦ When the Human Rights Act 1998 came fully into force†¦ many Hohfeldian liberties became rights in Hofeldian terms since†¦ public authorities have been laid under a positive duty to respect them† . Hohfeld’s analysis is that the confusion over the nature of rights has been effectively eliminated. In contrast to the controversies in theorists such as Dworkin , Kymlicka , Kant  and MacKinnon , it does not get trapped into confusing the nature of rights with the justification of rights. If one applies this to problems concerning gender; discrimination; animal; and environmental rights one could actually apply a type of right in order to rectify the legal and moral inequities. Legal and political philosophers have gotten too tied up in justifying rights, that they have confused the meaning of right. Hohfeld has provided an interesting tool in order to level the playing field, because the question concerning the equality of rights is no longer an issue. Instead Hohfeld’s analysis allows for different right-elements to be applied in different situations. Therefore Hohfeld’s analysis can be applied to both legal analysis and moral quandaries, which means that one in addition to clarifying rights can use this analysis as a tool to justifying rights. Hohfeld was very humble in his aims for his analysis of rights, because it has provided more than a tool to clarify rights. For example if one applied this problem to media law where there are conflicts in the right to privacy and the freedom of press, these rights possibly fall into the categories of immunity; claim-right; and privilege. The problem is that they are competing rights and if one applies the level of right, also to the specific facts then the confusion that has happened between courts  would be a lot less likely. In short Hohfeld’s analysis has taken out all the moral quandaries in the nature of rights; and has provided an analytical method to apply to both moral quandaries and the justification of rights. This will become more apparent in the following chapters.   In relation to absolute human rights or substantive rights then these are immunities which the government cannot interfere with; however a mere legal right is a privilege whereby the government has provided disability rights, but there is no need to provide these rights and may be taken away if in the government’s interest. Therefore this illustrates the importance of making disability rights substantive rights but not only in the workplace but also in schools. This means if integration is the best form because it makes such a disability socially acceptable then this should be the method taken. In order to do this there must be specialized teaching methods which the teachers use and have a duty to provide in much the same way that employers have to provide special adaptations for disabled adults. The Learning Disabilities Association of America argues that the student from an early age should be subject to a curriculum that mirrors that of the child without disability, only with â€Å"some accommodations and modifications may be necessary†.  They argue that these modifications should take the form of an Individual Education Programme whereby for students with reading difficulties or expression of comprehension through reading should have a mixture of one-on-one reading with a teacher and should also be provided with texts that are on tape so that they can follow along with the reading material. If the problem is of the memory or the inability to take down information, i.e. motor problems the teacher should provide a taped lesson for the child, teacher and parents to review at a speed whereby the child can than express their comprehension. If the motor skill impede too much then a special software programme through voice should be used. Also children with Dyspraxia at the foundation level may find expression easier by using other forms of expression, i.e. songs, rhymes, dances, tapes etc. Also along the same line to help expression of comprehension and teach how to express properly then using the other senses such as touch should be considered. These are teaching techniques that all children can use therefore this will not impede the other learners at the foundation level; as well as letting the teacher be more innovative and creative as well as building the blocks for the Individual Education Programme of the Dyspraxic child. The Australian Dyspraxic Support Group also advances techniques to help the child express their comprehension of the educative material. This group does not seem to indicate that there should be either specialized teaching or integration into the mainstream education system at the foundational levels. The aim seems to be to help the child and ensure that their intelligence is not impeded by stereotypes with putting the right teaching techniques with child. Therefore if it is motor based Dyspraxia it is to specialize teaching in developing the organization and capability of the planned expression of comprehension in the ways that the child can. If it is verbal Dyspraxia then development of the speech processes and other forms of communication should be developed and finally if it is oral Dyspraxia then written forms of communication should be used and also attempts to develop speech skills should be introduced. Therefore the use of sensory and taped materials would will really benefit the development of the child at the foundation level. Also to have integration will expose the child to mimic and use ways of communication that isolation would be unable to do so.  Therefore one can infer that mainstream integration at the foundation levels would be the best approach. Belinda Hill advances in her article and research for the Dyspraxia Association of Ireland that technological aides can be used to integrate children with verbal and oral Dyspraxia. These aides include speaking computers, machines that enhance speech, machines that have a set response when a specific button is pushed, communication through symbols. These aides will help a child integrate and not feel lost in a world of communication. This would provide confidence and social development of a child which isolated education could not provide.   The Dyspraxia Association of New Zealand advances a lesser advanced strategy but focuses on the necessity of the child be integrated into the mainstream educational system from the foundation level as their research shows that the best development of a child with this disability is to base the education as every other child’s education the classroom teacher. The teacher would have to use a slightly different technique but evaluation and development should be on similar lines as other children. In their guidelines in what the teacher can do is as follows: Figure One – What the Teacher can do: Make allowances, lower expectations in spite of child seeming bright enough. Allow more time. Adjust quantity of work. Give gentle reminders. Good teaching practices win every time. Listen to parent, who knows this child better than anyone ever will. Break tasks down into more manageable parts simplify! Dont assume the child has understood. Give single instructions rather than a string because If you treat the child the same as the others, his failure rate will be immeasurably higher than it needs to be. He knows that he is not the same; a higher failure rate means a very much lower self esteem, etc., etc. The key factor that this table shows is the child should not be segregated as it may reduce the self-esteem of the child and cause an inferiority complex. This will be interesting to contrast with the view of those who advance home schooling who believe that main stream education is disadvantaging children of all developmental elements. This will be the focus of the discussion, with a brief review of the literature in the following section. Yet the teaching techniques point to integration is possible maybe even favorable to that of specialized teaching. The key point is that integration should include an Individual Education Programme and understanding of the disability much in the same way that adaptations and understanding are essential to adaptations in the disability workplace as the following legal cases will illustrate. Therefore such a duty should be imposed on teachers for modifications if employers have a duty to their disabled employees; otherwise the arguments about the degradation of mainstream education will succeed. The issue of inequality in the workplace has long been established, along with the disabled because neither has been seen to be fully human in the same way as a man, because women may become pregnant and want maternity needs and the disabled person may need special needs or possibly fall ill. In reality able-bodied men may need paternity needs or fall ill, however this is not seen as likely for them and they provide the marker for how all other persons should be treated, even if disabled . This seems to be irrational thinking, but still a major concern with employers today, especially in relation to promotions and redundancies , yet the EAT has ruled that redundancies cannot occur due to disability, the question of reasonable adaptations have to be taken into account . The extent of reasonable adaptations was questioned in Kenny v Hampshire Constabulary  where it was determined that they are only reasonable in the doing of the job and easily adaptable but not to personal needs. In addition the employer has a defence of justification  against reasonable adaptation which makes the notion of reasonable adaptation pointless and returns to the objective marker as being the able bodied man , because the reasonable adaptation cases are too contradictory. This was recognized in Heinz v Kendrick  were it made a positive move forward in ensuring disability rights. . In 2001 this seems to have been tightened with the Cosgrove Case  where it was held that â€Å"an employer who fails to consider making adjustments as required by DDA 1995 s.6 cannot escape liability for that failure simply on the basis that the disabled employee was unable to suggest an appropriate adjustment.† It has also been question what stipulates disabled, one test is the evidence of medical experts and not the opinion of the employer and tribunal; hence iterating an objective medical test . In Goodwin v Patent Office  it was held that: The Tribunal was wrong to focus on the fact that Mr Goodwin could cope unaided at home, and to assume from this that he therefore fell outside the definition of disability in the Act. The evidence was that Mr Goodwin was unable to hold a normal conversation, behaved strangely at times and had significantly impaired concentration. All this clearly pointed, on a broad and purposive interpretation of the Act, to his being disabled under the law. In Cruickshank v VAW Motorcars  a test was created to include various forms of disability, in addition to include the subjectivity of the individual as different disabilities or illness affect individuals in different manner; so the effect of the individual as well as the disability at the time of discrimination is taken into account. These cases should be taken into the education system to ensure along the same vein that teachers are endeavoring to integrate Dyspraxic children into the foundational levels of the education system, rather than leaving them on the side. This is key to the self-esteem and the development of a child who is of average or above intelligence but has problems in expression. In order to do this the child needs to be afforded substantive rights to appropriate education, much in the same way that the argument from home schoolers bases their argument; however as the discussion will illustrate the home-schooling or specialized education may be the only route if the appropriate attention and development of the education system is not attended to. The following section will consider some of the ethical literature with the problem of integration, if appropriate teaching methods and educational standard is not being afforded to children at the foundation levels (and beyond).   Problems with Integration: The results may prove that it is not impossible for children with Dyspraxia to be integrated into the mainstream education system. Yet as the results also suggest although it is possible to integrate children with Dyspraxia into the mainstream education system it may not be in the best interests of the child. Also the other children in the system and the teacher have to be considered because if the teacher is not properly educated in teaching children with disabilities this means that the child will not receive the benefits of the integration, also either this child or the rest of the children will be deprived of the teacher’s attention. Also this may also add further stresses on the teacher’s resources and may impose too many duties on the teacher. As Aquinas points out the most important aspect about learning and education is self-development the attainment of the individual’s perfection. This cannot always be dictated by mainstream education; therefore this di scussion will introduce this angle into the conversation, which will be focused on the discussion. The union of soul and body is no chastisement of the soul but a salutary bond through which the human soul will reach its full perfection. This is not a theory forged expressly for the particular case of the soul. Rather, it is the case which is necessarily governed according to metaphysical principles, and their scope is universal. The less perfect is ordered toward the more perfect as toward its end; it is for it; not against it†¦ Each creature exists for its own act and its own perfection†¦. Individuals exist for the perfection of the universe†¦ The reason for the existence of a determined substance or determined mode of existence is never to be found in an evil but in a good. This analysis of the human, as represented by Aquinas, as argued by Gilson portrays a notion of a higher purpose for each individual. This purpose links to the soul and is an integral part of God’s creation. Aquinas’ theory is entrenched in religious thought from the Catholic Church of the 13th Century; where science, theology, philosophy and politics where within the church’s domain and the central belief is that man was created for God’s purpose and life and death was His domain. The following exploration will consider the theological and philosophical concerns of Aquinas in relation to the individual and the idea of the body and life and attaining knowledge through education. The theological concern of Aquinas’ theory is the attainment of perfection, because in the nature of being each is at a different level of perfection with God as the Supreme Being. This is a very important part of Aquinas’ five ways, the basis of his cosmological and teleological arguments. Therefore this provides a modicum of self-determination at the hands of God; however humanity unlike the rest of God’s creations has been given freewill in order to attain a higher level of understanding and development to become further within the image of God, such as the occurrence within the Garden of Eden and the eating of the apple. In short Aquinas’ theory demonstrates that humanity was given freewill and the ability to attain knowledge in order to achieve the determined level of knowledge, perfection and understanding akin to the level of God; it is this that creates man in God’s image and it is such understanding which allows for the furtherance of scientific discovery; however there are problems when humanity intervenes into the sanctity of life and the determination of life and death; which is the domain of the Necessary Being, the Creator. Therefore how does this apply to schooling and education? The answer is specialized and integrated schooling is the best method for attaining this self-perfection, if non-integrated schooling is better then the arguments surrounding the notion of social development is null and void. As this chapter of the discussion will illustrate the method that is better method for children to retain knowledge and attain the goal of perfection. This discussion will aim to introduce the validity of integrating into mainstream education at the foundation level, because if is the method that the government wishes to take it should take into consideration not only if the teaching methods are available but whether this is in the best interests of the child especially when there are so many social problems in school; if this is going to hinder the child’s development, especially one with a learning difficulty as Dyspraxia. So considering the arguments of cultural relativists will hopefully put the problem of mainstream integration into context because it takes away the specific needs of the culture; however this can be applied in the context where culture can be replaced by the society/community of children with Dyspraxia. The arguments from cultural relativists are the main set of criticisms of universal human rights, i.e. all laws and human development is focused on the rules and traditions of each culture and society. The first and most basic of rights – freedom and autonomy in a secular state – is criticized as very Eurocentric and fails to allow for cultural differences.  The main part of universal human rights theory is based upon morality and the cultural relativist would argue that morality is subject to the culture, history and religious founding of each society.  Therefore ‘there are no human rights absolutes, that the principles which we may use for judging behaviour are relative to the society in which we are raised, that there is infinite cultural variability and that all cultures are morally equal or valid’.   This argument undermines the basis of all human rights theory because they all stem from the basis that there is a universal morality.  Also it would view non-citizens as an area that each culture would deal with its own cultural norms.  The main argument against universality in the 20th and 21st Centuries comes from the resistance to Western Economic Imperialism. Shestack  illustrates Claude Levi-Strauss argument in the following manner – all cultures and their differences need to be respected as equally moral to that of the West and that the Universality angle is just another attempt of the West imposing its morality on other cultures, which he believed must be stopped as other cultures should be allowed to develop and evolve naturally.   Most would agree that the West should not impose its views, governance and culture upon other cultures.  Human rights theorists are arguing that morality is outside and transcends these human constructions and is common to all persons, and not part of the development of a society, as cultural relativists would argue.  Is it fair that in the name of cultural identity that repression should be allowed causing ‘an obligatory homogeneity and diminishing the place of the individual in the calculus of identity politics’?  The most common answer would be no, no-one is saying that cultural identity should be obliterated instead that it is not part of the transcendental nature of the morality of basic human rights and freedoms.  These rights and freedoms are not there to suppress culture but should be the logical ends for a culture to aspire to.  As Shestack  argues that violations of individual’s rights are not affirmed in any valid culture and in fact the rel igions and culture basis itself on acting for the good of its people and ‘most confirmed relativist scholars are repulsed at practises which are highly coercive and abusive and accept that at least some human rights values are absolute’.   However, on the whole, the rights and development of each individual from a child is based upon the cultural norms, i.e. development is relative. The main attack on Universalism is the argument of cultural relativism; it has been argued that there are no universals and all rights are from the construction of society and culture.  Therefore if women are treated inferior to their male counterparts, this is the construction of that society and the Western ideals have no right to interfere, as long as the women consent. This begs the question because there is no consent if a system has been biased against your identity for generations. The cultural relativist argument is so bound in the fact that basic universality comes from the Western Liberal tradition, that it has not taken time out to look at Eastern cultures and what they say are basic to the human being, although that discourse may not be based on autonomy or individuality, certain key ideas come through. Although not all cultures speak in the discourse of autonomy, arguably they do have the concept of equality and respect that indicates there are rights outside the culture and afforded to people on the essence of being human. Therefore if one assumes that culture equates to the community of Dyspraxic children then it is entirely possible that their needs will not be met in mainstream education. The discussion will further this and aim to show that this is not always the case with respect to the rights of the child and the rights of the teacher in mind. Chapter 3 – Design of Study: This study is considering the approaches as well as the justification of integrating children with Dyspraxia in to the mainstream education system as the foundation level, as opposed to giving specialized teaching and integrating at a later stage. In order to do this is will discuss the practical adaptation to include children at the foundation level by considering a range of sources throughout the world that have provided teaching methods for children with Dyspraxia. These sources are internet based as the internet gives the widest range and up to date information on the teaching of children with Dyspraxia. This study has also considered the benefits of fitting children in the mainstream education system and asking the question whether this is in the best interests of the child, especially with the amount of literature suggesting that other forms of schooling, such as home schooling is a better option especially in a world where morals are degrading. This information is primarily from North America as a lot more home schooling is undertaken, in addition when considering the best interests of the child it is important to consider their rights and choices; as well as the parents, i.e. is it right to impose integration into the foundation system if it is not in the best interests of the child? Therefore an ethical, legal and social perspective has been considered. The rest of this study will now consider whether the aforementioned literature provides a system to whether the teaching methods of integrating children with Dyspraxia would be successful and even so would it be in the best inter ests of the child.   Chapter 4 – Methodology: This discussion will be from a theoretical level comparing and contrasting the different avenues presented to the state on the question whether to impose teaching methods to include children Dyspraxia into mainstream foundation curriculum or to provide specialized teaching. This discussion has assumed that this routine questioning necessarily imposes such a duty therefore the discussion surrounds the legal and ethical consequences of such a duty. This discussion is from a theoretical perspective and has not dealt with quantitative data; rather it deals with a qualitative approach considering the human rights, ethical and legal questions that arise from imposing teaching strategies to integrate children with Dyspraxia at the foundation level. It presupposes that such teaching methods if beneficial to the child will be imposed by the state. It excludes the possibility that the state will not impose these teaching even if it is the most beneficial course of action to the child. Also it does not include a quantitative and statistical approach to the question. The search for studies and appropriate research material is done via identifying four types of discussion area; the teaching methods that are available to the teacher; the impacts of the child’s rights of imposing integration v the child rights if the child experiences specialized teaching; the legal implications of imposing new teaching methods and integration; and ethical considerations. The method of enquiry is as follows examining the problems and benefits of mainstream integration for all children, which may be exacerbated if the child is suffering from Dyspraxia. Then it considers the teaching methods that mainstream integration may utilize. Finally it will consider some of the legal, ethical and social problems of such integration; whereby a duty is imposed by the state to use teaching methods to integrate children into mainstream education at the foundation level curriculum. One also must consider the effects of these teaching methods on the children without the learning disability and the effects and possible additional stress on the teacher. This leads to considerations and consequences in the areas of human rights, the law and ethics will be the focus of the discussion. Chapter 5 – Statement of Results: The results point to that as long as the appropriate teaching methods are being applied then integration is the best solution. Yet if the education system is degrading as the following proponents of home schooling advance then it is not in the best interests of the child to integrate at the foundation level because this essential to the whole of the child’s educational future. The methods range from the simple, i.e. more attention, patience to aiding with reading and other methods of expression to the more technological, i.e. special computers, tape recordings and machines. The problem lies in whether the teacher can get these specialized technologies or has the time to spend extra time with a specific child. This may have a detrimental effect on the other children in the class; however if this special attention is not given then the child will be restricted and hindered and the most foundational years and methods of learning have been lost. This would then lead to the support of specialized teaching that home schoolers purport. The following discussion will explore this further.   Chapter 6 – Discussion: Integrating the child in the foundation level of education may or may not be beneficial to the child as it may hinder the long-term education of the child. Therefore prior to exploring the teaching strategies necessary to integrate children with Dyspraxia in the foundation level of the national curriculum, because if these teaching methods hinder the child’s development then the teaching strategies have failed. In order to do this the literature surrounding the benefits of mainstream education, over specialized or home-schooling will be explored in the following discussion. Benefits v Disadvantages of Integration: Human beings have been sharing information and skills, and passing along to children whatever they knew, for about a thousand years now. Along the way they have built some very complicated and highly skilled societies. During all those years there were very few teachers in the sense of people whose only work was teaching others what they knew. And until very recently there were no people at all who were trained in teaching as such. People always understood, sensibly enough, that before you could teach something you had to know it yourself. But only very recently did human beings get the extraordinary notion that in order to be able to teach what you knew; you had to spend years being taught how to teach . Holt is an ardent believer in home schooling and proposes it has no effect on social development; rather it is a better method because it teaches children the reality of life, i.e. the juggling lifestyle with work and learning. In fact Holt proposes that it is the void of institutionalism of education th