Kill A Mockingbird By Harper Lee - 970 Words

â€Å"Racism is man’s greatest threat to man- the maximum of hatred for a minimum of reason†- Abraham Joshua Heschel. This quote by Mr. Heschel perfectly summarizes the amount of pure racism that was present in the southern United States, all because millions of people believed in one false statement, that separate was equal. The intriguing novel, To Kill a Mockingbird, is written by the prestigious author Harper Lee. In this novel, she has utilized the lifestyle and attitudes toward â€Å"African Americans† in the 1930’s to create a novel which presents the reader with Lee’s attitudes and personal values, as the novel appears to be autobiographical to her days as a child. The racism that is apparent and a focal point in the novel is, although fiction, closely matched to that of a racist era in America, during the 1930’s, also known as the Great Depression. The effects of the Great Depression hit virtually every group of Americans. Sadly, Af rican Americans were hit the hardest. Already by 1932, half of the black Americans were forced out of their job, and racial violence soon became more common. Lynchings in the South went up 75% from 1932 to 1933. These hardships experienced during the Great Depression were also represented in the town of Maycomb, Alabama. Jem and Scout Finch, in a town corrupt with people believing false assumptions, try to show their understanding towards the negroes, with the help of their father, Atticus. During that time, the case of a young black man beingShow MoreRelatedKill A Mockingbird By Harper Lee1049 Words   |  5 PagesTo Kill a Mockingbird: How a Story could be based on True Events in Everyday LifeDaisy GaskinsCoastal Pines Technical Collegeâ€Æ'Harper Lee was born in Monroeville, Alabama. Her father was a former newspaper editor and proprietor, who had served as a state senator and practiced as a lawyer in Monroeville. Also Finch was known as the maiden name of Lee’s mother. With that being said Harper Lee became a writer like her father, but she became a American writer, famous for her race relations novel â€Å"ToRead MoreTo Kill a Mockingbird by Harper Lee1000 Words   |  4 Pagesworld-wide recognition to the many faces of prejudice is an accomplishment of its own. Author Harper Lee has had the honor to accomplish just that through her novel, To Kill a Mockingbird, a moving and inspirational story about a young girl learning the difference between the good and the bad of the world. In the small town of Monroeville, Alabama, Nelle Harper Lee was born on April 28, 1926. Growing up, Harper Lee had three siblings: two sisters and an older brother. She and her siblings grew up modestlyRead MoreKill A Mockingbird By Harper Lee1290 Words   |  6 PagesHarper Lee published To Kill a Mockingbird during a rough period in American history, also known as the Civil Rights Movement. This plot dives into the social issues faced by African-Americans in the so uth, like Tom Robinson. Lee felt that the unfair treatment towards blacks were persistent, not coming to an end any time in the foreseeable future. This dark movement drove her to publish this novel hopeful that it would encourage the society to realize that the harsh racism must stop. Lee effectivelyRead MoreHarper Lee and to Kill a Mockingbird931 Words   |  4 PagesHarper Lee and her Works Harper Lee knew first hand about the life in the south in the 1930s. She was born in Monroeville, Alabama in 1926 (Castleman 2). Harper Lee was described by one of her friends as Queen of the Tomboys (Castleman 3). Scout Finch, the main character of Lees Novel, To Kill a Mockinbird, was also a tomboy. Many aspects of To Kill a Mockingbird are autobiographical (Castleman 3). Harper Lees parents were Amasa Coleman Lee and Frances Finch Lee. She was the youngestRead MoreKill A Mockingbird By Harper Lee873 Words   |  4 PagesIn the book, To Kill a Mockingbird, Harper Lee illustrates that â€Å"it’s a sin to kill a mockingbird† throughout the novel by writing innocent characters that have been harmed by evil. Tom Robinson’s persecution is a symbol for the death of a mockingbird. The hunters shooting the bird would in this case be the Maycomb County folk. Lee sets the time in the story in the early 1950s, when the Great Depression was going on and there was pov erty everywhere. The mindset of people back then was that blackRead MoreKill A Mockingbird By Harper Lee963 Words   |  4 Pagesgrowing up, when older characters give advice to children or siblings.Growing up is used frequently in the novel To Kill a Mockingbird by Harper Lee. Harper Lee uses the theme growing up in To Kill a Mockingbird to change characters opinion, develop characters through their world, and utilizes prejudice to reveal growing up. One major cause growing up is used in To Kill a Mockingbird is to represent a change of opinion. One part growing up was shown in is through the trial in part two of the novelRead MoreKill A Mockingbird By Harper Lee1052 Words   |  5 PagesTo Kill a Mockingbird by Harper Lee takes place in Maycomb County, Alabama in the late 30s early 40s , after the great depression when poverty and unemployment were widespread throughout the United States. Why is the preconception of racism, discrimination, and antagonism so highly related to some of the characters in this book? People often have a preconceived idea or are biased about one’s decision to live, dress, or talk. Throughout To Kill a Mockingbird, Harper Lee examines the preconceptionRead MoreKill A Mockingbird By Harper Lee1695 Words   |  7 PagesIn To Kill a Mockingbird Harper Lee presents as a ‘tired old town’ where the inhabitants have ‘nowhere to go’ it is set in the 1930s when prejudices and racism were at a peak. Lee uses Maycomb town to highlight prejudices, racism, poverty and social inequality. In chapter 2 Lee presents the town of Maycomb to be poverty stricken, emphasised through the characterisation of Walter Cunningham. When it is discovered he has no lunch on the first day of school, Scout tries to explain the situation to MissRead MoreKill A Mockingbird, By Harper Lee1197 Words   |  5 Pagessuch as crops, houses, and land, and money was awfully limited. These conflicts construct Harper Lee’s novel, To Kill a Mocking Bird. In To Kill a Mocking Bird, Lee establishes the concurrence of good and evil, meaning whether people are naturally good or naturally evil. Lee uses symbolism, characterization, and plot to portray the instinctive of good and evil. To Kill a Mocking Bird, a novel by Harper Lee takes place during the 1930s in the Southern United States. The protagonist, Scout Finch,Read MoreKill A Mockingbird By Harper Lee1656 Words   |  7 Pagesâ€Å"Mockingbirds don’t do any harm but make music for us †¦ that’s why it’s a sin to kill a mockingbird†, is a famous quote from the book To Kill a Mockingbird by Harper Lee. Atticus, the father of the main character Scout, says this to her and her brother Jem when they receive rifles for Christmas. This book is considered a classic due to the allegory between the book title and the trial that occurs about halfway through the book. In the beginning of To Kill a Mockingbird, Scout is six. She is an innocent

Harriet Tubman And The Civil Rights Movement - 1167 Words

Araminta Ross, or more commonly known as Harriet Tubman, was a powerful figure in the Civil Rights movement. Having already escaped from slavery, Araminta made ninteen trips to free other slaves. She helped free hundreds of slaves, even her own parents. She never lost a slave or was caught by government officals looking to capture her. Tubman always stood up for what was right, even if it meant taking someone else’s punishment. Araminta, one of nine children born to Harriet â€Å"Rit† Green and Ben Ross, was born into slavery (World Book 2003 ed. page 480). Harriet â€Å"Rit† Green was enslaved by a woman named Mary Pattison Brodess and Ben Ross was owned by Anthony Thompson (World Book 2003 ed. page 480). Anthony and Mary got married and their slaves were combined into one facility. Soon after the move, Ben and Harriet fell in love and had children. Araminta, who was also called â€Å"Minty,† was born between the years of 1820 - 1825 in Dorchester County, Maryland (World Book, 2003 ed. page 480). Even in her childhood, Araminta stood up for what was right. At the age of thirteen, Araminta with her supervisor at a local store when another slave, who was supposed to be working in the field, was spotted at the store. Araminta was asked to â€Å"tie† the slave so that he could be whipped for leaving the field without permission (Harriet Tubman: Slavery, The Civil War, and Civil Rig hts in the 19th Century). She refused and stood in the doorway so that the supervsor could not follow the nowShow MoreRelatedHarriet Tubman And The American Civil Rights Movement997 Words   |  4 Pages Harriet Tubman, the woman who faced much adversity in her life, especially in her earlier years, was a very influential black civil rights abolitionist. During the time period, blacks were not treated as equals to whites and many blacks were slaves and Harriet Tubman was no exception. Harriet Tubman was born in the 1820’s on a plantation called Edward Brodess in Dorchester County, Maryland. Her mother was Harriet â€Å"Rit† Green owned by Mary Pattison Brodess; and her father was Ben RossRead MoreNelson Mandela, Harriet Tubman, And Patrisse Cullors1500 Words   |  6 PagesCivil Rights- noun: the rights of citizens to political and social freedom and equality. Nelson Mandela, Harriet Tubman, and Patrisse Cullors all share one common trait: civil rights and protecting the freedom of others. Nelson Mandela fought for freedom against the apartheid in South Africa, and was a philanthropist who served as President in South Africa. Harriet Tubman was abolitionist, armed scout and spy, who helped hundreds of slaves escape through the Underground Railroad during the CivilRead MoreCivil Rights And Nelson Mandela1375 Words   |  6 PagesCivil Rights- noun: the rights of citizens to political and social freedom and equality. Nelson Mandela, Harriet Tu bman, and Patrisse Cullors all share one common trait: civil rights and protecting the freedom of others. Nelson Mandela fought for freedom against the apartheid in South Africa, and was a philanthropist who served as President in South Africa. Harriet Tubman was abolitionist, armed scout and spy, who helped hundreds of slaves escape through the Underground Railroad during the CivilRead MoreHarriet Tubman1608 Words   |  7 Pagesborn as a slaveBorn a slave, Harriet Tubman iscan be defined as a self-liberated abolitionist who is hthat is honored for saving hundreds of slaves and helping them reach freedom. Harriet Tubman struggled through her early years working as a slave for plantation owners. Harriet wapossessed ves very little worth to anyone, she never got the respect or companionship that which a person needs. She faced discrimination, racism, and torture from all of her owners. Harriet Tuman dealt with Overcoming variousRead MoreEssay about The Legacy of Harriet Tubman1746 W ords   |  7 Pagesbeen born as a slave, Harriet Tubman was no stranger to the harsh reality of slavery. Tubman’s childhood included working as a house servant and later in the cotton fields. With the fear of being sold, Tubman decided to escape for a better life. Harriet Tubman spent her life trying to save others from slavery, becoming one of the most famous women of her time who was able to influence the abolition of slavery, and effect the lives of many African Americans. Harriet Tubman was born in 1820 as AranmintaRead MoreAn Analysis Of Savannah Civil Right Museum 1214 Words   |  5 PagesEngaging In Art: Are You Talking To Me â€Å"Savannah Civil Right Museum† Civil Rights have been the long and dreadful fight against desegregation in many places of the world. Throughout its hard fight many people captured the turmoil that they were faced with by painting, some sculpted, and most photographed. Many reason for this art platform to take place was to create a visual symbol of what we know as the resistance time period. Artist wanted to have the feel of empowerment and most of all feelingRead More Harriet Tubman : Walk to Freedom Essay1023 Words   |  5 Pagesboys by the hands and leads them to the other side. That is exactly how Harriet Tubman lived her life. During her first plan to escape slavery, she went on her way with two of her brothers. Harriet reached safety, but her brothers had turned back halfway to freedom. After that incident, Harriet Tubman devoted her life to helping slaves cross the street to freedom. THESIS With a past childhood surrounded with slavery, Harriet Tubman grew up with the need to make a difference; after years of smugglingRead MoreHarriet Tubman And The Great Gatsby Essay1620 Words   |  7 Pagesthe ability to be strong, determined, and capable of loving. Harriet Tubman was someone who contained all of those qualities. Harriet was someone who was seen as nothing and made herself an extraordinary something because of her demeanor and contributions. She was a woman who paved a way of opportunity for those who did not have any. Through escaping slavery, becoming an abolitionist, and helping free a large number of slaves, Harriet Tubman created history and helped shape the ideals and values ofRead MoreHarriet Tubman And The Underground Railroad1510 Words   |  7 PagesThis memoir covers the life of Harriet Tubman who was a slave known for her extraordinary chip away at the Underground Railroad. Harriet Tubman was conceived in Dorchester County, Maryland on March, 18 22. This novel discusses how Harriet Tubman had the capacity escape bondage in the south in the year of 1849 and looked for some kind of employment in the north. Particularly in Philadelphia, where she worked in inns to raise enough cash to bolster her needs. She would then migrate to Canada and inRead MoreISM Stands For International Solidarity Movement Essay examples1207 Words   |  5 Pagesï » ¿ Two women activists fighting for two different causes but fight for the same thing: freedom of group of people. Neta Golan is a current activist while Harriet Tubman is a past activist; they share similarities and differences between their actions and cause. ISM stands for international solidarity movement. ISM is an organization that is focused on assisting Palestinians in the Israeli- Palestinians conflict, this conflict began in 1948 between the Jews and Arabs after the Holocaust, fighting

Organizational Behaviour for Business Scenario †Free Sample

Question: Discuss about theOrganizational Behaviour for Business Scenario. Answer: Introduction In the current challenging business scenario, organizations are facing difficulties in running business its operations in an effective manner. Developing bridge between internal and external confines and maintaining relations with stakeholders are very complex task for the managers (Bar and et.al, 2015). The current essay focuses on challenging environment and management development. Regarding this, study will critically analyse a research article which is based on precarious challenges which are faced by chief executives of New Zealand. Essay will conduct critical evaluation on the basis of some specific aspects such as strength and weakness of the selected article and personal view point on thesis statement with appropriate justifications. Main Body Analysis of the thesis statement has identified that major focus of the study was determination of the challenges which are faced by organizations and major reasons behind these issues (Horner and Swarbrooke, 2016). Along with this, determining the fundamental management skills for managing these challenges were considered as the major objective of this article. Critical analysis of the study includes strength and weakness of the selected research. As per the exploration of this article, it can be said that research article has used a very systematic process for conducting investigation which comprised of problem identification, literature review, and methodology as well as data analysis. This process is considered as the major strength of this project which has helped in getting answers of the research question (Hutchion and Boxall, 2014). Literature review has assisted in getting insights about different challenges for business organizations and required skills for managing these challenges. Including this, getting primary facts using survey methodology is also included in the strength of this research because it has provided new and fresh information about basic challenges faced by private, public and non-profit organizations of New Zealand. Moreover, consideration of different sectors and organizations of every industry have also strengt hened the significance of the research for every industry of New Zealand. Along with this, author has used both qualitative and quantitative methods for analysing collected data, such as thematic analysis and frequency distribution respectively. It has helped in conducting an in-depth analysis of the research (Rupp and et.al, 2015). In contrast, article has not included any statistical test for examining data which is the major weakness of this study. Author could use hypothesis testing, descriptive statistics and cross tabulation for comparing viewpoints of the chief executives of all three sectors; public, private and non-profit (Kpers, 2016). Similarly, critical analysis of the article has shown that before conducting primary research author has not analysed skills of chief executives which can create question mark on reliability and validity of the collected data. In contrary, article has approached 1000 chief executives for conducting survey and got 27% response which is align with the standards and it is also considered as the strong point of this investigation. On the other hand, article has collected data from a single chief executive from a single organization, but for obtaining data about full picture of the organization, author needs to get more than one opinion (Garden, 2015). Including this, time pr essure and survey frequency have been considered as limitations of the research but regular follow up and reminders of author have helped in overcoming all these limitations. On the other hand, a structured questionnaire including open and close ended question is also a strong point of the investigation which have augmented the reliability and validity of the information (Young and et.al, 2015). Findings of the critical analysis have reflected that researcher has resolved the research problem in an effective manner. According to results, qualitative or thematic analysis have concluded that environmental changes, emerging technology, changes in needs and requirements of customers and low purchasing power of buyers are major market risks or challenges for the private sector. Analyzing the current market situation, I also agree with this statement that new entrant, innovation in technologies and customers preferences lead changes in the existing business operations in a negative manner which may decline profitability of the company (Rubin, 2016). But, as per my personal view point, competitive business scenario and globalization are also important challenges for these organizations of New Zealand. Along with this, findings about the public sector and non-profit organizations have disclosed that fund raising and changes in the economic climate are most critical issues at the time of operating business. I also agreed with this result because these types of companies focus on the welfare of people rather than generating profitability. So, it is difficult to get loan from bank and financial institutes thus the government grants and donations are the major sources of finance for raising funds, so it is difficult to obtain money from appropriate sources (Geppert, Matten and Williams, 2016). Including this, the current research explored that talent management and employee retention are also major challenges for organizations of this sector. Due to high number of international opportunities, companies are facing issues in managing people and other internal resources. As per my personal opinion, it may be possible that these companies are witnessing such kinds of challenges but these p roblems can be easily managed by providing different motivational factors such as appropriate allocation of resources, training and development, non-monetary rewards, effective relationship with stakeholder, etc. Therefore, I believe that challenges associated with the employee turnover and human resource management can be easily resolved by the organizations of New Zealand (Cornwall and et.al, 2015). According to analysis of results, article has explored three major management capabilities which are important for New Zealand. These are basically managing uncertainty and renewal, developing association with partners and stakeholders as well as managing internal and human resources. I completely agree with the statement because I thought that these capabilities are required for managing contemporary challenges of organizations of New Zealand (Geppert, Matten and Williams, 2016). In contrast, I believe that strategic planning and high research and development can help in managing uncertainty and renewal of business models of organization of New Zealand. Including this, Rupp and et.al, 2015 has stated that favorable and sustainable corporate responsibilities play an important role in maintaining strong relationship with stakeholders (Rupp and et.al, 2015). According to this statement, I also want to say that chief executives should pay attention towards the CSR policies of organizati ons. My own key points of this research include that new technologies, economic fluctuation, changes in environment, poor relationship with stakeholders and obtaining funds are major challenges for chief executive of organizations of New Zealand. These are the major issues because these can lead to increment in the total cost due to changes in the business operations which may decline the overall performance of the firm (Cornwall and et.al, 2015). I also want to say that for effective management, development and improving managerial skills, chief executive should make appropriate arrangement of training and development, motivation and communication among employees of the organizations. These will help in developing effective relations with stakeholders. In addition, appropriate reporting of financial performance in front of government can also aid in getting funds from government grants which may reduce the issues associated with fundraising (Kumar, 2014). Conclusion After conducting critical analysis of the selected article, the current essay has concluded that author has easily identified major challenges which are creating problems for private, public and non-profit organizations of New-Zealand. I also believe that author has explored reliable and valid result because article was based on a systemic investigation process which have sued appropriate test for checking reliability and validity of data. Therefore, study has made a meaningful conclusion as per the objective. Including this, article has also suggested political, interpersonal and other management skills will be effective for handling and managing these issues. After conducting critical analysis, I also agree with the findings and results of the selected article and I think, this article has increased the scope of future research on similar subjects also. References Books and Journals Bar, A. K. and et.al, 2015. Single-ion magnet behaviour of heptacoordinated Fe (II) complexes: on the importance of supramolecular organization.Chemical Communications,51(17), pp.3616-3619. Cornwall, J. and et.al, 2015. Can a short intensive course affect entrepreneurial ability, knowledge and intent, or further entrepreneurial study? An assessment of the SEED programme, Dunedin, New Zealand.Industry and Higher Education,29(5), pp.397-404. Geppert, M., Matten, D. and Williams, K., 2016.Challenges for European management in a global context: Experiences from Britain and Germany. Sprin. Horner, S. and Swarbrooke, J., 2016.Consumer behaviour in tourism. Routledge. Hutchion, A. and Boxall, P., 2014. The critical challenges facing New Zealands chief executives: implications for management skills. Asia Pacific Journal of Human Resources, 52, pp.2341. Kumar, R., 2014. Research Methodology: A Step-by-Step Guide for Beginners. SAGE. Kpers, W., 2016.A handbook of practical wisdom: Leadership, organization and integral business practice. Routledge. Rupp, D.E. and et.al, 2015. Organizational justice, behavioral ethics, and corporate social responsibility: Finally the three shall merge.Management and Organization Review,11(01), pp.15-24. Young, W. and et.al, 2015. Changing behaviour: successful environmental programmes in the workplace.Business Strategy and the Environment, 24(8), pp.689-703. Online Garden, C., 2015. Human Resources Management in New Zealand. [Online]. Available through: https://www.hrinz.org.nz/Site/Resources/hrm_in_nz.aspx. [Accessed on 18th September 2016]. Rubin, C. M., 2016. The Global Search for Education: How Well Do You Know the United Nations? [Online]. Available through: https://www.shanghaidaily.com/opinion/The-Global-Search-for-Education-How-Well-Do-You-Know-the-United-Nations/shdaily.shtml. [Accessed on 18th September 2016].

Special Circumstances free essay sample

Circumstances Intonation Sebastian Bach and Wolfgang Amadeus Mozart were both two extraordinary men that had a great Influence In music from the past that still continues Into the current present. Both of theses composers were well known In their time and had great schooling In the musical arts, which contributed much to their success-fullness In their careers as musicians. During the times of both Intonation Sebastian Bach and Wolfgang Amadeus Mozart, the two composersImpacted the musical world greatly with the work they have done. Jonathan Sebastian Bach impacted the musical world greatly with the work he has done within the Baroque Era. Bachs family had very talented musicians that lived in Thrusting and they held great musical positions as well such as; organists, town instrumentalists, and Cantors Nathan Sebastian Bach 1). Bach was surrounded by music throughout his life by learning about his heritage, and by learning about music through his schooling. We will write a custom essay sample on Special Circumstances or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Jonathan Sebastian Bach came from a long line of musicians ND passed on his musical heritage to his children (Examine, Roger, 152). Bach held many positions during his lifetime and even had a period (1685-1750), where he created only beautiful masterpieces. One of those beautiful masterpieces was The Brandenburg Concertos, which was directed by Bach but used the Prince of Cottons orchestra to play it because at the time Bach was the court conductor for the Prince of Cotton. The greatest contribution that Jonathan Sebastian Bach had given society Has his musical work.

Cry the Beloved Country Essay

Cry the Beloved Country Essay Cry the Beloved Country Essay Stephen Kumalo And James Jarvis Two men, separated not only by race but also distance, come to share similar experiences in the classic novel â€Å"Cry, the Beloved Country†. The scene is South Africa and author Alan Paton depicts a story of its constant internal struggle between the whites and the blacks. Paton brings to light, not the difference between the races, but attempts to show equality among them. â€Å"The reader soon realizes it matters not a tinker’s dam what the color of their respective skins is.†(Schmitt 279). Stephen Kumalo, a Zulu priest, and James Jarvis, a wealthy plantation owner, are brought together by tragedy and exhibit similar traits and actions under the stress. This is done to easily draw distinction that the ethnic groups are very much the same and that they need to work together to save the country in which they live. The novels action begins with Stephen Kumalo, also referred to as umfundisi and his quest to find his lost family members. As he locates each one of them, he is stricken hard by what they have become. His sister, a prostitute, his son Absolom, an unwed father to be and future murderer, and his brother John, a corrupt politician, all strip away his innocence and test his morals. Stephen begins doubting himself as a father and a person. Not unlike Kumalo, James Jarvis is equally shaken emotionally. This comes as a death in the family, his son Arthur. More than the actual death itself, the writings of his son give insight about him and show a side James never knew Arthur had. Arthur states that his dad had not taught him anything. These are hard words for James to read, and like Kumalo, he also begins to doubt himself as a father. Later in the book Kumalo arrives a James Jarvis’s house. He goes to find where Sibeko is. When Jarvis answers the door, he senses in Kumalo that something very sad has happened to him. He treats the suffering native with kindness and courtesy, something he wouldn’t have bothered to do earlier, much like Kumalo treats the little girl in the first chapter. Stephen tells him that Absolom murdered his son, and Jarvis, quite shaken at the revelation, forgives Kumalo. Jarvis can now be seen influenced by his son and is beginning to overcome his prejudices toward the natives. The two men almost have sense of friendship and understanding despite the circumstances. They realize that they are on the same side, and that no good could come out of hostility between them. So far Jarvis has viewed the natives only as commodities.

Formal Introductions in Japanese

Formal Introductions in Japanese Japan is a country whose culture stresses ritual and formality.  Proper etiquette is expected in business, for example, and even  saying​ hello  has a set of strict rules.  Japanese culture is steeped in honorific traditions and hierarchies depending on a persons age, social status, and relation. Even husbands and wives use honorifics when speaking to each other. Learning how to make formal introductions in Japanese is vital if you plan to visit the country, do business there, or even take part in ceremonies such as weddings. Something as seemingly innocuous as  saying hello at a party  comes with a strict set of social rules. The tables below can help ease you through this process. Each table includes the transliteration of the introductory word or phrase on the left, with the word or words written in Japanese letters underneath. (Japanese letters are generally written in  hiragana, which is the more widely used portion of the Japanese kana, or syllabary, having characters that are cursive.) The English translation is on the right. Formal Introductions In Japanese, there are several levels of formality. The expression, nice to meet you, is spoken very differently depending on the social status of the recipient. Note that those of a higher social status requires a longer greeting. Greetings also become shorter as the formality decreases. The table below shows how to deliver this phrase in Japanese, depending on the level of formality and/or the status of the person you are greeting. Douzo yoroshiku onegaishimasu. Very formal expressionUsed to a higher Yoroshiku onegaishimasu. To a higher Douzo yoroshiku. To an equal Yoroshiku. To a lower Honorific O or Go As in English,  an  honorific  is a conventional word, title, or  grammatical  form that signals respect, politeness, or social deference. An honorific is also known as a  courtesy title  or an  address term. In Japanese,  the honorific o 㠁ŠÂ  or go 㠁” can be attached to the front of some nouns as a formal way of saying your. It is very polite.   o-kuni someone elses country o-namae someone elses name o-shigoto someone elses job go-senmon someone elses field of study There are some cases where o or go does not mean your. In these cases, the honorific o makes the word more polite. You might expect that tea, which is very important in Japan, would require an honorific o. But, even something as mundane as a toilet requires the honorific o as the table below illustrates. o-cha tea (Japanese tea) o-tearai toilet Addressing People The title san- meaning Mr., Mrs., or Miss- is used for both male and female names, followed by either the family name or the given name. It is a respectful title, so you cannot attach it your own name or to the name of one of your family members. For example, if a persons family name is  Yamada,  you would great him as  Yamada-san, which would be the equivalent of saying, Mr. Yamada. If a young, single womans name is Yoko, you would address her as  Yoko-san, which translates into English as Miss Yoko.

See word Essay Example | Topics and Well Written Essays - 500 words

See word - Essay Example Because Oprah attached her name to that project and was a highly visible face for it, some people may link the abuse to Oprah and subsequently to Harpo as a company. While the scandal passed without much damage to Oprah and her brand, it shows what could happen if a company is more famous for its powerful leader than its brand image. 2. How might Winfrey go about ensuring that Harpo survives after her departure or in the event of a loss of faith on the part of the public? Is it possible to have a true leadership succession plan in these circumstances? Winfrey can help to ensure the future success of Harpo by making both short-term and long-term plans as to the future direction of the company. This can include the issue of leadership. Potential leaders should be identified and receive training to be able to enhance their skills. Ideally, these future leaders can receive some smaller tasks to get used to how the organization functions, and over time they can be given more responsibility. At the same time, Winfrey should be decreasing her role in the organization slowly so that she can guide the future leaders before she leaves the company. If Winfrey leaves the succession plan too long, then she may be forced to leave suddenly, which would require someone else to step up to the plate. That person would likely be overwhelmed at first and the company would suffer as a result. It is possible to have a true leadership succession plan, and it is wise for powerful leaders to create one. Harpo needs to include Winfrey in this process so t hat she can impart her wisdom and knowledge to the next leader, whoever that may be. In terms of influencing the employees around her, Oprah needs to be careful not to dismiss the concerns of others. Just because she holds most of the power within the company, it does not mean that she should not be receptive to new ideas. Employees may be in awe of Oprah due to her accomplishments and

Construction Law Essay Example | Topics and Well Written Essays - 2250 words

Construction Law - Essay Example placed on par with other kinds of projects because delays in construction and claims arising out of such delays have always been an integral part of construction law. According to Yates and Epstein, there is an enormous amount of time, energy and cost that is devoted to delay claims which do not strictly begin around the time of completion of the job, rather these delays commence right at the inception stage of the project itself.2 The Protocol states that the process of analysis of delay can only begin to be addressed when there is an understanding about what work was carried out and when such work was carried out, as a result, the Protocol recommends that contractors maintain a written record of what work is to be carried out on the project and when it is to be done over the specified time period. However, as McCredie points out, this causes difficulties, not only in terms of the extensive record keeping which the contractor will now have to maintain, but also from the point of vie w of correlating those records with schedules and locations3. In the case of Great eastern Hotel Company Ltd4, charges of negligence by contractor and resultant losses thereof as claimed by Great eastern Hotel were not upheld by the court and no relief was allowed for losses sustained. In this case, the difficulties in establishing causation of delay leading to losses were also demonstrated. There is no definite court precedent to establish causation of loss due to delays and in this case, it was pointed out that the Courts have not laid down any formal tests to establish causation, rather they have relied upon commonsense and an interpretation of the individual facts in a particular case in order to determine whether the breach of the contract was a sufficiently substantial cause of the claimant’s loss.5 Therefore the party that violates the contract is liable only if the breach was in effect the â€Å"effective cause† of his loss.6 An action for losses caused by a breach of

Response to Unprepared Essay Example for Free

Response to Unprepared Essay â€Å"Unprepared† Response Paper â€Å"Unprepared† by Jerry Groopman, tells the story of a patient whom Dr. Groopman encountered when he was still in Medical school. â€Å"Unprepared† refers to his own inexperience as a medical practitioner and the possible missteps he took in his interaction with this patient. The patient’s name was Esther Weinberg , a twenty-nine year old Orthodox Jewish woman. Upon learning of their shared faith, Ester confides in Groopman a shameful secret involving her own infidelity and her belief that her cancer is a punishment from God that has been visited on her because of her sins. The affair was an outgrowth of a loveless marriage and an unhappy life. Esther now feels bereft of all hope; she believes her cancer is deserved and because she has no hope of changing her circumstances she lacks the motivation to fight the disease. After undergoing surgery for the cancer she continues to vacillate between accepting treatment to extend her life and accepting the cancer as a death sentence the result of a â€Å"justice with stern †¦codes of conduct, that when violated†¦triggers retribution† .. (Groopman 10). In the end, she reluctantly and with some delay accepts the treatment prescribed by her doctors, but she loses the battle and dies. I used to be a very pessimistic person; no matter what the situation I would dwell on only the negative. My mother would say that my â€Å"cup was half empty† rather than half full. The spring of my Junior year in High School this all changed. It was my during my Junior year that I met Ashley. I remember the day I first saw her- a little blonde girl with a pink bow in her hair walking across the field towards my Lacrosse team clutching her mother’s hand. We had been told that her name was Ashley Jacobs, an adorable girl with brain cancer. She has been battling it her whole life and my coach thought it would be nice to â€Å"adopt† her as a member of our team. From the minute I met her, we had an instant bond and became very close. What I believe drew me to her so quickly was her positive outlook on life. Everyday she came to our Lacrosse practices, games, and dinners with a huge smile on her face. She was so happy and positive about life even though her prognosis was not good. We had all been told that the chances of her making it to high school were slim. All I could think about was how someone could be so happy and positive when her life consists of a daily struggle to stay alive. Still, she loved coming to our practices! If she felt up to it, she would be there. Every day during practice I’d look for Ashley’s little blond head with the pink bow in her hair as she ran across the field. When she wasn’t there I worried. I wondered if she was OK, if she would make it tomorrow. But then she’d come back, always the same happy, carefree little girl I had come to love. Although Ashley is a very hopeful and enthusiastic girl, she also had her low days. When she would get sick and have to go to the hospital, she was sad to miss school, a play date with friends, a lacrosse practice with us†¦Sometimes she would be weak and have to stay in bed for days. But Ashley never lacked company. Sometimes girls from the team and I would go over with cookies and crafts and spend time with her. Her family and friends would usually be there. We’d encourage her to keep fighting and remind her of all the fun things she would do when she got better. Her friends and family gave her hope; hope that if she listened to her doctors that one day she would get better and be able to live a full and happy life. Today Ashley is doing fantastic. She is happy and as healthy as can be. We still talk on the phone and although we don’t get to see each other as much, we are still very close. Reading â€Å"Unprepared† made me recognize the importance of having hope. Without hope for a better life the patient has no reason to battle the cancer. Ironically the only respite Esther found in her former life was the affair. It was the only thing that made her feel like she was not suffocating: â€Å"to be desired was enough for her to feel that she was not suffocating† (Groopman 6). She knew that without her breasts she would no longer be desired. There would be nothing left for her to go back to. Esther also had no support to encourage her to fight. Having to undergo side effects that accompany chemotherapy is awful enough but to have to battle the disease alone, without people to confide in and for support would be impossible. Esther didn’t even have the support of her children because they didn’t even know she was sick. â€Å"You see my life,’ Esther said. ‘Everything is hidden. Even what’s wrong with me can’t be spoken’† (Groopman 10). Esther had no support from her family because her family didn’t even know about the pain she was suffering. Also because Esther believed that the cancer was retribution from a righteous God, Esther â€Å"sees her cancer as some sort of divine judgment† (Groopman 11). Esther was without hope; without hope of recovery, without hope that could be given to her by a supportive family, and without hope of ever living a happy life. It’s sad that Esther didn’t have the support system Ashley did. At the end of the reading, Groopman states that â€Å"hope can flourish only when you believe that what you do can make a difference, that your actions can bring a future different from the present† (Groopman 13). Ashley and her friends and family possess a strong hope for a cure and a better day. A hope of a bright future for a remarkable little girl with a big smile and a positive attitude. I will always believe that the support Ashley receives helps her heal and to continue to be the healthy vibrant girl she is today. Ashley always reminds me to keep hope alive, and to try to remind myself to be positive, because hope for a better day is always possible.

Biological Basis Of Behavior Essay -- Science Biology Biological Essay

Biological Basis Of Behavior Primary Behaviors of Schizophrenia Schizophrenia is defined as a "devastating psychotic disorder that may involve characteristic disturbances in thinking (delusions), perception (hallucinations), speech, emotions, and behavior (Durand and Barlow 443). This disorder affects nearly 2.5 million people. The symptoms of schizophrenia are usually divided into two categories, positive and negative. The positive symptoms include delusions, hallucinations, disorganized speech or thinking, grossly disorganized behavior, and catatonic behaviors, which means that you suffer from motor immobility (schizophrenia.com). Delusions are defined as a strong disorder of thought and false beliefs of reality. There are five categories of delusions. The first is persecutory in which a person believes they are being attacked, harassed or conspired against. For example, a person with persecutory delusions may think that the government is spying on them. The second category is grandiose delusions, which are defined as an exaggerated sense of importance, power, and identity. For example, a person may feel that they receive special powers from God which gives them the ability to control things. The third category is being controlled. This category of delusions involves thoughts and feelings imposed from the outside. This is sometimes referred to as "thought insertion." A person with this type of delusion may feel that they are being controlled by the devil or by a curse. The fourth category is somatic delusions. These are defined as having false beliefs about bodily functions such as having AIDS or being pregnant for three years. The last category is j... ... ended up in the psychiatric ward. He got on medicine but still felt like a "deer in the headlights." He had a hard time keeping up with school and then his medicine failed and he was hospitalized again. After the second hospitalization his life turned around. He ended up finishing school with a degree in Economics. He was also able to hold down several jobs. He has tried every atypical antipsychotic medicine and they seem to be working. People can overcome schizophrenia if they choose to and can succeed in their own way and beat the odds. References Barlow, David H. and Durand, V. Mark. Essentials of Abnormal Psychology. Thomson-Wadsworth, 2003. Clozaril (clozapine). www.nami.org. 2/23/2005 Dr. Jim Dupree's class notes for Abnormal Psychology Success Stories from People with Schizophrenia. www.schizophrenia.com. 2/23/2005.

Famous All Over Town by Danny Santiago Essay

A story of Donny’s struggles of growing up in Barrio. Famous all over town is about a young high school boy named Rudy Medina. He grows up in a Latin, Chicano town called Barrio. He tells us his life and all the struggles he has to face everyday of his life .The family he had was not the perfect family; the mother was having another child that she would then not take care of because she cared more about herself. Lena was a high school drop out who wanted to be free and on her own, the father was a hard worker who tried to give his family everything, and Rudy was the outcast that never quite fit in. With his mother being pregnant and his sister and father always working, Rudy never really had anyone to talk to. Until that one day when he couldn’t take the pain he was feeling in his stomach while his mother was giving labor in the other room. Luckily their was a medic there to loom at him. Then the room went black. Rudy woke up in a hospital bed, and then Dr. Penrose walk ed in and told Rudy he had a ruptured appendix and was lucky they got to him when they did or else he could have died. When released from the hospital Rudy went home to a totally different family, the sister made her room into Rudy’s new room just for him, the father was actually trying to talk to him like he actually cared and the mother was actually happy to see him and she was taking care of her new born. Then as soon as everything was good it went bad. The mother took a trip to visit her mother and just decided to never come back; she abandoned her family and her live in Barrio. Then the father got a new girlfriend and moved in with her. Lena got a boyfriend named Armando and moved in together in a tiny little house. While Rudy was up too no good and they didn’t know what to do with me, until they decided he would live with Lena, it was all good until it turned south. Famous all over town was a very inspiring and cultural book. It makes you think about the life you have and makes you appreciate the life you have in my opinion. I personally do recommend this book, the first couple of pages may be slow but once you get past them, you’re not going to want to put the book down. This book is a story of a family that never fit  together. Family is supposed to stick together so to read this story it made me sad but made me appreciate the family I have twice as much. Characters and Descriptions Famous all over town was full of many character that were different in ever single way. For instance, lets start with Rudy, Rudy is the one telling us his story living in Barrio. He is a very young man who always tired to do his best and he was very respectful. He had nothing but love for his family even thought they never really cared about him or what he did. Rudy is the younger brother and son of the Medina family. He is the most important character of the story because he is the one telling the story its all about his life and what he had to go through and how he lived with his crazy family especially his sister. Lena is Rudy’s older and only sister. She is the feisty and bad mouthed child. She always feels like the parents are bad parents and she hates living in that house. She dropped out of school as soon as she was old enough too. She usually kept to herself because she never really cared about anyone else because they never cared about her. The dad always hit her beca use she would always speak her mind to him and tell him what she thought. Lena may be crazy and blunt but she is the only one who took care of Rudy when he got out of the hospital and she is the one that takes him in after he goes to juvy because his mom is out of the country and the dad moved in with his new girlfriend. She disliked the way her parents didn’t act like parents. The father was a man who was a hard worker, and very respected for being such a hard worker. He wasn’t always the best father or husband he had anger issues and domestic violence issues. He hit Lena and his wife, Lena’s mom multiple times for either talking back or standing up for themselves. One thing he always did was make sure they had everything they needed, he always tried to make Rudy the man he wanted him to be. He tried to be the father they wanted it just never worked out, Rudy wanted someone to love and care for him like Dr. Penrose. Dr. Penrose was a doctor at the hospital that Rudy went to when he had a ruptured appendix. The doctor made Rudy feel loved, he would always come and sit and talk to Rudy and make sure he was feeling okay and taught him some information on the bones. He was being the father that Rudy had always wanted. Dr. Penrose was a very nice and loving guy who cared for everyone no  matter who they were or what race. Setting The setting in this story played a very important role in setting up the entire story. Not only did it add character it made even more intense and real in a sense. The setting in my opinion is the most important part of the story because it gives the reader a feel of where they are at and what they wake up to everyday and what they go through. It gives us an inside to another world we have never seen before. For instance in the story Famous all over town, the setting is in a lower class Chicano town called the Barrio. Its one of those towns that people who weren’t from there were afraid to drive by or even go through those streets. The town was full of gangs running a muck, and all most everyone owned a gun. The setting was not the nicest setting to read about but it makes us realize what the characters had to go through everyday and how they grew up. The setting in my opinion was making me picture a graffiti filled city with dirty little houses, run down cars that made loud and annoying sounds when you started them, and little kids running around the streets because their parents didn’t care what they did. The setting wasn’t described as all bad, they made it sound like a family place because everyone knew each other, so they would all be sitting on their porches talking to each other, or the men would come over to Rudy’s dads house to talk. Barrio was a lower class town that some feared but others cherished it was a home to others and trash to some. Barrio added a sense of strength to the story in my opinion, because you needed to be brave to stay, some grew the courage to get up and leave and others never let. Barrio made the story with out this run down town the story wouldn’t have been the same. Chicano Power, in the Barrio. Introduction Rewrite â€Å"CHICANO POWER,† it yelled. â€Å"BROWN IS BEAUTIFUL. FULANO FOR SHERIFF.†(7) Automatically when I read this I thought gang members or drive by, something affiliated with gangs or guns. The introduction starts off with a apparent law-abiding drunk man, cruising down the street. Then it jumps to the kid driving waking up on his birthday and his father handing him his birthday present which is a chicken killer knife. The father says when the son looks confused, â€Å" Fourteen years makes a man, prove yourself.†(8) Just by reading  that it makes me think badly about the parenting skills and how they raise their children there in Barrio. I personally think the introduction works. Not saying its okay about what they are doing in the story but they started it with a careless son drunk driving then going home to his father giving him a knife at the age of fourteen. It sets the mood and tone of the story and gives us a hit of how much they really care and how the y live and what the people are like. If they would have made it sound like a nice sweet and lovable town, the story wouldn’t have made sense. The entire story is about a young boy growing up in a run down city and town with careless parents. It sets up the entire story because it already shows us a father let his fourteen year old son drive a car, while drunk and at night time, so it shows us he doesn’t care. Plus it shows us the mother is no where to be found, it makes us wonder if she even knew her son was gone or drunk. Introductions are a very important asset to any story, it sets up the rest of the story and it sets the mood and tone of the story so if the intro is bad then we can expect the rest to be the same. This intro was very well put and introduced the story of Rudy’s life in Barrio very well. Arising Issues â€Å"Those dumb birds.†Lena scolded. â€Å"You love them better than your own kids.† â€Å"Naturally,† my mother said, â€Å"Can you sing? Or fly? What good are you anyway?†(46) One main issue that I have seen arising is the mothers carelessness towards her family and house. She doesn’t really care for her children she only cares about herself, she keeps to herself and doesn’t really care what any one else does. â€Å"Meal time,† my sister pointed out. â€Å"Not again!† my mother complained. â€Å"Don’t they ever fill up?†(47) She cared more for her birds then her own children. Her and Lena never got along because Lena always did everything while her mother just sat around and didn’t do much. She cooked dinners most of the time but complained about it, one time Lena had to grab her and shove her in a chair to sit down and eat dinner with them, because she never ate with them as a family. The mother was the type of mother who wanted everything and didn’t want to worry about anything. They sold their house so they could move away and live rent free. â€Å"Don’t you even care?† I asked her. â€Å"No,† she said and signed. She then packed her bags and left saying they will chat soon and have a big reunion. Her son was getting into trouble on his own, he was on probation, got in  trouble for defying the bank who bought his house. They tried to find a home for him, they couldn’t send him to his mother because she was in Titalian and she didn’t even care that her son was in trouble. She didn’t win the mother of the year award. Book Summary It all starts out with a young fourteen year old boy named Rudy Medina. He was cruising down main street heading home a little drunk. He then woke up and it was his birthday he was handed a knife by his father who was a very hard worker and well respected man. Rudy’s dad thought since he is fourteen it is is turn to become a man and prove himself by cutting the chicken. Rudy had a different idea, instead of being original he decided to grab his fathers gun and shoot the chicken, which scared everyone, because they thought someone died. That wasn’t the best idea Rudy has ever had but it wasn’t as bad compared to Rudy’s mother getting pregnant. Lena, Rudy’s older sister was not so pleased when she found out her mother was pregnant, Lena thought her mother never cared for her children so why keep having them especially when they barely had enough for the 4 they have now. Rudy stared having some random pains that were killing him, but he didn’t s ay anything because he didn’t think anything of it. So he just kept going to school an usual he just waited it out. Then one day at school he almost collapsed he couldn’t endure the pain anymore. What luck for him he went home wrapped himself in a blanket and laid on the couch and then his mother decided to have her baby. The father and Lena called the hospital, but the mother kept saying no, because she wasn’t going to pay for them, that just to wait for her to be in pain so they legally have to come and it’s free. The doctors showed up and Rudy or his mother were in pain. Rudy’s father was yelling at him telling him to stop acting stupid. Lena was getting nervous and said what if he is really sick. One of the doctors noticed him and checked Rudy out, he took the blanket off and pulled up his shirt and pushed on his side and Rudy hollered. Then next thing Rudy see is himself in a hospital bed. He had a ruptured appendix. The hospital visit wasn’t all bad he met a new friend named Dr. Penrose. The doctor wasn’t just a doctor to Rudy, he made Rudy feel love d and cared for. He would come and tell him stories and just sit on the end of his bed and talk to him, more then any other patient. One  day Rudy’s father came and got him and all Rudy could talk about was the doctor and his father got a little jealous. When they arrived back home Rudy was pleasantly surprised to see that Lena had remodeled her room to make it more comfortable for Rudy to sleep in. She had painted it black and whiten and cleaned it just for him. He felt a little loved for once. That soon changed because Lena and his mother started arguing like usual. They were arguing about all the dirt all over the floor because the mother never cleans and that how the mother loves her birds more then them. The mother started getting tired of everything even the baby. The baby was ready to be fed and she got a little upset because she said they are never full. Rudy offered to do it and she looked at him like it was a miracle. Then bad news hit after all that commotion, the hospital rang about the phone bill, they owed 178 dollars for pills and medication, Lena and Rudy offered to work to help pay it off but the father said no. Then even more news troubled some, Dr. Penrose called and said he had taken care of their hospital bill but the father considered it as charity and wasn’t going to except charity. Then later on after bigger news came that would shake things up. The parents decided they were going to sale the house and move away to be free and have no worries. While that was going on Lena had moved out and moved in with her Armando her boyfriend, and Rudy was still getting into trouble. Lena was living her own live and Rudy was basically doing the same. One day the father had great news, but it wasn’t good news to everyone. He announced they had sold the house and that they had to go to the bank and pick up the check. They went to the bank and received a check for 1,000 dollars, the only happy ones where the parents they were excited to get out of Barrio and move and live rent free. The mother had packed bags and was ready to leave they drove to the bus station and without any hesitation they got on and said they would chat, they would get together and have a reunion. They left their children with no care in the world. Rudy was very upset he decided to take it out on the ones who made this happen. The bank was his target he got some chalk and crayons and wrote in his finest writing his name across the banks wall so ever would know who he was. The cops showed up and realized he was the one who has been defying public property and arrested him. They then need to find a home for him to go to. They couldn’t send him to his father because he was living with his women, they couldn’t send him to his mother  because she barely wrote from Titalian, so the final decision was to let him live with Lena, it was all good until it went south. That was the end of Famous all over town.

RCC Jazz in Concert Essay

On October 20, I attended a concert by the RCC Jazz in featuring Lanny Morgan at the Digital Library Auditorium. The name of group members which are used were Doug Webb (Tenor Sax), Tom Ranier (piano), Chuck Berhofer (bass), and Steve Schaeffer (drum â€Å"The Magic Flea† is an upbeat tempo song with mostly eighth notes, it features the Lanny Morgan as the guest artist on the alto sax. It has many key changes in the solo that he tore through liked pro, Smack Dab in the Middle. This song was a mid tempo song, closer to the paid back style of playing features accidentals to make a jazzy sound out the piece, â€Å"Better Days Ahead†. This song featured the guitar. The soprano sax played as lead accompanied by the first trumpet and the first trombone. Sam Nestoco, Pat Metheng, Morgan Luwis, Dave Wolpe they are all composers of the Jazz. Sometime, the rhythm section got off beat, but got back on. The base player was out of tune in the first song, which made the dynamics grea t. They were intense with short notes, crescendos, and stopping at the same time. In â€Å"The Magic Flea†, the melody was fast pace with eighth notes, and usually ending in a long note, or Staccato note. In â€Å"Smack Dab in The Middle† the Melody was laid back to correspond with the beat. It has two key changes, which are concert F, and concert A Flat,† Better Days Ahead† had a pushing tempo, with the guitar as the melody. The guitar player was a great soloist, who used many eight and sixteen notes. He played many notes that amazing in the chords the Sax player in the Smack Dab in The Middle used repetition to make his solo interesting. He hit a few high notes that matched perfect with the chords. Attending this concert taught me how talented these students are with their improvisation and great feel of time. They created a story with the music as it flowed while featuring individuals. I learned dynamics make a different when controlling the intensity of the piece. I learned that phrasing plays a huge part in Jazz by making epic stops learned that certain notes are perfect in key changes, and some create a Jazz tone that separates the genre from others. I also learned that the drummer contributes to determining how loud and soft the band gets. At the end of the performance, I was glad I had attended. It was an  interesting and entertaining performance. I was able to speak briefly with the musicians before leaving the concert. They were very helpful in answering my questions about the Jazz music. This was my first experience hearing live jazz in the concert. I enjoyed both the music and the ambiance of the concert, and I plan to return there soon.

Collection of Happy Birthday Wish Quotations

Collection of Happy Birthday Wish Quotations There are birthday wishes and then there are birthday wishes. But to make a truly special birthday wish you have to blend together many beautiful phrases. Here are some quotes that I like to use in creating a personalized happy birthday wish. Frank SinatraMay you live to be 100 and may the last voice you hear be mine. Jonathan SwiftMay you live all the days of your life! William Butler YeatsFrom our birthday, until we die,Is but the winking of an eye. Lewis CarrollThere are three hundred and sixty-four days when you might get un-birthday presents and only one for birthday presents, you know. AnonymousA birthday is just the first day of another 365-day journey around the sun. Enjoy the trip. AnonymousThis card is filled with wishesFor a very special day,One that brings a world of joyAnd happiness your way-Its also filled with loving thoughtsEspecially meant for you,For youre the kind of personHappy things should happen to! AnonymousHope it addsSome special pleasureTo the hours of your dayTo know youre being thought ofIn the very warmest way...And when your birthdays over,Hope that youll remember, too,The same warm thoughts as alwaysWill keep going out to you! Emily DickinsonWe turn not older with years but newer every day . Frank Lloyd WrightYouth is a circumstance you cant do anything about. The trick is to grow up without getting old. Billy MillsYour life is a gift from the Creator. Your gift back to the Creator is what you do with your life. Bishop Richard CumberlandIt is better to wear out than to rust out.

Class of 2017 Skip the new SAT and take the ACT

Class of 2017 Skip the new SAT and take the ACT SAT / ACT Prep Online Guides and Tips The SAT is changing in March of 2016, so the class of 2017 is in a tough spot: how do you deal with the change? One strategy is to just skip the SAT and instead do the ACT. Is this strategy brilliant or brilliantly boneheaded? Here we find out. Early Studier? Take the Old SAT! Last year, I wrote an in-depth analysisarguing that you should take the old SAT on or before January 2016. This advice still holds if you're studying early enough say September 2015 or before. But what if the old SAT is simply not an option. If you can't or don't want to start preparing for the test until October 2015 or later read on... Advantages of the ACT If you're sure that the old SAT is out for you, then the advantages of the ACT versus the new SAT cannot be overstated for the class of 2017. Studying the ACT Works Better The current version of the ACT has been out for years now. This means there is a lot more institutional knowledge of what you must do to get a high score. Compared to the new SAT, the ACT is better understood by everyone: you have access to more practice tests, prep centers have more experience, publishers have come out with more training books even the test makers have more experience in making a better test! Every test has a method, and can be studied. With the ACT, the study method is clear, while for the SAT, the study method is not. But what if I like the SAT better? You might like the old SAT better than the ACT, but did you know that the new SAT will much more resemble the ACT? The new SAT is making writing optional, reducing emphasis on vocab, and generally copying the ACT because the ACT is growing faster than the SAT. What this means is that liking the current SAT is not a strong reason to take the new SAT it'll be different from the SAT you know now. Most of the guides you find online comparing the SAT to ACT use the old SAT as the baseline you cannot conclude from these guides that you'll like the new SAT better! Aren't SAT's more "legit" and "standard" than the ACT? Those of us who grew up on the coasts (me included, since I grew up in the NYC area) have heard about the SAT for decades. It may seem to you that the SAT is the standard test to take because you hear it a lot from teachers or classmates. But these days, more people take the ACT than the SAT. The ACT overtook the SAT as the USA college test of choice years ago. Almost all colleges that take the SAT also take the ACT and treat them equally. Besides psychological familarity to some people, the ACT is every bit as good, legit, and standard as the SAT. Who are the ACTs most advantageous for? Like I mentioned before, if you're in the class of 2017, and starting to study September 2015 or before, do the old SAT (unless you like the ACT to begin with). Thus, the ACT strategy is most benficial for students studying starting around October, and going all the way through the summer of 2016. If you're not studying until fall of 2016 (senior fall) the new SAT could work for you as there will be months of materials out but still not as much as the ACT. In short: if you're in the class of 2017 and won't start to study until October 2016 or later, seriously consider the advantages of the ACT! Other Articles to Read: Class of 2017: Guide on Old SAT vs new SAT (for those studying before September 2015) How long before the SAT should you study? Have friends who also need help with test prep? Share this article! Tweet Dr. Fred Zhang About the Author Fred is co-founder of PrepScholar. He scored a perfect score on the SAT and is passionate about sharing information with aspiring students. Fred graduated from Harvard University with a Bachelor's in Mathematics and a PhD in Economics. 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Shakespeare's Mystery Identity Research Paper Example | Topics and Well Written Essays - 2250 words

Shakespeare's Mystery Identity - Research Paper Example Regardless of their nature, conspiracy theories are, by their very nature, engaging. If it were not for the fact that conspiracy theories and alternate views of history were not engaging and interesting, individuals would not integrate with a belief in them. However, even though a litany of different conspiracy theories exist with respect to the way in which the world exists and what has taken place in the past, a thread of commonality exists between almost all of these conspiracy theories; namely, the dearth of evidence that exists to back them up. One of the more engaging conspiracy theories that exists within literature, and the analysis thereof, is the theory that William Shakespeare was not the sole author of all of the work so that are attributed to him. This theory has many different variants; however, the most popular denotes the fact that William Shakespeare was merely a pseudonym through which different individuals published the work so that it now so commonly and widely be en attributed to William Shakespeare. The first and most common point of interest that those who do not believe William Shakespeare was an individual capable of such works of poetic symbolism and colorful language point to is the fact that the William Shakespeare that exists in recorded history did not possess a formal education. As such, individuals who approach the issue from this particular standpoint Harold the fact that even though William Shakespeare could have been self educated, his overall level of understanding for the English language, unique symbolism, philosophical interpretation, religious overtones, and a firm grasp of history is extraordinarily unlikely for an individual that was not of â€Å"high birth†.... Although it is true that William Shakespeare inherited and â€Å"Honorable† title from his father, this title in and of itself was rather low as compared to the level of education and knowledge that Shakespeare possessed (Kingsley-Smith 158). It must be understood that within the current era, it is quite possible for an individual of low status and low birth to integrate with high levels of education and better themselves in an effective manner. However, within Shakespeare’s time, low birth was akin to a sentence of austerity and relative hardship. As the middle class did not firmly exist within the United Kingdom until the 17th century, it is unlikely that an individual of relatively humble birth could’ve integrated with such a high level of education from such an early age. Another definitive argument that is pointed she was with respect to the fact that William Shakespeare was intimately aware of the affairs of European court. What is meant by this is that eac h and every oil house that existed within Europe, during and before Shakespeare’s lifetime, operated within a given set of defined and traditional guidelines. As such, a familiarity with the way in which British court operated and the Royal decisions were made upon the throne did not extend universally to the way in which French affairs of court, Danish affairs of court, or Italian affairs of court were delineated. As such, beyond merely a great depth in education, Shakespeare was uniquely and seemingly intimately aware of the way in which affairs of court were conducted; blending one to believe that the individual who was ultimately responsible many of Shakespeare’s works was in fact a royal or an esteemed individual with

Practices and Procedures on the New Scottish Parliament Essay

Practices and Procedures on the New Scottish Parliament - Essay Example This essay stresses that Holyrood Progress Group (HPG) comprises of representatives of the Parliament and construction professional to work with the SPCB. The mission of this body is to finalise the design, control the progress of the building, complete the project in time and make periodical reports to the SPCB. In turn SPCB will advise the Members on the total amount spent so far on the project and the estimated time and cost for completion of the project. There were regular meetings and reports of the HPG since summer 2000 compiled and presented by the project director and key consultants. In June 2001, the Scottish parliament advised the SPCB to make quarterly reports to the Parliament’s finance Committee on the progress of the Holyrood building Project, highlighting especially the escalation in the costs of completing the project for getting the concurrence of the Committee for the increase in costs in the annual budget sanctions. The Chief Executive of the project made m onthly reports to SPCB on issues relating to program budgets and quality. All these reports were based on the regular meetings and discussions between HPG and the SPCB. This paper makes a conclusion that aesthetic construction features and usage of high quality materials the Scottish Parliament building project was made to a complex construction project. The project saw a lot of slippages during the progress, due to multifarious reasons.

BP Domestic and Global Essay Example | Topics and Well Written Essays - 500 words

BP Domestic and Global - Essay Example BP needs to be strategic. A scenario where by there is a plan of action that channels an organization’s resources so that it can effectively differentiate itself from competitors and accomplish unique and viable goals. Strategies are organized based on the organization’s strength and weakness relative to the competition and assessing opportunities. This can be done by reducing risk. Though no business can prosper without taking risks, it is necessary to take a calculated risk so that the risk itself is managed. The company social investment can be too increased.There should a tangible demonstration of companies’ corporate citizenship philosophy. For example, Indonesian government and BP have embarked on a major initiative to develop one of the major gas fields on a partnership basis. Extracted gas is converted into liquefied natural gas (LNG) for export to global market. The firm is located in mangrove ecosystem of about 300000 hectares of land which support appr oximately 300000 households and can create conflict. To avoid this conflict, 70% of post tax revenue from the project is returned to the community improving infrastructure and government services aimed at providing lasting socio-economic benefit. Indonesia government, BP, and UNDP formulated Diversified Growth Strategy (DGS) for the community and affected project area. They have also placed special emphasis on linking Millennium Development Goal MDG1 poverty reduction and MDG7 protection of the environment (Tims, 2007).

Evaluate Inclusive Practices for Children with Special Needs

Evaluate Inclusive Practices for Children with Special Needs According to Ainscow et al. (1999:1) the Green Paper Excellence for All Children and the follow-up document Meeting Special Educational Needs: A Programme of Action place inclusion at the centre of policy and practice and politicians now emphasise their commitment to social justice and inclusion rather than competition. This new mood has facilitated an increased demand for mainstream schools to include children who would have in the past been sent to special schools (Thomas et al. 1998:1). There are a number of strategies that schools and parents can adopt to enable all children to be accommodated in an inclusive setting and make learning a more enjoyable experience. Inclusive practices adopted in mainstream settings focusing on secondary schools, will be critically evaluated in the following paragraphs using specific case studies to inform the analysis. Obstacles which hinder effective practice and policy will also be examined. History of Inclusion According to Walker (2009:3), during the 1980s and 90s, new special schools were given much investment to meet the needs of those with learning difficulties and physical disabilities. The justification for this approach was that mainstream schools could not provide these children with additional support needed. However, there has been a clear shift in thinking since the beginning of the 21st century with many secondary schools closing or merging with mainstream schools. Champions of this development have asserted that the social element of education is critical to all children and that childrens learning requirements are best met in an inclusive setting. Consequently, mainstream schools have developed a number of strategies to help cope with the requirements of children with special educational needs and they have to demonstrate that they are addressing the educational needs of all their pupils. Additionally, since September 2008, all schools have added a Special Educational Needs Coordinator (SENCO) to their Senior Leadership Team (SLT). Defining Inclusive Education According to Stubbs (1998:1) inclusive education is a strategy contributing towards the ultimate goal of promoting an inclusive society, one which enables allà ¢Ã¢â€š ¬Ã‚ ¦to participate in and contribute to that society. Difference is respected and valuedà ¢Ã¢â€š ¬Ã‚ ¦ Thus, inclusive education is child-centred, acknowledging that children are individuals with different learning requirements. As well as improving schools, inclusive education increases awareness of human rights and reduces discrimination. According to the Centre for Studies on Inclusive Education (CSIE, 1996, cited in Thomas et al. 1998:15) an inclusive school is community based; is not exclusive or rejecting; is barrier-free; is accessible to all members both educationally in terms of curricular and physically in relation to buildings; and promotes collaboration between other schools and all those involved in the childs welfare (Thomas et al. 1998:16). Ainscow (2005:15) asserts that inclusion is characterised by four key elements. The first one defines inclusion as a process. In other words, inclusion is an endless search to find better ways of responding to diversity. Here, differences are viewed as a stimulus for cultivating learning for children. Secondly, inclusion focuses on identifying and removing barriers. This involves collating and analysing information from a range of sources so as to plan for improvements in policy and practice. Thirdly, inclusion is concerned with the participation, presence and achievement of all students. Children must frequently and punctually attend school, their views must be listened to and acted upon and they must be provided with the tools for achievement in learning across the curriculum. Finally, inclusion focuses on those groups of children who may be a risk of exclusion, marginalisation or underachievement. This involves careful monitoring of those statistically most at risk and a commitmen t to ensuring their presence, participation and achievement in mainstream schools. However, Ainscow (2005:14) asserts that there is still confusion about what inclusion actually means which is rooted in central government policy statements. The term social inclusion has been associated primarily with improving attendance and reducing exclusions. The concept of inclusive education on the other hand, has appeared in most national guidance in connection with the rights of individual children identified as having special educational needs to be educated in mainstream schools. More recently, Ofsted has introduced the term educational inclusion, noting that effective schools are inclusive schools. The minor differences between these ideals, contributes to a lack of common understanding amongst stakeholders and leads to subsequent difficulties in implementing educational reform (Fullan, 1991, cited in Ainscow, 2005:14). Defining Special Educational Needs According to DirectGov (2010:1) the term special educational needs refers to children who have learning difficulties or disabilities that make it more difficult for them to learn than most children of the same age. According to Frederickson and Cline (2002:35) a child has a learning difficulty if they have a far greater difficulty in learning than most pupils of a similar age and have a disability which hinders them from being able to make use of school facilities of the kind provided to pupils in schools in the local authority area. According to Topping and Maloney (2005:3) the old system of categorisation of children located the problem within the child, conceiving it is as a deficit in the individual, and applying a medical tool as if learning difficulties were some kind of disease with labels such as educationally subnormal being applied. However, from 1980 onwards political pressure from disability groups had begun to change societal values and pathological models were replaced by social and educational models of disability, which acknowledged that educational difficulties are dependent upon the educational context in which the child is situated, and the of quality teaching they receive. However, although inclusive discourse encompasses ideas that appear to be contrary to the medicalisation of special educational needs, evidence reveals that this is not a message that has been delivered effectively to pupils leading to the discriminatory treatment of children who are not obviously different from so-called normal children. According to Abberley (1987, cited in Florian et al. 2006:38) the medical model sees difference in relation to disease and endeavours to quantify individual impairments in terms of implications for standard treatments. Oliver (1990, cited in Florian, 2006:39) argues that educational assessments have historically identified the particular dysfunctional characteristics of a child in order to prescribe treatment. Inclusion on the other hand, views children with special educational needs as valued members of society who are totally normal people who just happen to have these extra differences. All schools in the UK have a register of pupils with special educational needs which holds details of pupils learning needs and includes information regarding any emotional and behavioural difficulties they are experiencing. This information goes towards the development of an individual education plan (IEP), which outlines learning targets for staff to include in their teaching (Visser, 2000:8). The biggest increase of special educational needs in mainstream school has been for children presenting learning difficulties. However, teachers express most concern about pupils with emotional and behaviour difficulties perhaps because they are viewed as most likely to damage the education of their classmates as well as being most stressful for the teacher. It is also evident that some children who are perceived to have special needs in one classroom are not necessarily seen as having special needs in another. Moreover, teachers tend to perceive learning difficulties more readily in children of South Asian origin (Topping and Maloney, 2005:6). Inclusive Practice in Secondary Schools So far, this paper has outlined the historical development of inclusion and provided a definition of inclusive practices and special educational needs. The following paragraphs will illustrate how inclusive practices can be used effectively in mainstream secondary education, using specific case studies as examples. According to Ainscow et al. (1999:2), as a result of half-day conferences with key stakeholders including parents and pupils, it was concluded that there are a six inter-connecting themes which are critical to the development of more inclusive practices within LEAs, which include policy development; funding strategies; processes and structures; the management of change; external influences and partnerships. There was general support for the view that an LEAs policy for inclusive practice should contain a review of future basic principles; capable of being applied to other policy areas; clear, despite differences of opinion between stakeholders; and supported by central government. Funding was perceived to be a significant factor in creating more inclusive arrangements. Across the LEAs, there was great disparity of funding between the most and least needy schools which influenced the extent to which each school was able to meet the needs of their pupils without external support. Hence, it was felt that LEA funding policies would facilitate progress towards inclusive practice and contribute towards more coherent funding strategies (Ainscow et al. 1999:2). In relation to processes and structures, it was felt that existing arrangements could inhibit inclusive practice and so there was an identified need to set up various interim arrangements to help move things forward. For example, some LEAs viewed the work of classroom assistants as integral to inclusive practice. Others felt that this arrangement led to further segregation within mainstream schools. Some LEAs had set-up training for classroom assistants and for teachers on working with another adult in the classroom (Ainscow et al. 1999:2). The conference revealed a strong feeling that management processes should be reviewed. It was identified that there are frequently dilemmas arising in decision-making amongst officers, advisers, educational psychologists and parents because they all have their own interpretations of what inclusive policies mean. This requires closer scrutiny so that there can be closer agreement between all those involved in the childs welfare (Ainscow et al. 1999:3). There was considerable focus on the importance of partnership working with particular reference to the role that LEA support services can play in cultivating effective partnerships with parents. It was considered crucial for there to be good communication between teachers and parents in order to iron out differences and misunderstandings. This view is supported by Beveridge (2005:95) who adds that in order for reciprocal support to occur, communication must be underpinned by mutual trust and respect if it is to be regarded as a genuine partnership. Appleton and Minchoms (1995, cited in Beveridge, 2005:95) empowerment model, focuses specifically on promoting parental control and highlights the need for professionals to tailor their involvement in ways that are responsive to the needs of individual parents and families. At a classroom level, there are a set of conditions which form the foundation of inclusive education for pupils with learning difficulties. Such conditions include: an opportunity for pupils to participate in the decision-making process; a positive attitude about the learning abilities of all pupils; teacher knowledge about learning difficulties; skilful application of specific instructional techniques; and parent and teacher support (Tilstone et al. 2003:22). However, Tilstone et al. (2003:22) assert that a positive attitude alone is not sufficient to achieve inclusive education. If a teacher is unskilled, regardless of how open-minded they are, they will fail to provide adequate education for pupils with special educational needs if they are unsupported. Similarly, skill in the various teaching methods needs to be supplemented with knowledge of pupils learning difficulties and the belief that such pupils can learn. Ainscow (1999:4) has observed that teachers who appear to be effective do pay attention to certain important aspects of classroom life. They recognise that the initial stages of any lesson are crucial to help pupils to understand the meaning of what is about to occur and they help children to recall previous experiences to which new learning can be related. They also acknowledge that the two most important resources are themselves and the children. Thus, pupils are frequently encouraged to think aloud, either with the class as a whole or as a result of the teachers questioning. However, in order for teaching methods to be truly effective much of it needs to be directed at the whole class. According to Ainscow (1999:5) individualized responses, based on systematic programmes of intervention, are now a thing of the past and the planning frame now needs to be directed at the whole class. When integration efforts rely on importing practices from special education they are likely to lead to new forms of segregation within mainstream settings (Fulcher, 1989, cited in Ainscow, 1999:5). English schools have experienced a significant increase in largely untrained classroom assistants who work with vulnerable children and their individualized programmes in mainstream education. When such support is withdrawn teachers feel they can no longer cope (Ainscow, 1999:5). Another important aspect of inclusive education is to ensure that all pupils have access to the National Curriculum. According to Rose (2003:28) the introduction of entitlement of all pupils to a curriculum which is broad and balanced has enabled a widespread recognition that all pupils have a right to receive a curriculum which contains some common elements. Pressure to apply the national curriculum has meant that a number of schools have addressed the ten subjects in such a way that the importance of the extra curricular elements has been diminished. Therefore, establishing a balance so that those with special educational needs can benefit, may demand that greater emphasis is placed on subjects that lie outside the core curriculum (Rose, 2003:32). In the Dearing Review of the National Curriculum in 1994, Richard Byers wrote pupils personal and social development: the cross curricular skills, themes and dimensions; methodological and practice-related notions like group work and prob lem solving must continue to be seen as of prime importance (Byers, 1994, cited in Rose, 2003:32). Improved formative assessments, according to Black and Williams (2001:3) are another way of ensuring a more inclusive environment for children with special educational needs. Many studies show that improved formative assessment helps low attainers more than the rest, and so reduces the spread of attainment whilst also raising it overall. One investigative study devoted to students with learning difficulties revealed that frequent assessment feedback helps both groups enhance their learning (Fuchs et al. 1997, cited in Black and Wiliams 2001:3). So far, this assignment has focused on the ways in which mainstream schools can successfully implement inclusive education. The following paragraphs provide some examples of the way in which inclusive practice has been introduced in mainstream secondary schools. Elias et al. (2002:1) conducted an in-depth case study of an effective inclusive school in the south west of England. The findings revealed a number of positive results. Respondents expressed positive attitudes towards inclusion to the extent that the general school ethos could be viewed as inclusive. To illustrate: students with special educational needs were not excluded from any activity in their class, there was very little withdrawal from lessons with most support provided in-class, all pupils participated in the mainstream life of the school, and there was a heavy focus on terminology and language with curriculum and learning support being replaced by SEN. Additionally, parents were exceptionally pleased with the communication they received from the teachers and the students with SEN who had been integrated benefitted academically. It was not clear whether they benefitted so much socially although this might have been because they had to take a bus and had less opportunity to b uild friendship out of school hours. School participants were pleased with the way that the physical environment was restructured and professionals felt personal satisfaction in implementing inclusive practice. However they did feel that the policy should be LEA-wide rather than restricted to a few schools. As the deputy head commented because we have a very good reputation for including students with additional needs, we have got the label that the school is good for SEN, and that is not the label that we want because we are losing the brightest of the students locally. Another example of a successful inclusive school is Hillbank, a state Secondary High school that serves a poor area in the North of England.  Ã‚   Reportedly, an estimated quarter of the local population draw some form of welfare assistance there (Ainscow and Kaplan, 2005:1). Ainscow and Kaplan (2005:1) collaborated with a group of sixteen year old students to record their views of the school in the hope that it would bring them deeper insights into what happed in the school.   Generally speaking, the students made a number of positive comments about the school and its inclusive practices, and this was supported by the impressions given by staff who also confirmed that the school had a good reputation in the local community and achieved good grades (Ainscow and Kaplan, 2005:1).   However, they did indicate that there were a number of aspects that made the school a less welcoming place. The students argued that the best and worst students were exempt from certain rules, leaving those in the middle, sometimes feeling unfairly penalized (Ainscow and Kaplan, 2005:1). Students also felt it was difficult to outlive a poor reputation in the school, even when pupils changed their behaviour and improved their academic performance. One student exhibited frustration at feeling that the teachers sometimes picked on the pupils and asserted that if you had a bad reputation one year, the teachers would still hold a grudge against you and make you feel that it was impossible to do anything right the following year (Ainscow and Kaplan, 2005). The above case studies are an illustration of the way that some schools have managed to implement inclusive practices effectively. However, the last case study especially, shows the importance of gaining the perspective of students in examining inclusive schools if one is to go beyond literal interpretations of inclusion. It also has the added benefit of allowing the students to feel that their voice is important (Ainscow and Kaplan, 2005:1). As Ainscow and Kaplan (2005) assert, inquiry based approaches can be a powerful way of stimulating the development of inclusive practices and evidence provided by students can be a powerful lever for change although this does depend on forms of leadership which encourage a willingness to address the challenges that emerge as a result of listening to the voices of young people. Obstacles An analysis of the previous paragraphs shows that there are clearly a number of practices and policies that can be introduced for a school to become sufficiently inclusive. However, there are a number of challenges that schools can face in order to fulfil the criteria needed to become an inclusive school. According to Evans and Lunt (2002) the conflicts in government policy between the standards and the league tables discourse and the inclusive schools discourse make it difficult for schools to become more inclusive. Elias et al. (2002:1) assert that the introduction of performance tables and the pressure to raise standards means that pupils with special educational needs may not be welcome in schools. The authors therefore debate whether education can be separated from the social, cultural and political context in which the school is embedded. Another issue is associated with a lack of resources within schools. Teachers often cite a lack of resources as a barrier to mainstreaming pupils with special needs. Sufficient and appropriate expert practitioner time, appropriate physical space, and the required learning and teaching materials have also been perceived to be lacking in a number of mainstream schools (Topping and Maloney, 2005:11). There is a plethora of research evidence which points to the fact that everyday practice of assessment in classrooms is beset with short-comings. Although teachers have a conscientious approach to marking they frequently fail to provide guidance on how work can be improved. Instead, marking often appears to reinforce underachievement by being too generous or unfocused and inadequate information of the pupil received by the teacher is insufficiently used to inform subsequent work (Black and Wiliams, 2001:3). There are intrinsic dangers associated with using specialist support in inclusive schools and this is evident through Depeller et al. (2005:117) analysis of Australian secondary schools where inclusive education provision relies heavily on specialist support from outside the classroom. Students with special educational needs are taught within the mainstream classroom and additional specialist services such as counselling, special education teaching and psychological assessment are required to support their placement. This type of support usually relies upon a diagnostic- prescriptive viewpoint whereby the specialist plays a central role in shaping practices. This approach can serve to marginalize pupils even further. Thus, the authors suggest that a prospective alternative may be to shift the focus from the students who are different, to the community of learners in the school. This approach uses collaborative practices to support inclusive ideals and grounds improvement efforts in c hanges in teachers knowledge as well as the cultural and organisational conditions of the school. It is important that teachers be aware of the dangers of pathologising educational difficulties as inherent within students, even when those same difficulties are employed effectively to interrogate some aspects of school practice (Ainscow, 2005:13). This is not only relevant to students with disabilities but also of those whose socioeconomic status, language, race, and gender renders them problematic to particular teachers in some schools. In view of this insight, it is necessary to develop the capacity of those within schools so as to challenge deeply ingrained deficit views of difference, which define certain types of students as lacking something (Trent et al. 1998, cited in Ainscow, 2005:13). As Ainscow (2005:14) asserts, even the most advanced teaching methods are likely to prove ineffective in the hands of those who subscribe to a belief system that views some pupils, at best, as disadvantaged and need of fixing, or worse, as deficient, hence, beyond fixing. An analysis of individual types of special educational needs reveals an understanding of how a commitment to inclusive practice can present challenges in mainstream settings. According to Wender (2000:10/11) ADHD is characterised by a range of learning disorders, shortness of attention span and hyperactivity. However, there are a number of external influences that could impact on a normal childs emotional status and behaviour which may result in them displaying behaviours with ADHD. According to the journalist Garner (2008:1) an independent Royal Commission is being called by teachers to examine why a number of children in Britain seem to be so unhappy. One theory proffers that family breakdown and social dysfunction are detrimental to the educational attainment of children and the performance of schools and colleges. Moreover, more and more pupils are resorting to suicide because of academic, social and peer pressure and the Governments obsession with standards, performance targets and testing. The implications of this finding are that if teachers are to be truly inclusive of children with special educational needs they need to try and gain a full understanding of where these needs originate from and not just assume that because children convey a certain set of systems, that it has a specific medicalized cause as the wrong diagnosis can inevitably lead to the wrong treatment and misguided teaching practice. Conclusion In conclusion, a critical evaluation of inclusive practice for children with special educational needs in secondary mainstream schools has revealed that there are a number of strategies that can be employed both at a policy level, and in classroom teaching practice that can contribute towards effective inclusive schooling. These include improved funding mechanisms and management processes; better communication and partnership working with parents and children; a positive attitude and appropriate skills held by teachers; full involvement in curriculum subjects; and improved formal assessments. An analysis of some case studies within secondary schools has also revealed the importance of taking seriously childrens viewpoints in order to inform future inclusive practice. However, there are a number of obstacles that schools face in implementing inclusive practice. The conflicts in government policy between the standards and the league tables discourse and the inclusive schools discourse make it difficult for schools to become more inclusive. There are also complaints from teachers about the lack of resources available and everyday practice of assessment in classrooms is beset with shortcomings. In addition, there is a danger of placing too much emphasis on outside specialist support which could marginalize pupils even more. Nevertheless, the case studies of inclusive practices in secondary mainstream schools do clearly show that inclusive school development is a social process and clarify the importance of engaging with different views on schools practices and policies. Thus, if educational commentators continue to collect these different forms of evidence, this may enable them to analyse barriers to learning and participation and make thoroughly informed recommendations for future inclusive practice.