Values and Meaning of Attending College Essay Example | Topics and Well Written Essays - 750 words

Values and Meaning of Attending College - Essay Example In contrast to an individualist purpose for attending college, Boyer believes the college has an obligation to teach â€Å"a more coherent view of knowledge and a more integrated life† (Steltenpohl & J. Shipton, 1995, p. 18). In addition, he warns that we must be â€Å"mindful of the consequences of selfishness† (p. 18). Boyer does not provide a defense of individualism, even though he says it is â€Å"necessary† (p. 18). Instead, Boyer relies only on his defense of community in making his case for two essential goals. The problem is that Boyer does not actually believe in individualism when he claims colleges have an obligation (or duty) to enforce this idea of a more â€Å"coherent† or â€Å"integrated† life. A perspective that believes in individuals to develop their own views on knowledge or life would advocate for an obligation or duty for colleges to present knowledge to students and to allow them to form their own judgments. The purpose, or g oal, of college is not to give students a passage, but rather to present facts and objective information. A â€Å"passage† sounds inherently biased toward whatever values the college seeks to supply their students with. While this kind of education—such as that provided by Christian private colleges—has a demand, but that demand is specific and does not represent the general purpose of college. Indeed, having students personally powered and committed to the common good is potentially valuable, but not if that commitment undermines their autonomy. The result of Boyer’s perspective is clearly laid out by Perkinson in his essay â€Å"The Educated Person: A Changing Ideal,† specifically in his treatment of John Dewey and socialization (Steltenpohl & J. Shipton, 1995, p. 36). Dewey and pragmatist philosophers advocated schools as tools for producing intelligent decision-makers in a participant democracy. In reality, what this meant was that loyal citize ns coming out of public schools were not â€Å"leaders, but functionaries† (p. 36). Everyone coming out of schools was equipped with common values, beliefs, and attitudes serving the American status quo. Economically, every child was prepared to accept his or her role as a cog in a production system. This is the logical result of the kind of solution that Boyer seeks by telling colleges that they have an obligation to teach their students how to be members of a community. However, Boyer and Dewey have been influential enough to change American education at their core. One can see this influence even in our Brandman catalog, which withholds degrees from students who have not completed the sometimes-irrelevant education requirements. The opposite perspective—that we ought to be honoring the role of the individual in education—is borne out by Whitehead in â€Å"Universities and their Function† (Steltenpohl & J. Shipton, 1995, p. 38). Whitehead locates the â €Å"proper function of a university† in â€Å"the imaginative acquisition of knowledge† (p. 39). Imagination is an individual ability and does not depend on a community. When one looks around a college classroom, one does not see a group of people engaged in the attempt to better their community through the process of learning. While Boyer would think this is a problem, Whitehead is more concerned with whether individuals are involved in an imaginative acquisition of knowledge. The imaginative pursuit of knowledge, one would suspect, might lead to an individual developing his own

Looked After Children and Access to Tertiary Education

Looked After Children and Access to Tertiary Education This dissertation has used a historical timeline of Governmental changes to policies and laws as a background to describe the evolving importance of looked after children and education. This framework was chosen because of the amount of changes to policy and law and to clarify in more detail how they connected to corresponding law and policy. Prior to the mid 1980s very little research was conducted surrounding looked after children and education (Jackson and Martin, 2002). Essen, Lambert and Head (1976) found that looked after children performed poorly in comparison with the rest of the population DATA. Over the last twenty years, various Governments have focused on the importance for looked after children and their education, and a need to ensure its priority within assessment, schools and the wider environment. The aim of this literature review is to discover why the majority of looked after children still do not access tertiary education, even though their deficit in this area has been well known for many years. The dissertation will focus on specific areas for example: Looked after children and education Looked after children and access to tertiary education The role of the social worker with respect to looked after children and their progression through education International comparison Does the nature/ or experience of placement for looked after children have an effect on their likeliness to progress to tertiary education? Finally what social work can do to actively promote education for looked after children. The 1989 Children Act guidance required Local Authorities to provide educational opportunities for looked after children and support, and that this must be included in their care plan (Goddard, 2000). In 1994 the Department of Health and Department of Education additionally stressed the importance of co-operation between schools, social services and Local Authorities. Yet, in 1995 these measures to promote education for looked after children were found to have made little difference (Social services Inspectorate and the Office for Standards in Education, 1995). In response the Government set specific targets for Local Authorities with respect to education alongside a requirement to publish guidance on the education as per that from the Department for Education and Employment and the Department of Health, 2000. This ensured all local authorities were working towards the same goal and by the same guidelines. As well as introducing new guidelines for teachers, designated to support looked after children and each looked after child was given a personal education plan (PEP). Another part of the target was to ensure that no placement was given before an educational placement could be secured. The amended Children Act 2004 implemented new duties promoting the educational achievement of looked after children. The schools however are only expected to take a proactive approach to the education of looked after children and coordinating with different departments there is only an expectation. If the school believes it does not have the resources to sup port one looked after child then it will not be rebuked because of it. There have been a number of introductions of legislative policies and guidance for example Improving the educational achievement of looked after children (Department for children, schools and families, 2009) this introduced new key elements involving the education of looked after children introducing a virtual school head whom keeps track of every looked after child to ensure all have appropriate provisions. Care matters: time for a change (2007) was introduced to improve the outcomes of looked after children. This policy addresses the corporate parenting, health, education and social work practice and commission of looked after children services to improve placement choice and stability. Similarly The Children leaving care Act (2000) was introduced to enhance provision for care leavers, For example, giving Local Authorities a duty to ensure they continue to meet the looked after childs needs until 21 years old, and allocate an advisor who would take responsibility for co-ordinating support. This dissertation will consider the reasons why there are still a comparatively small number and proportion of looked after children with good educational outcomes. Generally and more specifically why an even smaller comparative proportion of looked after children enter tertiary education. The dissertation will also consider what social workers can do to promote an education agenda for looked after children. Previous research has shown that looked after children have low educational attainment (Jackson, Ajayi and Quigley, 2005 and Jackson et al, 2002). 6% of looked after children go on to access tertiary education. Several authoritative sources indicate a continuing lack of formal qualifications among children in care, with subsequent prospects for entering higher education less likely. Research has shown (Berridge, 2006) a wide range of reasons why looked after children do not access tertiary education. These reasons vary from child experiences of abuse, the type of placement the child has, attachment problems and poor services given to children who are looked after. McLeod (2008) found that children in local authority care need a positive and sustained relationship with their social worker to promote their well being and emphasise the importance of education and other aspects of the looked after childs life that may have been previously ignored. As such, a social workers role to work w ith a child holistically to ensure all their needs are met, has profound implications for education. The evidence presented here suggests that the education of children looked after by Local Authorities continues to be problematic. This review will also question if becoming a looked after child is inevitably negative in terms of the childs chances to access tertiary education is this was the case then comparatively looked after children in other countries should have the same outcomes. Currently the Governments priority is to narrow the gap between the educational achievements of looked after children and that of their peers. In 2008 14% of looked after children achieved five A*-C grades at GCSE compared to 65.3% of all other children (Department for Children, Schools and Families (2009). New initiatives include public service agreements for example Public Service Agreement 11 aims to narrow the educational achievement gap between children from low income and disadvantaged backgrounds and their peers. This agreement involves aiming for the looked after children to reach 3 national targets. Including to aim for 20% of looked after children get gain 5 GSCEs A*-C, for 55% of looked after children to reach level 4 of key stage 2 in mathematics and 60% to reach key stage 2 in English. Local authorities must now support looked after children enrol in higher education and continue with it by granting bursaries if they desire to continue their education. Universally the evidence presented above suggests that there is a general agreement amongst informed writers that looked after children continue to have poorer educational outcomes than their peers. There are numerous reasons postulated for this deficit, looked after children face problems that their peers do not. Firstly, many have faced great upheaval and consequently some may have behavioural problems compared to the general population affecting the relationship with other children, teachers and therefore affecting their work and relationships within school. Weyts (2004) highlights that looked after children are ‘expected to perform lower than their peers so may not be given the same encouragement as others. The major problem facing looked after children with respect to education however would appear to be upheaval caused by change of placements (OSullivan and Westerman, 2007), which may present difficulties in getting used to different schools, friends and teachers all effe cting their education and outcomes. Yet with positive placement , and encouraging carers then there is evidence that children may attain good educational outcomes (Jackson, 1998). It may also be the case that the model of welfare adopted at national level, will also impact upon individual outcomes for looked after children, as is evident from some international comparisons (Petrie, Boddy, Cameron, Wigfall and Simon, 2006)). This dissertation will connect the information from the research gathered to answer the research question. Using a best evidence approach to synthesise the data to ensure all aspects of the research question can be answered effectively. Methodology As referred to in my research proposal, this dissertation will adopt a systematic review approach (pg.4 of research proposal). This type of review will provide a synthesis of research on this topic. A systematic review identifies all available literature on a specific topic whilst describing a clear method. Bryman (2008) defines a systematic review as one which summarises concisely all the best evidence that address the research question. An inclusion and exclusion criterion is set to ensure only the best research is used in the review. The research papers will then be critiqued and a best evidence approach method for critiquing the papers will be used. Conclusions will be drawn by combining observations from the review with existing theories and models. A best evidence approach selects literature which has most relevance to the research question. The literature that gives the best answer to the research question and has a good evidence base are the papers more likely to be most effe ctive in answering the research question. This literature review was derived from searches of the following databases via the Leicester University Library website: Sage journals online Intergentaconnect Cambridge Scientific Abstracts, Applied Social Sciences Index and Abstracts (ASSIA) Oxford University Press E-Journals Social Care online Wiley online library Searches were carried out on each database using the following search terms: Looked after children or children in care Educational outcomes or educational attainment or educational achievement The search will be restricted to cover between 1980 and 2010. This limit was chosen as most research is between this era and to have a wider inclusion limit would impact on the scope of the dissertation. The results will be filtered manually using the following criteria: The relativity to the subject of looked after children and accessing tertiary education Theoretical or empirical research Harvard referencing will also be adopted The looked after children population in the United Kingdom The term looked after was introduced in the Children Act, 1989. Looked after children are those under the age of 18 who are subject to a care order it also includes children who are accommodated voluntarily for over 24 hours. Currently there are approximately 60,900 children who are looked after by local authorities in England (Department for children, schools and families, DCSF (2009). Of this population 57% was male and 43% female. The percentage of looked after children increased when comparing the age of the looked after child. The greater the age group of looked after children the higher the percentage. There was a significant increase from ages 5 to 9 to that of the age group of 10 to 15 increasing from 17% to 41%. From the age group 10 to 15 and 16 over the percentage of looked after children decreases to 21% (See appendix 1) (DCSF, 2009). Statistics from DSCF (2009) show that that main category of need of the looked after child is because of abuse or neglect at 61%, which hasnt changed greatly over the past five years. Other reasons for being in care are; the child having a disability, parental illness, the family is in distress, dysfunction in the family, socially unacceptable behaviour, low income and absent parenting. In 2009 most children in care were of white British origin (74%). 36,200 children were looked after on a care order in 2009. This is a decrease of 2% from the previous years number of 36,900 and a decrease of 10% from 2005 (DCSF, 2009). When children are subject to a care order parental responsibilities are vested in the local authority through the social services department. A care order is a court order made under section 31 of the 1989 Children Act which places a child compulsorily in the care of a designated local authority. The court can only make this order if they are satisfied that a child is suffering or is likely to suffer significant harm. The local authority assumes parental responsibility as well as the parents for the child. Other reasons why children may be looked after are if there is no responsible adult available to look after the child and if the child is being adopted but is not yet legally adopted by the new permanent family. According to the 1989 Children Act, all local authorities have a statutory duty to promote education and to promote looked after childrens educational achievement. They should consider all the decisions regarding placement they make on behalf of the looked after child to ensure their education is not impinged upon. The local authority must ensure those children looked after are offered everything that children who arent looked after receive, so they perform the role as parent as close as possible. Of those in care , 73% were children looked after in foster placements, 10% in secure units, childrens homes hostels, 7% with parents, 4% placed for adoption, and 5% in other care (this included residential schools and other residential settings) (DCSF, 2009). Considering the types of placements the looked after child has the education of the carers needs to be considered. All individuals involved with placements and giving care to looked after children need to be given a level of education so they are able to fulfil the childs needs and ensure that educational outcomes are to be achieved. Looked after children belong to the children in need group within the UK. When children and families require help their assessment of need becomes the first mechanism. The state should then be involved in supporting the families fulfil their responsibilities as parents. If the state decides that the childs developmental needs are not being met then they should intervene. If the child has experienced significant harm is there is a likelihood of experiencing significant harm then the child should be removed from the family to assess the situation. The Children Act (2004) states that the childs development is the basis of defining need. The main dimensions involve social, physical, intellectual, behavioural and educational. This had then been developed within the looking after children dimensions and includes health, identity, family and social relationships, education, emotional and behavioural development, social presentation and self care skills (DOH, 1995). To understand the definition of what need is involves understanding the standards that should be met. Bradshaw (1972) suggested that there are four dimensions to need these include normative needs which most professionals define for populations, felt needs which include what people say they need, expressed needs including what people want by actions and comparative needs which are those needs established when comparing to another group. This understanding of needs is needed to give the best responses as social workers and other professionals to meet the needs. The underp inning theories which contribute to understanding the needs of a child include Maslows (1968) Hierarchy of Need which includes physiological, social, security, egotistical, and psychological dimensions. Bowlbys (1988) attachment theory also underpins the understanding of need. Attachment theory has become an important part of working with children and practice, it gives understanding of development and the impact that loss or trauma can affect children. Understanding each of these dimensions of a childs life helps in practice when assessing the childs needs and how to respond. Looked after children and education There have been a number of initiatives (SEU, 2003) introduced in the UK which highlight a continuing problem with regard to low educational outcomes for looked after children and young people in comparison to the general population. Basic problems, such as a high rate of exclusion for looked after children have been identified, and are now well known, but have proved difficult to eradicate and continue to cause persistent problems for the looked after children. These include the impact of often regular changes of placement, the possibility that the expectations of teachers or social workers may be lower for looked after children than would be typical for most parents aspirations for their own children. Many children taken into care have a history of family crisis and have experiences of trauma whether through direct abuse or more general dysfunction within the family. The impact of this often affects the looked after childs ability to learn or progress through school without extra support (REF). When children enter the care system it is almost never the plan for them to remain looked after for a protracted period. Social workers are only too aware of the potential negative consequences of time in care (REF) and indeed the majority of children who come into care return to family care swiftly. For some children however, usually those with the most complex problems and intractable family situations, being looked after can become long term. The impact of being looked after however will affect the childs educational attainment no matter what age they are. The latest figures from the Department for Children, Schools and Families, published in 2009 show that while 66% of looked after children in year 11 from years 2007 to 2008 passed at least one GCSE OR GNVQ 99% of other children achieved this level. In 2007 to 2008 14% of looked after children passed at least 5 GCSEs or GNVQs at grades of A* to C compared to 65% of other children. Primary school results are also low. Key Stage tests at age 7, 11 and 14 (SEU, 2003] for example found that at Key Stage one 57% of looked-after seven year-olds achieved at least level 2 in reading in 2008, compared to 84% of all children. At Key Stage level two 46% of 11 year-old children looked after achieved level 4 in English, compared with 81% of all children. In Key Stage three maths, 33% of looked-after young people achieved level 5, compared to 77% of all children (DCSF, 2009). Looked after children in the United Kingdom may consequently be argued to be a vulnerable group who as a result of the inequality of the education system often face exclusion from society in a more general sense, often extending long after their period of time looked after has come to a conclusion, and throughout their adult lives. Hugh (2009) argues that looked after children tend to be from less affluent families, suggesting correlation between poverty and poor educational outcomes. Hugh (op cit) extends this argument to suggest that social exclusion will affect many areas of looked after childs life, one major concern if having poor educational experience. The SEU (1998) found that those children who miss large amounts of schooling are more likely to be exploited. Harker, Ober, Lawrence, Berridge and Sinclair (2003) further suggested that looked after children are over represented within the group of excluded children, and that many have behavioural and special educational needs likely to affect their progress through education. Research by Daniels, Cole, Sellman, Sutton, Visser and Bedward (2003) found that permanent exclusion from school usually followed a history of behavioural problems. This study found that four out of five of the excluded young people had received two or more fixed term exclusions prior to them being permanently excluded. Research by the SEU (1998) found that children in care were ten times more likely to be excluded from school than other children but also that this discrepancy was widening. Quality Projects Research (2003) found that the majority of excluded children failed to subsequently complete their schooling or receive any educational achievements. The SEU (2003) paper Better Education for Children in Care highlighted five big issues affecting the achievement of looked after children. These included Instability, (frequent changes in placement often also require a change of school). Too many children in care are loosing large amounts of time out of school because of exclusions or as a result of having no secure school place. Comparatively poor home environments for looked after children are also identified as a factor that will affect educational attainment, similarly differences in encouragement and support at home by the carer affects the childs outcomes and these inconsistencies need to be addressed with, the final issue identified as the emotional, physical and mental health of the child in care. As a result it is important for the school, social worker and carer to understand that additional support may be needed for children in care, especially if they are bullied or have experienced numerous changes of relationships and f riendship networks, indicative of a high potential for disrupted attachments (SEU, 2003). ‘Education projects was launched in 2003 by the Department of Health and the Department for Education and Skills, its aim was to improve educational outcomes for looked after children. Focusing on multi-agency working, Education projects recommended the introduction of local authority training for designated teachers within schools. It also provided funding to be used to develop new educational strategies across local authorities. The Department for Education and Skills then published ‘The Role of the School in Supporting the Education of Children in Public Care (2003) similarly recommending specific initiatives with looked after children involving Personal Education Plans, Attendance and truancy and Transition planning and admission to name but a few. The SEU (2003) highlighted the five problematic areas regarding the educational outcomes of looked after children which have prevented change, or slowed it down (Cocker and Allain, 2008). These five areas included Capacity referring to the vacancy rates within the childrens social care workforce, suggesting limited insight into the specific educational needs of looked after children. Management and leadership with regard to staff at senior levels lack of time and consequent commitment they can offer in this area leading to feelings of powerlessness to affect real change. Limited resources, including for example inconsistencies between areas in the UK and which resources are available to looked after children, affecting the support available to looked after children. Similarly the attitudes of the social workers and professionals who work with looked after children were also deemed to contribute to low expectations of the educational outcomes of looked after children. The final problem highlighted was systems and structure within local authorities impacting on inter agency communication and affecting the work between the agencies, therefore affecting their practice wit h looked after children (SEU, 2003) (Cocker and Allain, 2003). The Every Child Matters (2004) green paper included five outcomes vital for all children, including good health, an opportunity to stay safe, achieve economic well being, enjoy and achieve and make positive contributions towards society. Most recently the white paper Care Matters, time for a change (Department for education and skills, 2007) proposes that looked after children should be given the highest priority in school admissions. The paper for example requires Local Authorities to ensure looked after childrens placements were not changed within year 10 and 11 of school, to prevent the disruption of their education. The paper highlighted again the importance of a designated teacher to work with looked after children to become statutory, whilst also introducing the virtual head teacher within each authority. Their responsibility is to track the progress of the children in the local authority who are attending school and those moved into a different local authority. A designated teacher has responsibility for the looked after children within a school. They are expected to advocate on behalf of the children and young people in care and they should ensure that each has a personal education plan (Department for Educat ion and Skills, 2005). The paper implemented more support for looked after children regarding absences and exclusion. The paper also proposed the providing of a grant of  £500 annually to be used for support for example one to one tutoring. Jackson and Martin (2002) draw attention to problems that looked after children face when trying to find a suitable source of education, whether this is because they need to move due of placement changes or because of previous exclusions from other schools. Most schools need to keep a high level within the league tables in order to ensure funding is continued. With this is mind many are reluctant to take on looked after children. Many schools stated that they did not understand what these children faced and that they did not have the resources to support them (Jackson et al, 2002). Berridge (2006) has identified the gaps of data when accessing statistics. The social processes behind forming the statistics may not straightforward. Interpreting the terms within statistics may cause further problems. Berridge, also highlights pressures from outside groups to get indicators of why looked after children have low educational outcomes. The statistics gathered regarding looked after children have limitations. Firstly 27% of the looked after population who had been in care for over 12 months have a special educational needs statement, compared to 2.7% of the overall population (DCSF, 2009) clearly affecting the performance of a large group of looked after children. Secondly the educational outcomes of looked after children who have been in care more than 12 months are published, there is also the overall results of looked after children. These children may only be in care for a short period because of family problems. Berridge (2006) argues that if we are to use these statistics there needs to be a time period given for social workers and other professionals to be responsible for the looked after child to turn their situation around. Social services cannot be responsible for giving the looked after child a start in life if they have only entered care as an adolescent and have existing educational difficulties.

Liberal Equality Essay -- Political Science

Throughout the ages, the principles of equality and liberty have been a subject of great disputes. Liberal minimalism [1] holds a distinct outlook in the explicit implications of these expressions. For a minimalist democracy must strive to primary reduce control of authoritarian power through restraining most if not all constraints to the individual, allowing them to dictate their own lives by implementing a representative government. In addition, it implements an equal, consistent, and indiscriminate regulation. Thus effectively preventing tyranny, and creating equality before the law, irrelevant to the citizen’s position, which denies high ranking individuals legal advantages seen during the feudal era. Accordingly, the rule of law comes across to liberals as their greatest triumph, for they perceive it as the lawful representation of equality and liberty. There are numerous critics of the liberal minimalist interpretation of equality and social liberty before the law. Such as inequalities of opportunity, and material inequality which results in exploitation. However, liberals will reject â€Å"to impose upon the public a consciously selected model of distribution, whether it promotes equality or of inequality.†[2] Numerous critics agree that capitalism in the liberal minimalist model does not depict true equality and thus is problematic. Critics such as Sherman dispute that it produces "formal equality, such as civil rights, yet presents actual ongoing inequality for employees (Sherman, 1990)[3]. Nevertheless, despite the fact that liberals may possibly appear to support significant material equity, they will be cautious of forcefully creating this result through authoritarianism on the basis of their belief.[4] The reduced goal... ...27 11, Cohen G, 1989, Labor and Freedom, Oxford University Press, Oxford 12, (Marx, economic and philosophical manuscripts, p.120-31, Ollman, 1971). 13 Friedman M, 1962, Capitalism and Freedom, Chicago University Press 14 Frank R. and Cook P, 1996, The Winner-Take-All Society, Penguin press, New York: Penguin 15 Graham G, 2006, Postcapitalist Politics, University of Minnesota Press, Minneapolis 16 Street, P. Capitalism and Democracy "Don't Mix Very Well", February, 2000. 17 Rothbart M, 1998, The Ethics of Liberty: chp 14, Children and Rights,. New York University press, New York 18 Hayek F, 1994, The Road to Serfdom, Chicago University press, Chicago 19 Hayek F, 1994, The Road to Serfdom, Chicago University press, Chicago 20 Hayek F, 1994, The Road to Serfdom, Chicago University press, Chicago Liberal Equality Essay -- Political Science Throughout the ages, the principles of equality and liberty have been a subject of great disputes. Liberal minimalism [1] holds a distinct outlook in the explicit implications of these expressions. For a minimalist democracy must strive to primary reduce control of authoritarian power through restraining most if not all constraints to the individual, allowing them to dictate their own lives by implementing a representative government. In addition, it implements an equal, consistent, and indiscriminate regulation. Thus effectively preventing tyranny, and creating equality before the law, irrelevant to the citizen’s position, which denies high ranking individuals legal advantages seen during the feudal era. Accordingly, the rule of law comes across to liberals as their greatest triumph, for they perceive it as the lawful representation of equality and liberty. There are numerous critics of the liberal minimalist interpretation of equality and social liberty before the law. Such as inequalities of opportunity, and material inequality which results in exploitation. However, liberals will reject â€Å"to impose upon the public a consciously selected model of distribution, whether it promotes equality or of inequality.†[2] Numerous critics agree that capitalism in the liberal minimalist model does not depict true equality and thus is problematic. Critics such as Sherman dispute that it produces "formal equality, such as civil rights, yet presents actual ongoing inequality for employees (Sherman, 1990)[3]. Nevertheless, despite the fact that liberals may possibly appear to support significant material equity, they will be cautious of forcefully creating this result through authoritarianism on the basis of their belief.[4] The reduced goal... ...27 11, Cohen G, 1989, Labor and Freedom, Oxford University Press, Oxford 12, (Marx, economic and philosophical manuscripts, p.120-31, Ollman, 1971). 13 Friedman M, 1962, Capitalism and Freedom, Chicago University Press 14 Frank R. and Cook P, 1996, The Winner-Take-All Society, Penguin press, New York: Penguin 15 Graham G, 2006, Postcapitalist Politics, University of Minnesota Press, Minneapolis 16 Street, P. Capitalism and Democracy "Don't Mix Very Well", February, 2000. 17 Rothbart M, 1998, The Ethics of Liberty: chp 14, Children and Rights,. New York University press, New York 18 Hayek F, 1994, The Road to Serfdom, Chicago University press, Chicago 19 Hayek F, 1994, The Road to Serfdom, Chicago University press, Chicago 20 Hayek F, 1994, The Road to Serfdom, Chicago University press, Chicago

Relating to Teaching Personnel Essay

Providing for the professionalization of teachers, regulating their practice in the Philippines and for other purposes Whereas, the constitution provides that â€Å"all educational institutions shall be under the supervision of; and subject to regulation by, the state†, and requires that â€Å"the state shall establish and maintain a complete, adequate and integrated system of education relevant to the goals of national development†; Whereas, in the pursuit on these objectives, the department of education and culture has adopted ways and means of overseeing all the educational institutions in the country; Whereas, in recognition of the vital role of teachers in nation-building and as an incentive to raise the morale of teachers, it is imperative that they be considered as professionals and teaching be recognized as a profession. Now, therefore, i, Ferdinand e. Marcos, president of the Philippines, by virtue of the powers vested in me by the constitution, do hereby decree and order: Section 1. Title. – this decree shall be known as the decree professionalizing teaching. Section 2. Declaration of policy. it is hereby declared a policy that teacher education shall be given primary concern and attention by the government and shall be of the highest quality, and strongly oriented to Philippine conditions and to the needs and aspirations of the Filipino people even as it seeks enrichment from adoptable ideas and practices of other people. Section 3. Definition of terms. – as used in this decree, the following shall be construed as follows: (a) teaching refers to the profession primarily concerned with the classroom instruction, at the elementary and secondary levels, in accordance with the curriculum prescribed by national board of education, whether on part-time or full-time basis in the public or private schools. b) teachers refers to all persons engaged in teaching at the elementary and secondary levels, whether on a full-time or part-time basis, (c) board refers to the national board for teachers duly constituted under this decree. Section 4. Creation of the national board for teachers. – there is hereby created a national board for teachers, hereinafter called the board, to be composed of the Section 5. Powers and duties. – the board shall have the following powers and duties: Section 19. Effectivity. – this decree shall take effect january 1, 1977. Done in the city of manila, this 22nd day of se ptember, in the year of our lord, nineteen hundred and seventy-six.

Constitutional Law and European Integration

There are few cases that rival Factortame in being concurrently substantively clear and decisive, and perplexing as to its full impact. The scope of the change to the UK constitution that has been instigated by it and other European Court of Justice decisions has been conceptualised as ranging from a ‘legal evolution’ to ‘revolution’. Although some theories are more convincing than others, each faces its own weaknesses.However, notwithstanding the conclusion of this particular speculative debate, the processes of European integration has undoubtedly quickened the pace at which UK Parliament and courts as part of a globalised world have had to squarely confront these constitutional changes, especially the departure from Parliament’s stronghold over the constitution. A Diceyan view of the UK constitution is no longer compatible with the current relationship between UK and EU law.It was decided in Factortame and confirmed in Equal Opportunities Commissio n, that the implications of the European Communities Act 1972 s. 2(4) is that EU law has supremacy in the case of clashes between EU and national laws. Within the orthodox view that Parliament is absolutely sovereign, inconsistencies between Acts of Parliament are to be dealt with by applying the doctrine of explicit or implied repeal to give effect to the later Act which is simply another illustration of how no Parliament can bind its successors.It would never have been open to national courts to declare provisions within primary statute incompatible with EC law either temporarily or permanently as it is today. However, so long as UK remains a part of the EU, EU law will prevail when inconsistencies arise and any derogation from this position will have to be done expressly and unequivocally. Therefore, even if the current position of Parliamentary sovereignty cannot clearly be defined, Factortame and EOC alone emphasise the unworkability of a Diceyan view of Parliamentary sovereign ty in an European context.A radical but yet convincing argument that conceptualises the constitutional implications suggests that, EU law is able to place a substantive limit on Parliament’s law making authority on overlapping areas because being a member state has partially changed the rule of recognition of Parliamentary sovereignty. Although this necessitates presupposing Parliamentary sovereignty is a legal principle, not a purely political one, it seems justified because instead of accepting Parliament to be sovereign merely by its existence, it allows for a justification based on normative rguments. This is important considering that the UK is a modern democracy and intrinsically different to the state it was in when the doctrine of Parliamentary sovereignty was originally developed. Being a legal phenomenon, the scope of Parliamentary sovereignty evolves through the judgments of the court which provides a more balanced and legitimate decision than considering just a po litical aspect because the political realities are still considered but are weighted against other principles such as the rule of obedience to statutes.Furthermore, courts are gradually developing the idea that the authority of Parliament to make law is something that is subject to, and therefore controllable by constitutional law. For example, in the domestic case of Anisminic, the scope of Parliament’s authority to confer on public authorities powers which are not subject to judicial review was sharply limited. Thus, the effect of ECJ decisions on the constitution has been to develop it to a stage where Parliament is no longer sovereign at times when, and only when, inconsistencies between EU and national law occur within a field where both laws operate.On the other hand, Sir William Wade would argue that ‘constitutional revolution’ rather than a mere evolution has resulted. However, this argument is not only at odds with Lord Bridge’s judgement but lack s plausibility in itself. He explains that the courts have acted unconstitutionally and shifted their allegiance because Parliamentary sovereignty being a ‘rule of recognition’and a solely political norm, is a constitutional fixture which may only be ‘diminished’ as a matter of practical politics.There is a real difficulty in accepting this because it would suggest judicial whim may reverse a commitment that was reached democratic consensus among all branches of government and wider society through public referendum. This formidable weakness of Sir William Wade’s argument supports viewing Parliamentary sovereignty as, at least partly, a legal concept. Although the theory that it is possible for the EU to place substantive limits to Parliamentary sovereignty accommodates the ‘voluntary’ contractual argument and ‘functional requirement of EU’ arguments that Lord Bridge presents, it is not without limitations either.It fits wel l with Lord Bridge’s alternative reasonings because they suggest that Parliament does have the power to limit its own powers and that the present conflict should be tackled on principled bases. This is important because legal phenomenon arise out of case law and albeit sparse, his judgment was the only one to address the topic. However, the persuasiveness of this argument is reduced by the fact that it simply leads us to another equally difficult question of what legal means set the width of its powers.The judges themselves seem to be in disagreement amongst each other about this as Lord Hope says ‘measures enacted by Parliament’ itself whereas Laws LJ says the unwritten constitution as interpreted by the judges which seems legitimate but in practical terms, leaves everything just as uncertain. So far only the implications of ECJ case law has been discussed but there are other elements to European integration such as the doctrine of direct effect and the European Union Act 2011 which have affected the development of the UK constitution.These developments suggest that the â€Å"new view† is the most plausible representation of Parliamentary sovereignty today because referendum locks and the possibility for individuals to present a case in national courts on law derived from sources other than Parliament present limitations on Parliamentary sovereignty but not in the substantive sense discussed above. Proponents of the â€Å"new view† view that ultimate sovereignty remains with Parliament but it may have to conform to certain manner and form limitations.The appealing factor of this model is that it also accommodates for the limitations that Human Rights Act proposes on Parliamentary legal authority as well. Yet it is problematic in that the EU has explicitly stated in s2 of the ECA that on at least an EU level, Union law is regarded as supreme and this theory fails to encompass this dimension of the relationship between domestic and EU law. Most importantly, it accentuates how the increasingly multi-layered nature of the constitution must be taken into account in the broader debate.The holding of a point of absolute power faces pressure from outside as well as inside the nation. When the broader question of whether we should be edging away from political and towards a more legal constitution is considered in light of the multi-tiered constitutionalism arising from the Parliamentary Acts of 1911 & 1949, Human Rights Act, Devolution as well as EU membership, it would seem that to maintain a wholly political view of Parliamentary sovereignty in any context would be to deny reality.However, anything more exact requires us to assess what balance between adaptability and elasticity from maintaining a political constitution, and protected rights and principles from a legal constitution will provide the checks and balances necessary in dealing with the legal and political challenges of today. Due to declining publ ic reputation of Parliament and diminishing respect for political process generally, as well as the aim of Parliamentary sovereignty having originally been to secure the broadest possible basis for ensuring democracy and legitimacy, we may not have to be so uneasy about adopting a more legal constitution.The UK constitution must embrace the emphasis it has always placed on a dynamic experience and once again, like with the case of devolution, make a smooth transition before political repercussions manifest themselves. ——————————————– [ 1 ]. R v Secretary of State for Transport ex parte Factortame Ltd [1990] ECR I-2433 [ 2 ]. Paul Craig, ‘Britain in the European Union’ in The Changing Constitution (7th ed, 2011) pg120 [ 3 ]. HWR Wade, ‘Sovereignty- Revolution or Evolution? ’ [1996] 112 LQR 568 [ 4 ].R v Secretary of State for Employment ex parte Equal Opp ortunities Commission [1995] 1 AC 1 [ 5 ]. HWR Wade, ‘The Basis of Legal Sovereignty’ [1955] CLJ 174 [ 6 ]. Paul Craig, pg121 [ 7 ]. 17th century –Glorious Revolution, Bill of Rights [ 8 ]. TRS Allan, ‘Parliamentary Sovereignty: Law, Politics, and Revolution’ [1997] 113 LQR 447 [ 9 ]. Mark Elliott and Robert Thomas, ‘Public Law’ (2011, Oxford) pg334 [ 10 ]. Anisminic v Foreign Compensation Commission [1969] 2 AC 147 [ 11 ]. Wade, ‘Sovereignty- Revolution or Evolution? ’ [ 12 ]. HLA Hart, ‘The Concept of Law’ (1996, Claredon Press) [ 13 ].Wade, ‘Sovereignty- Revolution or Evolution? ’ [ 14 ]. UK European Communities membership referendum 1975 [ 15 ]. Lord Bridge in Factortame [ 16 ]. Paul Craig ‘Britain in the European Union’ in Jowell and Oliver (eds) TheChanging Constitution (7th edn, Oxford, 2007) pg 121 [ 17 ]. Jackson v Attorney-General [2005] UKHL 56 [ 18 ]. Thoburn v Sunderland Ci ty Council [2002] EWHC 195 [ 19 ]. Sir I. Jennings, The Law and the Constitution (1959) ch. 4 [ 20 ]. Jonathan Sumption ‘Judicial and Political Decision-making: The Uncertain Boundary’ [2011] Judicial Review 301

Free Essays on Industrial Revolution

Was the industrialization a good thing for the U.S? Although the Industrial Revolution was a dangerous and uncertain time for most Americans (with the exception of the big business owners), I think we would not be where we are today without it. If it had happened 30-40 years later, it is not too hard to imagine that the US would not exist as we do today. As an example, look at Russia. The Soviet Union had no technology development, outside of their military, until after World War 2. There is a reason that once their military fell that the rest of their society followed suit. Their reliance on agriculture throughout the first two world wars and into the sixties left them at least 50 years behind the rest of the world. The Technology of the Nineteenth Century was primitive compared to today’s standards, but was far more advanced compared to the technology of many countries at that time. The developments that occurred in industry at this time would have knock-on effects in almost every area of society. It worked as a cycle or huge circle of events, with its impact on society also helping to further stimulate industrial growth. The growth of towns created a demand for food that stimulated the agricultural revolution. The agricultural revolution created a surplus of labor that would feed the growing factories, while the money the landowners made could be invested further in industry. The dramatic population growth of the time created a demand for goods that stimulated industrial growth while also providing a labor force to fuel this growth. Production became faster, quality was largely better, and costs were lower, and this helped increase trade and encourage greater capital investment. Profit and wealth were increased among the factory owners. It also saw the rise of the new so-called middle classes; nevertheless, the rich got richer, but the poor got poo! rer. The new machinery did away with many skilled jobs. There ... Free Essays on Industrial Revolution Free Essays on Industrial Revolution 1. Essay on the Industrial Revolution The Industrial revolution was a time of drastic change and transformation from hand tools, and hand made items to machine manufactured and mass produced goods. This change generally helped life, but also hindered it as well. Pollution, such as co2 levels in the atmosphere rose, working conditions declined, and the number of women and children working increased. The government, the arts, literature, music and architecture and man's way of looking at life all changed during the period. Two revolutions took place, both resulting in productive but also dire consequences. Before the first industrial revolution, England's economy was based on its cottage industry. Workers would buy raw materials from merchants, take it back to their cottages, hence the name, and produce the goods at their home. It was usually was owned and managed by one or more people, who were generally close to the workers. There was a good worker/boss relationship, which was demolished and destroyed by capitalism. This industry was efficient but the workers, productivity was low, making costs higher. The longer it took one person to manufacture a product, the higher the price. Subsequently, goods were high in price and exclusive only to the wealthy people. The year was 1733, the demand for cotton cloth was high, but production was low. This crisis had to be solved or England's economy would be hindered. The answer came from a British weaver, John Kay, who invented and fashioned the flying shuttle, which cut weaving time in half. John Kay was a pioneer and his invention paved the way for numerous inventors. Although at first, many workers didn't accept machines, in fact, many inventions were destroyed, but what was inevitable, couldn't be stopped. The machines had made their way to England, and nothing could ... Free Essays on Industrial Revolution Before the first industrial revolution, England's economy was based on its cottage industry. Workers would buy raw materials from merchants, take it back to their cottages and produce the goods at their home. It was owned and managed by one or more people who were generally close to the workers. There was a good worker/boss relationship that was destroyed by capitalism. This industry was efficient but the longer it took one person to manufacture a product the higher the price. Goods were high in price and limited only to the wealthy people. In the year 1733 the demand for cotton cloth was high but production was low. This crisis had to be solved or England's economy would collapse. The answer came from a British weaver, John Kay, who invented the flying shuttle this invention cut weaving time in half. John Kay’s invention paved the way for numerous inventors. At first many workers didn't accept machines and many inventions were destroyed By the 1750's the industrial Revolution had begun. People’s lives was drastically changed during the industrial revolution. People were living in germ infested, crowded and very unhealthful conditions, much like their work place. Children and women worked in harsh conditions. People were working long hours for little pay. Eventually the British Parliament stepped in and limited and controlled child labor. This sparked a rebellion. The wealthy capitalists wanted the government to stay out of its issues called the laissez-faire system. But many people opposed the laissez-faire system saying the capitalists would gain too much power and people would be mistreated. The laissez-faire system was disregarded after a few years. Inventions during this time were strictly limited to cotton weaving. Inventions like the spinning jenny and the water-powered frame provided ways of spinning yarn faster. The spinning mule, the power loom and the cotton gin, all helped the manufacture of cotton goods by spe... Free Essays on Industrial Revolution The Industrial Revolution may be defined as the application of power-driven machinery to manufacturing. It had its beginning in remote times, and is still continuing in some places. In the eighteenth century all of western Europe began to industrialize rapidly, but in England the process was most highly accelerated. England's head start may be attributed to the emergence of a number of simultaneous factors. Britain had burned up her magnificent oak forests in its fireplaces, but large deposits of coal were still available for industrial fuel. There was an abundant labor supply to mine coal and iron, and to man the factories. From the old commercial empire there remained a fleet, and England still possessed colonies to furnish raw materials and act as captive markets for manufactured goods. Tobacco merchants of Glasgow and tea merchants of London and Bristol had capital to invest and the technical know-how derived from the Scientific Revolution of the seventeenth century. Last, but not least important, the insularity of England saved industrial development from being interrupted by war. Soon all western Europe was more or less industrialized, and the coming of electricity and cheap steel after 1850 further speeded the process. I. The Agricultural Revolution The English countryside was transformed between 1760 and 1830 as the open-field system of cultivation gave way to compact farms and enclosed fields. The rotation of nitrogen-fixing and cereal crops obviated the necessity of leaving a third or half the land fallow each planting. Another feature of the new farming was the cultivation of turnips and potatoes. Jethro Tull (1674-1741) and Lord Townshend popularized the importance of root crops. Tull's most original contributions were the seed drill and horse hoe. The seed drill allowed a much greater proportion of the seed to germinate by planting it below the surface of the ground out of reach of the birds and wind. ''Turnip'' T... Free Essays on Industrial Revolution In the early half of the 20th century, Europe went through a series of technical and scientific advancements that impacted the many countries of Europe. A "second revolution" quickened the pace of industrialization, forcing much more rapid change in European society between 1870 and World War I. Mechanized industry, powered by new forms of energy, spread to all European states, though not to every region within them; it vastly increased the quantity of goods available to learge segments of the population, and not just the wealty. Due to the material benefits of a mass-producing country, many Europeans saw progress as inevitable, and those who were left out of the consuming society struggled for their share of weatlth. The mechanization of basic goods industries had proceeded slowly and unevenly in the first half of the nineteenth century. To deal with the major changes brought about by industrialization, governments expanded the rolde of the state, strengthening the central power over the diverse interests, regions, classes and even nationalities. At times the new balance of classes and regions meant the repression of dissent, regionalism and tradition-the American Civil War is just one example of this. In the first half of the century, governments developed the machinery to control great number oc citizens through military conscription, public education and in some places, social legislation. Governments would encourage nationalism as a way of absorbing masses of previous excluded people. Industrialization influeneced the outcome of each of these struggles. By 1914, production, trade, foreign markets and political empires altered teh balance of power. The development of a relatively inexpensive transportation and communication system helped build a new economic world of growth and prosperity such as had not seen before. Revolution accurately decribes the radically new forms of business and labor organiztion, the massive ... Free Essays on Industrial Revolution â€Å"†¦those who laboured were the vast bulk of the population, the diligence with which they performed their tasks and the share which they retained of the product of their work were them main determinants of the wealth and incomes of the fortunate few† This quote from John Hatcher’s article on pre-nineteenth century Britain summarises the capitalistic and industrialised nature of the what was deemed to be the working class. This essay will examine industrialisation, modernisation and capitalist development in Britain around the time of the industrial revolution. I will also briefly talk about different aspects of the revolution and apply them to specific key areas like the factory; the railway industry and the purpose built townships/cities. Industrialisation by Wrigley is said to â€Å"occur in a given country when real incomes per head begin to rise steadily and without apparent limit.† Productivity also increases and the significance of industry as the backbone of the economy becomes apparent. Rostow claims that when an economy is being industrialised it â€Å"takes off† into â€Å"self-sustained growth† . This definition is in line with Wrigley’s, however there are several key aspects to industrialisation which are apparent everywhere, some may not be as significant as others, but all play a role in the process of industrialisation. Technological change; new inventions, new ways of doing things Work increasingly done by machine - this way it is quicker, cheaper, more reliable than using human hands. Supplementing/replacing of manpower with energy sources - coal, oil, steam, coke have all been used. These energy sources are far more efficient than manpower. Freeing labourer from feudal ties - as more industry is put in place, more people are required to work in the factories. Peasants can go and work in a factory and be supplied with a house. Creation of a free market for labour - now that more people are looking for... Free Essays on Industrial Revolution Was the industrialization a good thing for the U.S? Although the Industrial Revolution was a dangerous and uncertain time for most Americans (with the exception of the big business owners), I think we would not be where we are today without it. If it had happened 30-40 years later, it is not too hard to imagine that the US would not exist as we do today. As an example, look at Russia. The Soviet Union had no technology development, outside of their military, until after World War 2. There is a reason that once their military fell that the rest of their society followed suit. Their reliance on agriculture throughout the first two world wars and into the sixties left them at least 50 years behind the rest of the world. The Technology of the Nineteenth Century was primitive compared to today’s standards, but was far more advanced compared to the technology of many countries at that time. The developments that occurred in industry at this time would have knock-on effects in almost every area of society. It worked as a cycle or huge circle of events, with its impact on society also helping to further stimulate industrial growth. The growth of towns created a demand for food that stimulated the agricultural revolution. The agricultural revolution created a surplus of labor that would feed the growing factories, while the money the landowners made could be invested further in industry. The dramatic population growth of the time created a demand for goods that stimulated industrial growth while also providing a labor force to fuel this growth. Production became faster, quality was largely better, and costs were lower, and this helped increase trade and encourage greater capital investment. Profit and wealth were increased among the factory owners. It also saw the rise of the new so-called middle classes; nevertheless, the rich got richer, but the poor got poo! rer. The new machinery did away with many skilled jobs. There ... Free Essays on Industrial Revolution Do revolutions have to have bloody conflicts in them to be called that? The Industrial Revolution is a direct contradiction to that statement; it is the only revolution in history not to have one single drop of blood shed at any time. The Industrial Revolution was a period from 1700-1850 in which new technology was being discovered at an alarming rate. The average British person born in 1760 saw more changes in his or her lifetime than ten generations of ancestors had seen in theirs. There were many factors that aided the Industrial Revolution. One for instance was the change in farming many wealthy landowners started to buy out small landowners this process was called enclosure. In the 1700’s many wealthy landowners began to look for new ways to increase the size of their harvests. The first man to experiment in this way was Jethro Tull he improved the process of sowing the seed by a seed drill; it allowed farmers to sow seed in well-spaced rows at specific depths. The second invention to follow was the invention of crop rotation; many farmers wanted to find a way to keep their fields fertile so they would waste a year of planting. So instead of letting the field be barren was to grow a different crop each year so it would stay fertile and you could still grow crops. The next improvement in farming was when Robert Bakewell began trying to raise his quality of livestock; by allowing only the best animals to breed he increased the weight of his sheep and al so greatly improved the taste of the mutton. This improvements in farming had great effects on the population, since there was a more food more children were born and that fuel more workers for the factories. The next fuel for the Industrial Revolution was that Great Britain had many advantages. First was the abundant natural resource which Britain had all three that were needed coal, waterpower, and iron. Second was a favorable geography since Britain was a island nation had man... Free Essays on Industrial Revolution The American Industrial Revolution included many different inventions as well as new techniques for manufacturing and business. Before and at the beginning of the revolution the Household system was consistently used. However, as the revolution progressed workers and their machinery moved from individual homes into one large building. This movement is what began the idea of the factory system. In 1790, Samuel Slater started the first efficient factory in America. In this factory, he began to spin cotton thread by machine. That same year John Fitch built and operated the world’s first regularly scheduled steamboat. Three years later Eli Whitney invented the cotton gin, which would have extraordinary effects on the south and their social and economical lives. In 1800, Eli Whitney came up with the idea of interchangeable parts. This would make the assembly-line system a lot more efficient. Banks were of extreme importance in the American Industrial Revolution. They provided small businesses with credit so that they could get started. When the factories began about nine children would staff the machines, because the work was quite easy. Francis Cabot Lowell developed a new technique called the Waltham system. Here young unmarried women were the factory workers. These ladies would stay in boardinghouses and live under strict discipline. Lowell had smuggled plans for a power loom into America from Great Britain. This also helped in the efficiency of his factories. In the early 1800’s, several technological advances were being made. Slowly each industry became increasingly advanced. The woolen industry became just as mechanized as the cotton industry had become. Next in 1810, the iron industry advanced out of blacksmith’s forges into machine based factories. These machines could make nails at a third of the cost of the earlier techniques. A couple of year’s later rolling mills were invented to produce sheet iron.... Free Essays on Industrial Revolution â€Å"Britain was fascinated by wealth and commerce, collectively and individually.†- Anonymous historian The Industrial Revolution crashed into Britain during the 18th century and engaged the nation emotionally, physically and economically. Britain endured many changes due to the industrial revolution in the 18th century. It had many technological advances, became more profitable in exporting goods world wide and was profitable in capital investment. Who would have thought a country at war for more than half of the century was able to become so lucrative. Exports nearly quadrupled in Great Britain between 1660-1760. Britain was able to market and produce linens and woolen textiles and then ship them throughout Europe. This was done by many technological advances in textile machinery. India, which used to import cotton into Britain and other European countries, was soon overthrown from their profiting position. In 1770, Britain was mass producing cotton products throughout Europe. Britain was able to mass produce cheap articles of clothing and export it to countries such as the Americas, Africa and the Far East. People there were more Gutkes 2 concerned with cheap and inexpensive clothing rather than costly high fashioned clothes. Britain appealed to the middle and lower class with cheap cotton goods as well as the upper class. The upper class sought fine cottons and yardages of fabric which Britain was ample and able to produce and ship worldwide. The British textile industry began to take off in 1833. By this time nearly 237,000 people were employed in cotton textile factories in England. Many technological advances soon began to develop contributing to the Industrial Revolution. James Hargreave invented the spinning Jenny in 1768. It allowed spinners to produce yarn in greater quantities. The first big industry was cotton textile factories, though other kinds of factories developed as well machines had been use... Free Essays on Industrial Revolution â€Å"Industrial Revolution†, in my opinion, is not a correct term. It makes it sound as though the whole thing happened at once, which it did not. It was rather an industrial evolution, or better yet an industrial chain reaction. One event impacted others and these changes impacted yet others. There were many important inventions during this time period. These inventions all made life a little easier for the people living during this time. There was an increasing demand for new material for clothing. The invention of the spinning jenny and powered loom made this possible. Steam engines provided power for machines. The cotton gin was another important invention. The Cotton gin made it possible to make clothes out of cotton, instead of the scratchy wool that clothes had always been made out of. Railroads were a very important invention during this century. Before the railroad was invented, people who lived away from their families never saw them. There simply was no e asy way for them to visit. By 1869, railroads could go coast to coast in six and a half days. This is one way that the Industrial Revolution impacted social aspects of people’s lives. The Industrial Revolution did not only provide positive changes. There were also many negative changes. However, when you’re dealing with something that is going to change people’s lives to this degree, some downfalls can be expected. The industrial revolution contributed to immigrants coming to our country. Many immigrants came from Southern and Eastern Europe. This affected the lives of people because there were foreigners living in their country. Some would construe this as a bad thing. Some would consider this a good thing. The facts remain the same. Having foreigners in the country did put a bit of a strain on the economic resources. However, they were contributing to economic growth. They came over in search of freedom, which they received. In return, they got jobs.. . Free Essays on Industrial Revolution The Effects of the Industrial Revolution Beginning first in Great Britain, industrialization spread to the continental countries of Europe and the United States. In 1815, Belgium, France, and the German states were still largely agrarian. The Industrial Revolution began in Britain in the mid eighteen hundreds. England was fortunate to have the right mix of an abundance of people, plenty of wealth, sufficient natural resources, new inventions, and a tolerant government, which allowed people to try new things. While these were not aspects that were exclusive to England, England was the first place where they all came together to spark industrialization. However, one main cause for the Industrial Revolution that is not listed above was the power crisis that struck England in the eighteenth century. The use of only human and animal muscle for power led to poverty because of the limited output each person produced. Second, England, which had once been covered in forests, was quickly becoming barren with use of wood for fuel. Th is crisis caused the people of England to look for new forms of power and ways to use them. The use of new forms of power was greatly important to the Industrial Revolution; therefore, the power crisis in England jumpstarted the revolution. Another aspect of the English society that allowed the Industrial Revolution to start in England was the structure of its class system. In England in the mid seventeen hundreds, there was not one dominant and powerful feudal class, which restricted and constrained vast changes in society or great population movements. Instead, there was an abundance of free workers who did not own land. This class structure coupled with a stable government that did not hinder the economy made for a perfect setting for industrialization. As a result of industrialization, cities and towns grew dramatically in Britain. In 1700, Europe's population was between 100-120 million people, and later by ... Free Essays on Industrial Revolution The Industrial Revolution The Industrial Revolution was a period in history when mankind found innovative and efficient ways of producing goods, manufacturing services and creating new methods of transportation. This not only revolutionized the way the market system functioned, but also changed the way people perceived their status in society and what they required as basic necessities. However, the price that humanity was forced to pay for the emergence of the Industrial Revolution greatly outweighed the rewards that it brought alongside its origin. Prior to the Industrial Age, the Western European market operated on a simple "putting-out" system. The average producer was able to manufacture a product in the same area that he or she lived on and the demand for that product was usually set by a few local consumers. The process was easy and simple, provided that the product being created was always required by someone else. However, the invention of Machinery and all of its accompanying peripherals allowed producers to start manufacturing on a mass scale. With factories placed in central locations of the townships (known as centralization), the previous system was dismantled and categorized into steps. No longer would one person be required to build, market or transport their product since the new system introduced the art of specialization. Specialization allowed a person to perform a single task and guarantee them wages as a source of income. However, as wonderful as this might seem, this new system led to the emergence of a n working class (proletariat) and forced them to depend on market conditions in order to survive as producers. Although seemingly content at first, those who became employed by these factories were immediately subjected to deplorable conditions. Arnold Toynbee made a scholarly assessment of this new wave of socio-economic behavior and concluded that the working class is suff... Free Essays on Industrial Revolution Effects of the Industrial Revolution The Industrial Revolution is the name given to the movement in which machines changed people's way of life as well as their methods of manufacture. About the same time that Europe was under going a revolution, America underwent an Industrial revolution where they went from being mostly agricultural society to an industrial society; eventually making us the greatest industrial nation in the world today. Between 1860 and 1900, the amount of coal produced in America increased by 2000% and the production of steel increased by 5000%! The population in urban areas went up 5 fold. Miles of railroad tracks increased six times. How did such a tremendous change occur in such a short time and why? From 1861 to 1885, the Republican Party was the governing body in the politics in the United States. From the presidency, into Congress, their platform was pro-industry. They wanted Liberal immigration, a railroad from the Atlantic to the Pacific Oceans, and an adjustment on tariffs. Production also went up because of more workers. New workers came from two main sources; the first source is from many Americans who owned farms and made money from the crops they grew were working in factories. The second group and the largest number of workers were immigrants. In the 1890’s, 8.8 million immigrants came into the U.S. all in search of jobs. They needed the money so badly that they were willing to work for such little pay, so, the managers could hire many workers and produce much more at a cheaper price. With so many goods produced they couldn’t sell them all in their particular area. They needed some way to transport their goods around the country. The answer to this problem was to increase production and the workers in America. Steel changed the world and led the way for railroads, factories, and automobiles. One man emerged as the leading steel tycoon, Andrew Carnegie. Using a combination of salesmanship and ...

Myanmar

Conflict in Burma/Myanmar Violence in Burma has existed since approximately April 1948. This conflict has been between the Burmese government and various ethnic groups in Burma. Although recently, there has been conflict against the military regime which has been ruling Burma since 1962. This conflict is the oldest ongoing war in the world, and it has therefore received international attention. This is because of the 8888 Uprising in 1988, the work of activist Aung San Suu Kyi and anti-government protests that occurred in late 2007.Burma is involved in a non-international armed conflict involving a variety of rebellious groups, including militia forces operating predominantly along ethnic lines. The Burma army, known as tatmadaw, has been waging counter-insurgency campaigns against the Karen National Union (KNU), who support human rights and democracy, and its armed wing (the Karen National Liberation Army, KNLA) for nearly 60 years, as well as against the Shan State Army and Karenni ethnic rebel groups.Monks Protesting in Burma

A Definition of the Nguni Word Ubuntu

A Definition of the Nguni Word Ubuntu Ubuntu is a complex word from the Nguni language with several definitions, all of them difficult to translate into English. At the heart of each definition, though, is the connectedness that exists or should exist between people. Ubuntu is best known outside of Africa as a humanist philosophy associated with Nelson Mandela and Archbishop Desmond Tutu. Curiosity about the name may also come from it being used for the open source operating system called Ubuntu. Meanings of Ubuntu One meaning of Ubuntu is correct behavior, but correct in this sense is defined by a persons relations with other people. Ubuntu refers to behaving well towards others or acting in ways that benefit the community. Such acts could be as simple as helping a stranger in need, or much more complex ways of relating with others. A person who behaves in these ways has ubuntu. He or she is a full person. For some, Ubuntu is something akin to a soul force - an actual metaphysical connection shared between people and which helps us connect to each other. Ubuntu will push one toward selfless acts. There are related words in many sub-Saharan African cultures and languages, and the word Ubuntu is now widely known and used outside of South Africa. Philosophy of Ubuntu During the era of decolonization, ubuntu was increasingly described as an African, humanist philosophy,  Ubuntu in this sense is a way of thinking about what it means to be human, and how we, as humans, should behave towards others. Archbishop Desmond Tutu famously described ubuntu as meaning My humanity is caught up, is inextricably bound up, in what is yours.1 In the 1960s and early 70s, several intellectuals and nationalists referred to ubuntu when they argued that an Africanization of politics and society would mean a greater sense of communalism and socialism. Ubuntu and the End of Apartheid In the 1990s, people began to describe Ubuntu increasingly in terms of the Nguni proverb translated as a person is a person through other persons.2 Christian Gade has speculated that the sense of connectedness appealed to South Africans as they turned away from the separation of Apartheid. Ubuntu also referred to the need for forgiveness and reconciliation rather than vengeance. It was an underlying concept in the Truth and Reconciliation Commission, and the writings of Nelson Mandela and Archbishop Desmond Tutu raised awareness of the term outside of Africa. President Barack Obama included mention of Ubuntu in his memorial to Nelson Mandela, saying it was a concept that Mandela embodied and taught to millions. Endnotes 1 Desmond Tutu: A Personal Overview of South Africas Truth and Reconciliation Commission No Future Without Forgiveness,  Ã‚ © 2000.2 Christian B.N. Gade, What is Ubuntu? Different Interpretations among South Africans of African Descent. South African Journal Of Philosophy 31, no. 3 (August 2012), 487. Sources Metz, Thaddeus, and Joseph B. R. Gaie. The African ethic of Ubuntu/Botho: implications for research on morality. Journal Of Moral Education 39, no. 3 (September 2010): 273-290. This article expands upon the definition of Ubuntu published by Alistair Boddy-Evans

Conclusion and recommendations Research Paper Example | Topics and Well Written Essays - 500 words

Conclusion and recommendations - Research Paper Example The management and Human Resources Department of Green Kitchen is qualified and possess the skill to allow the organization to become successful. A good amount of experience is possessed by the management and this would lead them to improve the weaknesses that have been identified for the firm and polish their strengths as well. Green Kitchen most importantly needs to work upon their capital and their promotion strategies to increase their customer base and also their market share. Green Kitchen, as stated in the analysis needs to make proper expansion plans and also work upon building a strong competitive edge as competition is increasing on a regular note. The marketing strategy focused by Green Kitchen is on the pricing factors and the distribution channels. The use of ERP will improve the operations management of Green Kitchen to a large extent. Green Kitchen needs to ensure that all the business management functions are running in a systematic mode so that it can achieve all its milestones successfully. Green Kitchen needs to work on their marketing and promotion strategies so that they can attract a huge customer base. They need to advertise in their ads about the importance of using environment friendly products and its benefits. They need to ensure that the mediums used for advertising is effective enough for the target market to view the advertisement. They can have alliances in the foreign market to promote their products in the international market and hence this would help them in increasing their capital. Production and manufacturing setup may be reduced this way in the international market. They can work upon increasing their target market such as the kitchen cleaning products can be used in commercial businesses such as hotels and restaurants and other such places. When businesses buy their

Stock Options and Multinational Corporations Essay

Stock Options and Multinational Corporations - Essay Example Being a manufacturer of pharmaceutical products, the market is global and consumer range is broad; and this will not pose any problem in terms of the location of the venture. China is currently the leading economic zone in Asia, and expanding to this part of the globe will be beneficial for the company. China is a good source of cheaper labor, consequently resulting to less production costs. It is also a good location for logistics since consumers in the Asia-Pacific region can be reached much faster and easier. The study conducted by Tong and Reuer (2007) showed that venturing in a foreign country has an almost direct relationship with downside risks, both in terms of return on assets and return on equity. This is because cultural similarities have to be considered in order to minimize the negative effects. The fact that China’s language is the main barrier, plans have to be laid out in order to overcome this weakness. By adapting the methodology done by Tong (2007), the use of a Heckman two-stage model will be a good technique to for real options analysis. Variables such as cultural distance, trade restrictions and GDP should be evaluated to determine if the results are favorable. China’s language barrier can be solved, by getting business partners who can communicate both in English and Chinese. By doing so, the company will be able to penetrate billions of consumers, and provide even more opportunities in the

Add Research Paper Example | Topics and Well Written Essays - 250 words

Add - Research Paper Example This article gives most of the details outlined above, such as the fact that it appears a Saudi airline truly did serve donkey meat, and is useful because it is one of the most reputable news organizations to report on the findings. It points out that Saudi airlines has mostly Muslim customers, who would be especially upset about the donkey meat. Saudi airlines constitutes a three start airline because it meets satisfactory standards in every category of airline care, including food. This means that the expectation level of a passenger on this airline should be fairly high, because they are paying for an airline that is supposed to deliver consistently good qualities of service in every area. Donkeys are considered Haram animals (forbidden animals) to be eaten because of their having cloven hooves. This means that it would be against religious practice for many Muslims to eat Donkey, even accidentally, and could be very troubling to a Muslim who

Mosques in America Research Paper Example | Topics and Well Written Essays - 4250 words

Mosques in America - Research Paper Example However with the emergence of Christianity and Islam, the technological development, particularly in the area of transportation and distribution of ideas, people started moving around the world more intensively, settling in other countries and bringing their religion with them. As a result, the societies which used to be homogeneous in terms of ethnicity and religion now included foreign elements. At the present moment this phenomenon can be easily observed world wide. It may be necessary to narrow the analysis down to a particular religion and country to perform a detailed examination of the issue. Thus, this paper will show mosques in the United States of America feature a considerable number of peculiarities which can be explained by the relationship between this country and the Arab world. To begin with, it may be particularly important to pay attention to those who visit mosques, namely the believers. According to a recent study, it is suggested that the number of Muslims in the United States may be underestimated. Indeed, it has been pointed out that only a million and a half people who live in America are to be seen as followers of Islam; however, it was found that Eid Prayer which is one of the major holidays in the Islamic world was attended by over two and a half million people in 2011 (Bagby, 2011, p. 4). It is quite obvious that this number may not be used as a rough estimation, but it surely casts a shadow on the previous estimates. There is no doubt that during census people might not have stated their religion or did not take part in it at all. However, one should put emphasis on the fact that the presence of Muslims in the United States is surely being underestimated. This holds important implications when it comes to the number of mosques as well as their value since there more there are Muslims, the more

Buried bedrock valleys filled with glacial deposits Essay

Buried bedrock valleys filled with glacial deposits - Essay Example As long as there is sufficient water to maintain saturation, the water will descend until it is stopped by some impervious layer, such as rock or highly impervious clay. The water can then flow laterally through the voids or rock crevices above the barrier. If there are significant differences in surface elevation, the water may flow out along the impervious layer at some lower point called a spring. If a hole is made vertically down into the saturated layer, water will flow into the hole. If the saturated layer has sufficient interconnected voids, water will flow through it relatively rapidly. When the saturated layer yields water in economic quantities, it is called an aquifer and the hole made into it could be developed into a well. The lack of resistance to flow through porous material is called permeability. In general, fine grained material such as clay or silt is low in permeability; sand is of medium permeability, and gravel is most permeable. Fractured rock varies in permeab ility depending on the degree and pattern of fracture. The quantity of water which can be stored in an aquifer is equal to the total volume of voids between the solid particles. The fraction of the total volume of an aquifer made up of voids is called porosity. If the voids are interconnected, aquifers of high porosity also tend to have high permeability. Sometimes groundwater is trapped under an impervious layer. An aquifer thus located is called a confined aquifer. If the inflow area to a confined aquifer is higher than the confining layer where a well penetrates it, the water will be under pressure and will rise in the well to some level above the confining layer. Such a well is referred to as artesian. If the water rises to the top of the well a "flowing well" results. Obviously some locations offer better chances for successful wells than others. Clues which can be helpful in selecting well locations are (i) locations and depth to water of existing wells; (ii) existence of springs and/or streams; (iii) relative locations of infiltration areas and rock outcroppings which might constitute an impervious layer; and (iv) existence of known phreatophytes (plants requiring abundant water, whose roots frequently extend to the water table). In some areas of uniform geology, such as certain alluvial deposits in valleys, wells can be constructed anywhere with equal success. In the absence of any clues or data, a test boring can be carried out by one of the methods described under small diameter wells. Such a boring can be carried out relatively quickly and cheaply and can save considerable time, money and frustration in the long run. When a well is pumped, the water in it drops to some level below the static level (Figure 2). The water surface in the aquifer then forms a "cone of depression" as it slopes from the static level at some fairly large radius, R, to the well whose radius is r. If the well completely penetrates the aquifer with the static height of water being H and the height of water during pumping, h, then

Analysis of a Firm (Business Report) Research Paper

Analysis of a Firm (Business Report) - Research Paper Example However, an interim dividend has been paid to the shareholders though a decrease in net profit has been seen in 2011 as compared to the last year. Table of Contents Executive Summary 2 Company Overview – Woodside 4 Firm Analysis 4 Financial Analysis 5 Risk and Performance Analysis 7 Investments 8 Valuation 9 Conclusion 10 Reference List 11 Company Overview – Woodside Woodside is one of the major companies of Australia in the oil and gas sector. It is also one of the major operators of LNG plants. They produce about 700,000 oil barrels every day and operate even in remote and sensitive regions of the world. Woodside produces eco-friendly gas to meet the energy requirements of the customers of Australia, China, and Asia Pacific regions. Woodside has a number of subsidiaries. The major operating subsidiary of the company is Woodside Energy ltd. Currently 3,856 employees are working for the company around the world. Woodside is also supported by 734 other third party contra ctors (Woodside, 2011a, p. 4). Firm Analysis Woodside started its journey in the year 1954. Shell had 40 percent of the shares; BHP Billiton had shares in Woodside, too. ... Woodside is large oil and gas company, and companies like Hansard Europe, BlackRock Fund Advisors, DWS Investment GmbH, etc. are its major shareholders. There are 20 other premium companies who are the shareholders of Woodside. Peter Coleman is the CEO of the company as well as the managing director. He has 27 years of experience as the vice-president of Exxon Mobil, one of the largest oil and gas company in the world. Therefore, it can be understood that the management head of the company has adequate experience of handling a major oil and gas company. Moreover, Woodside is an attractive option for investors due to its financial performance, which we will be studying later in this report. This proves that the management of the company and the shareholders work with the common objective and goal of achieving and earning a sustainable profit for the company, and there is no conflict between them, as the strategic functions and systems of the company are transparent enough. Financial A nalysis The 2007-2011 financial analysis data of Woodside have been considered. The sales, or revenue generation of the company, have increased during this period. Though in the year 2008 Woodside earned revenue of US$ 5,045 million, it could boast of no more than US$ 3,487 in 2009. The reason might be the financial crisis which has engulfed the global economy. However, in 2010 and 2011, the revenue increased to US$ 4,193 and US$ 4,802 million respectively, which is about 15 percent increase in comparison with the previous year, as stated in Figure 1. On the other hand, a gearing ratio of 28.6 percent in 2011 is higher than 26.3 percent in 2010. This signifies an increase in the leverages and, consequently, in risks associated with the company (Morning Star, 2012).

Buried bedrock valleys filled with glacial deposits Essay

Buried bedrock valleys filled with glacial deposits - Essay Example As long as there is sufficient water to maintain saturation, the water will descend until it is stopped by some impervious layer, such as rock or highly impervious clay. The water can then flow laterally through the voids or rock crevices above the barrier. If there are significant differences in surface elevation, the water may flow out along the impervious layer at some lower point called a spring. If a hole is made vertically down into the saturated layer, water will flow into the hole. If the saturated layer has sufficient interconnected voids, water will flow through it relatively rapidly. When the saturated layer yields water in economic quantities, it is called an aquifer and the hole made into it could be developed into a well. The lack of resistance to flow through porous material is called permeability. In general, fine grained material such as clay or silt is low in permeability; sand is of medium permeability, and gravel is most permeable. Fractured rock varies in permeab ility depending on the degree and pattern of fracture. The quantity of water which can be stored in an aquifer is equal to the total volume of voids between the solid particles. The fraction of the total volume of an aquifer made up of voids is called porosity. If the voids are interconnected, aquifers of high porosity also tend to have high permeability. Sometimes groundwater is trapped under an impervious layer. An aquifer thus located is called a confined aquifer. If the inflow area to a confined aquifer is higher than the confining layer where a well penetrates it, the water will be under pressure and will rise in the well to some level above the confining layer. Such a well is referred to as artesian. If the water rises to the top of the well a "flowing well" results. Obviously some locations offer better chances for successful wells than others. Clues which can be helpful in selecting well locations are (i) locations and depth to water of existing wells; (ii) existence of springs and/or streams; (iii) relative locations of infiltration areas and rock outcroppings which might constitute an impervious layer; and (iv) existence of known phreatophytes (plants requiring abundant water, whose roots frequently extend to the water table). In some areas of uniform geology, such as certain alluvial deposits in valleys, wells can be constructed anywhere with equal success. In the absence of any clues or data, a test boring can be carried out by one of the methods described under small diameter wells. Such a boring can be carried out relatively quickly and cheaply and can save considerable time, money and frustration in the long run. When a well is pumped, the water in it drops to some level below the static level (Figure 2). The water surface in the aquifer then forms a "cone of depression" as it slopes from the static level at some fairly large radius, R, to the well whose radius is r. If the well completely penetrates the aquifer with the static height of water being H and the height of water during pumping, h, then

Presentation Planning (written presentation) PowerPoint

Planning (written ) - PowerPoint Presentation Example One definition, which is presented by Bailey, Hunsberger and Hayden (1998), is literacy involves a "complex set of skills that allow learners to express, explore, question, and understand the flow of ideas among individuals and groups" (p. 120). In the context of Scribner statement's this set of skills vary from one society to another and from one time period to another. Nevertheless, in spite of the differences in society, there appears to be a common literacy skill, mainly, reading and writing. The elements of assessment, reception, instruction, and analysis can present a cohesive and well-rounded reading and writing experience as regards adolescent education. A. functional literacy- The term functional literacy refers to the level of learning at which one is able to read well enough to negotiate life's everyday activities and demands. In recent generations, however, the criteria for functional literacy have made it a moving target" (Manzo, 2003, 654). B. variety of learning styles- There are visual learners, kinesthetic learners, auditory learners, gifted learners, disabled learners, avoidant learners, etc. This is important- but not as important as their strategies of personal learning (du Boulay, 1999) 1. 1. TV and internet- Heavy viewing linked to lower assessment scores (Mokhtari, Reichard, & Gardner, 2009) C. secondary to higher education transition- Less parental involvement in education produces less research and, in turn, less change (Mokhtari et al., 2009) D. deep reading strategies (du Boulay, 1999) III. Instruction A. PISA lessons (Brozo, Shiel, & Topping, 2007) 1. developed recommendations after research: common leisure reading text types be incorporated into classroom activities, display a love for reading such as is requested of the student, embrace social literary clubs, include diverse reading materials, and incorporate a level of choice in readings, projects, and other large creative literary units (Pitcher, S., Albright, L., DeLaney, C., Walker, N., Seunarinesingh, K., Mogge, S., et al., 2007). a. similar American recommendations: common leisure reading types be incorporated, teacher modeling reading, embrace social literary clubs, include diverse reading materials, and incorporate a level of choice in readings, projects, and other large creative literary units (Pitcher, Albright, DeLaney, Walker, Seunarinesingh, Mogge, et al., 2007). B. predictability (Lynch, 2008) C. student interest (Manzo, 2003, Mokhtari et al., 2009) 1. creating interest (Simon, 2008) IV. Analysis A. inner argument (du Boulay, 1999) 1. as social constructivism (Falk-Ross, 2001) B. Hermida's (2009) deep reading strategies: questioning of the overall purpose of the text, the context, the thesis, the detailed