Friday, December 27, 2019

Banning Smoking Should Be Banned - 877 Words

Banning Smoking Tobacco in Athens Campus of Ohio University According to Ohio University president McDavis from a 2015 Ohio University â€Å"We will join more than 1,000 campuses nationwide who ban the use of tobacco on their campuses,†(Lee). And according to execution of what the president said and make the campus area healthy by encourage the smoker’s to quit smoking, Ohio University decides to ban the smoking on any campus property. Beside of that, the University campus will follow Smoke and Tobacco-Free Initiative policy in August 2015. Therefore, the policy will impose by using a community model† (Hill, 2015). That means each member at Ohio University would remain any smoker with the policy. Moreover, Ohio University hopes the campus becomes healthier without tobacco. But, through this policy lots of members whose smoking in Ohio University campus will be affected. So, banning smoking tobacco in Athens campus of Ohio University will not be effective for smoke rs for many reasons. Fist of all, according to Tobacco-Free Initiative flyer, in order to ban tobacco, smokers should be given the opportunity to be warned, given advice, or asked if they are interested in tobacco or not. With Smoke and Tobacco-Free Initiative policy, the smokers may pull themselves from that habit without any force from Ohio university policy and that’s fine. But as that will happen, I do not think the Smoke and Tobacco-Free Initiative policy purposes to make Ohio University campus a healthy andShow MoreRelatedThe Negative Effects Of Smoking In Public Places1157 Words   |  5 Pages Smoking should be banned in public places The government of the United States, should ban smoking in all public places because of the adverse effects of passive smoking on smokers, non-smokers and the environment. In the recent years, the population of people who smoke in the US has significantly increased. People still choose to smoke even when they have adequate knowledge of how unhealthy smoking can be. Smoking is a personal choice for any individual. Moreover, it is a highly addictive habitRead MoreEssay about Smoking Should be Banned in All Public Places1133 Words   |  5 PagesSmoking Should be Banned in All Public Places Every year thousands of people die because of having cancer or other tobacco related illnesses due to smoking. Smoking is seen everywhere from our own television screens to even the world wide web; the internet. Tobacco is the substance that is in these cigarettes. These tobacco products are promoted through tobacco ads that are found almost everywhere you turn. They are in magazines, television screens, on the internetRead MoreShould Smoking Be Public Places?912 Words   |  4 PagesDebate about Smoking in Public Places Smoking cigarettes has been around for over two thousand years and is a debatable issue in the United States. The issue with public smoking is the controversy between banning it and not banning it. Many non-smokers view it as a harmful bad habit, while users view it as a choice that they are free to make. Opponents of banning smoking in public places feel that it is a choice and that it will take away their free will. â€Å"They argue that people should have the autonomyRead MoreSmoking Essay1600 Words   |  7 PagesJerry Thomas Professor Michaud Comp amp; Lit 101 December 13, 2010 Ban Smoking The human body is made up of all different organs that are essential to our living being. Taking care of these organs is vital to maintaining our health. One of our most important organs is the lungs. The lungs are used to take in oxygen from the air and help us make blood cells in the body. Keeping the lungs healthy is necessary to keeping your breathing and blood healthy. There are many things that keepRead MoreShould Cigarette Smoking Be Banned?899 Words   |  4 Pages Should Cigarette Smoking Be Banned Whether or not cigarette smoking should be banned completely, has become an object of controversy in many countries. Should cigarette smoking be banned for everyone in the United States? Smoking tobacco products have been around for decades and in many different forms. According to the Centers of Disease Control and Prevention (CDC), cigarette smoking is the leading preventable cause of death in the United States. Cigarette smoking causes more than 480,000 deathsRead MoreEssay on Why I Support Banning Smoking in Public Places567 Words   |  3 Pagessmoke cigarettes in any of their offices. Most governments have banned smoking in all public places. Based on personal experience, personality style and emotional concern, we find that some hold the notion that smoking in public places should be banned. Meanwhile, others want to be as free as possible and do as they please, as long as their actions do not violate the rights of others. From my point of view, it is more sensible to ban smo king in public places rather than allow second-hand smoke to continueRead MoreSmoking is Harmful and Dangerous1087 Words   |  4 PagesSmoking is harmful and dangerous for American University in Cairo (AUC) students. Worldwide, tobacco use causes more than 5 million deaths per year (â€Å"Fast Facts†) and this is a large number of smokers that should be decreased. In Egypt, there are 34, 000 deaths each year due smoking, according to the article â€Å"Smoking in Egypt | Egypt Independent†. However, the number of smokers in Egypt is increasing every day and especially among youth. AUC took a first step to protect its students from this dangerRead MoreShould Cigarette Smoking Be Banned?1137 Words   |  5 PagesBiology 101 Should Cigarette Smoking Be Banned? Should there be a ban on cigarette smoking in the United States? Since cigarettes were introduced to Americans, questions have been raised concerning the legality of smoking and if it should be allowed everyone, in public places, or not at all. Recently, with the increase knowledge in cost and healthcare, the controversy with cigarette smoking has significantly risen. Across the country, states have banned smoking in public areas and inside buildingsRead MoreBan Banning Should Not Be Banned981 Words   |  4 PagesTo Ban Or Not To Ban? One of the most widely debated topics when it comes to government interference is smoking. Often described as a slow killer, many feel that it is something that should not only be avoided, but also banned. In India specifically, a country that is renowned for its high use of tobacco production and use, the idea of smoking has become a national crisis. With tobacco companies trying to push for freedom of speech† with advertisements, and the government attempting to assume aRead MoreBanning The Issue Of Banning Cigarettes1317 Words   |  6 Pagesreference to smoking is very much debatable. It is our duty as individuals to exercise certain behaviors that will benefit others, regardless of life circumstances and serve our society in the most respectable manner, in accordance to people rights and choices. Since the nineties, there has been a massive controversy on the issue of banning cigarettes in the U.S. Some claim that banning public smoking is an infringement on their freedom which violates their rights to freedom of choice â€Å"smoking bans impinge

Thursday, December 19, 2019

Differences between New England and the Chesapeake Regions...

Differences Between New England and the Chesapeake regions Although the English settled into both the Chesapeake and New England regions, they had formed into two completely opposite communities. Both regions came to America for different purposes. Whether the founders of this land was to make a profit, farm more land, or seek religious freedom, they did it to please their own intentions. There were many differences between the two regions, however two main places where they were opposites, were their lifestyle and their religion. New England is composed of Massachusetts, Rhode Island, Connecticut, and New Hampshire. The founders of this region were families with many children (Document B).They sought religious freedom and a place to†¦show more content†¦John Winthrop wrote that they would make others conditions our own, rejoice together, mourn together, labor and suffer together (Document A). This meant that they would be united as one and work together. New England had a s et of goals to achieve. Number one was to walk in the way of the Lord. Number two was to have 40 families in their town that are mixed between rich and poor. Number three was that everyone would have a place to live. Number four was that everyone would share the land and have a portion of farming area (Document D). The Chesapeake region included Virginia, Maryland, New Jersey, and Pennsylvania. The reason why this area was settled was to find valuables, such as gold and silver, that they could sell for money. Many people worked in gold mines. According to Captain John Smith, There was no talk . . . dig gold, wash gold, refine gold, load gold. (Document F). Virginia is the hometown to The Church of England. This may be so, but it wasnt visited by many people. However, taxes were payed to support the church whether you were religious or not. Going to church was not a priority to the Chesapeake people. The founders of this region was not to search for religious freedom, but to make mon ey off of the new cash crop, tobacco. Almost every plantation had some growing tobacco. Since there was so much of this crop being farmed, the Chesapeake people, unlike New England, owned slaves to harvest the plants. Very few women moved to theShow MoreRelatedDifferences in Development between the Chesapeake Regions and New England 1555 Words   |  7 PagesDifferences in Development between the Chesapeake Regions and New England The seventeenth and early eighteenth century, brought thousands of immigrants to America in pursuit of freedom and a new life. Some desired freedom from religious persecution, others wanted a chance to be free from the poverty that ensnared them in England Thus the American colonies were formed. Although the colonies were all united under British rule, they eventually separated into various regions including the ChesapeakeRead MoreNew England and Chesapeake Regions Before 1700718 Words   |  3 PagesThe New England and the Chesapeake regions were both settled by immigrants from England. However, by 1700 these regions developed into two extremely different societies. There were a few major reasons why this happened. Immigrants that settled in the New England region came to the New World with different goals than the immigrants that settled in the Chesapeake region. In general, the settlers in the Chesapeake region were more materialistic than the settlers in the New England regi on. DifferencesRead MoreThe New England And Chesapeake Colonies1471 Words   |  6 PagesThese colonies are generally divided into New England, Middle and South or the Chesapeake regions. Most of these colonies were settled by the British, yet they developed differently as the years went by. Some developed into more egalitarian colonies and some not. The greatest differences could be seen in the New England and Chesapeake regions. Even though the New England and Chesapeake regions were settled originally by The British, they had their own differences which were influenced by many of factorsRead MoreSocial, Economic and Political Differences Between the New England and Chesapeake Colonies709 Words   |  3 PagesEuropean nations quickly colonized the New World years after Columbus’ so called discovery. England in particular sent out a number of groups to the east coast of the New World to two regions. These areas were the New England and the Chesapeake regions. Later in t he late 1700s, these two regions would go though many conflicts to come together as one nation. Yet, way before that would occur; these two areas developed into two distinct societies. These differences affected the colonies socially, economicallyRead MoreThe Chesapeake Region and The New England Region Colonies Essay1584 Words   |  7 Pages The Chesapeake region and New England colonies greatly differed in their development of their two distinct societies. The Chesapeake region was a loosely fitted society with little connection with each plantation while the New England colonies had tightly knitted communities with a sort of town pride. The difference in unity and the reason for this difference best explain the significant disparity between the dissimilar societies. The New England and Chesapeake region had evolved into two differentRead MoreChesapeake Colonies vs. New England Colonies933 Words   |  4 Pagescolonies emerged from England in the New World. The two colonies were called the Chesapeake and New England colonies. Even though the two areas were formed and governed by the English, the colonies had similarities as well as differences. Differences in geography, religion, politics, economic, and nationalities, were responsible for molding the colonies. These differences came from one major factor: the very reason the English settlers came to the New World. †¨The Chesapeake colonies were primarilyRead MoreThe New England And Chesapeake935 Words   |  4 Pagesseparated into different regions among America. Two specific regions that many historians tend to articulate about. Consisting of Massachusetts, Connecticut, Rhode Island, and New Hampshire, the New England region presents many intriguing ways of achieving their goals. Likewise , the Chesapeake Bay, which contain Virginia, Maryland, North Carolina and part of South Carolina, also have their own ways of achieving different goals. While many focus on the differences of each region, others focus on the similaritiesRead MoreSocial, Economic, and Political Differences between the Southern Chesapeake Colonies and the New England Colonies952 Words   |  4 Pagesthere started a migration to the new world by people of English origin. This migration first started in the south known as the Chesapeake region. Further along, as social, political, and economic events occur, this migration expands north to what would eventually be known as New England. Before the 1700’s, the two regions evolved into two distinct societies because of their differences as to making money and religious views. The Chesapeake region and New England differed socially in many waysRead MoreCompare And Contrast The Chesapeake And New England Colonies1071 Words   |  5 Pages After Spain’s era of domination in the New World, the English also started to establish colonies and settle in the New World. To encourage the colonization of the New World, England offered charters to Joint-Stock Companies and individuals to set up colonies in the New World. Although the Chesapeake and New England settlers both migrated from England, the two regions of the New World developed into distinctly different societies due to different economic reasons, types of people, and political organizationRead MoreThe New England And The Chesapeake Colonies Essay1476 Words   |  6 Pagesvigorously began to take over the newly discovered Americas throughout most of the 16th century leading into the 17th century. England was very forceful in pushing out multiple groups of people to the eastern coast of what is now known as North America. At that time there were only two prominent regions in North America, they were known then as the New England and the Chesapeake colonies. The se two colonies would eventually band together to stand as one nation, but that was toward the end of the 17th

Wednesday, December 11, 2019

Customer Reviews Traditional Advertising

Question: What do consumers believe more, company advertising or online reviews? Answer: Customers are very dynamic elements in a business setting because of their ever changing needs and means of persuading them. At present marketers are aware of the issue of online reviews which serve as a basis for customers to choose or seek services or products of a certain company. It is evident that customers clearly value interaction with trustworthy people who are their fellow customers than traditional advertising. This paper critically analyzes different kinds of literature on whether customers believe online reviews or traditional advertising. Banks, I., De Pelsmacker, P. and Okazaki, S. (2014). Advances in Advertising Research (Vol. V). 1st ed. Springer, p.89. This book by Banks, De Pelsmacker and Okazaki, (2014) focusing on the article by Martin K. J Wanguny where the author reiterates that it has become a common phenomenon for customers to consult online reviews before making their purchases. Online reviews assist a customer to know the negativities about a particular product and also the good side. The traditional method of adverting is theoretical, and the advertisers ensure that they represent the good side that the customers would like to hear and see. This book caution that there are limited screening to authenticate some of the reviews that are seeming to come from former customers of a particular company. Cummins, S., Peltier, J.,W., Schibrowsky, J.,A., Nill, A. (2014). Consumer behavior in the online context. Journal of Research in Interactive Marketing, 8(3), 170. Retrieved from https://search.proquest.com/docview/1660781409?accountid=45049 This article clearly articulates the importance of the internet to consumers. The internet is a momentous platform which helps consumers to communicate and also respond to each other on issues regarding purchasing different products (Cummins, Peltier, Schibrowsky, Nill,2014). Through networking via the internet, the social information which is received affects greatly how consumers make their choices. This means that a positive and a negative review from the internet affects the decision of a buyer. It is evident that many of the shopping experiences affect a buyer at a personal level. For this reason, the fact that there are a lot of individual accounts of their shopping experience will dictate the feeling of a particular person regarding a certain product or company. BrightLocal. (2016). Local Consumer Review Survey 2016 | The Impact Of Online Reviews. [online] Available at: https://www.brightlocal.com/learn/local-consumer-review-survey/ [Accessed 19 Apr. 2017]. This website provides statistics about people's experience on consumers online reviews. This survey asserts that eight-four percent of all consumers have much trust on consumer reviews than traditional advertising. It was also discovered that seven out of ten consumers are likely to give a review if they are asked. Consequently, ninety percent of customers usually read reviews before they make any decision regarding a particular product (BrightLocal, 2016). This statistics should be a wake-up call to all businesses and marketers. As at now, a recommendation which is positive regarding a service of a product of a particular business is the strongest arsenal. Customer reviews help consumers to make a purchase decision at a faster rate. Strauss, J. and Frost, R. (2016). E-marketing. 1st ed. Routledge, p.380. Strauss and Frost, (2016) suggest that trust is very important when it comes to the engagement of customers through word of mouth. The current generation of people has realized that many companies offer Advertising which does not depict the real service or product that a customer intends to achieve. It evident that a person usually trusts another person who shares the same interest. For a traditional advertisement, a company or a marketer has a different interest from the customers which is to make profit. Advertisement is a significant part of a business process, but at present, it can serve the purpose of reminding customers of their existence. However, the traditional advisement cannot be able to persuade customers to purchase their products. Shrestha, K. and Shrestha, K. (2016). [infographic] 50 Stats You Need to Know About Online Reviews - Vendasta. [online] Vendasta. Available at: https://www.vendasta.com/blog/50-stats-you-need-to-know-about-online-reviews [Accessed 19 Apr. 2017]. According to this article by Shrestha and Shrestha, (2016), online reviews are not necessarily important to customers but also contribute to creating a positive digital portfolio to any business. For this reason, companies should ensure that they have rating reviews of their own rather than leaving this crucial work to outsiders. With the current digital world, customers can relay their frustrations about a product of a company directly to the web, thus a dire need for companies to have a platform where they can respond quickly to avoid embarrassment. Online reviews are extremely momentous for the image of a company. As dubious as it may seem, companies should help manage online reviews. In conclusion, from the above literature it is evident that customers trust online reviews more than traditional advertisements. This is because online reviews have a personal touch since customers believe what other customers have to say about a particular product or service. References Banks, I., De Pelsmacker, P. and Okazaki, S. (2014).Advances in Advertising Research (Vol. V). 1st ed. Springer, p.89. BrightLocal. (2016).Local Consumer Review Survey 2016 | The Impact Of Online Reviews. [online] Available at: https://www.brightlocal.com/learn/local-consumer-review-survey/ [Accessed 19 Apr. 2017]. Cummins, S., Peltier, J.,W., Schibrowsky, J.,A., Nill, A. (2014). Consumer behavior in the online context. Journal of Research in Interactive Marketing, 8(3), 170. Retrieved from https://search.proquest.com/docview/1660781409?accountid=45049 Shrestha, K. and Shrestha, K. (2016).[infographic] 50 Stats You Need to Know About Online Reviews - Vendasta. [online] Vendasta. Available at: https://www.vendasta.com/blog/50-stats-you-need-to-know-about-online-reviews [Accessed 19 Apr. 2017]. Strauss, J. and Frost, R. (2016).E-marketing. 1st ed. Routledge, p.380.

Tuesday, December 3, 2019

The Jungle Essay Summary Example For Students

The Jungle Essay Summary Word Count: 1546This bookwas fact. Upton Sinclair visited Chicago in November 1904 to doresearch for the book. Sinclair lived in a neighborhood calledPackingtown for seven weeks. While in Packingtown, Sinclairinterviewed workers, lawyers, doctors, saloonkeepers, and social workers. The book deals with the greed and ruthless competition that turnedAmerica into a brutal country, which Sinclair referred to as a jungle. also tells how those at the bottom of the economic ladder, whowere wage-earners and their families, are at a great disadvantage in thecapitalist country. The wage-earners are slaves to the sudden wishes oftheir masters, who are the capitalists who own and run privateindustries. We will write a custom essay on The Jungle Summary specifically for you for only $16.38 $13.9/page Order now The Jungle starts with the marriage of Ona Lukoszaite and JurgisRudkus in America, which was organized by Onas cousin Marija. Thenovel then flashes back to their lives in a rural Lithuanian town, andhow their families, Onas stepmother Elzbieta, and her five children,Jurgis father, and four other adults, thought that America would be sucha great place to live in and decided to move to America. The day afterthe wedding is over, everyone was back to work and Jurgis and Onasmarried life was cheerless. The pressures of work, poverty and illnessstifles the families spirits and then Dede Antanas, Jurgis dad, dies. After Jurgis gives his father an inexpensive funeral, he decides to jointhe Union and begins to learn English and gets an unfriendly opinion ofdemocracy. Jurgis begins to see how the packers operate, they sell spoiledor contaminated meat without remorse. Workers are exposed to awfuloccupational diseases without protection. Then, Ona gives birth to ababy boy. The families third win ter in America starts with Jurgisgetting injured on the job and Jonas, Elzbietas brother, disappearing,leaving the families income to decrease by one third. When Jurgisrecovers and goes to get his job back, he finds it gone and must findanother job. He finds a job at Durhams Fertilizer Plant. Because of thesmell of the plant, Jurgis starts to drink. He then finds out that Ona ispregnant again, and he isnt the father. Onas boss, Phil Connor,threatened to fire everyone in her family if she did not submit herself tohim. Jurgis nearly kills Connor when he finds out and is sent to jail. When Jurgis is let out of jail, he finds his family evicted from thehouse they tried so hard to keep, and back to the lodging house where thefamily was when they first arrived. Upon finding the family, Ona isgiving birth, and Jurgis persuades a midwife to help, to no benefit, andOna and the baby die. Jurgis wants to leave, but because of his son,Antanas, Jurgis stays and gets a job then is laid off, so Ju rgis gets a job ata steel plant, then his son accidentally drowns. Jurgis then becomes arunaway. After an on the job injury lands Jurgis in the hospital, he joinsthe army of unemployed men hunting for work. During a highunemployment time in January 1904, Jurgis starts begging and meets thedrunken son of a meat packing family and goes home with him. When heleaves the family, he is full and has a $100 bill. When a bartender cheatsJurgis out of the money, he attacks him and is arrested and jailed. Jurgisthen goes to the stockyards as an undercover worker of the Democraticboss. Jurgis promotes the bosss choice for representative, the Republicancandidate. Jurgis then gets a foreman job and takes bribes from his menand beats up strikers for the packers. A second attack on Phil Connorlands Jurgis in jail again. Jurgis then posts bail and flees, going back tobegging. He meets an old friend who gives him Marijas address. Hefinds her and discovers she is a prostitute and drug addict.Then Jurg iswalks in a political rally to keep warm. An emotional public speakerconverts Jurgis to socialism and his life takes a new turn; hes given anew job as a porter in a hotel owned by a socialist. The novel ends onelection night in 1904, where Jurgis learns his party has made a strongshowing. .u076602cc09b132d9e79c55041b841c50 , .u076602cc09b132d9e79c55041b841c50 .postImageUrl , .u076602cc09b132d9e79c55041b841c50 .centered-text-area { min-height: 80px; position: relative; } .u076602cc09b132d9e79c55041b841c50 , .u076602cc09b132d9e79c55041b841c50:hover , .u076602cc09b132d9e79c55041b841c50:visited , .u076602cc09b132d9e79c55041b841c50:active { border:0!important; } .u076602cc09b132d9e79c55041b841c50 .clearfix:after { content: ""; display: table; clear: both; } .u076602cc09b132d9e79c55041b841c50 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u076602cc09b132d9e79c55041b841c50:active , .u076602cc09b132d9e79c55041b841c50:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u076602cc09b132d9e79c55041b841c50 .centered-text-area { width: 100%; position: relative ; } .u076602cc09b132d9e79c55041b841c50 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u076602cc09b132d9e79c55041b841c50 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u076602cc09b132d9e79c55041b841c50 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u076602cc09b132d9e79c55041b841c50:hover .ctaButton { background-color: #34495E!important; } .u076602cc09b132d9e79c55041b841c50 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u076602cc09b132d9e79c55041b841c50 .u076602cc09b132d9e79c55041b841c50-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u076602cc09b132d9e79c55041b841c50:after { content: ""; display: block; clear: both; } READ: Freedom of Expression - Our First Amendment Rights EssayUpton Sinclair is trying to tell the readers of The Jungle how bad itwas for wage-earners in the early 1900s. Because workers were oftenignorant of their own best interests, they would unknowingly take stepsto defeat them. Workers would back the wrong candidates, manufacturegoods that might harm them, and break strikes that could benefit them. Jurgis beat up the strikers for the packers, and he was most likelyharming himself because the strikers were striking for more sanitaryconditions. Industrial Capitalism is an efficient, impersonal slaughteringmachine, that sacrificed its workers. Businesses took no responsibilityfor their workers. They used up the strong and young and discarded theweak and old. If workers got too old or were unable to work hard or fastenough, the companies fired them and replaced them with the young,fast, and strong workers, until they were to old and weak to work. Thiscycle continued with the young workers becoming old, and beingreplaced with young workers. I found it extremely hard to pick a couple of characters that I likedbecause I would like them in the beginning, but then later on in the novel,they would do something that made them not be one of my favoritecharacters.I could only find one character that I really liked, and theone character that I particularly liked was Elzbieta Lukoszaite, Onasbeloved stepmother. I like Elzbieta because she was a link between theOld World and the New World throughout the novel. She insisted on atraditiona l wedding for Ona and a proper funeral for her sonKristoforas, when he died. She begged for money for a funeral marchwhen Ona died and persuaded Jurgis to stay in America for his sonssake. She was predictable and poised. Although you find out all of thesethings about her, you dont really get to know her in the story. At theend, though sick and being supported largely by Marijas prostitution,she attended Socialist meetings with Jurgis; yet they meant nothing toher; she planned her meals during the speeches. Elzbieta always didthings for others, even if they didnt interest her. She also wanted toproperly honor her family members that had died and she didnt letothers forget about the Old World. One character that I didnt like was Freddie Jones, son of thewealthy meat packer, Old Man Jones. Freddie was out of town when hefound Jurgis begging. He tells Jurgis that they are in the same position. No money either, Freddie tells Jurgis. His father had left him with lessthan two thousand dollars in his pocket, which is more than an unskilledworker in Packingtown can make in five years. I do think that UptonSinclair used Freddie Jones to show the insensitivity of the rich to thedifficulty of the poor, because Freddie cant make the ingenious leaprequired to understand Jurgiss poverty. A moving moment in this novel to me was all of the tragedies thathappens to Jurgis. First off, shortly after Jurgis and Ona marry, DedeAntanas, Jurgiss father, dies. Jurgis has the pressures of work, poverty,and illness to worry about, plus to have a funeral for his father thatwont bankrupt the family. But dont forget how Jurgis is constantlygetting injured on the job, causing the family income to decrease everytime. Then when Ona gets pregnant again, and Jurgis finds out that thebaby isnt his, he is devastated, and then nearly kills Onas boss and is putin jail. When things are finally looking better for Jurgis when he isreleased from jail, he finds Ona in labor, and then Ona and the baby diedue to complications. Jurgis wanted to leave Chicago, but stayed becausehis son, Antanas, was there. He stayed and got a job with a maker offarm equipment, and then is laid off but finds a job in at a steel plant. Things are taking a slight turn for the better when Antanas accidentallydrowns in f lood waters. Jurgiss whole life is full of tragedies with thedeaths of the people he loved and carried about, that is why I found histragedies to be the most meaningful to me. .u690149f2cb97ac215c7ae176983731b5 , .u690149f2cb97ac215c7ae176983731b5 .postImageUrl , .u690149f2cb97ac215c7ae176983731b5 .centered-text-area { min-height: 80px; position: relative; } .u690149f2cb97ac215c7ae176983731b5 , .u690149f2cb97ac215c7ae176983731b5:hover , .u690149f2cb97ac215c7ae176983731b5:visited , .u690149f2cb97ac215c7ae176983731b5:active { border:0!important; } .u690149f2cb97ac215c7ae176983731b5 .clearfix:after { content: ""; display: table; clear: both; } .u690149f2cb97ac215c7ae176983731b5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u690149f2cb97ac215c7ae176983731b5:active , .u690149f2cb97ac215c7ae176983731b5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u690149f2cb97ac215c7ae176983731b5 .centered-text-area { width: 100%; position: relative ; } .u690149f2cb97ac215c7ae176983731b5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u690149f2cb97ac215c7ae176983731b5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u690149f2cb97ac215c7ae176983731b5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u690149f2cb97ac215c7ae176983731b5:hover .ctaButton { background-color: #34495E!important; } .u690149f2cb97ac215c7ae176983731b5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u690149f2cb97ac215c7ae176983731b5 .u690149f2cb97ac215c7ae176983731b5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u690149f2cb97ac215c7ae176983731b5:after { content: ""; display: block; clear: both; } READ: Homelessness In America EssayI can honestly say that I would not have chosen to read TheJungle. But once I started reading the novel, I really got into it. At somepoints I couldnt put the book down, while at other points I could hardlystand to read anymore. I thought that the book was good because itshowed how life was for immigrants that came to America in search of abetter life, but unfortunately, were misled and found America to be muchlike the countries they came from. I also thought the book was goodbecause it showed how the people in America treated the immigrants,the book didnt try to make anything less than what it really was, itmade it what it really was. For exam ple, when Upton Sinclair wasstating the horrible conditions existing in meat factories, he didnt try tomake it better than it was, he used words to describe the actualconditions. I would recommend this book to other people, because of itstruthfulness in its descriptions.

Wednesday, November 27, 2019

An Onlookers View Of Pro Choice Amongst Women Essays - Midwifery

An onlookers view of Pro Choice amongst women Many clinics provide abortion services for women with unplanned or uncontrollable pregnancies. Some women find themselves with an unplanned pregnancy rather than an uncontrollable one. Unplanned in fact that a contraceptive failed, or may not have been easily accessible: uncontrolled in the sense of factors being greater than limited contraception. Abortion has been performed in many clinics as a treatment for unfit or unhealthy women, and for women who may have been molested or raped. Abortion shouldn't be used as a form of contraception, nor should women's lives be sacrificed to bear an infant before morally ready to commit. If a woman is raped, and the outcome incurs pregnancy, then abortion is an alternate form of controlling the unwanted pregnancy. Abortion should stand as only the woman's choice, never as a decision adverse to Pro-Life activists. Pro-Choice advocates seem to vindicate abortion, accepting that abortion is not considered a form of birth control, but merely a meth od of controlling the woman and fetus future. Women are the sole determinate persons in stating if they are capable of withholding a full term pregnancy. As an advocate of women's right's to Pro choice, I am extending my viewpoints to you in this proposition. Many people have their opinions on abortion, usually being one extreme or the other. Advocates or Pro choice often finds themselves swaying their opinions of when abortion is morally ethical dependent upon the controlling factors. Advocates of Pro Life are consistently perusing abortion, stating that it is morally wrong, and unethical in all matters, even if the pregnancy is inadvertent. There are factors remaining in today's society that are very forthcoming and are unanticipated by women in the prevention of pregnancy. If medical doctors abolished the procedure, or if the government made it even more difficult to obtain an abortion, we wouldn't be supporting the righteousness of many women in the U.S. today. If contraception, in all forms, were 100% effective, then abortion could be abolished. Until medical research and testing finds a foolproof contraceptive, abortion is moral ly permissible because of obvious factors that are uncontrollable. For those whom agree that abortion is an ethical procedure, there are some instances where it is morally questionable. Does an inopportune pregnancy allow another to be the decider on the future life of a fetus? As Marquis states, "an FLO is to claim that a fetus now has the potential to be in a state of a certain kind in the future". (143) If a woman chooses to abort the fetus, according to Marquis, she is depriving it of the future it could possibly have. This would be more relevant to comprehend if one knew that the fetus would be born completely healthy. It is not known in the early stages of pregnancy if the fetus will be born without abnormalities, or defects. Therefor, it is impossible to state that the fetus would ever even see a "FLO". It is wrong to kill peaceful or harmless persons, as Marquis argues, "the FLO account of the wrongness of killing is correct because it explains why we believe that killing is one of the worst of crimes."(141) Would it also be wrong to place an individual in the world that is handicapped, deformed, or otherwise incompetent? Abortion is an inexpensive procedure to prevent this from occurring. If a woman knows that the fetus will more than likely not have a "FLO", then she is correct in deciding on terminating her pregnancy. The determinants to this would be from being unfit or unplanned. If the woman is unhealthy in any way, then that creates an atmosphere for the unborn child that is unhealthy as well. Pro-choice followers do feel that there is a time when abortion is immoral and unethical, which is aborting after the second trimester. By the third trimester, a fetus has formed distinct facial features, digits, limbs, and internal organs. To anyone, this would be the equivalent to the physical human person. Warren states that, "the late term fetus has features which cause it to arouse in us almost the same powerful protective instinct as does a small infant." (133) The consequences of aborting late in the pregnancy can be

Sunday, November 24, 2019

What Tear Gas Is and How It Works

What Tear Gas Is and How It Works Tear gas, or lachrymatory agent, refers to any of a number of chemical compounds that cause tears and pain in the eyes and sometimes temporary blindness. Tear gas can be used for self-defense, but it is more commonly used as a riot control agent and as a chemical weapon. How Tear Gas Works Tear gas irritates the mucous membranes of the eyes, nose, mouth, and lungs. The irritation may be caused by a chemical reaction with the sulfhydryl group of enzymes, though other mechanisms also occur. The results of exposure are coughing, sneezing, and tearing. Tear gas generally is non-lethal, but some agents are toxic. Examples of Tear Gas Actually, tear gas agents arent usually gases. Most compounds used as lachrymatory agents are solids at room temperature. They are suspended in solution and sprayed as aerosols or in grenades. There are different types of compounds that may be used as tear gas, but they often share the structural element ZC-C-X, where Z denotes carbon or oxygen and X is bromide or chloride. CS (chlorobenzylidenemalononitrile)CRCN (chloroacetophenone) which may be sold as Macebromoacetonephenacyl bromidexylyl bromidepepper spray (derived from chili peppers and most commonly dissolved in a vegetable oil) Pepper spray is a little different from the other types of tear gas. It is an inflammatory agent that causes inflammation and burning of the eyes, nose, and mouth. While it is more debilitating than a lachrymatory agent, it is harder to deliver, so it is used more for personal protection against a single individual or animal than for crowd control.

Thursday, November 21, 2019

Sustainable Urban Development at the City level Essay

Sustainable Urban Development at the City level - Essay Example In order to achieve this success, Bristol the city of UK is one of the most popular cities regarding the urban sustainable development. It is covering the aspects like promoting local food, promoting local and implementable agricultural programs, sustainable infrastructure designs, proper allocation of the resources, helping the organizations to cut down the carbon emissions, promoting the local transport through walking and use of buses instead of over burdened cars and promoting sustainable development phenomena through implementing education. ... It is very important to get to know that what the sustainable development is. Sustainable development is defined as â€Å"Meeting the demands of present generation without comprising on the demands of future generation to come, it is a proper use of all the resources within the society that are not deficient in terms of future usage†. It is to sustain the needs of upcoming generations. The phenomenon of sustainable development is being applied worldwide as the societies get to know of its utmost importance. But it is a matter of long debate that the implementation of the theoretical sustainable development is possible in the real sense or not? The reason is mainly because there are certain other factors that goes side by side with the sustainable development, that if sufficient could benefit the society and of not, could be a loss. URBAN SUSTAINABLE DEVELOPMENT:- The population of the world is probable to be increased to 9 billion till 2050. As a matter of concern, the main is sue throughout the world is the rapid growth in urbanization of the countries and most of the populations heading towards the urban areas, this could increase many problems within the society if the idea of sustainable development cannot be met within the provide times. The cities around the world due to their distribution of goods and services, technologies, opportunities have gained a lot of attention in the people’s eye from near and far. The issues such as solid waste, over population, water and sanitation, unplanned city, infrastructure, education, town and city planning, communication and natural resource management are the indicators of the urban sustainable development. Therefore, it is very important to develop a holistic

Wednesday, November 20, 2019

How would you describe human personality Essay Example | Topics and Well Written Essays - 1250 words

How would you describe human personality - Essay Example ts, his own growth and development patterns, reactions and moods, his social encounters with the people around him– all these come together to help form his personality. This is how the book of Duane and Sydney Schultz (2005) view personality. The formation of one’s personality is dependent on many factors that may inter-relate or overlap. Personality traits are believed to be inherited. They may also be influenced by one’s environment. Personality traits may also be learned from experience or may be strongly molded by the parenting style one has been exposed to. Personality may also be affected by the changes we encounter in life. It is also controlled by conscious and unconscious processes. A person’s experiences leave imprints on his personality. For instance, well-adjusted, well-rounded and successful individuals often share a childhood marked by happy memories and nurturing relationships with family and friends. Bitter, angry and cold people are most likely victims of a bleak childhood filled with disappointments and hurtful relationships. These personal views on personality were influenced by my exposure to the Psychoanalytical theories of Freud, Jung and Erikson. I found it fascinating, albeit complicated. Some of the theories were shocking and mind-boggling, but upon further study and analysis, I realize that it made a lot of sense, especially in explaining how a person comes to be. The Psychoanalytic theory is premised on the belief that human nature is greatly affected by a person’s early childhood experiences and conflicts between impulses and prohibitions. Sigmund Freud’s views human behavior as determined by irrational forces, unconscious motivations and biological and instinctual drives evolving in the first six years of life. According to Freud, there are two levels of personality: the conscious corresponds to its ordinary everyday meaning; the unconscious is the invisible portion of personality below the surface. (Schultz

Sunday, November 17, 2019

Impacts of Fuel Price Increase on Logistics and End User Assignment - 2

Impacts of Fuel Price Increase on Logistics and End User - Assignment Example The researcher states that over the past decades, logistics executives tried to cut down inventory costs by moving the goods as fast as possible through the supply chain. However, growing fuel costs changed the whole scenario, and hence today companies tend to keep more inventories on hand. In addition, organizations consider shipping larger loads and increasing buffer stocks as two potential ways to fight mounting fuel prices. Reports indicate that companies are relying on more fuel-efficient modes of goods movement such as rail and water in response to rise in fuel costs because those transportation facilities are beneficial to ship larger loads and to reduce congestion. In addition, the logistics industry focuses more on short sea shipping and moving freight along inland waterways to mitigate the adverse effects of growing fuel prices. The drastic increase in inventory costs is a direct impact of rising fuel costs. Increased product density is another major consequence of hiking f uel prices in the logistics industry. Logistics sector would be compelled to establish central warehouses when fuel prices increase constantly. Companies may be forced to depend more on in-sourcing in order to trim down logistics costs, and the situation, in turn, would drive changes in warehousing and distribution. In the worst case, firms may consider relocating their production at customer plant sites to reduce transportation costs or near-shoring to achieve optimized inventory levels. In the context of increasing fuel prices, logistics departments of competing firms may operate collaboratively to cut down unnecessary transportation costs. Gross, Hayden, and Butz point out that adverse increase in fuel costs over the past few years have resulted in the optimal degree of centralization of logistics networks. The authors add that the optimal configuration of logistics network is greatly influenced by varying fuel prices.

Friday, November 15, 2019

Alzheimer’s Disease (AD) and Oxidative Stress Relationship

Alzheimer’s Disease (AD) and Oxidative Stress Relationship Alzheimer’s disease (AD) is a neurodegenerative disease which causes a lethal twist in the structural integrity, and a roadblock in the function of brain, this eventually channel the situation to degeneration and shrinkage of brain, and override the control of brain over other parts of the body, and comes to the final closing remark of the disease- death. Studies done on the topic have corroborated that the disease is not reversible, and the only patch of hope is slowing down its progress. But as the disease advances through mid stage and evolves into severe AD, the condition of patient becomes pathetic and care giving becomes more painful. Studies have reported that notable symptoms of AD are seen only after 60 years of age, even though the disease has started before that. Initial symptoms are loss of short term memory- being forgetful about the recent events, and gradually over a period of time patient seems more absent –minded about the environment, things which are chemically etched in the long term memory begins to be erased, and the final stage starts pushing the patient into severe AD which is tremendously pathetic. Studies have proved that loss of function of neurons is the cause of AD. A closer look into the aspect revealed a complex set of events that precede the neuronal degeneration- oxidative stress and imbalance in homeostasis, formation of roadblocks in communication, falling apart of integrity and death of neurons. This enabled to go beyond the findings of superficial studies done and hypothesis developed, and helped to delve much deeper into the inner workings and mechanism of the disease. Hypotheses developed to explain mechanism of AD are: amyloid cascade hypothesis, cholinergic hypothesis and tau hypothesis. Amyloid cascade hypothesis says, APP- Amyloid Precursor Protein, a transmembrane protein involved in main roles of growth, survival and repair of nerve cells- is snipped at wrong places by an enzyme called secretase, leading to the formation of amyloid ÃŽ ² peptides which accumulates to form plaques- amyloid plaques- and bind to synapses blocking the communication channel, event ually causes memory loss. According to cholinergic hypothesis, downward drift in the levels of acetylcholine in brain is the cause for Alzheimer’s disease. Loss of function of cholinergic neurons was found in Alzheimer’s disease patients. Shift in the level of acetylcholine happens due to the lack of two enzymes involved in synthesis and breaking down of acetylcholine. This will lead to loss of function of neurons; brain’s functionality falls apart, and eventually leads to symptoms of Alzheimer’s disease. Tau hypothesis approaches the problem in another perspective, tau protein- a protein associated with microtubules in nerve cells- gets hyperphosphorylated, this enables cross linking among tau protein units, and they back off from being attached to the microtubules. This causes loss of structural integrity of nerve cells, and they collapse and clump to form tangles- neurofibrillary tangles. Studies conducted focusing on the inner workings of these hypoth esis have found that oxidative stress is the reason that enhances plaque and tangle formation, repair mechanisms in cells are unable to solve the situation as the oligomer formation and cross linking are predominantly made by non peptide bonds. In another study, amyloid ÃŽ ² peptides have shown close relation with some causes of mad cow disease. Studies related to genetics of AD have found the link between APOE gene on chromosome 21 and the disease. APOE gene codes for apolipoprotein, and one among its functions is breaking down of APP. APOE has variants, APOEÃŽ µ4 is the one which codes for less active protein whose capacity to break down APP is sluggish. People with this variant gene are more tend to develop AD in later stages of life, and any abnormality related to chromosome 21 also results in AD over a period of time. To know more about the mechanism of disease and its attachment to oxidative stress, further studies have done from different angles, and all the studies have come to a common point, the findings from all the studies stitched together gave a complex and elaborate picture about the mechanism of the disease. Free radical damage leads to oxidation of products in cell. Oxidation leads to new end products of glycation, nitration, lipid peroxidation, and oxidation of nucleic acids. These new end products chemically modify other proteins and compartments inside the cell. Oxidized derivatives impede with the channel of trace elements, and imbalances their homeostasis, and enables proteins like tau to form non peptide cross linking. In response to changes cell up the levels of heme oxygenase-1 (HO-1)- an antioxidant enzyme to mitigate the bad effects from free radical damage- but rapid heaping up of neurotoxic substances goes beyond control leading to severe imbalances, blockage of communicati on channels, and eventually death of neuron. Since mitochondria is the main source of free radicals and oxidative precursors. Certain deletions in mtDNA resulted in change in normal levels and rates of metabolism and production of free radicals. Free radicals formed in mitochondria are short lived and they do not have the ability to cross membrane and reach cytoplasm to cause damage, this led studies in a new direction and found free radicals- OH from cytoplasm- can attack guanidine in RNAs in cytoplasm and this both can cross the membrane and reach into mitochondria, and cause imbalance and production of more stable H2O2 radicals which can come to cytoplasm and react with the channel of trace elements, and starts the primary events for the major causes for AD to come into being. AD starts at neocortex area of brain, and as the neurons die and rupture, the neurotoxic substances- plaques, free radicals, tangles, etc. pervade the nearby nerve cells, and the cycle goes on and graduall y covers the brain and makes it slip out of its normal being.

Tuesday, November 12, 2019

Education Essays – Adhd Creativity Training

ADHD Creativity TrainingSummary, Discussion of Findings, Recommendations and Future ResearchIntroductionThis chapter will sum up the intent, methodological analysis, and findings of this probe. Following the drumhead, treatment of these findings will be provided, and restrictions will be presented. Finally recommendations will be suggested for future research.Summary of InvestigationPopulating in a planetary environment where information and engineering are altering as scientific discipline expounds new penetrations about everyday led pedagogues to recognize the importance of learning kids accomplishments which they will necessitate as grownups, and to go more effectual scholars. Most, if non all, today ‘s pedagogues have agreed on both the enormous value of creativeness and the possibility of learning and heightening originative ability ( Runco, 2007 ) . Since all human existences are innately originative and able to develop originative abilities and believing accomplishments, many learning plans ( e. g.the CoRT plan) which aimed to develop and strength originative abilities have been established.Research IndicatesCreativity is of import to everyone and ADHDs are no exclusion. What strategies, so, might be appropriate for regular and particular instruction pupils in the same educational scene? Research conducted by Jaben ( 1983, 1986 ) with specific larning handicapped pupils suggested creativeness preparation might be one such scheme. Gowan and Torrance ( 1971 ) theorized that creativeness is a requirement for accomplishment. Baum and Owen ( 1988 ) investigated the features that differentiate high ability larning handicapped pupils from other pupils with larning disablements and found creativeness to be the distinguishing factor. Novak ( 1991 ) suggested construct function is a metacognitive scheme. While concept maps can be constructed in several ways, Novak et Al ( 1983 ) theorized, â€Å"the greatest creativeness may be required to build a construct map without any supplied words or text, but pulling on an individual’s fund of cognition for some specific topic† ( P. 626 ) . Therefore, construct function is a metacognitive scheme which allows pupils to incorporate originative relationships between constructs. If it has been theorized that creativeness is related to concept map development, would creativity developing impact the construct maps developed by pupils with ADHD? It was hypothesized participants having creativeness preparation would non hit significantly higher on the posttest than those participants non having such creativeness preparation. Specifically, this survey asked the undermentioned inquiries as defined in chapter one:Is there a correlativity between Concept mapping ability of pupils with ADHD and their public presentation inthe Torrance Trials of Creative Thinking( TTCT ) ?Will pupils classified with ADHD who receive creativeness preparation mark higher tonss on the TTCT than pupils with ADHD who non make have such preparation?Will pupils classified with ADHD who receive creativeness preparation mark higher tonss on the TTCT in the posttest compared with the pretest?Will pupils classified with ADHD who do non have creativeness developing mark higher tonss on the TTCT in the posttest compared with the pretest?Will pupils classified with ADHD who receive creativeness preparation produce more complex construct maps than pupils with ADH D who non make have such preparation?Will pupils classified with ADHD who receive creativeness preparation produce more complex construct maps in the posttest compared with the pretest?Will pupils classified with ADHD who do non have creativeness developing bring forth more complex construct maps in the posttest compared with the pretest?Will pupils classified with ADHD who receive creativeness preparation mark higher proposition’s tonss compared with the pupils with ADHD who non make have such preparation?Will pupils classified with ADHD who receive creativeness preparation mark higher proposition’s tonss in the posttest compared with the pretest?Will pupils classified with ADHD who do non have creativeness developing mark higher proposition’s tonss in the posttest compared with the pretest?Will pupils classified with ADHD who receive creativeness preparation mark higher hierarchy’s tonss compared with the pupils with ADHD who non make have such preparat ion?Will pupils classified with ADHD who receive creativeness preparation mark higher hierarchy’s tonss in the posttest compared with the pretest?Will pupils classified with ADHD who do non have creativeness developing mark higher hierarchy’s tonss in the posttest compared with the pretest?Will pupils classified with ADHD who receive creativeness preparation mark higher cross link’s tonss compared with the pupils with ADHD who non make have such preparation?Will pupils classified with ADHD who receive creativeness preparation mark higher cross link’s tonss in the posttest compared with the pretest?Will pupils classified with ADHD who do non have creativeness developing mark higher cross link’s tonss in the posttest compared with the pretest?Will pupils classified with ADHD who receive creativeness preparation mark higher example’s tonss compared with the pupils with ADHD who non make have such preparation?Will pupils classified with ADHD who receive creativeness preparation mark higher example’s tonss in the posttest compared with the pretest?Will pupils classified with ADHD who do non have creativeness developing mark higher example’s tonss in the posttest compared with the pretest?The intent, so, of this survey was to look into the effects of creativeness upon the ability to bring forth more complex construct maps among 4th and 5th class pupils classified as holding ADHD. Sixty four pupils from 20 four schools in Riyadh participated in the probe. The topics were indiscriminately assigned to an experimental or control group. The groups consisted of 30 two in each group. All sixty four topics were given developing in construct function and were asked to finish a construct map and the TTCT as a pretest. The experimental group was given 20 hours of creativeness preparation while the control group received no creativeness preparation. As a posttest step, all sixty four topics completed a 2nd construct map and the TTCT. Datas were analyzed viathe Pearson product-moment correlativity coefficient,the t trial for two independent samples, andthe paired-sample T trial. Consequences indicated topics who received creativeness preparation developed significantly more complex construct maps than those topics who received no such creativeness preparation. Therefore, creativeness preparation enhances the construct mapping ability of pupils with ADHD.Discussion of FindingssThe information analysis revealed a statistically important difference between the intervention group, which received creativeness fostering techniques, and the control group, which did non have creativeness heightening techniques. It is moderately plausible to reason from this creativeness intercession that student’s tonss on the TTCT and Cmap did increase with the execution of creativeness fostering techniques. An scrutiny of the literature refering to this determination indicated that the consequences of this survey added to a turning organic structure of informations accumulated from research that attempts to understand the function of fostering creativeness through creativeness direction as an chance for increasing student’s creativeness. Sternberg ( 2003 ) found that pupils could larn certain sorts of determinations and techniques to heighten their creativeness. Moran et Al. ( 1983 ) further confirmed that eloquence is an indispensable constituent in the procedure of originative and original thought. Golovin ( 1993 ) who analyzed the average creativeness tonss on the TTCT among 159 topics from eight schoolrooms. The intercession lasted for 10 yearss and measured the consequence of the control group having no creativeness preparation, and two intervention groups having creativeness, 50 proceedingss daily. The survey showed that creativeness preparation had a positive consequence on the two intervention groups. The intervention of creativeness preparation was effectual as shown by the mensural consequence on the TTCT. Golovin concluded that creativeness preparation was statistically important and had a positive consequence on measured creativeness. Jaben ( 1983 ) used a pretest-posttest design with 49 pupils from two intermediate-level larning disablements schoolrooms. This survey usedthe Purdue Creative Thinking Programfor a 14-week intercession to mensurate the consequence of creativeness direction. The survey found that the learning disablements intervention group made important additions over the control group. The additions were measured utilizing the TTCT. Jaben concluded that based on the consequences, creativeness programming such asthe Purdue Creative Thinking Programcan heighten the eloquence, flexibleness, originality, and amplification of pupils labeled as acquisition disabled. Jaben ( 1986 ) repated the above-named survey. The intent of this survey was to analyze the consequence of direction on larning handicapped students’ divergent thought. Again the sample included 50 LD participants mensurating the consequence of creativeness direction throughthe Purdue Creative Thinking Programin a 14-week intercession. Again, the acquisition handicapped intervention group had significantly higher TTCT tonss than the acquisition disabled control group. Schack ( 1993 ) investigated the effects of a originative job work outing course of study on pupils of changing ability. The topics included 276 in-between school pupils in six schools. The students’ labels designated them as gifted, awards, or norm. The pupils were rated on eloquence, flexibleness, and originality harmonizing tothe Creative Problem Solving ( CPS )standards. The findings concluded that no one ability degree gained more significantly than another. Many theoreticians ( de Bono, 1986 ; Gordon, 1961 ; Renzulli and Reis, 1997 ; Schilchter, 1991, 1997 ) besides confirm the impact of creativeness plans on the sweetening of originative thought. Both the reappraisal of literature and information analysis clearly demonstrated that the usage of creativeness heightening techniques increase the originative thought of both regular instruction pupils and pupils designated as particular instruction pupils, hence creativeness preparation is a technique that can be employed in an incorporate schoolroom comprising of regular instruction pupils with pupils who are classified as particular needs pupils. Russell and Meikamp ( 1994 ) tout the congratulationss of creativeness preparation as a scheme worthy of execution for developing metacognitive accomplishments in pupils of all abilities. In the present survey a benefit of the creativeness developing intercession may be the development of metacognitive schemes as measured by construct function. Students were encouraged during the preparation to be more fluid, flexible, original, and elaborative. As the topics developed their accomplishments in each of these countries, they were encouraged to developed originative thoughts for look that were unlike thoughts from any other member of the preparation group, and they were given the chance to generalise their freshly found ability to a touchable merchandise. Generalization of the cognitive schemes presented suggested meacognition was happening. This was evidenced by the complexness of the maps produced by the pupils in the experimental group. In decision, the consequences of the present survey indicated that there was a important difference between the intervention and control group on posttest tonss. Because these two groups were tantamount before get downing the intercession, but significantly different after the creativeness intercession, it is sensible to reason that student’s scores did increase with the execution of creativeness heightening techniques. Learning creativeness heightening techniques such as eloquence, flexibleness, originality, and amplification helped the pupils in the intervention group to develop the metacognitive accomplishments necessary for fostering creativeness, ensuing in the assurance needed to exert originative abilities ; therefore, bring forthing a more complex construct maps than pupils in the control group. Another determination is that there is a relationship between the TTCT tonss and concept map public presentation. This determination indicates that those pupils who did better construct maps besides score better in the TTCT. Concept mapping tacninc have been used as assessment tacnic ( see? ) . From the consequence above ( strong positive correlativity was found (R=0.961,Phosphorus& A ; lt ; 0.0001 ) it is possible to reason that there is a little possibility to utilize construct function to measure originative ability. However, the strong positive correlativity found between TTCT and construct function is non plenty to back up the above suggestion of utilizing Cmap to measure creativeness, because the population of this survey is implemented by their age, Gender and disablement moreover it a little sample to be usage to measure correlativities, thenceforth the research worker suggest that analyzing the relation between Cmap and TTCT as a facture analysis survey utilizing a preventative similar to that used to develop the TTCT ( that is, a big sample ( more than 10,000 capable ) , wade scope of development age ( 5 to +18 ) Wade scope of development ability, ( e. g. gifted, LD, mental retarded, normal ) w ade scope of academic lubricating oil ( from grandfather to 12 graders ) and both gender ) can assist to understand the relation between Cmap and TTCT, in specific, to reply the undermentioned inquiries: is there a correlativity between construct function ability and the originative ability, the entire mark on Cmap and onthe TTCT. Is the ability of originality in TTCT correlative with that of cross links in Cmap, eloquence with propositions, flexibleness with hierarchy and amplification with illustrations?Boundary lines and RestrictionsBoundary lines provide descriptions of the population to which generalisations accurately may be made ( Locke et al. , 1993 ) . Boundary lines suggest how the survey will be narrowed in range ( Creswell, 1994 ) . These boundary lines may impact the external cogency. Based on Creswell ( 1994 ) and Locke et al. , ( 1993 ) people, topographic points, and times are the three major menaces to external cogency. The research worker identified three boundary lines, which affected the pertinence and generalisation to the scenes and populations. First, this survey was delimited by its limitation to research the consequence ofthe CoRTplanas an enhancement tool on the originative thought of kids with ADHD who 4th and 5th graders. Enhancement of creativeness in this survey was measured by both the TTCT and the complexness of Cmap. This survey did non address gender differences nor address the usage of prescribed for the intervention of ADHD even though all of the participants were taking medicine for their intervention of their ADHD. Therefore, because of the focussed population used in this survey, generalisations to other populations are made with cautiousness. In add-on, this survey was conducted in Riyadh which is the capital metropolis of the land of Saudi Arabia ; therefore the consequences from this survey may non be generalizable to a rural scene. Finally, the survey was farther delimited by the continuance, which was three months. This may hold affected the pertinence. Restrictions set up the boundaries, exclusions, reserves and makings inherent in every survey ( Castetter and Heisler, 1994 ) . Restrictions hence identify possible failings of the survey. A major restriction to this survey was the size of the sample, this may due to the voluntary nature of the survey. In add-on, all participants are misss ; hence this survey did non address gender. It would hold been interesting to hold male childs in the survey for gender comparing. Another restriction is that the intent of this survey was non to quantify a preparation plan for instructors but instead to researchthe CoRTplanwhich may be employed by instructors when working with kids who have ADHD. Finally, the survey dose non investigates the relationship between increased construct map complexness and accomplishment additions in content countries.Recommendations:Although creativeness is frequently thought of as a natural endowment, creativeness heightening techniques and originative consciousness can be good for bettering a student’s originative abilities and originative thought. The overall findings of this survey demonstrated the benefits of utilizing creativeness plan in fostering creativeness through creativeness heightening techniques such as eloquence, flexibleness, originality, and amplification ensuing in the development of originative merchandises on the TCCT and complex Cmap. The deductions of this survey are presented as recommendations for pedagogues, pupils, and the field of instruction in general for implementing creativeness plans and supplying chance for pupils to foster creativeness, therefore impacting and bettering creativeness and originative merchandises. Gardner ( 2000 ) believed that the instruction of the hereafter calls for a basically different sort of instruction. Education should concentrate on disciplinary signifiers flexibly designed in learning pupils to work out new jobs and make new lines of idea. The same procedures used in job resolution are used in creativeness preparation. Students are taught to develop many possible solutions to the job ( eloquence ) , to sort these solutions into likely classs ( flexibleness ) , to bring forth alone thoughts that have non been presented before ( originality ) , and to spread out upon these thoughts to increase utility ( amplification ) . Thus creativeness preparation is developing in job resolution. Educators should supply pupils with chances to show creativeness in content, procedure, and merchandise. Research surveies suggest that the usage of creativeness fostering techniques can profit pupils in both procedure and merchandise by learning the metacognitive accomplishments necessary and supplying chance in the development of originative and critical thought. The consequences of this survey formalize other research on the usage of creativeness direction. Creativity should go an built-in portion of the educational procedure and non be considered the fluff of the course of study. Educational course of study should concentrate on learning pupils to take an active function in the originative procedure through metacognition. It should endeavour to present pupils to believing non merely about what they think, but how they think for bettering originative processing and originative production. Iimplementing and utilizing creativeness heightening techniques are imperative if creativeness heightening methods are to go a critical portion of the educational course of study. It is besides imperative that pupils learn to foster their creativeness in both procedure and merchandise. Students should be given the chance to show originative thoughts and ideas in open-ended activities that allow originative look with no right or incorrect replies. Metacognition, originative thought, and originative look are life accomplishments that are imperative to students’ future successes ; and hence, must be nurtured and enhanced. All pupils should be challenged to make the pinnacle of success that merely comes through deeper apprehension and pattern of the originative procedure. The execution of creativeness direction can travel pupils to higher degrees of originative public presentation. Given the intricate relationship between creativeness direction and improved originative public presentation, pedagogues must let creativeness heightening techniques such as eloquence, flexibleness, originality, and amplification to go an built-in portion of the activities performed daily in the educational teaching method of school course of study. When developing course of study for exceeding pupils, larning manners and instructional schemes which the person pupil possesses are indispensable considerations. Given the consequences of this survey, it is suggested that creativeness preparation be included as a instruction scheme to advance both metacognition and higher order thought ( analysis, synthesis, and rating ) . This survey besides has deductions for instructors developing plans. Traditionally, creativeness preparation has been an built-in of instructor readying for those trained to work with the mentally gifted. If so, as this survey suggests, creativeness preparation is besides effectual with pupils who are non classified mentally gifted, so instructors of these pupils should be prepared to learn and foster creativeness. This research suggests that a better apprehension of the nature of creativeness and the possible advantages ADHD kids may take to the design of learning schemes and to the planning of educational environments that maximize particular acquisition manners, lessening comorbidity, and do usage of particular endowment and potency. The research and intercession on ADHD now is excessively focused on placing lacks ( Frick and Lahey, 1991 ; McBurnett et Al. ; 1993 ) and rectifying them ( Burcham et al. ; 1993 ) . It would be valuable for schools and parents to be able to concentrate on strengths every bit good as failing. Labels may non merely impact the manner kids are perceived by the instructor but besides their self-pride. Therefore, it is of extreme importance for instructors and parents to work together to bolster self-esteem and to place and foster strengths every bit much as possible. As pedagogues, it is our duty to plan educational environments in which their endowments can be developed. A recommendation could be taken from Wei ( 1997 ) to find the appropriate educational arrangement and manner of learning from which ADHD originative kids could profit. The kids who learn good in the conventional scene should stay at that place, and those who do non should hold the option to be placed in smaller, experience-based acquisition environments. An apprehension of creativity’s many dimensions may take to reorganisation of educational environments so that maximal chances exist for originative behaviours to emerge and for each kid to develop in the manner that is most suitable to his/her ain particular endowments.Future ResearchThroughout both the literature and research on the subject of creativeness, one point was clear and concurred by all: more qualitative and quantitative research for measuring and developing creativeness is necessary if creativeness direction is to be come a critical portion of the educational course of study. Research based methods for measuring and fostering creativeness should to be developed, understand, and applied suitably for adding pupils in the originative procedure, ensuing in the development of quality merchandises by independent and originative minds. The limited sum of research on this capable suggests that the countries examined in this thesis would profit from future probes. An extension of this survey with the same groups is indispensable to find the impact of creativeness preparation upon other rating steps as determined by school classs, accomplishment tonss, and self concept stock lists. Further recommendations include intercessions of longer continuance to show the long-run advantages of utilizing creativeness fostering techniques. A larger sample size would besides be good to formalize this survey and increase dependability in generalising the consequences to a larger population. Future research would profit from holding a separate control group of kids holding troubles in school but who do non run into the diagnostic standards for ADHD so that comparings could be made. If creativeness preparation is effectual with pupils who are ADHD in footings of construct function, how might it impact other countries of exceptionality such as mild mental deceleration? Since pupils with mental deceleration and those with mild disablements are besides being integrated into the regular instruction schoolroom, other surveies should be conducted with these populations. Additionally, the procedure of creativeness preparation and construct map development could be explored as an alternate manner to measure pupils classified as mildly disabled. Traditionally, cognition acquired by pupils classified as mildly disabled can non ever be measured by pencil and paper trials. This method might supply an extra step for schoolroom instructors. Many can reason that there is a relationship and similar features between ADHD and creativeness ( Cramond, 1994 ; Frick and Lahey, 1991 ; Hartmann, 1997 ; and Weiss, 1997 ) . The exact nature of the relationship between ADHD and creativeness is non known at this clip. Both are really complex concepts. However, one can non show with the fluctuation that ADHD causes creativeness or portion of it. It can easy be assumed that other factors are involved ( disposition, cognitive aptitude, genetic sciences, lacking societal accomplishments, academic underachievement, and legion other environmental variables ) . Possibly ADHD and creativeness are similar concepts, but farther academic research in this peculiar country is neededDrumheadIt can be concluded that all ability degree pupils can profit from creativeness heightening techniques. If so creativeness can impact originative ability with both regular pupils and those pupils classified as particular instruction pupils, and these consequences are generalizable, so the statement for incorporating exceeding pupils into the regular schoolroom utilizing the same instruction schemes may hold virtue. Creativity preparation appears to be a scheme worthy of usage by instructor with pupils in an incorporate scene. The initial consequences of this survey were interesting and promising, but there is still considerable work to be done in many countries that could be good to the kids, their households, and instructors. participants on the present survey were mean, less than norm, and extremely originative harmonizing to their consequences on the TTCT. Semelar to that of Cramond, 1994a, B, 1995 ; Although some of the participants of the present survey score high scor in the TTCT, it is non the perpuse of this studay to exame explore creativeness among ADHDs or to enderstand the coection between creativeness and ADHD. The pourpes of this studay is to exame whether or non a creativeness treaning plan will assist pupils with ADHD to develop more complex Recomadition: Mothers developing plans is good for poth kids with ADHD and female parents ( see Weiss and Hechtman P32 ) For recomandiotns see keetam ( Gul 2006 ) Monsen and Frederickson, 2004 Sherman et al. , 2006 On their survey on a sample of 151 kids aged 10-11 old ages Wallach and Kogan ( 1965 ) proposed four classs of features, classified on the footing of their degrees of creativeness and intelligence: High creativity-low intelligence: their chief features are:Angry struggle with themselves and their school environment.Feelingss of unworthiness and insufficiency.Able to bloom cognitively.Low creativity-high intelligence: their chief features are:Addicted to the school accomplishment.Strive continually for academic excellence because they perceive academic failure as ruinous.High creativity-high intelligence: their chief features are:Can exert within themselves both control and freedom.Have both grownups like and childlike behaviors.Low creativity-low intelligence: their chief feature is:Engage in assorted defensive manoeuvres such as intensive societal activity or passiveness or psychosomatic symptoms.Yet many of these incorporate pupils bring to the regular schoolroom larning features that are specific to their exceptionalities. For illustration, pupils with specific larning disablements have trouble cognizing how to larn ( Plloway, et al. , 2002 ) chapter one. Recomadition: Resea rch indicates metacognition –knowing how to learn- is an country of trouble for these pupils ( Bos and Vaughn, 2005 ) . Furthermore, mildly handicapped pupils experience troubles geting and utilizing metacognitive schemes.

Sunday, November 10, 2019

Equality, Diversity and Inclusion in Work with Children Essay

Equality, diversity and inclusion in work with children and young people. In this essay i will be discussing equality amongst children, inclusion, inclusiveness and diversity and how to put these things mentioned into practise when working with children and young people. 1, Understand the importance of promoting equality and diversity in work with children and young people. 1.1 Identify the current legislation and codes of practise relevant to the promotion of equality and valuing of diversity. Current Legislations Children Act 1989 – Protecting children’s welfare and to provide services according to the specific needs of children. Human rights act 1998 – specifies and enforces the rights of individuals and if these rights are affected actions can be taken to rectify the situation. Race Relations (amendment) Act 2000 – put in place as an organisation to promote healthy relationships between people from different races. Special educational needs and disability act 2001 – This act was created to stop discrimination by educators towards people with a disability or special educational needs. Disability discrimination act 2005 – get schools to make individual disability equality scheme and access plan. These are made to ensure all parts of a student’s education are accessible and to encourage participation and discourage harassment and discrimination. Read more:  Explain what is meant by inclusion essay Disability Discrimination Act 1995 – To protect the rights of people with disabilities and to make sure they have fair and equal access and opportunities to services. Children’s Act 2004 – Sets a clear duty to provide and maintain effective and accessible services for children & young people and works on and around the basis of Every Child Matters. Education Act 1996 – invokes clear guidelines of a schools responsibility to children with special educational needs, stating that schools must supply additional resources to meet the individual needs of the child or young person. Equality Act 2012 – Clearly states the legal requirements and responsibilities of public bodies such as schools, to provide equality of opportunity for all citizens. This bonds all nine legal laws. Codes of Practise The Special Educational Needs Code of Practice 2001 – This code of practice gives the framework for policy, procedures and responsibilities towards children with special educational needs. It also indicates the level of support vs. what should be provided to the individual to give a clear indication of the steps to take towards accommodating an individual with support needs. Code of Practice on the duty to promote race equality (2002) – This is a statutory code to make sure all public authorities (including schools) enforce and meet their duty set out in the Race Relations (amendment) Act. This requires all schools to produce a written equality policy with practical ways to promote, enforce and demonstrate that they are working towards to following outcomes; * Reduce the margin of educational achievement between different ethnic groups. * Build and improve relationships between different racial groups. * Improve behaviour of pupils. * Promote and encourage greater involvement of parents and the community. * To make sure staff within school reflects cultural diversity of society. * An admission policy that does not discriminate any racial group. * A strategic monitoring method to keep track of how and what affect the policy is having within the school. Removing barriers to achievement: the government’s strategy for SEN (2004) Putting this into place provides a framework to build upon helping to remove barriers and boost the achievement of children with special educational needs (SEN) or disabilities. Guidelines within the document explain the vision of the government for the education of children with SEN or disabilities outlining the principle of: * Early intervention. * The removal of barriers. * Raising achievements. * The delivery of improvements through partnerships across services. Disability Equality Scheme and Access Plan. All schools are required to produce a Disability Equality Scheme (DES) that sets out ways to promote equality opportunity, positive attitudes towards pupils, staff and others with disabilities. Along with the above there must be an action plan in place to outline methods of removing discriminatory barriers for example: * Improvement to physical environments such as lifts, ramps, room layout, higher desks, and wider doors and so on. * Providing information and work in different formats such as larger fonts, auditory work, pictorial. School policies All schools must have policies that are designed to reflect the rights and responsibilities of those within the school. These policies should provide guidance to staff and visitors who attend the school on ways to ensure inclusive practise is used. These policies are as follows: * Race/cultural diversity * Equality of opportunity/inclusive practice * Safeguarding/bullying * Gifted and talented pupils * Special educational needs * Disability access These policies have been made in response to legislations that have been passed. Schools are obligated to monitor the affect of these policies to see what changes they bring forth and to make sure they are for the better, by doing this they can sort out the week points of the policies and adapt them to work for the better. 1.2 Describe the importance of supporting the rights of all children and young people to participation and equality of access. It is important to support participation & equality of access. In my placement this does ensure that every child and young person receives the same opportunities no matter what their culture, background or beliefs are. In order to achieve this my placement came up with the idea and thought it would be good practice to involve the children in the process of finding out what kind of activities and policies work well in my placement and what ones don’t, this would give a sense of the children being valued and boost their confidence. With participation and equality in mind I believe that the Equality act 2010 has a big role to play in improving the surroundings of children that are  stereotyped and categorised by others. The Equality Act 2010 states that there are seven different types of discrimination, they are: * Direct discrimination: discrimination because of a protected characteristic. * Associative discrimination: direct discrimination against someone because they are associated with another person with a protected characteristic. (This includes carers of disabled people and elderly relatives, who can claim they were treated unfairly because of duties that had to carry out at home relating to their care work. It also covers discrimination against someone because, for example, his or her partner is from another country. * Indirect discrimination: when you have a rule or policy that applies to everyone but disadvantages a person with a protected characteristic. * Harassment: behaviour deemed offensive by the recipient. Employees can claim they find something offensive even when it’s not directed at them. * Harassment by a third party: employers are potentially liable for the harassment of staff or customers by people they don’t directly employ, such as a contractor. * Victimisation: discrimination against someone because they made or supported a complaint under Equality Act legislation. * Discrimination by perception: direct discrimination against someone because others think they have a protected characteristic (even if they don’t) If these seven types of discrimination are not monitored and other policies, procedures and practices are not kept in check and reviewed regularly it may have a drastic affect on the way a school is run and children are treated in regards to equality and participation. 1.3 Describe the importance and benefits of valuing and promoting cultural diversity in work with children and young people. I believe in this day and age their still exists a great majority of racism, misunderstandings and misconceptions about people from different countries, backgrounds and beliefs as was there in Little Rock, Arkansas 1957. I will admit not as bad as the little rock protests due to their being laws against racism and so on that were not in place in the 50’s. The point of what I have written above is schools now are teaching their students of all ages about different cultures, ways of living, beliefs, family diversities and so on leading to a better understanding of the cultural diversity and how a Childs fellow pupil ,Only because they are different that they are not all that different and to  embrace them as a human being. If this kind of understanding was taught years ago such a divers section of communities might not be living in segregation as they are today. The ways schools teach children and young people about different cultures are: * Celebrate the customs of pupils from different religions and cultures such as Chinese New Year and Harvest festival. * Learn how to say key words in a different language. * Research different historic events in different countries. * Research different fruits and where they come from.  Experiencing the ways that the above has been explained and taught in my placement promotes diversity and uniqueness within individuals and enables children and young people to understand and embrace each other. If some of these measures are taken to understand different people from different backgrounds it will stamp out tokenism and stereotyping and lead to a better understanding of each other and in the future eradicate racism and bring together coheaded communities. 2.Understand the impact of prejudice and discrimination on children and young people. 2.1 Describe ways in which children & young people can experience prejudice and discrimination. Children and young people can experience prejudice and discrimination in the following ways; * If a child or young person is seen to have a disability they can be instantly labelled as the â€Å"thick† or â€Å"slow† person. * If a child or young person is of a different race may have racial slurs used against them. * Boys are typically stereotyped to be loud and aggressive unlike girls who are stereotyped to be quiet and more intelligent. * If a young person is unsure about their sexual orientation. * A person that has Gender Dysphoria. There are two types of discrimination; Direct discrimination An example is a school might not accept this pupil due to being disabled or because of their race. Indirect discrimination Schools need to be aware of this as schools could to this totally intentional for example, a school trip could be made where they are going to an old corn  mill where there are no elevators just steps and a pupil is in a wheel chair. Discrimination can be: * Institutional: this occurs when a establishments policies and procedures allow them to discriminate both directly and indirectly. * This could occur from individuals or groups within the establishment. Individuals could be staff, visitors or other children & young people. In my placement whilst I was being observed by my assessor I noticed a child had a case of head lice. I reported it to my line manager but because the child was stereotyped as â€Å"scruffy and low class† the case was never dealt with and a week later the parents were issued with a letter home about head lice. I feel this child was discriminated against by the members of staff because he looked different from the other children. 2.2 Describe the impact of prejudice and discrimination on children & young people. When children & young people are discriminated against it can only lead to negative effects. As well as effecting their academic education it can and will affect their health and well-being. The effects of discrimination or prejudice can manifest their self’s in the following ways: * Low self –esteem * Disempowerment * Confusion * Anger * Lack of motivation * Depression. 2.3 Assess how own attitudes, values and behaviour could impact on work with children and young people. As a teaching assistant or a teacher working with children & young people you must make sure to promote equal opportunities, inclusion and to be anti discriminatory. Doing things like: * Not speaking or teaching things about multi cultural events. * Different languages. * Being dismissive to a pupil that is different in the way of culture or  ability. * Being ignorant to a child or young person’s individual needs. All the above could lead to children & young people picking up, taking in and projecting your views onto other children, young people, adults or visitors. Overcoming stigmas attached to disabilities, races and religions is a must before working in schools, to gain understanding of these things will empower you with the knowledge to teach more efficiently and understand in a more diverse manner. I observed in my placement a child that had moved from Pakistan who could barely speak any English was segregated by the children and surprisingly the teacher. When he would try and speak she would raise her hand as a sign to be quiet and he would struggle to contribute to the class till she would verbally say â€Å"Child A be quiet†. This led to the child becoming very aggravated and unsettled for a number of weeks until he started to learn English to the point where he could interact without much thought as to what he was going to say before he said it. 2.4 Describe the importance of promoting anti-discriminatory practise in work with children and young people. The promotion of anti-discrimination should be a focal point for the majority of things that happen in and around schools. It is no good to have policies and procedures and just tokenise them, they need to be enforced so children and young people will follow the lead of the school. The best ways to do this are: * Be a good role model. * Appreciate & promote diversity and the uniqueness of children and young people’s abilities. * Listen to and involve the children and young people. * Treat each child and young person as an individual. * Have a realistic but high expectation of all children and young people. * Support the schools ethos. * Give the children and young people the tool set and skills to be able to challenge prejudice and discrimination by others in a controlled and non-abusive manner. 2.5 Describe how to challenge discrimination. Challenging discrimination is a must in any sort of situation. To do this you need to make sure you know your anti-discrimination policy within your school. The role as a teacher or teaching assistant is to protect children  and young people from discrimination. If you was to overhear or receive a complaint from a parent or pupil about a discriminatory act that has taken place and you ignore it ,you are giving the person victimising the victim the impression it is ok to do, this can then quickly turn into a discrimination epidemic of sorts if left unchecked. To be able to deal with discrimination efficiently you will have to first feel comfortable with your policies, procedures and codes of conduct on the matter. Then approach your line manager or alternately if it is them that is conducting the discrimination then go to your head teacher, explain what has been said to the person or group, state the impact it has had on him/her or them and then suggest a way to enforce your anti-discrimination policy. 3 Understand inclusion and inclusive practises in work with children and young people. 3.1 Describe what is meant by inclusion and inclusive practise. Inclusive: To identify, understand and quash any barriers to participation, education and the feeling of belonging. Inclusive steps taken within schools will ensure that all pupils feel valued, equal and safe in their environment. To do this making sure that you recognise, accept and celebrate a child or young person’s differences and similarities. Inclusion: to ensure all children and young people of and background, situation or ability level are able to participate fully in all aspects of their academic life. Inclusion is not about categorising of viewing everyone as a collective but more like assessing people as individuals and supplying them with the same opportunities as any other pupil. 3.2 Describe features of an inclusive setting for children and young people. * There are some barriers in schools that staff are aware may affect pupils development academically so they make it as accessible as possible. * Pupils are never segregated from their peers as this may make them appear to be inferior to others instead the pupil will receive support whiles working alongside their peers. * Children and young people are encouraged to use their voice to make heard their opinions and views weather this be in an informal manner or through the school council. * Regular training is provided to keep staff up to date on inclusion, diversity and equal opportunity policies and procedures. * The schools work in partnership  with the governors, parents, staff and the pupils. * Schools pro-actively work with other professions like speech and language therapists and educational psychologists to ensure children and young people receive the correct support for their individual needs. 3.3 Describe how inclusion works in own sector of the children’s workforce. All sectors that work with or come into contact with children all share the common concept of inclusion and what it is. The way it is implemented may vary depending on the company/ organisation and it what way they work with children, but whatever the company / organisation they must always keep the child, children or young people at the centre of all practises. Early Years Foundation Stage (EYFS) and the National Curriculum all give clear outlines on how the curriculum should be delivered, how to make it inclusive and to the learning and assessment of the material being taught. The National Curriculum Inclusion statement states that schools must: * Provide a curriculum that is accessible and achievable to all pupils. * Recognise that â€Å"All pupils are entitle to a high standard or education†. * Meet the interests of both individual and all pupils as a whole. * To Assess, recognise and remove any barriers that may be stopping learning and assessment. In my placement there is a child with severe hearing difficulties , we assessed her hearing level with an outside agency that works with the local hospital to find she could hear nothing when being spoke to in school. We spoke to the specialist who supplied us with a tower speaker and a microphone that clips on your top so, when you speak the sound of your voice is amplified on the wave length of the Childs hearing aid allowing her to hear clearly in turn providing a solid education. Personalised learning To raise standards in schools and to help people with special educational needs to achieve personal learning was developed. Personal learning is catered to a child or young person’s specific needs to ensure they receive a healthy and fulfilling education regardless of their background, culture, special educational needs or disability they will receive the support to make progress. The key elements to making personalised learning so successful are: * Receiving a challenging curriculum at their level. * Staff who have high but reasonable expectations. * Setting personal targets. * Highly focused assessments. * Early identification and interception when targets are not being achieved.