American revolutionary era Essay Example | Topics and Well Written Essays - 1500 words

American revolutionary era - Essay Example Many colonists migrated from Great Britain to gain independence and to seek their own personal freedoms that the King George III clearly neglected. The desire to colonize the new world generally meant more liberation and strong urgency of independence. Undoubtedly, the American revolution has transformed American ideals and lives of ordinary Americans from many aspects. One of the first elements that have been transformed American lives is the concept of individuality and freedom. One of the main causes that initiated the revolutionary war was the geographic distance that separated the colonies from Great Britain. Many colonists migrated from Great Britain to gain independence and to seek their own personal freedoms that the King George III clearly neglected. The desire to colonize the new world generally meant more liberation and strong urgency of independence. This concept of liberation has been the focal point of Americans since the era of colonies to modern day America. The ideal s of democracy have been created from expressing individuality rather than conforming to a traditional mainstream society. America continues to take a great pride in individuality from many facets. Each American has the desire to have the prosperous in wealth and have a standard of life of luxury. This attribute can be traced back to the ideals of early colonists, who wanted to isolate themselves from the British rule on the first place. The expression of individuality and liberalism has been consistent element for all Americans and what makes America unique. Another element that has been derived as a result of the revolutionary war that has transformed America to be exceptional is the fact that Americans are conditioned to change and clash against status quo. Unlike other countries that continue to be dictated with status quo, Americans are quick to embed rapid changes to accommodate their country. Throughout history, America is known to embed these changes with the age of progress ivism and revolution. For instance,    John Locke once stated in his writing Second Treatise of Government, â€Å"Where there is no law, there is no freedom.† Every society makes and enforces laws that govern the individuals, businesses, and other organizations that function within. Since the American revolution, individuals have celebrated and enjoyed their God-given rights. This has manifested itself in America throughout the years, even in isolationism has managed to maintain its focus in domestic affairs to propel itself against other nations. Furthermore, America’s firm belief in its capitalism democratic principles has propelled it compared to other nations. In order to truly understand the influence that the Revolutionary war had on America, it is crucial to understand the root causes of these changes. One of the root cause the American Revolutionary War was the colonial legislatures that were enacted by the King. The enactment of these laws meant that that th e colonies continued to be pass laws and pay taxes to atone the sins of the Great Britain. King George III clearly had a safety net to protect himself when he was in trouble. In order to fund his financial burdens, the King would impose illogical taxes to the colonists. His behavior was brilliantly captured by Thomas Paine. In his literary work the â€Å"common sense† described King George as a â€Å"

Why do you want to attend Texas A&M Personal Statement

Why do you want to attend Texas A&M - Personal Statement Example spectacle to see companies drilling 19000ft under  sea to obtain a naturally occurring resource, not many years ago this  treasure  was available around 3000ft. I want to move with the modern age where engineers are steadily pushing limits to get cleaner and more productive  fuel  while extracting the most out of our planets depleting resources. Enrolling for petroleum engineering course at the Texas A&M Institute is the logical choice for me to further my interest. It will guide me to my chosen career of serving within the scope of natural resources. I am a hard working student. I enjoy meeting new people. The nature of my potential job (as a petroleum engineer) might require traveling to remote places and meeting new people. I love communicating with new people as I enjoy learning about other culture and costumes. This is almost turning a muse into my profession. Nothing is better than having an income from muse. To conclude I want study petroleum engineering because I would like to study a major that promotes my country. At the same time it is something that I love reading about. I am an A ranked student in chemistry class. I love educational competition and I love winning. I always score exceptional marks in my classwork exams and any educational activity. My teachers love my comments and questions during class because my thinking is unique. This is what separates me from my classmates. I am sure of my abilities in meeting the requirements of Texas A&M

Ethics Development, Understanding & Application Essay

Ethics Development, Understanding & Application - Essay Example Ethics too considers the psychophysical behavior of human beings, but always with reference to some standard of what behavior ought to be. Behavior considered in terms of a moral situation is called conduct. A psychologist who tried to use the technique of the mathematician or physicist would find that his results bore little relation to the qualitative variety of people's minds. Similarly, the methods appropriate to ethics are not identical with the methods that have given effective results in biology, psychology, economics, or law. Ethics stands in important relations to each of these disciplines, but whatever materials the ethical philosopher may draw from related fields he draws simply as material to which his own distinctive method is to be applied. The ethics have great concerns with the societal trends, a person cannot be known as ethical who doing something that is actually considered good in his own view but the society condemns it. It is also dealing with the personal sense of choosing between right and wrong, if a person is acting in a way that is making himself feel wrong, then it is unethical. The Morals have although got direct concern with the ethics, the values are the trends that are set by the society no matter they are right or wrong for anyone but they are being followed by most of the individuals in the society and are considered to be right by the majority. Values again have direct concerns with the ethics as they define what actually is right and wrong, what is good and what is evil. Values are just our beliefs, or standards that we take into account on daily basis. My ethics have just been very much similar to what every one is following here, I consider the prohibited wrong and the usual practices right. I have been ethically sound as I know many of the things wrong, I consider breaking a traffic rule to be unethical, I consider hitting or fighting with someone to be unethical, I consider going for prayers to be very ethical, and also I consider to have illicit relation to be extremely unethical. I consider respecting elders to be ethical and cheating to be very unethical. Also religion have some influence in making me ethically more superior, the parents and the family have played even a bigger role in providing me with knowledge of what is socially acceptable. Friends and teachers also have got a lot to do with what I consider right and wrong. In my view, there are many forces that are making me understand the ethics, the rights and wrongs. Overall, the society, the parents, the religion, the friends and teachers have made me understood the ethical practices. My religion influenced my ethical behavior by emphasizing on many things considered to be wrong for instance by prohibiting the illicit relations. The society influenced my ethical behavior by giving me the concept of what could lead to punishment and what could lead to reward. My parents influenced my ethical behavior by perhaps not fighting with each other and living together after marriage with a proper sharing of everything with each other. My friends influenced my ethical behavior by ensuring that they are not really involved in any such criminal acts like drugs and other crimes. My teachers influenced my eth

Management Essay Example | Topics and Well Written Essays - 1000 words

Management - Essay Example Like most economies, the UK practices a system where most critical social services are provided by the government (Engineers, 2008). Education and healthcare sectors are some of the areas where the government plays very imperative roles. However, with a growing budget deficit that continues to raise concerns, austerity measures become inevitable. The United Kingdom, with its expanding public sector coupled with a growing population, has been forced to borrow severally to finance its budget deficits. Such continued borrowing may have long-term impacts on the economy considering that the debts have to be repaid. In such a case, the austerity measures advocated for by most policy advisors become necessary. It certainly becomes a plus to the many private firms across the country as new opportunities will emerge in product and service delivery. However, in light of the recent street protests against the proposals to cut government spending, several considerations emerge. Several hospitals in the UK are already bogged down by numbers courtesy of the cuts that greatly impact on the quality of social services. The education system in the country has for several years been one of the best in the world (Al-Mazrouei, 2001). This attribute emerges out of the great support that the government allocates to the basic services like education, water and healthcare. It therefore becomes imperative that several considerations be made before any major government spending is practicated. In most cases, increased taxes are normally dreaded by the public. Nevertheless, a government that effectively uses the tax money on proper policies that impact positively on the masses certainly faces little antipathy towards its social reform policies. The UK’s situation in indeed one of the most notable cases in the entire world. It demands greater government intervention which can only be attained through proper spending policies. In its bid to exercise its mandate in the establishment o f the lending base rate that guides the interest rates in England, the Bank of England’s monetary policy Committee faces myriad challenges in its approach to the whole issue (Tennant, 2009). The essence of setting the base rate is basically to ensure price stability in the country and to limit variations in the various interest rates across the country. In light of the emerging economic challenges that continue to bedevil the world, it is inevitable that economic priorities too need to change with a view of addressing the whole issue. Currently, the Committee’s main focus is keeping the interest rates at the basement levels with a view of economic expansion. In the recent years, it is indeed true that an inflation overshot has characterized the UK economy as the Banks pretence that the situation will return to normalcy in two years only help to escalate the tensions that emerge in policy circles. However, in view of this challenge, the basic challenge that confronts th e Bank of England needs to be understood. The excess price and output volatilities are issues that must be addressed in tandem with the inflationary extremities (Giuseppi, 2008). The high inflation rates in the country have greatly influenced the performance of many firms. As the borrowing rates become unbearable, most commercial firms are reconsidering their

Case Analysis Memo Study Example | Topics and Well Written Essays - 500 words

Analysis Memo - Case Study Example The performance of employees is often found to be derailed by the threat of losing a job, but sometimes it may also prove as a driving force, for the employee to work hard and perform well for the survival. The status of the company mainly deals with it health, whether it has sufficient sources to balance the inputs and outputs, and does the company has enough revenue generation capacity to pay all the employees. Mistrust is another problem that was found prevalent among the employees of the company. The employees were often found complaining of problems with the pay bills and distribution of bonuses. They raised the issue of biasedness to be present among the ranks within the organization. The problem was of the transference. Employees were not aware of the proceedings that were carried out behind the scene, and the end of every month they found some discrepancy between what they expected to earn, and what they had actually earned. Another problem that was found closely associated with the level of mistrust among the employees was the absence of equality; rather the employees complained that there is unequal distribution of bonuses. Explicit rewards are those gains that can be measured. They are based on simple mathematics principles, where an individual is paid according to his or her performance. Further, a company can use an explicit reward scheme to motivate its employees, through setting clear bonuses, and defining the tasks. It is often observed that managers are too much occupied by traditional notions like presence and absence, they pay people for their regularity, but regularity is not always equal to productivity. The purpose of paying bonuses for regularity is to ensure the presence of individuals at the job site, and provide maximum output. However, employees may get regular but their productivity is found to be unsatisfactory. Giving autonomy to the employees can work in two ways it can work as a reward as well as motivator for better

Discrimination education Essay Example for Free

Discrimination education Essay ?Early years providers regardless of type, size or funding must comply with the legal requirements set out within the Early Years Foundation Stage ( EYFS) so as to meet the needs of all children within the setting (DCSF 2008a, p11). The objective of this report is to critically evaluate the Special Educational Needs Policy used in a setting which support anti discriminatory practice and promote inclusion (appendix 2). Within the context of a faith based early years setting in Dewsbury. The Warnock Report (Special Educational Needs1978) introduced the concept of ‘inclusion’ in the form of ‘integration’ with regard to children with special educational needs, suggesting that mainstream settings would be preferable to ‘Special Schools’. Gates and Edwards (2007) outline, prior to this report, the terms â€Å"Handicapped† or â€Å"Educationally subnormal† were acceptable terms, based on an apparent culture of a medical model, where the disabled person is the problem, governed by their disability. An example might be a child labelled with Down ’s syndrome as their identifying features, instead of their name (Courtman 2010). As legislation has continued to develop, so have attitudes towards disability. The Disability Discrimination Act 2005, set out duties for employers and many public services. Further changes arose from the Educational Needs and Disability Act 2001. It became unlawful to discriminate against disabled children, and by 2004, â€Å" reasonable adjustments † were expected to improve access within the physical environment, for disabled people. The introduction of the Children Act 2004 saw the introduction of the Every Child Matters (ECM) (DCFS 2008d). In addition the publication Removing Barriers to Achievement (DCSF 2004) reinforced the ECM commitment relating to early intervention and support. The setting The Pre-School was registered in 2002 and is managed by a voluntary management committee, incorporating an Islamic Ethos. The setting provides sessional care for the local community and surrounding areas. The children who attend the setting are predominantly Muslim; and there are no children with special educational needs (SEN). Promoting equality of opportunity for all is limited within the setting; this is due to the management and practitioners’ negative attitudes towards children with additional needs. Causey et al (2000 p. 33-45) believes influencing factors that can affect the way practitioners’ view diversity and difference is prior knowledge and beliefs about others. Shah (1995) identifies stereotypical views practitioners may have is that children with SEN should be cared for by the family and outside support would mean that they are failing in their duty. These beliefs and views can create barriers to inclusion, a recent research conducted by Contact a Family identified: â€Å"70% of families with disabled children said that understanding and acceptance of disability from their community or society is poor or unsatisfactory†. (Disability Action 2010, online) The social stigma of having a child with a disability still exists. It has been argued that some Asian and black communities perceive disability as a â€Å"curse† and therefore will not allow the child to be assessed (Ali et al 2006). In addition communication and collaboration may be affected by cultural issues. Salim (2005) explains it is unacceptable for strict Muslim women to be in the presence of a male without her husband. This could present difficulties in setting up home- school communication and a flexible approach would need to be taken (Roffey, 2001). Furthermore the EYSTEN study (Sammons et al, 2003) identified ethnic minority groups and boys showed a greater ‘risk’ of developing SEN. Moreover (Warnock 2005, p. 11) Identified a clear link between social class, deprivation and SEN, in his study Emerson (2010, online) concluded a lower socioeconomic position was linked to an increased rate of intellectual difficulties. Language, social stigma and the lack of education can create barriers for parents to access the support required, this intern leads to adverse affects for the child and family, leading to a cycle of disadvantage and disparity. Policy Evaluation In order for settings to comply with legislation and meet specific requirements in accordance with the EYFS, settings are required to produce and implement effectual policies which encompass â€Å"equality of opportunity† and for supporting children with â€Å"learning difficulties and disabilities† (DCSF 2008a) in addition if settings are in receipt of Nursery Education Funding they must have regard to the Special Educational Needs (SEN) Code of Practice 2001 (DCSF 2008a, p. 25). The setting in this report does not have a specific inclusion policy however; the setting does encompass a Special Needs Policy. On examination of the policy major discrepancies were identified. It was recognised the policy (appendices 1-3) appeared to be less then successful, owing to the lack of information, compliance with legislation, and being ineffectually written, leading to misunderstanding of statements (Hughes and Ferrret 2009, p. 32). Capmbell (1997) supports this view reiterating poorly written policies are often broad general and ambiguous. Furthermore the policy was written in 2002, hence established before the EYFS, this has had a negative influence on the content of the policy. The EYFS used as a resource sets out the required legislation, regulation and guidelines which should be incorporated within the settings policies (DCSF 2008b). It is the duty of all practitioners to promote equality and remove discrimination (Daley et al 2009) explains unfair treatment and not allowing equal chances and access to services could amount to unlawful discrimination. The Disability Discrimination Act 1995 and 2005 (DDA) (online) sets out two main duties: †¢ Not to treat disabled children less favourably †¢ To make reasonable adjustments for disabled children Additionally Section 2 of the Special Educational Needs and Disability Act 2001 (SENDA) (online) prohibits educational settings from discriminating against children with additional needs from their admissions arrangements. The setting’s SEN policy (appendix 1: statement 4. 7) makes a direct contradiction to the DDA and SENDA by only allowing children with a disability admission if the setting can accommodate the child, rather than the setting making reasonable adjustment in order to include the child, furthermore the child who has a disability is being treated unfairly, as the child would only be admitted after extensive consultations (appendix 1: 4. 1). This is a very dated attitude in terms of legislation and shows a direct influence towards the medical model of disability. The medical model focuses on the disability, expecting the child to make adjustments or adapt to circumstances; it presents the disabled person as a problem (Carson 2009, online). Additionally this stance is a direct negation to the proposals made by the Warnock Report (1978), later embodied in the 1981 Education Act (online), which recognised that educating children with additional needs separate from their peers was denying them their rights to equal access. Dryden et al (2007, p.186) elucidates, by focussing on the child’s abilities, and the provision of modifications and support will enable inclusion and participation. This view is known as the social model whereby the emphasis is on how society can change to allow equal opportunities for children with disabilities opposed to the person trying to fit in to society. Shakespeare and Watson (2002, p. 3) concur the social model has now become the ideological test of disability to differentiate between organisations, policies, laws and ideas which are progressive, and those which are inadequate. Drifte (2008, p. 4) emphasises the importance of practitioners to review policies to ensure that they are based on the social model of inclusion. However more recently Hodkinson and Vickerman (2009) explicate the social model has become subject to critique from parents and practitioners. The view that all children with additional needs should be integrated into mainstream settings, by way of adjustments made to the setting, may hinder the children’s development. Griffin (2008) explains integration for some children with additional needs is unrealistic as they may not be able to cope with the demands of mainstream settings. Additionally Warnock (2005) changed her opinion criticising the governments policy on inclusion warning, the closure of special schools has â€Å"forced† children into mainstream school when it is not in their best interest, causing distress for pupils and parents. The Nursery Education and Grant Maintained Schools Act 1996 (cited in Roffey 2001,p.14) and the EYFS statutory guidance (DCSF 2008a) specifies all early years providers must have â€Å"due regard† to the code of practice for SEN. The SEN Code of Practice (DfES 2001) brings together elements from the Children Act 1989, Disability Discrimination Act 1995 and Special Educational Needs and Disability Act 2001 by providing guidance and placing responsibilities on settings. The SEN Code of Practice provides a consistent approach to meeting children’s special educational needs and gives practical guidance to early education settings on identifying and assessing children with SEN (DCSF 2009). The SEN policy does not cite the SEN Code of Practice, a direct breach of the aforementioned act; it however identifies the need to comply with the LEA code of practice but overlooks the explanation of what this code is, and how it would be implemented. Furthermore the policy has no explanation on the assessment process, such as the Graduated response, Early Years Action, Early Years Action Plus, Statutory Assessment and the Statementing Process (DfES 2001). Although reference is made to observing and keeping records for children with additional needs, there is no clarification of their purpose. In addition the policy fails to explain what is meant by SEN this can cause confusion as some parent’s or practitioners may believe children with English as a second language may be classed as a child with SEN, however children should not be regarded as having additional needs solely because their heritage language is different from what they are taught in (DfES 2001, p. 6). what is sen Although the policy states a SEN coordinator will be appointed it does not identify who this is and what the SEN coordinator’s role is. The policy recognises the need for additional funds to accommodate children with SEN through external funding although there is no clarification of procedures if these funds were not acquired. Even though guidelines are not in the policy, it is likely that practitioners are aware of the SEN Code of Practice 2001 and implement this within the setting. Training is suggested within the policy but does not work effectively in practice, due to staff ratios, time constraints and financial implications. In addition no staff members have attended training specific to SEN. Conclusion Policies are working documents, which develop and move alongside the childcare settings own professional development and are a reflection of that childcare provision. The policies used within the setting not only disregard legislation but are also contradictory and confusing for practitioners to use as a working document. The policy has been written and produced by the management committee with no input from practitioners or parents. In addition some of the statements conflict with practitioners’ own views on anti discriminatory and inclusive practice; this has developed a divergence between the committee’s attitude and the practitioner’s values and beliefs. Therefore the practitioners’ have not used the policies set out to define their practice with children but challenged the anti discriminatory practice by applying the guidelines set out within the EYFS. Woods and Thomas (2003) recognise their is a greater ability for practitioners to re-evaluate and challenge anti discriminatory practice at a cultural level however the changing of others attitudes can be difficult but not impossible. Article 23 of the UN Convention on the Rights of the Child (UNCRC) (UNICEF 2007, online) recognise the disability of a child should not reduce the child’s right to education and children with any kind of disability has the right to special care and support. â€Å"Equality of opportunity means that each individual in society experiences opportunities to achieve and flourish which are as good as the opportunities experienced by others† (Griffin 2008, p. 12).

Self Esteem Essay Example for Free

Self Esteem Essay People who base their own self-worth on what others think and not on their value as human beings might pay a mental and physical price, according to research by Jennifer Crocker, PhD, a psychologist at the University of Michigans Institute for Social Research. Crocker, who has worked on a series of self-esteem studies, found in her latest research that college students who based their self-worth on external sourcesincluding appearance, approval from others and even their academic performancereported more stress, anger, academic problems, relationship conflicts, and had higher levels of drug and alcohol use and symptoms of eating disorders. For the study, Crocker surveyed more than 600 college freshmen three times during the yearbefore they left for college and at the end of the fall and spring semesters. Overall, students were found to have a high level of self-esteem. When students were asked about what they base their self-worth on, more than 80 percent said academic competence, 77 percent said their familys support, 66 percent said doing better than others, and 65 percent70 percent of which were womensaid their appearance. College students who based their self-worth on academic performance did not receive higher grades despite being highly motivated and studying more hours each week than students who did not rate academic performance as important to their self-esteem, Crocker found. Students who based their self-worth on academic outcomes also were more likely to report conflicts with professors and greater stress. They feel motivated to do well in academics, but having their self-worth on the line doesnt help their performance, Crocker says. She speculates that students who base their self-worth on academic performance might become anxious and distracted and threatened by feelings of failure, and, as such, their anxiety might then interfere with their memory. Students who based their self-esteem on internal sourcessuch as being a virtuous person or adhering to moral standardswere found to receive higher grades and less likely to use alcohol and drugs or to develop eating disorders. We really think that if people could adopt goals not focused on their own self-esteem but on something larger than their selfsuch as what they can create or contribute to othersthan they would be less susceptible to some of the negative effects of pursuing self-esteem, Crocker says. Its about having a goal that is bigger than the self.